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The problems that occur in this study are low activity and learning outcomes in Mathematics content, due to the use of limited learning media, learning is less interesting and less fun because learning models and methods are less varied, students are still hesitant in expressing opinions about the material. Efforts are made by implementing learning with a combination of PBL, TGT and Improve models. This study aims to increase the activity and student learning outcomes. This research was centered on fourth grade students at SDN Telaga Biru 6 Banjarmasin, totaling 25 students. The research method used is a qualitative approach with the type of Classroom Action Research (CAR). The data used are qualitative data obtained through observing the activities of teachers and students, while quantitative data is through student learning outcomes from individual written test results. The results showed that the combination of the PBL, TGT and Improve models at the fourth meeting showed that the teacher's activity obtained a score of 92 in the very good category. Student activities get a score of 91 in the very good category. Cognitive, affective and psychomotor completeness learning outcomes reached 88%. Based on the results showed that the combination of Problem Based Learning, Teams Games Tournament and Improve models could increase the activity of teachers, students, and student learning outcomes in Mathematics content.

This study was to find out how the application of the Problem Based Learning (PBL) model to the topic of Colligative Properties in the science program at SMA Negeri 1 Babalan Class XII academic year 2021–2022 would increase students' problem-solving skills and learning activities. Three cycles of action research were used in this study. 32 SMA Negeri 1 Babalan students from the first semester of the academic year 2021–2022 served as the study's subjects. The findings came from watching students engage in learning activities and testing their capacity to solve problems at each stage of the Cycle. The results demonstrated that 1) college students' problem-solving skills improved by implementing the PBL model on the Colligative Properties subject, with average values from Cycles I to II and III of 56, 77, and 87, respectively, while the percentage of classical completion from Cycles I to II and III was 44%, 62,5%, and 87%, with gains from Cycles I to II of 0,083 and from Cycles II to II equal to 0,35; 2). Applying the PBL model to the topic of Colligative Properties resulted in an increase in the students' learning activities, with an average value of 75 in sufficient criteria, 77 in sufficient criteria, and 85 in good criteria from Cycle I to Cycle II and Cycle III, respectively.

This study aimed to analyze the differences in the Project Based Learning (PJBL) and Problem-Based Learning (PBL) learning models at MA PPPI Miftahussalam Banyumas on disaster mitigation material. The type of research used in this study was quasi-experimental, with research subjects namely students of class XI MA PPPI Miftahussalam Banyumas, totaling 52 students. This data collection method uses the computational computation of the SPSS program. Data processing for comparison of Project Based Learning and Problem-Based Learning models uses the t-test. The results of the t-test show the value of Sig. (2-tailed) of 0.028 <0.05, it can be concluded that there is a significant difference between the average student learning outcomes with the Project Based Learning and Problem-Based Learning models. The mean difference value is -5.44 which indicates the difference between the average student learning outcomes with the Problem-Based Learning model and the Project Based Learning model or 77.56 – 83 = -5.44. It can be concluded that learning using the Project Based Learning learning model is significantly more effective than using the Problem-Based Learning model.

The purpose of this study was to determine whether there was an effect of the problem-based learning model on mathematics learning outcomes in fifth grade students of UPTD SDN Gili Barat. This research is a quantitative research with the method used is quasi-experimental and the design used is nonequivalent control group design. The sample used was 45 students from fifth grade A and B of UPTD SDN Gili Barat. Sampling using saturated samples. In this study using the experimental class and control class. Data collection used multiple choice test questions, the test instruments used were validity tests, reliability tests, difficulty level tests and discrimination tests. The prerequisite test used is the normality test and homogeneity test while the hypothesis test uses the t-test. Based on the results of data analysis using the t-test with a significance level of 0.05, the results were sig. (2-tailed) of 0.010 means that Ho is rejected and Ha is accepted so that it can be concluded that there is a significant difference between the experimental group and the control group, the treatment given has a significant effect on the problem-based learning model of learning mathematics in fifth grade students of UPTD SDN West Gili.

This study identified the challenges faced by students in writing persuasive texts, as well as exploring the potential for implementing PBL to improve writing skills. This research was conducted using the classroom action research method in class VIII SMP Negeri 11 Medan in the 2022/2023 academic year with a total of 32 students. Actions taken by applying the Problem-Based Learning learning model. This research was conducted in two cycles. Based on the results of research on student activity, it was found that the average value of student activity at the first meeting was 65.15%, at the second meeting, the percentage of activity value was 77.07%. The average value of student activity at meeting III was 70.09%, including the active category. Meanwhile, at the fourth meeting, the percentage of activity values ​​was 72.66% and if it was included in the criteria for student activity, this student activity was included in the active category. Overall, if an average of each cycle is obtained, the results of persuasive text writing skills have increased from 71.61% (active enough category) in cycle I to 71.37% (active category) in cycle II, which means an increase of 9. 76 %. Thus it can be seen that the Problem Based Learning learning model can improve the skills of writing persuasive texts and students understand learning material more easily.

The processed milk used usually comes from dairy cows which are very efficient at converting fodder in the form of concentrates and forages into milk which is of great benefit to human health. In recent years, the development of cafe milk made from dairy cow's milk in Indonesia has developed rapidly. But of course it raises problems related to competition. The way to win the competition is that restaurants must try to find out what consumers need and want, so that consumers decide to buy their products. So a SWOT analysis is needed, namely Strength, Weakness, Opportunity, and Threat that is right in facing the competition in the business world. So that the company gets a big advantage by knowing the SWOT analysis of its marketing strategy.

This research is a Classroom Action Research (PTK) which is carried out in 2 cycles. Before carrying out research or taking action, an initial test is given to measure students' problem-solving ability and at the end of each cycle a problem-solving ability test is given. This study aims to determine how to improve problem solving skills through the application of the Geogebra-assisted Problem Based Learning (PBL) learning model. Students experienced an increase in problem-solving skills, in the initial test the average problem-solving ability was 42.19%. In the first cycle, the test results showed an increase of 57.81%. From the results of the second cycle test also increased to 88.50%. The test results showed an increase in students' problem-solving abilities. Thus, it can be concluded that the application of the Geogebra media-assisted PBL model can improve students' problem-solving abilities.

The purpose of this study was to develop Problem Based Learning (PBL) based E-Comic learning media on Problem Solving Ability that is valid, practical, and effective on student learning outcomes in statistics material in class XII at SMA Negeri 1 Sungai Laur. The method used is the ADDIE method. The subjects of this study were 29 class XII students of SMA Negeri 1 Sungai Laur, 3 material and media experts. The instruments used in this study were in the form of material expert validation sheets and media expert validation sheets, teacher response questionnaires, student response questionnaires and post-test questions based on the results of the research that had been carried out obtained the results of validation of E-Comic learning media based on Problem Based Learning (PBL). ) Regarding Problem Solving Ability has a validity level of 91.22% with very valid criteria, the practicality level of learning media is 89.60% with very practical criteria and the level of effectiveness of learning media is 93.10% with very effective criteria.

    The Purpose of this was to identify procedures and way to apply the problem based learning (PBL) model that could improve student achievement in class IV SDIT Mutiara Hati Ngargoyoso. Thys type research is Classroom Action Research (CAR). The research subjects were students in grade IV SDIT Mutiara Hati Ngargoyoso in the 2021/2022 academic year a total of 27 students. This research was conducted in two cycles. Each cycle cinsisted of four stages such a planning, implementing, observing, and reflecting. The research subjects were selected based on the result of the first semester test score. The result showed that class IV had a low-class average and mastery grade. Data collection technique used was descriptive which compared the test score in the first cycle with the test score in the second cycle. The success criterion for learning outcomes was the minimum score of 75 (KKM = 75) and minimum score of class was 85%. The result showed that there was an improvement in Civics learning outcomes in the initial conditions (initil ability test), cycle 1 and cycle II. On theinital ability test, the average value was only 77,44. In cycle 1, the average value has increased. The result was that the average score was 79,22 and students who got scores ≥ 75 are 24 students. Furthermore, in cycle II also experienced an increase. The result is that the average value became 85,11 and minimum score of class became 100%. Student who score ≥  75 were 27 students. Based on the results, it could be concluded that the implementation of the problem-based learninng (PBL)model can improve student achievement  in class IV SDIT Mutiara Hati Ngargoyoso. Keyword : Problem Based Learning (PBL) Model, Learning Achievement, Rights and Obligations

This study aims to determine differences instudent learning outcomes in SMA Negeri 18 Medan. The population in this study were all Class XI IPA consisting of five classes. The sample in this study was taken randomly and selected two classes, namely Class XI IPA 1 and class XI IPA 2 was used as the experimental class 1 and 2  with the PBL and DL model. There are two instruments used in this study, namely the test instrument and the non-test instrument. The test instrument for measuring learning outcomes is in the form of multiple choice of 20 valid and reliable questions.. Data were analyzed by independent sample t test. The results showed that for the experimental class 1:  learning outcomes 83.3 ± 7.8. While the experimental class 2:  learning outcomes 76.0 ± 11.01. From the statistical test it was obtained sig for learning outcomes sig (0.001) < α (0.05) H0 was rejected and Ha was accepted, as well as the learning outcomes obtained value sig (0.000) < α (0.05) and sig (0.001) < α (0.05) in experimental class 1 and 2 respectively. Thus, it can be concluded that there are significant differences in  learning outcomes.    

The purpose of this study was to evaluate the effectiveness of the Problem Based Learning (PBL) model in improving student learning outcomes in SMA. The research was conducted in two cycles at SMA Negeri 1 West Malacca. Data were obtained through observing learning activities, formative tests, and summarizing student scores. The results showed that there was a significant increase in cycle II compared to cycle I. The number of students who completed learning increased from 23 to 32 students, the average score of formative tests increased from 69.57 to 84.29, and the percentage of learning completeness increased. from 65.71 to 91.43. PBL implementation yields gains in increasing student participation, student-teacher interaction, student engagement, and overall student learning outcomes. Problem-based learning encourages students to engage in critical thinking, collaboration and discussion. The integration of relevant information sources also increases students' understanding of the subject matter. In conclusion, the application of Problem-Based Learning (PBL) significantly improves student learning outcomes and makes a positive contribution in the context of learning in SMA.  

This article discusses the teacher's perception of Problem Based Learning to improve students' thinking skills. Critical thinking is something that every individual has in developing abilities. This model can be applied to increase student excellence in thinking to find a way out of a problem through direct experience and student knowledge. Problem Based Learning is a learning model that is given based on problems, where students are given a problem and asked to solve the problem critically. Researchers use descriptive qualitative because the information collected is in the form of verbal. Samples were taken from fifth grade elementary school teachers. This study states that students' ability to think in grade V elementary school increases by implementing PBL-based learning. Before using the PBL model in class V students, learning was too monotonous, lack of enthusiasm and passivity, and students also had difficulty understanding the material, less sharp dexterity of opinion, students' excess in thinking was less developed and less flexible. However, after using the PBL learning model, students' ability to think in class V is increasing in solving problems, students also become more responsive to the essence of the problem, students also become creative, active and critical and are increasingly able to find solutions to a problem, as well as students' thinking skills. growing and flexible.

Language validation aims to determine the accuracy of the use of language in the module. It is intended that the information to be conveyed by the module can be conveyed clearly to the reader. This research was conducted to determine the language validity of the PBL (Problem Based Learning) physics module on vector material to find out how appropriate it was for X grade students in high school. The method used in this research was a qualitative descriptive research method. By using a research procedure that was calculating the validation results obtained, then providing the criteria and categories of the percentage of the results of the assessment of the validity value. From the results of this study, the overall value of language validation was obtained, namely 81.25% with a very decent category.

This study applies the Problem Based Learning learning model to Civics Subjects in Class VII.5 of SMP Negeri 10 Kendari to improve the student`s learning outcomes.. This research was carried out at SMP Negeri 10 Kendari which is addressed in the odd semester of 2022/2023 for two months, namely from August – September 2022.  The results of the research show that the application of the Problem Based Learning (PBL) model in Civics learning has been able to improve the problem solving skills of students in class VII.5 of SMP Negeri 10 Kendari. The percentage of achievement of learning objectives or completeness of students in the pre-cycle was only 54.83% (17 students), and in cycle I was 74.8% (21 students). In cycle II, the percentage of achievement of learning objectives or completeness of students increased to 77.8% (25 students).

This study aims to determine the feasibility of LKPD through validity activities. The research method used is descriptive quantitative research. The data was collected by providing an instrument in the form of LKPD, where the data in this study was in the form of data from the validation results of LKPD. The results of research on the validity of LKPD are based Problem Based Learning it can be seen that the average value of the total validation is 84.38% with a very good category. LKPD Physics based Problem Based Learning in class X Newton's Law material can be said to be valid and can be used as one of the teaching materials to support the physics learning process in accordance with the Independent Curriculum.

The type of research used in this study was Classroom Action Research (CAR), which consisted of two cycles, each cycle consisting of 4 meetings. Research procedures include planning, implementing actions, observation, and reflection. The subjects in this study were 32 students of class IV at SDN Minasa Upa, Rappocini District, Makassar City. The results showed that in the first cycle, out of 32 students, only 18 students or 56.2% completed individually, where an average score of 62.8 was obtained with 4 students very critical (12.5%), 4 students critical (12, 5), 10 students are quite critical (31.2%), and 14 students are less critical (43.7%). Whereas in cycle II which was completed individually of 32 students there were 25 students or 78.1%, where an average value of 75.7 was obtained with 13 students very critical (40.6%), 5 students critical (15.6%) , 7 students are quite critical (21.8), and 7 students are less critical (21.8). Based on the results of this study, it can be concluded that students' critical thinking skills in mathematics class IV at SDN Minasa Upa, Rappocini District, Makassar City through the application of the Problem Based Learning (PBL) model have increased.                                                                                     

This research aims to determine the effect of applying a problem-based learning model with the following variables: 1) teacher activity, 2) student activity, and 3) cognitive learning outcomes of grade XI students, on competency standard choux paste at SMKN 2 Mojokerto. This type of research is experimental with a pretest-posttest control group design and uses two classes that act as experimental and control classes. The instruments used were pretest-posttest questions and observation sheets of teacher and student activities. Data analysis was carried out by independent sample t-test using SPSS 25 for Windows. The results of the independent sample t-test test for the pretest showed that the pretest in the two classes was not significantly different and it could be concluded that the two classes had the same initial ability. While the results of the independent t-test test for the posttest obtained a Sig. (2-tailed) of 0.034 which means that the significance value is <0,05. The conclusions on the results of this research are: 1) teacher activity is classified in the very good category, 2) student activity is classified in the very good category, and 3) student's cognitive learning outcomes in the experimental class have increased more than the control class.

This classroom action research was conducted because the level of student learning completion in the Fiqh subject was still low, namely only 59% of students achieved the Minimum Completion Criteria (KKM). By implementing the Problem Based Learning (PBL) method in Fiqh learning, it is expected to improve student learning outcomes in accordance with the expected learning objectives. The formulation of the problem in this study includes: how to implement Fiqh learning using the PBL method, and how to improve student learning outcomes after implementing the method at MI Muhammadiyah Basin. This study follows the stages in the classroom action model, namely: planning, implementing actions, observation, and reflection. The subjects of this study were grade VI students of MI Muhammadiyah Basin in the Fiqh subject. The results of this study indicate that the application of the PBL method with stages such as compiling problems or questions that must be solved by students, can encourage improved learning outcomes. This can be seen from the data obtained in cycles I and II. In cycle I, the percentage of students who achieved KKM was 70.59%, while in cycle II it increased to 94.18%. Based on these improvements, it can be concluded that the application of the Problem Based Learning method in Islamic Jurisprudence learning has succeeded in improving student learning outcomes at MI Muhammadiyah Basin.

This article defines the process for developing a speaking syllabus for flight attendant school in a Flipped Learning Network (FLN), which increases student engagement and learning by assigning watching videos at home followed up in pre-teaching discussions, and requiring the students to work on live practices in face-to-face classroom activities. Considering that the syllabus is designed to develop the students' oral competence, the target speaking skill is aimed toward developing students' ability to engage in procedural communication in the workplace. Therefore, the topics/themes are chosen to meet the needs of flight attendants consistent with Project-Based Learning (PBL) by Forum Group Discussions (FGDs). In order to achieve this objective, the development of a syllabus begins with a need analysis, topic selection, syllabus prototype production, expert evaluation, and revision for the final product. The syllabus is organized such that the learning experience is explicitly stated for two formats: online meeting (through Google Classroom for the video analysis) as the lecture homework for pre-discussions followed by classroom face-to-face meeting (through FGDs with peers, individual work, and the teacher) to comprehend students' understanding though some units. Each unit has 2 (two) topics. Each topic consists of 60 (sixteen) minutes or 1 (one) meeting. This syllabus development is considered to be implemented in terms of  FLN for instructional activities in flight attendant school resulting higher-order thinking skills such as collaboration, design and problem solving as students tackle difficult problems, work in groups, research, and construct knowledge with the help of the teacher and peers.

Effective learning is reflected in the extent to which learning objectives can be achieved. This study aims to examine how the planning, implementation, and evaluation of Fiqh learning using the Problem Based Learning (PBL) model in measuring the critical thinking skills of students in grades VII to IX at MTs Salafuyah Purwakarta. This study uses a qualitative approach involving teachers and students as the main subjects. Data were obtained through field observations, documentation, and interviews with teachers and students, which were then analyzed using domain, taxonomy, and componential analysis techniques. The results of the study indicate that the Fiqh learning planning in grades VIII and IX has been prepared in accordance with the Learning Implementation Plan (RPP) which refers to the steps of the PBL model. The learning implementation process also follows the stages in the model, with the teacher acting as a facilitator, including providing internet access to support learning activities. Learning evaluation includes cognitive, affective, and psychomotor aspects. The results of students' critical thinking skills show that grade VII students are in the fairly critical category, while grade VIII and IX students are included in the critical category.