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The purpose of this study is to analyze various forms of low student concentration behavior during learning activities at Sungai Tarab Elementary School, as well as the factors underlying these conditions in classroom learning processes. This research uses a qualitative method with a case study design, focusing on an in-depth understanding of phenomena occurring in the field. The selection of research informants uses a purposive sampling technique, where informants are determined based on specific criteria related to the research problem to ensure that the data obtained is valid and reliable. Data were collected through three techniques, namely in-depth interviews, observation, and document study. The data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results of the study show that forms of low student learning concentration behavior include walking around the classroom, talking with friends during lessons, and disturbing classmates when they feel bored and uninterested in classroom learning activities. This condition indicates the need for more interactive teaching strategies and more effective classroom management. It is important for teachers to improve student focus through varied and engaging learning approaches, as well as strengthening classroom discipline. In addition, support from the school environment and parents also contributes to reducing these behaviors sustainably.

This study is motivated by the low ability of seventh-grade students to understand and write procedural texts, particularly in terms of linguistic features and the logical sequencing of steps. These conditions indicate the need for a learning model that actively engages students and enhances their analytical thinking skills. This research aims to examine the effect of the Problem Based Learning model on students’ ability to analyze and write procedural texts at SMP Negeri 1 Warungkondang. The study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The research population consisted of all seventh-grade students, with a sample of 32 students divided into an experimental class and a control class. Data were collected through comprehension tests, procedural text writing assessments, and classroom observations of student learning activities. Statistical analysis was conducted to identify differences and improvements in students’ abilities following the implementation of the learning model. The findings reveal that students’ understanding of procedural text structure was at a moderate level, with the highest achievement in identifying text goals and the lowest in mastering linguistic features. Students’ writing ability was predominantly categorized as moderate, indicating that while they understood the basic structure of procedural texts, they encountered difficulties in organizing steps logically and in detail. Furthermore, the use of audiovisual media within problem-based learning significantly increased student engagement and learning enthusiasm, although oral communication skills remained limited. These results suggest that Problem Based Learning is effective in improving procedural text learning outcomes; however, it should be supported by focused linguistic guidance and staged writing practice to optimize students’ overall writing performance.  

Analyzing procedural texts is an essential competence in Indonesian language learning at the junior high school level, as it requires students to apply analytical thinking and understand textual structures systematically. However, in classroom practice, students often experience difficulties in identifying text structure, linguistic features, and communicative purposes of procedural texts. This study aims to describe the implementation of the Problem Based Learning model in teaching procedural text analysis to ninth-grade students at SMPN 2 Sukaluyu Cianjur and to examine its role in developing students’ analytical abilities. The research employed a qualitative descriptive approach involving students and an Indonesian language teacher as research subjects. Data were collected through classroom observation, analysis of students’ work, and documentation of learning activities. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings indicate that the implementation of Problem Based Learning increased students’ engagement in the learning process, encouraged active discussion and collaboration, and supported students in understanding and analyzing the structure and linguistic features of procedural texts more effectively. Students were not only able to comprehend procedural text concepts theoretically but also demonstrated the ability to apply analytical skills in evaluating and revising texts. The learning process became more meaningful as students actively constructed knowledge through problem-solving activities related to real-life contexts. The results of this study imply that Problem Based Learning can serve as an effective alternative instructional model for Indonesian language learning, particularly in fostering analytical skills, learner autonomy, and meaningful engagement in procedural text instruction at the junior high school level.

This study aims to describe the innovation of implementing Pembelajaran Berbasis Masalah integrated with differentiated instruction and digital technology in Indonesian language learning modules at the junior high school level. The research employed a qualitative descriptive approach. The research subjects were students of the Teacher Professional Education Program (PPG) in Indonesian Language and Literature who developed and implemented PBL-based Indonesian language learning modules. Data were collected through document analysis of the learning modules and semi-structured interviews with the PPG students as the module developers and implementers. The data were analyzed using content analysis techniques, including data reduction, data display, and conclusion drawing. The findings indicate that the implementation of PBL in Indonesian language modules fosters more contextual, meaningful, and student-centered learning. The integration of differentiated learning, Mengajar di Tingkat yang Tepat (TaRL), and Pengajaran Responsif Budaya (CRT) enables teachers to accommodate students’ diverse abilities and backgrounds. The use of digital media and social media platforms in assignments and presentations enhances students’ motivation, participation, and communication skills. Moreover, authentic assessment and reflective activities contribute to the development of students’ critical thinking, collaboration, and independence in line with the Pancasila Student Profile. Therefore, this PBL-based module can serve as a best practice model for innovative learning aligned with the Merdeka Curriculum and the demands of 21st-century education.

This journal studies Project Based Learning (PjBL) as one of the innovative learning strategies that use projects or activities as a means of learning to improve students' learning motivation, learning outcomes, knowledge, and skills. The method used in this study is a qualitative approach with literature studies, namely by collecting and analyzing data from various scientific journals, articles, and relevant literature that discuss PjBL, active learning strategies, student learning motivation, and achievement of learning outcomes at various levels of education, especially at the elementary school level. The results of the study show that the implementation of PjBL has proven to be effective in increasing students' learning motivation because this approach emphasizes active involvement, collaboration, a sense of responsibility, and the development of students' creativity during the learning process. More than that, this strategy allows students to learn through hands-on experience and real-world problem-solving, thus making the learning process more contextual, fun, and meaningful. In addition to increasing motivation, PjBL also contributes significantly to improving learning outcomes, because students understand the material more easily when it is associated with daily life. These findings affirm the importance of implementing project-based learning strategies as an alternative learning model relevant to the needs of the 21st century, emphasizing critical thinking, communication, collaboration, and creativity (4C) skills. Therefore, this study recommends that teachers and educators integrate the PjBL approach systematically and structurally in learning planning and in the curriculum to improve the quality of education, student involvement, and learning outcomes in a comprehensive, effective, and sustainable manner.

This study aims to improve the understanding of third grade elementary school students on time measurement material through the application of the Numbered Heads Together (NHT) learning model with board game media. The main problem in conventional learning is the low active involvement of students and the difficulty in understanding the concept of time concretely. This research is a Classroom Action Research (PTK) conducted in two cycles using the Kemmis and McTaggart model. The research subjects were 23 third grade students of SDN 1 Langon, Jepara. Data collection techniques included observation, interviews, tests, and documentation. The results showed a significant increase in student understanding, which was marked by an increase in the average score from 65.3 in the pre-cycle to 85.3 in cycle I, as well as an increase in learning completeness from 40% to 68%. Students were more active in discussions, motivated, and able to explain the concept of time independently. The NHT and board game model creates a collaborative and fun learning atmosphere and supports students' cognitive, social and emotional development. These results prove that educational game-based learning strategies are effective in improving the understanding of abstract mathematical concepts, especially time measurement.

This article discusses the use of technology and learning models on student learning outcomes and interests in elementary schools. In elementary schools, learning innovation is very important to improve education and student learning outcomes. Using technology and implementing innovative learning models as a strategy to make learning more effective, interesting, and meaningful. Interactive applications, digital devices, and online platforms are some of the technologies that help students be more actively involved in class, such as quizz application training, digital dictionaries, educational games, learning videos, and so on that make learning more fun and interactive. In addition, learning models such as project-based learning (also known as Project-Based Learning), cooperative learning Think Pair Share, and problem-based learning are used to improve student learning outcomes and increase their interest in learning in elementary schools. An effective combination of appropriate teaching techniques and technological support has been shown to improve student understanding, enthusiasm, and learning outcomes at the elementary school level. Thus, educators must continue to innovate and keep up with technological advances in order to provide optimal learning experiences for their students.

Many problems during the learning process result in a decrease in student learning motivation which has a negative impact on academic achievement and makes students less active. This can be seen from (1) the rarity of students asking or responding to questions (2) students rarely communicate difficulties to teachers (3) students are also often late in submitting assignments. With these problems, researchers tried to apply the project based learning model with a constructivist approach analysis implemented at SMA Negeri 1 Majene. The subjects of this study were 38 grade X MIPA students of PAI subjects and one of the PAI subject teachers. The method used is descriptive qualitative, data collection techniques are observation, interviews and documentation. Data analysis techniques by means of data collection, data reduction, data presentation and drawing conclusions. The results of this study students have been faced with a problem and have the ability to analyze complex problems, investigate, evaluate, viewpoints and draw conclusions based on evidence and reasoning coupled with the spirit of student collaboration is very compact in each group, where a collaboration is a process of achieving a goal that is done together helping each other, and the most supportive thing in the learning process activities is the extrinsic factor of students which is the stimulation from outside, namely the people around them. In the application of constructivism in learning, it is expected that students are more active and teachers as facilitators become more innovative.

This study aims to determine the influence of the Project Based Learning (PjBL) learning model on students' creative thinking skills in Social Sciences (IPS) subjects at SMP Negeri 8 Gorontalo. Creative thinking skills are one of the 21st century skills that need to be developed in the learning process, especially in social studies lessons that require analysis and solving social problems. This study employed a quantitative approach utilizing primary data from questionnaires distributed to students at SMP Negeri 8 Gorontalo. The sample consisted of 30 respondents, and the data analysis was performed using simple linear regression. The analysis shows that the t-count for the project-based learning model variable is 6.060. To determine whether Ho is confirmed or rejected, the t-table was calculated at a 5% statistical significance level, resulting in a t-table of 1.701. The comparison indicates that the t-count is greater than the t-table. This leads to the rejection of Ho, implying a significant effect of the project-based learning model on students' creative thinking skills.

This study aims to develop and design the Blooket Game, Blooket is a website-based interactive learning platform in the form of a quiz game that functions as a learning media in class and can increase student learning interest in Fiqh Muamalah material as a learning media at Mts Hidayatul Muhajirin Palangka Raya. The method used is development research (R&D) with the Borg and Gall model, which includes ten stages but the researchers here only take four stages, namely: 1) Identification of Potential and Problems, 2) Data Collection, 3) Product Design, 4) Design Validation and researchers added one more stage, namely 5) Main Trial. So in this study there are five stages developed. The research subjects consisted of 30 students of class IX MTs Hidayatul Muhajirin. Data was collected through Google Forms given to students after the use of the media, as well as feedback on students' learning experiences in the classroom. The results showed that the use of Blooket educational game significantly increased students' interest in learning. With the average score of students' interest in learning before the use of the media was 50%, and increased to 90% after implementation in the classroom. In addition, students also showed higher enthusiasm in following the learning and actively participating in learning activities. This study concludes that Blooket educational game-based learning media can be an alt.

This research discusses the optimization of implementing collaborative learning in the topic of norms and rules, integrating the Problem Based Learning (PBL) approach and Kahoot games with with assessments conducted both in groups and individually, along with observations by an observer. The study was conducted at MIN 1 Balikpapan with 28 students consisting of 12 male students and 16 female students. The assessment was designed to enhance students’ conceptual understanding and social skills through innovative and interactive methods. Observation results show that students are able to communicate and work together effectively in groups, while the presentation and question and answer stages encourage critical thinking skills and self-confidence. The group-based Kahoot game created a fun and competitive atmosphere, increasing students’ motivation and engagement in learning. Individual evaluations conducted at the end of the assessment measured the extent of students' understanding after the collaborative learning process. Overall, this assessment approach successfully fostered an active learning environment that supported the development of students' understanding of the material, social skills, and independent learning abilities. Final results showed that 29% of students achieved a perfect score of 100, 32% scored 90, 21% scored 80, and 14% achieved a passing grade with a score of 70. Only 4% of students did not meet the passing criteria, scoring 60. These findings demonstrate that the majority of students were able to achieve satisfactory learning outcomes.  

This study aims to determine the effect of problem based learning model on students' scientific thinking skills. This type of research is experimental research, the design used is a quasi-experimental with a pretest posttest non-equivalent control group design. This research was conducted in class IV at one of the Private Elementary Madrasahs in Batubara Regency. The population of the study was all students in class IV with a total sample of 30 students. The instrument used was a scientific thinking ability test in the form of 5 essay questions. The results of this study used the analysis prerequisite test, namely the normality test and the homogeneity test. The hypothesis test in this study used the paired sample t test statistic on the IBM SPSS version 29 program, the sig value was obtained. (2tailed) is 0.001 <0.05 so that Ho is rejected and Ha is accepted indicating the influence of the problem based learning model on students' scientific thinking skills. For further researchers, this research should be completed by examining other aspects in detail that have not been reached at this time.

This research was motivated by the low learning outcomes of class IV students at SD Negeri Bulakrejo 03 Sukoharjo on the learning content of Pancasila Education with material on the application of  Pancasila in social life. The aim of this research is to find out the results of improving learning outcomes by implementing the PBL (Problem Based Learning) learning model in elementary schools. The subjects of this research were fourth grade students at SD Negeri Bulakrejo 03 Sukoharjo with a total of 30 students. This research uses classroom action research procedures consisting of planning, implementation, observation and reflection stages. Data collection techniques in this research used observation, tests and documentation. The criteria for assessing success in this material are 70 from 1-100 points in accordance with the criteria for completing the minimum PPKn lesson content.  The research results show that the application of the PBL (Problem Based Learning) learning model can improve PPKn learning outcomes. At the pre-cycle stage the average student score was 65.25; in cycle I with a value of 75,60; and in cycle II it increased to 81.93. The use of the PBL (Problem Based  Learning) learning model has been proven to improve student learning outcomes.

By using a problem-based learning (PBL) model supported by flashcard media, classroom action research (CAR) was conducted in two cycles, with observation, reflection, implementation, and planning. The aim was to improve student learning outcomes in the five senses material in grade III. The results showed that, in the first cycle, 44% of students achieved completion, with an average score of 68%; in the second cycle, the percentage of completion increased to 86%, with an average score of 82%. These results indicate that the application of the PBL model with flashcard media can help students understand the five senses material better. As a result, this learning approach can be used as an alternative to improve the quality of learning in elementary schools.

This research aims to determine the characteristics of LKPD based on mathematical sentences, determine the feasibility of LKPD products, and determine students' interest in learning after implementing LKPD based on math sentence problems in chapter 11 class IV. This type of research is Development Research (Research and Development) using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model and the resulting product is a mathematical sentence-based LKPD. This research involved 22 class IV students at SD Negeri 1 Pasung. The feasibility of the LKPD is tested with validation from expert practitioners, media and materials. Data collection used in this research was interviews, observations, questionnaires, tests and documentation. The interview sheet is used to analyze the needs of educators and students before preparing the product. The results of this research concluded that the LKPD has attractive design characteristics, diverse character traits, problem presentation in the form of dialogue, problem presentation stages that are in accordance with the PBL model, presentation of material in the form of videos and games. The feasibility of this LKPD is declared appropriate and not revised, because it is in accordance with the quality indicators of the LKPD content, media, materials and illustrations. Students' interest in learning increased by 41% after using this mathematical sentence problem-based worksheet.

Based on data analysis in the initial reflection which still shows the learning outcomes of students who are still lacking, research was carried out by applying the 4C (Creativity, Critical Thinking, Collaboration, And Communication) oriented Problem Based Learning (PBL) model in learning Balinese, especially cecimpedan material. This study aims to determine the ability of students to write cecimpedan and determine student responses in class X PH 5 SMK Negeri 5 Denpasar in the 2023/2024 academic year with the research subjects being 40 students. This research uses theories including: (1) writing, (2) Balinese paribasa, (3) 21st century learning, (4) 4C in learning, (5) Problem Based Learning (PBL) model. Data were collected using test and observation methods, while the data processing method used descriptive statistics. The results of this study showed that before the application of the 4C-oriented Problem Based Learning (PBL) model (Creativity, Critical Thinking, Collaboration, And Communication) the average student score was 62.55. With clasical learning completeness only 22.5%. In cycle I, it increased to 82.65 with clasical learning completeness reaching 87.5%. Student responses to the application of the 4C-oriented Problem Based Learning (PBL) model (Creativity, Critical Thinking, Collaboration, And Communication) also increased from pre-cycle to cycle I. In the pre-cycle, the average student response was 58.77 with a category of less and increased in cycle I to 86.37% with a good category

Learning media is an important thing to do in learning, therefore researchers develop learning media. This research was conducted at MTs Salafiyah Kasim because this school has potential and problems. The problem that researchers found in class was the lack of student activity in participating in history learning in class, namely at the beginning of learning there were students who felt sleepy and apart from that other students preferred to play with their classmates, so students became less active in the material. From the results of these observations, the researcher obtained several problem formulations, namely 1.) What are the steps for developing infographic media on the theme of the upgrading temple for class VII students at Mts Salafiyah Kasim. 2.) What is the level of validity of developing infographic media on the theme of upgrading temples for class VII students at Mts Salafiyah Kasim. This research includes development research or R&D (Research and Development) using the ADDIE development model. Data collection by researchers uses observation, questionnaires and documentation. The data obtained will be in the form of qualitative and quantitative data. Qualitative data in the form of observations and short interviews and quantitative data in the form of test scores and results from validation of infographic media. The validity of infographic media on the theme of upgrading temples is in the good category. In the media expert validity test the average was 50 with a percentage of 83%, in the material expert validity test the average was 93 with a percentage of 88%. Based on these results, infographic media is suitable for use. Steps for developing infographic media on the theme of temple upgrading. In the first stage of analysis, the researcher analyzed the needs in consultation with the class VII social studies teacher at Mts Salafiyah Kasim, namely Ludfi ​​Abu Mahmud, S. Mat., in the second stage of design, the researcher designed the infographic media as attractively as possible , the third stage of development, the researcher validates the learning media with validators, the fourth stage of implementation, the researcher tests the media for large-scale and small-scale trials. The fifth stage of evaluation, comparison of trials of infographic media on a large scale and a small scale.

There are so many problems about curriculum, including the curriculum for children with special needs. For example, curriculum in inclusive schools cannot beappliedproperlyduetothelackofhumanresourcesmasteryonthecurriculum itself.  needs in Lentera Hati School and what are the supporting factors and obstacles in implementing the curriculum. The results of this study are: the implementation of the curriculum at Lentera Hati School includes curriculum planning described in RPPM and RPPH which refers to the 2013 SD curriculum which is then modified by decreasing the learning achievement standards according to the students’ needs and abilities. Child classification is based on the student’s mental age and ability. RPPH is designed as flexible as possible because classes are heterogeneous. The core activities of learning refer to the development of Religious and Moral Values, Motoric Physical, Cognitive, Language, Social Emotions, Art and Creativity. Learning media are used to prioritize the effective and efficient and safe principles for students. The scoring system is based on assessment from the teacher and the results of therapy.

The aim of this research is to determine research trends and describe relevant research results regarding cooperative learning models on the mathematical representation abilities of students at the junior high school/MTs level. The method used in this research is literature study or generally known as Systematic Literature Review (SLR) to answer the problem formulation in the research. This research consists of five stages, namely formulation of research questions (Research Question), literature search (Search Process), determination of inclusion criteria (Inclusion Criteria), assessment of literature sources (Quality Assessment), and data analysis (Data Analysis). The study literature search process was carried out by accessing Google Scholar, Publish or Perish, and Garuda. Data was obtained related to keywords and based on the inclusion criteria, namely 22 articles that met the criteria. The research results from reviewing the 22 articles show that the cooperative learning models most widely used to improve representation abilities are cooperative learning models with the STAD and TPS types. The most published articles regarding cooperative learning models on representational abilities were in 2019. The description of research results related to cooperative learning models on representational abilities is that they are able to improve the mathematical representational abilities of students at the SMP/MTs level and equivalent. The cooperative learning model can be combined with appropriate media, strategies and approaches so that it can improve students' mathematical representation abilities.

This research aims to improve student learning outcomes in class I of SD Inpres Nawaripi by using a problem-based learning model assisted by bigbook media. The research was carried out over 3 (three) cycles, each cycle consisting of 4 (four) stages, namely planning, action, observation, and reflection/evaluation. The research instrument uses an observation sheet on the implementation of learning using the practice method and objective tests in the form of essy tests. The subjects in this research were class I students at SD Inpres Nawaripi with a total of 27 students. Subject determination is obtained based on the results of observations of the class to be studied and based on the results of referrals from the school principal. The results of this research obtained a value during the pre-cycle of 54.44, in the first cycle it increased to 63.70 and then in the second cycle the test results became 85.60, after taking action in the second cycle. The level of completion of learning outcomes in the pre-cycle reached 14.81%, the level of achievement of learning outcomes in cycle I reached 51.85%, and the level of achievement of learning outcomes in cycle II became 92.60%. Thus it can be concluded that the use of a problem-based learning model assisted by bigbook media can improve the learning outcomes of class I students at SD Inpres Nawaripi.