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High school student’s poor understanding of mathematics remains a common problem, particularly in terms of learning motivation and independent problem-solving skills. This situation is also experienced by students at Nurul Jadid High School, where mathematics lessons tend to be perceived as difficult and boring. This community service activity aims to improve student’s mathematical understanding through the implementation of the Fun Arithmetic game-based tutoring program, designed to be interactive and fun. The methods used in this activity include planning, implementation, and evaluation. The activity was implemented through group tutoring using an educational math game that integrates the concepts of counting, problem-solving, and healthy competition between students. Evaluation was carried out through observation, and pre- and post-activity comprehension tests. The results of the activity showed an increase in students' understanding of mathematical concepts, as indicated by an increase in final test scores compared to the initial test. In addition, students demonstrated a more positive, enthusiastic, and active attitude in participating in mathematics learning. Thus, the Fun Arithmetic game-based tutoring program has proven effective as an alternative learning strategy to improve students' mathematical understanding of Nurul Jadid High School and create a more interesting and enjoyable learning atmosphere.

This study aims to explore the integration of financial literacy into context-based mathematics education at the elementary school level by emphasizing the use of local knowledge in learning activities. Employing a qualitative descriptive approach, this research investigates the experiences and perceptions of students and teachers involved in mathematics learning that connects mathematical concepts with real-life financial situations, such as budgeting, saving, and personal financial management. Data were collected through interviews, classroom observations, and documentation analysis to obtain a comprehensive understanding of the learning process and its outcomes. The findings indicate that integrating financial literacy into context-based mathematics learning enhances the relevance of mathematical content and facilitates students’ conceptual understanding. Students reported increased interest and engagement in mathematics lessons, as well as greater confidence in applying mathematical skills to manage personal finances. The use of familiar financial contexts enabled students to perceive mathematics as meaningful and applicable to their daily lives. Teachers identified limited instructional time and difficulties in explaining abstract concepts as key obstacles in the implementation process. Overall, the results suggest that context-based mathematics learning integrated with financial literacy has strong potential to improve students’ mathematical understanding and financial awareness while fostering practical life skills. Nevertheless, effective implementation requires careful instructional planning, adequate time allocation, and appropriate pedagogical strategies to address complex financial concepts. This study contributes to the growing body of research on contextualized mathematics education by highlighting the importance of integrating local context and financial literacy to enhance the quality and relevance of elementary mathematics education.

This study aims to describe and analyze the planning of mathematics learning based on a love-centered curriculum at Athalla Health Vocational School. The curriculum was developed in response to the low motivation and academic achievement of nursing and midwifery students, who often perceive mathematics as irrelevant to their future professions. The love-based curriculum emphasizes the integration of compassion, empathy, and care values into the teaching process to create a more supportive, enjoyable, and meaningful learning environment. This study employs a qualitative method with a case study approach, collecting data through in-depth interviews with teachers and students, classroom observations, and analysis of lesson planning documents. Through the implementation of a love-centered curriculum, it is expected that students’ motivation, conceptual understanding, and learning outcomes will improve. Furthermore, this research aims to demonstrate how mathematics learning integrated with humanitarian values can foster positive character traits such as empathy, responsibility, and collaboration, which are essential qualities for future health professionals.

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.

Education is one of the fields that continuously evolves alongside the rapid  advancement  of technology. One effort to enhance the quality of education is by implementing a scientific approach in the learning process. This research aims to analyze the contribution of the scientific learning approach to the development of students' self-directed learning at SDN Semper Barat 11, especially in class V. The research method used is descriptive qualitative with data collection techniques through interviews, observations, and documentation. The results show that lesson planning with a scientific approach is well executed, covering the setting of learning objectives, selection of learning models, strategies, learning media, and evaluation. The implementation of learning with a scientific approach in class V is carried out through activities such as observing, questioning, gathering information, reasoning, and communicating. The research also indicates that students experience an improvement in self-directed learning, characterized by active engagement in learning, high motivation, initiative-driven learning, and self-control. Thus, the scientific learning approach significantly contributes to the development of students' self-directed learning at SDN Semper Barat 11. This research provides valuable insights for educational practitioners in designing more effective learning strategies and offers empirical groundwork for enhancing learning methods oriented towards developing students' self-directed learning.

This study aims to improve the skills of third-grade elementary school students in learning the concept of measuring length and weight through the Team Games Tournament (TGT) learning model. The research method used is classroom action research (CAR) based on the Kemmis and McTaggart model, which involves four stages: planning, acting, observing, and reflecting. The study was conducted with 24 students from class III B at UPT SDN Latsari Tuban. Data collection techniques included observation, tests, and interviews. The research results show that the implementation of the TGT learning model can enhance students' understanding of the concepts of length and weight measurement. In addition, there was an increase in students' learning activity and motivation during mathematics lessons. Students became more enthusiastic, cooperative, and engaged in group activities, which contributed to better mastery of the material. Based on these findings, the TGT learning model is proven to be effective in improving mathematics learning outcomes, especially in the topic of Length and Weight Measurement for third-grade elementary school students.

Numeracy is not only the responsibility of mathematics teachers, but also the responsibility of all non-mathematics teachers, namely teachers who teach subjects other than mathematics. The approach needed is cross-subject numeracy. Based on the results of interviews with partner schools, it was obtained that teachers in these schools still have minimal knowledge about numeracy literacy and numeracy reinforcement in non-mathematics lessons. The solution offered is to provide reinforcement of numeracy literacy materials and provide reinforcement of non-mathematics or cross-subject numeracy literacy materials so that non-mathematics teachers can also improve students' numeracy in subjects other than mathematics. The implementation mechanism consists of 3 main stages, namely the planning stage, the implementation stage, and the evaluation stage. Evaluation of program implementation is measured from the increase in participants' knowledge from pretest to posttest and the participant's response questionnaire to this activity. Based on the results of the community service, it can be concluded that this activity makes a good contribution to increasing the knowledge and understanding of SMP Terpadu Darul Dakwah teachers regarding cross-subject numeracy literacy and examples of learning activities to strengthen numeracy literacy in subjects other than mathematics. The number of participants who experienced an increase in score from pretest to posttest was 100%, meaning that all participants in the activity experienced an increase in knowledge. In addition, it can also be seen from the average pretest of 48 and the average posttest of 75.5. The overall process of implementing this activity went well and smoothly. This activity also received a positive response from the participants with a score percentage of 90.25%.

This study aims to improve students' mathematics learning outcomes through the implementation of Lesson Study with the Contextual Teaching and Learning (CTL) approach. Lesson Study was conducted in two cycles following the Plan-Do-See stages, involving teacher collaboration in planning, implementing, and reflecting on the learning process. The CTL approach was utilized to connect mathematics material to real-life contexts, making learning more meaningful and relevant. The results of the study indicate that the implementation of Lesson Study with the CTL approach significantly enhances students' understanding of the material, strengthens their engagement in learning, and provides a more effective learning experience. These findings suggest that the combination of Lesson Study and CTL can be an effective strategy in mathematics instruction to improve students' learning outcomes.

The aim of the study is improving students learning outcomes through the use of congklak media in mathematics lessons on the topic of Least Common Multiple (LCM). The study employs a descriptive qualitative method with a sample of 21 fourth-grade students from State Elementary School 13 Merawang. The Classroom Action Research was conducted over two cycles, each consisting of two meetings. The stages of classroom action research include planning, implementation, observation, and reflection. Based on the learning process results using congklak media, there was a significant improvement in student learning outcomes, as evidenced by the number of students meeting the minimum mastery criteria and the average class score. In the first cycle, the number of students meeting the mastery criteria was 33.33 percent in the first meeting and 47.61 percent in the second meeting. In the second cycle, the number of students meeting the mastery criteria increased to 76.20 percent in the first meeting and 95 percent in the second meeting. The average class score showed a gradual improvement, reaching 80.47 in the second cycle. The implementation of learning using congklak media was able to significantly enhance students' learning outcomes, achieving a significant number of students meeting the mastery criteria in one class.

This study aims to improve students' mathematics learning outcomes through the implementation of cooperative learning model using the Think Pair Share (TPS) technique. The subjects of the study were the students of class VII-A at SMPN 3 Surabaya. This Classroom Action Research (CAR) was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data were collected through tests, namely formative tests and post-tests. The results showed a significant improvement in students' mathematics learning outcomes after the application of the Think Pair Share technique. In the first cycle, the average student scores increased significantly compared to before the intervention, with even greater improvements observed in the second cycle. Besides improving learning outcomes, the application of the Think Pair Share technique also had a positive impact on student participation and interaction during the learning process. Students became more active in discussions and helped each other understand the lesson material. Therefore, the Think Pair Share technique has proven effective in enhancing the mathematics learning outcomes of students in class VII-A at SMPN 3 Surabaya. .  

This study aims to improve students' mathematics learning outcomes through the implementation of cooperative learning model using the Think Pair Share (TPS) technique. The subjects of the study were the students of class VII-A at SMPN 3 Surabaya. This Classroom Action Research (CAR) was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data were collected through tests, namely formative tests and post-tests. The results showed a significant improvement in students' mathematics learning outcomes after the application of the Think Pair Share technique. In the first cycle, the average student scores increased significantly compared to before the intervention, with even greater improvements observed in the second cycle. Besides improving learning outcomes, the application of the Think Pair Share technique also had a positive impact on student participation and interaction during the learning process. Students became more active in discussions and helped each other understand the lesson material. Therefore, the Think Pair Share technique has proven effective in enhancing the mathematics learning outcomes of students in class VII-A at SMPN 3 Surabaya. .

This study aims to explore the implementation of Lesson Study with the Realistic Mathematics Education (RME) approach in teaching mathematics to sixth-grade students at SD Negeri Karyasari 1. The method of classroom action research was employed to observe two cycles of teaching, involving planning, implementation, and evaluation of lessons. Data were collected through observation, interviews, and analysis of student learning outcomes. The results of the study indicate that the application of the RME approach within the Lesson Study framework can enhance students' understanding of mathematical concepts, improve learning motivation, and strengthen collaboration among teachers. This research provides valuable insights into the effectiveness of this instructional approach in the context of primary education.

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

Mathematics lessons are lessons that are able to provide students with insight into gaining knowledge systematically or how to solve a mathematical problem. One of the goals of learning mathematics is to develop problem solving abilities. This indicates that problem solving is a very important ability to hone in learning mathematics. The method used is literature study or literature review. The study sources are in the form of reference books, published scientific journals, and references on websites accessed via the internet. Theoretical references obtained through literature study research will be used as the basic foundation and main tool for further practice which will be followed up with field research. Polya's theory is a systematic approach to solving mathematical problems which consists of four main steps, namely understanding the problem, planning a solution, implementing the plan, and checking again. This theory has been applied in various mathematics learning contexts, such as in analyzing the difficulty of solving mathematical problems on various materials and levels of difficulty.

The importance of character education in learning is to improve the quality of implementation and educational outcomes in schools which leads to the achievement of student character formation. In this case, the teacher is not only tasked with delivering learning material, but is also tasked with instilling character values in students (Fatmawati, 2017: 8). This type of research is qualitative research and the method used is a descriptive method. Sugiyono (2017:9) qualitative research is a research method used to examine natural objects. The main aim of qualitative research is to understand social phenomena or symptoms by providing an explanation in the form of a clear description of the social phenomenon or symptom in the form of a series of words which will ultimately produce a theory, which is explained (Sujardewi, 2014: 110). Based on the description that has been presented, this research is defined as a research process that produces descriptive data in the form of written or spoken words from people and behavior that is observed and carried out naturally. This research uses a qualitative research method with the hope of being able to describe the analysis of character education in mathematics learning material on absolute values for students at SMA class X Harapan Bangsa Samalantan. absolutely at SMA Harapan Bangsa Samalantan class X. In chapter IV, the results of the research that has been carried out and the discussion are presented. Therefore, (1) Results, (2) Discussion are successively put forward.1. Analysis of character education in mathematics learning with absolute value material in class X has been carried out by the teacher through planning, implementation and evaluation carried out by the teacher. Mathematics teachers in planning mathematics learning material have absolute values for the character values listed in the RPP, namely the character values of discipline, honesty, responsibility and skills. In implementing learning, mathematics teachers also apply character education through methods, strategies and learning media. Analysis of character education in mathematics learning with absolute value material is based on lesson plans that have been created and adapted to learning conditions. The teacher's learning implementation uses the case study method, so that students always think critically in their efforts to solve problem formulation in mathematics learning with absolute value material. Assessment of the achievement of character education in mathematics learning absolute value material in class X using test questions and observation sheets of student behavior in learning.