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This study aims to determine whether there is an effect of the storytelling method using wayang media on the listening skills of class II students at SDN 32 Cakranegara in the 2022/2023 academic year. The type of research used is Quasi Experimental Design type Nonequivalent Control Group Design. The population in this study were all grade II students at SDN 32 Cakranegara for the 2022/2023 academic year with a total of 70 students. The sampling technique used was Simple Random Sampling and obtained 30 students as samples. The data collection technique used tests in the form of multiple choice questions and filling in the results of listening skills (pretest-posttest). The analysis technique in this study used the t-test, the value of tcount > ttable was obtained, namely 3.316 > 2.469. This shows that Ho is rejected and Ha is accepted which says there is an effect of the storytelling method using wayang media on students' listening skills. The use of the storytelling method using wayang media can affect students' listening skills, therefore it is advisable to use the storytelling method using wayang media in listening learning.

This study aims to determine the effectiveness of training in making interactive worksheets with Wizer. me on the ability and knowledge of SDN 26 Mataram teachers in making interactive worksheets. This research is quantitative research with a pre-experimental design type one group pretest-posttest. This research includes population research because all 12 teachers are the research subjects. The instrument used was 10 multiple choice questions which were used as pretest and posttest questions. The data analysis technique used a normality test as a prerequisite for analysis, paired sample t-test, an effect size test, and an N-Gain test. All data are normally distributed as indicated by the normality test. The paired sample t-test test shows that there is a difference between the pretest and posttest values ​​where the posttest value is higher than the pretest value. The average value of the N-Gain score is 45.6944 or 46% (less effective). The minimum N-gain score is 0 and the maximum is 83.33%. The conclusion is that training on making interactive worksheets with Wizer. me is less effective in improving the skills and knowledge of SDN 26 teachers in making interactive worksheets.

The ability to develop interactive student worksheets is a competency that educators really need to support the learning process in the classroom. To improve teacher competence, it is necessary to conduct training in using free websites to develop interactive e-LKPD. One of the website platforms that can be used by teachers is the wizer me website. The platform is easy to use and the features provided in preparing the e-LKPD are very complete. The method of implementing community service is carried out in several stages, namely: the preparation stage, the implementation stage, and the evaluation stage. The target of this service is SDN 26 Mataram teachers, totaling 14 teachers. The results of this service can be said to be successful, seen from the teacher's enthusiasm in the practice of making interactive e-LKPD with materials prepared by the service team. Besides that, the teacher's enthusiasm in this training can be seen from the increase in the teacher's test results on the ability to understand the material delivered by the service team. The types of questions practiced by the teacher in making e-LKPD using the wizer me website are multiple choice, short entries, descriptions, matching, searching for words, sorting, labeling pictures. Therefore, by increasing teacher competence in compiling interactive e-LKPD, it is hoped that teachers can develop more fully using the teacher's own materials and ideas according to the needs and characteristics of students.

This study aims to describe the effectiveness of the case method in terms of students' critical thinking skills. This type of research is a quasy experiment with a one-group pretest-posttest design. The population of this study was all students of the Elementary School Teacher Education Study Program (PGSD) at the University of Mataram. The sample used in this study were 29 semesters 2 students taking elementary school mathematics education courses. Data collection techniques using test and non-test techniques. The instrument for collecting data uses a critical thinking ability test. The analysis technique uses the normality test for the prerequisite test, the t-test to find out the difference in the pretest and posttest averages, and the N-Gain score test to determine the effectiveness of the case method. The results showed that the results of the pretest and posttest of students' critical thinking skills obtained successive significance scores of 0.088 > 0.05 and 0.094 > 0.05 meaning that the data was normally distributed. Furthermore, the statistical results of the t-test showed a significance value of 0.000

In the context of cultural anthropology, people have known various mathematical activities, such as counting, measuring, and weighting, which have different terms based on each culture. We understand that mathematics emerges from people activities in responding to the existence of their environment. Sasak people conduct various cultural activities in their daily life. One of which is in agriculture and in the form of traditional arts, therefore, this study aims to build mathematical conceptions by exploring the activities of Sasak culture that can be integrated into mathematics learning contextually. This study was an ethnographic research. Data were collected through various literature studies, field observations, and interviews with savvy informants regarding Sasak culture, traditional farming system, and Sasak traditional arts. Research results indicated that the culture of Sasak people relevant with principles and characteristics of Realistic Mathematics Education (RME) is a learning approach that can be integrated, both explicitly and implicitly, Pada konteks antropologi budaya, masyarakat telah mengenal berbagai aktivitas matematika seperti membilang, menghitung, mengukur dan menimbang, dengan istilah yang berbeda dari masing-masing budaya. Kita pahami bahwa matematika muncul dari aktivitas masyarakat dalam merespon keberadaan lingkungan mereka. Masyarakat suku Sasak melakukan berbagai aktivitas budaya dalam kesehariannya. Diantaranya adalah pada aktivitas pertanian dan bentuk kesenian tradisional oleh karena itu tujuan dari penelitian ini adalah membangun konsepsi matematika melalui eksplorasi bentuk aktivitas budaya Sasak yang dapat diintegrasikan ke dalam pembelajaran matematika secara kontekstual. Penelitian ini merupakan kajian etnografi. Data dikumpulkan melalui berbagai studi literatur, observasi lapangan, dan wawancara dengan informan yang memahami budaya Sasak, sistem pertanian tradisional dan bentuk kesenian tradisional Sasak Hasil penelitian ini menunjukkan bahwa relevansi budaya masyarakat suku Sasak dengan prinsip dan karakteristik pendidikan matematika realistik (RME) sebagai pendekatan pembelajaran yang dapat diintegrasikan baik secara eksplisit maupun implisit

Penelitian ini bertujuan untuk mengetahui secara empiris penalaran analogi mahasiswa dalam menyelesaikan masalah matematika berdasarkan gaya berpikir. Jenis penelitian ini merupakan penelitian kualitatif deskriptif. Subjek penelitian sebanyak 32 mahasiswa. Instrumen dalam penelitian ini adalah angket gaya berpikir, soal tes penalaran analogi matematika dan pedoman wawancara. Hasil penelitian menunjukkan bahwa 1) Kemampuan penalaran analogi mahasiswa yang berada pada kategori rendah sebesar 28%, kategori sedang sebesar 56%, dan pada kategori tinggi sebesar 16%. Mahasiswa yang memiliki kemampuan penalaran analogi tinggi sudah mampu menyelesaikan keempat tahapan penalaran analogi hingga Applying (Apl), mahasiswa yang memiliki kemampuan sedang hanya mampu sampai ke tahap ketiga yaitu Mapping (Map), sedangkan mahasiswa dengan kemampuan rendah hanya mampu sampai ke tahap Inferring (Inf); 2) Dilihat dari pola gaya berpikir mahasiswa didapatkan hasil pola gaya berpikir Sekuensial Konkret (SK) sebesar 34%, pola gaya berpikir Sekuensial Abstrak (SA) sebesar 28%, Acak Konkret (AA) sebesar 34%, dan Acak Konkret (AK) sebesar 3%. Kemampuan tinggi rendahnya penalaran analogi tidak dipengaruhi oleh pola gaya berpikir tertentu, sehingga tidak ada kecenderungan suatu gaya berpikir yang lebih tinggi dalam hasil penalaran analoginya.

This study aims to determine the effectiveness of the web-based Flipped Classroom model in terms of understanding the mathematical concepts of PGSD students. This type of research is a quasi-experimental quantitative research with one group pretest-posttest. This research was conducted on 2nd-semester PGSD students taking Mathematics Education courses. The population of this study was all 2nd-semester PGSD students and the sample of this study was taken randomly as many as 32 students. This research instrument uses a test for understanding mathematical concepts on geometry material with a total of 10 multiple-choice questions. The data analysis techniques in this study are the normality test as a prerequisite test, the Wilcoxon test to determine the difference between the average pretest and posttest, and the effect size test (Cohen's d) to conclude that the web-based flipped classroom model is effective or not on understanding mathematical concepts. The results of this study indicate that the normality test on the pretest data obtained data with a normal distribution, but on the posttest data the data was not normally distributed, so the Wilcoxon nonparametric test was used. Wilcoxon test results show the results of sig.