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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.

Problem-solving ability is an essential skill that students need to meet the demands of both academic learning and the workforce in the 21st century. This study aims to analyze the influence of self-efficacy and interpersonal communication on the problem-solving ability of eleventh-grade students at SMKN 31 Jakarta, both partially and simultaneously. A quantitative approach was employed, with data collected through a Likert scale questionnaire. Samples were drawn using a probability sampling technique with a proportional random sampling approach. Data analysis was conducted using Structural Equation Modeling (SEM) based on Partial Least Squares (SmartPLS 4.0). The results indicate that self-efficacy has a positive and significant effect on problem-solving, with a path coefficient of 0.455, a t-statistic of 7.843, and a p-value of 0.000. Similarly, interpersonal communication has a positive and significant effect on problem-solving, with a path coefficient of 0.447, a t-statistic of 7.501, and a p-value of 0.000. Taken together, self-efficacy and interpersonal communication account for the variance in problem-solving with an R-square value of 0.416, indicating that both independent variables explain 41.6% of the variation in problem-solving ability. These findings suggest that self-efficacy and interpersonal communication play a significant role in enhancing students' problem-solving ability.

This study aims to apply the Problem Based Learning (PBL) model based on the Culturally Responsive Teaching (CRT) approach to improve junior high school students' argumentative literacy in speech text material. The study was conducted on grade VIII-E students of SMP Negeri 7 Banjarmasin with a descriptive qualitative approach through documentation and observation of teaching modules, teacher reports, and learning evaluation results. The results of the study indicate that the application of PBL syntax - starting from problem orientation through contextual speech texts, group work with LKPD, presentation of discussion results, to evaluation using applications such as Kahoot is able to improve students' abilities in analyzing text structures, compiling arguments, and expressing opinions logically and critically. The CRT approach strengthens the relevance of the material to the students' cultural background, thus encouraging active involvement and deeper understanding. The application of PBL and CRT has proven effective in forming critical thinking skills and improving the quality of Indonesian language learning that is more contextual and meaningful.

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 study explores the implementation of the Problem-Based Learning (PBL) model combined with the Culturally Responsive Teaching (CRT) approach through the utilization of various forms of digital content to optimally enhance students’ learning outcomes. The research employs a descriptive qualitative design aimed at gaining an in-depth understanding of the learning process being implemented. The primary data were obtained from an analysis of the Grade VIII Indonesian language teaching module, while supporting data were collected through interviews with students of the Teacher Professional Education (PPG) program involved in the learning process. The findings indicate that the design and implementation of learning activities followed the stages of PBL systematically, thereby encouraging collaboration, active discussion, and problem-solving activities in the classroom. CRT principles were clearly reflected in the selection of learning materials related to students’ cultural backgrounds, such as speech texts representing Banjar and Javanese cultures. The integration of digital media, including Google Sites, instructional videos, and interactive quizzes, was proven to increase students’ engagement, motivation, and participation during the learning process. Overall, the synergy between PBL, CRT, and digital content created a more relevant, inclusive, and contextual learning environment and had a positive impact on improving students’ learning outcomes.

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 improve the learning outcomes of seventh grade students on the material of Linear Equation One Variable (PLSV) and Linear Inequality One Variable (PtSLV) through the application of the Problem Based Learning (PBL) learning model. This research is a Classroom Action Research (PTK) conducted in two cycles at Bustanul Ulum Pakusari Islamic Junior High School. Each cycle consists of planning, action, observation, and reflection stages. The results showed that in cycle I the average score of students was 69.3 with a completeness rate of 69%, while in cycle II there was an increase in the average score to 74.3 with a completeness rate of 74%. In addition, the activeness of students in the learning process increased from 76% in cycle I to 100% in cycle II. The application of the PBL model is able to increase the active involvement and learning motivation of female students, and has a positive impact on improving learning outcomes. Thus, the application of the PBL model is effective in improving the quality of mathematics learning, especially in PLSV and PtSLV material.

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 aims to develop problem-solving-based teaching materials to improve students' critical thinking skills in class IV PPKn subjects based on the fact that the use of teaching materials in each PPKn subject is rarely used because educators only rely on textbooks as a guide. And in improving students' critical thinking skills, teachers only use multiple choice tests in the textbook without asking students to create their own ideas from the knowledge they have obtained. This research uses the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) but the focus of this research is limited to this stage Development just. Data collection techniques used were interviews, observation, questionnaires and documentation. The results obtained after the teaching materials were validated by 3 validator experts, namely material experts, obtained an average score of 89.3% with the "Very Eligible" criteria. The results of the media expert validation assessment obtained an average score of 94.3% with the criteria "Very Eligible". And the results of the linguist validation assessment obtained an average score of 82% with the criteria "Very Eligible". Meanwhile, the results of the teacher's assessment of problem-solving based teaching materials obtained an average score of 94.6% with the criteria "Very Appropriate". This shows that problem-solving based teaching materials are very suitable for use in the learning process to improve students' critical thinking abilities.

This research aims to develop a student digital worksheet product with a valid, practical, and effective model of Logan Avenue Problem Solving (LAPS)-Heuristic . Using the ADDIE model, results show the worksheet enhances critical thinking skills. The validity obtained from the material expert is 92% and based on the media expert is 85.4%. Also, the percentage of practicality is 92.9% and is included in the practical category. Implementation of learning with the application of student digital worksheets Effectiveness was demonstrated with 86.67% of students meeting learning completeness, and a medium improvement in critical thinking skills (gain score: 0.639). From the collected data, it is concluded that the Logan Avenue Problem Solving (LAPS)-Heuristic learning model developed meets the qualifications of valid, practical, and effective.

The main problem in this research is how to apply Truth or Dare card media to improve understanding of the material in PPKn learning for fifth grade students at SD Inpres Jongaya District. Tamalate City. Makassar. This research aims to determine the application of Truth or Dare card media to increase understanding in PPKn learning for fifth grade students at SD Inpres Jongaya District. Tamalate City. Makassar. This type of research is class action research (Class Action Research) which consists of two cycles where each cycle is carried out in two meetings. Research procedures include planning, implementing actions, observing, reflecting. The subjects in this research were fifth grade students at SD Inpres Jongaya District. Tamalate City. Makassar as many as 32 people. The results of the research show that in the first cycle there were 16 students who got a score ≥70 with a learning completion percentage of 50%. Meanwhile, in cycle II, there were 30 students who got a score of ≥70 with a learning completion percentage of 94%. Based on the research results above, it can be concluded that the application of Truth Or Dare media to fifth grade students at SD Inpres Jongaya, Tamalate District, Makassar City can improve understanding of the material in Civics learning.