Teacher performance is a critical determinant of educational quality and student achievement, making the identification of factors that influence teacher effectiveness an important area of educational research. Among these factors, principal leadership has been recognized as a key organizational variable that shapes teachers’ professional practices and instructional performance. This study aimed to examine the relationship between principal leadership and teacher performance at State Elementary School Raya Kahean, Simalungun Regency, Indonesia. The study employed a quantitative correlational research design involving 52 teachers selected through total sampling. Data were collected using two structured questionnaires measuring principal leadership and teacher performance. The principal leadership instrument was adapted from the Principal Instructional Management Rating Scale (PIMRS), while the teacher performance instrument was adapted from established teacher performance appraisal indicators. Data were analyzed using descriptive statistics, Pearson Product–Moment Correlation, and t-test analysis with the assistance of SPSS version 22. The results revealed a strong positive relationship between principal leadership and teacher performance (r = .699, p < .001). Furthermore, hypothesis testing showed that principal leadership significantly influenced teacher performance (t = 6.905, p < .05). These findings indicate that effective principal leadership contributes substantially to improving teacher performance through instructional guidance, professional support, and the creation of positive school environments. The study concludes that strengthening instructional leadership practices may serve as an effective strategy for enhancing teacher effectiveness and improving educational quality in elementary schools.
Mathematical problem-solving ability is an essential competency in mathematics education because it supports students’ reasoning, critical thinking, and decision-making skills. This study aimed to examine the influence of emotional intelligence and logical-mathematical intelligence on the mathematical problem-solving ability of Grade XII students at SMA Negeri 1 Tolitoli. The study employed a quantitative survey design involving 143 students from the Mathematics and Natural Sciences (MIPA) program during the 2023/2024 academic year. Data were collected using an emotional intelligence questionnaire, a logical-mathematical intelligence questionnaire, and a mathematical problem-solving test on algebraic function limits. All instruments were validated and demonstrated satisfactory reliability, with Cronbach’s alpha coefficients of .86, .88, and .70, respectively. Data were analyzed using multiple linear regression after meeting the assumptions of normality, linearity, multicollinearity, heteroscedasticity, and autocorrelation. The results revealed that emotional intelligence did not significantly influence students’ mathematical problem-solving ability (p = .314). Similarly, logical-mathematical intelligence showed no significant influence on mathematical problem-solving ability (p = .478). Simultaneously, emotional intelligence and logical-mathematical intelligence did not significantly predict students’ mathematical problem-solving ability, F(2,140) = 0.549, p = .579. The coefficient of determination (R² = .008) indicated that both variables collectively explained only 0.8% of the variance in mathematical problem-solving ability. These findings suggest that mathematical problem-solving ability is influenced by factors beyond emotional intelligence and logical-mathematical intelligence, such as prior knowledge, self-efficacy, metacognitive skills, learning motivation, and instructional experiences.
This study is grounded in the limited integration of mathematics, culture, and religion within academic discussions of local traditions, particularly the weton marriage calculation practice. It aims to explore the mathematical concepts embedded in weton calculations and to analyse these practices from an Islamic law perspective within an interdisciplinary framework. The study employs a Systematic Literature Review (SLR) method following the six-stage PRISMA 2020 protocol, including the formulation of research questions, development of a search strategy, application of inclusion and exclusion criteria, study selection, quality assessment, and thematic synthesis. Data were collected from Google Scholar and Garuda using the keywords “weton nikah,” “cultural mathematics,” “ethnomathematics,” and “Islamic legal perspective,” with publications limited to the 2021–2025 period. From an initial 542 articles, 81 passed the title and abstract screening, 22 met the quality criteria, and 10 studies were selected for in-depth analysis. The results indicate that weton calculations incorporate fundamental mathematical concepts such as basic arithmetic operations, modular arithmetic, and symbolic numeration systems. From the perspective of Islamic law, the practice is categorized as cultural tradition (‘urf) and is considered permissible provided it is not associated with determinism or beliefs that contradict the principle of monotheism. In conclusion, this study demonstrates that integrating mathematical analysis with cultural and religious perspectives can enhance the relevance of ethnomathematics, support contextual learning, and strengthen the connection between mathematical understanding, cultural identity, and ethical values.
This study is grounded in the need to address the limitations of probability learning that is often procedural, decontextualized, and disconnected from students’ cultural and religious values. It aims to develop a comprehensive understanding of how local cultural contexts and Islamic values can be systematically integrated into mathematics e-modules, particularly for probability learning, and to formulate structured design principles and quality indicators for their development. This paper adopts a Systematic Literature Review (SLR) approach by analyzing empirical studies published between 2020 and 2025, using a structured selection process involving identification, screening, eligibility, and inclusion stages. A total of 11 high-quality articles were selected and analyzed through thematic analysis to identify recurring patterns, pedagogical strategies, and design frameworks. The findings reveal that effective integration of Islamic values occurs through contextual narratives, activity-based implementation, and value-integrated assessments, supported by approaches such as Realistic Mathematics Education (RME) and ethnomathematics. Key values such as honesty, justice, and responsibility are meaningfully embedded within probabilistic concepts, including sample space, relative frequency, and conditional probability. Furthermore, the integration of interactive digital features enhances students’ conceptual understanding, motivation, and ethical awareness. In conclusion, culturally contextual and value-integrated probability e-modules provide a promising approach to improving both cognitive and affective learning outcomes. This study contributes by proposing a coherent conceptual framework and practical design guidelines for developing mathematics e-modules that are pedagogically meaningful, culturally relevant, and ethically grounded.
This study aims to develop a Student Worksheet (Lembar Kerja Peserta Didik [LKPD]) based on the local wisdom of Besilek Serawai for sixth-grade elementary science education and to evaluate its validity. The study employed the ADDIE development model, consisting of five stages: Analyze, Design, Develop, Implement, and Evaluate. The developed LKPD integrates Besilek Serawai, a traditional martial art of the Seluma community, with the concept of the human locomotor system in science instruction. The worksheet was validated by two subject-matter experts and two media experts. Material validation yielded an average score of 4.26, equivalent to a validity percentage of 85.2%, while media validation produced an average score of 4.42, equivalent to a validity percentage of 88.4%. Both results were categorized as highly valid. The LKPD incorporates contextual learning activities that connect scientific concepts with local cultural practices, thereby enhancing the meaningfulness and relevance of learning to students’ everyday lives. These findings indicate that the developed LKPD is highly valid and suitable for use in elementary science learning. This study contributes to the development of culturally responsive instructional materials and supports the implementation of the Merdeka Curriculum in elementary education.
