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Mathematics learning in SD Negeri Cikampek Kota faces several complex issues, including irrelevant curriculum, low teaching quality, low student interest and motivation, and limited resources. To address these problems, integrated actions from various stakeholders are needed. Recommended actions include refining a more relevant and integrative mathematics curriculum, enhancing teaching quality through teacher training and mentoring, utilizing technology in learning, boosting student motivation, involving parents and the community, and developing collaborative learning approaches. By implementing these strategies holistically and sustainably, it is hoped that the understanding and achievement of mathematics among students in SD Negeri Cikampek Kota can be improved. Ongoing evaluation and feedback are also necessary to ensure the success of improvement efforts. Thus, mathematics learning in SD Negeri Cikampek Kota is expected to become more effective and competitive, in line with national education goals.

Low motivation to learn is often a serious challenge in one's academic development. Excessive use of social media can have both positive and negative impacts on learning motivation, depending on the usage policy. This study aims to analyze the magnitude of the relationship between the use of social media and the motivation to learn mathematics of class VIII students of SMP Negeri 6 Percut Sei Tuan. This study uses a quantitative approach with a correlational method. The sample consisted of 58 grade VIII students who were given video supplements related to learning materials at school through TikTok before formal learning was carried out. Based on the data analysis used using the Spearman correlation, the correlation coefficient value is + 0.744, it can be seen that the motivation to learn mathematics with the use of social media has a unidirectional relationship. This shows that if there is an increase in the value of using social media in learning, the value of math learning motivation will also increase linearly. By treating relevant learning videos through TikTok social media before learning takes place, educators are able to create a more interesting and intimate learning experience to increase student motivation in learning mathematics.

Learning that focuses on students' problem-solving abilities is the focus of higher education. Students who are able to develop critical thinking skills in solving problems are a necessity along with changes in workforce capability needs in the informatics era. One of the mathematics lessons at the higher education unit level is discrete mathematics. The problem that arises in discrete mathematics learning is that learning outcomes and the percentage of students completing lectures are still relatively low. The aim of this research is to improve students' solving abilities through the application of the project based learning method. This research uses classroom action research methods. The application of the project based learning method in discrete mathematics courses with graph material can improve students' abilities in solving mathematical problems, this can be seen from the research results after corrective actions were taken in learning activities in Cycles I and II. Based on the research results, it shows that through project-based learning, third semester RB class students in the Informatics Engineering Education Program at Indraprasta University PGRI Jakarta have improved their ability to solve mathematical problems in terms of individual grades and classical completion.  

The application of the STAD type cooperative learning method (Student Teams-Achievement Divisions) is a relevant strategy in efforts to improve students' mathematical abilities. In this research, we examine the effectiveness of using the STAD type cooperative learning style in improving students' mathematical abilities. This approach involves dividing students into small teams to encourage collaboration, joint problem solving, and knowledge exchange. We evaluated the impact of implementing this learning model on students' mathematical abilities and gained insight into effective learning strategies in the context of improving mathematics achievement.

This study aims to analyze students' mathematical connections through the application of the Think Talk Write (TTW) learning style and collaboration in the context of mathematics learning. The Think Talk Write (TTW) method emphasizes developing critical thinking, communication and writing skills in understanding mathematical concepts. Collaboration between students is also integrated to strengthen mathematical understanding through discussion and joint problem solving. This research uses a qualitative approach with case studies as the analytical framework. Data was collected through classroom observations, interviews with students, and analysis of students' writing. Research findings show that implementing the Think Talk Write (TTW) method with collaboration can improve students' mathematical connections, strengthen conceptual understanding, and improve communication and mathematical problem solving skills. Pedagogical implications of these findings are discussed to promote more effective and inclusive mathematics learning practices.

Mathematics learning has a significant role in student character building, with the main objective of developing logical, rational, critical, creative, systematic, and practical thinking patterns. However, there are still challenges in achieving this goal, such as lack of student interest, learning difficulties, and the availability of adequate resources. This article discusses the role of mathematics learning in students' character building and the importance of integrating mathematics learning with character building. Through a qualitative method with a literature study approach, data were taken from various sources such as journals, books, news, and other scientific research using the Google Scholar database with the keywords mathematics and student character from 2019 to 2024. The results showed that mathematics learning can shape students' character through the development of values such as discipline, honesty, hard work, creativity, curiosity, responsibility, communicative, and independence. Therefore, continuous efforts are needed to improve the quality of mathematics learning, taking into account the needs and interests of students and utilizing available learning technologies and resources. Collaboration between teachers, students, parents and other related parties is also important to create a conducive learning environment that supports students' development in mathematics.

This study aims to analyze communication patterns in mathematics learning for blind students. This research was conducted by utilizing observation techniques on interactions between blind students and teachers in the context of mathematics learning. Data was collected through direct observation and analyzed qualitatively to identify dominant communication patterns. The research results show that communication patterns in mathematics learning for blind students have their own characteristics, which include the use of various verbal and non-verbal methods. This study provides valuable insights for the development of more inclusive learning strategies for students with visual impairments in the context of mathematics education.

Computer technology is very important for the world of education, namely as a tool that can be used to improve the implementation of educational programs in the learning process and in improving student learning outcomes. To make mathematical material more specific, user-friendly Geogebra software is provided. The software was developed by Hohenwarter and aims to make learning easier for students. Therefore, educators need to be trained more deeply in the use of technology, in this case how to use the GeoGebra software. Learning media is needed to improve students' low understanding of mathematical concepts in Indonesia. Media that are considered effective include the GeoGebra application. The GeoGebra application is dynamic mathematics software for all levels of education that brings together geometry, algebra, spreadsheets, graphics, statistics and calculus in one engine.If students' interest in participating in class learning is very low, conditions that are allowed to continue can of course result in students' low understanding of concepts which will later affect student learning outcomes, therefore the GeoGebra application has a big influence on understanding concepts to facilitate the learning of mathematics that will be studied. . One example of the use of the GeoGebra program in learning mathematics is that it can produce geometric drawings quickly and accurately compared to using a pencil, ruler or compass. This socialization activity took place in the IT Bina Bangsa Middle School Hall involving 39 students from VII. This activity was attended by the Principal and the Teacher Council with resource person Mrs. Desty Endrawati Subroto M. Pd. Based on the results obtained, it can be concluded that using the GeoGebra application on quadrilateral congruence material can improve the conceptual understanding ability of class VIII SMP IT Bina Bangsa students.

In Indonesia, the main focus of current education reform efforts is the Merdeka Curriculum. Mathematics is one of the subjects that has undergone many changes, especially at the elementary school (SD) level. This study investigates the impact and challenges that arise when implementing Merdeka Curriculum in mathematics learning at the primary level. The purpose of this study is to provide insights and details regarding the challenges associated with learning mathematics. This research uses a qualitative descriptive methodology that combines two methods to explore information at SDN 012 Babakan Ciparay, Bandung City, which leads to the implementation of the Merdeka Curriculum. The research results obtained in this study found that there were difficulties in implementing the Merdeka Curriculum in students as well as teaching staff, especially in the application of mathematics learning. However, this does not significantly affect the effectiveness of learning and the interest of students and teaching staff.

The concept of algebra is very important in learning mathematics, students' ability to understand advanced mathematics lessons depends on mastery of algebraic concepts. Therefore, it is necessary to analyze the errors that often arise when students solve algebra problems. The purpose of this study is to analyze the errors of vocational students in class XI in solving algebra problems. This research uses a qualitative method that is analyzed descriptively. The research subjects were 28 students of class XI with the object of research, which is the errors that arise when students solve algebra problems. The results showed that based on Kastolan's Theory, procedural errors occur most often, followed by technical errors, and concepts.

This study aims to determine whether the NHT type cooperative learning model with the help of LKPD can improve student learning outcomes in grade X of SMA Negeri 1 Stabat. This type of research is Classroom Action Research (PTK) or action research which consists of 2 cycles, where each cycle consists of 1 meeting. The subjects in this study were students of grade X Science 1 SMA Negeri 1 Stabat consisting of 36 students. The object of this study is the results of student learning with the application of the Numbered Head Together type cooperative learning model with the help of Student Worksheets in grade X Science 1 SMA Negeri 1 Stabat. From the results of the study can be concluded the following: (1) There is an increase in students' mathematics learning outcomes. This can be seen by the achievement of classical completeness in the initial test obtained 30.56%, in the learning outcome test I increased to 61.11%, and in the learning outcome test II increased to 86.11%, so that based on the results of the data analysis it was obtained that this study had reached the specified success indicators. (2) After the implementation of the Numbered Head Together learning model with the help of Student Worksheets, students' mathematics learning outcomes have been classically completed to 86.11%.

This research aims to find out whether the application of the problem based learning model can improve students' mathematical problem solving abilities in class VII of St. Peter's Middle School, Medan. This research method uses Classroom Action Research (PTK). The research procedure is cyclical. Each cycle consists of 4 stages, namely: planning, implementing actions, observing and reflecting. Data collection techniques through observation and tests. This data collection uses several instruments in the form of student observation sheets. Meanwhile, to determine students' mathematical problem solving abilities, tests are used. The results of the research show that the use of the Problem Based Learning learning model can improve students' mathematical problem solving abilities in mathematics lessons on algebra material. From the average value of prerequisite abilities, namely 55.56, the average value of students' mathematical problem solving abilities in cycle I is 72.55 and the average value of students' mathematical problem solving abilities in cycle II is 76.39 and the activity value of students in cycle I is 62%, and cycle II, namely 85%.

Based on the results of the analysis that has been carried out, it shows that students' learning outcomes in mathematics have increased. This is indicated by the increase in the class average score, namely at the time of pre-action 51.63 increased to 85.90 in cycle I then increased again in cycle II to 89.09. From the observation data obtained before carrying out the action, students seemed less active in learning. After being given action students look more active both in question and answer activities and during group activities.

Blended learning is a new learning strategy that provides many benefits for students, as well as a form of information and communication technology support towards new learning modes. This research aims to find out: 1) The pros and cons of blended learning lectures in the UNU Pasuruan mathematics education study program in 2023. 2) supporting and inhibiting factors for the blended learning lecture process. This type of research is qualitative with a descriptive approach. The number of samples in this study was 6. The data collection technique was to include the results of interviews that had been conducted accompanied by documentation of their implementation.

The ability to use image applications with accuracy, fluency and good and correct understanding is a challenge for students in forming new knowledge. There are still many students who do not master the skills of taking pictures of their surroundings in the Arloopa Application. Therefore, this research aims to evaluate the application of image media techniques to the skill of taking pictures of surrounding objects. This research is descriptive qualitative research. This research was carried out in three cycles, each consisting of two face-to-face learning cycles. The data analysis techniques used were descriptive qualitative and quantitative analysis. The results of the research show that students in cycles I, II and III have average scores which indicate that the application of image media techniques can improve their ability to use image media applications. It was concluded that the application of effective image media can increase the ability to take pictures of surrounding objects so that they become spatial shapes. Image media can facilitate students in learning English Mathematics.

This study explores the effect of inquiry-based learning (IBL) on mathematics achievement among secondary school students. Utilizing a quasi-experimental design, two groups of students were taught the same mathematical content, one group using traditional methods and the other with an IBL approach. Results indicated that students exposed to IBL exhibited significantly higher comprehension and engagement levels, particularly in problem-solving and critical thinking skills. These findings suggest that IBL is a promising pedagogical approach for enhancing mathematics achievement in secondary education.

This research aims to describe the application of the Student Team Achievement Division (STAD) learning model in improving the learning outcomes of class XI-4 students at SMA Negeri 6 Surabaya, especially on the subject of vectors. The background to this research is strengthened by the fact that motivation to learn mathematics tends to be low, especially when studying complex material such as vectors. This is supported by initial observations which show that students often have difficulty understanding these concepts, which is reflected in the low learning outcomes, with a percentage of only 73%, and classical completeness of only 40%. This research is classroom action research carried out in two cycles. The research subjects consisted of 36 students. Data is collected through tests and observations. Data analysis was carried out using qualitative and quantitative descriptive techniques. The results in cycle 1 showed a significant improvement, with learning outcomes reaching 97% and classical completion increasing to 94%. In cycle 2, learning outcomes reached 98% and classical completion reached 100%. Thus, it can be concluded that the application of the STAD learning model is effective in improving the learning outcomes of class XI-4 students at SMA Negeri 6 Surabaya.        

Instructional media plays a crucial role in achieving educational objectives. Educators need to develop teaching strategies using various appropriate media and learning resources. Currently, GASING mathematics instructional media only consists of modules, PowerPoint, and teaching aids. This indicates the untapped potential in utilizing instructional media such as animated videos as engaging and effective learning tools. Based on this issue, the researcher employed the GASING method in the subject of mathematics, specifically focusing on multiplying 2-digit numbers by 1-digit numbers. This study aims to ascertain the development process and feasibility of animated videos using Powtoon. These animated videos were developed using the ADDIE model. Based on validation results by language experts, an average of 98.33% was obtained, while content experts yielded an average percentage of 78.18%. Furthermore, media experts achieved an average percentage of 90.67%, and individual trials (One to One) resulted in an average percentage of 85.64%. Based on the validation results by experts, it can be concluded that animated video instructional media using Powtoon in mathematics with the GASING method as the developed instructional media is highly suitable for field use, as evidenced by the average percentage of feasibility obtained being 88.21% (very feasible).  

Numeracy markets are activities that imitate market situations that are closely related to everyday life. Students are given the opportunity to design, manufacture, market, and sell goods. This research aims to help students improve their numeracy skills, increase their understanding of basic mathematical concepts, and improve their social skills and creativity through numeracy market activities. This type of research is descriptive with a qualitative approach. The research subjects consisted of fifth grade students at UPTD satdik SDN Curahtakir 4. The stages in this research included observing placement schools and their problems, designing activities as solutions to problem solving, carrying out AKM pretests, carrying out numeracy market activities, carrying out AKM posttests, and then analyzing and evaluating . The research results show that it is very suitable for elementary school (SD) students because it offers new experiences in interpreting mathematical concepts. This numeracy market activity also has a positive impact on improving student learning outcomes in the context of mathematics. Apart from that, the findings from this research are that the AKM numeracy post-test scores for class V students have increased compared to the previous AKM numeracy pre-test scores.

Student learning outcomes in learning fractions in elementary school are still low, to overcome this problem an effective model is needed. This research aims to describe the improvement in learning outcomes for multiplication and division of fractions using the PBL model in class V of SD Negeri 057761 Kwala Gebang. The research was carried out in two cycles, namely cycle I and cycle II. Each cycle consists of four stages, namely planning, implementation, observation and reflection. The subjects of this research were 7 class V students at SD Negeri 057761 Kwala Gebang. Research results: RPP observations in cycle I averaged 83.33%, increasing to 97.22% in cycle II. In the observation results from the teacher aspect of cycle I, the average was 73.21%, increasing to 96.42% in cycle II. In the observation results from the student aspect of cycle I, the average was 64.28%, increasing to 92.85% in cycle II. Meanwhile, the learning outcomes of students in cycle I obtained 54.54% completeness, increasing to 95.45% completeness in cycle II. It can be concluded that the PBL model can improve student learning outcomes in learning multiplication and division of fractions in class V of SD Negeri 057761 Kwala Gebang.