This study is based on the low mathematics achievement scores in fractions obtained by students and previous research findings that show inconsistent results regarding the relationship between emotional intelligence, self-efficacy, learning independence, and learning outcomes. Learning outcomes are influenced by both internal and external factors. The internal factors include emotional intelligence, self-efficacy, and learning independence, while the external factor is the role of the teacher leadership. The purpose of this study is to examine the effect of emotional intelligence, self-efficacy, and learning independence on students' learning outcomes and to test the effect of emotional intelligence, self-efficacy, and learning independence on mathematics achievement in fractions through the role of the teacher leadership as a moderating variable.
The population in this study consists of fourth-grade students from 4 elementary schools in Pangkah sub-district that have a teacher leadership in their institution, with a sample size of 100 respondents using purposive sampling. Data collection was carried out by distributing questionnaires and documentation. The data analysis technique used is moderation regression analysis with a significance level of 5%.
The results of the study show that emotional intelligence has a positive and significant effect on mathematics learning outcomes, with a t-value of 3.302 and p = 0.001, which is smaller than 0.05. Self-confidence also has a positive and significant effect on mathematics learning outcomes, with a t-value of 3.268 and p = 0.002. Since p < 0.05, learning independence has a positive and significant effect on learning outcomes with a t-value of 2.096 and p = 0.039. The role of the teacher leadership has a positive effect on learning outcomes, with a t-value of 2.572 and p = 0.012, which is smaller than 0.05. The results of the moderation regression analysis show that emotional intelligence has a positive and significant effect on mathematics achievement in fractions through the moderating variable of the teacher leadership with a t-value of 2.880 and p = 0.005, p < 0.05. self-efficacy also affects mathematics learning outcomes through the teacher's leadership role as a moderating variable with a t-value of 3.028 and p = 0.003, and learning independence affects mathematics learning outcomes through the teacher’s leadership role as a moderating variable with a t-value of 2.496 and p = 0.014, p < 0.05.
Based on the research findings, it can be concluded that emotional intelligence, self-efficacy, and learning independence have a positive and significant direct effect on mathematics learning outcomes in fractions. Furthermore, with the role of the teacher as a change agent, emotional intelligence, self-confidence, and learning independence significantly influence mathematics learning outcomes in fractions.

This study examines trends, contributions, and research directions related to ethnoscience-based Problem-Based Learning (PBL) models at the elementary school level during the 2019-2025. This study used a systematic literature review method with the PRISMA approach to select and analyze relevant scientific articles. Articles that met the inclusion criteria were analyzed using VOSviewer to map bibliometric visualizations, including keyword networks, authors, and research topic trends. The results showed that integrating ethnoscience in the PBL model consistently improved elementary school students' critical thinking skills, understanding of science concepts, and respect for local culture. In addition, this approach is also considered effective in increasing students' active involvement in the contextualized problem-based learning process. Research trends show a significant increase in ethnoscience approaches since 2019, especially in IPAS and science learning. VOSviewer analysis showed dominant keywords such as “ethnoscience,” “critical thinking,” and “basic education” interconnected in authorship and topic networks. This research confirms the importance of learning approaches that combine local wisdom with innovative methods such as PBL. This article recommends the need for further research that develops local culture-based learning models collaboratively between educators, communities, and education stakeholders.

Implementation The Independent Curriculum encourages teachers to plan learning that can direct participant educate For Study more broad and deep through environment surrounding areas . Teachers are required For Can develop device learning specifically teaching materials that can accommodate need Study participant educate . Based on results observations and interviews conducted , obtained data that science teachers in Tegal Regency still difficulty in compile teaching materials . This community service activity aims to provide structured training related to the development of teaching materials, integration of local wisdom, and the STEM approach to partners, namely the MGMP IPA Tegal Regency. The community service activity consistsof three stages, namely preparation, implementation, and evaluation. The results of the activity showed that the teachers were enthusiastic and provided positive feedback on the community service activities carried out. The teachers were helped by the training because it increased their knowledge related to local wisdom and the STEM approach, then gained direct experience in compiling teaching materials and LKPD.