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This research is based on the results of field observations, namely the low learning outcomes of students due to the lack of learning activities involving students because the learning process is still centered on the teacher, so that students are still less active in the learning process. The purpose of this study is to describe the improvement in student learning outcomes in learning about the circumference of flat shapes using the Problem Based Learning model in class V of SDN 15 Anduring, Padang City. This type of research is classroom action research (CAR) using qualitative and quantitative approaches. This research was conducted in two cycles, with research procedures consisting of planning, implementation, observation, and reflection. The research data obtained are related to the results Problem Based Learning model learning. Data collection techniques in the form of observation analysis, tests and non-tests. The subjects of this study were class teachers as observers, researchers as practitioners or teachers, and 24 students of class V SDN 15 Anduring, Padang City. The results of the study showed that: First, the cycle I teaching module obtained an average of 60% (C), increasing in cycle II to 90% (SB). Second, the results of the implementation of learning aspects of teachers in cycle I obtained an average of 75% (C), increasing in cycle II to 90% (SB). Third, the results of the implementation of learning aspects of students in cycle I obtained an average of 70% (C), increasing in cycle II to 90% (SB). Thus, it can be concluded that the Problem Based Learning model can improve student learning outcomes in learning the Perimeter of Flat Shapes in class V SDN 15 Anduring, Padang City.

This research is based on the results of field observations, namely the low learning outcomes of students due to the lack of learning activities involving students because the learning process is still centered on the teacher, so that students are still less active in the learning process. The purpose of this study is to describe the improvement in student learning outcomes in learning about the circumference of flat shapes using the Problem Based Learning model in class V of SDN 15 Anduring, Padang City. This type of research is classroom action research (CAR) using qualitative and quantitative approaches. This research was conducted in two cycles, with research procedures consisting of planning, implementation, observation, and reflection. The research data obtained are related to the results Problem Based Learning model learning. Data collection techniques in the form of observation analysis, tests and non-tests. The subjects of this study were class teachers as observers, researchers as practitioners or teachers, and 24 students of class V SDN 15 Anduring, Padang City. The results of the study showed that: First, the cycle I teaching module obtained an average of 60% (C), increasing in cycle II to 90% (SB). Second, the results of the implementation of learning aspects of teachers in cycle I obtained an average of 75% (C), increasing in cycle II to 90% (SB). Third, the results of the implementation of learning aspects of students in cycle I obtained an average of 70% (C), increasing in cycle II to 90% (SB). Thus, it can be concluded that the Problem Based Learning model can improve student learning outcomes in learning the Perimeter of Flat Shapes in class V SDN 15 Anduring, Padang City.

Learning based on Higher Order Thinking Skills (HOTS) is an effective strategy for sharpening children's intelligence in elementary schools. HOTS questions are designed to train students' critical, analytical, and creative thinking skills, enabling them to solve problems independently. This article discusses the basic concepts of HOTS questions, strategies for their implementation in learning, and their benefits in improving children's comprehension quality. Several effective strategies in HOTS-based learning include using challenging questions, problem-based learning, reflective discussions, and utilizing technology and interactive media. Additionally, this article identifies the challenges faced in implementing HOTS in elementary schools and solutions that educators can apply. With proper implementation, HOTS questions can help students develop higher-order thinking skills essential for facing future challenges.    

Learning based on Higher Order Thinking Skills (HOTS) is an effective strategy for sharpening children's intelligence in elementary schools. HOTS questions are designed to train students' critical, analytical, and creative thinking skills, enabling them to solve problems independently. This article discusses the basic concepts of HOTS questions, strategies for their implementation in learning, and their benefits in improving children's comprehension quality. Several effective strategies in HOTS-based learning include using challenging questions, problem-based learning, reflective discussions, and utilizing technology and interactive media. Additionally, this article identifies the challenges faced in implementing HOTS in elementary schools and solutions that educators can apply. With proper implementation, HOTS questions can help students develop higher-order thinking skills essential for facing future challenges.    

Many students study in Jakarta but seem to learn nothing. In fact, most of them cannot speak good and correct Indonesian, in fact, there are also students who have not mastered Indonesian vocabulary. The phenomenon of learning difficulties occurs because of serious problems in education in Indonesia, one of which is the lack of mastery of Indonesian in universities. This study aims to reveal the existence of sociolinguistics on the attitudes/opinions of ITPLN students in using language in the campus environment. Finding sociolinguistic factors that strengthen and weaken the use of Indonesian in the engineering field. This study uses quantitative methods and correlational descriptive surveys, namely research conducted to obtain information about data, then processed with statistics with the preliminary study stage carried out with a quantitative descriptive approach. The results of this study show the value of the determinant coefficient (R2) = 0.192, which means that around 19.2% of changes in sociolinguistic variables and learning achievement can be explained by student learning achievement. Then based on the results of the t-test, sig0.000 <0.005 was obtained, meaning that the influence was significant. In other words, sociolinguistic variables provide a significant positive contribution to the learning achievement of ITPLN students. The results of the F test obtained F count 14.04 sig0.000<0.005 Ftable shows that Ha is accepted and Ho is rejected, meaning that there is a positive and significant influence. So it can also be concluded that the proposed hypothesis can be accepted.

Many students study in Jakarta but seem to learn nothing. In fact, most of them cannot speak good and correct Indonesian, in fact, there are also students who have not mastered Indonesian vocabulary. The phenomenon of learning difficulties occurs because of serious problems in education in Indonesia, one of which is the lack of mastery of Indonesian in universities. This study aims to reveal the existence of sociolinguistics on the attitudes/opinions of ITPLN students in using language in the campus environment. Finding sociolinguistic factors that strengthen and weaken the use of Indonesian in the engineering field. This study uses quantitative methods and correlational descriptive surveys, namely research conducted to obtain information about data, then processed with statistics with the preliminary study stage carried out with a quantitative descriptive approach. The results of this study show the value of the determinant coefficient (R2) = 0.192, which means that around 19.2% of changes in sociolinguistic variables and learning achievement can be explained by student learning achievement. Then based on the results of the t-test, sig0.000 <0.005 was obtained, meaning that the influence was significant. In other words, sociolinguistic variables provide a significant positive contribution to the learning achievement of ITPLN students. The results of the F test obtained F count 14.04 sig0.000<0.005 Ftable shows that Ha is accepted and Ho is rejected, meaning that there is a positive and significant influence. So it can also be concluded that the proposed hypothesis can be accepted.

Students critical thinking skills cannot develop appropriately if in the learning process, the teacher is not active. Therefore, to improve students' critical thinking skills, a teacher should choose and use strategies, approaches, and methods techniques that involve students actively in learning, both in manner mental, physical, and social. One alternative learning that provides opportunities for students to develop students' critical thinking skills in problem solving is problem-based learning. This research was a research study literature examining related journal application of problem-based learning to improve critical thinking skills. The findings of this study included: (1) the implementation of PBL has the potential to help students motivate and provide learning experiences; and (2) PBL implementation is very useful in improving students' critical thinking skills, provided that teachers and students can apply each stage of PBL well.

Students critical thinking skills cannot develop appropriately if in the learning process, the teacher is not active. Therefore, to improve students' critical thinking skills, a teacher should choose and use strategies, approaches, and methods techniques that involve students actively in learning, both in manner mental, physical, and social. One alternative learning that provides opportunities for students to develop students' critical thinking skills in problem solving is problem-based learning. This research was a research study literature examining related journal application of problem-based learning to improve critical thinking skills. The findings of this study included: (1) the implementation of PBL has the potential to help students motivate and provide learning experiences; and (2) PBL implementation is very useful in improving students' critical thinking skills, provided that teachers and students can apply each stage of PBL well.