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This study aims to map the trends, integration forms, effectiveness, and contribution of ethnomathematics in elementary school mathematics learning toward national cultural preservation. A systematic literature review (SLR) approach following the PRISMA 2020 protocol was employed. Searches across four academic databases (Scopus, Google Scholar, CrossRef, and Semantic Scholar) yielded 1,176 articles, from which 30 articles met the inclusion criteria. Results indicate that ethnomathematics research in elementary schools has increased significantly during 2023–2026, particularly following the implementation of Kurikulum Merdeka. The three most dominant forms of integration are digital modules and media (53.3%), traditional games (33.3%), and ethnomathematics-based worksheets (13.3%). Geometry and measurement is the most researched mathematics topic (50.0%), and conceptual understanding shows the most significant improvement (40.0%). Beyond improving mathematics achievement, ethnomathematics integration contributes to cultural preservation through cultural contextualization in learning (60.0%), strengthening cultural identity and values (26.7%), and active local cultural preservation (10.0%). The study recommends teacher training, curriculum policy strengthening, cross-sector collaboration, and further research to sustain ethnomathematics implementation in Indonesian elementary schools.

Penelitian ini bertujuan mengembangkan aplikasi simulasi matematika dasar berbasis Android sebagai media pembelajaran interaktif bagi siswa sekolah dasar. Penelitian dilatarbelakangi oleh rendahnya keterlibatan siswa dan kesulitan siswa dalam memahami konsep aritmatika dasar melalui metode pembelajaran konvensional. Aplikasi dirancang dengan mengintegrasikan modul latihan, permainan edukatif dengan tingkat kesulitan bertahap, serta sistem penghargaan berbasis pencapaian untuk meningkatkan motivasi dan minat belajar siswa. Proses pengembangan menggunakan metode Waterfall yang meliputi tahapan analisis kebutuhan, perancangan sistem, implementasi, pengujian, dan penerapan aplikasi. Pengembangan aplikasi dilakukan menggunakan Android Studio dan bahasa pemrograman Java, sedangkan SQLite digunakan sebagai media penyimpanan data lokal. Validasi fungsional dilakukan melalui Black Box Testing untuk memastikan seluruh fitur aplikasi berjalan sesuai kebutuhan sistem. Siswa sekolah dasar dilibatkan sebagai responden untuk mengevaluasi tingkat kegunaan dan kesesuaian aplikasi sebagai media pembelajaran. Hasil penelitian menunjukkan bahwa aplikasi dapat berfungsi dengan baik pada perangkat Android serta memberikan kontribusi positif dalam meningkatkan pemahaman aritmatika dan motivasi belajar siswa.

Various studies indicate that mathematics learning in schools is still dominated by teacher-centered methods that emphasize abstract concepts, resulting in limited connection to real-life contexts and low student engagement. Therefore, innovative learning approaches are needed to bridge mathematical concepts with real-world experiences while encouraging active student participation. This community service activity aims to enhance students’ conceptual understanding and creativity through the use of innovative mathematics teaching aids within a participatory approach. The method employed is descriptive-implementative, consisting of needs analysis, training implementation, and evaluation stages. Data were collected through concept understanding tests, mathematical creativity tests, observations, and interviews, and were analyzed using both quantitative and qualitative approaches. The results show an improvement in students’ conceptual understanding as well as the development of mathematical creativity, indicated by increased fluency, flexibility, and originality in problem-solving. In addition, students’ active participation in the learning process significantly improved. The use of teaching aids proved effective in creating more meaningful learning experiences through direct interaction with mathematical concepts. In conclusion, the use of mathematics teaching aids in participatory-based learning is effective in improving the quality of learning, particularly in terms of students’ conceptual understanding and creativity.

The purpose of this study is to determine how the use of SOGAM puzzle media in mathematics can improve students' basic counting skills at the elementary school level, especially for addition and subtraction materials in grade 1. This study adopted a descriptive qualitative approach involving 27 grade 1 students of MI NU Hidayatul Mustafidin as research subjects. Data collection was carried out through observation and documentation during learning activities. The research findings showed that students appeared inactive in the learning process and faced difficulties in understanding the concept of addition and subtraction before the introduction of SOGAM puzzle media in mathematics. After the implementation of SOGAM puzzle media in mathematics, students' counting skills improved, as shown by increased accuracy in answering questions, speed in calculating, and better understanding of concepts. In addition, students became more active, enthusiastic, and motivated during learning. SOGAM puzzle media in mathematics can create a fun and interactive learning environment by incorporating game elements in the learning process. Thus, the use of SOGAM puzzle media in mathematics is proven to be effective in improving students' basic counting skills in addition and subtraction materials in elementary schools.

The idea of functions in mathematics and how they are used to build different mathematical models are methodically examined in this publication. Functions are basic mathematical constructs that show relationships between two or more variables in explicit equations, tables, or graphs. The fundamental building blocks of mathematics are functions, which enable the representation of variable interdependencies in a variety of formats, including formal mathematical expressions, data tables, and graphs. The classification of function types, such as linear, quadratic, and exponential, and their corresponding uses in the domains of physics, economics, and epidemiology are the main topics of this study, which takes a descriptive and exploratory approach.This article illustrates how knowledge of functions greatly aids processes through a review of the literature and an examination of secondary sources from current textbooks and academic publications. of judgment, forecasting, and analysis. In both academic and professional contexts, mathematical modeling based on functions has demonstrated efficacy in accurately and efficiently representing real-world occurrences. Thus, the significance of incorporating functional thinking into STEM education and multidisciplinary practice is emphasized in this essay.

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

Administrasi keuangan adalah dasar utama dalam mengelola lembaga pendidikan, yang memastikan pembagian sumber daya dilakukan secara transparan dan efisien guna mendukung proses belajar- mengajar. Di era digital saat ini, teknologi seperti spreadsheet Excel telah muncul sebagai jawaban utama untuk mengatasi hambatan administrasi manual, termasuk kesalahan hitung dan pemborosan waktu di bidang pendidikan. Alat digital semacam ini bisa meningkatkan produktivitas hingga 50% di lingkungan kecil, dengan keuntungan seperti penghematan waktu. Namun, di sekolah-sekolah pedesaan seperti SMP di Indonesia, penerapan digital seringkali terkendala oleh kurangnya infrastruktur dan kemampuan sumber daya manusia, sehingga butuh penelitian khusus untuk memahami dampaknya. Administrasi keuangan sekolah meliputi pencatatan pemasukan, pengeluaran, dan laporan bulanan yang tepat. Masalah umum seperti proses manual dengan buku besar sering kali menimbulkan kesalahan matematika, penundaan laporan, dan efisiensi operasional yang rendah, khususnya di lembaga kecil seperti SMP. Penelitian Rusmiati (2025) menyoroti keefektifan alat digital untuk skala kecil dalam transformasi manajemen keuangan sekolah, tapi belum sepenuhnya fokus pada konteks pendidikan pedesaan di Indonesia. Tujuan penelitian ini adalah mengevaluasi penerapan keuangan berbasis Excel sebagai solusi digital untuk meningkatkan efisiensi administrasi di SMP Negeri 2 Laut Tador. Metode penelitian yang digunakan adalah Deskriptif Kualitatif dengan pendekatan triangulasi untuk memahami fenomena secara mendalam. Teknik pengumpulan data meliputi wawancara mendalam semi terstruktur, observasi partisipan, dan analisis dokumen. Hasil penelitian menunjukkan bahwa implementasi Excel meningkatkan efisiensi melalui penghematan waktu hingga 50%, kemudahan penggunaan, dan pengurangan kesalahan, meskipun ada hambatan infrastruktur awal.

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.

Low student achievement in mathematics, particularly in arithmetic sequences and series, has led to decreased learning motivation and participation. Therefore, innovative and engaging instructional strategies are required, one of which is the implementation of ice-breaking activities to reduce boredom and enhance students’ learning engagement. This study aimed to examine the effect of implementing ice breaking on the mathematics learning outcomes of tenth-grade students at SMK Kesehatan Samarinda in the topic of arithmetic sequences and series. This research employed an experimental method using a quasi-experimental design, involving two groups: an experimental group that received instruction incorporating ice breaking and a control group that did not receive such treatment. The total sample consisted of 60 students selected through purposive sampling. The research instrument was a learning achievement test administered as a pretest and posttest. Data were analyzed using a paired sample t-test to determine differences in learning outcomes between the two groups. The results revealed a significance value of 0.000 (< 0.05), indicating a significant difference in learning outcomes between the experimental and control groups. Therefore, it can be concluded that the implementation of ice breaking has a significant effect on improving students’ mathematics learning outcomes. This strategy creates a more active, interactive, and enjoyable learning environment, thereby facilitating students’ understanding of mathematical concepts, particularly arithmetic sequences and series.

The advancement of digital technology has significantly transformed 21st-century education. One of the widely used tools in elementary mathematics learning is Canva, which enables interactive, visual, and creative instruction. This study employed a Systematic Literature Review (SLR) to examine the trends, effectiveness, and challenges of Canva use in mathematics learning from 2022 to 2025. Data were collected through Publish or Perish linked to Google Scholar, resulting in 24 eligible studies. The findings reveal a strong upward trend, with 100% of studies using Canva as the main medium and 70.8% applying R&D approaches. In terms of effectiveness, 95.8% of studies reported improved learning outcomes, and 87.5% noted higher student motivation and engagement. Canva effectively enhances conceptual understanding of abstract mathematical topics and supports project-based learning. Major challenges include limited teacher digital skills (66.7%) and unequal access to ICT (58.3%). Overall, Canva is identified as an effective, innovative, and adaptive digital learning medium aligned with the principles of Kurikulum Merdeka, which emphasizes active, contextual, and student-centered learning.

This study aims to analyze the role and strategies of introducing mathematical proofs appropriately for students, as well as to describe their contribution to enhancing logical, critical thinking, and understanding of mathematical concepts. The method used is library research with a descriptive qualitative approach through the analysis of various current scientific literature relevant to mathematics learning and education. The results of the study indicate that mathematical proofs not only function as a tool for verifying the truth of a statement but also as an epistemological process that develops deductive, argumentative, and reflective reasoning skills in understanding the structure and relationships of mathematical logic. Effective introduction strategies include the use of visual representations, collaborative learning, linguistic scaffolding, and the application of a gradual approach from informal argumentation to formal deduction. The approach has been proven to enhance students conceptual understanding, argumentative skills, and logical awareness. The implication is that proofs need to be systematically integrated into mathematics learning in secondary schools to strengthen Higher Order Thinking Skills (HOTS) and develop a scientific mindset in accordance with the principles of the Merdeka Curriculum

This study aims to examine the application of behaviorism learning theory in enhancing student engagement in mathematics learning, particularly arithmetic sequences and series. The study was conducted at SMK Karya Serdang Lubuk Pakam with 24 tenth-grade students in a single meeting on September 17, 2025. The research team delivered the material, provided stimulus in the form of problems written on the board, and applied positive reinforcement by giving rewards to students who dared to and successfully answered. Data were collected through observation, field notes, and brief interviews. The results showed a significant increase in student engagement: more students volunteered to solve problems on the board, the classroom atmosphere became more lively, and participation in discussions improved. Although some students remained hesitant, the behaviorist strategy proved effective in enhancing motivation and engagement. These findings reinforce the theories of Thorndike, Pavlov, and Skinner, which emphasize the stimulus–response relationship and reinforcement as the basis of learning (Hamruni et al., 2021; Yusup, 2024).

This study is a literature review aimed at examining in depth the concepts, characteristics, learning difficulties, and applications of quadratic functions in secondary mathematics education. The research employs a qualitative approach by analyzing ten articles published between 2019 and 2025 from both national and international journals. The findings indicate that the quadratic function is a fundamental topic in the mathematics curriculum, playing a crucial role in developing higher-order mathematical thinking skills such as analysis, synthesis, and problem-solving. It also serves as a foundation for understanding more advanced topics such as calculus, analytic geometry, and optimization. However, various studies have found that students continue to face significant learning difficulties, including misconceptions related to the shape of the parabola graph, understanding the discriminant value, and connecting algebraic forms to real-world contexts. To address these issues, research suggests that technology-assisted learning—particularly through interactive software such as GeoGebra—has proven effective in enhancing conceptual understanding, motivation, and student engagement. Therefore, this review highlights the importance of strengthening conceptual understanding, applying contextual learning approaches, and integrating digital technology as innovative strategies for teaching quadratic functions at the secondary education level.

This paper seeks to analyze the impact of the Realistic Mathematics Education (RME) approach learning approach on the development of critical thinking and problem-solving skills in third-grade pupils at SDN 104202 Bandar Setia. This research employed a quantitative method with a nonrandomized pretest-posttest control group design, involving two groups: the control group (III A) without treatment and the experimental group (III B) that received the RME learning approach, with a total sample of 50 students. Both groups were administered pre-test and post-test instruments to measure problem-solving and critical thinking skills. The findings revealed that the application of the RME learning approach significantly improved both skills with p < 0.05. These results confirm that RME is effective in enhancing mathematics learning quality through real-life contexts and students’ direct experiences. The implication highlights the importance of integrating RME in elementary mathematics learning as an alternative strategy to foster critical thinking and problem-solving abilities, as well as providing a reference for future instructional innovations.

This study aimed to examine the relationships among mindset, anxiety, and the achievement of the Assessment of Regional Education Standardization (ASPD) results among ninth-grade students in public junior high schools in Yogyakarta City. Using a quantitative survey approach, the study involved 871 students selected through stratified random sampling based on the TPM stage 1 test scores from schools categorized into high, medium, and low strata for the 2022/2023 academic year. Data were collected using a questionnaire instrument, validated by two expert validators, and construct validity was confirmed through standardized loading factors, showing all items to be valid. Reliability was measured using Cronbach's Alpha, yielding 0.508 for mindset and 0.724 for anxiety. Data analysis employed Structural Equation Modelling (SEM) in R Studio, with model fit assessed through RMSEA, GFI, AGFI, and CFI criteria. Results revealed that the mindset measurement model demonstrated an excellent fit, and the anxiety measurement model also fit the data well after minor modifications. Structural model testing confirmed a good overall fit. Findings indicated that anxiety directly influenced ASPD achievement, with higher anxiety associated with lower results. Mindset did not have a direct effect on ASPD outcomes but negatively influenced anxiety, meaning a stronger growth mindset led to lower anxiety levels. Furthermore, mindset indirectly affected ASPD achievement through its impact on anxiety, demonstrating that fostering a growth mindset can enhance students’ performance by reducing anxiety.

This study aims to address the low learning process and outcomes of students in mathematics in grade IV of State Elementary School 138/II Daya Murni. The type of research used is classroom action research (CAR), which is carried out in two cycles, each consisting of planning, implementation, observation, and reflection stages. The subjects in this study were 13 students, and the implementation was carried out in the second semester of the 2025 academic year. Data were collected through observation, field notes, documentation, and learning outcome tests. Based on the results of the study, the Take and Give Type Cooperative model was proven to be able to improve the learning process and outcomes of students. In the first cycle, the involvement of educators in teaching was recorded at 66.66%, while in the second cycle it increased to 73.33%. Likewise, student involvement in the learning process increased from 46.61% in the first cycle to 69.23% in the second cycle. A significant increase was also seen in the completeness of student learning outcomes. In cycle I, the learning achievement rate reached 76.92%, and in cycle II, it increased to 84.61%. The implementation of the Take and Give Cooperative Model has proven effective in improving the quality of learning, both in terms of process and outcomes. Therefore, this model can be a useful alternative for educators in increasing student engagement and learning outcomes in grade IV.  

This study aims to analyze and describe mathematics learning planning at SMK Negeri 6 Padang, specifically including the preparation of Teaching Modules, implementation of assessments, and enrichment and remedial programs. Furthermore, this study also examines the role and implementation of mathematics Olympiad preparation, the use of Student Worksheets (LKPD), and the availability and utilization of Teacher's Handbooks and Student Handbooks. A qualitative approach with a case study method was used in this study. Data were collected through observation, in-depth interviews with mathematics teachers, and analysis of documents related to learning planning. The results of the study indicate that mathematics learning planning at SMK Negeri 6 Padang has referred to the applicable curriculum. The Teaching Modules are systematically arranged covering learning objectives, materials, activities, and evaluations. Assessments are carried out formatively and summatively, using various techniques to measure student understanding. In addition, the school also implements remedial programs for students who have not achieved learning completion and enrichment programs for students who have mastered the material, including preparation for the Olympiad. LKPD has been shown to facilitate students' understanding and active participation, while the Teacher's Handbook and Student Handbook are important resources. However, several challenges were found in the implementation, such as time constraints in compiling varied teaching modules and optimizing the use of assessment results for continuous learning improvements. So it ca be concluded that learning planning is effective, namely . Therefore, it is recomended that further training is needed to improve the quality of independent curriculum-based learning planning  

This article examines the concept of propositions in mathematics, which are statements referred to as (closed sentences, false, values, and true values). The discussion covers negation, or what is known as negation, as operations that have truth values and truth tables. In addition, this article examines conjunction, or compound propositions that are true. (the combination of two questions), which involves two propositions with either true or false values. Furthermore, this article also examines disjunction, which involves statements containing conjunctionand also has truth tables. The primary objective is to provide a concise yet comprehensive understanding of propositions as logical and mathematical concepts. In addition, this article examines conjunction, or compound propositions that are true. A conjunction involves two propositions that are combined using the logical operator "and," symbolized by ∧. The conjunction of two propositions is true only when both individual propositions are true. For example, if P is true and Q is true, then the conjunction P ∧ Q is also true. However, if either P or Q is false, the conjunction P ∧ Q becomes false. The truth table for conjunction helps to clarify these conditions. Conjunction is often used in mathematical proofs, where multiple conditions must be satisfied simultaneously for a statement to hold true. Furthermore, this article also examines disjunction, which involves statements containing conjunction and also has truth tables. Disjunction, represented by the symbol ∨, involves two propositions and is true if at least one of the propositions is true. If both propositions are false, the disjunction is false. For instance, if P is false and Q is true, then P ∨ Q is true. The truth table for disjunction provides clarity on how this operation works. Disjunction is frequently used in mathematics and logic to express situations where at least one condition must be satisfied.

This study aims to describe the mathematical literacy skills of vocational high school students in solving statistics problems with the help of Microsoft Excel based on digital literacy levels, which are grouped into high, medium, and low. The background of this study is based on the importance of mathematical literacy in dealing with everyday problems and the demands of the world of work, as well as the increasing need for digital literacy mastery in the information technology era. Both are essential competencies that support each other, especially in technology-based mathematics learning. The research approach used is descriptive qualitative with a purposive sampling technique, where the selection of subjects is based on the results of the digital literacy questionnaire, equivalence of mathematics scores, and adequate communication skills to support the interview process. The research instruments include a digital literacy questionnaire, a mathematical literacy test in the form of descriptive questions completed using Microsoft Excel, and interview guidelines that have been validated by experts. The data collection procedure was carried out through tests and in-depth interviews, while data analysis included the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate differences in students' mathematical literacy skills based on their digital literacy levels. Students with high digital literacy are able to master mathematical literacy indicators well, including communication, mathematization, problem-solving strategies, and reasoning and argumentation. They can optimally utilize Microsoft Excel features to present data, perform calculations, and draw logical conclusions. Students with moderate digital literacy demonstrate fairly good mastery, but still experience difficulties in aspects of problem-solving strategies and in-depth reasoning. Based on these findings, it can be concluded that digital literacy plays a crucial role in supporting students' mathematical literacy abilities.  

This study aims to analyze the influence of derivative skills and literacy in economic mathematics on investment decisions of students in the Management Study Program. The study was conducted using a quantitative approach using primary data collected through questionnaires distributed to students. The collected data were then analyzed using multiple regression tests to determine the extent to which the studied variables influence investment decisions. The results of the multiple regression test indicate that derivative skills and economic mathematics literacy simultaneously have a significant influence on students' investment decisions. The coefficient of determination (R²) value is 0.551, which means that 55.1% of the variability in investment decisions can be explained by these two independent variables, while the remaining 44.9% is explained by other factors not examined in this study. This figure indicates that students' ability to understand and use economic mathematics concepts, especially in terms of derivatives, as well as their financial literacy, play an important role in forming rational and informed investment decisions. The results of this study indicate that mastery of economic mathematics concepts, especially derivative skills, has a direct impact on students' ability to make better and more logical investment decisions. On the other hand, financial literacy also influences how students assess and manage investments, resulting in wiser decisions. Therefore, it is important for educational institutions to integrate mathematical economics and financial literacy into their curricula to help students make more rational investment decisions and reduce potential future financial risks. Furthermore, this study also suggests the need to improve students' understanding of basic concepts in mathematical economics and financial literacy. Management study programs can strengthen their curricula by providing more in-depth training in the applications of mathematical economics, such as the use of derivatives in investment analysis.