Problem-solving Ability Research Articles

Development and Evaluation of the Effectiveness of Mary’s TutoRead among Kindergarten Pupils in Lungib Elementary School of Victoria District, Division of Northern Samar, Philippines

Early childhood education (ECE) introduces children to key concepts and foundational skills, enhancing their language, numerical, and problem-solving abilities. These early learning experiences prepare children for the academic challenges ahead. This study focused on the development and assessment of Mary’s TutoRead, a contextualised reading intervention designed for kindergarten pupils in Lungib Elementary School, Victoria District, Division of Northern Samar, Philippines. Specifically, it sought to develop Mary’s TutoRead instructional material based on the ADDIE model and evaluate the developed material in terms of content, format, presentation and organisation, and accuracy and up-to-dateness of information. The study was conducted at the Lungib Elementary School, Victoria District, Northern Samar, Philippines. It involved 18 kindergarten pupils as participants, and kindergarten teacher coordinator, a district reading coordinator, and expert assessors as evaluators. Two primary instruments guided this research: the Evaluation Rating Sheet (ERS) and the Department of Education’s Class Observation Tool. Frequency Analysis was applied to assess and summarise the evaluations of Mary's TutorRead, and the qualitative data were analysed using the thematic analysis model of Braun and Clarke. The study employed a developmental-evaluative research design, which combined the structured development of a reading intervention with a systematic evaluation of its effectiveness and quality. These findings informed the design and development of Mary’s TutoRead, ensuring that the material addressed identified gaps through systematically sequenced and developmentally appropriate activities. The material was developed following the ADDIE model's phases of Analysis, Design, Development, Implementation, and Evaluation. During implementation, Mary’s TutoRead guided the learners through structured, progressive literacy tasks, beginning with phonemic awareness activities and advancing toward sight word mastery and contextual reading application. Observations during classroom implementation highlighted effective classroom organisation, sustained learner engagement, strategic use of instructional materials, and differentiated supervision responsive to learners’ varied needs. Evaluation of Mary’s TutoRead demonstrated its alignment with curricular goals and developmental appropriateness. In terms of content, the material was found to be suitable for the learners’ cognitive and emotional levels, free from cultural and gender biases, and effective in promoting critical thinking and positive values. The format of the material, while generally acceptable, suggested areas for further enhancement, particularly in the quality of illustrations and layout organisation. The presentation and organisation were consistently found to be engaging, logically structured, and linguistically adapted to the pupils’ experiences. Furthermore, the material was validated as accurate, current, and relevant, with minor areas noted for further refinement. The study concluded that Mary’s TutoRead effectively addresses the literacy development needs of kindergarten pupils by providing contextually grounded, culturally responsive, and systematically designed instructional support. It affirms the significance of utilising evidence-based instructional design models like ADDIE in material development and highlights the value of integrating contextualization into early literacy interventions. The findings offer valuable implications for teachers, school leaders, curriculum developers, local government units, non-government organisations, and future researchers seeking to improve early childhood education through localised, strategic, and learner-centred innovations.

Mathematical Problem-Solving and Self-Efficacy in the Context of Algebraic Derivatives: A High School Study

The derivative of algebraic functions as a foundation for applications in mathematics, science, and engineering. Due to its complexity and contextual relevance, learning this topic demands not only strong problem-solving skills but also high levels of self-efficacy to support students’ confidence and persistence in mastering the material. Therefore, this study aims to analyze students’ mathematical problem-solving abilities and self-efficacy related to algebraic function derivatives. Conducted at a high school in Yogyakarta City, the study used a qualitative descriptive approach. Problem-solving was examined based on Polya’s steps: understanding the problem, devising a plan, carrying out the plan, and looking back. Self-efficacy was analyzed using Bandura’s dimensions: level, generality, and strength. The data was taken by self-efficacy questionnaire with Likert scale. The results elaborate students' problem-solving abilities in the topic of algebraic function derivatives fall into the good category. Students are also at a good level of self-efficacy. This study leads to the main conclusion that students’ problem-solving ability and self-efficacy in algebraic function derivatives are both categorized as good, and that there is a positive relationship between the two, indicating that higher self-efficacy corresponds to better problem-solving performance. These findings suggest that self-efficacy plays a significant role in supporting students’ success. Further research is recommended to explore this relationship more deeply, both qualitatively and quantitatively.

Development of Learning Tools Assisted by Lumio By Smart to Improve Mathematical Problem Solving Ability

This study aims to describe the process and results of the development of learning tools assisted by Lumio by SMART on flat building material to improve the mathematical problem solving skills of junior high school students in grade VII. At Sunan Kalijogo Junior High School, students’ ability to solve varied geometry problems is still low. Students tend to focus on the end result without understanding the solution strategy, so they are only able to solve the problems that are modelled by the teacher. This research uses the 4D development model. The validation results showed the device was very valid (score 3.71). The learning was well implemented, student activeness reached 93.6%, and student response was 90.71%. Classical completeness reached 89.4% with ability improvement in the moderate to high category. The independent sample t-test resulted in a significance of 0.000 (<0.05), showing a significant difference between the experimental and control classes. Thus, the device developed was declared valid, practical, and effective. The implementation of the device also increased the involvement and motivation of seventh grade students of Sunan Klijogo Junior High School, as well as creating a collaborative learning environment and supporting a significant increase in mathematical problem solving ability. This research can be a reference for the development of innovative learning, and is recommended to be applied to other materials to improve mathematical problem solving skills.

Problem-Based Learning-Based Electronic Teaching Materials: The Effect on the Mathematical Problem-Solving Ability of Junior High School Students

The teaching and learning process is very closely related to using teaching materials. The teaching materials used should be able to build the skills that exist in students, one of which is the ability to solve mathematical problems. However, until now, students' mathematical problem-solving skills are in the low group. Based on a survey conducted by PISA in 2022, the mathematical problem-solving ability of Indonesian students is still below the international level. This study analyses the influence of using Problem-Based Learning (PBL)-based electronic teaching materials on students' mathematical problem-solving skills. The research was conducted at SMPN 3 Sungai Raya and involved two groups, an experimental class using PBL-based electronic teaching materials and a control class using conventional learning methods. Data were obtained through pretest and posttest tests, which were analysed using the Mann-Whitney U non-parametric test because the data were not normally distributed based on the Kolmogorov-Smirnov and Shapiro-Wilk tests. The results of the analysis showed that there was no significant difference in students' initial ability (pre-test) between the two groups, with a significance value of 0.616 (>0.05). However, after being given the treatment, there was a significant difference in the post-test (0,000 < 0,05) results, indicating that the PBL approach significantly improved the students' mathematical problem-solving ability. The gain score analysis also showed a significant difference between the experimental and control classes (0,000 < 0,05), which confirmed that PBL-based teaching materials were more effective in improving students' abilities than conventional methods.

Upaya Peningkatan Kemampuan Pemecahan Masalah Statistika Bivariat bagi Siswa Kelas XI-6 SMA N 3 Salatiga melalui Model Process Oriented Guided Inquiry Learning (Model POGIL)

This classroom action research aims to improve students’ problem-solving skills in the topic of Bivariate Statistics through the implementation of the Process Oriented Guided Inquiry Learning (POGIL) model. The research subjects were 33 students (17 male and 16 female) from class XI-6 of SMA Negeri 3 Salatiga during the even semester of the 2024/2025 academic year. Data were collected through observations of learning implementation and problem-solving ability tests, then analyzed using descriptive statistics. The success indicator was defined as at least 80% of students achieving a moderate to high level of problem-solving ability, along with an increase in the average score in each cycle. The results showed that in the pre-cycle stage, 75.76% of students had met the minimum mastery criteria, which increased to 90.9% in the first cycle, and further to 96.96% in the second cycle. Moreover, further analysis indicated a consistent improvement in the average scores across each cycle. Therefore, it can be concluded that the problem-solving skills of XI-6 of SMA N 3 Salatiga students in Bivariate Statistics improved after the implementation of the POGIL model.

Inventive Problem-Solving Skills Effectiveness in RBT Project-Based Learning (PBL)

Examining how well a TRIZ-based Project-Based Learning (PBL) module fosters creative problem-solving abilities in secondary school students enrolled in Design and Technology (RBT) courses is the goal of this study. The combination of PBL with structured creative problem-solving techniques like TRIZ, particularly in the context of RBT topics, is still largely unexplored, even though PBL has been widely used in Malaysian education. In this quasi-experimental study, 118 Form 2 students were split into two groups: a control group (n = 58) that received traditional instruction and a treatment group (n = 60) that received the PBL intervention. The 12-week TRIZ methodology-based module was presented to the treatment group. The treatment group's mean scores increased by 34% (from 50.72% to 67.93%) compared to the control group's 16% improvement, according to pre- and post-test data. Significantly, the treatment group showed a stronger change in mastery levels and high order thinking abilities in every aspect of problem-solving. The results imply that the TRIZ-based PBL module fosters structured and innovative problem-solving skills more successfully than conventional methods. By giving a scalable methodology for developing 21st-century skills, the study offers new insights by presenting a verified pedagogical framework that incorporates TRIZ into project-based learning for secondary education.

Implementation of Multimedia-assisted Collaborative Game-Based Learning to Improve Competitive Spirit and Problem Solving Ability in Literacy Learning for Elementary Students

Implementation of Multimedia-assisted Collaborative Game-Based Learning to Improve Competitive Spirit and Problem Solving Ability in Literacy Learning for Elementary Students. Objectives: This study aims to analyze the effectiveness of collaborative game-based learning assisted by multimedia in improving the competitive spirit and problem solving skills of literacy learning for elementary school students. Methods: A quantitative research approach was used, with an experimental research design. The specific design was a one-group pre-test post-test design. The research subjects consisted of 30 grade 4-6 students from an elementary school in Surabaya. Data were collected through pre- and post-test assessments to evaluate the impact of the intervention. Findings: The findings revealed that the implementation of multimedia-assisted collaborative game-based learning had a significant positive effect on students' competitive spirit and problem-solving abilities. By integrating game elements with team-based collaboration, this approach enhanced students' literacy skills while fostering critical, creative, and analytical thinking. The collaborative nature of the games allowed students to engage in healthy competition, which not only boosted their motivation but also improved their teamwork and communication skills. Additionally, students developed negotiation skills and learned how to work cooperatively to achieve common goals, which are vital social competencies. Conclusion: In conclusion, the implementation of multimedia-assisted collaborative game-based learning proved to be an effective strategy for enhancing students' competitive spirit, problem-solving skills, and literacy development. The approach, by combining game elements with collaborative efforts, effectively promoted critical thinking and enhanced social skills, making it a promising educational tool for elementary school students. This study suggests that game-based learning, supported by multimedia, can be an engaging and effective method to improve both cognitive and social outcomes in literacy education. Keywords: collaborative learning, game-based learning, literacy learning, competitive spirit, problem solving skills.

Analisis Pengaruh Pembelajaran Tematik Berbasis Proyek Untuk Meningkatkan Kreativitas Siswa SD

This study aims to analyze the impact of implementing project-based thematic learning on enhancing the creativity of elementary school students. The method employed is a Systematic Literature Review (SLR) by examining five research articles published in nationally accredited journals from 2015 to 2025. The primary data sources are secondary data in the form of previous research articles, obtained through a systematic search using Google Scholar and other academic databases. Data collection was carried out by selecting articles based on the keywords "Project Based Learning" and "student creativity," using well-defined inclusion and exclusion criteria. The data were analyzed using a descriptive qualitative approach, focusing on learning models, implementation stages, and their effects on students' creativity. The results show that project-based thematic learning significantly improves students’ creative thinking skills, encourages active engagement in the learning process, and fosters critical thinking and problem-solving abilities. Therefore, this approach is proven to be an effective innovative learning strategy for developing student potential in 21st-century education.

The Mediating Effect of Study Habits on the Relationship between Math Anxiety and Problem-solving Skills of Grade 10 Mathematics Students in Davao Oriental

Math anxiety has affected the learning of many learners by blocking their mathematical problem-solving abilities. Students continue to believe that problem-solving is more difficult despite not being able to do so, only to find that they exert less effort in developing these skills. This study aimed to determine whether study habits significantly mediate the relationship between math anxiety and problem-solving of grade 10 mathematics students in the Division of Davao Oriental. A descriptive-correlational research design with mediation analysis was used. The respondents of this research were 224 Grade 10 learners from five public secondary schools in Governor Generoso South District. Stratified random sampling was utilized. This study used two adapted questionnaires – Math Anxiety Scale developed by Erol, (1989) as utilized by Olmez & Olmez, (2019), and Study Habits Questionnaire adapted from Sakirudeen & Sanni, (2017) – and one researcher-made questionnaire. Mean, Standard Deviation, Pearson r and Sobel’s z-test were used as statistical tools. The data was stored in encrypted digital files and kept in a locked cabinet for physical documents, accessible only to the researcher. Findings were analyzed using licensed statistical software and interpreted based on the study's objectives. Study findings revealed students’ math anxiety as moderately evident, their study habits as highly observed, and poor problem-solving skills. However, the results of the study showed no significant relationships in any pair of variables. Moreover, the results conclude that study habits do not significantly mediate the relationship between math anxiety and problem-solving skills. The researcher recommends that students focus on developing their problem-solving skills, rather than prioritizing extracurricular activities, and use their online and offline resources for their studies. Likewise, teachers must also encourage their learners to engage during class discussions and activities. Further, it is recommended that further research investigating other variables related to students' problem-solving skills as a function of their level of math anxiety and study habits be conducted.

The Role of Adversity Quotient in Enhancing Students’ Mathematical Problem-Solving Skills

This research is motivated by the low mathematical problem solving ability of students at State Junior High School 19 Kerinci. The purpose of this study is to determine and analyze students' mathematical problem solving abilities in terms of Adversity Quotient (AQ) on quadratic equation material. The problem solving indicators in this study use the problem solving ability indicators according to Polya. This research is a qualitative study. This research was conducted at State Junior High School 19 Kerinci with the subject selection technique used was purposive sampling. The selection of research subjects was based on the results of students' daily test scores on quadratic equation material. The data collection in this study was a mathematical problem solving ability test on quadratic equation material, and an Adversity Quotient questionnaire. Data analysis was carried out using quantitative descriptive techniques, namely summarizing numeric (quantitative) data sequentially and in a structured manner. The results of this study indicate that Adversity Quotient (AQ) can provide significant changes to students' mathematical problem solving abilities, especially in classes IX B and IX C as samples in this study. With this research, it is hoped that mathematics learning in class can be carried out in various ways, so that it can hone and improve students' problem-solving abilities and Adversity Quotient (AQ).

The effect of geometer sketchpad on secondary school students’ mathematical intelligence

In recent years, the impact of teaching technology on students’ mathematical intelligence has received essential academic attention. Students’ mathematical intelligence is a crucial criterion to measure their mathematical understanding and problem-solving ability. Geometry Sketchpad (GSP) is a dynamic geometry software which effectively promotes mathematical cognitive development through its interactive visualization features. Given that the exact function of GSP remains inadequately investigated. This study aims to analyze the impact of GSP on mathematical intelligence in two key dimensions: geometric imagination and functional cognition. By following the PRISMA guidelines, 26 articles from Google Scholar, Web of Science and Scopus were screened for data analysis. A major finding is that GSP has an impact on the development of students’ mathematical intelligence. For example, the dynamic visualization feature of GSP can enhance students’ geometric imagination skills and spatial reasoning. Also, using GSP is conducive to improving students’ problem-solving skills and deepening their understanding of geometric concepts. In addition to demonstrating the functions of GSP, I constructed four types of conic curves. By reading this article, readers can easily understand the applications of GSP. Mathematics teachers can understand the functions of GSP and use it in teaching process. Peer researchers can comprehend limitations of the literature in this field.

Reading Comprehension as a Predictor of Mathematical Word Problem-solving Ability among Grade 7 Students

Reading comprehension is a foundational skill that significantly influences students' ability to solve mathematical word problems. This study investigated the predictive relationship between reading comprehension and mathematical word problem-solving ability among 100 selected Grade 7 students at Matiao National High School in Mati City, Davao Oriental, Philippines, using a predictive-correlational design. Using Pearson’s correlation analysis on data from 100 Grade 7 students, the study assessed performance across three reading comprehension levels—literal, inferential, and critical—and four basic mathematical operations. Results showed strong performance in literal comprehension (83.6%) and addition (86%), but substantial difficulty in critical comprehension (37.2%) and division (26.6%), indicating challenges in higher-order thinking and complex operations. A statistically significant positive relationship was found between reading comprehension and math problem-solving ability. Guided by Cognitive Load Theory, the study underscores how reading skills support cognitive processing in mathematics. Findings suggest that integrating reading strategies into math instruction may improve students’ understanding of word problems. Educational stakeholders are encouraged to implement interdisciplinary approaches that enhance both literacy and numeracy. Future research may focus on intervention programs aimed at improving reading comprehension to support mathematical achievement.

Analisis Kemampuan Pemecahan Masalah Matematis Siswa Kelas VII Pada Materi Bentuk Aljabar Menggunakan Model Pembelajaran Problem Based Learning di SMP Kristen Palla

This study aims to analyze the mathematical problem-solving abilities of seventh-grade students at SMP Kristen Palla on the topic of algebraic expressions using the Problem Based Learning (PBL) model. This research employed a qualitative descriptive approach involving 20 student participants. Data were collected through problem-solving tests and interviews based on Polya's problem-solving steps: understanding the problem, devising a plan, carrying out the plan, and reviewing the result. Data analysis techniques using the Miles & Huberman model, namely; data reduction, data presentation, and drawing conclusions. The results showed that 10 students (50%) demonstrated high problem-solving abilities and achieved mastery, 6 students (30%) were in the medium category, and 4 students (20%) were in the low category. Based on the minimum mastery criterion (KKM) set at 75, 10 students (50%) met the standard, while the other 10 (50%) did not. The PBL model effectively supports students in developing critical thinking and problem-solving skills, making learning more meaningful and contextual. This study is expected to serve as a reference for teachers in implementing effective instructional strategies to enhance students' mathematical problem-solving abilities

The Implementation of Polya’s Strategy with Lumio Media to Enhance Students’ Mathematical Problem-Solving Skills on Junior High School

Mathematics is a fundamental discipline that plays an important role in developing students' logical, analytical, and systematic thinking skills. However, many students still struggle with solving non-routine mathematical problems due to a reliance on memorization and teacher-centered learning. This study aims to improve students’ mathematical problem-solving ability, especially in probability, through the implementation of Polya’s problem-solving steps assisted by Lumio interactive media. This classroom action research employed the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages conducted over two cycles. The research subjects were 12 eighth-grade students from SMP Muhammadiyah Kwandang. Data were collected through tests and observation sheets, then analyzed both quantitatively and qualitatively. The instruments included essay tests based on probability story problems and validated observation sheets for teacher and student activities. The results showed a significant improvement in students’ problem-solving skills. The average score increased from 70.05% in the first cycle to 83.59% in the second cycle. The proportion of students achieving mastery also rose from 33% to 91.7%. Learning activities became more interactive and student-centered. It is concluded that integrating Polya’s strategy and Lumio media is effective in enhancing students’ mathematical problem-solving skills and active learning engagement.

Analysis of Project All Numerates (PAN): Basis for Enhanced Intervention Program

This study evaluated the effectiveness of Project All Numerates (PAN) as a foundation for an enhanced intervention program for Grade 7 learners at Pablo Roman National High School during S.Y. 2019-2024. Additionally, it examined PAN's intervention strategies and their impact on learner performance, analyzed performance differences based on numeracy skills, and explored teachers' experiences in administering the program. A descriptive research design was employed, involving 394 students selected through complete enumeration. A teacher-made test, designed using insights from various educational resources, served as the primary assessment tool for evaluating students’ numeracy skills. Additional data collection methods included informal interviews, observations, and documentary analysis. Statistical tools such as mean percentage scores and frequency counts were utilized to determine students’ strengths and weaknesses in numeracy. The findings revealed significant challenges in implementing PAN, including catering to diverse learning needs, effectively integrating technology, and maintaining student engagement. To address these challenges, teachers employed various strategies such as differentiation, peer tutoring, technology integration, and real-world applications. Despite these challenges, the project had a positive impact on student performance, leading to notable improvements in numeracy skills, critical thinking, and problem-solving abilities. However, the availability of resources and support for teachers varied, influencing the overall effectiveness of the intervention. The study highlighted the need for an improved intervention program to build on PAN’s successes and address its limitations. As a result, a new program, Project All Numerates Plus, was proposed. This enhanced initiative focuses on individualized support, comprehensive resource development, ongoing professional development, more effective technology integration, and rigorous assessment methods. By strengthening these aspects, the program aims to create a more equitable and effective learning environment for all students. The proposed enhancements align with the study’s conclusion that PAN had a positive influence on students’ numeracy skills and overall academic performance. The implementation of diverse teaching strategies contributed to increased student engagement and motivation. However, the study underscored the importance of continuous support, teacher training, and equitable access to resources and technology to sustain and further expand the gains achieved through PAN. The study recommends ongoing research and program evaluation to ensure the continuous development and success of numeracy interventions in the school.

Analyzing the Connection of Soft Skills and Student Internship in a Local College: A Convergent Study

This study explored the vital role of soft skills in shaping the internship experiences of students and their overall impact on instructional competence and career readiness. Using a convergent parallel mixed-methods approach, the research combined quantitative data from 123 fourth-year education students with qualitative insights gathered from 14 participants through focus group discussions and in-depth interviews. The objective was to examine how students developed and applied communication, teamwork, problem-solving, and critical thinking skills during their internships, and how these competencies influenced their performance in real-world teaching settings. Surveys and interviews captured students’ perceptions of their internship experiences and how these contributed to their personal and professional growth. The findings indicated that the students generally exhibited strong soft skills, with critical thinking emerging as the most developed, followed by communication, teamwork, and problem-solving abilities. Furthermore, the effectiveness of the internship experience was shaped by factors such as mentorship quality, program structure, and the alignment between students’ responsibilities and their academic preparation. These results provided valuable insights for educational institutions, industry partners, and policymakers in enhancing internship programs to better prepare students for future careers. Strengthening the design of internship experiences can help equip students with essential competencies for success in the workforce. This research adds to the growing body of knowledge on experiential learning and reinforces the significance of internships as a core element of higher education.

The Effectiveness of Using WordPress CMS as an Interactive Learning Media on Students' Mathematical Problem Solving Ability

Students’ mathematical problem-solving abilities remain low due to the lack of interactive media and technological limitations in learning. Previous studies have primarily focused on the practicality, validity, and effectiveness of learning media in improving student achievement. This study offers a new contribution by specifically examining the effectiveness of WordPress-based CMS in enhancing students’ mathematical problem-solving skills. The research aims to investigate the effectiveness of using WordPress CMS as an interactive learning medium for students at MTs Negeri 11 Cirebon. A quasi-experimental design was employed, involving an experimental group using WordPress CMS and a control group using conventional media. The findings indicate that students’ acceptance of the WordPress-based learning media was in the good category (86.32%). There was an increase in post-test scores (86.05) compared to pre-test scores (31.67), with classical mastery reaching 93%. The effect test showed that the use of WordPress CMS had a significant influence on problem-solving ability, contributing 64.6%. An independent sample t-test revealed a significant difference between the experimental and control classes, with an N-Gain of 79.28% (effective) in the experimental group and only 22.6% (ineffective) in the control group. The study is limited by its sample scope and the specific features of CMS used. The findings suggest that WordPress CMS can serve as an innovative tool in digital mathematics learning, providing a more interactive and effective learning experience. Academically, this study enriches the discourse on digital media development and encourages the integration of CMS platforms into technology-based mathematics instruction.

Bringing Math to Life: Enhancing Problem Solving Skills in Probability of Random Variables through Digitized Comics

Abstract concepts in mathematics, such as probability, often present significant challenges for students, impacting their comprehension and problem-solving abilities. This study investigated the effectiveness of digitized comics as strategic intervention materials (SIMs) to improve students' skills in solving probability-based word problems. The research aimed to make learning accessible, reduce math anxiety, and enhance student motivation by integrating complex mathematical concepts into visually engaging, story-driven comic formats. The study employed a mixed-methods design, collecting both quantitative and qualitative data to examine the impact of comic-based SIMs on student learning outcomes. Quantitative data, gathered from pre-test and post-test scores of control and experimental groups, showed a statistically significant improvement in performance for students utilizing the comics. The experimental group achieved a post-test mean score of 20.07 (Very Satisfactory) compared to the control group’s 11.67 (Fairly Satisfactory). Furthermore, the experimental group’s mean gain score (14.93) was notably higher than the control group’s (6.33), with a statistically significant difference (t=7.82, p<0.001), confirming the SIM's effectiveness in enhancing problem-solving abilities. Qualitative data indicated that students experienced reduced math anxiety and increased interest through comics-based learning, which also facilitated the recall and application of problem-solving strategies. However, challenges in mathematical reasoning persisted, and student feedback highlighted areas for improvement, including the incorporation of more color, summaries, diverse problem types, and additional practice problems. The study concluded that digitized comics are an effective tool for enhancing both cognitive and affective aspects of learning probability. The findings underscored the effectiveness of SIMs that combine visual and narrative elements, validating comics as a powerful tool for supporting learning in mathematics. Integrating comic-based SIMs into the mathematics curriculum presents a promising strategy for improving student engagement and comprehension in challenging subjects like the probability of random variables.

Teaching of Mathematics at the Higher Secondary Level of Malda District.

Mathematics subject is playing very important role in school curriculum. It plays an important role in students life. Mathematics helps students to build their knowledge and problem-solving ability, and share their knowledge in learning environment. Mathematics teacher has play important role to make their learners as a pro- learner of mathematics. Teacher works as a supervisor who trains and helps students to develop their knowledge and understanding by learning. So many students fear to math an develop math phobia in schools. It causes anxiety in young minds when they face critical mathematical problems. It is the teacher who acts as a saviour for those students by guiding the with proper knowledge, technique, TLM, different type of teaching method, teaching skill and proper evaluation process and helps them to build their knowledge. For those reasons I selecting my topic name Teaching of mathematics at higher secondary level of Malda District. For conducting my research work I randomly take 100 mathematics teachers as my sample by using descriptive and survey method was used for the study, I observe their teaching method, teaching technique, teaching skill, teaching learning material and evaluation process with the help of observation schedule.

Efektivitas E-LKPD dalam Liveworksheets berbasis Problem Based Learning pada Materi Hukum Dasar Kimia terhadap Kemampuan Pemecahan Masalah Peserta Didik Fase E

Problem-solving ability is a crucial skill that must be developed to help students navigate increasingly complex challenges. This study aims to determine the effectiveness of using e-LKPD in Liveworksheets integrated with problem-based learning on the topic of basic chemical laws in enhancing students’ problem-solving skills. The research employed a nonequivalent control group design, with a population comprising all Grade X Phase E students at SMA Negeri 3 Padang Panjang (277 students) during the odd semester of the 2024/2025 academic year. A sample of 66 students was selected through purposive sampling, consisting of classes X.E.3 and X.E.4. Data were collected through a problem-solving ability test. The results showed an average N-Gain of 70%, categorized as moderately effective. A hypothesis test was conducted to assess significant improvement after treatment, with normality and homogeneity tests confirming that the data were normally distributed and homogeneous. A t-test at a 0.05 significance level yielded tₕᵢₜᵤₙg (1.8685) > tₜₐᵦₑₗ (1.69), indicating that H₀ is rejected and H₁ is accepted. The study concludes that the use of e-LKPD in Liveworksheets based on problem-based learning significantly improves students’ problem-solving abilities in the topic of basic chemical laws. The implication is that interactive digital media, when integrated with problem-based learning approaches, can serve as an effective strategy for chemistry instruction in the digital era.