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Problem solving ability is one of the problems still faced in mathematics learning. Problem solving abilities function as a learning method to train and support problem solving abilities in mathematics problems. The aim of this research is to describe the level of students’ problem solving abilities based on the polya procedure. Judging from the stages of understanding the problem, planning, implementing planning, and looking back. This type of research is descriptive research with a qualitative approach. Data collection using problem solving ability tests and interviews. The research was conducted on third semester Informatics engineering students at Stella Maris University, Sumba. The result of the research results of the problem solving ability test were included in the quite good category. There are several factors that become obstacles for students, namely (1) the process of solving questions is not coherent and does not match the steps for solving the problem, (2) some students are confused about identifying elements that are known and asked about and, (3) in learning students tend to remain silent when found difficulty in solving the questions given..

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.

Mathematics learning is a reciprocal interaction between students and teachers and between students and students which involves various components to achieve mathematics learning goals. Mathematics learning in schools continues to be pursued in order to increase motivation, quality of results and student learning outcomes. Various methods continue to be used, one of which is by synergizing the components involved in learning. The components involved in learning are objectives, learning materials (materials), learning activities, methods, media, tools and resources as well as evaluation.

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.

Education serves as a crucial foundation for fostering collaborative skills among students, particularly in subjects requiring in-depth understanding such as mathematics. This research aims to investigate the impact of implementing the Jigsaw Learning Model in enhancing the level of collaboration among students in the context of mathematics learning. The Jigsaw Learning Model, introduced by Aronson and Patnoe (2011), emphasizes collaboration and active involvement of students. This method involves collaborative learning where each student is responsible for a portion of the learning material and must collaborate with their peers to comprehend the entire concept. This study explores the effectiveness of this model in improving collaboration among students in mathematics learning. Through an experimental research design, data is collected through classroom observations, interviews, and document. Data analysis is conducted to measure changes in the level of student participation, understanding of mathematical concepts, and their perceptions of collaborative learning. The results of this research are expected to provide valuable insights for educational practitioners and researchers regarding the potential of the Jigsaw Learning Model in enhancing student collaboration in the context of mathematics learning.

This study evaluates the relationship between social-emotional learning (SEL) programs and academic performance in elementary school students. Using a quasi-experimental design, we compare the academic outcomes of students who participated in SEL programs with those who did not, focusing on math and reading scores. Data analysis reveals that students involved in SEL programs showed a significant increase in both academic performance and emotional regulation skills. The results emphasize the importance of SEL in fostering not only emotional well-being but also academic success.

This study assesses the effectiveness of peer tutoring programs in enhancing students' performance in STEM subjects (Science, Technology, Engineering, and Mathematics). A longitudinal analysis of a peer tutoring initiative in a high school setting revealed significant improvements in both the academic performance of tutees and the tutoring skills of peer tutors. The research highlights the mutual benefits of peer tutoring, with tutees gaining better understanding of STEM concepts and tutors reinforcing their own knowledge. The findings suggest that peer tutoring is a valuable pedagogical tool in STEM education.

This research aims to determine the effect of using Gamatek teaching aids (Mathematics tutorials) on mathematics learning outcomes in class IV students at SD Negeri 74 Terasa, Sinjai Regency. This research is a type of Pre-Experimental research with a One Group Pre-test Post-test Design. This research involved 11 fourth grade students at SD Negeri 74 Terasa, Sinjai Regency. The data collection techniques are tests and observations. The data analysis technique in this research is descriptive statistics and inferential statistics. The research results show that 1) The student learning outcomes before using Gamatek teaching aids were 90.90% of students were incomplete and classified as needing guidance and did not meet the classical completeness criteria, namely ≥ 75%, 2) Student learning results after using Gamatek teaching aids showed 90.90% of students completed. Thus, student learning outcomes after using Gamatek teaching aids are classified as very good and have met the classical completeness criteria, namely ≥75%, 3) The student's average normalized gain of 0.65 is in the medium classification. Thus, it can be concluded that learning mathematics on KPK and FPB material using Gamatek (Mathematics Galacang) teaching aids is said to have an effect on improving the learning outcomes of class IV students at SD Negeri 74 Terasa, Sinjai Regency.

Background: Mathematics is a very important subject to study. Mathematics lessons include the development and use of concepts such as numbers, formulas, geometry, and algebra to understand and explain phenomena in various contexts. To improve the quality of students' mathematics learning, it is necessary to develop material through a learning method which is expected to improve students' abilities in solving mathematical problems. Method: The research design is "Pre-Experimental Whithout Control Group Design". The population in this study was the fourth grade students of SD Negeri 2 Muara Aman, totaling 25 people. The sampling technique in this study used a total sampling technique where the entire population was sampled, namely 25 people. The results of this research were analyzed using the Paired t-test using SPSS 22 software. Results: The average mathematics score of respondents increased after being given the intervention by 51.13. Result: The results of the Paired T Test showed a p value of 0.000< α=0.05. Conclusion: The conclusion of this research is that there is an influence of the drill method on improving mathematics learning outcomes for fourth grade students at SD Negeri 2 Muara Aman in 2023. It is hoped that the results of this research will become a reference for teachers in developing effective learning methods to increase students' motivation and enthusiasm in learning interesting mathematics subjects. positive impact on increasing elementary school student learning achievement.

This study was motivated by the low mathematics learning outcomes and cooperation skills of fourth grade students of SD Negeri Koroulon 1, so the purpose of this study was to improve mathematics learning outcomes and cooperation attitudes of students by using the Problem Based Learning model. The type of research used is Classroom Action Research (PTK) which is carried out in two cycles. the subject of this research is grade IV students. The instruments in this study used test and non-test instruments. Evaluation tests were used to collect data on student learning outcomes, while observation sheet instruments were used to collect data on student cooperation. the results of this study indicate an increase in learning outcomes as seen from the percentage of completeness from 42.1% to 84.2% at the end of cycle II. The increase also occurred in the average value of student cooperation from 51.2 to 74.89 at the end of cycle II. Based on these results, it can be concluded that the Problem Based Learning model can improve students' math learning outcomes and cooperation.

This community service aims to provide media training or mathematics-based teaching aids for Krueng Baung State Elementary School teachers located in Peunaron Lama Village, Peunaron District, Aceh. The methods we use are the question and answer method and the skills method. Socialization or meetings start and end on May 11 2020 at 08.00. This event is a social event and takes place in one session only. The problem that occurs in schools is that students are not very interested in learning mathematics because learning is considered very difficult. Having mathematics learning props will make it easier for students to understand mathematics, where students can find it easier to find multiplication results or the correct answer, it will also encourage them to be able to count and teachers will make it easier for them to convey the material without feeling difficult. The teaching aids used are easier and easier for students to understand, so students will feel that learning is easier and easier to understand because of the help of these learning media. By using this teaching aid, the principal agrees to explain this media because it is easy and appropriate for elementary school children to make it easier for them to do multiplication.

The student worksheet, also known as LKPD, is a crucial element in the educational process inside schools. Nevertheless, several LKPDS fail to satisfy the requirements of being feasible, valid, and successful in enhancing the abilities of science process learners. Furthermore, the absence of stimuli in the LKPD to foster critical thinking among learners is a pressing issue that requires attention. The objective of this project is to create a Science, Technology, Engineering, Arts, and Mathematics (STEAM) focused Learning Kit and Performance Dashboard (LKPD) that may enhance the scientific process and creative abilities of fourth-grade children in primary school, specifically in relation to plant matter. The study employed the ADDIE Development paradigm, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The findings demonstrated that the STEAM-oriented LKPD created had a positive impact on enhancing the science process abilities and fostering creativity among fourth-grade pupils in relation to plant matter. Furthermore, the enthusiasm for acquiring knowledge and the level of scientific literacy also exert a beneficial impact on the science process abilities of individuals. Teachers and learners also evaluate the LKPD for its viability and practicality

This research aims to produce an LKPD product with a realistic mathematical approach that is valid, practical and effective for improving students' mathematical communication skills. This research and development is based on the stages of the 4D development model by Thiagarajan which was adapted to 3D including the definition, design and development stages. The subjects in this research were the X-Mipa 1 class of SMAN 2 Kabanjahe, totaling 30 people. Based on the research conducted, the validity of the LKPD obtained an average assessment of 89.47% by material experts and 88.15% by media experts with very valid qualifications. Through a questionnaire on the practicality of LKPD by teachers and students, an average of 90.27% was obtained by teachers and 92.12% by students with very practical qualifications. The implementation of learning by applying LKPD with RME was carried out to see the effectiveness of LKPD in obtaining results, namely achieving classical learning completeness. 86.67%, achievement of learning objectives was achieved in questions 1,2,3,4 and 5 and achievement of efficient learning time, from the effectiveness assessment reference, the LKPD developed was classified as effective. The increase in mathematical communication skills that occurred was an increase in the moderate category with an average gain score of 0.632. Based on the data obtained, it was concluded that the LKPD with RME that was developed met the qualifications of being valid, practical and effective.

Based on the results of the needs analysis in the learning process, a development of learning media is needed. This research aims to create this product to be more valid, practical and effective in improving students' mathematical understanding. This research and development uses the ADDIE (Analyze, Design, Development, Implementation, and Evaluate) development model. The subjects of this research were 30 students of class X Science 1 at SMA Methodist 7 Medan. The research results show that the Android-based learning media developed has obtained a very high level of validity, with an average percentage of 90.38% according to material experts, 87.77% according to media experts, then 90.90% according to lesson plan validators and results. Validation from experts on pre-test and post-test questions showed a percentage of 92.70% and 91.67%, respectively included in the "very valid" criteria. Positive responses were also found from teachers and students during small group and large group trials, with an average score of 96% from teachers, 94.4% from small groups, and 90.2% from large groups. This shows that this media is very practical to use in the learning process. Apart from that, the results of implementing this interactive learning media also show its effectiveness with the average percentage of responses to the effectiveness of learning media by students obtained at 92.23%. The classical learning completion level reached 96.67%, and the effectiveness questionnaire obtained an average percentage of 86.67%. The increase in students' mathematical understanding can be categorized as moderate improvement. Based on this research data, it can be concluded that the Android-based learning media that we have developed has met the criteria of being valid, practical and effective in improving students' mathematical understanding.

This research aims to determine students' ability to understand mathematical concepts through the application of the Realistic Mathematics Education learning approach and to find out how the students' answers process in solving problems on tests of students' ability to understand mathematical concepts after applying the Realistic Mathematics Education learning approach in class VIII-1 of SMP Nurul Islam Indonesia Medan. This type of research is classroom action research through cyclical learning stages. The subjects of this research were 13 students in class VIII-1 of SMP Nurul Islam Indonesia Medan and the object of this research was the students' ability to understand mathematical concepts by applying the Realistic Mathematics Education learning approach to statistical material. Based on the research results, it was found that by applying the Realistic Mathematics Education learning approach, students' ability to understand mathematical concepts in statistical material in class VIII-1 at Nurul Islam Indonesia Middle School in Medan was improved, namely in cycle I the average student ability was only 30.76 with a completion percentage of only 8% of students completed. In cycle II the average student ability increased to 92.95 with a student completion percentage of 100%, so that students had met the classical completion percentage, namely ≥85%. The results of this research show that by applying the Realistic Mathematics Education learning approach to statistics material in class VIII-1 of Nurul Islam Indonesia Middle School in Medan, students can improve their ability to understand mathematical concepts.

This research aims: (1) students' mathematical reasoning ability using the Discovery Learning learning model is higher than students' mathematical reasoning ability using conventional learning models in class VII MTs Yaspi Labuhan Deli, (2) the process of solving answers made by students in solving problems in the Discovery Learning learning model and Conventional learning model. This type of research is quantitative research with Quasi-Experimental methods. This research was conducted at MTs Yaspi Labuhan Deli. The sampling technique in this study uses Purposive Sampling techniques, namely class VII-A as a class taught with a Discovery Learning learning model and class VII-B as a class taught with a conventional learning model. The data collection instrument used was in the form of observation sheets and student mathematical reasoning ability test sheets in the form of 3 essay questions. Data analysis in this study used t-Test with Independent Sample t-Test technique with the help of SPSS 20 program. The results of this study showed that the average score of classes taught using the discovery learning model was 78,01 and classes taught using conventional learning models were 72,22. For hypothesis testing carried out using a t-test, from the calculation results obtained a value of  (2.664) >  (1.66757) with a Sig.2-tailed level of 0.010 < 0.05, which means that  rejected and  was accepted, so that it is concluded that there is a significant difference in the average mathematical reasoning ability of students using the Discovery Learning learning model and the Conventional learning model. Based on the analysis of the process of completing students' answers to the mathematical reasoning ability test that get Discovery Learning learning is better than students who get conventional learning.

This study aims to determine whether applying the Problem Based Learning model can improve the mathematical problem solving ability of students of class VIII-A SMP Negeri 1 Stabat on SPLDV. This research is a class action research conducted in two cycles. Each cycle consists of 2 meetings. The subjects in this study were students of class VIII-A SMP Negeri 1 Stabat totalling 30 students. The object of this research is the improvement of students' mathematical problem solving ability through the application of the Problem Based Learning learning model on SPLDV material at SMP Negeri 1 Stabat in the 2023/2024 school year. Based on the results of data analysis, the average initial test score was 47.11 with the number of students who reached mastery as many as 4 students (13.33%) and students who had not reached mastery as many as 26 students (86.67%). Then learning was carried out with the Problem Based Learning learning model in cycle I and there was an increase in the problem solving ability test with an average value of 63.44 with 19 students or as many as (63.33%). Then students who have not reached completeness are 11 students or as many as (36.67%). Then in cycle II there was an increase with the average value of the student problem solving ability test being 84.11, with a total completeness of 26 students or as many as (86.67%) and the number of students who had not reached completeness was 4 students or as many as (13.33%). The level of student completeness of the problem solving ability test given in cycle II reached the good category, therefore it can be said that learning has been achieved. Thus it can be said that the class has reached more than 85% of students who have been completed to solve problems. So it can be concluded that using the Problem Based Learning model can improve students' mathematical problem solving skills.

This research aims to find out how to improve the creative thinking and mathematical reasoning abilities of class after implementing learning based on the open ended learning model. This research is Classroom Action Research (PTK). Data was collected through tests of students' creative thinking and mathematical reasoning abilities at the end of each cycle and observation sheets of teacher and student activities. The results of the research show that: (1) The increase in students' creative thinking and mathematical reasoning abilities is classified as a medium improvement criterion with the respective average N-gain values being 0.53 and 0.49. And the percentage of classical completion of students' creative thinking abilities after implementing cycle I increased to 47.22% and after implementing cycle II actions increased to 86.11%. As well as the percentage of classical completeness of students' mathematical reasoning abilities after implementing cycle I actions increased to 47.22% and after implementing cycle II actions increased to 91.67%; (2) The process of students' answers in completing tests on students' creative thinking abilities and mathematical reasoning can be said to be good.

Mathematics is a very important subject in school. In mathematics, there are many skills that students must have. Students who study mathematics must process their mathematical connection skills by connecting mathematics with everyday life. However, in reality, students' mathematical connection abilities are still low. Efforts to improve students' mathematical connection abilities are by implementing the discovery learning learning model. From several studies, the discovery learning model can improve student learning outcomes. Unfortunately, this model still has several shortcomings. One solution for developing a discovery learning model is to modify it with task and force strategies. The forced assignment strategy is to provide assignments with a little coercion as motivation for students in the learning process.