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This article discusses community service aimed at improving students' mathematical understanding at MI Nurul Mun'im through learning assistance assisted by the Astromath game. The main problem faced is low student motivation and understanding in mathematics, caused by less engaging learning methods. The purpose of this activity is to provide a solution by using innovative educational technology, specifically the Astromath game, which is designed to develop students' mathematical abilities in an interactive and fun way. The method used in this community service is a direct mentoring approach that involves students in game-assisted learning sessions, with mentoring from lecturers and students. This activity was carried out over several meetings involving the direct use of the Astromath game in class. The results obtained showed an increase in student understanding of mathematics material, especially in terms of basic arithmetic operations, as well as a significant increase in learning motivation. This is indicated by an increase in the average pre-test score from 58.8 to 88.9 average post-test score. In addition, students were also more active and interested in participating in mathematics lessons after being involved in learning sessions using this game. The use of the Astromath game has proven effective in making mathematics learning more interesting and improving student learning outcomes at MI Nurul Mun'im.

Logic is an important foundation in mathematics learning because it shapes critical and systematic thinking skills. Introducing the concept of proof early on plays a strategic role in developing reasoning skills, identifying patterns, and providing simple arguments. This article aims to examine the role of logic in mathematics learning by emphasizing the importance of introducing the concept of proof from the outset. The methods used are a literature review of various relevant studies and descriptive analysis based on learning practices in early childhood education. The results of the study show that play, exploration, and concrete experience-based learning activities can improve children's ability to understand cause-and-effect relationships, make predictions, and convey logical reasons. In addition, social interaction and dialogue in the learning process have been proven to strengthen simple reasoning skills. In conclusion, the integration of logic and reasoning from an early age not only supports the development of mathematical abilities, but also builds the foundation for critical and analytical thinking needed for further education.

This study aims to identify and analyze the challenges in developing Indonesian students’ mathematical abilities within the implementation of the Merdeka Curriculum. Using a literature review method, 14 out of 30 reviewed articles were found relevant. The findings highlight key challenges such as gaps in foundational literacy and numeracy, low teacher quality, limited learning resources, lack of innovation in mathematics instruction, suboptimal formative assessments, and low student motivation. Although the Merdeka Curriculum promotes student-centered learning with flexibility, its implementation still faces significant barriers. Therefore, targeted strategies are needed, including teacher training, provision of adequate resources, and collaboration between educational institutions and the government. This review offers valuable implications for policy development aimed at improving the quality of mathematics education in Indonesia.

This article explores the significance of gaining a clear understanding of the topic concept addition as the main foundation in mathematical literacy. This study examines various pedagogical approaches in introducing the concept of addition to students, emphasizing the importance of conceptual understanding compared to procedural learning. Analysis of several learning methods shows that the use of manipulative objects, visual representations, and the application of real contexts significantly improve students' understanding of the idea behind addition. The results of the research also indicate that difficulties in understanding the concept of addition at the early stage of Learning may affect the progress of advanced mathematical abilities. This article concludes that a learning approach that emphasizes conceptual understanding of addition as a quantity combination operation will establish a strong basis for the advancement of students' mathematical abilities in the future.

This study aims to analyse the interaction between ethno STEM based thematic learning and conventional learning with early mathematical abilities in improving students' numerical literacy. This study used a quasi-experimental method with a non-equivalent control group design. Data collection was carried out through a numerical literacy test. Methods of data analysis using two-way variance analysis using a general linear model univariate analysis. The research subjects were fifth grade elementary school students in Tuban Regency, East Java Province. The sampling technique used a purposive sampling technique, taking into account the homogeneity of students' early mathematical abilities in both classes. Homogeneity is determined by giving pre-tests to students. The research sample consisted of 48 students, which were divided into two classes. The results showed that there was no interaction between conventional and ethno-STEM based thematic learning with the categories of students' initial abilities on students' numerical literacy. However, for each level of students' early mathematical ability, the increase in numerical literacy of students who received learning with an ethno-STEM approach was higher than students who received conventional learning.

The main reason underlying this research is that many students feel that mathematics is a difficult subject, which leads to low learning outcomes in this subject. This research aims to explore the influence of the spinning top learning method on the addition of whole numbers in class III students in elementary schools. Using a quantitative experimental research design, data was obtained through pre-test and post-test to evaluate student skills. The results of the analysis show that the application of the top method significantly improves student learning outcomes, with the average post-test score being higher than the average pre-test score. From this research, it can be concluded that: (1) The mathematics learning method used has proven to be very effective. (2) The test results show an increase in students' mathematical abilities. (3) The spinning top method has a positive impact in improving mathematics learning skills, especially for class III students. This research also shows that this method has proven effective in increasing motivation. and students' understanding of mathematical concepts.

This research aims to examine the factors that influence the ability of class IX junior high school students in Kotamobagu City, North Sulawesi Province, Indonesia, to solve story problems, both theoretical and applied. A total of two hundred and four students in the 2023/2024 academic year were selected using a double-phased cluster sampling technique. The research instrument used in this research was theoretical and applied mathematics story test questions created by researchers. The data obtained were analyzed using path analysis. The results of the analysis show that solving theoretical and applied mathematics story problems shows the same tendency, which is influenced both directly by mathematical numerical and verbal abilities and indirectly by the ability to create mathematical models. From these results, teachers must strive to improve numerical and verbal mathematical abilities because these two abilities, directly or indirectly through the ability to create mathematical models together, can improve students' abilities in solving theoretical and applied word problems.

The purpose of this research is to find out about students' mathematical abilities and proofs when learning mathematics at the tertiary level. In this research, researchers used quantitative methods in the form of literature reviews or literature reviews, namely this research took data sources from books, journals and previous research that had been carried out. Apart from that, it is also based on the results of the researcher's analysis, where this theoretical reference can be used as a strong basis for understanding students' mathematical proof abilities. Based on the research results obtained by researchers, it is that students' mathematical proof abilities are not optimal, and based on the research results, the percentage of mathematical proof abilities obtained is less than optimal. The majority of students still have difficulty working on proof questions. This is due to various factors, one of which is that understanding of integers and their definitions and properties is still low.    

The application of the STAD type cooperative learning method (Student Teams-Achievement Divisions) is a relevant strategy in efforts to improve students' mathematical abilities. In this research, we examine the effectiveness of using the STAD type cooperative learning style in improving students' mathematical abilities. This approach involves dividing students into small teams to encourage collaboration, joint problem solving, and knowledge exchange. We evaluated the impact of implementing this learning model on students' mathematical abilities and gained insight into effective learning strategies in the context of improving mathematics achievement.

This study aims to analyze the mathematical abilities of class XI students in matrix multiplication. The research method used is survey research using a special test designed to measure students' matrix multiplication abilities. Data was collected from class XI students through tests covering various aspects of matrix multiplication. Analysis was carried out to evaluate the level of students' mathematical abilities in the context of matrix multiplication and the factors that influence it. The results of the research will provide insight into students' level of understanding of the concept of matrix multiplication and can be used as a basis for developing more effective learning strategies.

This research aims to determine the analysis of students' mathematical critical thinking abilities based on questions based on TIMSS VIII SMP Negeri 29 Medan. This research is descriptive qualitative research. The subjects in this research were 33 students in class VIII-7 of SMP Negeri 29 Medan. The results of the research show that: (1) The average value of students' interpreting abilities is 76.01, which indicates that students' interpretation indicators are in the high category. (2) The average student score in analyzing the mathematical critical thinking ability test is 64.39, which shows that the students' analysis indicators are in the medium category. (3) The average score of students' abilities in the evaluation indicators on the mathematical critical thinking ability test is 41.48, which shows that the students' evaluation indicators are in the low category. So it is concluded that students with high abilities are only able to fulfill 2 critical thinking indicators, namely interpreting and analyzing indicators, 2 students with moderate mathematical abilities are only able to fulfill 2 critical thinking indicators and students with low mathematical abilities, there is 1 student only fulfilling 1 critical thinking indicator in One of the question numbers is the evaluating indicator in question number 3.

The use of learning media that is less than optimal is the basis of this research with the aim of developing learning media for Android applications and knowing the process of student answers. This type of research is development research with a model adapted from Borg and Gall with a  sample of class VIII-2 students of Santa Maria Private Middle School Medan, totaling 25 people. From the results of the study, it was obtained (1) the quality of the developed learning media met the valid, practical, and effective categories with an assessment by media experts of 3.82 and material experts of 3.87, practicality from the student response with a score of 3.61 and the teacher's response with a score of 4, and the effectiveness of classical student learning completeness reaches 92% of students and an n-gain score of 0.62 which means an increase in mathematical visual abilities is included in the moderate category. (2) The process of student answers shows that students have been able to identify problems, understand problems, generalize patterns and explain what is obtained, which means that students have fulfilled each indicator of mathematical visual ability, namely looking, seeing, imagining, showing and telling.

This study aims to determine : (1) The effect size of using mathematic learning media to students’ mathematical abilities as a whole, (2) The effect size of using mathematics learning media to students’ mathematical abilities based on level of education, (3) The effect size of using mathematics learning media to students’ mathematical abilities based on learning media used, (4) The effect size of using mathematics learning media to students’ mathematical abilities based on subject matter, (5) The effect size of using mathematics instructional media to students’ mathematical abilities based on quantified mathematical ablility. This research used meta analysis method. The sampling technique used purposive sampling and obtained 17 research that fit the criteria. Data collection techniques used documentation with the support of software publish or perish. The results of data analysis showed that : (1) Overall using the learning media has a large effect to students’ mathematical abilities as a proportion 0,972, (2) Based on level of education, the use of learning media has a largest effect size if applied at SMP/MTs as a proportion 1,039 (n=16, SD=0,754), (3) Based on learning media used, the visual media has a largest effect size to students’ mathematical abilities as a proportion 1,003 (n=13, SD=0,641), (4) Based on material that is taught, the use of learning media on a branch of logic material has a largest effect size to matematical abilities as a proportion 1,237 (n=2, SD=0,489), (5) Based on quantified mathematical abilities, the use of learning media has a largest effect size to students’ reasoning abilities as a proportion 1,303 (n=3, SD=0,353).

The research method used in this research is Research and Development. The subjects in this study consisted of validation subjects consisting of material and media validators and test subjects consisting of 23 grade VII junior high school students. The research was conducted at SMP Negeri 10 Sungai Kakap. The instruments used in the study consisted of expert validation sheets, respondent questionnaires, and tests of mathematical understanding abilities. The purpose of this study was to determine the process of developing an Android-based math educational game using software construct 2 on mathematical abilities. The results of the study are as follows: The level of feasibility of an Android-based math education game using software construct 2 on the ability to understand the results obtained is 88.66% with very feasible criteria. The level of attractiveness of an Android-based math education game using software construct 2 on the ability to understand the results obtained is 88.19% with very interesting criteria. Improved mathematical understanding skills after the application of Android-based math education games. There is an increase From the calculation results obtained tcount> ttable = 8.85987> 1.71714, thus Ho is rejected Ha accepted.