Despite full-scale implementation of Comprehensive Sexuality Education (CSE) in Zambia, behavioural health problems among adolescents persist which include early and unprotected sex, sexual abuse, early marriages and teenage pregnancies. The study aimed at establishing the effect of culture and religion on the implementation of CSE in selected primary schools of Kabwe, Lusaka and Choma districts of Zambia. The study utilised mixed method design with a pupil population drawn from 9 selected primary schools. The sample size of the study was 700 adolescents (aged 12–17 years) and 16 key informants i.e. headteachers, teachers, guidance and counseling teachers, and government senior officials). Simple random sampling was utilised to select pupils while purposive sampling was employed to select key informants. Interview guides, questionnaires and focus group discussions were employed to collect statistical and narrative data. Data was analysed using a Statistical Package for Social Sciences (SPSS) and thematic analysis. The study found that culture and religion influenced the implementation of CSE in selected primary schools. This was evident in the language used for teaching CSE, where vernacular expressions of sexuality faced resistance in a culturally conservative society, despite the dominant use of English. Additionally, there was a perception of incompatibility between religious beliefs and teaching sexuality to adolescents. Moreover, adult respondents believed that CSE could breach the moral fabric. In conclusion, for CSE to achieve its goal of improving young people’s education and health outcomes, both religious and traditional leaders must be involved in its implementation.

This research can be found in https://eureka.id-sre.org/index.php/ejer/article/view/15

The topic is carried out on the basis of analyzing the math problem solving ability of secondary school students on the basis of statistical documents considered from the initial math problem solving ability. The purpose of this study is to find a method to analyze the math-solving ability of middle school students on the basis of statistical data on the initial math-solving ability. The method used in this study is qualitative method. This study was conducted at Santa Maria Monica High School. Subject used in this study are 9^th grade VIII SMP Santa Maria Monica students using rational sampling technique. The results of this study indicate that students with high initial math skills can perform all stages of problem solving correctly and accurately. Students with early average math abilit were able to solve the give problems, were able to take actions to solve the problem, but still the steps were no systematic and not maximal. Students with low initial math skills may not complete all step of the Problem Soving indicator corretly.

This research can be found in https://journal.sncopublishing.com/index.php/brillojournal/article/view/10

Lesson plans are more focused on how to achieve goals and indicators. However, student ability profile has not become the main basic standard. Therefore, this research aims to describe the profile of students’ mathematical understanding abilities. This research is a quantitative descriptive conducted on XI grade Otomindo’s vocational students in Jakarta. Data obtained from student achievement on the understanding ability test. Students’ understanding is profiled according to the results of data analysis on their level and abilities based on achievement in mechanical, inductive, rational and intuitive indicators. The results of the study concluded that the profile of students’ mathematical understanding abilities was dominated by inductive understanding abilities. It is because students are better able to apply formulas or concepts to simple or similar problems, but it is difficult to the rational and intuitive indicators. Students’ mathematical understanding ability is included in the low category on two indicators, that is rational in terms of describing the truth of formulas and theorems, and intuitive in term of estimating the truth before analyzing further. While in the medium category, it is on mechanical indicators in terms of remembering and applying formulas routinely and calculating simply.

This research can be found in https://journal.sncopublishing.com/index.php/brillojournal/article/view/11

The purpose of this study was to determine the relationship between conceptual understanding of fractions and the accounting learning outcomes in tax calculation. This quantitative research uses a nonexperimental study, observational approach, and explanatory design. The sample of this research is 30 students from the eleventh grade in SMK at Bekasi. They were obtained through simple random sampling technique. Research data were analyzed by descriptive and inferential analysis. The results showed that there was a positive correlation between conceptual understanding of fractions (variable X) and the accounting learning results (variable Y). The correlation coefficient value (r_xy)=0.98 regression equation Ŷ=6.49+0.927X. The coefficient of determination shows that R²=(0.98)²=0.96, that means 96% of the accounting learning results is influenced by the conceptual understanding of fraction. The conclusion of this study is that there is a significant positive relationship between conceptual understanding of fractions and the accounting learning results on the subject of income tax article 21. Therefore, emphasizing SMK students understand the fractional concept is one way to help them achieve accounting learning outcomes and mastery of tax calculation.

This research can be found in https://journal.sncopublishing.com/index.php/brillojournal/article/view/12

This study aims to find out the various errors of students in working on logarithmic problems so that the specific objectives in this study are: (1) Knowing the types of errors made by students in solving logarithmic problems. (2) Knowing the factors that cause student errors in solving logarithmic problems. This research was conducted at Harapan Jaya High School. Based on this goal, the results of this study can be used by teachers to overcome the same problem in the future. The approach used in this study is a qualitative approach. The research method used is a case study. The samples used in this study were 3 students of class X MIPA SMA Harapan Jaya with purposive sampling technique. The results of this study indicate that: (1) There are 3 types of errors made by students, namely conceptual errors, procedural errors and arithmetical errors. (2) The factors that cause student errors are the condition of students being tired, learning conditions that are not supportive and not focused and not thorough. Based on the results of this study, teachers are expected to be able to assist students in minimizing existing errors by implementing various learning models that increase students’ accuracy in solving various problems. In addition, teachers can also provide feedback to students so that students can find out their mistakes and help students overcome any errors that exist.

This research can be found in https://journal.sncopublishing.com/index.php/brillojournal/article/view/13

he purpose of this research is to analyze students’ difficulties in problem-solving in arithmetic sequences and series. The subject of this research is a student at SMA HKBP Lintongnihuta. This research approach is descriptive quantitatively. The types of students’ difficulties experienced were analyzed based on Polya’s stages of problem-solving. The results of this research are three categories of students based on achievement scores, namely the low category with a percentage of 50%, the medium category with a percentage of 30%, and the high category with a percentage of 20%. There are 4 types of difficulties experienced by students, that is: (1) difficulty in understanding the problem with the number of students experiencing it as much as 28%, (2) students’ difficulties in planning problem solving with the number of students experiencing it as much as 11%, (3) students’ difficulties in carrying out the plan in problem-solving with the number of students experiencing it as much as 12%, and (4) difficulty in looking back at answers with the number of students experiencing it as much as 8%. The type of difficulty that most students experience is in understanding the problem.

This research can be found in https://journal.sncopublishing.com/index.php/brillojournal/article/view/14

This research is based on the results of observations of class X IIS regarding student’s mathematical communication in online learning ethics via zoom. Initial findings indicate that mathematical communication skills have emerged but are not optimal. In general, the research objective is analyzing student’s online learning ethics via Zoom in mathematical communication. The method used is descriptive qualitative method to reveal facts. The data are collected through observation, interviews, documentation and triangulation/combination. This study involved three students from class X IIS and the teacher as a validator at Senior High School Bunda Kandung. The data analysis technique uses an interactive model through four stages, which are data collection, data reduction, data display, and drawing conclusions/ verification. The results showed that student’s learning ethics via zoom on student’s mathematical communication skills for subjects 1 and 2 were optimal because subjects 1 and 2 were able to communicate, express ideas, manage thoughts, analyze and evaluate mathematical thoughts. However, subject 3 has not been optimal in communicating their mathematical thoughts coherently and clearly. Subject 3 is unable to analyze his thoughts and unable to behave well with his friends.

This research can be found in https://jurnal.stkipkusumanegara.ac.id/index.php/jim/article/view/1027

This article aims to determine the relationship between offline learning and interest in learning discrete mathematics after the pandemic. The research method used is quantitative. The sampling technique in this study used purposive sampling. Data collection in this study used a questionnaire with a Likert scale of 1 to 5. The variables in this study consisted of variable X, namely offline learning and variable Y, namely interest in learning. Each variable consists of 4 indicators. The result of this research is that there is a relationship between offline learning and students’ interest in learning in discrete mathematics courses of 0.801. So it can be said that the relationship between offline learning and learning interest is very strong. This is because in offline learning students can interact directly with the lecturer so that discrete mathematics material that has not been understood can be directly asked during learning. Offline learning can also encourage interest in learning so that students are more enthusiastic and enthusiastic about participating in discrete mathematics lectures.

This research can be found in https://jurnal.stkipkusumanegara.ac.id/index.php/jim/article/view/1378

The aim of this study was to describe the learning process with a contextual approach to improve motivation and Mathematics learning achievement on Integer topic for seventh grade students of State Junior High School 1 Bonggo in the 2019/2020 academic year. This research was conducted in the seventh grade of State Junior High School 1 Bonggo, Sarmi Regency, Papua Province. The Classroom Action Research (CAR) was used as the research method. The research object involved the whole process of implementing Mathematics learning with a contextual approach to improve motivation and Mathematics learning achievement of seventh grade students of State Junior High School 1 Bonggo, Sarmi Regency, Papua Province. Based on the research results, the Mathematics score of pre-cycle to cycle I improved from 50.4 to 67.2, in cycle II it improved further to 79.4. Meanwhile, the motivation in Mathematics learning obtained pre-cycle score of 65.8, cycle I score of 70, and cycle II score of 91. It is advised that teachers should use the CTL learning method on other subjects to improve students’ motivation and Mathematics learning achievement.

This research can be found in https://jurnal.stkipkusumanegara.ac.id/index.php/jim/article/view/1043

Mathematics tends to be a subject that is not favored due to a misunderstanding of the whole concept. The author believes that through involvement of mathematical reasoning skills and proper instructional strategies, students understanding can be transformed and students will be able to relearn the concept. The aim of this paper is to help teachers to recreate their lesson plans in a form of an instructional design with the involvement of mathematical reasoning, specifically in learning and relearning algebraic equations (constructivism), that can further diminish the anxiety and frustration students experience due to misconceptions in their algebraic comprehension. Through a combination of theories related to the teaching and learning of algebra in secondary school and frameworks regarding instructional strategies, the betterment of mathematical reasoning is expected to go along the relearning process, and the students will be equipped to move forward in learning mathematics. This instructional design will provide a variety of learning activities ideas, including a sample lesson plan along with other supporting documents for learning activities that teachers can use in the classroom.

This research can be found in https://jurnal.stkipkusumanegara.ac.id/index.php/jim/article/view/1035