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This study was conducted to analyze the relationship between students’ learning motivation and their perception of mathematics with mathematics achievement among tenth-grade students at SMA Al Islam 1 Surakarta. Mathematics was chosen as the focus because it is often considered a subject that presents significant challenges for students, both in terms of conceptual understanding and in shaping positive attitudes toward learning. The study employed a correlational quantitative method, with the population consisting of all tenth-grade students and the sample limited to class X-9, comprising 36 students. The instruments used were a motivation questionnaire, a perception questionnaire, and mathematics learning outcomes obtained from mid-semester test scores. Data analysis included normality testing and Pearson correlation to identify the relationship among variables. The results indicated that learning motivation did not have a significant correlation with mathematics achievement. In contrast, students’ perception of mathematics showed a significant correlation with their academic performance. These findings suggest that students’ positive perceptions of mathematics can play a crucial role in supporting better academic achievement, while motivation alone may not guarantee higher performance. This study contributes to a deeper understanding of the factors influencing mathematics learning outcomes and provides a foundation for further research to develop more comprehensive tools for measuring motivation. Future studies are also encouraged to consider additional variables such as teaching strategies, parental involvement, and the overall learning environment in order to present a broader analysis of student success.

This study aims to develop an interactive digital learning media based on Wordwall, named TANGKAS (Tantangan Asyik Ngulik Pecahan Kelas Empat Seru), as a practice tool for addition and subtraction of fractions in fourth-grade elementary students. The development process employed the ADDIE model, which includes the Analyze, Design, Develop, Implement, and Evaluate stages. The research subjects consisted of 29 fourth-grade students at SDN Ngemplak I Baureno. The needs analysis revealed that learning activities were still dominated by conventional methods with limited use of digital media, resulting in low student engagement. To address this issue, TANGKAS was developed using a maze chase game design to enhance motivation and support engaging fraction practice. The validation results indicated a material validity score of 94% (highly valid) and a media validity score of 80% (valid). The practicality aspect obtained 81.8% from students, both categorized as highly practical. The effectiveness test showed an improvement in learning outcomes with N-Gain scores of 0.6 for fraction addition and 0.54 for fraction subtraction, both classified as moderate. Therefore, TANGKAS is proven to be feasible, practical, and effective as an interactive game-based learning media to support students’ understanding of mathematics in elementary school.

This research aims to improve the mathematics learning outcomes of Grade VII B students at SMP Darul Ulum 5 Rebalas through the implementation of Madurese language-based ethnomathematics. The study is motivated by the students' difficulties in understanding mathematical concepts delivered in formal Indonesian, as their daily communication relies on the specific Madurese dialect of Rebalas Village. This study employs the Classroom Action Research (CAR) method using the Kemmis and McTaggart model, conducted in two cycles. Each cycle consists of planning, action, observation, and reflection stages. The subjects of this research were 28 students from class VII B. The research instruments included test instruments in the form of group Student Worksheets (LKPD) and observation sheets for both teacher and student activities. The material focused on the topic of Lines and Angles. The results indicated an improvement in student learning outcomes from Cycle I to Cycle II. In Cycle I, the average group score was 80.2, which increased to 88 in Cycle II. Observations of student activities also showed a shift from passive participation in Cycle I to active and enthusiastic engagement in Cycle II. Furthermore, teacher observations showed significant improvement; initial issues regarding time management and excessive workloads were resolved, resulting in more enthusiastic and punctual teaching delivery. These findings demonstrate that the use of Madurese-based ethnomathematics helps students grasp mathematical terms more easily, increases discussion participation, and creates a more comfortable and interactive classroom atmosphere, thereby leading to improved learning outcomes.

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 research is a classroom action research (CAR) conducted at MA Darussalam with the aim of improving mathematics learning outcomes through the application of the Probing-Prompting model. The subjects of this study were 26 grade XII students. Data collection was carried out using learning outcome tests given before and after the application of the learning model. The collected data were analyzed quantitatively and qualitatively. The results showed that the average score of students' learning outcomes in cycle I reached 82.38, while in cycle II it increased to 86.15. Based on the learning outcome completion category used, the achievement of students' mathematics learning outcomes in cycle I was 73.07%, and in cycle II it reached 100%. The application of the Probing-Prompting model has proven effective in increasing students' motivation and understanding of the material being taught. Thus, it can be concluded that the use of the Probing-Prompting model has a positive effect on improving students' mathematics learning outcomes, showing a significant increase in their understanding and skills in solving mathematics problems.

This research is motivated by challenges in biology learning, including the lack of digital literacy assessment in schools and the use of conventional learning methods that tend to make students bored. Impractical printed teaching materials cannot be integrated into the form of videos. This research aims to develop an e-module based on Science, Technology, Engineering, and Mathematics (STEM) to analyze the feasibility, practicality, and effectiveness of e-modules in improving students' understanding of concepts and digital literacy on human respiratory system materials. This research uses the Development Research (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model.  The research was carried out at SMAN 1 Malinau. The implementation stage used a non-equivalent control group  design involving 34 students in the experimental class and the control class. Data collection instruments include validation sheets for media and material experts, practicality questionnaires for teachers and students, and pretest-posttest  tests to measure concept understanding and digital literacy.  Analysis of effectiveness data using N-gain test and hypothesis test (independent sample t-test for concept understanding and Mann-Whitney for digital literacy). The results of the research based on the validation of media experts and subject matter experts show that the STEM-based e-module is declared "Excellent". The e-module is also rated "Very Practical" by biology teachers and students. The e-module was shown to be effective in improving conceptual understanding, where the average N-gain value of the experimental class (58.63; Quite Effective category) was significantly higher (p=0.017) than that of the control class (40.62).

This study aims to identify various aspects that pose obstacles or difficulties for students in learning Mechanics. This study uses a qualitative descriptive approach that focuses on describing the types of difficulties students encounter in solving mechanics problems. The research subjects were first-semester students of the Science Education Study Program at KH. Mukhtar Syafaat University (UIMSYA) Blokagung Banyuwangi who were taking Basic Physics courses on Mechanics material. Data collection was carried out through diagnostic tests and interviews with students. The instruments used were diagnostic tests and interview guidelines. The location of students' learning difficultdiies was analyzed based on the errors that appeared in the completion of the diagnostic test. The results showed that the main difficulty students had in learning mechanics was in mastering basic mathematical skills, particularly in differential and integral material. Therefore, lecturers or teachers need to design and develop more appropriate learning strategies so that students' problem-solving skills can improve.

This research is entitled “Implementation of Lumi H5P in Mathematics Learning Media at SDK PERO Using the MDLC Method.” The aim of this research is to create a digital-based interactive learning medium designed to enhance students’ understanding of the subject matter. media that can help students understand mathematics lessons, particularly on the topics of whole numbers and multiples, in an engaging and easy-to-understand way. The approach applied in this research is the MDLC method.. Each stage was carried out systematically to produce an interactive and high-quality learning media. The learning media application was developed using LUMI H5P, which provides various interactive features such as text, images, videos, and interactive exercises in the form of single choice sets and drag-and-drop activities. The results of the study show that the implementation of Lumi H5P-based learning media can increase students’ learning interest and facilitate their understanding of the material. Moreover, the simple interface design and user-friendly features make this application effective for both classroom learning and independent study. Therefore, the implementation of Lumi H5P in mathematics learning The media can act as an innovative solution to promote a learning process that is more engaging and effective.

This study aims to develop a contextual-based mathematics learning module to improve mathematical numeracy literacy among fourth-grade elementary school students, particularly on arithmetic operations. This research employed a Research and Development (R&D) design using the ADDIE development model consisting of analysis, design, development, implementation, and evaluation stages. The research subjects were 22 fourth-grade students at SDN 2 Siryawangi. The instruments used included expert validation sheets, teacher and student response questionnaires, and numeracy literacy tests. Data were analyzed using a qualitative descriptive approach supported by the N-Gain test to measure students’ improvement after using the module. The findings indicate that the developed module meets the criteria of validity, practicality, and effectiveness. This is supported by the validation results from material and media experts, each obtaining an average score of 95%, which is categorized as highly valid. In addition, teacher responses of 75% and student responses of 88% show that the module is practical and feasible to be used in the learning process. Furthermore, the effectiveness test results, based on an N-Gain score of 84%, demonstrate a high-level improvement in numeracy literacy. Therefore, this module is feasible to be implemented as an alternative teaching material for contextual learning in elementary schools.

This study aims to comprehensively describe the implementation of differentiated learning in classroom management and analyze its impact on students’ learning outcomes, particularly in mathematics subjects. The research method employed is a literature review by examining various scholarly sources such as national and international journals, educational textbooks, and relevant research articles. The findings indicate that differentiated learning is a pedagogical approach that places students at the center of the learning process by accommodating individual differences in terms of readiness, interests, and learning styles. This approach has proven effective in enhancing students’ motivation, active engagement, and conceptual understanding of mathematical content. Although its implementation presents several challenges, including classroom management complexity, time constraints, and limited learning resources, numerous studies report significant improvements in post-test scores, learning activities, and overall learning achievement following the application of differentiated learning strategies. Therefore, differentiated learning can serve as a strategic solution to create an inclusive, adaptive, and learner-centered educational environment, ultimately improving the quality of teaching and learning, especially in mathematics education.

This study aims to determine the effect of the mathematical puzzle playing method on the subtraction calculation ability of first-grade students of SDN 104202 Bandar Setia. The type of research used is a quasi-experiment with a pretest-posttest control group design. The research subjects consisted of two classes, namely class IA as the control class (22 students) and class IC as the experimental class (22 students). The research instrument was a subtraction calculation ability test that has been tested for validity and reliability. The results showed that the average posttest score of both classes was 78.86 in the control class and 84.77 in the experimental class where there was a significant difference. The independent t-test of both classes showed a significance value of 0.000 < 0.05, so the hypothesis H0 was rejected and H1 was accepted. Thus, it can be concluded that the mathematical puzzle method significantly improved the arithmetic and subtraction skills of first-grade students at SDN 104202 Bandar Setia.

The background of this research is the richness of Indonesian culture that is very diverse from Sabang to Merauke. Education and culture are now hot topics. Mathematics, as an important subject, is often considered difficult and boring due to monotonous learning and lack of motivation. Therefore, it needs improvement by connecting mathematical materials with local culture to make it more relevant in everyday life. The purpose of this research is to determine the effectiveness of E-LKPD flat shapes on the collage of Joglo traditional houses based on ethnomathematics in the mathematics learning process of flat shapes material which is expected to enable students to love their ancestral culture. The research method used is descriptive qualitative with the type of design research. Design research consists of 3 stages, namely experimental preparation, experimental implementation, and retrospective analysis. Data collection techniques with observation, questionnaires, and documentation. The results of the study are the implementation of E-LKPD collage based on ethnomathematics of Joglo traditional houses on flat shapes material runs effectively and can foster a sense of love for ancestral culture. This conclusion was obtained based on the suitability between ALT and HLT. Furthermore, the results of this study can be the basis for the development of the next E-LKPD by utilizing other cultures that are close to the daily lives of student.

Real analysis is one of the main branches of mathematics that serves as a fundamental foundation for the development of science and technology. This study emphasizes the understanding of basic concepts such as real numbers, limits, continuity, the principle of mathematical induction, as well as deductive and axiomatic approaches as a strong framework for mathematical proofs. This research employs the Systematic Literature Review (SLR) method by examining articles and journals related to both the theoretical aspects and the implementation of real analysis in solving mathematical problems. The findings indicate that the application of Polya’s method, visualization through demonstration, and the use of modern technology such as augmented reality (AR) can enhance the effectiveness of real analysis learning. These approaches help students connect abstract concepts with real applications, thereby strengthening logical, systematic, critical, and rigorous thinking skills. However, several learning difficulties are also identified, including the complexity of the material, weak learning habits, social influences, and inappropriate teaching strategies. Therefore, more applicative, interactive, and contextual learning strategies are needed to support the achievement of learning objectives. The conclusion of this review highlights that the integration of theoretical understanding, problem-solving methods, and innovative technology is a strategic step to improve students’ thinking quality in real analysis courses. Thus, real analysis is not only positioned as a theoretical subject but also as a medium for developing problem-solving abilities and higher-order thinking skills that are relevant to both academic needs and real-world applications.

This study aims to analyze the learning difficulties experienced by fifth-grade students at Yayasan Al-Hidayah and identify innovative solutions in the learning process. The research uses a descriptive quantitative method with data collected through questionnaires. The results indicate that students still face challenges in understanding the material, primarily due to the fast pace of the teacher's explanations, a lack of supporting media and teaching aids, and limited learning facilities. The most difficult subjects for students to understand are Mathematics, followed by English and Science. Despite these challenges, parental involvement in supporting the learning process is relatively good, and students tend to prefer interactive learning, such as educational games, group discussions, experiments, and the use of digital media. Based on these findings, there is a need for innovation in learning, focusing on technology-based learning, the use of more varied teaching aids, and the application of creative strategies to enhance motivation, understanding, and student learning outcomes. Such innovations are expected to provide more engaging and effective learning experiences for students, addressing the difficulties they encounter in learning.

In teaching mathematics subjects, a teacher must be competent in designing innovative learning materials so that they can develop students' potential, which is expected to affect their learning outcomes and which is one of the influencing factors in student success in mathematics lessons is learning style. This study applies a descriptive method. The purpose is to describe the form of learning difficulties experienced by grade VIII students at MTs SA Al Murtadho Kedungwaru in learning mathematics on phytagoras theorem material referring to aspects of each student's learning style. In determining a subject in a study, it is carried out using the purpose sampling technique. There are three learning styles that will be studied further in this study, namely visual, auditorial, and kinesthetic learning styles. The research subjects of six students were taken representatives from a total of 34 students, in each class two representatives will be taken for those who have a visual learning style, two students also with an auditorial learning style, and two more students with a kinesthetic learning style. The techniques used to obtain the necessary data will be distributed questionnaires, test questions, interviews with students, and documentary evidence. This study applies two ways by comparing data from observation results with interview results and will also compare a person's assessment with various points of view with other people's perspectives. The results found in the study stated that there are difficulties in students including difficulties in understanding concepts, problems, and answering questions related to the Pythagorean theorem. So teachers need to find a learning style that is suitable for each student in order to help students understand the material so that students can solve the questions given appropriately.

This study aims to improve student learning outcomes through the implementation of the Problem Based Learning (PBL) model assisted by PowerPoint media in Mathematics for Grade I students at SD IT Riyadhoturrohman. The research employs Classroom Action Research (CAR) conducted in two cycles. Each cycle consists of three meetings, following the stages of planning, implementation, observation, and reflection. The research subjects were 16 students from Grade I of SD IT Riyadhoturrohman. The Problem Based Learning model was chosen because it encouraged students to be actively involved in learning through solving contextual problems, while PowerPoint media was used to help visualize the mathematical concepts being taught. The results showed an improvement in students' learning outcomes from the pre-action stage to Cycle I, and a further increase in Cycle II. Additionally, students demonstrated improved participation, conceptual understanding, and teamwork skills. Thus, the implementation of the Problem Based Learning model assisted by PowerPoint media proved to be effective in improving the mathematics learning outcomes of Grade I students at SD IT Riyadhoturrohman.

This research aims to: (1) produce mathematics learning media in the form of interactive e-modules with a learning approach.realistic mathematics education (RME) which is oriented towards numerical ability and mathematical growth mindset students and describe their characteristics; (2) describe the quality of the learning e-module which meets the criteria of being valid, practical and effective so that it is suitable for use by junior high school students using the approach realistic mathematics education (RME). The development model used in this development research is the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The research subjects consisted of one teacher and 32 seventh grade students of SMP Negeri 3 Pajangan in Bantul Regency, Yogyakarta, who participated in this research.The results of the study show that the developed e-module has the following main characteristics: (1) using the RME approach in learning strategies; (2) facilitating the improvement of numeracy through learning videos, LKPD, and quizzes; (3) fostering growth mindset through motivational videos, inspirational sentences, discussion spaces, as well as feedback and self-evaluation features; and (4) using test- and questionnaire-based evaluation instruments. Validity tests showed very good results with an average score of 96% from media experts and 98% from material experts. The practicality of the e-module was assessed as very good by teachers (96.19%) and good by students (80.47%), and the implementation of learning reached 96.8%. Effectiveness was proven through MANOVA and t-tests which showed a significant increase in numeracy and mathematical growth mindset after using the e-module. Thus, the RME-based interactive e-module is suitable for use as an innovative mathematics learning medium at the junior high school level.

This study aims to improve the mathematics achievement of third-grade elementary school students through the implementation of the Problem-Based Learning (PBL) model within the framework of Classroom Action Research (CAR). The research was conducted at UPT SD Negeri Kutorejo 1 Tuban and involved 27 students over two instructional meetings. The study was carried out in two cycles, each comprising the stages of planning, implementation, observation, and reflection. Data collection techniques included learning outcome tests, interviews, and documentation. The data were analyzed using both quantitative and qualitative descriptive approaches. The findings indicate a notable improvement in students’ average mathematics scores, increasing from 79.47 in the first cycle to 83.91 in the second cycle. This improvement reflects the positive impact of the PBL model on students' conceptual understanding, problem-solving abilities, and active participation during the learning process. Throughout the intervention, students demonstrated increased engagement in group discussions, greater confidence in expressing ideas, and enhanced independence in addressing given problems. The PBL model proved effective in fostering active, collaborative, and meaningful learning. By presenting real-world contextual problems, the model not only enhanced students’ academic performance but also promoted the development of critical thinking, communication, and social skills. These outcomes align with 21st-century educational goals, which emphasize the cultivation of higher-order thinking skills. Theoretically, this study reinforces the effectiveness of PBL as an innovative pedagogical approach for mathematics instruction at the elementary level. It is recommended that educators systematically and consistently implement the PBL model in classroom practice. Future research is encouraged to explore the interaction between individual student characteristics and instructional models, in order to further optimize learning outcomes across various subject areas.

Quality education is the key to improving skills and knowledge for students. However, there are still many challenges faced in improving the quality of education, especially at the primary level. Collaborative Madrasah Ibtidaiyah Lecturers and Teachers in book writing can be one of the strategies to improve the quality of Education. This research aims to be active through collaboration in writing Madrasah Science Competition books between Tarbiyatut Tholabah Islamic Institute Lecturers and Madrasah Ibtidaiyah 02 Mazro'atul Ulum teachers. The results of the service showed an increase in the quality of lecturers and teachers in presenting learning and academic materials in order to provide excellent service for students, especially Madrasah Science Competition participants. And the most important thing is the creation of a collaborative book masterpiece entitled Madrasah Science Competition which contains a summary of material from science, social studies, mathematics, Arabic English and religious sciences such as Fiqh, Aqidah, Islamic Culture History and the presentation of sample questions and discussions. Moreover, the project has had a positive impact on the educators involved. It has allowed them to deepen their understanding of the subjects and improve their ability to present complex concepts in an accessible way. The collaborative nature of the project has fostered a supportive learning community, where educators learn from one another's expertise and experiences. The resulting Madrasah Science Competition book is not only a valuable educational resource but also a testament to the power of collaboration in enhancing the quality of education.

Numeracy is an important skill that elementary school students must have, but in reality it is still relatively low because learning tends to be conventional and less contextual. Numeracy does not only include the ability to count, but also the ability to understand, use, and interpret numbers and data in various daily life contexts. One of the causes of low student numeracy is a learning approach that is less interesting and not related to real situations. This study aims to test the effectiveness of the contextual learning model (Contextual Teaching and Learning/CTL) in improving students' mathematical numeracy skills. The research design used was a one-group pretest-posttest experiment with 23 fifth-grade students of SDN 002 Teluk Bintan as subjects. The instrument in the form of a numeracy test was given before and after the implementation of CTL, then the data were analyzed using prerequisite tests (normality and homogeneity) followed by a paired sample t-test. The results showed a significant increase in students' numeracy skills. The average pretest score of 24.78 increased to 73.91 in the posttest with a significance value of 0.000 <0.05. This increase proves that CTL is effective in helping students master numeracy through a learning process that links mathematical concepts with real experiences. Thus, the contextual learning model can be an alternative learning strategy that is relevant for increasing elementary school students' numeracy, while emphasizing the importance of implementing a more applicable approach in mathematics learning.