Stories of native peoples being disenfranchised from modern life and being disadvantaged within different social spheres from the realm of formal education to the world of work are nothing new. Even in developed nations, some native peoples find it hard to adjust to the lifestyles of the majority population, what more within developing countries where the sense of social justice is low and native peoples are left to fend for themselves in the name of development and modernity. Centring on the Orang Asli population of Malaysia, this qualitative research was carried out to map the field before a large-scale academic inquiry is executed at the Royal Belum State Park in the state of Perak, Malaysia for the following two years. Four Orang Asli teachers in the state of Perak were individually interviewed to collect ‘thick’ qualitative data regarding the current state of the Orang Asli population in formal education (i.e., in primary and secondary schools). This research is very much interested in three core subject matters. Firstly, how formal education and the process of schooling play a part in the lives of Orang Asli children and teenagers. Secondly, what should teachers and other educators do to ensure that Orang Asli children and teenagers benefit as much as they could from their primary and secondary schooling. And finally, where is the place of non-formal or informal education within the lifespan development of Orang Asli children and teenagers, as they face increasing challenges to maintain their traditional way of life and living.

Even though the world has crossed into the next decade, non-formal education through community-based learning and other traditional learning avenues remains a powerful force in human lifespan development, especially for native peoples who possess thousands of years of local knowledge. Focusing on the Orang Asli (native peoples) of Malaysia, this empirical study was carried out to map the field before a more extensive research project is executed at the Royal Belum State Park in the state of Perak, Malaysia for the next two years. Six Orang Asli adolescents (three females and three males) from two local institutions of higher learning in Perak were interviewed individually and through focus group discussion sessions regarding their engagement with non-formal education within their own communities, from when they were much younger until they became tertiary level students. This study focuses on three permutations of non-formal education as operationalised by our research questions. First, as stories about the world around the participants that were told by elders in their communities and passed on from one generation to the next. Second, as first-hand experience on indigenous knowledge that is unique to their own communities and still practised by certain community members. And third, as a complementary form of education vis-à-vis the formal process of schooling, particularly for young Orang Asli children. ‘Thick’ qualitative data presented and discussed in this study deepen our understanding of non-formal education for and by the Orang Asli in Malaysia, as examined through contemporary lenses in a new decade of human history.

Even though we have effectively completed a fifth of this new century, non-formal education through community-based learning and other traditional avenues of learning persist as powerful forces in the growth of the human lifespan, particularly for native peoples who have thousands of years of local knowledge. Focusing on Malaysia's Orang Asli (native peoples), this study was conducted to map the field until a more detailed research project is undertaken for the next two years at the Royal Belum State Park in Perak State, Malaysia. Six Orang Asli adolescents (three females and three males) from two local higher learning institutions in Perak were interviewed individually and through focus group sessions regarding their engagement with non-formal education within their own communities, from when they were much younger up to this present time. This study focuses on three non-formal educational permutations as operationalised by our guiding (research) questions. First, as tales of the world around the participants that were shared in their communities by their elders and transmitted from one generation to the next one. Second, as an understanding of first-hand aboriginal knowledge that is unique to their own cultures and still practised by some members

Tales of indigenous peoples being disenfranchised from modern life and marginalised from formal education to the world of work within various social spheres are nothing new. Even in more developed nations, it is problematic for some indigenous peoples to adapt to the lifestyles of the majority population, what more in developing countries where social justice is low and indigenous peoples in the name of development and modernity are left to fend for themselves. Centring on Malaysia's Orang Asli population, a qualitative study was conducted to map the field prior to a large-scale academic inquiry for the next two years at the Royal Belum State Park in the state of Perak, Malaysia. Four Orang Asli teachers in Perak state were interviewed individually to gather 'thick' qualitative data about the current state of the Orang Asli population in formal education (in primary and secondary schools). This empirical project is very interested in three main topic areas. First, how formal education and the schooling cycle play a part in the lives of children and adolescents living in Orang Asli communities. Second, what Orang Asli teachers and other educators do to ensure that Orang Asli children and adolescents benefit from their primary and secondary educational experience. And third, where is the position of non-formal or informal education within Orang Asli's lifespan

Classroom action research in general aims to improve the quality of learning of 8th grade MTs N 1 Pati learners. Research is carried out in two cycles, where each cycle consists of planning, implementation, observation, and reflection stages. Cycle I and cycle 2 each consist of two encounters. Student activity data is dug up with a Learner's Liveliness Observation Sheet, while the student's learning outcome data is dug up with the Learning Outcome Test. This research includes a type of classroom action research (PTK), with its main characteristic being repeated actions and the main method is self-reflection aimed at improving learning. PTK is a problem-solving activity characterized by cyclic and reflection that starts from: a) planning, b) actions, c) observing, d) analyzing data/information to decide the extent of the advantages and disadvantages of such actions (reflecting). PTK is characterized by continuous improvement so that research satisfaction is often the benchmark of the cycle. The use of the right media in mathematics learning will be able to change students' attitudes and behaviors to be more active in participating in mathematics lessons while making it easier for students to find their own problem solving results. In this case the medium used is Geogebra to help explain the material of the Circle. The results of the study turned out that with geogebra media can increase the activeness and learning outcomes of students. This can be seen from the percentage increase in the results of observations of activeness learning from all aspects from pre-cycle to cycle 2 experienced an increase of 32.45% and the increase in the average score of the replay value from the initial condition to cycle 2 increased by 19.65%.