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This study aims to determine the ability of students' conceptual understanding after the application of the Project Based Learning (PjBL) model on pyramid material in class VII of Muhammadiyah Pagar Alam Middle School in the 2025/2026 Academic Year. The subjects in this study were 30 students using the pre-experimental design method of one group posttest only type. Data collection techniques used in this study include tests and documentation. The data analysis technique is a quantitative descriptive analysis of all collected research data. Starting the stages carried out after learning using the Project Based Learning (PjBL) model, the percentage per indicator of students' conceptual understanding was obtained with the achievement of: indicators restating the concept of 59.12% indicators providing examples and non-examples of 78.33, and problem solving indicators of 83.06%. So it can be concluded that the use of the Project Based Learning (PjBL) model is effective on the conceptual understanding ability of class VII students of Muhammadiyah Pagar Alam Middle School in the 2025/2026 Academic Year with an average percentage reaching 75.91 which is in the good category.

This study aims to determine the abillity of students’ conceptual understanding of mixed fractions after the application of the PhET Colorado application in class VII of Muhammadiyah Pagar Alam Middle School in the 2025/2026 Academic Year. The subjects in this study were class VII.2 with 30 students with an average of 77. This study uses a pre-ekperimental design method one group pretest-posttest. Data collection techniques used in this study include tests and documentation data analysis techniques are stages carried out after all research data is collected. Through the PhET Colorado application, the percentage per indicator was obtained, the indicator restating the concept with an achievement of 63,50%, the indicator mathematical representation with an achievement of 74,78%, the indicator problem solving with an achievement of 95,00%, therefore the average reached 77,78%. So it can be in mixed fractions material on the ability of students’ conceptual understanding in class VII of Muhammadiyah Pagar Alam Middle School in the 2025/2026 Academic Year.

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 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.

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

This study investigates the algebraic reasoning processes of university students when expanding mathematical expressions in the context of nonroutine problem-solving. The research adopts a qualitative approach to explore how students interpret algebraic structures, apply symbolic transformations, and construct logical explanations while working through unfamiliar tasks. Data were collected through written tests, task-based interviews, and detailed analysis of students’ solution strategies. The findings reveal significant variation in students’ ability to generalize patterns, recognize structural relationships, and justify algebraic procedures. Students with strong conceptual understanding demonstrated flexible reasoning, coherent explanations, and appropriate use of algebraic properties. In contrast, students who relied heavily on procedural rules often struggled with symbolic manipulation, produced fragmented reasoning, and exhibited misconceptions related to variables and distributive operations. These results highlight the importance of fostering conceptual understanding, metacognitive awareness, and reasoning-oriented instruction in university mathematics. The study provides insights for educators seeking to design learning environments that promote deeper algebraic thinking and enhance students’ ability to solve complex, nonroutine problems.

The problem addressed in this community service project is the low understanding of PKBM Permata Paket B students in applying mathematics to everyday life. The objective of this study is to improve students' understanding of mathematics through context-based learning, as well as to stimulate their interest and independence in solving problems involving numbers. The method used is a contextual teaching approach involving group discussions, problem-solving exercises, and real-life problem applications. The results show that context-based mathematics learning significantly improved students' understanding of budgeting, expenses, and personal finance management. Students also showed increased active participation in learning activities and a better ability to connect mathematical theory with practical problems in their daily lives. This program also had a positive impact on social empowerment, increasing students' independence in managing their daily lives. However, challenges related to understanding more complex concepts remain, and it is recommended to use more varied methods and extend the learning time in the future.

The Children’s Reading and Learning Corner program is a community service activity implemented by Group 7 of the Community Service Program (KKN) from Universitas 17 Agustus 1945 Jakarta in Kalibaru Subdistrict, North Jakarta. This program was designed to address the challenge of low reading interest and the limited access to learning facilities among children in the local community. The main target of the activity was children aged 5–8 years, with the objective of increasing reading interest, strengthening basic cognitive skills, and fostering positive learning habits from an early age. The program was carried out through interactive learning methods with a thematic approach, combined with group discussions, question-and-answer sessions, shared reading, and simple practices that encouraged active participation. The learning materials covered Basic Mathematics, Indonesian Language, and General Knowledge, all adjusted to the children’s comprehension levels. In addition, a coloring competition was held to foster creativity, train fine motor skills, and create a fun and engaging learning atmosphere. Evaluation results indicated a significant improvement in children’s enthusiasm for learning, better understanding of the provided materials, and more active involvement during the sessions. The children also demonstrated increased self-confidence, particularly when asked to read aloud or answer questions in front of their peers. Furthermore, the provision of a bookshelf in the community hall became a strategic step to establish a sustainable reading space that could be used outside of program hours. Overall, the program successfully achieved its intended goals and is considered feasible to be expanded to other areas. Additional support in the form of a wider collection of books, more creative learning media, and consistent community involvement will be key factors in ensuring the sustainability and long-term impact of the program.

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.

This research aims to develop a mathematics teaching module based on differentiated learning integrated with the Project-Based Learning (PjBL) method, specifically for the topic of spatial structures ("get up room") for students at Nanasi 1 Elementary School. The development process follows the 4D model, which includes the stages of Define, Design, Develop, and Disseminate. In the Define stage, analysis revealed the absence of instructional modules that align with students' learning styles and needs. Consequently, learning objectives were formulated based on geometric elements and problem-solving criteria. During the Design stage, a prototype module and validation instruments were produced. Validation was conducted by two experts, yielding high scores for both content and visual presentation—each achieving 90% validity. Practicality assessments also showed strong results, with content rated at 90.8% and visual aspects at 90%, categorizing the module as “very valid” and “very practical.” The integration of the PjBL method was implemented to enhance active student participation, encouraging collaborative exploration and real-world application of mathematical concepts. The developed module is considered suitable for supporting differentiated mathematics instruction in elementary schools. It accommodates diverse learning styles and promotes student engagement through project-based tasks. The findings suggest that combining differentiated learning with PjBL fosters a more inclusive and effective learning environment, particularly in geometry-related topics. This module not only meets pedagogical standards but also contributes to the advancement of innovative teaching practices in primary education.

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.

The purpose of this quantitative descriptive study is to ascertain how students' learning outcomes in mathematics are impacted by the availability of learning facilities.  In order to increase learning outcomes, the teaching and learning process will be more successful if supported by sufficient facilities, such as  proper study tables, additional illumination sources, lighting indications throughout the house,  appropriate study chairs, appropriate bookcases, availability of math textbooks and worksheet books, internet access at home, sufficient cell phones, student-owned question banks, and internet use can all support learning activities. Thirty students in all took part, and checklists, questionnaires, and documentation were the instruments utilized to collect data.  Descriptive analysis of the learning outcome variable data revealed that 20 students in class XI, or 67.67%, finished with a Minimum Passed Value of 80, whereas 10 students, or 33.33%, were incomplete.  Using SPSS, a straightforward linear regression calculation method yielded the following results: Y = 98,793 + 0,590X.  The findings of the study demonstrate that student learning outcomes are influenced by the accessibility of learning facilities.  For additional study, you can focus on variables other than the availability of learning facilities that affect student learning results.

One reliable measure of students' learning success is their level of learning discipline.   One factor influencing students' learning discipline is parental attentiveness.   This study aims to determine the relationship between students' learning discipline and parents' attentiveness.   This study use quantitative methods that involve correlation.   Basic random sampling and probability sampling techniques were combined by the researchers.   The sample consisted of 30 individuals, while the population consisted of 150 individuals.   Data was gathered by questionnaires, interviews, and documentation.  The data analysis's findings show a connection between parental attention and the learning discipline of class XI IPA 2 SMA Hang Tuah 4 Surabaya pupils.  The Pearson Correlation between learning discipline and parental attention is 0.482 with a significance level of 0.007.   It can be said that parental attentiveness and students' learning discipline have a fairly strong link and indicates a substantial correlation between the variables of parental attention and student learning discipline.

The purpose of this study is to describe the effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on students' problem solving and mathematical communication skills, describe the effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on problem solving skills, and describe the effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on students' mathematical communication skills. This type of research is Quasi Experimental using Nonequivalent Control Group Design. This research was conducted at SMP Negeri 1 Malinau, North Kalimantan City with 60 students from two 9th grade classes. The instruments used in this study were descriptive test questions of problem solving ability, mathematical communication and observation sheets for the implementation of Outdoor Learning Math learning activities using GPS-based mobile technology-assisted math traces. The results showed that there was an effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on students' problem solving and mathematical communication skills together, there was no effect of Outdoor Learning Math using mobile technology-assisted math traces on problem solving skills, and there was no effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on mathematical communication skills. Therefore, for future researchers to expand the scope of materials such as geometry, statistics and probability, algebra, arithmetic and add student motivation variables.

The learning process is the implementation of the curriculum in educational institutions to influence students to achieve predetermined goals. Lack of student enthusiasm in the learning process results in learning outcomes that are not optimal. The purpose of the study was to analyze the influencing factors and teacher strategies in improving the learning outcomes of fifth grade students in Mathematics at Al-Muhajirin Islamic Elementary School. The method used is qualitative. Data collection techniques with observation, interviews and documentation. The research findings show that student learning outcomes at Al-Muhajirin Islamic Elementary School are classified as good, but there are still students with low learning outcomes. This can be seen from the average score of the midterm exam which although it is quite satisfying, but there are students who have not reached the standard of completeness. The research conclusions include the supporting and inhibiting factors for student learning outcomes. Internal supporting factors include motivation and attitude, while external supporting factors come from relationships with parents, teachers and the environment. Meanwhile, internal inhibiting factors are motivation, intelligence, interest and talent, self-confidence, and discipline. External inhibiting factors include family, school and peer environment. The teacher's strategy in improving student learning outcomes is to provide motivation, use varied learning strategies, provide learning methods that are in accordance with the situation and conditions of students and use interesting learning media in accordance with learning materials.

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.

This study aims to determine the effect of the application of multiplication board media in mathematics learning on students' understanding of multiplication concepts in grade IV of elementary school. This study uses a qualitative approach with a descriptive method conducted in several elementary schools. Data were collected through observation, interviews with teachers and students, and documentation of learning activities. The results of the study indicate that the use of multiplication board media can improve students' understanding of multiplication concepts. Students who initially had difficulty memorizing multiplication tables showed significant progress after using this media, as seen from their ability to work on multiplication problems faster and more accurately. In addition, the use of this media also increased student involvement and motivation in learning. Teachers reported that the multiplication board media made it easier for them to explain multiplication concepts in a more concrete and visual way, and increased student participation in class. Based on these results, it can be concluded that the application of multiplication board media in mathematics learning can be an effective alternative to improve students' understanding of multiplication material. This media not only makes mathematics learning more interesting, but also strengthens the basic concepts of mathematics taught in elementary school.

The purpose of this study is (1) to describe the characteristics of a good mobile learning application to improve computational thinking and learning independence of high school students. (2) to produce a mobile learning application that is oriented towards computational thinking skills and student learning independence with good quality. The quality of the development results is determined based on Nieveen's criteria, namely valid, practical, and effective. This study is a research and development (R&D) that uses the Borg & Gall development model with 8 development steps, namely preliminary study, planning, initial product development, small group trials, main product revision, limited scale trials, operational product revisions and large-scale trials. The subjects in this study were 36 students from one class at SMA Negeri 1 Gamping, Sleman Regency. The instrument used to measure the validity of the mobile learning application is the expert validation sheet. The instrument to measure the practicality of the mobile learning application is the student response questionnaire. The instrument to measure the effectiveness of the application is the computational thinking test and the student learning independence questionnaire. Validity and practicality data analysis was conducted by converting quantitative data into qualitative form in the form of four standard scale values, while effectiveness data analysis based on test and questionnaire results was conducted using paired sample t-test. The results of the study showed that (1) Mobile learning applications have the characteristics of being easy to apply, flexible to time, lightweight and easy to carry anywhere and also implementing each computational thinking indicator in each stage of the material. (2) The results of expert validation showed that the developed mobile learning application met the valid criteria as seen by the Aiken's validity test score for media experts of 0.83 and 0.68 for material experts. The practicality of the mobile learning application is included in the very good category as seen from the average results with an average percentage of student responses of 87.17%. The effectiveness of the computational thinking test obtained a t-value of 47.22 greater than t (35,0.05) with a score of 1.69, the effectiveness of the learning independence test based on the t test obtained a t-value of 4.85 greater than t (35,0.05) with a score of 1.69. Based on the results obtained, it can be concluded that the developed mobile learning application meets the criteria of validity, practicality and effectiveness.