MAPAN

This study examines spatiotemporal rainfall variability and long-term trends across the districts of the Punjab, India, using statistical and geospatial approaches. Rainfall data covering 52 years (1970–2021) was obtained from the open government data platform and supplemented by the Indian Meteorological Department, India. This dataset was checked for missing values, duplicates, abnormalities, and any discrepancies in the temporal continuity. The missing values in the rainfall data for 1971, 1972, 1973, and 2012 were filled using the reconstruction method, considering neighbouring districts with similar climate patterns. To evaluate changing precipitation patterns and associated climate change risks in the districts of Punjab. The nonparametric Mann–Kendall test and Sen’s slope estimator were used to analyze the temporal trend, and GIS-based decadal annual rainfall mapping was used to assess the spatial pattern. The results show that rainfall across the Punjab over the last five decades has been substantially redistributed. The spatial extent of the very low rainfall class decreased substantially from 30.77

Differential gas pressure measurements are of strategic importance for industrial safety, process optimization, and equipment maintenance, and consequently have various applications, such as in exhaust ducts, aviation, flow measurement, heat exchangers, and leak detection. The primary measurement of differential pressure is performed using twin pressure balances. However, for industrial applications, pressure transducers and transmitters are widely used. These transmitters and transducers require detailed characterization to ensure optimal performance. In the present study, one such differential pressure gauge (DPG) is selected for detailed characterization, with a maximum differential pressure range of 20 bar. CSIR-National Physical Laboratory has the capability to measure pneumatic differential pressure up to 20 bar at a line pressure of 80 bar using twin pressure balances, which are our secondary standards. These twin pressure balances have been used to characterize this DPG. Various metrological parameters of the differential pressure gauge are evaluated and presented. Further, the measurement uncertainty of DPG is estimated using the conventional law of propagation of uncertainty and compared with that obtained from the Monte Carlo method.

Ultrasonic distance measurement is very useful and popular in industries and home applications because of its specifications, such as lower costs and the capability to function in harsh environments. In this research, an ultrasonic distance sensing technique has been proposed. The measurement has been done in both relative and absolute states. In relative measurement, the phase shift between the transmitted and received signals is utilized which is computationally uncomplicated. Absolute measurement has been done using three approaches: time of flight, multi-frequency phase difference and single frequency measurement. In the time-of-flight method, the precision of the measurement is low and the results may vary by a few centimeters, but in the phase difference method, the precision of the results is less than one millimeters. In this method numerous frequencies can be used. In every step, frequency difference should increase to enhance the measurement accuracy. In this research the application of the second resonant frequency of the transmitter is proposed and it is indicated that using other resonant frequencies of the transmitter significantly increases the measurement precision. It will be discussed that, if the measurement precision is higher than one wavelength of measurement frequency, the step ambiguity is no longer a concern in using one frequency, and it was proposed that the last step of the measurement can be performed at a single frequency. Therefore, the accuracy and precision of relative measurement could be also accomplished for absolute measurement, which is about 100 µm. Moreover, a finite element analysis was conducted to demonstrate the inherent behavior of sound waves causing one of the errors types in measurements.

To address complex cabling, fragmented data, and inconsistent metrological evaluation, we developed a 5G-enabled wireless system for long-term monitoring of urban rail transit environmental vibration. The system uses CA-YD-188 piezoelectric accelerometers and a PF-5804 synchronous data acquisition card. Following transmission over a 5G virtual private network, the data are processed in LabVIEW and organized in Technical Data Management Streaming (TDMS) files. The platform supports system configuration, data visualization, alarm generation, storage, and analyses in both the time and frequency domains. System feasibility and measurement accuracy were evaluated through sensor metrological characteristics, measurement uncertainty, metrological traceability, and synchronous comparison with a reference vibration measurement system. The maximum relative errors in mean acceleration, vibration acceleration level, and natural frequency were 3.1

A graphite walled cavity ionization chamber of volume 1002.4 cm3is maintained in Bhabha Atomic Research Centre as reference standard for measurement of Reference Air Kerma Rate (RAKR) of brachytherapy sources. In order to establish it as the Primary standard for measurement of RAKR of 192Ir and 60Co high dose rate brachytherapy sources, the Sensitivity coefficient of this ionization chamber was evaluated by Monte Carlo simulations using the FLUKA transport code. The physical design of192Ir HDR brachytherapy source (V2 type, Nucletron) and60Co HDR brachytherapy source (Bebig) was simulated in FLUKA. Sensitivity coefficients of the ionization chamber were determined by estimating the RAKR of the HDR sources and the corresponding energy deposition in the chamber. The computed sensitivity coefficient of the ionization chamber was compared with the analytically derived sensitivity coefficient for 192Ir and 60Co HDR sources and was found to agree within 0.24

This article presents a bridgeless power factor correction (PFC) rectifier that utilizes Sepic topologies. The rectifiers presented offer a significantly larger step-down voltage gain compared to their competitors, achieved by utilizing a higher duty cycle. In addition, they provide increased efficiency, reduced current strain, and overall maximum power for switching devices. This method offers a comprehensive and simple approach to designing in the discontinuous conduction mode. It assures a power factor of one and minimal total harmonic distortion, all while utilizing a straightforward control technique. This study compares the performance of the suggested rectifier with a number of other traditional Sepic PFC rectifiers. The slide-mode controller is utilized by the presented converter. The SMC controllers are compared to PI and FLC controllers, resulting in enhanced voltage levels and reduced voltage output setting time. A laboratory setup is constructed using a 100Vrms/50Hz source to produce a 48Vdc output voltage. The system includes a 65-W high-gain sepic rectifier, which has shown excellent performance in the experimental results and MATLAB/Simulink. The performance is confirmed through experiments using calibrated instruments, and the results are checked against IEC standards to ensure they are accurate and reliable.

Procedural fluency is one of the core dimensions of mathematical proficiency essential for students’ success in solving mathematical problems; however, students often rely on a single strategy, use inefficient procedures, and make computational errors. This study aimed to analyze Grade XI MTK-2 students’ procedural fluency in solving polynomial division problems at a senior high school in Pontianak. Using a qualitative descriptive design, data were collected from 19 students through written tests and interviews. Data were analyzed through data reduction, data display, and conclusion drawing, while validity was established through technique triangulation. The analysis focused on the indicators of accuracy, efficiency, and flexibility. The findings showed that students generally demonstrated procedural fluency by applying appropriate procedures and using more than one solution method, particularly long division and Horner’s method. Difficulties in accuracy persisted due to basic calculation errors and conceptual misunderstandings regarding polynomial structure and remainders. These findings indicate that procedural fluency in polynomial division depends not only on procedural execution but also on conceptual understanding, highlighting the importance of integrating conceptual and procedural learning and providing students with opportunities to learn and compare multiple solution methods in algebra instruction. Abstrak: Kelancaran prosedural merupakan salah satu dimensi utama kecakapan matematis yang penting bagi keberhasilan siswa dalam menyelesaikan masalah matematika. Namun, siswa masih sering menunjukkan keterbatasan, seperti bergantung pada satu strategi penyelesaian, menggunakan prosedur yang kurang efisien, serta melakukan kesalahan perhitungan. Penelitian ini bertujuan untuk menganalisis kelancaran prosedural siswa dalam menyelesaikan soal pembagian polinomial pada siswa kelas XI MTK-2 di salah satu sekolah menengah atas di Pontianak. Penelitian ini menggunakan desain deskriptif kualitatif dengan melibatkan 19 siswa. Data dikumpulkan melalui tes tertulis dan wawancara, kemudian dianalisis melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperoleh melalui triangulasi teknik. Analisis dilakukan berdasarkan indikator akurasi, efisiensi, dan fleksibilitas. Hasil penelitian menunjukkan bahwa siswa secara umum telah memiliki kelancaran prosedural yang ditunjukkan melalui kemampuan menerapkan prosedur yang sesuai serta menggunakan lebih dari satu metode penyelesaian, terutama metode pembagian bersusun dan metode Horner. Namun demikian, kesulitan pada aspek akurasi masih ditemukan akibat kesalahan perhitungan dasar dan miskonsepsi konseptual yang berkaitan dengan struktur polinomial dan sisa pembagian. Temuan ini menunjukkan bahwa kelancaran prosedural dalam pembagian polinomial tidak hanya bergantung pada pelaksanaan prosedur, tetapi juga pada pemahaman konseptual. Oleh karena itu, pembelajaran aljabar perlu mengintegrasikan pemahaman konseptual dan prosedural serta memberikan kesempatan kepada siswa untuk mempelajari dan membandingkan berbagai metode penyelesaian.

Numeracy and literacy in trigonometry are important for solving contextual mathematical problems and applying mathematical concepts in daily life. However, many students still have difficulties in representing angles of elevation and depression, creating visual representations, choosing appropriate trigonometric ratios, applying procedures, and writing accurate calculation results. This study aimed to describe the implementation of the Problem Based Learning Flipped Classroom model in teaching trigonometric ratios and to analyze students’ Numeracy Literacy after the learning process. This research used a qualitative descriptive method involving students of class X C at Stella Duce 2 Senior High School, Yogyakarta, in the 2025/2026 academic year. Data were collected through field notes, written tests, and interviews. The results showed that students achieved the knowing level of Numeracy Literacy well, but the applying and reasoning levels still needed improvement, especially in organizing and implementing problem solving plans. Interviews with five selected students supported these findings. In conclusion, the Problem Based Learning Flipped Classroom model provided opportunities for students to develop numeracy literacy through independent learning, collaborative problem solving, and reflection activities, although additional scaffolding is still needed to strengthen applying and reasoning skills in trigonometric contexts. Abstrak: Kemampuan numerasi dalam trigonometri penting untuk menyelesaikan masalah matematika kontekstual dan menerapkan konsep matematika dalam kehidupan sehari-hari. Namun, banyak siswa masih mengalami kesulitan dalam merepresentasikan sudut elevasi dan depresi, membuat representasi visual, memilih perbandingan trigonometri yang tepat, menerapkan prosedur penyelesaian, serta menuliskan hasil perhitungan secara akurat. Penelitian ini bertujuan untuk mendeskripsikan implementasi model pembelajaran Problem Based Learning Flipped Classroom pada materi perbandingan trigonometri dan menganalisis kemampuan numerasi siswa setelah mengikuti proses pembelajaran. Penelitian ini menggunakan metode deskriptif kualitatif dengan subjek siswa kelas X C SMA Stella Duce 2 Yogyakarta tahun ajaran 2025/2026. Data dikumpulkan melalui catatan lapangan, tes tertulis, dan wawancara. Hasil penelitian menunjukkan bahwa kemampuan numerasi siswa pada level knowing telah tercapai dengan baik, sedangkan level applying dan reasoning masih perlu ditingkatkan, terutama dalam menyusun dan mengimplementasikan rencana penyelesaian masalah. Hasil wawancara dengan lima siswa yang dipilih untuk mengklarifikasi temuan tersebut. Dengan demikian, model pembelajaran Problem Based Learning Flipped Classroom dapat mendukung pemahaman siswa terhadap materi perbandingan trigonometri, meskipun masih diperlukan pendampingan lebih lanjut untuk memperkuat kemampuan berpikir tingkat tinggi siswa.

Mathematical representation and self confidence play important roles in helping students develop conceptual understanding and solve mathematical problems effectively. Therefore, a learning model that facilitates interaction, communication, and active student participation is needed to optimize both of these competencies. This study aims to determine the effectiveness of the Student Facilitator and Explaining learning model on students’ self confidence and mathematical representation ability. This research uses an experimental approach. The research design used was a quasi experimental design with a posttest only control design. The research data were collected through a mathematical representation ability test and a self-confidence questionnaire, and were subsequently analyzed using a normality test, a homogeneity test, and an independent sample t-test. The results indicated that the posttest scores for mathematical representation ability and the self confidence questionnaire scores in the experimental class were higher than those in the control class. These findings suggest that students who participated in learning through the student facilitator and explaining model demonstrated better self-confidence and mathematical representation ability than those who received conventional instruction. Therefore, the student facilitator and explaining learning model is effective in improving students’ self-confidence and mathematical representation ability. Abstrak: Representasi matematis dan self confidence berperan penting dalam membantu siswa membangun pemahaman konseptual dan menyelesaikan masalah matematika secara efektif, sehingga diperlukan model pembelajaran yang dapat memfasilitasi interaksi, komunikasi, dan partisipasi aktif siswa untuk mengoptimalkan kedua kemampuan tersebut. Penelitian ini bertujuan untuk mengetahui keefektifan model pembelajaran Student Facilitator and Explaining terhadap self confidence dan kemampuan representasi matematis siswa. Penelitian ini merupakan penelitian eksperimen. Desain penelitian yang digunakan adalah quasi experimental design dengan bentuk posttest only control design. Data penelitian diperoleh melalui tes kemampuan representasi matematis dan angket self confidence, kemudian dianalisis menggunakan uji normalitas, uji homogenitas, dan uji t, yaitu Independent samples t-test. Hasil penelitian menunjukkan bahwa skor posttest kemampuan representasi matematis dan skor angket self confidence pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Temuan ini mengindikasikan bahwa siswa yang mengikuti pembelajaran dengan model student facilitator and explaining memiliki self confidence dan kemampuan representasi matematis yang lebih baik dibandingkan siswa yang mengikuti pembelajaran konvensional. Oleh karena itu, model pembelajaran student facilitator and explaining efektif dalam meningkatkan self-confidence dan kemampuan representasi matematis peserta didik.

This study aims to describe the construction of mathematical communication in function problems among high school students with different levels of critical thinking. This study used a descriptive qualitative approach involving 32 students in grades XI-2 of Muhammadiyah 1 Medan Private High School. Data were collected through mathematical communication skills tests and critical thinking level instruments based on the Paul-Elder framework, as well as semi structured interviews. Data analysis was carried out by following the Miles, Huberman, and Saldana model, which included data reduction, data presentation, and conclusions drawn. The results showed that students with high levels of critical thinking had comprehensive mathematical communication skills, including the ability to consistently represent mathematical ideas in the form of writing, pictures, and symbols. Students with a critical thinking level are showing adequate communication skills, but still have difficulty with symbolic representation. Students with low critical thinking levels show very limited communication skills and have difficulty conveying mathematical ideas coherently. These findings suggest that students with different levels of critical thinking demonstrate different characteristics in constructing mathematical communication skills. The implications of this study emphasize the importance of designing learning strategies that simultaneously develop critical thinking skills and mathematical communication in mathematics learning in high school. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan konstruksi komunikasi matematis dalam menyelesaikan masalah fungsi pada siswa SMA dengan tingkat berpikir kritis yang berbeda. Penelitian ini menggunakan pendekatan kualitatif deskriptif yang melibatkan 32 siswa kelas XI-2 SMA Swasta Muhammadiyah 1 Medan. Data dikumpulkan melalui tes keterampilan komunikasi matematika, instrumen tingkat berpikir kritis berdasarkan kerangka Paul Elder, serta wawancara semi-terstruktur. Analisis data dilakukan dengan mengikuti model Miles, Huberman, dan Saldana, yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa dengan tingkat berpikir kritis tinggi memiliki keterampilan komunikasi matematika yang komprehensif, termasuk kemampuan untuk secara konsisten merepresentasikan ide matematika dalam bentuk tulisan, gambar, dan simbol. Siswa dengan tingkat berpikir kritis sedang menunjukkan keterampilan komunikasi yang memadai tetapi masih mengalami kesulitan dalam representasi simbolik. Siswa dengan tingkat berpikir kritis rendah menunjukkan keterampilan komunikasi yang sangat terbatas dan mengalami kesulitan menyampaikan ide matematika secara koheren. Temuan ini menunjukkan bahwa siswa dengan tingkat pemikiran kritis yang berbeda menunjukkan karakteristik yang berbeda dalam membangun keterampilan komunikasi matematika. Implikasi dari penelitian ini menekankan pentingnya merancang strategi pembelajaran yang secara simultan mengembangkan keterampilan berpikir kritis dan komunikasi matematis dalam pembelajaran matematika di sekolah menengah atas.

This study aims to describe the critical thinking skills of Islamic Junior High School in MTs 'Aisyiyah Medan students in mathematics learning based on Facione's indicators, namely interpretation, analysis, evaluation, inference, explanation, and self regulation. A descriptive qualitative approach was adopted to obtain an in depth understanding of phenomena occurring naturally within the school environment. Data were collected through a written critical thinking test, in depth semi structured interviews with six purposively selected students representing the high, medium, and low ability groups, and classroom observations across three sessions. Data analysis followed the interactive model of Miles and Huberman, comprising data collection, data reduction (coding and categorization), data display, and conclusion drawing. The trustworthiness of the data was ensured through triangulation of sources and techniques. The results showed that students' overall critical thinking skills fell into the medium category, with an average score of 55,29%. The interpretation indicator obtained the highest score (67,33%), while inference obtained the lowest score (38,67%). Qualitative analysis of the interviews revealed three dominant factors: limited exposure to HOTS based questions, restricted opportunities for classroom discussions, and a strong reliance on rote memorization of procedures. This finding underscores the urgency of implementing student centered and contextual learning models in MTs mathematics instruction. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis dalam pembelajaran siswa MTs 'Aisyiyah Medan berdasarkan indikator Facione, yaitu interpretasi, analisis, evaluasi, inferensi, penjelasan, dan regulasi diri. Pendekatan yang digunakan adalah kualitatif deskriptif, dipilih untuk memperoleh pemahaman mendalam terhadap fenomena yang terjadi secara alami dalam lingkungan sekolah. Pengumpulan data dilakukan melalui tes uraian kemampuan berpikir kritis, wawancara semi terstruktur mendalam terhadap enam siswa yang dipilih secara purposif yang mewakili kelompok kemampuan tinggi, sedang, dan rendah, serta observasi kelas selama tiga pertemuan. Analisis data mengikuti model interaktif Miles and Huberman, yang terdiri dari pengumpulan data, reduksi data (pengkodean dan kategorisasi), penyajian data, dan penarikan kesimpulan. Keabsahan data dipastikan melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa secara keseluruhan termasuk dalam kategori sedang, dengan skor rata-rata 55,29%. Indikator interpretasi memperoleh skor tertinggi (67,33%), sedangkan inferensi memperoleh skor terendah (38,67%). Analisis kualitatif dari wawancara mengungkapkan tiga faktor dominan: minimnya pembiasaan soal HOTS, terbatasnya kesempatan untuk diskusi kelas, dan ketergantungan pada hafalan prosedur. Temuan ini menegaskan urgensi penerapan model pembelajaran yang berpusat pada siswa dan kontekstual dalam pembelajaran matematika di MTs.

Mathematics learning outcomes remain a persistent challenge in many educational contexts, particularly when students develop unfavorable perceptions toward mathematics as a school subject. Students who perceive mathematics as difficult, abstract, stressful, or disconnected from everyday life often demonstrate lower engagement and weaker academic achievement. This study examined the predictive relationship between students’ mathematics perceptions and mathematics learning outcomes. Employing a quantitative ex post facto design, the study involved 102 eighth grade students from an Indonesian Islamic boarding school selected through cluster random sampling. Data were collected using a mathematics perception questionnaire and a mathematics achievement test and analyzed using simple linear regression. Results indicated that students generally reported favorable mathematics perceptions (M = 48.40, SD = 5.45), whereas mathematics learning outcomes remained relatively low (M = 50.25, SD = 21.32). Regression analysis revealed that mathematics perceptions significantly predicted mathematics learning outcomes (β = 0.268, p = 0.030). Although the predictive contribution was modest, students with more favorable perceptions tended to achieve better academic performance. These findings highlight the importance of addressing students’ psychological orientations toward mathematics alongside cognitive instruction to support improved learning outcomes. Abstrak: Hasil belajar matematika masih menjadi tantangan yang persisten dalam berbagai konteks pendidikan, khususnya ketika siswa mengembangkan persepsi yang kurang positif terhadap matematika sebagai mata pelajaran sekolah. Siswa yang memandang matematika sebagai pelajaran yang sulit, abstrak, menegangkan, atau tidak relevan dengan kehidupan sehari-hari cenderung menunjukkan keterlibatan belajar yang lebih rendah dan pencapaian akademik yang kurang optimal. Penelitian ini bertujuan untuk mengkaji hubungan prediktif antara persepsi matematika siswa dan hasil belajar matematika. Penelitian menggunakan desain kuantitatif ex post facto dengan melibatkan 102 siswa kelas VIII dari sebuah pondok pesantren di Indonesia yang dipilih melalui teknik cluster random sampling. Data dikumpulkan menggunakan angket persepsi matematika dan tes hasil belajar matematika, kemudian dianalisis menggunakan regresi linear sederhana. Hasil penelitian menunjukkan bahwa siswa secara umum memiliki persepsi matematika yang positif (M = 48,40; SD = 5,45), sedangkan hasil belajar matematika mereka masih relatif rendah (M = 50,25; SD = 21,32). Analisis regresi menunjukkan bahwa persepsi matematika secara signifikan memprediksi hasil belajar matematika (β = 0,268; p = 0,030). Meskipun kontribusi prediktifnya tergolong moderat, siswa yang memiliki persepsi lebih positif terhadap matematika cenderung mencapai hasil belajar yang lebih baik. Temuan ini menegaskan pentingnya memperhatikan orientasi psikologis siswa terhadap matematika di samping aspek pembelajaran kognitif guna mendukung peningkatan hasil belajar.

Mathematics learning anxiety is a prevalent affective barrier adversely affecting academic performance, motivation, and psychological well-being among junior high school students. Yet, evidence-based interventions integrating mindfulness and self-compassion remain underexplored in this population. This study aims to examine the effectiveness of a mindfulness meditation program and a mindfulness meditation program integrated with self-compassion values in reducing mathematics learning anxiety, as well as to compare the anxiety levels across three groups. A quantitative approach with a quasi-experimental, nonequivalent control group design was employed. Participants were 112 seventh-grade students from SMP Negeri 1 Plered, Indonesia, assigned into three groups: Experiment Group 1 (mindfulness only, n = 38), Experiment Group 2 (mindfulness integrated with self-compassion, n = 37), and a control group (conventional learning, n = 37). The intervention consisted of four 5–10-minute sessions conducted before mathematics lessons over two weeks. Results revealed that Experiment Group 1 showed a significant reduction in anxiety scores from 95.55 to 81.68 (t = 6.005, p < 0.001), whereas Experiment Group 2 demonstrated a substantially larger reduction from 92.00 to 66.68, with all 37 students (100%) exhibiting decreased anxiety (t = 12.990, p < 0.001). A Kruskal-Wallis test confirmed significant differences in post-intervention anxiety levels across the three groups (χ² = 51.412, *p* < 0.001). These findings provide empirical evidence for the superiority of self-compassion-enhanced mindfulness interventions over mindfulness alone in alleviating mathematics anxiety among early adolescents. The results offer practical implications for integrating brief, scalable affective strategies into the Indonesian Merdeka Curriculum to support students' social-emotional learning and reduce subject-specific anxiety. Abstrak: Kecemasan belajar matematika merupakan hambatan afektif yang umum terjadi dan berdampak negatif terhadap prestasi akademik, motivasi, serta kesejahteraan psikologis siswa sekolah menengah pertama. Namun, intervensi berbasis bukti yang mengintegrasikan meditasi kesadaran (mindfulness) dan welas asih diri (self-compassion) masih jarang diteliti pada populasi ini. Penelitian ini bertujuan untuk menguji efektivitas program meditasi mindfulness dan program meditasi mindfulness yang terintegrasi dengan nilai-nilai self-compassion dalam menurunkan kecemasan belajar matematika, serta membandingkan tingkat kecemasan di antara ketiga kelompok. Pendekatan kuantitatif dengan desain kuasi-eksperimen nonequivalent control group digunakan. Partisipan penelitian adalah 112 siswa kelas VII SMP Negeri 1 Plered, Indonesia, yang dibagi ke dalam tiga kelompok: Kelompok Eksperimen 1 (hanya mindfulness, n = 38), Kelompok Eksperimen 2 (mindfulness terintegrasi self-compassion, n = 37), dan Kelompok Kontrol (pembelajaran konvensional, n = 37). Intervensi dilaksanakan dalam empat sesi selama dua pekan, masing-masing sesi berlangsung 5–10 menit sebelum pelajaran matematika dimulai. Hasil penelitian menunjukkan bahwa Kelompok Eksperimen 1 mengalami penurunan signifikan skor kecemasan dari 95,55 menjadi 81,68 (t = 6,005; p < 0,001), sedangkan Kelompok Eksperimen 2 menunjukkan penurunan yang jauh lebih besar dari 92,00 menjadi 66,68, dengan seluruh 37 siswa (100%) mengalami penurunan kecemasan (t = 12,990; p < 0,001). Uji Kruskal-Wallis mengonfirmasi adanya perbedaan signifikan tingkat kecemasan pascaintervensi di antara ketiga kelompok (χ² = 51,412; p < 0,001). Temuan ini memberikan bukti empiris bahwa intervensi mindfulness yang diperkuat dengan self-compassion lebih unggul dibandingkan mindfulness saja dalam meredakan kecemasan matematika pada remaja awal. Hasil penelitian ini juga menawarkan implikasi praktis bagi pengintegrasian strategi afektif yang singkat dan mudah diskalakan ke dalam Kurikulum Merdeka Indonesia guna mendukung pembelajaran sosial-emosional siswa serta mengurangi kecemasan spesifik terhadap mata pelajaran.

Mathematics learning for students with physical disabilities requires an adaptive approach to enable the development of concepts through direct experience. This study aims to describe how the student with physical disabilities coordinates motor skills in manipulating tactile clock media, how VAS facilitates sensory engagement and conceptual understanding of time units, and how this approach fosters active participation and independence in learning. The study used a qualitative approach with a Single Subject Research (SSR) design, type A–B (baseline intervention), involving a student who lacked both hands. Learning behavior and motor skills were analyzed descriptively through repeated observations in the baseline and intervention phases, focusing on the student's independence, involvement, and accuracy in manipulating tactile clock media. The results showed positive changes during the intervention phase compared to the baseline phase, marked by increased consistency in media use, active involvement in narrative based activities, and the ability to associate clock hand movements with the concept of time units in a more meaningful way. The integration of contextual narratives in VAS helped direct the tactile experience from concrete activities to symbolic representations, in line with Zoltan P. Dienes' theory of mathematics learning. Thus, the tactile-based VAS model showed positive indications and potential effectiveness as an inclusive learning approach for students with physical disabilities, although these findings are still limited and require further testing on more diverse subjects and contexts. Abstrak: Pembelajaran matematika bagi siswa dengan hambatan fisik memerlukan pendekatan yang adaptif agar konsep dapat dibangun melalui pengalaman langsung. Penelitian ini bertujuan untuk menggambarkan bagaimana siswa penyandang disabilitas fisik mengkoordinasikan keterampilan motorik dalam memanipulasi media jam taktil, bagaimana VAS memfasilitasi keterlibatan sensorik dan pemahaman konseptual tentang satuan waktu, dan bagaimana pendekatan ini menumbuhkan partisipasi aktif dan kemandirian dalam pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan desain Single Subject Research (SSR) tipe A–B (baseline intervention), yang melibatkan siswa yang tidak memiliki kedua tangan. Perilaku belajar dan kemampuan motorik dianalisis secara deskriptif melalui observasi berulang pada fase baseline dan intervensi, dengan fokus pada kemandirian, keterlibatan, serta ketepatan siswa dalam memanipulasi media jam taktil. Hasil penelitian menunjukkan adanya perubahan positif selama fase intervensi dibandingkan fase baseline, ditandai dengan meningkatnya konsistensi penggunaan media, keterlibatan aktif dalam aktivitas berbasis narasi, serta kemampuan mengaitkan pergerakan jarum jam dengan konsep satuan waktu secara lebih bermakna. Integrasi narasi kontekstual dalam VAS membantu mengarahkan pengalaman taktil dari aktivitas konkret menuju representasi simbolik, sejalan dengan teori pembelajaran matematika Zoltan P. Dienes. Dengan demikian, model VAS berbasis metode taktil menunjukkan indikasi positif dan potensi efektivitas sebagai pendekatan pembelajaran inklusif bagi siswa dengan hambatan fisik, meskipun temuan ini masih bersifat terbatas dan memerlukan pengujian lanjutan pada subjek dan konteks yang lebih beragam.

Mathematical problem solving ability is one of the essential competencies that need to be developed in mathematics education. However, this ability remains relatively low among some students, indicating the need for a more meaningful instructional approach, one of which is the Realistic Mathematics Education (RME)approach. This study aims to analyze the effectiveness of the RME approach in improving junior high school students’ mathematical problem solving ability on the topic of Linear Equations in One Variable. The study used a quasi experimental method using a pretest-posttest control group design. The participants consisted of 60 seventh-grade students at SMPN 5 Medan, who were divided into an experimental group and a control group, with 30 students in each group. The experimental group received instruction based on the RME approach over eight learning sessions, whereas the control group received conventional instruction through an expository approach. Data were collected using a mathematical problem-solving test that assessed the indicators of understanding the problem, devising a solution plan, implementing the plan, and reviewing the obtained solution. The results showed that the mean posttest score of the experimental group was higher than that of the control group. The N-gain analysis also indicated a greater improvement in mathematical problem-solving ability among students in the experimental group compared with those in the control group. The results of the statistical analysis revealed a significant difference between the mathematical problem-solving abilities of students who learned through the RME approach and those who received conventional instruction. These findings confirm that the RME approach is effective for teaching Linear Equations in One Variable because it utilizes real-world contexts that are relevant to students' everyday lives. Therefore, the RME approach can serve as an alternative strategy for mathematics instruction at the junior high school level to enhance students’ mathematical problem solving ability. Abstrak: Kemampuan pemecahan masalah matematis merupakan salah satu kompetensi penting yang perlu dikembangkan dalam pembelajaran matematika. Namun, kemampuan tersebut masih relatif rendah pada sebagian siswa sehingga diperlukan pendekatan pembelajaran yang lebih bermakna, salah satunya melalui pendekatan ii (RME). Penelitian ini bertujuan untuk menganalisis efektivitas pendekatan Realistic Mathematics Education dalam meningkatkan kemampuan pemecahan masalah matematis siswa SMP pada materi Persamaan Linear Satu Variabel (PLSV). Penelitian menggunakan metode eksperimen semu (quasi experiment) dengan desain pretest-posttest control group. Subjek penelitian terdiri atas 60 siswa kelas VII SMP Negeri 5 Medan yang dibagi menjadi kelompok eksperimen dan kelompok kontrol, masing-masing 30 siswa. Kelompok eksperimen memperoleh pembelajaran berbasis RME selama delapan pertemuan, sedangkan kelompok kontrol memperoleh pembelajaran konvensional dengan pendekatan ekspositori. Pengumpulan data menggunakan instrumen tes kemampuan pemecahan masalah yang meliputi indikator memahami masalah, merencanakan penyelesaian, melaksanakan rencana, dan memeriksa kembali hasil. Hasil penelitian menunjukkan bahwa rata-rata posttest kelompok eksperimen lebih tinggi dibandingkan kelompok kontrol. Perhitungan N-gain juga menunjukkan peningkatan kemampuan pemecahan masalah matematis yang lebih baik pada kelompok eksperimen dibandingkan kelompok kontrol. Hasil pengujian statistik mengindikasikan adanya perbedaan yang signifikan antara kemampuan pemecahan masalah matematis peserta didik yang belajar menggunakan pendekatan RME dan siswa yang memperoleh pembelajaran konvensional. Temuan ini menegaskan bahwa pendekatan RME efektif diterapkan pada materi PLSV karena memanfaatkan konteks nyata yang relevan dengan kehidupan siswa. Dengan demikian, pendekatan RME dapat dijadikan sebagai alternatif strategi pembelajaran matematika di SMP untuk meningkatkan kemampuan pemecahan masalah matematis peserta didik.

21st-century education demands high-level reasoning, yet students' mathematical critical thinking skills, particularly in vocational contexts, remain suboptimal. While various models have been implemented, there is a lack of empirical evidence regarding the integration of CORE (Connecting, Organizing, Reflecting, Extending) with differentiated instruction to address diverse learning modalities. This study analyzed the effectiveness of a differentiation-based CORE model on students' mathematical critical thinking skills across different learning styles (Visual, Auditory, and Kinesthetic). Using a quasi-experimental approach with a factorial design, the research involved 64 tenth-grade students at Vocational High School SMK Negeri 1 Sigi selected through purposive sampling. Data were collected via learning style questionnaires and mathematical critical thinking post-tests, then analyzed using Two-Way ANOVA and Welch’s Test. The results indicated that: (1) there is a statistically significant difference in critical thinking skills between students taught using the CORE model with differentiated approach and those taught using conventional methods ( ), with the experimental group achieving higher scores; (2) no statistically significant difference in critical thinking skills among visual, auditory, and kinesthetic learning style groups ( ); and (3) The interaction effect between the learning model and learning styles was not statistically significant ( ). These findings contribute to the literature by demonstrating that the CORE model, when integrated with differentiation, provides a consistent instructional framework for vocational students regardless of their individual learning modalities. This approach is recommended for inclusive mathematics classrooms to better accommodate student diversity. Abstrak: Pendidikan abad ke-21 menuntut penalaran tingkat tinggi, namun keterampilan berpikir kritis matematis siswa, terutama dalam konteks kejuruan, tetap tidak optimal. Meskipun berbagai model telah diterapkan, ada kurangnya bukti empiris mengenai integrasi CORE (Connecting, Organizing, Reflecting, Extending) dengan instruksi yang berbeda untuk mengatasi beragam modalitas pembelajaran. Studi ini menganalisis efektivitas model CORE berbasis diferensiasi pada keterampilan berpikir kritis matematis siswa di berbagai gaya belajar (Visual, Auditory, dan Kinesthetic). Dengan menggunakan pendekatan kuasi-eksperimental dengan desain faktorial 2×3, penelitian ini melibatkan 64 siswa kelas sepuluh SMK Negeri 1 Sigi yang dipilih melalui purposive sampling. Data dikumpulkan melalui kuesioner gaya belajar dan post-test berpikir kritis matematika, kemudian dianalisis menggunakan Two-Way ANOVA dan Welch's Test. Hasil penelitian menunjukkan bahwa: (1) ada perbedaan yang signifikan secara statistik dalam keterampilan berpikir kritis antara siswa yang diajar menggunakan model CORE dengan pendekatan yang diferensiasi dan yang diajarkan menggunakan metode konvensional ( ), dengan kelompok eksperimen mencapai skor yang lebih tinggi; (2) tidak ada perbedaan yang signifikan secara statistik dalam keterampilan berpikir kritis di antara kelompok gaya belajar visual, pendengaran, dan kinestetik ( ); dan (3) Efek interaksi antara model pembelajaran dan gaya belajar tidak signifikan secara statistik ( ). Temuan ini berkontribusi pada literatur dengan menunjukkan bahwa model CORE, ketika diintegrasikan dengan diferensiasi, memberikan kerangka kerja instruksional yang konsisten untuk siswa kejuruan terlepas dari modalitas pembelajaran individu mereka. Pendekatan ini direkomendasikan untuk ruang kelas matematika inklusif untuk mengakomodasi keragaman siswa dengan lebih baik.

Mathematics learning motivation is an important factor influencing students’ engagement and participation in elementary classrooms. However, students often experience low motivation during multiplication learning due to limited interaction and the dominance of conventional instructional approaches. This study aimed to explore the implementation of Wordwall based interactive media in mathematics learning and describe students’ responses during its use in multiplication learning. This study employed a descriptive qualitative approach involving 24 fourth-grade students and one classroom teacher at an elementary school. Student informants were selected through purposive sampling with variation based on motivation levels. Data were collected through semi structured interviews, classroom observations, and documentation, and analyzed using the Miles and Huberman interactive model. The findings revealed that students needed more interactive and participatory learning experiences to support their engagement in multiplication learning. Classroom observations indicated a more active and responsive learning environment during the implementation of Wordwall based activities. Students demonstrated attention, participation, confidence, persistence, and peer interaction during learning activities. Responses varied according to motivation levels, with low motivation students becoming more willing to participate, medium-motivation students showing better focus, and high motivation students displaying greater persistence in completing tasks. The findings suggest that Wordwall based learning activities have the potential to support students’ motivational engagement in mathematics when aligned with learning objectives, student needs, teacher facilitation, and classroom conditions. Abstrak: Motivasi belajar matematika merupakan faktor penting yang mempengaruhi keterlibatan dan partisipasi siswa di kelas dasar. Namun, siswa sering mengalami motivasi yang rendah selama pembelajaran perkalian karena interaksi yang terbatas dan dominasi pendekatan instruksional konvensional. Penelitian ini bertujuan untuk mengeksplorasi implementasi media interaktif berbasis Wordwall dalam pembelajaran matematika dan mendeskripsikan respon siswa selama penggunaannya dalam pembelajaran perkalian. Penelitian ini menggunakan pendekatan kualitatif deskriptif yang melibatkan 24 siswa kelas empat dan satu guru kelas di sekolah dasar. Informan siswa dipilih melalui purposive sampling dengan variasi berdasarkan tingkat motivasi. Data dikumpulkan melalui wawancara semi terstruktur, observasi kelas, dan dokumentasi dan dianalisis menggunakan model interaktif Miles dan Huberman. Temuan mengungkapkan bahwa siswa membutuhkan pengalaman belajar yang lebih interaktif dan partisipatif untuk mendukung keterlibatan mereka dalam pembelajaran perbanyakan. Pengamatan kelas menunjukkan lingkungan belajar yang lebih aktif dan responsif selama pelaksanaan kegiatan berbasis Wordwall. Siswa menunjukkan perhatian, partisipasi, kepercayaan diri, ketekunan, dan interaksi teman sebaya selama kegiatan pembelajaran. Tanggapan bervariasi sesuai dengan tingkat motivasi, dengan siswa dengan motivasi rendah menjadi lebih bersedia untuk berpartisipasi, siswa dengan motivasi sedang menunjukkan fokus yang lebih baik, dan siswa dengan motivasi tinggi menunjukkan ketekunan yang lebih besar dalam menyelesaikan tugas. Temuan menunjukkan bahwa kegiatan pembelajaran berbasis Wordwall berpotensi mendukung keterlibatan motivasi siswa dalam matematika jika diselaraskan dengan tujuan pembelajaran, kebutuhan siswa, fasilitasi guru, dan kondisi kelas.

Mathematical critical thinking and mathematical communication are important competencies in solving statistical problems. However, studies examining both abilities simultaneously in the context of statistical problem solving remain limited. This study aimed to explore students’ mathematical critical thinking and mathematical communication skills in solving statistical problems. A descriptive design combining quantitative and qualitative analyses was employed. The participants were 24 eighth grade students from a junior high school in Cirebon. Data were collected through statistical problem solving tests developed based on indicators of mathematical critical thinking and mathematical communication. Quantitative analysis was used to describe students’ achievement on each indicator, while qualitative analysis was conducted through a cross case analysis of three students representing high, medium, and low categories. The results showed that students’ mathematical critical thinking and mathematical communication skills varied across ability categories. High category students demonstrated stronger abilities in analyzing information, providing logical reasons, evaluating solutions, and communicating mathematical ideas through symbolic, visual, and verbal representations. In contrast, students in the lower category tended to focus on procedural calculations and experienced difficulties in explaining reasoning and interpreting results. These findings indicate that students with stronger critical thinking skills generally exhibited more complete and meaningful mathematical communication. Further analysis revealed similar patterns in students’ mathematical critical thinking and mathematical communication across the three ability categories. Students with stronger critical thinking performance generally demonstrated clearer, more systematic, and more meaningful mathematical communication. These findings highlight the importance of developing both abilities in an integrated manner within mathematics learning. Abstrak: Pemikiran kritis matematika dan komunikasi matematika merupakan kompetensi penting dalam memecahkan masalah statistik. Namun, studi yang meneliti kedua kemampuan secara bersamaan dalam konteks pemecahan masalah statistik tetap terbatas. Penelitian ini bertujuan untuk mengeksplorasi pemikiran kritis matematis dan keterampilan komunikasi matematis siswa dalam memecahkan masalah statistik. Desain deskriptif yang menggabungkan analisis deskriptif dan kualitatif kuantitatif digunakan. Peserta tersebut adalah 24 siswa kelas delapan dari SMP di Cirebon. Data dikumpulkan melalui tes pemecahan masalah statistik yang dikembangkan berdasarkan indikator pemikiran kritis matematis dan komunikasi matematis. Analisis kuantitatif digunakan untuk menggambarkan prestasi siswa pada masing-masing indikator, sedangkan analisis kualitatif dilakukan melalui analisis lintas kasus terhadap tiga siswa yang mewakili kategori tinggi, sedang, dan rendah. Hasil penelitian menunjukkan bahwa pemikiran kritis matematis dan keterampilan komunikasi matematika siswa bervariasi di seluruh kategori kemampuan. Siswa kategori tinggi menunjukkan kemampuan yang lebih kuat dalam menganalisis informasi, memberikan alasan logis, mengevaluasi solusi, dan mengkomunikasikan ide-ide matematika melalui representasi simbolik, visual, dan verbal. Sebaliknya, siswa di kategori bawah cenderung fokus pada perhitungan prosedural dan mengalami kesulitan dalam menjelaskan penalaran dan menafsirkan hasil. Temuan ini menunjukkan bahwa siswa dengan keterampilan berpikir kritis yang lebih kuat umumnya menunjukkan komunikasi matematis yang lebih lengkap dan bermakna. Analisis lebih lanjut mengungkapkan pola serupa dalam pemikiran kritis matematis siswa dan komunikasi matematika di tiga kategori kemampuan. Siswa dengan kinerja berpikir kritis yang lebih kuat umumnya menunjukkan komunikasi matematika yang lebih jelas, lebih sistematis, dan lebih bermakna. Temuan ini menyoroti pentingnya mengembangkan kedua kemampuan tersebut secara terintegrasi dalam pembelajaran matematika.

A thirty-year (1st January 1995–31st December 2025) assessment of PM2.5 variability and meteorological controls over Bengaluru, India, was conducted using NASA MERRA-2 reanalysis data. Validation against CPCB observations, including a multi-station comparison across nine Continuous Ambient Air Quality Monitoring Stations (CAAQMS) during 2023–2024, demonstrated generally strong agreement between MERRA-2 and ground observations, supporting the suitability of the reanalysis product for long-term air-quality assessment. Mann–Kendall analysis revealed a highly significant increasing PM2.5 trend (Sen’s slope = + 0.317 μg m-3 yr-1; p < 0.0001), whereas key meteorological parameters exhibited no comparable long-term trends, indicating a dominant anthropogenic influence on the observed increase. Seasonally, PM2.5 concentrations peaked during the pre-monsoon season (22.1 μg m-3) and reached minimum levels during the monsoon season (12.7 μg m-3) owing to enhanced atmospheric ventilation and wet scavenging. Analysis of planetary boundary layer height (PBLH) revealed that the apparent positive PM2.5–PBLH relationship was seasonally confounded, with elevated PBLH ultimately promoting pollutant dilution above approximately 800 m. Extreme pollution episodes occurred predominantly during pre-monsoon and winter periods under low-moisture and weak-wind conditions. Random Forest analysis identified water vapour (27.1

As the penetration of renewable energy sources (RES) increases and the worldwide demand for efficient energy conversion grows, the need for advanced DC-DC converter topologies is increasing. Dual-input DC-DC converters have been highlighted as promising solutions for applications such as renewable energy systems, microgrids, portable electronics, and electric vehicles. In addition, they are suitable for applications that require high voltage regulation under widely varying input and output voltages while achieving a high-power density. Dual-input DC-DC converters enable the connection of multiple energy sources (e.g., photovoltaic systems, fuel cells, batteries and supercapacitors) in a single power conversion stage. This paper presents a systematic review of non-isolated dual-input dc-dc converter topologies including dual-input single-output (DISO) and dual-input dual-output (DIDO) topologies. The topologies are compared in terms of characteristics such as voltage gain, efficiency, number of devices and control complexity, to aid in topology selection for various applications. The main design challenges of these topologies are also highlighted and commonly applied control strategies are analysed. It also identifies two promising solutions- AI-based control techniques and wide-bandgap (WBG) semiconductor technologies, represented by silicon carbide (SiC) and gallium nitride (GaN)—for advanced renewable energy and smart-grid applications.