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This study aims to test the effect of the scaffolding approach in mathematics learning on student achievement at MTsN Jambewangi Selopuro Blitar. With a quantitative approach and quasi-experimental research type, this study used a randomized post-test group design. Class VIII G as the control class and VIII H as the experimental class, with 37 students each, were selected using cluster sampling techniques. Data were collected through tests and analyzed with the Independent Samples T Test. The results showed that the scaffolding approach had a significant effect on student achievement, so it can be an alternative effective learning method to improve students' ability to understand mathematical concepts. The scaffolding approach is a very effective learning method in improving student achievement, especially in understanding complex mathematical concepts. By providing appropriate assistance and support in the early stages of learning, students can build a strong foundation and improve their abilities gradually. Therefore, the scaffolding approach can be an alternative effective learning method for teachers to improve student learning outcomes.

This study aims to identify the numeracy ability of grade I students of Madrasah Ibtidaiyah Based on Cognitive Level. The research method used is quantitative with a descriptive approach. The population used by all students of MIN 4 Medan. Sampling from the population used the Issac Michael technique which obtained a result of 249 from the entire population. Furthermore, samples were taken using cluster sampling which was specifically for classes I, A and I B, a total of 56. The test instrument is in the form of an objective description of the "filling" and the results are in the form of scores. The data analysis in this study is a descriptive quantitative data analysis. The results showed the numeracy ability of students in class I MIN 4 Medan, namely: 1) the level of remembering for the "high" category was 37 students or 75.51%; for the "medium" category: there are 4 students or 8.16%; and the "low" category there are 8 students or 16.32%. 2) the level of understanding for the "high" category was 28 students or 57.41%; the "medium" category has 16 students or 32.65%; and the "low" category there are 5 students or 10.20%. 3) the application rate for the "high" category was 18 students or 36.73%; the "medium" category has 29 students or 59.18%; and the "low" category has 2 students or 4.08%. The implication in this study is to increase the practice of contextual questions and carry out game-based learning.

This study examined the effectiveness of applying the Logan Avenue Problem Solving (LAPS-Heuristic) learning model on mathematics learning outcomes among Class VII students at Wusto Imam An-Nasai Gowa using a one-group pretest–posttest design. The population consisted of all seventh-grade students enrolled in the even semester of the 2024/2025 academic year. A learning outcome test was employed as the primary research instrument to measure students’ performance before and after the implementation of the learning model. The data analysis involved descriptive statistical methods combined with gain tests to assess the extent of improvement. The findings revealed that students’ mathematics achievement fell predominantly within the very high category, with 53.85% of learners classified in this range, indicating a notable increase in category levels compared to their pretest performance. Furthermore, the percentage of students who successfully met the required minimum competency standards after the application of the LAPS-Heuristic model reached 96.15%. This outcome clearly illustrates that the vast majority of students—over 85%—achieved or exceeded the established passing threshold, suggesting that the integration of the LAPS-Heuristic approach was highly effective in enhancing mathematics learning outcomes. Overall, the results underscore that the LAPS-Heuristic learning model can serve as a practical and impactful strategy to improve student engagement, comprehension, and mastery of mathematical concepts in junior high school settings.

This study aims to develop learning media based on the Wordwall application in mathematics learning for grade 3 at MI Salafiyah 1 Kauman. The background of this study is the low interest and motivation of students in participating in mathematics learning, which is caused by less interesting learning methods and the lack of use of interactive media. By utilizing the Wordwall application, it is expected to increase student involvement through fun educational games. The method used in this study is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The development process begins with needs analysis, learning media design, media development using the Wordwall application, media implementation in learning, and evaluation of the effectiveness of the media developed. The results of the study showed that the Wordwall-based learning media developed had high validity with an average score of 90% from material and media experts. The practicality of the media was also obtained with an average score of 85% from teachers and students. The trial of media implementation in mathematics learning showed an increase in student motivation and learning outcomes. So, students will be more active in participating in learning and show a better understanding of the material being taught. Thus, Wordwall-based learning media has proven effective in increasing the motivation and learning outcomes of grade 3 students at MI Salafiyah 1 Kauman.

This research aims to evaluate the implementation of the Merdeka Curriculum in the learning process at MAN 1 Kota Padang, specifically focusing on the preliminary, core, and closing stages. The method used is a descriptive qualitative approach with data collection techniques through classroom observations, interviews with mathematics teachers in grades X and XI, and document analysis of teaching modules. Observation results show high effectiveness levels across all learning stages: preliminary activities reached 100% (grade X) and 80% (grade XI), core activities reached 85.71% (grade X) and 93.33% (grade XI), and closing activities reached 81.81% in both classes. The findings indicate that teachers have implemented learning stages in accordance with the characteristics of the Merdeka Curriculum through context-based learning and differentiated approaches. Learning takes place actively and is relevant to students' lives, although there are obstacles such as limited technology resources and difficulties faced by teachers in independently developing modules. Overall, the implementation of learning is considered effective in increasing student participation and strengthening character values. This study shows that the Merdeka Curriculum has great potential in improving the quality of education in madrasah with continuous support through training and adequate facility provision.    

This study aims to analyze the effectiveness of mathematics learning implementation at SMK Negeri 6 Padang, reviewed from three main stages: preliminary activities, core activities, and closing activities. The method used is a combination of qualitative and quantitative approaches. Data collection techniques include participatory observation, in-depth interviews with teachers and students, as well as documentation. The research instruments consist of observation guidelines, interview guidelines, and questionnaires. The results of the study indicate that during the preliminary stage, teachers have conducted apperception but have not yet optimally implemented diagnostic assessments. The core activities are still dominated by conventional methods without the integration of contextual approaches or educational technology. The closing activities fully reflect in-depth reflection and are accompanied by adequate follow-up learning.Overall, the effectiveness of mathematics learning implementation at SMK Negeri 6 Padang is 77.77% in grade X and 77.77% in grade XI, which falls into the effective category. It is necessary to develop innovative learning strategies, utilize technology-based learning media, and enhance student engagement to make the learning process more active, meaningful, and aligned with the needs of vocational education.

This study aims to describe the form and implementation of mathematics learning evaluation applied by teachers at SMA Negeri 12 Padang which is used in grades X and XI (Independent Curriculum). The method used is a descriptive qualitative approach. Data collection techniques include observation, interviews, and documentation, compiled collaboratively through the KKG forum and have been adjusted to the academic calendar of the Ministry of Religion. The results of the study indicate that mathematics teachers in grades X and XI consistently apply diagnostic assessments (especially cognitive), formative assessments, summative assessments, affective evaluations, and cognitive. Based on the results of observations, the teaching tools achieved a success percentage of 96.67% in grades X and XI. This evaluation is adjusted to the characteristics of students at each level and is carried out through various strategies, ranging from providing trigger questions to participant observation and conceptual understanding. Follow-up such as remedial and enrichment are also provided according to student needs. The evaluation carried out has reflected the principle of holistic assessment by considering cognitive, affective aspects, and the achievement of learning objectives.

This study aims to describe the process of planning Mathematics learning at SMA Negeri 12 Padang in implementing the Independent Curriculum. A descriptive qualitative approach was used with interview techniques and observations of Mathematics teachers. The results of the study showed that teaching tools, such as teaching modules, assessments, remedial programs, enrichment, olympiads, textbooks, teaching materials, and LKPD, were arranged systematically and adaptively according to student needs. Based on the results of observations, the teaching tools achieved a success percentage of 98.54% in grades X and XI. The teaching tools support meaningful, contextual learning, and improve student competence. Evaluation and development of teaching tools are carried out continuously to be relevant to curriculum developments.

This study aims to describe the implementation of mathematics learning based on the Independent Curriculum at MAN 2 Kota Padang, focusing on teacher-student interaction and the overall effectiveness of the learning process. The observation covered three main phases: introductory, core, and closing activities. A phenomenological approach was applied using both qualitative and quantitative methods. Data were collected through direct classroom observations, interviews with mathematics teachers and students, as well as analysis of teaching documents. Instruments included Yes-No questionnaires, interview guidelines, and documentation review. The findings indicate that the learning process aligns with the principles of the Independent Curriculum, as reflected in the varied instructional strategies, active student engagement, and teacher readiness in applying learning modules. The effectiveness of learning was very high, with 95.21% in grade X and 92.99% in grade XI. Challenges included limited time and lack of participation from some students. Overall, the learning process fostered an active, meaningful environment that supports character development.

This study aims to evaluate learning planning based on the Merdeka Curriculum and the 2013 Curriculum at MAN 1 Padang City. The method used is descriptive qualitative through field observation and in-depth interviews with mathematics teachers and vice principals of madrasahs for curriculum. The research instruments are in the form of observation guidelines and interview guidelines. Data analysis techniques are carried out descriptively with the steps of data reduction, data presentation, and drawing conclusions. The results of the study show that teachers have compiled teaching tools such as RPP and teaching modules collaboratively and systematically. The assessment is carried out with a formative and summative approach and is accompanied by remedial and enrichment programs. The Olympiad program, use of books, LKPD, and teaching materials are also quite effective even though there are still obstacles such as limited time and variations in student abilities. In general, learning has led to a contextual and flexible approach. Thus it can be concluded that the Learning planning is very effective, namely 92,55%. Therefore, further training is needed to improve the quality of learning planning based on the Independent Curriculum.

This study aims to evaluate the implementation of evaluation and assessment in mathematics learning at MAN 1 Padang, focusing on the gap between the ideal expectations and the reality in the classroom. Using a descriptive qualitative approach and semi-structured interviews with mathematics teachers of grades 10, 11, and 12 conducted in May 2025, this study analyzes the evaluation practices, challenges encountered, and the alignment between expectations and actual practice. The results indicate that mathematics evaluation is still dominated by written tests that inadequately measure students' comprehensive abilities, while time constraints, conventional teaching methods, and low student participation remain significant obstacles. Therefore, it is necessary to develop more varied and authentic evaluation instruments and enhance teachers' capacity through training to make assessments more effective in supporting the achievement of comprehensive and sustainable mathematics learning objectives.

This study aims to analyze the implementation of learning at SMAN 12 Padang City, especially in the preliminary activities, core activities, and closing activities carried out by mathematics teachers while the teacher is teaching in class. This study uses a qualitative descriptive approach with a descriptive design method. The research instruments used are interview guidelines, observation sheets, and documentation. Data collection techniques are carried out through interviews with subject teachers, direct observation of the learning process in class, and analysis of learning device documents such as teaching modules and semester programs. The results of the study indicate that the implementation of learning at SMAN 12 Padang City has been going quite well, marked by the implementation of learning components in accordance with the Merdeka Curriculum. Based on the results of observations, the implementation of the learning achieved a success percentage of 81.22% in grades X and XI. However, several obstacles were found such as limited time in preparing teaching devices optimally and variations in the use of learning media. This study is expected to be a material for evaluation and improvement in the management of the learning process in schools.

This research aims to develop and evaluate learning media based on traditional engklek games in improving the understanding of the concept of flat building in grade II students of SD/MI. The background of the research is based on the low interest and understanding of students in basic geometry materials and the lack of contextual and fun learning media innovations. The research approach used is qualitative descriptive with data collection techniques through observation, interviews, and documentation. The results showed that the ankle media was effective in improving students' understanding of flat shapes such as squares, triangles, and circles, with an increase in the average student score from 66.2 to 83.5. In addition, the use of this media also increases students' enthusiasm, active participation, and collaboration and socialization skills during the learning process. These findings are in line with constructivist and sociocultural theories that emphasize the importance of active and contextual learning. Engklek learning media not only enriches a meaningful mathematics learning experience, but also contributes to the preservation of local culture. This study recommends the use of traditional games as an innovative strategy in mathematics learning in elementary schools.

Learning evaluation plays a central role in ensuring the success of the educational process, especially in mathematics learning at Vocational High Schools (SMK) that require integration between theory and practice. This study aims to comprehensively analyze the implementation of formative and summative evaluations at SMK N 6 Padang. Using a descriptive qualitative approach, data was obtained through observations, in-depth interviews, and document analysis. The results show that formative evaluations are carried out systematically through essay tests, contextual quizzes, discussions, and observations of student participation. This evaluation can monitor learning progress, encourage active engagement, and strengthen students' conceptual understanding. Meanwhile, summative evaluations are consistently applied using multiple-choice questions that encompass low-order thinking skills (LOTS) to high-order thinking skills (HOTS). in line with the learning objectives and curriculum. Both forms of evaluation have proven to be very effective, based on teacher observations and feedback. Although not all aspects were followed up explicitly, the assessment mechanisms applied reflect the principles of modern evaluation that are adaptive, fair, and competency-based. It can thus be concluded that the evaluation is running very effectively at 88.88%, and the evaluation implementation at SMK N 6 Padang not only succeeded in measuring student achievement but also became an instrument to strengthen the quality of learning relevant to the demands of industry and the developments in 21st-century education.

Systematic mathematics learning planning is very important in supporting the achievement of student competencies, especially in the implementation of the Independent Curriculum. This study aims to describe the process of planning Mathematics learning at MAN 2 Padang City in the context of implementing the Independent Curriculum and the 2013 Curriculum. The method used is a qualitative approach with a descriptive design. The research instruments are in the form of interview guidelines and observation sheets. Data collection techniques are carried out through in-depth interviews with Mathematics teachers and the Deputy Head of Madrasah for Curriculum, as well as direct observation of learning planning documents and activities. The results of the study show that the planning stages start from the preparation of the Madrasah Operational Curriculum (KOM), academic calendar, details of effective weeks, Annual Program (Prota), Semester Program (Promes), analysis of CP, TP, KD, and KI, preparation of KKTP and KKM, to the development of Learning Objective Flow (ATP) and syllabus. Although planning has been carried out systematically and collaboratively, teachers still face challenges in developing contextual ATP and compiling an applicable syllabus. Thus it can be concluded that the Learning planning is very effective, namely 91.74%. Therefore, further training is needed to improve the quality of learning planning based on the Independent Curriculum.

This study aims to examine the effectiveness of formative assessment in mathematics learning for tenth-grade students at MAN 2 Kota Padang. A descriptive qualitative approach was used with data collected through observation, interviews, and documentation. The data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings show that formative assessments were systematically implemented and aligned with learning objectives. Teachers employed various question types, especially essay questions, to assess students’ higher-order thinking skills. However, challenges such as limited time and lack of question variety were noted. It can be concluded that the formative assessment was fairly effective but requires further development in variation and technical support.

This research is motivated by the fact that students at SMP Negeri Buti show varying levels of learning interest, with some having high interest and others low. Interviews with the mathematics teacher revealed that overall student interest is low, especially among male students who tend to be disruptive during lessons. Therefore, the researcher aimed to explore students' interest in learning mathematics through game simulation-based learning, viewed from a gender perspective. This descriptive qualitative study involved 30 eighth-grade students at SMP Negeri Buti as research subjects. Data were collected through observation, questionnaires, and documentation. The results showed that most students did not pay attention to the teacher’s explanations, and there were gender-based differences in learning interest among seventh-grade students, with male students showing higher interest than female students. It was concluded that overall, the eighth-grade students at SMP Negeri Buti demonstrated a very low level of learning interest. owever, after the implementation of the simulation game, there was a significant increase in interest in learning.  

This study aims to improve students' learning outcomes in Social Sciences (IPS) through the implementation of the Science, Technology, Engineering, and Mathematics (STEM) learning model. The background of this study is based on the low learning outcomes of IPS in class VII of SMP Negeri 3 Jakarta, as well as the lack of variations in innovative learning models. The study used the Classroom Action Research (CAR) method of the Kemmis and McTaggart model which was carried out in two cycles. Each cycle includes the stages of planning, implementation, observation, and reflection. The subjects of the study were 36 class VII-B students. Data collection techniques used learning outcome tests, observations, interviews, and documentation. The results of the study showed a significant increase in student learning outcomes. In the first cycle, the percentage of students who achieved the Minimum Completion Criteria (KKM) was 77.77%, increasing to 91.6% in the second cycle. In addition, student activity in learning activities also increased. These results prove that the Science, Technology, Engineering, and Mathematics (STEM) learning model is able to integrate social studies concepts with real situations, thus facilitating students' understanding and improving the quality of learning.    

mathematical instruction often lacks relevance to students’ real-life contexts, necessitating more meaningful and contextualized approaches. This study aims to integrate geometric concepts and ethnomathematics through the utilization of ketupat a traditional Indonesian cultural artifact as a culturally grounded instructional medium. A descriptive qualitative method was employed, using literature review and contextual observation of the geometric structure of ketupat. The findings reveal that ketupat encompasses geometric elements such as symmetry, three-dimensional forms, woven patterns, and calculations of volume and surface area. Moreover, ketupat holds significant symbolic meaning within Indonesian culture, making it a relevant bridge between mathematical concepts and local values. The study concludes that using ketupat as a contextual medium enhances students’ conceptual understanding of geometry and strengthens the integration of cultural values within mathematics education.

This study is a literature review that aims to identify and analyze the application of GeoGebra applications in learning geometric transformations at the high school level. Geometric transformation is a material that requires high spatial visualization skills, so learning media are needed that are able to present concepts in a concrete and interactive way. GeoGebra, as a dynamic mathematics application, is considered capable of facilitating student understanding through direct visualization of transformation processes such as translation, reflection, rotation, and dilation. The study was conducted by reviewing 11 relevant scientific articles, published in the last five to ten years, and meeting certain inclusion criteria. The results of the analysis show that the application of GeoGebra in learning has a positive impact, both cognitively, affectively, and technically. GeoGebra is able to improve students' understanding of concepts, learning motivation, and learning outcomes. The implementation strategy includes the development of e-modules, digital teaching materials, problem-based learning, and application usage training. Overall, GeoGebra has proven to be valid, practical, and effective in supporting more interesting and meaningful learning of geometric transformations.