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Indonesia is a country rich in culture, one of which is batik, recognized by UNESCO as an intangible cultural heritage of Indonesia. Batik is not only a visual art form but also holds significant potential as a context for teaching mathematics. Unfortunately, the integration of local culture into mathematics education has not been widely implemented. Therefore, this community service activity aims to train teachers and assist students in applying Realistic Mathematics Education (RME) based on batik culture at MTs Nurul Ummah Kotagede, Yogyakarta. The activity was carried out in three stages: preparation, implementation, and evaluation. In the preparation stage, teachers were provided with training on the theory and practice of RME, which was then applied in the classroom. The lesson focused on geometric transformations, using batik patterns as a real-world context. By linking mathematical concepts to the familiar cultural context of batik, it was hoped that students would more easily understand abstract mathematical ideas and find them more meaningful. The results of the activity showed high enthusiasm from the students and positive appreciation from the teachers toward the RME model based on culture. Students demonstrated a better understanding of mathematical concepts, as the learning process connected theoretical knowledge to real-world contexts they recognized. Additionally, teachers acknowledged that using batik culture in mathematics education made the learning experience more enjoyable and meaningful. This activity proves that integrating local culture, such as batik, into RME can increase students' interest in mathematics and help them understand abstract concepts by relating them to real-life experiences.

Limited access to learning resources appropriate to the local context presents a challenge in the mathematics learning process in indigenous communities such as the Baduy Tribe. Conventional mathematics learning is often considered too abstract and less relevant to the daily lives of Baduy children, especially in the Outer Baduy region. To address this challenge, this community service activity aims to introduce contextual mathematics learning media based on the surrounding environment and local culture. The media developed is designed to be easily accessible, affordable, and environmentally friendly, while still respecting prevailing traditional values. The method used in this activity is Participatory Action Research (PAR), with a collaborative approach between a team of lecturers and the Outer Baduy community. The activity implementation process includes six stages, namely: identification of local problems and potential, planning, designing learning media, implementation, evaluation, and documentation of activity results. The results of the activity show an increase in interest and understanding of basic mathematics concepts among Outer Baduy children. Children appear more active, enthusiastic, and confident in participating in the learning process through educational games and concrete activities. The media used utilizes natural objects and local cultural elements, such as woodcuts, ancient angklungs, traditional hats, and distinctive Baduy woven motifs. The community responded positively because these media do not conflict with traditional values. This activity has had positive cognitive and social impacts and strengthened awareness of the importance of a contextual and culturally based educational approach as a relevant and inclusive learning strategy.  

This research aims to develop a mathematics teaching module based on differentiated learning integrated with the Project-Based Learning (PjBL) method, specifically for the topic of spatial structures ("get up room") for students at Nanasi 1 Elementary School. The development process follows the 4D model, which includes the stages of Define, Design, Develop, and Disseminate. In the Define stage, analysis revealed the absence of instructional modules that align with students' learning styles and needs. Consequently, learning objectives were formulated based on geometric elements and problem-solving criteria. During the Design stage, a prototype module and validation instruments were produced. Validation was conducted by two experts, yielding high scores for both content and visual presentation—each achieving 90% validity. Practicality assessments also showed strong results, with content rated at 90.8% and visual aspects at 90%, categorizing the module as “very valid” and “very practical.” The integration of the PjBL method was implemented to enhance active student participation, encouraging collaborative exploration and real-world application of mathematical concepts. The developed module is considered suitable for supporting differentiated mathematics instruction in elementary schools. It accommodates diverse learning styles and promotes student engagement through project-based tasks. The findings suggest that combining differentiated learning with PjBL fosters a more inclusive and effective learning environment, particularly in geometry-related topics. This module not only meets pedagogical standards but also contributes to the advancement of innovative teaching practices in primary education.

This study aims to determine the influence of students' learning habits on learning outcomes in Mathematics subjects in grade IV students of SD Negeri 200307 Padang Sidempuan. The background of this research is the importance of the role of structured and consistent learning habits in supporting the achievement of optimal learning outcomes, especially in logical and analytical subjects such as Mathematics. This study uses a quantitative approach with a descriptive survey method to obtain an objective picture of the relationship between variables. The population in this study is all grade IV students, and the sampling technique was carried out by purposive sampling, with a sample of 26 students selected based on certain criteria. Data collection was carried out through an instrument in the form of a Likert scale questionnaire as many as 60 previously validated statements, in order to measure the level of students' learning habits. Meanwhile, student learning outcome data is obtained from their academic scores in Mathematics subjects. Data analysis was carried out using a parametric statistical test in the form of a t-test to test the proposed hypothesis. The test results showed that the tcount value of 1.909 was greater than the ttable of 1.695, which means that there was a significant influence between students' learning habits on Mathematics learning outcomes. Thus, it can be concluded that good study habits make a real contribution to improving student learning outcomes. These findings are an important basis for teachers and schools to continue to encourage and foster positive learning habits among students. The implications of this study also recommend the need to strengthen independent learning strategies and effective study time management as part of the learning program in elementary schools.  

The Faculty of Mathematics and Natural Sciences (FMIPA) of the University of East Kalimantan (Unikaltar) consistently conducts satisfaction surveys to improve the quality of services provided to students. This survey aims to evaluate the performance of each work unit, including lecturers, with the hope that the results obtained can identify aspects that are still hampering or suboptimal. The survey results serve as the basis for formulating steps to improve and enhance the quality of educational services within the faculty. This study specifically highlights the level of student satisfaction with the performance of lecturers in the Islamic Religious Education course. The survey implementation process includes several stages, starting from data collection using a survey instrument, the data input process, and testing the validity and reliability of the instrument to ensure data reliability. Next, the collected data is processed and analyzed to obtain an objective picture of student perceptions. Based on the analysis, the student satisfaction index value obtained is 3.16. This figure is in the "Good" or "Satisfied" category, indicating that students are generally satisfied with the service and learning process carried out by lecturers in the course. These findings provide important input for the institution in maintaining and improving the quality of learning, particularly in the field of religious studies. In the future, it is hoped that similar surveys can continue to be carried out periodically so that the service improvement process can run continuously.

Relations in mathematics are a fundamental concept that describe the connection between two sets. This concept is crucial because it forms the foundation for understanding functions and various other mathematical topics. In everyday life, relations can be found in numerous real-world situations, such as the relationship between teachers and their students, sellers and buyers, or students and their exam scores. By understanding relations, students can see how elements from one set are linked to elements in another set based on specific rules. Unfortunately, many students still find it difficult to grasp the concept of relations because it is often taught in an abstract way, filled with mathematical symbols that are not connected to their real-life experiences. As a result, students may feel that the topic is irrelevant to their lives, leading to a lack of interest and poor comprehension. In fact, if taught contextually and practically, the concept of relations can serve as a key bridge to help students understand functions and their relevance in the real world. This article aims to explain the concept of relations through a more practical and relatable approach. For example, it can be illustrated by connecting students' names with their attendance numbers, or linking foods with their nutritional contents. Through these examples, students can see that relations are not just rigid parts of a math lesson but also reflect meaningful connections in everyday life. In this way, it is expected that students will gain a more comprehensive understanding of relations—not only mathematically but also in terms of practical application and functionality. A solid understanding of relations will make it easier for students to learn advanced concepts such as functions, mappings, and mathematical logic. Therefore, a learning approach that emphasizes contextual understanding is essential, so that students are not merely memorizing formulas but are also capable of applying the concept of relations in real-world situations.

This study aims to compare the effectiveness of the Deep Learning and Differentiated Instruction models in improving junior high school students’ mathematical problem-solving and reasoning abilities. The background of this research stems from the low level of mathematical literacy among Indonesian students, which demands innovative and reflective learning approaches. A quasi-experimental method was used with a Nonequivalent Control Group Design. The sample consisted of two eighth-grade classes at SMP Negeri Satu Atap 01 Ciseeng, each receiving different instructional treatments: one class was taught using the Deep Learning approach, and the other using the Differentiated Instruction approach. The instruments employed included mathematical problem-solving tests, observation sheets, and student perception questionnaires. The data analysis results indicated that the class taught with the Deep Learning model experienced a more significant improvement in mathematical reasoning ability compared to the class using Differentiated Instruction. These findings suggest that Deep Learning-based instruction is more effective in promoting students’ higher-order thinking skills. It encourages deeper engagement with mathematical concepts, fosters critical and analytical thinking, and allows students to construct knowledge through meaningful learning experiences. However, Differentiated Instruction remains relevant in providing learning comfort and addressing diverse student needs, making it beneficial in inclusive classroom settings. The theoretical and practical implications of this research highlight the importance of integrating both depth of thinking (Deep Learning) and flexibility in learning (Differentiation) within mathematics instruction. Such integration could offer a balanced learning environment that supports both cognitive development and emotional engagement, leading to more effective and equitable mathematics education. In conclusion, this study recommends educators and curriculum developers to consider incorporating Deep Learning strategies to enhance students’ mathematical reasoning while maintaining the adaptive and student-centered principles of Differentiated Instruction. Future research could explore hybrid learning models that combine the strengths of both approaches to maximize student outcomes in mathematics learning.

This research focuses on exploring the mathematical reasoning abilities of Madrasah Aliyah students in solving problems that integrate mathematical concepts with the Islamic science of faraidh (inheritance law), specifically within the topic of fractions. The study employs a qualitative approach with a case study design and was conducted among 11th-grade students enrolled in the Religious Program at MA Raudlatul Ulum Putri. Data collection techniques included written tests, semi-structured interviews, and classroom observations, focusing on three selected students who represented high, moderate, and low levels of mathematical ability. The analysis centers on several key indicators of mathematical reasoning: identifying problems, formulating hypotheses, presenting logical arguments, and drawing conclusions. The results show that most students fall into the moderate reasoning category, while a smaller number are categorized as high or low. Students in the high category demonstrate a strong capacity to approach problems systematically and accurately, combining mathematical logic with a proper understanding of Sharia-based inheritance rules. In contrast, students in the low category struggle with interpreting problem contexts and executing fraction calculations correctly, which indicates gaps in both conceptual understanding and application skills. These findings underscore the importance of contextual and integrative learning, particularly the combination of mathematics with Islamic values, to enhance deeper comprehension. By embedding religious relevance into mathematical instruction—especially through real-life contexts such as inheritance laws—educators can support the development of more meaningful reasoning abilities. The study suggests that integrating mathematics and Islamic teachings can significantly benefit student learning outcomes and foster stronger conceptual foundations.

This study was conducted to examine how well the use of augmented reality (AR) learning tools helps fifth-grade elementary school students understand mathematical concepts related to fractions.. The research was motivated by students' limited comprehension of the abstract nature of fractions and the lack of engaging educational tools capable of presenting the material in a meaningful and interactive way. Augmented reality is believed to improve student engagement and offer more appealing visual representations by integrating virtual elements into the real-world environment. A total of 30 students I participated in this study, which used a quasi-experimental design with a One Group Pretest-Posttest method. Information was collected through pre-tests, post-tests, written notes, and observations. We used SPSS software to analyze the data. The results showed that students' grades improved significantly, with the average increasing from 54.80 in the pretest to 91.83 in the posttest. The normality test indicated that while pretest scores were approximately normally distributed, the posttest scores followed a normal distribution. A one-sample t-test showed a statistically significant effect of AR media usage, with a p-value of 0.000 and t-values substantially higher than the critical value (pretest: 32.439; posttest: 112.071). These results suggest that AR-based instructional media are effective in supporting elementary students’ understanding of fraction concepts. Overall, the study confirms the positive impact of augmented reality in mathematics learning for fifth-grade students.

The purpose of this research is to determine the effect of Lectora Inspire-based learning media on student learning outcomes in Mathematics for 2nd grade students at SD Negeri 101788 Marindal I during the 2024/2025 academic year. This research adopts an experimental study with the True Experimental Design using a Pretest-Posttest Control Group Design. The population consists of all 2nd grade students at SD Negeri 101788 Marindal I, while the sample consisted of Class II A as the experimental group and Class II B as the control group. The research instruments were tested through validity testing, reliability testing, item discrimination analysis, and item difficulty analysis. Data analysis techniques used in this research is the normality test, homogeneity test, and hypothesis testing. The results of the hypothesis test on the pretest and posttest of the experimental class showed that tcount > ttable  is 41,223 > 1,713. While the results of the hypothesis test on the pretest and posttest in the control class showed that tcount >  ttable is 12,901 > 1,724. These results indicate that Ha is accepted, meaning there is a significant effect of Lectora Inspire-based learning media on student learning outcomes Mathematics for 2nd grade at SD Negeri 101788 Marindal I during the 2024/2025 academic year.

The pursuit of inclusive mathematics instruction requires educators to adopt adaptive teaching approaches, with differentiated instruction (DI) emerging as a key component. This study explores how future mathematics teachers perceive DI, especially regarding their grasp of its core principles, confidence in instructional application, preparedness to implement, and perspectives on its advantages and obstacles. Employing a descriptive quantitative access, data were collected through a 50-item Likert-scale questionnaire administered to 25 mathematics education students from three universities in Indonesia. The findings affirm comprehensive favorable attitudes toward DI, with mean scores ranging between 3.98 and 4.01. Respondents advertised strong theoretical comprehension of DI and showed enthusiasm about integrating it into their teaching practices. However, challenges such as limited instructional time and deficient firsthand experience in crafting differentiated lessons were acknowledged. These acumen highlight the importance of assimilation more practical, experience-based training within teacher education programs to equip future educators for implementing inclusive and differentiated teaching effectively. 

This thesis discusses efforts to increase students’ interest in learning Mathematics through the use of concrete media among third-grade students at SDN 110/1 Tenam. The purpose of the study is to improve students’ interest in learning Mathematics by using concrete media with these third-grade students. The results of the study show an increase in learning activities that indicate student interest during Cycle I and Cycle II. In Cycle I, all student learning activities were still at percentages below 70%, with ratings categorized as poor and adequate. Meanwhile, in Cycle II, the increase in student learning activities was shown by all activities reaching percentages above 74%, which means they exceeded the predetermined Learning Objectives Achievement Criteria (KKTP) and were rated good and very good. In addition, improved learning outcomes, as evidence of increased student interest, also showed a significant rise. In Cycle I, students’ learning outcomes did not meet the Learning Objectives Achievement Criteria (KKTP), with a class average of 68.9%, whereas in Cycle II, overall class mastery reached 82.3%. This improvement in learning outcomes indicates that students showed fairly good interest when learning with concrete media.

This study aims to examine the implementation of digital educational games to enhance the understanding of fraction concepts among fifth-grade elementary school students. The background of this research lies in the low mastery of fraction material and the lack of student engagement due to conventional teaching approaches. The research used a quasi-experimental method with a pretest-posttest control group design. The subjects were divided into an experimental group, which received digital educational game-based learning, and a control group, which was taught using traditional lectures and practice questions. The results showed a significant improvement in the understanding of fractions in the experimental group compared to the control group. The findings indicate that digital educational games can enhance motivation, engagement, and the effectiveness of mathematics learning. This research recommends the integration of interactive digital media as an innovative strategy for teaching mathematics in elementary schools.

This study aims to improve students’ understanding of the concept of place value of whole numbers through the use of number board media in primary school mathematics learning. The background of this study stems from the fact that many students struggle to distinguish between digits and their place values due to the dominance of conventional, less contextual teaching approaches. This research used the Classroom Action Research (CAR) method conducted in two cycles involving second-grade elementary school students. The findings revealed a significant increase in conceptual understanding after the use of number board media. Students became more active, were able to correctly position digits, and comprehended the meaning of place value more concretely. The implication of this research shows that concrete media such as number boards are effective in strengthening students’ understanding of abstract mathematical concepts in a fun and meaningful way.

Mathematics is often perceived as a subject that is difficult for students to master, a notion that has been confirmed by numerous previous studies. One of the contributing factors is the limited variety of instructional media used in classrooms, which affects students' interest and comprehension. Many teachers still lack appropriate learning media to support blended learning approaches. This study aims to develop and implement multimedia-based Educational Instructional Media (EIM) that are valid, practical, and effective. The project utilizes video-based learning to deliver algebra concepts material for Grade VII students at SMPN 252 Jakarta and SMPIT Al-Qudwah. The development process follows the ADDIE model, which includes five stages: analysis, design, development, implementation, and evaluation. During the analysis phase, both learning needs and content requirements were mapped according to SAP (System Analysis and Product). The material was then divided into seven core sections. In the design stage, the curriculum structure, system flow, and user interface were developed. The development stage involved creating instructional content based on the analysis results. The content was then uploaded to the Moodle platform and presented using the Project-Based Learning (PjBL) model.

Mastery of the concept of multiplication is a fundamental ability that needs to be mastered by primary school students as a foundation for learning further mathematical material. Unfortunately, many learners have difficulty in understanding multiplication thoroughly, both due to the abstract nature of the material and the lack of varied teaching methods. One of the main challenges is the decreased motivation to learn when facing multiplication topics that are considered complicated and boring. This programme introduces the lattice method as an alternative to learning multiplication at the primary level. This visual technique breaks down the multiplication process into structured steps that are easier to understand. The activity involved grade IV students and mathematics teachers at SDN 31 Jati Tanah Tinggi Padang as an effort to innovate numeracy learning. Implementation included socialisation, training, practice, and collaborative evaluation between teachers and students. Assessment instruments included learning interest questionnaire, comprehension test, observation sheet, and group discussion. As a result, the lattice method was proven to improve not only comprehension but also students' participation, confidence, and enthusiasm. Thus, this approach can be a solution to create more interesting and effective learning.

This study aims to analyze the mathematical disposition of 11th-grade students at SMA Negeri 3 Tambun Selatan in learning mathematics. Mathematical disposition refers to the tendency to think and behave positively towards mathematics, encompassing seven main indicators as defined by the NCTM: self-confidence, perseverance, persistence, interest, reflection, tolerance, and appreciation of the role of mathematics. This research employed a descriptive qualitative method using an open-ended questionnaire consisting of 42 statements based on the seven indicators of mathematical disposition. Data were analyzed through the stages of data reduction, presentation, and conclusion drawing. The results indicated that appreciation of the role of mathematics in culture and values was the most dominant indicator among students, whereas persistence and perseverance in solving mathematical tasks scored the lowest. Overall, the mathematical disposition of students in the 11th grade at SMA Negeri 3 Tambun Selatan was found to be relatively low. These findings highlight the need for efforts to improve students' mathematical disposition, particularly in the areas of perseverance and persistence in completing mathematical tasks.  

Mathematics learning in Elementary School is very important to form logical, systematic, and critical thinking skills. Mathematics learning is closely related to numeracy literacy. At the elementary school level, especially grade 1, literacy and numeracy problems are increasingly visible when students are faced with mathematical story problems. In grade 1 of SDN 1 Pedawang, the results of daily tests and end-of-semester tests show that students' ability to solve story problems is still low. This study aims to analyze the difficulties of grade 1 students at SDN 1 Pedawang in understanding mathematical story problems due to low literacy and numeracy skills. This study uses a qualitative descriptive research type. The population of grade 1 students at SDN 1 Pedawang is 14 students, consisting of 9 female students and 5 male students. The subjects used were 2 students to be analyzed using purposive sampling techniques because they showed striking difficulties in understanding story problems based on observation results and low test scores. Data collection techniques through observation, interviews, and documentation. Data analysis techniques using the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results of the study showed that students had difficulty in understanding mathematical story problems on five indicators according to Newman's theory, namely reading, understanding, transformation, process skills, and writing answers. The conclusion of this study shows that low literacy and numeracy of students are the main factors in the difficulty of understanding mathematical story problems.

This study aims to develop and test the feasibility of Smart Clock learning media as an aid in learning mathematics on time material in grade 2 of SD NU Tanwirul Qulub. The media is designed as a three-dimensional analog clock that can be adjusted by students to facilitate understanding of the concept of time units in a concrete and fun way. This study applies the ADDIE development model, which includes the stages of analysis, design, and development. The validation process was carried out by material experts and media experts, each carried out twice. The validation results showed an increase in scores from 60% to 90% in material validation, and from 92% to 96% in media validation, indicating that the media is included in the "very valid" category. A limited trial was conducted involving eight grade 2 students, and the results showed that 87.5% of students responded positively to the application of this media in learning. Smart Clock media has proven effective in improving students' understanding of reading time and creating an active and interactive learning atmosphere. Therefore, this media is recognized as suitable for use as an alternative in learning mathematics for time material in lower grades of elementary school.

The use of various instructional media plays a significant role in the teaching process, as it can stimulate students' interest and encourage active participation in learning activities. By utilizing a variety of educational tools, children can enhance the efficiency of their learning in relation to the material delivered by the teacher. Teachers are expected to select the most effective teaching models, instructional media, and strategies to improve students' understanding. The use of instructional aids such as fraction clocks can serve as an innovative resource for teachers in presenting learning materials. Through the implementation of such media, teachers can expand the scope of media utilization in the educational process. The use of fraction clocks aims to inspire and improve students’ learning outcomes in the field of mathematics. The study employs a quantitative approach. This quasi-experimental study applies a Pretest-Posttest Control Group design. 50 students participated in the study. The collected data are analyzed using descriptive statistical techniques to describe the students’ pretest and posttest results. Furthermore, inferential statistics, including normality tests and hypothesis testing, are used to support further interpretation. The findings revealed that for the pretest, students had an average score of 51.92, indicating a moderate level of achievement, with a percentage of 62%. And the students’ postest scores increased to 66.92, indicating a higher level of achievement, with a percentage of 69% based on a sample of 26 students. The Paired Sample T-test showed a Sig. (2-tailed) value of 0.000, which is lower than the predetermined significance level of 5% or 0.05. This indicates the rejection of null hypothesis and acceptance of alternative hypothesis. It can be concluded that the use of fraction clock as an instructional medium has positive effect on students’ learning outcomes and enhances their understanding of fraction concepts.