Publication Search

This Community Partnership Program (PKM) aims to improve the competence of mathematics teachers at Madrasah Tsanawiyah (MTs) in Lumajang Regency in developing ethnomathematics-based teaching materials integrated with Augmented Reality (AR) technology. This program was initiated due to the minimal use of local culture in mathematics learning and the low ability of teachers to develop innovative teaching materials. The activity was carried out in four main stages: socialization, training, technology application, and mentoring and evaluation. The training included an introduction to the concept of ethnomathematics, the preparation of differentiated teaching materials, and the creation of AR-based learning media using Unity 3D, Blender, Geogebra, and Vuforia. The results of the activity showed an increase in teachers' understanding of the concept of ethnomathematics and their ability to integrate the local cultural values of Lumajang into mathematics learning. In addition, teachers successfully produced contextual AR-based interactive teaching materials in line with the spirit of the Merdeka Curriculum. This activity also strengthened collaboration between lecturers, students, and teachers of the MTs Wilker III Mathematics MGMP and became a model for continuous training in the development of innovative learning media based on local wisdom and digital technology.

The application of Mastery Learning in Olympiad mentoring at Darussalam Islamic Junior High School was carried out using a classroom action research model involving 20 students from grades 8 and 9. The mentoring process followed a cyclical structure consisting of planning, action, observation, and reflection, supported by observation techniques, tests, and documentation. The implementation of the mastery learning model effectively improved students’ mathematics learning outcomes, as shown by a significant increase in mastery levels: 65% before the intervention, 75% after the first cycle, and 90% after the second cycle. In addition, the average learning score rose from 71 in the first cycle to 87 in the second cycle, reflecting substantial progress in understanding and problem-solving abilities. These results indicate that Mastery Learning not only enhances students’ mathematics performance but also strengthens their readiness and confidence to compete in the National OSN competition, demonstrating the model’s positive contribution to academic achievement and Olympiad preparation.

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 analyze the influence of the Problem-Based Learning (PBL) model assisted by e-LKPD on students’ problem-solving abilities and self-confidence in vocational high schools. Specifically, the objectives are: (1) to examine the simultaneous effect of the PBL model assisted by e-LKPD on both variables, (2) to determine its effect on problem-solving ability, and (3) to evaluate its effect on self-confidence. A quantitative approach with a quasi-experimental pretest–posttest control group design was applied. The population consisted of all 10th-grade students at SMK Negeri 1 Tarakan, while the sample was selected using purposive sampling, resulting in class X Marketing 1 (35 students) as the experimental group and class X Culinary 2 (34 students) as the control group. Research instruments included a problem-solving test and a self-confidence questionnaire. Hypothesis testing utilized Hotelling’s T² and independent sample t-tests. The findings showed that 97% of students in the experimental class met the Learning Objectives Mastery (KKTP), compared to only 18% in the control group. Improvement in the experimental group was categorized as high, whereas in the control group it was moderate. Self-confidence also increased significantly in the experimental group, with most students moving from low to high categories. Hotelling’s Trace (Fcount = 77.109, p < 0.001) and t-tests confirmed significant effects on both problem-solving (tcount = 11.657) and self-confidence (tcount = 8.140), proving that the PBL model assisted by e-LKPD effectively enhances students’ abilities and confidence.

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.

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 study aims to describe the application of the Game Based Learning (GBL) model in improving the learning outcomes of slow learner students in Mathematics in elementary schools. The background of this study is the low learning outcomes of Mathematics in students with special learning needs, especially slow learners, who often have difficulty understanding abstract concepts and are less motivated to learn. The GBL model was chosen because it can provide a fun, interactive learning atmosphere and motivate students to be more actively involved in the learning process. The research method used is Classroom Action Research (CAR) which is carried out in two cycles with the stages of planning, action implementation, observation, and reflection. The subjects of this study were fifth grade students of SDN 002 Kombeng who were identified as slow learners. The results of the study indicate that the application of the Game Based Learning model can improve the learning outcomes of slow learner students. This is indicated by an increase in the average value of learning outcomes in each cycle and an increase in student activity and motivation to learn. Thus, the Game Based Learning model can be an alternative effective learning strategy to help slow learner students understand Mathematics concepts in a fun and meaningful way.

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.

This research aims to develop online mathematics learning tools based on the local wisdom of Papua in the form of Lesson Plan and E-Worksheet products that are oriented to students' critical thinking skills and mathematical problem-solving in materials of polyhedra which (1) validity aspects, (2) practicality aspects, (3) effectiveness aspects. The cultures used in this research are the kariwari traditional house and the kaki seribu traditional house as illustrations to explain the concept of polyhedra. The research method is research and development (R&D) using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development design model. The subjects in this study are 8 students who are in grade VIII at Golden Gate Junior High School, Sorong City. The instruments used in this study are validation sheets, learning implementation observation sheets, teacher response questionnaires, student response questionnaires, and tests. The learning tool is valid if the results of the experts' assessment are at least in the "good" category. Learning tools are said to be practical if the results of teacher’s responses, student responses, and observations of learning implementation are at least in the "good" category. The learning tool is effective if the percentage of students who complete the critical thinking skills test and the math problem-solving ability test is at least 60%. This research produced online learning tools in Lesson Plan and E-Worksheet mathematics form based on local Papuan wisdom oriented to critical thinking skills and problem-solving skills of grade VIII junior high school students on flat-side space building materials. The validation results show that the product developed meets the valid criteria with a good category. The results of the test show that the product developed meets the practicality and effectiveness criteria. Practicality achieved the category “very good” based on teacher assessment, student responses, and the observation of learning implementation. Effectiveness achieves the effective category based on the test of critical thinking skills and mathematical problem-solving. The percentage of students who completed the critical-thinking skills test reached 87.50%, and the mathematical problem-solving ability test reached 75.00%.

This study investigates the use of MATLAK (Mathematics Through Congklak) media in improving mathematics learning for class 5C students at SDN 067240 Medan Tembung. The objectives are to: (1) describe the application of MATLAK in the classroom, (2) determine its impact on students' mathematics learning outcomes, (3) analyze its effect on student motivation and engagement, and (4) assess the effectiveness of the traditional congklak game as a learning tool. Conducted as Classroom Action Research (CAR), this study aims to address classroom learning challenges through reflective cycles that enhance both teaching processes and student outcomes. The findings reveal that the integration of the Problem-Based Learning (PBL) model with MATLAK media, rooted in constructivist principles, significantly increased student activity and understanding, especially when problems presented were closely related to daily life. Students were encouraged to collaborate, think critically, and articulate their ideas during discussions. Additionally, student responses toward the use of MATLAK media were overwhelmingly positive, demonstrating increased motivation and active participation. Teacher observations also showed improvement in classroom engagement and implementation effectiveness from cycle I to cycle II. Overall, the study concludes that using the traditional congklak game as a mathematics learning medium when combined with the PBL model effectively enhances learning outcomes and student involvement in class 5C.

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

Mathematics education in Indonesia faces significant challenges in raising students' awareness of the relevance of mathematics in daily life and the workforce, particularly in the digital era and knowledge-based economy. This study aims to assess the influence of students' awareness of the importance of mathematics in their future careers. Using a quantitative approach, the research collects data from students at various educational levels and analyzes their views on the relationship between mathematics and career development. The results show that students' awareness of the relevance of mathematics in careers, especially in technology, economics, and science, affects their interest and motivation to study mathematics. These findings indicate the importance of increasing awareness through more relevant and technology-based learning approaches to prepare students to face career challenges in the future.  

The focus of this study is the transformation of English and Mathematics education at the State Islamic Institute (IAIN) Takengon. Higher education at IAIN Takengon faces challenges in increasing student interest, especially in English and Mathematics study programs. Students believe that mathematics and English skills are not important for career success. This is a common problem in many universities in Indonesia. By focusing on the analysis of high school needs, this study attempts to address the problem. The results of the analysis indicate that IAIN Takengon programs can be tailored to meet the specific needs of English and Mathematics students. As part of the solution, IAIN Takengon students engage directly with high school students and gain hands-on experience in mentoring and teaching. To determine the needs of high schools, an analysis of the study program curriculum, interviews with teachers and students, and observations were conducted. The results of the study indicate that the English and Mathematics curriculum needs to be improved specifically, and the program should be more related to students' real lives. Case studies and qualitative methods are considered effective in collecting contextual data and providing in-depth insights into the state of education at IAIN Takengon. Other practical recommendations include curriculum adjustments, creating learning materials that are more in line with industry needs, and training teachers to implement innovative teaching methods.

Courses are a place for study material that must be studied by students and must be delivered by a lecturer. Courses are an important element in the smallest unit of student learning transactions, which are served by educational institutions to measure their achievement index. The course achievement index is seen based on the value intervals set by the educational institution. Udayana University is one of the educational institutions in Indonesia and is famous in Bali for one of its study programs, namely the mathematics study program which is within the scope of the Faculty of Mathematics and Natural Sciences. The Udayana University Mathematics Study Program has 8 assessment letter scales, namely A, B+, B, C+, C, D+, D, E with the provision that the achievement index for each course is above the letter scale C. One of the purposes of having an achievement index is that it can be used in determine the taking of prerequisite courses for other courses.

This study aims to implement the cooperative learning model of Team Games Tournament (TGT) to improve students' understanding of mathematical concepts on fractions at SDN 07 Tilamuta. The research method used is classroom action research (CAR) with two cycles, each consisting of planning, implementation, observation, and reflection. The subjects of this study were 30 fifth-grade students. The results indicate that the application of the TGT learning model can enhance students' understanding of mathematical concepts. This is evidenced by the increase in the average test scores of concept understanding in each cycle. In the first cycle, the average student score was 65, which increased to 80 in the second cycle. Furthermore, students' learning activities also improved, marked by their active participation in group discussions and game tournaments. In conclusion, the implementation of the TGT cooperative learning model is effective in improving students' understanding of mathematical concepts on fractions at SDN 07 Tilamuta. It is recommended that teachers consider using this learning model in teaching mathematics for other topics as well.

The transformation of affirmative action policies in the digital era serves as a strategic step to improve the Gender Empowerment Index (GEM) and accelerate gender equality in Indonesia. These policies focus on enhancing women's access to economic, political, and educational sectors, leveraging opportunities provided by digital technology. However, several challenges remain, such as limited internet access, low digital literacy, patriarchal social norms, and underrepresentation of women in STEM (Science, Technology, Engineering, and Mathematics) sectors. The government has implemented several initiatives, including a 30% quota for women's representation in parliament, empowering women-owned MSMEs through Kredit Usaha Rakyat (KUR), and offering scholarships to increase women's participation in STEM and technology fields. In addition, affirmative policies within state-owned enterprises (BUMN) aim to promote female leadership in strategic positions. Despite some progress, the gender gap in the digital economy and the risk of gender-based violence online remain significant issues that require further attention.Policy recommendations include improving access to technology and digital literacy for women, providing incentives for companies that promote gender equality, and strengthening protection against online gender-based violence. Collaboration between the government, private sector, and civil society is essential to ensure the successful implementation of affirmative action policies in the digital era. This transformation is expected not only to enhance the IDG but also to empower women to actively contribute to inclusive and sustainable economic development.

Mathematics learning is one of the lessons with abstract concepts that require students to solve problems on math problems in everyday life. In learning mathematics, educators can utilize applications or technology today as learning media such as mathway. Mathway application not only provides answers but provides a discussion of math problems in great detail. This study uses a literature review method that aims to investigate the effectiveness of using the Mathway application in learning mathematics. There are 6 national articles from google scholar that are relevant to the use of Mathway application in learning mathematics. The results of this study prove that the use of Mathway application is effective in learning mathematics because it can help students or teachers in understanding math learning. Mathway application is also effective on students' motivation, numeracy literacy, and critical thinking skills in learning mathematics.

Along with the development of technology, application/software-based learning media is needed to help students understand mathematics material. This study aims to identify, review, and conclude related to the use of scratch application-based math learning media.  The method used is Systematic Literature Review (SLR). Using the Google Scholar database, articles were searched according to the topics studied in the 2019-2024 time span. The search was based on Garuda and Sinta 1-6. The results showed that the use of mathematics learning media based on scratch application optimizes students' problem solving and improves students' understanding of mathematics concepts, thus increasing their involvement and making learning more fun.

This study investigates the alignment between global competency frameworks and local educational practices, particularly in multilingual classrooms. With globalization influencing education, acquiring skills like intercultural communication and global citizenship is vital. However, integrating these competencies into local curricula remains inconsistent, especially in multilingual settings, where linguistic and cultural diversity pose challenges. Using qualitative methods such as curriculum mapping, teacher interviews, and classroom observations, the study identifies areas of alignment and misalignment. While global competencies are integrated into subjects like social studies and global health education, technical subjects like mathematics and science show less alignment. The study also highlights gaps in the development of intercultural competence and global communication skills, which are often underrepresented. Challenges like language barriers, the monolingual habitus of many schools, and limited professional development for teachers in multilingual contexts hinder the full implementation of global competencies. The study recommends improving curriculum integration of global competencies across all subjects and enhancing teacher training to support multilingual classrooms. Future research should explore regional variations in multilingual settings and how technology can aid in developing global competencies. Addressing these challenges will better prepare students for both local and global challenges in an interconnected world.

This research evaluates the understanding and application of ethnomathematics by junior high school level mathematics educators in carrying out mathematics learning sessions. The focus of this research is to identify the extent to which these teachers understand ethnomathematics concepts and how effective they are in integrating them into mathematics learning activities. Through this analysis, we can evaluate the impact of teachers' ethnomathematics understanding on students' mathematics learning experiences at the junior high school level.