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This study aims to improve the literacy skills of fifth-grade students at SDN Citarik III through the implementation of thematic learning. The method used in this research is Classroom Action Research (CAR), which was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The results of the study showed significant improvement in the students' literacy skills, reflected in the increased literacy test scores and active student involvement in group discussions. The thematic learning approach successfully enhanced students' reading, writing, and critical thinking skills. This improvement was more evident in the second cycle, where the majority of students showed significant progress in their literacy abilities.

This study aims to improve the learning outcomes of students in class IV-A in IPAS subjects, especially on the material of friction and muscle force, by using the Problem Based Learning (PBL) Learning Model at SDN Pakis 1 Surabaya. This research is a Classroom Action Research (PTK) conducted in two cycles, each of which consists of planning, implementation, observation, and reflection stages. The subjects of this study were 28 students of class IV-A. The instruments used include learning outcome tests to measure students' understanding of the material taught. The results showed a significant increase in student learning outcomes. At the pre-cycle stage, only 39% of students achieved mastery, while 61% of students were not yet complete. After the implementation of PBL, in cycle 1 student completeness increased to 71%, and in cycle 2 all students reached completeness with a percentage of 100%. PBL proved to be effective in improving students' understanding of the concepts of friction and muscle force through problem solving that is relevant to everyday life. Thus, the application of Problem Based Learning (PBL) can significantly improve student learning outcomes in IPAS subjects, especially in understanding abstract concepts such as force. This method is also effective in developing students' critical and collaborative thinking skills.  

This research aims to improve the narration writing skills through a picture and picture learning model for the students of Class IV in SDN Dukuh Kupang II Surabaya. This research is a Classroom Action Research (CAR). The subject of this research is the students of Class IV in SDN Dukuh Kupang Surabaya, a total of 28 students. The method used in this research is descriptive quantitative. The techniques used to collect data in this research are tests and observation. The data analysis techniques used are test data and observation data analysis. The result is success portrayed by the improvement of pre-cycle I and II results. On the pre-cycle, the students obtain an average score of 65.89 with a percentage of 42%. Meanwhile, on cycle I, the average score resulted in 77.76 with a percentage of 78%. Then, there is another escalation on cycle II with the average score result being 86.60 with a percentage of 92%. In conclusion, this research shows that there is an improvement in the narration writing skills through the picture and picture learning model in the students of Class IV in SDN Dukuh Kupang Surabaya.

The lack of student interest and motivation which has an impact on low mathematics learning outcomes is the background of this class action research. This study aims to improve the learning outcomes of grade I students on flat building materials through the application of the Project-Based Learning (PjBL) model with the Culturally Responsive Teaching (CRT) approach. The research method used is Classroom Action Research (PTK) model Kemmis and Mc. Taggart model with two cycles, each of which consists of planning, implementation, observation, and reflection stages. The results showed that the application of the PjBL model through the CRT approach can improve student learning outcomes. This was shown by an increase in the percentage of classical learning completeness from 44.44% in cycle I to 88.88% in cycle II, as well as an increase in the average N-Gain from 0.35 (medium category) in cycle I to 0.66 (medium category) in cycle II. Thus, the PjBL model with the CRT approach can effectively be used in learning mathematics to improve student learning outcomes.

This research is motivated by the low learning outcomes of first-grade students in the subject of mathematics, specifically in the topic of grouping and presenting data in the form of lists and tables. The aim of this study is to investigate the improvement of first-grade students' learning outcomes in mathematics through the implementation of the problem-based learning model using a culturally responsive teaching approach. This research is classified as a classroom action research conducted in two cycles. The subjects of this study are 27 first-grade students from SDN Putat Jaya IV-380 Surabaya. Data for this research were collected through observations and tests, and were analyzed using quantitative descriptive methods. The results indicate that implementing problem-based learning through a culturally responsive teaching approach can enhance students' learning outcomes in mathematics, specifically in the topic of grouping and presenting data in the form of lists and tables. The average pre-cycle learning outcome was 69.55, which increased to 78.51 after the first cycle of PBL implementation, and further improved to 90.88 in the second cycle. Based on these findings, it can be concluded that the problem-based learning model through culturally responsive teaching is effective in enhancing the learning outcomes of first-grade students in mathematics at SDN Putat Jaya IV-380 Surabaya..  

This study aims to evaluate the effectiveness of the interactive learning model based on Contextual Teaching and Learning (CTL) on student learning outcomes in science subjects for second-grade elementary school students, particularly on the topic of recognizing plants as living organisms. The research method used is a Systematic Literature Review (SLR). Literature search was conducted through academic databases such as Google Scholar,, and PubMed using keywords like “Contextual Teaching and Learning,” “CTL,” “science learning outcomes,” “elementary education,” and “recognizing plants.” From the several potential articles identified, a selection of articles met the inclusion criteria and were analyzed in-depth. The analysis results indicate that the application of the CTL model consistently improves student learning outcomes, as evidenced by enhanced conceptual understanding, learning motivation, and active student participation in the classroom. The analyzed studies reported a significant increase in the average learning outcomes of students following the implementation of CTL. Additionally, this learning model makes learning more meaningful and relevant to the students’ daily lives. In conclusion, the CTL learning model is effective in enhancing student learning outcomes in science subjects for second-grade elementary school students, implying that schools and educators should consider the broader adoption of CTL and provide adequate support and training for teachers.

This research was conducted to improve students' reading and writing skills. Because the ability to read and write the beginning is still very low. The use of multiple methods as a solution to be used in the learning process is a strategy to be able to achieve learning objectives. This research method is based on Classroom Action Research (PTK) which in the process carries out several stages including planning, implementation, observation and reflection. The subject of this study is a student of 1st grade SDN 2 Sodong. The data collection technique uses a qualitative descriptive approach and is presented in tabular form. The research was conducted in 2 cycles, cycle 1 showed the results that the completeness of beginning reading was 46% and the completeness of beginning writing was 38.4%. In Cycle 2 there was a very significant change with reading and writing completeness of 85%. Thus, the use of multi-methods is proven to improve reading and writing skills in grade 1.