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Teachers and prospective teachers are required to have abilities in pedagogical abilities and understand the content being taught. This is stated in Law No. 14 of 2005 which states that teachers are required to have 4 competencies, namely pedagogic, personality, social, and professional. Therefore, to support this, the Teacher Competency Test is conducted or known as the UKG. UKG is an examination of the mastery of two compulsory teacher competencies, namely pedagogical competence, and professional competence in the cognitive field as a basis for determining ongoing professional development activities and part of teacher performance appraisal. The purpose of this study is to analyze Pedagogical Content Knowledge (PCK) in mathematics subjects of PGSD students which is a representation of the teacher's Pedagogic and Professional abilities. This research is descriptive qualitative research in which data is obtained through questionnaire instruments and documentation as well as interviews. The analytical method used is a triangulation technique, which compares the three data obtained to obtain a valid conclusion. The results of this study were obtained by PCK level PCK level VI 6th semester students in mathematics. 7 out of 11 study subjects were at the Pre PCK level and 4 sis were at the Growing PCK level. [ABSTRACT FROM AUTHOR]

Understanding mathematical concept is an essential skill for students because it will make it easier for them to learn and master concept in mathematics. This study aims to describe the understanding of the concept of addition and subtraction of ADHD students at the Inclusive Elementary School in Palembang. The Type and approach used in this study are qualitative, with the research subjects being ADHD students in elementary schools in Palembang. Analysis of the results of this study was carried out qualitatively based on data in the field obtained in the form of the results, student interviews, and field notes. The results of this study indicate that the indicators of conceptual understanding that occur in students are restating a concept and presenting the concept in the form of a mathematical representation or image. As well as hands of understanding concept that students do not own are applying concepts or problem-solving algorithms. [ABSTRACT FROM AUTHOR]

Mathematical literacy is essential to help someone understand the use of mathematics in everyday life and use it in decision-making to solve a problem. However, the results of PISA 2018 state that Indonesia has low literacy and has not experienced development for the last 10-15 years. This study aimed to analyze mathematical literacy with students with low initial abilities in the material of speed, distance, and time. This study used the descriptive qualitative method. The subject of this study was one student who was selected with a low midterm exam score using a purposive sampling technique, namely class V-A SDN Menanggal 601 Surabaya. Data collection methods used are mathematical literacy tests, interviews, and documentation that mathematics lecturers have validated. The results of this study indicate that the mathematical literacy of students with low initial ability can: 1) formulate real problems but they are incomplete because they do not write completely, do not use mathematics by applying an explicit mathematical model; 2) do not write down the formula, 3) correctly represent the solution that will be used directly. [ABSTRACT FROM AUTHOR]

Egrang is one of the traditional games in Indonesia which is known in various regions with the same or different names. As part of a culture, traditional games contain a variety of knowledge that can be implemented in school learning. Generally, the implementation is done for one subject only. This study aims to explore egrang, identify ethnomathematics and ethnosports contained in it, and implement ethnomathematics and ethnosport in elementary school thematic learning. Research respondents are cultural figures in Banyuwangi and Surabaya, teachers, and third-grade students in an elementary school in Banyuwangi. The research uses ethnographic-based qualitative methods. Data were collected by observation, interviews, questionnaires, and tests. Data analysis was carried out qualitatively and quantitatively. The results showed that there were ethnomathematics and ethnosport in egrang. The sorting of ethnomathematics and ethnosports that is implemented in learning shows that learning in elementary school grade 3 with thematic concepts provides an average value learning implementation of 4.37 which includes high criteria, and the value of completion of exercise is 87 which includes high criteria. Research can be developed using other ethnomathematics and ethnosports in thematic learning in different classes or levels. [ABSTRACT FROM AUTHOR]

This study examines the improvement of mathematical communication skills in elementary school students by applying geometry learning based on van Hiele's theory and routine learning. A quasi-experimental quantitative survey method using a non-equivalent control group design. Participants totaled 63 people, not taken randomly. The instrument used is a test in the form of an essay; the questions are set in the form of mathematical communication skills. Data analysis used descriptive statistical tests and inferential statistics using the Mann-Whitney test. Research findings namely; Learning geometry based on Van Hiele's theory has an influence on mathematical communication skills in mathematics learning for elementary school students with a very high category; Improvement in mathematical communication skills between students learning geometry learning based on Van Hiele's theory and those learning applying conventional learning was a low category of performance; The improvement in mathematical communication skills among students learning geometry based on Van Hiele's theory is better than students learning through traditional learning. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to review the students#x0027; understanding of the use of Mathematics Application (Maths App) in multiplication material for elementary school students. Methodology: This study used the Systematic Literature Review (SLR) method. The data in this study used articles from Google Scholar with a span of the last five years that discussed elementary school multiplication applications. Data collection techniques used secondary data. Results: The results of this study indicated that the use of Maths App provides students#x0027; understanding of multiplication material. In addition, students felt better experience in the delivery of material when using multiplication application media. Applications/Originality/Value: Using Maths App especially in multiplication material are recomended because students#x0027; understanding improve excellently. This study provided an understanding of teachers using Maths App in multiplication material, which influences students#x0027; learning. [ABSTRACT FROM AUTHOR]

Purpose: Mathematical reasoning ability has an impact on problem solving abilities and becomes one of the basic foundations of students in understanding mathematics learning. However, several international study reports state that students' mathematical reasoning abilities are still relatively low. The purpose of this study is to analyze the need for teaching materials in the form of Student Worksheets (LKPD) based on PBL (Problem Based Learning) containing ethnomathematics to stimulate students' mathematical reasoning abilities on KPK and FPB materials in fourth grade elementary school. Methodology: This study uses a qualitative method. The subject of the study involved teachers and fourth grade students of SD Negeri 01 Bangsri and SD Negeri 03 Bangsri, Karanganyar Regency. Data collection techniques using interviews, tests, and questionnaires. The data analysis technique is the interactive model developed by Miles and Huberman. Test the validity of the data by triangulation of sources and triangulation of techniques. Results: The findings in this study inform that based on the results of teacher interviews, students' mathematical reasoning abilities are still not satisfactory. Especially on the KPK and FPB material in the context of problem solving. Furthermore, based on the results of the tests carried out, the average student score was 44.75. This means that if categorized, the average mathematical reasoning ability of students is sufficient. Students' mathematical reasoning ability is expected to continue to be developed and improved, considering that this ability is very essential in mathematics. Teaching materials used mainly to stimulate mathematical reasoning skills still need to be developed and innovated. 100% of teachers and students agree and support the development of Student Worksheets based on Problem Based Learning containing ethnomathematics. Applications/Originality/Value: The follow-up to this finding can be used as a basic basis for developing Problem Based Learning-based Student Worksheets containing ethnomathematics oriented in Karanganyar, Central Java. Focusing on KPK and FPB materials in the fourth grade of elementary school as an effort to stimulate students' mathematical reasoning abilities. [ABSTRACT FROM AUTHOR]

There were two purposes of this research. 1) Which were to explore student collaboration in planning to solve a mathematical problem in a child-friendly elementary school. 2) To describe student collaboration in solving a mathematical problem in a child-friendly elementary school. The type of this research was ethnographic qualitative. This research was conducted in a child-friendly elementary school of Muhammadiyah 1 Surakarta in the school year 2022/2023 for 6 months. The research subjects were a school principal, a class teacher, and class IV students with a total of 34 students. Data collection techniques included interviews, observation, and documentation. Data validity was conducted using triangulation of source and technique. Data analysis was conducted using an inductive technique. The process of data analysis included data collection, data reduction, data presentation, verification, and drawing conclusions. The results of this research showed that child-friendly collaboration in solving a mathematical problem can be grouped into two indicators which were 1) at the planning stage, some student characteristics were rewriting questions, giving scribbles, and writing down known data. 2) At the problem-solving stage, the math problem can be solved through two ways which were through cross-checking the answer by all members because there were many members in each group, and through more than two calculations using the same method to produce the same answer. Therefore, the existence of collaboration can result in a big effect on learning, especially in mathematics. Through collaboration, students will help each other in solving problems and foster student creativity in solving problems. [ABSTRACT FROM AUTHOR]

Critical thinking skills must be instilled in elementary school students to develop creativity in thinking and solving problems. The research objectives in this article are threefold: 1) Outlining the development of the concept of critical thinking in mathematics learning; 2) Analyze critical thinking group exercise activities in mathematics learning; 3) Describe independent practice activities of critical thinking in mathematics learning. The type of research used is qualitative ethnography. Data collection techniques through interviews, observations, and documentation. The validity of the data using triangulation techniques and sources. Triangulation techniques are used in credibility testing to examine data in various ways from various sources. Meanwhile, the inductive data analysis technique is to carry out the data collection process continuously. The process of data analysis is data collection, data reduction, data display, verification and drawing conclusions. The results of this study are threefold: 1) Concept development activities in mathematics learning, through theoretical activities or the discovery of formulas based on critical thinking indicators; 2) Group exercise activities, are part of the application of concepts or formulas that students find based on thinking indicators; 3) Independent training activities are seen from the work of LKPD individually based on thinking indicators. [ABSTRACT FROM AUTHOR]

The purpose of the article on this study is three. 1) Explore misconceptions in working on formative test math HOTS questions. 2) Analyze language errors in the work on formative test math HOTS questions. 3) Elaborate on the miscalculations in the work on the formative test math HOTS questions. Data collection techniques, observation, interviews, and documentation. Validity of data by triangulating sources and methods. Data analysis techniques are carried out inductively. The data analysis process is data collection, data reduction, data presentation, verification, and conclusion. The results of the study, 1) Conceptual errors made by students with high abilities by 23%, medium by 30%, and low by 67%. Misconceptions are observed from students' incorrect answers in applying the process or rules of a particular concept, 2) Language errors made by students with high ability by 35%, medium by 63%, and low by 84%. Language errors were observed from students' incorrect answers in interpreting the data on the questions and writing down inappropriate answers or conclusions, and 3) Miscalculations were made by students with high abilities of 40%, medium by 83%, and low by 96%. Counting errors are observed from the wrong answers of students in writing down the final result of the counting operation. This research is expected to be a reference in improving mathematics learning achievement by minimizing mistakes made by students. [ABSTRACT FROM AUTHOR]