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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 research aims to analyze the implementation of land acquisition policies in Sorong City from the perspective of social justice for indigenous peoples, and to evaluate the extent to which customary rights are accommodated in the development process. The research method is a mixed-methods study with an embedded design. The qualitative approach was the primary instrument, using in-depth interviews with five key speakers, including land authorities and representatives of the Malaloi Indigenous Peoples Institution (LMA). Quantitative approaches are used only in correlation analysis to reinforce qualitative findings. The study's results show a "Paradox of Justice" in Sorong City. Procedurally, the land acquisition policy has been effective in accordance with Law Number 2 of 2012, supported by a strong statistical correlation between land acquisition and social justice. However, substantively, justice for indigenous peoples has not been fully achieved because the involvement of indigenous leaders in deliberations is often considered a mere administrative formality. The highest correlation between indigenous peoples and social justice confirms that the recognition of customary rights is the main determinant of justice in public policy. The main obstacles identified include difficulties in the administrative documentation of customary lands and paradigmatic differences between the government's materialistic values and the sociocultural values of indigenous peoples. The theoretical implications of this study confirm the importance of communication factors and the disposition of implementers in the implementation of policies in customary territories. In practice, the government needs to reformulate deliberations based on local values and the structural recognition of customary rights.

Human trafficking constitutes a transnational crime that inflicts physical, psychological, and economic suffering upon its victims. This research aims to analyze the fulfillment of restitution rights for victims of human trafficking and examine preventive efforts from the immigration perspective. According to Law Number 21 of 2007 concerning the Eradication of Human Trafficking, every victim has the right to restitution as compensation for losses suffered. However, implementation in practice still encounters numerous obstacles, including weak law enforcement, limited understanding among law enforcement officers, and insufficient technical regulations. This normative legal research employs statutory and conceptual approaches to examine primary legal materials, including Law Number 21 of 2007, Law Number 6 of 2011 on Immigration, and various implementing regulations. The findings indicate that legal protection for victims of human trafficking has not been optimal, with challenges including difficulties in proving immaterial losses, dual procedural systems between the Human Trafficking Law and Criminal Procedure Code, and weak coordination among law enforcement agencies. The Witness and Victim Protection Agency (LPSK) often cannot guarantee restitution payments as determined by judges. From the immigration perspective, the Directorate General of Immigration plays a strategic role in preventing human trafficking through travel document control, implementation of the Integrated Border Control Management (IBCM) system, education for prospective migrant workers, and cross-sectoral collaboration. However, challenges persist, including complex and evolving modus operandi, limited resources in remote border areas, and inter-agency coordination obstacles. The study concludes that synergy between institutions and improvements in education and regulation are required to ensure victims' restitution rights are fulfilled effectively.  

Measurement is a fundamental domain of mathematics that connects formal mathematical concepts with everyday experiences. Despite its practical relevance, students often experience persistent difficulties in understanding measurement conceptually, tending to approach it as a procedural activity rather than as a process of reasoning about quantities, units, and comparisons. These challenges indicate that learning measurement is influenced not only by individual cognitive factors but also by the social dynamics that shape classroom learning environments. This study aims to examine classroom social dynamics in learning measurement by providing empirical evidence from contextual learning situations. This study employed a qualitative research approach to explore how social interaction, scaffolding, and participation mediate students’ understanding of measurement in contextual learning environments. Data were collected through classroom observations, video recordings of learning activities, analysis of students’ written work, and interviews with selected students and the teacher. Contextual measurement tasks were designed to encourage collaboration, dialogue, and justification, enabling the examination of student–student and teacher–student interactions as they naturally occurred in the classroom. Data analysis was conducted iteratively to identify patterns of interaction, forms of scaffolding, and students’ learning progression within the Zone of Proximal Development. The findings reveal that students initially engaged with measurement tasks in a predominantly procedural manner, with limited conceptual understanding and minimal peer interaction. After the implementation of contextual learning situations, classroom social dynamics changed substantially. Students became more actively involved in discussion, collaborative problem-solving, and collective meaning-making. Peer interaction supported the articulation and refinement of students’ reasoning, while teacher scaffolding guided learning by extending students’ thinking without providing direct solutions. These social processes facilitated students’ movement from their actual level of understanding toward higher levels of conceptual competence within the Zone of Proximal Development. The study further shows that contextual learning tasks alone are insufficient to promote meaningful understanding unless they are supported by productive social interaction and adaptive scaffolding. Conceptual understanding of measurement emerged through socially mediated processes rather than through task completion alone. This study contributes to mathematics education research by emphasizing the central role of classroom social dynamics in contextual learning and by offering insights into how interaction and scaffolding can be orchestrated to support students’ conceptual understanding of measurement.

Based on the results of initial interviews and observations, it was found that several students still experienced difficulties in writing procedural texts effectively. These difficulties included a lack of understanding of the structure and characteristics of procedural texts, challenges in expressing ideas in written form, limited ability to compose coherent and communicative sentences, and the use of monotonous learning models that failed to stimulate student motivation. This study aims to describe the implementation of the Project Based Learning (PjBL) model based on the Tri N approach (Niteni, Niroke, and Nambahake) to improve the procedural text writing skills of fourth-grade students at Sidomukti Elementary School, Ambal Sub-district, Kebumen Regency, as well as to identify the improvement in writing skills after its application. The research employed a descriptive qualitative method with data collection techniques including observation, tests, and documentation. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The findings revealed that the application of the PjBL model integrated with Tri N values significantly improved students’ ability to write procedural texts. The learning process was carried out through six main stages of PjBL: formulating essential questions, planning projects, creating schedules, monitoring student activities, testing results, and evaluating learning experiences. The integration with Tri N principles encouraged students to understand, imitate, and develop their writing skills gradually. Thus, the PjBL model based on Tri N proved effective in helping students overcome writing difficulties while also fostering creativity, independence, and active participation in the learning process.

This study aims to describe students' difficulties in translating word problems into mathematical models in algebra material. Using a qualitative approach, the subjects were seventh-grade students at SMP Negeri 2 Tasikmalaya in the 2024/2025 academic year. Data were collected through questionnaires, interviews, and documentation. The results show that students struggled to understand the meaning of word problems and convert them into correct equations. Common errors included misconceptions about algebraic symbols, such as treating variables as fixed numbers and misusing the equal sign. In addition, students had difficulty identifying essential information needed to construct a mathematical model. Learning activities that focused only on procedural calculations further contributed to these challenges. This study recommends the use of more contextual and meaningful learning approaches, such as Problem-Based Learning and Realistic Mathematics Education, to help students better understand the relationships within problems and accurately express them through appropriate mathematical representations..    Penelitian ini bertujuan untuk mendeskripsikan kesulitan siswa dalam menerjemahkan soal cerita ke dalam model matematika pada materi aljabar. Dengan pendekatan kualitatif, subjek penelitian adalah siswa kelas VII SMP Negeri 2 Tasikmalaya tahun ajaran 2024/2025. Data dikumpulkan melalui angket, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan dalam memahami makna soal cerita dan menyusunnya menjadi persamaan yang tepat. Kesalahan yang muncul meliputi pemahaman yang keliru terhadap simbol aljabar, seperti menganggap variabel sebagai angka tetap dan tidak tepat menggunakan tanda sama dengan. Selain itu, siswa juga tampak kesulitan menentukan informasi penting yang diperlukan untuk membangun model matematika. Pembelajaran yang hanya berfokus pada prosedur perhitungan turut memperkuat kesulitan ini. Penelitian ini merekomendasikan penggunaan pendekatan pembelajaran yang lebih kontekstual dan bermakna, seperti Problem-Based Learning dan Realistic Mathematics Education, agar siswa dapat lebih memahami hubungan antar informasi dalam soal dan menyusunnya dalam bentuk model yang benar.

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

This study aims to identify the difficulties faced by tenth-grade students in understanding enumeration rules and to find effective learning solutions. The research method used was descriptive qualitative, with 33 tenth-grade students of SMA Negeri 1 Percut Sei Tuan as subjects. The instruments used included a diagnostic test in the form of National Examination questions 7-11 on permutations and combinations, interviews with mathematics teachers, and classroom observations. The results showed that the majority of students (50%) were in the moderate understanding category, understanding the basic concepts but frequently making procedural errors. Thirty percent of students were in the low understanding category, having difficulty distinguishing between addition and multiplication rules and applying the concepts to word problems. The main obstacles identified included a lack of mastery of basic concepts, difficulty determining solution steps, a lack of varied practice questions, and limited interactive learning media. Recommended solutions include the use of visual media such as tree diagrams and tables, a contextual approach to everyday life problems, collaborative learning, and the provision of additional tutoring.

This study aims to analyze the quality of administrative services at UPT Puskesmas Bumi Ayu, Dumai City, as part of primary public health service delivery. Service quality is an important indicator of institutional performance and community satisfaction. This research uses a qualitative approach with data collected through interviews, observation, and documentation. Informants consisted of the head of the health center and a service user selected purposively based on direct involvement in administrative services. The data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The assessment framework applies five service quality dimensions: tangibles, reliability, responsiveness, assurance, and empathy. The findings indicate that administrative services generally perform well, particularly in staff responsiveness, procedural reliability, and empathetic interaction. However, several limitations remain, including limited inpatient room facilities and difficulties among elderly users in understanding the Mobile JKN online registration system. These results suggest that service improvement should focus on strengthening physical infrastructure and enhancing user support for digital service access to improve overall administrative service quality in primary healthcare institutions.

Abstract.  The purpose of this research is to identify the difficulties experienced by students in understanding the concepts, principles, and procedures in problems related to the material of lines and angles. This research is a qualitative study with a descriptive method. The subjects of this study were students of class VIII-1 at SMP Negeri 29 Medan. Data collection techniques included tests, interviews, and documentation. All students of class VIII-1 took a test on the understanding of concepts, principles, and procedures. Afterward, the test results were analyzed and categorized into three groups: high, medium, and low ability. Subsequently, two students from each ability group were selected as interview subjects. The results of this research indicate that the most common conceptual difficulty experienced by students is classifying objects according to their concepts in determining the type of angle according to its measurement. The most common principle difficulty experienced by students is connecting mathematical concepts in solving problems in the material of the relationship between angles formed by two parallel lines intersected by a transversal line. Meanwhile, the procedural difficulty experienced by students is that all students still make mistakes in explaining, planning, and applying the correct steps or algorithms in mathematical problems, both in the material of the relationship between lines, determining angles, and the relationship between angles formed by two parallel lines intersected by a transversal.