This article investigates how instructors can utilize the integration of early literacy skills and the arts to cultivate the appreciation and celebration of cultures in early childhood classrooms. The theoretical framework is developed through three personal accounts establishing a rationale for the importance of a viable home to school connection for young children. Finally, the suggested activities support the transference of theory into classroom practice.
The purpose of this study was to determine the effect of motivation and gender on students' mathematical problem-solving abilities. This research is ex-post facto research. The population in this study were class VII students of SMP Negeri 5 Wonomulyo as many as 144 students with a sample of 44 students. The instrument used in this study is a test of mathematical solving abilities and student learning motivation questionnaire. The indicator of the ability to understand the problem is the ability to plan problem-solving, ability to solve problems, and the ability to reexamine the results obtained. Indicators of motivation are the desire and desire to succeed, the encouragement and need to learn, the hopes and aspirations of the future, the appreciation in learning, and the existence of interesting activities in learning. Analysis of the data used is a regression with dummy variables, simple regression, and multiple regression. The analysis was carried out at a significance level of 5%. The results obtained are: (1) there is no significant influence between gender on students 'mathematical problem-solving abilities, (2) there is significant influence between learning motivation on students' mathematical problem-solving skills, (3) together there are influences significant between motivation and gender towards students' mathematical problem-solving abilities.
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