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Inclusive education aims to provide equal learning opportunities for all students, including those with special needs, within regular educational settings. However, mathematics learning in inclusive classrooms remains challenging because mathematical concepts are often abstract and require logical reasoning that may not be easily accessible to learners with diverse cognitive characteristics. Ethnomathematics has emerged as an alternative approach by integrating cultural practices, local wisdom, and students’ daily experiences into mathematics instruction, creating more meaningful and accessible learning environments. This study aims to analyze the development, implementation patterns, opportunities, and research gaps related to ethnomathematics in inclusive mathematics learning. A literature review method was employed by examining scientific publications from 2020–2025 obtained from Google Scholar, Scopus, ERIC, Springer, and ProQuest databases. Data were analyzed through content analysis involving reduction, classification, interpretation, and synthesis. The findings indicate that ethnomathematics has been implemented through cultural artifacts, digital teaching materials, and project-based contextual learning. The approach supports inclusive learning through multi-representational access, instructional adaptations, scaffolding strategies, and collaborative teaching practices aligned with Universal Design for Learning principles. Furthermore, ethnomathematics enhances students’ motivation, conceptual understanding, mathematical literacy, and cultural identity. Nevertheless, studies focusing on disability-specific adaptations and long-term learning outcomes remain limited and require further investigation.

This study aims to explore the integration of financial literacy into context-based mathematics education at the elementary school level by emphasizing the use of local knowledge in learning activities. Employing a qualitative descriptive approach, this research investigates the experiences and perceptions of students and teachers involved in mathematics learning that connects mathematical concepts with real-life financial situations, such as budgeting, saving, and personal financial management. Data were collected through interviews, classroom observations, and documentation analysis to obtain a comprehensive understanding of the learning process and its outcomes. The findings indicate that integrating financial literacy into context-based mathematics learning enhances the relevance of mathematical content and facilitates students’ conceptual understanding. Students reported increased interest and engagement in mathematics lessons, as well as greater confidence in applying mathematical skills to manage personal finances. The use of familiar financial contexts enabled students to perceive mathematics as meaningful and applicable to their daily lives. Teachers identified limited instructional time and difficulties in explaining abstract concepts as key obstacles in the implementation process. Overall, the results suggest that context-based mathematics learning integrated with financial literacy has strong potential to improve students’ mathematical understanding and financial awareness while fostering practical life skills. Nevertheless, effective implementation requires careful instructional planning, adequate time allocation, and appropriate pedagogical strategies to address complex financial concepts. This study contributes to the growing body of research on contextualized mathematics education by highlighting the importance of integrating local context and financial literacy to enhance the quality and relevance of elementary mathematics education.

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.

The objectives of this Community Service Program are: (1) To introduce the concept of ethnomathematics to students and classroom teachers at UPT SDN 1 Rantepao as a contextual learning approach rooted in local culture, particularly the traditions of the Toraja ethnic group; (2) To enhance students’ understanding and interest in mathematics through the integration of mathematical elements found in Torajan cultural motifs, artifacts, and symbols, such as symmetry, geometric shapes, patterns, and measurement; and (3) To support teachers in developing innovative and meaningful mathematics instruction by connecting mathematical content to real-life contexts that are relevant to students' daily experiences. The program was implemented in five stages: preliminary observation and survey, preparation, implementation, group discussion and reflection, and the final stage—evaluation. Based on the results of the program, the introduction of ethnomathematics based on Torajan local culture successfully contributed to improving students’ mathematical understanding and reinforcing the relevance of mathematics instruction within the local cultural context. The three-day implementation of the program was met with highly positive responses from all school stakeholders, including strong student enthusiasm, active teacher participation, and noticeable changes in instructional practices. Evaluation outcomes demonstrated a significant improvement in student understanding, as reflected by an increase in the average quiz score from 55 to 83. Moreover, the program contributed to social transformation within the school environment, including the formation of culturally based student learning groups, positive shifts in student learning behaviors, the emergence of local student leadership, and increased awareness among both students and teachers of the importance of integrating local cultural values into the learning process.

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

This research focuses on exploring the mathematical reasoning abilities of Madrasah Aliyah students in solving problems that integrate mathematical concepts with the Islamic science of faraidh (inheritance law), specifically within the topic of fractions. The study employs a qualitative approach with a case study design and was conducted among 11th-grade students enrolled in the Religious Program at MA Raudlatul Ulum Putri. Data collection techniques included written tests, semi-structured interviews, and classroom observations, focusing on three selected students who represented high, moderate, and low levels of mathematical ability. The analysis centers on several key indicators of mathematical reasoning: identifying problems, formulating hypotheses, presenting logical arguments, and drawing conclusions. The results show that most students fall into the moderate reasoning category, while a smaller number are categorized as high or low. Students in the high category demonstrate a strong capacity to approach problems systematically and accurately, combining mathematical logic with a proper understanding of Sharia-based inheritance rules. In contrast, students in the low category struggle with interpreting problem contexts and executing fraction calculations correctly, which indicates gaps in both conceptual understanding and application skills. These findings underscore the importance of contextual and integrative learning, particularly the combination of mathematics with Islamic values, to enhance deeper comprehension. By embedding religious relevance into mathematical instruction—especially through real-life contexts such as inheritance laws—educators can support the development of more meaningful reasoning abilities. The study suggests that integrating mathematics and Islamic teachings can significantly benefit student learning outcomes and foster stronger conceptual foundations.

This article discusses the implementation of the Learning Objective Flow (Alur Tujuan Pembelajaran, ATP) and Teaching Modules (Modul Ajar) within the Independent Curriculum (Kurikulum Merdeka) at MAN 2 Padang, specifically in the subject of Mathematics. The study aims to examine the development, application, and evaluation of these instructional tools in supporting the achievement of Learning Outcomes (Capaian Pembelajaran, CP) and strengthening students' character education. Using a qualitative approach with data collection techniques including observation and in-depth interviews, the findings reveal that ATP development is conducted collaboratively among teachers through the Teacher Working Group (KKG), based on the guidelines of the Independent Curriculum. The teaching modules are designed adaptively and contextually, integrating the reinforcement of the Profil Pelajar Pancasila and utilizing digital technologies. Challenges include limited preparation time, varying levels of teacher understanding, and adaptation to new pedagogical approaches. The results of this study provide valuable insights for the development of more effective and meaningful instructional tools within the implementation of the Independent Curriculum.

This research aims to enhance students' mathematics learning outcomes by implementing a contextual learning model utilizing clinometer paraji as a teaching aid. This study employs Classroom Action Research (CAR), which consists of two cycles, each involving the stages of planning, implementation, observation, and reflection. The participants in this study were grade X students from SMK Yadika Pasuruan. Data collection was carried out through observations of teacher and student activities, tests to measure learning outcomes, and student response questionnaires regarding the applied learning model. The findings reveal that the contextual learning model using clinometer paraji media effectively improves students' mathematics learning outcomes. Furthermore, students showed enthusiasm and increased interest in mathematics when learning through this approach. Therefore, the clinometer-based contextual learning model is a practical and effective method for teaching mathematics.

This research aims to analyze the comparison of using contextual learning media (concrete) involving technology in improving the mathematics learning outcomes of first-grade elementary school students.  The research method used is a qualitative method with a descriptive approach.  Data collection was conducted through observation, interviews, and documentation to understand students' interactions with creative learning media and its impact on their understanding of basic mathematical concepts.  The results of this study indicate that the use of learning media, both contextual (concrete) and involving technology, such as visual aids and educational games, can increase students' interest in learning, help them understand the material more easily, and have a positive impact on their mathematics learning outcomes.  It is hoped that the use of innovative and creative learning media can continue to be applied in mathematics education to support the cognitive development and interest of students in mathematics from an early age.  However, the use of concrete learning media involving counting boards and jumping frogs is hindered by time efficiency.

This study seeks to identify learning models that affect students' mathematics learning outcomes. Students at SMPN 3 Paron have poor or low learning outcomes, especially in the field of Harmony in the Triangle, because the indicators of the learning process in the school have not been optimal. One of the learning models that can be used is the Teams Games Tournament (TGT) model with a contextual approach. This quantitative study used Postest only Control Design, with three samples selected using saturated sampling, one class as the experimental class and one class as the control class, and using one class, namely class VIII B as the test class. The samples have been distributed normally and homogeneousl. Data analysis using the T. Teams Games Tournament Test produced an average of 42.44, the conventional learning model produced an average of 62.39. Students who were taught using the Teams Games Tournament (TGT) model with a contextual approach obtained a better average and outperformed students who were taught using the convenive model or only the TGT model, as the calculation of this study obtained (Thitung = 3.024 is greater than Ttable = 2.120).

This research was motivated by the mathematics learning process it was found that students lacked interest in learning, so that their learning outcomes were considered low and not in accordance with the KKM set by the school. The aim of this research is to determine and describe students' interest in learning mathematics and self-confidence using the Contextual Teaching and Learning approach. This type of research is Qualitative Descriptive. The subjects of this research were 18 students of class VII MTsS YATI Kamang Mudik, taking 6 subjects for interviews. The results of this research show that students' interest in learning mathematics in the interested category is 73.57%. Increasing interest in learning makes student learning outcomes better. This can be seen from the results of the students' pre-test and post-test with an increase of 24.01%. Students also feel happy with the approach used, because students think that the Contextual Teaching and Learning approach can make it easier for students to understand the material taught by the teacher. The higher the student's interest in learning and self-confidence, the better the learning outcomes they get. A learning approach using Contextual Teaching And Learning can increase interest in learning mathematics and good student learning outcomes.

The main problem in this study was the low learning outcomes of students in grade III SDN 179 Tamasongo, Jeneponto Regency on multiplication and division operations. This study aims to improve student learning outcomes in multiplication and division calculation operations in grade III students of UPT SD Negri NO 179 Tamasongo, Bontoramba District, Jeneponto Regency. This research is a Class Action Research (PTK). The location of this research was carried out at UPT SD Negri NO 179 Tamasongo, Bontoramba District, Jeneponto Regency. The subjects in this study were grade III students of SDN 179 Tamasongo, Jeneponto Regency with a total of 11 students consisting of 4 male students and 7 female students. The collected data is then analyzed using quantitative analysis. Quantitative data analysis is used to view student learning test result data. The results achieved in this study are: (1) There is an increase in student learning activities and teacher activities in each cycle. (2) In the first cycle, the average value of learning outcomes of grade III students of SDN 179 Tamasongo, Jeneponto Regency, was 56.3, while in the second cycle, the average value of learning outcomes was higher which reached 77. The completeness of learning mathematics on the material of multiplication operations and division of grade III students of SDN 179 Tamasongo, Jeneponto Regency has also improved. In cycle I, out of 5 (45%) students achieved learning completeness, while in cycle II as many as 11 (100%) students achieved learning completeness and classical learning completeness was achieved. This means that learning completeness in cycle II is achieved classically because the number of students who complete reaches 100%. Based on the results of the research mentioned above, it can be concluded that the learning outcomes of multiplication and division operations through a contextual approach (Contekxtual Teaching and Learning) in building space material in grade III SDN 179 Tamasongo Jeneponto Regency have increased.

The purpose of this study is to compare the learning outcomes of students who were taught a system of linear equations with two variables using the Contextual Teaching and Learning model versus those who were taught the same material using the Direct Instruction methodology. Class VIII-1, which used the Contextual Teaching and Learning approach, and class VIII-2, which used the Direct Instruction model, were the topics. This study used a Posttest Only Control Group Design and a Quasi-Experimental Method. The sample for this study was drawn from two classes, specifically classes VIII1 and VIII2, each of which included 25 pupils. Both classes were equal and uniform. This data analysis is tested using the t-test with the parameters tcount = 5.020 > ttable = 2.059. H1 is accepted because H0 is refused. For instance, the Contextual Teaching and Learning (CTL) methodology can help students learn more effectively utilizing social math tools.