: Belajar matematika cenderung formal dan kaku serta kurang menyenangkan. Disamping itu pemahaman tentang nilai-nilai dalam pembelajaran matematika yang disampaikan para guru belum menyentuh keseluruh aspek yang mungkin. Terdapat hubungan yang saling asing antara materi matematika di sekolah dengan kehidupan keseharian siswa setempat, sehingga hal ini menyebabkan matematika sulit dipahami oleh siswa.Etnomatematika merupakan representasi kompleks dan dinamis yang menggambarkan pengaruh kultural penggunaan matematika dalam aplikasinya.

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This current study aimed to examine the levels of TPACK among pre-service and in-service science teachers, including several influencing factors such as gender, status, and age. Through a study of TPACK dimensions of the 211 pre-service and in-service biology teachers in junior high school and science teachers in senior high schools were identified. The results depicted that pre-service and in-service science teachers dominate the understanding and application of non-technological dimensions.

This research aims to know how to collapse the theory of flat Earth according to Islamic philosophy and Al-Quran. The research used is qualitative research with a literature study method, namely tracing journals, articles, books, Tafsir Al-Quran, and other sources that support, combine, analyze, and draw conclusions. The results of the study that the philosophy of Islam and the Qur'an argue in detail and detail that the theory of Flat Earth or flat earth is contrary to the thought of the figures of Islamic philosophy and Qur'anic verses.

One way to evaluate general biology practicum is to know the students' perceptions of general biology practicum. This study aims to determine student perceptions of general biology practicum, general biology practicum planning, facilities and infrastructure of general biology practicum, and also to determine the perceptions of students towards the implementation of general biology practicum majoring in biology IAIN Kerinci. This research belongs to the category of qualitative research.

This article aims to explain the nature of competency-based education (CBE) by examining the concept of competency as an educational outcome and its implications for curriculum and instruction. Analysis of problems related to CBE and its application in learning is done by incorporating CBE concepts into curriculum design. Some of the consequences of implementing it in schools are also discussed. Each of the ideas put forward can be used as a frame of reference for determining the types of difficulties a school will face when a CBE-based curriculum is implemented.