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The low level of interest and motivation among elementary school students in learning mathematics, particularly in plane geometry topics, remains a common problem. This community service activity aimed to improve students’ interest and understanding of plane geometry concepts through the implementation of the Inspiration Class as an educational medium that connects mathematical material with students’ aspirations. The activity was conducted at SDN 056024 Dogang, Langkat Regency, involving sixth-grade students. The implementation method employed a participatory and educational approach consisting of preparation, implementation, and evaluation stages. The activities included the delivery of plane geometry material, interactive discussions, and a creative project in the form of a “dream tree” using origami shaped into plane figures. The evaluation was performed qualitatively by observing student engagement and interactions in question-and-answer sessions, and analysis of students’ work. The results showed that the Inspiration Class created a more active and enjoyable learning atmosphere, increased student participation, and helped students better understand the concepts and properties of plane figures. In addition, this activity motivated students by linking mathematics learning with future aspirations and professions. Therefore, the Inspiration Class can be considered an effective alternative educational medium for teaching mathematics at the elementary school level.

Breakfast and sleep quality are important factors that can influence students’ concentration and academic achievement. This study aims to analyze the relationship between breakfast consumption levels and sleep quality with the learning achievement of students at SMP Negeri 31 Medan. This research used a quantitative method with a cross-sectional design. The study population consisted of all 192 eighth-grade students, with a sample of 88 respondents selected through simple random sampling. Breakfast intake was measured using a 3x24-hour food recall (breakfast time only), sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI) questionnaire, while learning achievement was obtained from semester exam scores in Indonesian Language and Mathematics subjects. Data analysis was carried out using the Chi-Square test with a significance level of 0.05. The results showed a significant relationship between breakfast intake and learning achievement in Indonesian Language (p=0.003) and Mathematics (p=0.000). Sleep quality was also proven to be associated with learning achievement in Indonesian Language (p=0.001) and Mathematics (p=0.000). The conclusion of this study is that having breakfast with adequate nutritional intake and maintaining good sleep quality contribute positively to improving students’ learning achievement.

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 Community Partnership Program (PKM) aims to improve the competence of mathematics teachers at Madrasah Tsanawiyah (MTs) in Lumajang Regency in developing ethnomathematics-based teaching materials integrated with Augmented Reality (AR) technology. This program was initiated due to the minimal use of local culture in mathematics learning and the low ability of teachers to develop innovative teaching materials. The activity was carried out in four main stages: socialization, training, technology application, and mentoring and evaluation. The training included an introduction to the concept of ethnomathematics, the preparation of differentiated teaching materials, and the creation of AR-based learning media using Unity 3D, Blender, Geogebra, and Vuforia. The results of the activity showed an increase in teachers' understanding of the concept of ethnomathematics and their ability to integrate the local cultural values of Lumajang into mathematics learning. In addition, teachers successfully produced contextual AR-based interactive teaching materials in line with the spirit of the Merdeka Curriculum. This activity also strengthened collaboration between lecturers, students, and teachers of the MTs Wilker III Mathematics MGMP and became a model for continuous training in the development of innovative learning media based on local wisdom and digital technology.

The application of Mastery Learning in Olympiad mentoring at Darussalam Islamic Junior High School was carried out using a classroom action research model involving 20 students from grades 8 and 9. The mentoring process followed a cyclical structure consisting of planning, action, observation, and reflection, supported by observation techniques, tests, and documentation. The implementation of the mastery learning model effectively improved students’ mathematics learning outcomes, as shown by a significant increase in mastery levels: 65% before the intervention, 75% after the first cycle, and 90% after the second cycle. In addition, the average learning score rose from 71 in the first cycle to 87 in the second cycle, reflecting substantial progress in understanding and problem-solving abilities. These results indicate that Mastery Learning not only enhances students’ mathematics performance but also strengthens their readiness and confidence to compete in the National OSN competition, demonstrating the model’s positive contribution to academic achievement and Olympiad preparation.

The rapid development of technology in today's era requires every profession to align with existing developments. The teaching profession is no exception. Teachers must be able to utilize technology in the learning process to create an engaging learning environment for students. To support this capability, training is essential. This community service activity aims to provide training to teachers at Bancong  Elementary School in Wonoasri District, Madiun Regency, to familiarize themselves with and be able to use the GeoGebra application. This training also aims to improve teachers' competency in utilizing digital technology as a learning medium. The GeoGebra application is an effective application for solving mathematics problems in elementary schools, particularly in geometry, particularly plane figures. The implementation method for this activity includes preparation, training, and mentoring. The training was provided in the form of workshops and hands-on practice using GeoGebra-based mathematics learning media. The activity proceeded orderly and smoothly, and the training participants understood the material well, both theoretically and in practice.

Mathematics is often considered one of the most challenging subjects because it requires strong spatial and cognitive abilities, especially in geometry, which involves three-dimensional concepts. Traditional teaching methods, such as textbook illustrations and verbal explanations, are often insufficient to help students understand abstract geometric concepts. The advancement of technology, particularly Augmented Reality (AR), offers innovative learning opportunities that combine real-world environments with digital content to enhance students’ understanding through interactive visualization. This community service activity aimed to explore teachers’ perceptions of using the GLARE (Geometry Learning using Augmented Reality Experience) application as a teaching aid in geometry learning. The program included training sessions, mentoring, and discussions with mathematics teachers at the secondary school level. The results showed that teachers had positive perceptions of using AR-based learning media, considering it effective in improving students’ conceptual understanding, engagement, and learning motivation. However, challenges remain regarding limited technical skills and school facilities for AR implementation. Overall, this program contributed to increasing teachers’ competence in integrating digital technology into mathematics education and promoting innovative, interactive, and technology-based learning approaches

Learning is a dynamic process involving interactions between students, educators, and learning resources in an environment designed to achieve a deep understanding of the material. One of the challenges often faced in education is learning difficulties, especially in subjects considered difficult such as Mathematics and English. Additional tutoring programs outside of class hours are a solution to help students overcome the academic difficulties they face. This study aims to evaluate the effectiveness of a tutoring program in addressing learning difficulties in Kedondong District, with a focus on Mathematics and English. This program involves students experiencing difficulty understanding the subject matter and provides intensive guidance using an interactive approach and the use of technology-based learning media, such as multimedia and educational quizzes, which make learning more engaging. The evaluation results show a significant increase in student understanding of the material, as well as positive changes in student motivation, independence, and self-confidence. This program not only successfully improves academic understanding but also fosters a higher enthusiasm for learning in students. Despite challenges, such as limited resources and differences in student understanding levels, this program is able to create a conducive learning environment. Therefore, it is hoped that this program can be replicated in other regions to improve the quality of education in a sustainable manner, by involving various parties, such as the government, educational institutions, and the community.

Mathematics learning, particularly in geometry, is often perceived as abstract and less engaging by students, leading to reduced interest and creativity. One of the geometry topics that demands a more creative and concrete approach is the tessellation of flat shapes, which emphasizes the understanding of patterns, symmetry, and regularity of shapes. The absence of contextual learning media has contributed to students’ low enthusiasm and limited ability to apply concepts in real-life contexts. This community service activity was designed to address these challenges by enhancing students’ creativity and conceptual understanding through the use of ceramic media as an innovative and enjoyable learning tool. The program was conducted at SD Negeri 1 Rowosari, Tembalang District, Semarang City, involving mathematics teachers, elementary school students, and university students. The implementation method included training and mentoring sessions. Activities encompassed the introduction of tessellation concepts, hands-on demonstrations, and the guided creation of tessellation patterns using ceramic media. Participants consisted of teachers and students who actively engaged in both theoretical and practical sessions. Evaluation was conducted through pre-test and post-test questionnaires administered before and after the training. The results revealed a significant improvement in students’ average scores after the activity. Pre-test data showed that approximately half of the students scored above the average, with two students achieving nearly perfect scores. Post-test results indicated that most students demonstrated increased understanding and creativity in applying tessellation concepts. Nevertheless, a small number of students still required further guidance, particularly in translating abstract tessellation concepts into real-life applications. Overall, the findings suggest that integrating ceramic media into mathematics learning is effective in making abstract geometry concepts more tangible, stimulating students’ creativity, and improving learning outcomes, especially in the topic of tessellation of flat shapes.

This community service aims to improve learning outcomes and the process of learning mathematics, especially the Greatest Common Factor (GCF) and the Least Common Multiple (LCM) in Elementary Schools to be more active and enjoyable. Learning LCM and LCM in Elementary School children can be said to have not had much impact because some students do not understand the process of solving LCM and LCM through factor trees and factoring. Community service activities were carried out in one day at SD GMIT Lamalu, Pantar District, Alor Regency. We were present to deliver material about LCM and LCM. During the community service, several students were interested in completing the material or questions given using factor trees. In the learning process about LCM and LCM, it can run well and can improve the quality of learning for students at SD GMIT Lamalu.

This community service aims to improve learning outcomes and the process of learning mathematics, especially the Greatest Common Factor (GCF) and the Least Common Multiple (LCM) in Elementary Schools to be more active and enjoyable. Learning LCM and LCM in Elementary School children can be said to have not had much impact because some students do not understand the process of solving LCM and LCM through factor trees and factoring. Community service activities were carried out in one day at SD GMIT Lamalu, Pantar District, Alor Regency. We were present to deliver material about LCM and LCM. During the community service, several students were interested in completing the material or questions given using factor trees. In the learning process about LCM and LCM, it can run well and can improve the quality of learning for students at SD GMIT Lamalu.

Technological literacy among high school mathematics teachers is a crucial aspect in realizing creative, interactive, and relevant learning to meet the demands of the 21st century. However, the reality on the ground shows that most mathematics teachers still have limited experience in improving technological literacy, particularly in the use of artificial intelligence (AI) as a learning support medium. This condition has implications for low innovation in the mathematics learning process. This community service activity aims to optimize the use of AI, specifically Generative-AI technology, in supporting mathematics learning in high schools. The target group is members of the High School Mathematics Subject Teachers' Conference (MGMP) throughout Grobogan Regency, Central Java Province, Indonesia. The implementation method includes workshops, interactive discussions, hands-on practice, and mentoring in the development of AI-based mathematics teaching materials, assessments, and learning media. The training materials include an introduction to the basic concepts of Generative-AI, effective prompting techniques, and practice using various AI applications to produce interactive and contextual teaching materials. Evaluation results showed that all training participants agreed or strongly agreed that this activity successfully improved their understanding of the basic concepts of Generative AI and their skills in operating AI applications for mathematics learning. Participants also reported increased confidence in integrating AI technology into their teaching practices, as well as gaining various relevant practical ideas for classroom implementation. High enthusiasm was evident in the 100% commitment of participants who expressed their readiness to implement AI technology in mathematics learning. Thus, this training not only contributed to improving teachers' technological literacy but also became a strategic step in encouraging innovative and adaptive transformation of mathematics learning in the digital era.

Access to education that is close and affordable is a major obstacle in Patane II Village, Access to education that is close and affordable is a major obstacle in Patane II Village, Porsea District, Toba Regency. Because there are no schools in the area, children have to go to other villages to study, which has an impact on their physical condition, study time, and safety. Excessive use of electronic devices also has a negative impact on children's learning efforts. The purpose of this study is to analyze the challenges of education in the area and offer community-based solutions involving the government, community, and the use of technology. This study identifies various approaches to tutoring and research related to children's schools. The qualitative methods used are direct observation and interviews. The results of the study indicate that community-based solutions can effectively and sustainably improve access to education. Through the Student Service Practice Lecture Program (KPPM), children's interest in education has increased, especially in mathematics and English. In addition, students' social interactions with children help them reduce their dependence on electronic devices and increase awareness of the importance of education. Further collaboration is needed between the government, community, and educational institutions to achieve long-term goals, such as further school construction, improving teacher quality, and monitoring the use of electronic devices to increase children's learning opportunities.

Education is a key factor in human resource development, especially in rural areas that often face challenges in accessing quality education. The Afternoon Tutoring Program (Bimbel Sore) conducted by KKN-MAS students from Universitas Muhammadiyah Prof. Dr. HAMKA in Sidorejo Village aims to enhance elementary school students' academic understanding and learning motivation. This program was attended by 30 students and focused on core subjects such as Mathematics, Indonesian Language, and Natural Sciences using an interactive approach, including group discussions, quizzes, and Q&A sessions. Evaluation results showed an increase in students' comprehension, with an average score improvement of 25%, as well as greater active participation in learning. Furthermore, the program contributed to boosting students' confidence in facing academic challenges. This initiative is expected to serve as a model for improving education quality in rural areas and inspire other community service activities. The sustainability of this program can be strengthened by involving more volunteers and expanding the range of taught materials to better align with students' needs in the future.

This service aims to explain the increase in mathematics learning outcomes when implementing the MEA method in class X at MA Darussalam Manuju. The data collection technique uses data about students' mathematics learning completeness obtained from the results of mathematics learning tests carried out at the end of each cycle, with 27 class X students as the subject. The instrument is a learning results test sheet. The results show that the application of the MEA method can improve students' mathematics learning outcomes. This can be proven based on the average score of student learning outcomes in cycle I reaching an average of 69.3703 and in cycle II reaching an average of 87. Based on the learning outcome completeness category used, the score for students' mathematics learning outcomes categorized as complete in cycle I was 81.48% and in cycle II it increased to 100%. These results can be concluded that there has been an increase in Mathematics Learning outcomes using the Means Ends Analysis Method.

The low mathematics learning outcomes of students are caused by many factors, one of which is the low interest in learning mathematics. One way to increase students' interest in learning mathematics is to apply educational games in the mathematics learning process. This description encouraged the PkM team to carry out community service at SD Kristen Sera with the aim of increasing students' interest in learning mathematics through educational games. This community service was carried out on Friday, December 13, 2024, which was attended by 17 grade VI students. The success of this activity was measured using a questionnaire on students' interest in learning mathematics. The results of the analysis of the learning interest questionnaire data showed that there was an increase in students' interest in learning mathematics before and after participating in the learning process using educational games on the material on integer operations. This shows that the application of educational games in the mathematics learning process needs to be done.

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%.

The use of technology in academics is one of the important factors in supporting learning and research activities, especially among students. This community service aims to improve the knowledge and skills of students of the PSDKU Mathematics Education Study Program, Pattimura University, Southwest Maluku Regency in using Mendeley as a reference management tool. The method used in this study is an experimental approach with a direct practice-based training model. Participants consisted of students of the PSDKU Mathematics Education Study Program, Pattimura University, Southwest Maluku Regency. The results of the study showed a significant increase in students' knowledge and skills in managing academic references using Mendeley, including in the aspects of compiling bibliographies, automatic citations, and organizing documents. These findings indicate that training in the use of scientific reference software such as Mendeley can have a positive impact on the quality of students' academic results.

The research was conducted by providing training and enhancing the understanding of mathematical concepts among the fifth-grade students of SDN 2 Kembiritan. The goal is to improve the students' understanding of mathematical concepts. The methods used in this activity are direct practical methods and lecture methods. The instruments used were pre-tests and post-tests. Based on the service, it can be concluded that the use of the Fractional Clock media has proven to be able to improve the learning outcomes of fifth-grade students at SDN 2 Kembiritan, as evidenced by the learning outcomes after the use of the learning media meeting the established criteria, with 70% of students achieving scores above the Minimum Completeness Criteria (KKM).

The focus of this study is the transformation of English and Mathematics education at the State Islamic Institute (IAIN) Takengon. Higher education at IAIN Takengon faces challenges in increasing student interest, especially in English and Mathematics study programs. Students believe that mathematics and English skills are not important for career success. This is a common problem in many universities in Indonesia. By focusing on the analysis of high school needs, this study attempts to address the problem. The results of the analysis indicate that IAIN Takengon programs can be tailored to meet the specific needs of English and Mathematics students. As part of the solution, IAIN Takengon students engage directly with high school students and gain hands-on experience in mentoring and teaching. To determine the needs of high schools, an analysis of the study program curriculum, interviews with teachers and students, and observations were conducted. The results of the study indicate that the English and Mathematics curriculum needs to be improved specifically, and the program should be more related to students' real lives. Case studies and qualitative methods are considered effective in collecting contextual data and providing in-depth insights into the state of education at IAIN Takengon. Other practical recommendations include curriculum adjustments, creating learning materials that are more in line with industry needs, and training teachers to implement innovative teaching methods.