Publication Search

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.

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.  

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.

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 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.

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.

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.

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 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 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 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 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 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 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.

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.

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.

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.

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.