Publication Search

Inclusive education aims to provide equal learning opportunities for all students, including those with special needs, within regular educational settings. However, mathematics learning in inclusive classrooms remains challenging because mathematical concepts are often abstract and require logical reasoning that may not be easily accessible to learners with diverse cognitive characteristics. Ethnomathematics has emerged as an alternative approach by integrating cultural practices, local wisdom, and students’ daily experiences into mathematics instruction, creating more meaningful and accessible learning environments. This study aims to analyze the development, implementation patterns, opportunities, and research gaps related to ethnomathematics in inclusive mathematics learning. A literature review method was employed by examining scientific publications from 2020–2025 obtained from Google Scholar, Scopus, ERIC, Springer, and ProQuest databases. Data were analyzed through content analysis involving reduction, classification, interpretation, and synthesis. The findings indicate that ethnomathematics has been implemented through cultural artifacts, digital teaching materials, and project-based contextual learning. The approach supports inclusive learning through multi-representational access, instructional adaptations, scaffolding strategies, and collaborative teaching practices aligned with Universal Design for Learning principles. Furthermore, ethnomathematics enhances students’ motivation, conceptual understanding, mathematical literacy, and cultural identity. Nevertheless, studies focusing on disability-specific adaptations and long-term learning outcomes remain limited and require further investigation.

This study aimed to determine the relationship between parental involvement and mathematics learning achievement of fourth-grade students at SD Inpres 18 Sorong Regency. The research employed a quantitative approach with a correlational design. The research subjects consisted of all fourth-grade students from classes IV A and IV B, totaling 66 students. Data on parental involvement were collected using a questionnaire, while students’ mathematics achievement data were obtained from documentation of end-of-semester promotion examination scores. Data analysis was conducted using descriptive and inferential statistics. The prerequisite tests included the Kolmogorov–Smirnov normality test with a Monte Carlo approach and a linearity test. Hypothesis testing was carried out using Pearson Product Moment correlation with the assistance of SPSS software. The results showed a positive and significant relationship between parental involvement and students’ mathematics achievement, with a correlation coefficient of r = 0.637 and a significance value of p = 0.000 (p < 0.05). This correlation is categorized as strong. The findings indicate that higher levels of parental involvement in guiding, supervising, and providing emotional support are associated with higher mathematics learning achievement among students. Therefore, parental involvement plays an important role in supporting the mathematics learning success of elementary school students.

Mathematics learning at the elementary school level plays an important role in shaping students' logical thinking. However, understanding multiplication concepts remains a challenge for some students, mainly due to the learning process which tends to be monotonous and lacks active participation. This study aims to describe the implementation of context-based educational games "Seblak Prasmanan" and to examine their impact on students' activity and understanding in multiplication material. The study uses a descriptive qualitative approach with 21 third-grade students at MI Miftahul Ulum 02 Honggosoco as subjects. Data collection techniques were conducted through direct observation and documentation with the help of observation sheets containing indicators of student involvement and understanding. The results of the study show that the implementation of educational games can encourage students to participate more actively in learning. In addition, students find it easier to understand the concept of multiplication as repeated addition through contextual learning experiences. A more enjoyable learning atmosphere also impacts the increase in students' interest and motivation to learn. Thus, the use of educational games based on everyday life contexts can be an alternative learning strategy to effectively improve the quality of mathematics learning in elementary schools.

This study aims to: (1) describe the quality of mathematical understanding of Grade IX students at MTs Negeri Karangasem on the topic of curved surface solids, (2) identify the level of mathematics anxiety, and (3) examine the relationship between mathematical understanding and mathematics anxiety. This research employed a quantitative approach involving 100 students selected from 130 Grade IX students. Mathematical understanding data were collected using a three-item test based on indicators of instrumental, relational, and logical understanding, while mathematics anxiety data were obtained through a 30-item questionnaire. All instruments were validated by experts and showed adequate reliability based on Cronbach’s Alpha. Data were analyzed using descriptive statistics, while the relationship between variables was tested using the Chi-Square test and the Fisher Freeman Halton Exact Test. The results show that most students (80%) have not yet achieved adequate mathematical understanding, while 20% demonstrate instrumental understanding. In terms of anxiety, 84% of students experience moderate anxiety, 11% high anxiety, and 5% low anxiety. Most students (67%) fall into the category of moderate anxiety with low understanding. Statistical results indicate that mathematical understanding and mathematics anxiety are significantly related.

This study analyzes junior high school students' errors in solving mathematics problems involving integers. This study was conducted through a systematic literature review of 12 related research articles published between 2021 and 2026. The analysis shows that students' errors in integers include contextual, procedural, and technical (calculation) errors. The most common conceptualization errors were found in the understanding of positive and negative signs and the rules for mixed operations. The main causes of errors are a lack of in-depth conceptual understanding, the habit of memorizing without understanding, and a lack of practice using concrete media. Internal factors such as learning motivation and external factors such as learning methods and media also contribute. This study recommends that the mathematics learning process emphasize meaningful conceptual understanding, the use of concrete media, and learning strategies that engage students' mathematical connection skills. Thus, difficulties in learning integers can be minimized sustainably.

This outreach program evaluates the efficacy of the Lingkari Aku cooperative learning model in enhancing conceptual mathematical grasp among elementary students. Carried out at SD Negeri 054945 Dogang during the 2023/2024 odd semester, this study employed a qualitative case study methodology. The target participants were students engaged in integer operation topics. Data acquisition involved systematic observation, assessment tests, and documentation. The findings demonstrate that the Lingkari Aku method markedly bolstered student engagement, stimulated proactive group dialogue, and refined their grasp of integer concepts. Beyond academic gains, the approach fostered essential social competencies, such as teamwork, interpersonal communication, and accountability. Although high student excitement necessitated rigorous classroom management, the method successfully established a dynamic and pleasurable mathematical learning atmosphere. Consequently, this model is endorsed as a viable pedagogical alternative for elementary mathematics, especially within the framework of educational community service initiatives.

The criterion for students who have been able to think critically is when they can think systematically, besides having awareness in thinking, then they can see the difference between mistakes and truths. The purpose of this research is to measure the extent of students' ability to think critically on the completion of Higher Order Thinking Skill (HOTS) questions, especially in the subject of mathematics and social arithmetic material for grade VII students. This research is classified as qualitative descriptive research. The subjects involved were 6 students in grade VII D SMPN 3 Ngawi. The method used is qualitative descriptive with data analysis techniques using models from Miles & Huberman. Meanwhile, at the time of data collection, the instrument was in the form of 2 HOTS questions that were in accordance with the research subject. In data collection using tests and interviews, tests are used to measure cognitive competence while interviews are used as a follow-up to explore in depth related to students' answers. Based on a series of research processes, it can be proven that the students studied are divided into 3 categories of ability, namely low, medium, and high.

This study aims to: (1) Determine the effect of the discovery learning model with the aptitude treatment interaction strategy on the mathematical concept comprehension and self-efficacy of 10th-grade students at SMA Negeri 3 Tarakan; (2) Determine the effect of the discovery learning model with the aptitude treatment interaction strategy on the mathematical concept comprehension of 10th-grade students at SMA Negeri 3 Tarakan; (3) Determine the effect of the discovery learning model with the aptitude treatment interaction strategy on the self-efficacy of 10th-grade students at SMA Negeri 3 Tarakan. The research population included all tenth-grade students of SMA Negeri 3 Tarakan in the 2024/2025 academic year. The research sample consisted of two classes selected randomly: one experimental class receiving discovery learning with an aptitude treatment interaction strategy and one control class receiving conventional learning. The research instruments consisted of a test measuring mathematical concept understanding on trigonometry material and a self-efficacy questionnaire. The data obtained were tested for prerequisites through normality and homogeneity tests before being analyzed using inferential statistical tests in the form of an independent samples t-test with the assistance of SPSS software version 26.0. The research results show that the implementation of the discovery learning model with the aptitude-treatment interaction strategy has a significant impact on students' mathematical concept understanding and self-efficacy simultaneously, with a significance value of 0.006 < 0.05. Partially, this learning model has a significant effect on students' mathematical concept understanding, with a significance value of 0.018 < 0.05. However, the effect of the discovery learning model with the aptitude-treatment interaction strategy on students' self-efficacy is not statistically significant, as indicated by a significance value of 0.089 > 0.05, even though there is a tendency for increased self-efficacy among students participating in the experimental class learning. Nevertheless, the influence of the discovery learning model with the aptitude treatment interaction strategy on students' self-efficacy is not statistically significant in partial terms, although there is a tendency for an increase in self-efficacy among students participating in the experimental class. These findings suggest that the discovery learning model with the aptitude treatment interaction strategy is effective in improving students' understanding of mathematical concepts in trigonometry material and has the potential to support the development of self-efficacy in mathematics learning.

This study presents ReflectAI, a web-based system designed to automate the creation of teaching materials tailored to students' learning styles using behavior data from a Learning Management System (LMS). Student digital activity data—such as logins, material access, forum participation, assignment submission, and quiz results—are extracted and processed using a Hierarchical Clustering algorithm to categorize students into three learning styles: visual, auditory, and kinesthetic. Based on the clustering results, the system automatically generates personalized learning modules using generative AI (ChatGPT API), aligned with each student's learning preferences. Employing a data-driven system development approach, the system was tested with data from 230 students in a mathematics course. The results show diverse learning style distributions and relevant, tailored content generation. ReflectAI is designed to reduce teachers’ administrative workload and enhance personalized and adaptive learning. This system contributes to educational transformation through deep, data-driven technology integration.

This research was motivated by the low mathematics learning outcomes of MA Negeri 1 Serang students. So it is necessary to implement learning media that helps improve students' mathematics learning outcomes. One of the learning media used is Matrix Domino Cards. This research aims to determine the learning outcomes of students who received treatment using domino matrices and students who were not given learning treatment using domino matrices. The research results show that the learning outcomes of students who were treated using matrix domino card media were higher than the learning outcomes of students without using matrix domino card media. The results of statistical tests show that students' interest in learning using domino matrix media in the experimental class obtained an average = 67.78 and standard deviation = 20.88, while learning without using domino matrix media in the experimental class obtained data on the average interest in learning of participants students = 49.72 and standard deviation = 15.48, then after carrying out the t test the results were obtained that tcount > ttable, namely 1.80 > 0.354. Hypothesis testing results obtained were tcount > ttable, so ha was accepted, meaning there was an increase in student learning outcomes using domino matrix learning media in class XI MA Negeri 1 Serang Academic Year 2022/2023.

This study aims to examine the role of mathematics education in building numerical literacy in elementary schools, as well as strategies that can be implemented to enhance students' numerical skills. Numerical literacy is a fundamental skill needed by students to understand, interpret, and use numerical information in daily life. The research method used is library research, reviewing various related literature, including books and recent scholarly journals in the field of mathematics education. The results show that the integration of technology, the use of contextual approaches, and collaborative learning are effective strategies in improving students' numerical literacy. Technology helps simplify the understanding of abstract concepts, while contextual and collaborative approaches make mathematics more relevant and applicable. The implications of these findings are the need for further development in teacher training to integrate technology in teaching and the importance of involving students in more interactive and contextual learning processes. This study also suggests further evaluation of the implementation of these strategies in various educational settings.

This study aims to analyze the effect of implementing the Realistic Mathematics Education (RME) learning model on improving students' mathematical literacy, particularly in social arithmetic material at SMP Negeri 2 Wonorejo. The research used a quantitative method with a quasi-experimental design in the form of a non-equivalent control group design. The population consisted of seventh-grade students from three classes, samples selected through purposive sampling based on preliminary test results: class VII B as the control group and class VII C as the experimental group. Research instruments included a validated observation sheet on student activities and an essay-type mathematical literacy test. Data analysis was conducted using normality tests, homogeneity tests, independent t-tests, and effect size calculation. The results indicated that student activities in the RME learning model were categorized as excellent. Hypothesis testing with an independent t-test yielded tcalculated = 2.81 > ttable = 1.56. The average post-test score of the experimental group (73.00) was higher than that of the control group (50.41). The effect size calculation resulted in d = 1.75, which falls into the large effect category. Thus, it can be concluded that the RME learning model has a positive and significant influence on improving students' mathematical literacy.

The purpose of this study is to develop a mathematics e-module based on the tourism potential of Pasuruan City material of flat-sided solid shapes. This research is motivated by the use of teaching materials by teachers is still manual, not in digital form that integrates local tourism potential. The type of research is R&D (Research and Development) with the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The results of the study show that the mathematics e-module based on the tourism potential of Pasuruan City material of flat-sided solid shapes has gone through a model development process. The validation results show that the percentage of experts with an average of 93.6% is in the very valid category. The application of the mathematics e-module received a positive response with a percentage of 88.5% on a small scale and on a large scale showing 89.2% in the very practical category. The posttest showed a percentage on a small scale of 83%, while on a large scale it reached 80% which is categorized as effective. Conclusion, the development of a mathematics e-module based on the tourism potential of Pasuruan City material of flat-sided solid shapes is declared valid, practical and effective.

Teaching plane geometry often faces challenges due to the abstract nature of geometric concepts, which are often detached from students’ real-life contexts. This study is a development research (Research and Development) using a modified 4D model reduced to 3D (Define, Design, Develop) aimed at producing and testing the validity of a Student Worksheet based on ethnomathematics with Batik Sekundang motifs on plane geometry material oriented toward Contextual Teaching and Learning (CTL). Validation was conducted by two mathematics education experts who assessed the feasibility of content/material, media, and language/readability using a Likert scale instrument. The data were analyzed quantitatively in a descriptive manner using percentage formulas to determine the level of validity. The results showed that the student worksheet obtained a validity percentage of 87.50% in content feasibility (very valid), 80.76% in media (valid), and 87.50% in language (very valid), with an overall average of 85.25%, which falls into the very valid category. Based on these results, the ethnomathematics-based student worksheet with Batik Sekundang motifs is declared suitable to be used as a supporting teaching material for contextual and meaningful plane geometry learning for students in South Bengkulu.

Learning geometric transformations requires a strong conceptual understanding due to their abstract nature. One effort to enhance students’ conceptual understanding of mathematics is through the development of contextual and meaningful instructional materials that incorporate local culture. This study is a research and development (R&D) study employing the 4D model (Define, Design, Develop, and Disseminate) aimed at examining the validity of the developed Student Worksheets. The validation of the Student Worksheets was conducted by two experts in mathematics education who evaluated the aspects of content feasibility, media, and language and readability. The data were analyzed using descriptive quantitative methods with percentage scores to determine the level of validity of the Student Worksheets. The results showed that the developed Student Worksheets obtained a validity percentage of 93.75% for the content feasibility aspect (very valid), 80.77% for the media aspect (valid), and 87.50% for the language and readability aspect (very valid), with an overall average of 87.34%, which falls into the very valid category. Based on these results, the ethnomathematics-based Student Worksheets using the Kepahiang Traditional House context are considered feasible for use as supporting instructional materials in learning geometric transformations.

Mathematics learning is often perceived as difficult and monotonous by elementary school students, especially when dealing with abstract concepts such as integers. This community service activity aims to provide a more enjoyable and meaningful learning experience through an educational game themed Seblak Prasmanan Matematika for fifth-grade students of SD Negeri 170924. The method employed is participatory, in which students are directly involved in the learning process through interactive activities such as the “Pak Polisi” game, the introduction of integer concepts, and the main game that connects arithmetic operations with the activity of selecting seblak ingredients representing positive and negative values. The results of the activity indicate an increase in students’ enthusiasm and participation during the learning process, as well as an improvement in their understanding of addition and subtraction of integers. Through this game-based approach, mathematics is no longer viewed as a rigid subject, but as a learning activity closely related to everyday life. This activity also shows that game-based learning can increase students' motivation and creativity in understanding mathematical concepts.

This study aims to describe the implementation of the curriculum in mathematics learning at Al Ihsan Yapis Kotaraja Elementary School in the context of the Merdeka Curriculum. The focus of the study includes learning planning, learning implementation, the use of media and learning resources, the role of teachers and schools, and learning evaluation. The research uses a qualitative descriptive approach with data collection techniques through questionnaires, interviews, observations, and documentation. Data analysis was carried out through data reduction, data presentation, and conclusion drawing using triangulation techniques to ensure data validity. The results show that the implementation of the curriculum in mathematics learning has been quite effective. Teachers apply student-centered learning through differentiated learning and various learning strategies, such as lectures, discussions, and deep learning approaches. The most widely used media and learning resources are printed books and the internet. Teachers and schools play an important role in creating active learning and supporting the implementation of the Merdeka Curriculum. However, learning evaluation is still dominated by written tests, so it does not fully reflect authentic assessment in accordance with learning objectives. Therefore, improvements are needed in the application of authentic assessment and the integration of learning objectives, learning strategies, and assessment techniques so that curriculum implementation can run more optimally.

Many students still face difficulties in understanding statistics because inaccurate preconceptions often develop into misconceptions. This condition is important to study since misconceptions can hinder the mathematics learning process and reduce the quality of students’ conceptual understanding. This study aims to analyze in depth how preconceptions affect the emergence of misconceptions among senior high school students in learning statistics. The research employed a qualitative descriptive method with a case study approach, involving three tenth-grade students from State Senior High School 1 Purwosari who were selected through purposive sampling based on high, medium, and low achievement categories. Data were collected through diagnostic tests in the form of essay questions to reveal students’ preconceptions and in-depth interviews to explore their reasoning, then analyzed descriptively. The findings show that students with accurate preconceptions did not experience misconceptions, students with partially correct preconceptions developed classificational, theoretical, and correlational misconceptions, while students with incorrect preconceptions experienced more complex misconceptions, such as considering the median as the largest value and failing to relate changes in data to the properties of the mean, median, and mode. The study concludes that inaccurate preconceptions directly contribute to the emergence of various forms of misconceptions. The implication is that teachers need to detect, identify, and correct students’ preconceptions from the beginning of the learning process so that misconceptions can be minimized and students’ understanding of statistics can develop more comprehensively.

This research aims to analyze student learning activities in Mathematics through observational studies at SD Inpres 1 Koya Timur. Student learning activities are an essential aspect in determining the success of learning, particularly in Mathematics, which requires active student involvement in the processes of thinking, reasoning, and problem-solving. This study uses a qualitative approach with observation methods and a systematic literature review. Data were obtained through observations of fifth-grade students' learning activities during Mathematics lessons, supported by relevant literature analysis. The results show that student learning activities include visual, verbal, writing, mental, and emotional activities. Some students displayed active involvement through activities such as asking questions, answering questions, discussing, and completing assignments; however, there were still students showing passive involvement. Factors influencing student learning activities include the role of the teacher, teaching methods, the use of media and learning materials, the classroom environment, and student characteristics. This research concludes that the student learning activities in Mathematics classes at SD Inpres 1 Koya Timur are categorized as fairly active, but improvements are necessary by implementing student-centered learning strategies to make Mathematics learning more effective and meaningful.

This research aims to develop a deep learning-based mathematics e-module with the integration of the context of the Suramadu Bridge in scale and comparison materials for grade VII junior high school students. The development model used is the 4D (Define, Design, Develop, Disseminate) model which includes the stage of defining learning needs, designing e-modules, product development, and limited deployment. The research instruments used included validation sheets of media and material experts, observation sheets of teacher and student activities, learning outcome tests, and student response questionnaires. The results of the study showed that the e-modules developed met the valid criteria with a media validity level of 94.29% and material of 95%. In addition, the e-module is considered practical with teacher practicality of 78.67% and students of 86.67%, and effective with a learning effectiveness rate of 83.83%. The students' response to the e-module was also very positive, which showed that the integration of the local context of the Suramadu Bridge and the deep learning approach was able to increase student engagement, learning motivation, and understanding of mathematical concepts in a meaningful way. These findings indicate that local context-based e-modules can be an innovative alternative in mathematics learning that is relevant to students' real lives as well as support the implementation of 21st century learning.