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Children between the ages of four and six benefit greatly from the moral and motor skills development opportunities presented by kindergarten-level early childhood education programs. The purpose of this research was to determine whether the fine motor-based learning approach used by teachers at Nusa Indah Kindergarten in Bicak Village was successful in enhancing the students' fine motor skills. Using the number wheel and other interactive activities, youngsters may practice their fine motor skills while learning the fundamentals of mathematics. An novel learning medium was developed and evaluated using a Research & Development (R&D) approach. The study also utilized an observational method to analyze the medium's impact. The findings demonstrated that the approach considerably enhanced the fine motor skills, which encompass drawing and writing, of the children. The children's engagement and enthusiasm for learning were both boosted by the game-based activities. These results lend credence to the idea that preschool programs should take a more all-encompassing approach to teaching young children, one that prioritizes not just their cognitive but also their physical and emotional growth. This study adds to the body of knowledge on early childhood education curricula by highlighting the need of including fine motor development activities.

The rapid development of the times and technology today has given rise to many innovations and conveniences, including in the field of education for students and teaching staff. Learning methods are no longer conventional or face-to-face in the classroom, but through online-based devices the teaching and learning process can still run, especially when the Covid 19 pandemic hit. Mamuju Regency, West Sulawesi Province, in the education sector, especially at primary school level or equivalent, there are 310 schools including state schools and private schools. In general, interest in informal education, one of which is tutoring, is still low. This journal presents data and results of mathematics learning assessments at the Ranu Prima College Tutoring Institute, Mamuju branch. The aim of presenting this data is to determine the effectiveness of tutoring in the post-pandemic period and its existence in the future. The results obtained from this activity show that the offline/face-to-face tutoring system is still more effective than the online learning system. This is proven by assessments by parents/guardians of students and students' enthusiasm for the existence of tutoring even though the duration of implementation is relatively short. Of the total of 30 participants, 25 participants remained until the program was completed, providing feedback in the assessment and assessing that the tutoring was effective in equipping students to prepare the final school exams.

One of the causes of low student learning outcomes is the use of learning models that are monotonous and tend to be boring, so innovation in learning is needed. The integration of technology into the education and learning process reflects an innovative effort. One model that can make it easier for students to understand and can support technological developments is the blended learning model. Quipper School is an online learning platform that can be used in the blended learning model. This research aims to determine whether or not there is an influence of the blended learning model using Quipper School on the mathematics learning outcomes of class XI MA Nurul Jadid students. This research is quantitative research with a quasi experimental type. The subjects in this research were class XI MIPA 2, totaling 23 people as the experimental class and class XI MIPA 4, totaling 23 people as the control class. Based on the results of the Mann-Whitney U Test, it was found that Asymp. Sig. (2-tailed) of 0.000 is smaller than 0.05, meaning that  is rejected and  is accepted. Thus, it can be concluded that there is a significant influence from the blended learning model using Quipper School on the mathematics learning outcomes of class XI MA Nurul Jadid students.

Mathematics is a universal science that underlies the development of modern technology, plays an important role in various scientific disciplines, and human thinking abilities. The view that mathematics is a science that trains thinking. The Creative Problem Solving learning model is a learning model that focuses on teaching and Problem Solving skills. Digital teaching materials are use digital devices, such as computers, smartphones. The aim of this research is to see the validity, practicality and effectiveness of the e-module being developed. This teaching material development model uses the ADDIE model. This research was carried out at SMP Negeri 21 Medan which is located on Jl. Rampe Raya flower. The time for the panel research is the even semester of the 2023/2024 academic year. The subjects of this research were class VII students at SMP Negeri 21 Medan. Meanwhile, the object of this research is learning media in the form of e-modules using flipbooks based on Creative Problem Solving. The e-module was declared very valid with a score of 3.56 and was categorized as very feasible. The e-module was declared practical with a percentage of 92.67% and was categorized as very practical. The e-module was declared effective by achieving Problem Solving indicators in indicators 1, 2, 3 and 4 with 65% of students completing the learning. The achievement of classical student indicators has met 65% of students who took part in learning with a score of 75. And there was a significant increase in indicators 1, 2, 3, and 4.

The drill method is serious repetitive activities do the same thing to strengthen or hone skills and make it permanent. The aim of this research is 1) To find out how to apply the drill method in mathematics lessons in class 4 at SDN 039 Air Terbit, 2) To find out whether the drill method is able to overcome students’ difficulties in understanding mathematics lessons, 3) To increase students’ learning motivation by applying the drill method in mathematics lessons in class 4 at SDN 039 Air Terbit. The method in this research uses classroom action research.. PTK is an approach to improving education through change by encouraging teachers to think about ttheir own practice so that they are critical of these actors an teachers want to change them. The results of this research are that students’ learning motivation is increasing. This can be seen from the results of the initial test. Learning engagement increased from 30% to 45% at the end of cycle 1 test and increased again at the end of cycle 2 test to 80%.  So from the test result above it can be concluded that learning using the drill method can increase students’ learning motivation in mathematics lessons, the material on operations for calculating fractions can be seen from the increased learning result, so student motivation also increases.

The recurring issue in the education sector is the low interest in learning and the difficulties children face in learning at school, particularly in Mathematics. These two aspects are crucial to address and minimize as they significantly impact students' learning outcomes. This study aims to identify the factors that influence children's interest in learning and the emergence of difficulties in learning Mathematics at the elementary school level. This research employs the Systematic Literature Review (SLR) method. Data were collected through the documentation of all articles related to interest and difficulties in learning Mathematics at the elementary school level from 2019-2023. Subsequently, the researchers reviewed these articles comprehensively. The articles used in this study include both national and international journal articles. The research findings indicate that there are two factors influencing interest and difficulties in learning Mathematics: internal factors (factors within the students) and external factors (environmental factors).

This research aims to determine the influence of learning styles on students' mathematical problem solving abilities. This research was carried out at MAS Al-Falah Klender. The method used is an ex post facto survey method with random sampling technique. The population in this study were class Data were collected using tests and analyzed by one way ANOVA. The results of this research show that 1) students' learning styles influence their mathematical problem solving abilities. 2) there is no significant difference between students' mathematical problem solving abilities with visual and auditory learning styles. 3) there is a significant difference between the mathematical problem solving abilities of students with kinesthetic and visual learning styles. 4) there is a significant difference between the mathematical problem solving abilities of students with kinesthetic and auditory learning styles.

This Research Is Motivated By Students' Low Understanding Of Mathematical Concepts Which Is Caused By The Learning Process Not Optimizing The Use Of Media When Learning Takes Place In Understanding The Concepts Of Learning Material And Not Giving Students Opportunities To Participate In Learning. This Research Aims To Improve Students' Understanding Of Mathematical Concepts Multiplication Pocket Media Is Able To Provide Details In The Form Of Existing Images, So That Students Are Able To Remember Them Better. Understanding The Concept Of Multiplication Calculation Operations. First, Restate The Concepts That Have Been Studied With The Following Example Questions. 5 X 4 = 4 + 4 + 4 + 4 + 4= 20. Most Students' Work Process Is Not Appropriate Because Students Do Not Re-Express Their Spelling Concepts Directly In The Results. Second, Classifying Objects Based On Mathematical Concepts.

Some students feel that mathematics is unnecessary, resulting in their interest in learning being low and learning outcomes also being low. To overcome this, one approach that can be taken is experiential learning. This approach is based on four phases, namely real experience, reflective observation, abstract conceptual, and active experimentation. The four phases involve students in the learning process through acting, reflecting, thinking and applying. The aim of this research is to describe the learning process carried out using an experiential learning approach to trigonometry material to improve student learning outcomes. The research was conducted on 35 class X students. The data collection methods used were tests and field notes. The research results show an increase in student learning outcomes in three aspects, namely student learning completeness which reaches a score of more than or equal to 75, students' activeness in asking questions, arguing and working together in groups, and students' enthusiasm in taking tests given by the teacher. In conclusion, the application of experiential learning in class X trigonometry material can improve student learning outcomes.  

This research aims to determine the effect of peer teaching learning methods on students' cognitive learning outcomes in mathematics subjects in class V at SDN 167 Pekanbaru. The method used in this research is a quasi-experimental method with the dependent variable being student learning outcomes, the independent variable being the Peer Teaching method. Research was carried out through planning, action implementation, observation and evaluation stages. The subjects of this research were determined using purposive sampling, namely class Vb SDN 167 Pekanbaru, totaling 30 people. Data was collected using student activity observation sheets and knowledge tests. The collected data was analyzed using quantitative analysis. The results of the research show that the peer teaching learning method can influence the cognitive learning outcomes of class V students at SDN 167 Pekanbaru in Mathematics learning by 71.69%, namely in the high category G > 70%

Mathematics is one of the important subjects. Mathematics is also a subject that is difficult to understand. Understanding concepts is the most important part of learning mathematics, meaning that in studying mathematics students must first understand mathematical concepts in order to be able to solve problems and be able to apply this learning in the real world. Based on direct observations and interviews with grade 6 teachers at SD Negeri 02 Getas, teachers have difficulties in the theme of lesson 3 about "Building Space" with basic competencies; 1) identify & compare geometric shapes; 2) calculating the surface area of the geometric shape; 3) calculate the volume of the geometric shape. This is what drives the need to develop game-based mathematics learning media. This game was created using Construct2 software as a 2D video game engine. The method used in this study is the MDLC (Multimedia Development Life Cycle) method. Mathematics is one of the important subjects. Mathematics is also a subject that is difficult to understand. Understanding concepts is the most important part of learning mathematics, meaning that in studying mathematics students must first understand mathematical concepts in order to be able to solve problems and be able to apply this learning in the real world. Based on direct observations and interviews with grade 6 teachers at SD Negeri 02 Getas, teachers have difficulties in the theme of lesson 3 about "Building Space" with basic competencies; 1) identify & compare geometric shapes; 2) calculating the surface area of the geometric shape; 3) calculate the volume of the geometric shape. This is what drives the need to develop game-based mathematics learning media.

The use of artificial intelligence technology in education continues to evolve, one of which is through the application of ChatGPT. This study aims to analyze the results of solving numerical integration problems with the help of ChatGPT compared to manual methods. Numerical integration is an important method in mathematics and various disciplines for calculating the integral values of complex functions. However, manual methods require a deep understanding and high mathematical skills, with a considerable amount of time and repetitive processes that often result in inaccurate solutions. This research attempts to explore the potential of ChatGPT as an educational tool, which has not been extensively discussed in previous literature, especially in solving complex mathematical problems. In this study, a number of numerical integration problems were solved using manual methods, such as the Trapezoidl and Simpson's methods, as well as with the help of ChatGPT. The results were then compared in terms of solution accuracy. The research findings indicate that ChatGPT is capable of providing accurate solutions, with results comparable to manual methods in many cases. The analysis shows that ChatGPT can be used as an aid in solving numerical integration problems because it can provide accurate results comparable to manual methods. However, manual methods are still necessary to maintain a balance between understanding basic concepts and utilizing technology in learning.

This research aims to examine students' abilities in describing mathematical concepts through Realistic Mathematics learning methods that adopt Ethnomathematics principles. This method encourages students to understand mathematical concepts through real-world situations that are relevant to their culture and context. The research was conducted using qualitative and quantitative approaches in a secondary school in Indonesia. Data was collected through classroom observations, interviews with teachers and students, as well as analysis of test results and student assignments. The research results show that the use of Realistic Mathematics Learning Methods that integrate Ethnomathematics principles can significantly improve students' abilities in describing and applying mathematical concepts in the context of everyday life related to their culture. The implication of this research is the importance of integrating cultural aspects in mathematics learning to increase student engagement and understanding of the subject.

The use of information and communication technology (ICT) in mathematics learning in senior secondary schools (SMA) offers great potential, but also presents a number of challenges. This article examines strategies and solutions to overcome common ICT challenges faced in the context of mathematics learning in high school. Various approaches will be discussed to help schools and teachers optimize the use of ICT so that it is effective and has a positive impact on the mathematics learning process.    

Problems in learning mathematics, especially FPB and KPK material, are caused by many factors, one of which is the characteristics of mathematics. This research aims to determine student learning outcomes on KPK and FPB material in class IV of SDN Krueng Baung using the Problem Based Learning model. This research is Classroom Action Research (PTK) with a quantitative approach. The results of the research showed that there was an increase in student learning outcomes in KPK and FPB material in class IV of SDN Krueng Baung. This is proven by the results of research conducted on the pretest, 4 students (28.57%) received a passing score, while 10 students (71.42%) did not complete it, with an average score of 74.07. In the posttest, students' learning outcomes increased to 12 students (85.71%) and 2 students (14.28%) did not complete them, with an average learning outcome score of 79.21.

This research aims to develop a flipbook-based electronic module as a learning aid to improve students' abilities in solving mathematical problems on the topic of root forms. This module development method follows a learning design approach that focuses on interactiveness and visualization of complex mathematical concepts. The research was conducted involving class XI students in a high school as test subjects. Data collection was carried out through tests of mathematical problem solving abilities before and after using the module, as well as structured interviews with mathematics teachers and students. The results showed that the use of a flipbook-based electronic module significantly improved students' understanding of the concept of root forms and their ability to solve related mathematical problems. The implication of this research is the importance of integrating technology in mathematics learning to improve effectiveness and student learning outcomes.  

This study reviews various literature related to the implementation of game-based learning models in improving students' mathematical problem solving abilities. Game-based learning has proven effective in motivating students, increasing interaction, and developing mathematical problem solving skills. This article presents a summary of key findings from relevant studies, highlighting the application of the strategy and the positive impact that this approach can have in the context of mathematics learning.      

This study aims to improve students' understanding skills in learning Mathematics, especially in Trigonometry material by using tic tac toe game-based learning media, which is called the Tic Tac Toe game. The Tic Tac Toe game is a type of tic tac toe game in which players mark the spaces in an 8×8 grid with their chips. The player who manages to place 5 tokens using the chips in a row in a horizontal, vertical or diagonal row will win the game. The Tic Tac Toe game is a fun and challenging game for students who play it. Students as players are required to answer the math questions listed on the question cards to be able to place chips into the chip spaces or boxes on the game board. The research conducted was in the form of R&D (Research and Development) development research. This research aims to develop a new product or perfect an existing product (Sugiyono, 2015). This research is an educational research and development study which aims to develop learning resources for educational games by utilizing the Tic Tac Toe game with trigonometry for class XI. The development model used by researchers is the ADDIE (Analysis-Design-DevelopmentImplementation-Evaluation) model which will be carried out in the ADDIE stages. ”. This game media consists of game boards, player chips, game cards and guidebooks. The game Tic Tac Toe is a development of the game Tic Tac Toe in general. Tic Tac Toe games usually only have a 3x3 grid, in contrast to Tic Tac Toe which presents a view with an 8x8 grid so that the scope of players can be even wider. In addition, this game media is also made with a size of 60x68 cm, accompanied by a magnetic plate on the board so that players can attach chips equipped with magnets to the game board. Another difference can be seen from the number of players who can play the game, where in the usual Tic Tac Toe game it can only be played by 2 people, while the Tic Tac Toe game can be played by more than 2 people or in groups.

This research examines students' ability to understand mathematical concepts and the impact of implementing the Makerspace STEAM learning approach model on their learning activities. Makerspace STEAM integrates science, technology, engineering, art, and mathematics concepts in a practical, project-based learning context. This study uses a quantitative approach to evaluate students' increased understanding of mathematical concepts after engaging in Makerspace STEAM learning activities. It is hoped that the results of this research will provide better insight into the effectiveness of this learning model in improving student academic achievement in mathematics subjects.

This research aims to improve the learning outcomes and critical thinking abilities of class III students on subtraction operations material through the application of the Tems Gemes Tournament learning model. This type of research uses Class Action (PTK) which is carried out in 2 cycles. The data collection techniques used are planning, implementation, observation and reflection. The object of this research was class III students at SDN Pangendisan, totaling 16 students. The instruments in this research used observation, interviews and tests. This research shows that the application of the Teams Games Tournament model can improve students' learning outcomes and critical thinking abilities. The results of this research obtained that the average student learning outcomes in the pre-cycle were 23.9%, then increased in the first cycle to 70.24% with (KKM) of 67% and again increased in the second cycle, namely 83.57 with the category ( KKM) of 86%. With the learning results, it can be shown that students' thinking abilities in implementing the Teams Games Tournament model become more active, involved and able to solve mathematical problems. Thus, the Tems Games Tournament learning model improves learning outcomes and students' critical thinking skills in subtraction operations material. Based on the research results, it can be concluded that the Teams Games Tournament learning model can improve the Mathematics learning abilities of class III students at SDN Pangendisan.