Recently, in Indonesia, project-based learning (PjBL) has been used as an alternative approach in the teaching and learning process. Research on PjBL has been widely conducted in many countries at various levels. In most previous studies, PjBL was used to improve students' competence in certain math subjects. This study uses a case study research method to determine the effectiveness of PjBL at university in improving pre-service teachers' PCK. The research was carried out in 2022 involving fourteen mathematics education study program students selected by purposive sampling. The instruments used consisted of observation sheets, tests, and questionnaires. During the PjBL activity, participants were given a project to develop teaching materials for geometric transformation using certain teaching-learning strategies. The results of the study show that PjBL can improve students' PCK ability, although participants face several obstacles related to commitment to completing projects on time. Therefore, PjBL can be applied in the teaching-learning process to support professional mathematics teachers.

This research based on community service aims to evaluate the effectiveness of the science, technology, engineering, and mathematics (STEM) approach in strengthening the literacy and numeracy learning profile of students at Eakkapapsasanawich Islamic School Thailand. The research employs a quantitative research approach with a single-group pre-test and post-test control design. The research sample consists of two groups: an experimental group receiving STEM-based instruction and a control group receiving conventional instruction. The total number of students involved in this study is 60, with each group comprising 30 students. Data collection techniques include pre-test and post-test assessments involving literacy and numeracy-related questions relevant to the school curriculum. Data analysis is conducted using descriptive statistical methods and independent t-test to compare test results between the experimental and control groups. The results indicate that students who received instruction with the STEM approach experienced a significant improvement in numeracy literacy compared to those who received conventional instruction. The average scores of the final test in the experimental group were significantly higher than those in the control group. Statistical analysis also reveals a significant difference between the two groups in terms of improvement in numeracy literacy scores. This suggests that the STEM approach is effective in enhancing the literacy and numeracy learning profile of students.

The study investigated the impact of the first principle approach (FPA) on students’ performance in determining limiting reagents in chemical stoichiometry. A quasi-experimental design, involving 120 science students from two colleges of education in Ghana, was adopted. Sixty (60) students each were randomly assigned to the experimental group (EG), which was taught using FPA, and the control group (CG), which followed traditional teaching approach (TTA). Data on students’ entry knowledge (EK) and their performance on algorithmic problems (AP) and conceptual problems (CP) were collected and analyzed using descriptive and inferential statistics. The mean scores for EK were moderate for both groups (EG: 66.00%; CG: 68.30%). After treatments, there was no statistically significant difference in the groups’ performance on AP. However, the EG significantly outperformed the CG on CP, indicating that FPA enhanced students’ conceptual understanding of limiting reagents. The findings suggest that FPA is an effective teaching strategy for fostering deeper conceptual understanding and problem-solving skills in stoichiometry. This study highlights the importance of incorporating FPA into chemistry education to improve students’ ability to determine limiting reagents.

This study analyses the impact of manipulative learning tools, specifically the Engino toy blocks, on the mathematical performance of pre-primary students, especially in understanding the sections of counting and addition. The research hypothesis states that students using Engino toy blocks will perform significantly better than those using traditional learning methods. An experimental design of randomly assigning the students was employed, involving 50 students divided equally into an experimental group (students who used Engino toys) and a control group (students who did not use Engino toys). Statistical analysis included mean comparison, standard deviation and independent t-test to analyse performance differences. Findings indicate that students in the experimental group performed better, showing a mean value increase of approximately 37% compared to the control group, and a p-value was also found to be less than the significance level of .05. The large effect size of 0.83 demonstrates a strong influence of using the toy blocks in their learning experience. These results highlight the effectiveness of Engino toy blocks in improving engagement and deeper understanding of the concepts in early mathematics education.