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This study aims to analyze environmentally based science learning as an effort to enhance ecological awareness among elementary/Islamic elementary school (SD/MI) students through a literature review approach. The method employed is a Systematic Literature Review (SLR) by examining reputable scientific articles published between 2020 and 2026. Data were collected through documentation, with literature selected using purposive sampling based on topic relevance, while data analysis utilized content analysis techniques to identify patterns, characteristics, and key findings across studies. The results indicate that environmentally based science learning is characterized by the integration of scientific concepts with real environmental contexts, the use of contextual approaches, and the application of active learning models such as problem-based learning, project-based learning, and inquiry learning. This approach has been proven to play a significant role in enhancing students’ ecological awareness, including knowledge, attitudes, and environmentally responsible behaviors. However, its implementation still faces several challenges, such as limited facilities, teacher competencies, and suboptimal integration into the curriculum. Additionally, research gaps remain, particularly regarding the lack of studies examining long-term impacts on students’ ecological behavior. Therefore, more innovative learning strategies and more comprehensive future research are needed.

Critical thinking skills are considered a fundamental skill essential for facing the challenges and complex issues of the 21st century. One teaching strategy considered effective in fostering these skills is the Problem-Based Learning (PBL) method. This study aims to describe the application of PBL in the teaching and learning process and its impact on strengthening students' critical thinking skills. The approach used in this research is classroom action research (CAR) with descriptive qualitative methods. The study results revealed that the use of PBL can improve students' critical thinking skills, particularly in the aspects of interpretation, analysis, and assessment. In addition, the implementation of PBL also has a positive impact on increasing student activeness, collaboration skills, and independence in the learning process. Obstacles encountered during the learning process can be minimized through the application of appropriate strategies, such as providing scaffolding and optimizing the use of digital-based learning resources. These findings make an important contribution to the development of more effective teaching methods in improving the quality of students' critical thinking in schools, as well as offering practical solutions for teachers to increase student engagement in problem-based learning.

This research is motivated by the problems faced by students in understanding fictional texts. Many students struggle to connect literary content with their personal experiences or real-life contexts, resulting in low reading interest, poor comprehension, and limited participation in literature learning. To address this issue, this study aims to develop an electronic module on fictional works based on Bogor’s local wisdom, to be integrated into Indonesian language learning at the secondary school level. The module is designed using local folk stories from the Bogor region—such as legends, myths, and traditional tales—which are rich in cultural and moral values. This approach seeks to make literary material more relatable, contextual, and meaningful for students, thus enhancing their engagement and understanding. This research employs the Research and Development (R&D) method using the ADDIE model, which consists of five stages: 1) Analysis, 2) Design, 3) Development, 4) Implementation, and 5) Evaluation. Data collection techniques include observation, interviews with teachers and students, expert validation (media, content, and language), and questionnaires to assess students’ responses to the developed module. The results indicate that the module received a very high level of validation from experts: 94.4% from media experts, 96.6% from content experts, and the Sundanese translation was reviewed and verified by language experts. Student responses during both initial and main trials showed that the module was categorized as highly feasible and effective. These findings demonstrate that the electronic module meets technical, pedagogical, and cultural standards. In conclusion, this study contributes to the development of culturally responsive teaching materials and offers an innovative and engaging alternative for literature instruction. It also supports students in deepening their appreciation for local culture while improving their ability to understand and analyze fictional texts more effectively.

This study aims to systematically examine the use  of interactive physics e-modules based in Problem-Based Learning (PBL) in improving students’ critical and creative thinking skills. The research method employed a Systematic Literature Review (SLR) following the PRISMA protocol. Literature search was conducted through online databases such as Google Scholar, Garuda, OneSearch, and Publish or Perish using keywords: “interactive e-module”, “problem-based learning”, “students’ critical thinking”, “students’ creative thingking”, and “physics learning media”. After applying inclusion-exclusion criteria, 30  relevant articles were selected for analysis. The findings indicate that PBL-based e-modules are effective in enhancing higher-order thinking skills, particularly in analyzing problems, providing logical arguments, and generating innovative solutions. Moreover, interavtive e-modules contribute significantly to increasing student motivation and active participation during the learning process. Therefore, the use of PBL-based interactive physics e-modules can serve as a strategic alternative for educational innovation in the digital era, especially in fortering students’ critical and creative thinking abilities.

The problem of this study is the lack of students' critical thinking skills in mathematics learning. The purpose of this text is to describe critical thinking in mathematics. The methodology used in the research of this article is qualitative. One of the methods used is qualitative using data collection techniques in the form of diagnostic tests. From several sources obtained, the most relevant data related to this article are presented. The ability to think critically has been proven to have a very important role in learning the material rounding numbers. Students who have good critical thinking skills are not only able to apply rounding rules mechanically, but also understand basic concepts and can apply them in various problem contexts. This study recommends the importance of integrating learning strategies that can develop students' critical thinking skills in mathematics learning, especially through problem-based learning approaches and contextual learning.

This article aims to explore the importance of contextual learning in improving elementary students' understanding of scientific concepts through a literature review method. The analysis of various sources reveals that the contextual approach enhances students’ learning motivation, active engagement, and conceptual understanding. Learning linked to everyday experiences allows students to construct deeper and more sustainable meanings. Moreover, real-world contexts help develop students' critical thinking and problem-solving skills. Literature studies indicate that integrating contextual approaches into science learning creates a more meaningful and enjoyable learning environment. Previous research also demonstrates improved student achievement in science when contextual learning is applied consistently and systematically. Therefore, it is recommended that teachers design instructional strategies based on local and relevant contexts. In conclusion, contextual learning significantly contributes to enhancing elementary students' understanding of science concepts and deserves to be a primary approach in the basic education curriculum.

This study aims to examine effective learning strategies in improving elementary school students' understanding of Higher Order Thinking Skills (HOTS) mathematics questions through a numeracy approach. The numeracy approach is an ability that not only involves numeracy skills, but also understanding and applying mathematical concepts in the context of everyday life so that students can think critically, analytically, and creatively. The method used in this study is a literature study that examines various scientific sources related to the application of numeracy and the development of HOTS in mathematics learning at the elementary school level. The results of the study indicate that learning strategies such as problem-based learning, Indonesian Realistic Mathematics Education (PMRI), collaborative learning, the use of interactive media, and integrated numeracy formative assessments are very effective in helping students master HOTS questions. In addition, the development of metacognitive abilities and adjusting strategies to student characteristics are also important factors for successful learning. The numeracy approach that links mathematical concepts to real contexts can increase students' learning motivation and active involvement so that understanding of HOTS questions can increase significantly. This study recommends that teachers integrate the numeracy approach in the planning and implementation of mathematics learning in order to produce meaningful learning that is oriented towards the development of students' high-order thinking skills.

Active learning is an instructional approach that positions students as central participants in the learning process through interactive, collaborative, and reflective activities. This study aims to examine the implementation of active learning strategies in enhancing student engagement at the elementary school level. A literature review method was employed, analyzing 20 national and international scholarly articles published between 2019 and 2024. The findings indicate that strategies such as Problem-Based Learning, cooperative learning, and experiential learning effectively increase students' participation, motivation, and academic achievement. The integration of digital media and educational games also contributes positively to students’ focus and emotional engagement during lessons. However, several implementation challenges were identified, including limited teacher competence, insufficient learning facilities, and time constraints within the curriculum. These findings highlight the importance of policy support, continuous teacher training, and the provision of adequate learning resources to ensure the optimal application of active learning in elementary classrooms. Therefore, active learning emerges as a strategic solution to improve the quality of primary education by fostering student-centered and engaging learning experiences.

This study aims to analyze the impact of the Problem Based Learning (PBL) model on the learning outcomes of intellectually disabled 11th-grade students at SLB Negeri Sukapura, Kiaracondong District, Bandung City, in science subjects. The study involved two students with IQ ranges between 40-67. A collaborative approach was used, involving researchers and teachers to observe students' activities during problem-based learning sessions. Data were collected through observations, interviews, and learning outcome tests. The results indicated that implementing PBL positively influenced students' engagement and understanding, particularly among students with higher IQs. However, challenges persisted for students with lower IQs, requiring adjusted teaching methods for greater effectiveness. The application of PBL demonstrated an average improvement in learning outcomes, although some students did not meet the minimum mastery criteria. This study suggests further enhancements in the implementation of PBL to optimize learning experiences for intellectually disabled students.

This research aims to analyze the types of errors made by fifth grade elementary school students in solving mathematical problems. This research uses a qualitative descriptive method with a case study approach. The research subjects were 25 students who were selected based on the criteria of various academic abilities and difficulties in problem solving. Data was collected through mathematical problem solving tests, semi-structured interviews, and observations. The research results showed that students' errors in solving mathematical problems were divided into three types, namely: conceptual errors (44%), procedural errors (36%), and calculation errors (20%). Conceptual errors occur due to students' lack of understanding of basic mathematical principles, such as fractional number operations. Procedural errors are caused by students' ignorance in determining systematic steps to solve problems. Meanwhile, calculation errors arise due to students' low accuracy and concentration. This research recommends using a problem-based learning approach and interactive media to increase students' understanding of concepts. Apart from that, providing varied practice questions and feedback can help students correct their mistakes. Thus, students' mathematical problem solving abilities are expected to increase significantly.

This article reviews the implementation of the Independent Curriculum in the learning process of Pancasila and Citizenship Education (PPKn) subjects using literature analysis. The Independent Curriculum is an innovative step that aims to improve the quality of learning by providing flexibility for teachers and students. Its implementation in PPKn has been applied in several schools such as SMA Negeri 1 Pringgabaya and MA Negeri 1 Ngawi. The findings show that the Independent Curriculum in PPKn is implemented using open modules, formative and summative assessments, and project-based, collaborative, and problem-based learning methods. The use of the Independent Curriculum allows students to express themselves, learn independently, and develop their talents and abilities. This article states that the implementation of the Independent Curriculum in PPKn has the potential to improve the quality of meaningful learning and in accordance with the needs of students.

This research discusses variations in students' ability to understand mathematical concepts as well as the challenges faced by teachers in adapting effective teaching strategies. Differences in mathematical understanding between students are often caused by factors such as educational background, learning motivation, and the teaching methods applied. This article examines adaptive teaching solutions, such as problem-based learning, the use of educational technology, and collaborative approaches to help teachers meet the needs of students with varying levels of understanding. The method used in this research is a descriptive qualitative method. By using observation and interviews as data collection methods, this research found that differences in students' mathematical understanding abilities were caused by internal and external factors, such as motivation, academic background, and teaching methods. The research results show that students have different abilities in understanding mathematics learning concepts.

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 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..  

In the era of increasing digitalization, the integration of technology in education is becoming increasingly important. One area that has received a major contribution from technology is mathematics education at the secondary school (SMA) level. The use of mathematics software has become a highly effective tool for teachers and students in understanding complex mathematical concepts, developing computational skills, and solving problems more efficiently and interactively. This article analyzes various literature studies related to the use of mathematics software in high school, with a focus on developing students' computational thinking abilities. Computational thinking (CT) abilities, which were first introduced by Seymour Papert, are important skills that help students in decision making and problem solving. Various studies show that the integration of CT in educational curricula, particularly through teaching programming and the use of mathematical software, can improve students' computing skills. Although there are challenges in implementation, such as lack of infrastructure and teacher training, this study highlights the importance of using technology in mathematics education to create a dynamic, interactive, and relevant learning environment. This research aims to provide a comprehensive analysis of literature studies related to the use of mathematics software in high school and its influence on the development of students' computational thinking skills. By understanding the findings from previous studies, it is hoped that this research can make a significant contribution to designing a more effective mathematics curriculum and provide practical guidance for educators in integrating mathematics software in everyday learning. The results of the analysis show that technology-based interactive learning methods, the use of special software such as Matlab and Geogebra, as well as programming training with languages ​​such as Java and Python, all show positive results in improving students' computing skills. However, there is still a need to improve abstract thinking skills and address variations in computational abilities among students.

Real analysis is a course that requires formal proof of a formal definition. Almost all students have difficulty learning real analysis. These problems require the provision of learning models that can serve students who learn real analysis. The purpose of this study is to provide an overview or description of the Model to improve the quality of real analysis lectures. The method used in this study is Systematic Literature Review. The results of the study concluded that models to improve the quality of real analysis lectures are very diverse. Learning models such as the use of Flow Proof and Extended Triad Level ++ Learning Models, to the application of learning modules such as Project-Based Learning Modules can be effectively and efficiently used to improve the quality of real analysis lectures.

This research aims to determine the difference in student learning outcomes regarding linear equations and inequality taught using the PBL model compared to student learning outcomes taught using the Direct Instruction model. This research is quasi-experimental. The samples in the research were class X-IPA as an experimental class with a total of 17 students. The instrument used in this research consisted of a learning outcomes test in the form of a written test in the form of an essay with material on linear equations and inequalities. The data collection technique is through observation and tests in the form of evaluation questions. The test is carried out twice. Namely, the pretest is carried out at the beginning of the research to determine students' achievement scores before treatment, and the posttest is carried out in both control and experimental groups after treatment. Based on hypothesis testing using independent test statistics (T-test), tcount = 3.596 and ttable = 1.694 at a significance level of ⍺ = 0.05. The research results show that the tcount value is more significant than ttable because (3.596 > 1.694) with a sig (2-tailed) value of 0.014 < 0.05 so it can be said that there is a significant difference in the learning outcomes of the experimental group using the PBL model and the control group using the Direct Instruction learning model which means that there is an influence of the application of the PBL learning model on the learning outcomes of class X students at SMA Negeri 2 Tondano.

Problem solving ability is one of the problems still faced in mathematics learning. Problem solving abilities function as a learning method to train and support problem solving abilities in mathematics problems. The aim of this research is to describe the level of students’ problem solving abilities based on the polya procedure. Judging from the stages of understanding the problem, planning, implementing planning, and looking back. This type of research is descriptive research with a qualitative approach. Data collection using problem solving ability tests and interviews. The research was conducted on third semester Informatics engineering students at Stella Maris University, Sumba. The result of the research results of the problem solving ability test were included in the quite good category. There are several factors that become obstacles for students, namely (1) the process of solving questions is not coherent and does not match the steps for solving the problem, (2) some students are confused about identifying elements that are known and asked about and, (3) in learning students tend to remain silent when found difficulty in solving the questions given..

Misconceptions are misunderstandings or inequalities in solving mathematics learning problems by understanding concepts that are in accordance with mathematical rules or scientists' concepts. This journal aims to find out misconceptions about teaching arithmetic series that occur among students based on misconception indicators. The method used in this writing is qualitative-descriptive. There were 18 research subjects carried out at PGMI 3 UIN North Sumatra. There are often or still are some students who experience misconceptions about arithmetic series material, both from conceptual, strategic and systematic misconceptions, but in translation there are no more misconceptions. The data collection techniques used were observation and questionnaire questions. The results of the analysis that has been carried out are that in the process of learning arithmetic series, there are still some misconceptions among students due to a lack of understanding of the concept and not being careful in determining strategies for arithmetic series material, resulting in errors in solving problems.

Understanding and determining fold symmetry is a competency that is difficult for students to achieve, either because the learning does not attract student enthusiasm or the students themselves do not have the motivation to learn about fold symmetry. In connection with this, this research was conducted with the aim of knowing student learning outcomes on folded symmetry material using the Problem Based Learning (PBL) model. This research is a type of research that uses quantitative descriptive methods with an approach in the form of a classroom action approach. The source of this research comes from SD Negri 079 Pajagalan and the subjects in this research are class III students at SD Negri 079 Pajagalan. The technique for collecting data on student learning outcomes is carried out through tests in the form of test questions from evaluations and student worksheets. Then the data obtained was analyzed descriptively. Research that has been conducted shows that the difficulties experienced by students actually come from the questions given not being in accordance with the students' cognitive abilities.