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This research investigates the factors contributing to low understanding of environmental degradation among sixth-grade students at SDN 12 Padang Koto Gadang. The study aims to identify internal and external factors affecting students' comprehension of environmental issues within the IPAS (Natural and Social Sciences) curriculum. Using a qualitative descriptive approach, data were collected through in-depth interviews with the class teacher, classroom observations, and document analysis of lesson plans and student assessment records. The findings reveal that internal factors include low learning motivation, where students perceive environmental materials as mere memorization tasks, and a significant mismatch between students' kinesthetic-visual learning styles (78%) and the predominantly auditory-lecture teaching methods. External factors encompass conventional teaching approaches dominating 85% of classroom time, limited technological infrastructure, and insufficient interactive learning resources. A paradoxical finding shows that while 70% of students claim environmental concern, only 23% consistently practice eco-friendly behaviors, indicating a substantial gap between cognitive knowledge and behavioral application. The study recommends implementing a hybrid learning model combining Problem-Based Learning with local contexts, utilizing simple nature-based media, and establishing strategic community partnerships. These findings contribute to developing more adaptive and contextual teaching methods aligned with Merdeka Curriculum principles for elementary environmental education.

This study aims to systematically examine various mathematics learning strategies based on deep learning approaches that can enhance elementary school students’ motivation and academic achievement. In the context of education, deep learning refers to learning processes that emphasize conceptual understanding, interrelated knowledge, and the development of critical and reflective thinking skills. Using the Systematic Literature Review (SLR) method, this research analyzes 20 relevant scholarly articles published between 2015 and 2024, sourced from leading databases such as Google Scholar. The review findings indicate that strategies such as problem-based learning (PBL), project-based learning (PJBL), metacognitive strategies, and the use of interactive learning technologies consistently improve student engagement, foster intrinsic motivation, and enhance mathematics learning outcomes. These findings suggest that integrating deep learning-based instructional strategies is highly relevant for elementary mathematics education, aiming to create more meaningful, student-centered learning experiences.

This study examines the role of character-based assessment of independence in improving problem-solving skills in elementary school students. Character-based assessment of independence assesses students' learning process, not just academic results, with a focus on developing values of independence such as responsibility, initiative, and self-management skills. Through this approach, students are trained to face challenges independently, manage time, and find solutions creatively. Literature review shows a positive relationship between the level of student independence and increased problem-solving skills. However, the implementation of this assessment faces challenges such as lack of teacher understanding, time constraints, and system support. Nevertheless, character-based assessment of independence remains relevant and needs to be implemented more widely with training support for teachers, the use of technology in assessment, and synergy between schools, parents, and communities. The results of this study suggest that independence assessment should be an integral part of learning practices to create a generation of independent and solution-oriented learners.

Critical thinking skills are essential for every student, especially in today's digital era, where information is spread so freely and without limits. Students need to be taught how to think critically to make the right decisions regarding the information obtained. At school, developing critical thinking skills will help students face increasingly complex challenges. In this case, teachers play a very important role in guiding and educating students to develop these skills well. The objectives of this study are: 1) To find out the role of social studies teachers in improving the critical thinking skills of 8th grade students in the digital era of Ngeri 1 Boyolangu Junior High School. 2) To find out the steps used by social studies teachers to develop critical thinking skills of 8th grade students at Ngeri 1 Boyolangu Junior High School. 3) To find out the inhibiting and supporting factors in developing students' critical thinking skills. The approach used in this research is qualitative. data collection procedures in this study using observation, interviews and documentation. Data analysis techniques are carried out through data collection, data reduction, data display, and data verification. Research Results: 1) Teachers play a role in designing lesson plans with varied learning methods, in each method there are discussion activities, teaching by taking real problems in accordance with the reality related to the material in the classroom, familiarizing students to ask, answer, provide input and provide simple solutions related to the problems given.2) Steps to Develop Students' Critical Thinking Skills, including teachers getting students used to asking questions, answering, providing simple solutions related to the problems given. Teachers use digital media, such as PowerPoint and websites, as well as game-based learning, which not only makes learning more interesting but also supports students' critical thinking skills through technology. Teachers provide positive motivation to encourage students to participate more actively in learning. 3) The inhibiting factors include the rapid flow of digital information, “filter bubble,” lack of digital literacy, and low learning independence. Supporting factors include motivation from teachers or parents and students' intellectual development, which encourages exploration of information and a higher learning spirit.

This study aims to develop teaching materials based on the TESMER approach on algebra material to improve the quality of mathematics learning at the junior high school level. TESMER as a development model is designed to bridge learning theory with classroom learning practices through systematic stages, namely the analysis, design, formative experiments, and retrospective reflection stages. The algebra material focused on includes algebraic forms, algebraic operations, and simple problem solving. This study uses a design research approach by involving teachers and students in the development process. The results of expert validation show that the teaching materials are included in the very valid category, with high assessments in the aspects of content integration, presentation, and language. Limited trials show that the teaching materials are practical to use by teachers and are liked by students. In addition, there was a significant increase in students' conceptual understanding and logical thinking skills after using the teaching materials. These findings recommend the TESMER approach as an effective framework in developing contextual algebra learning devices that are oriented towards meaningful learning.

Numeracy is an essential competency that supports students’ ability to reason quantitatively and solve real-life problems. However, students in Indonesia often face challenges in understanding mathematical concepts and applying them in everyday contexts. In response to this, a community service program was conducted at SMP Insan Rabbany, Tangerang Selatan, focusing on the integration of Artificial Intelligence (AI) applications such as ChatGPT and Educaplay in mathematics learning. The program aimed to improve students’ numeracy literacy and provide teachers with the capacity to utilize AI tools effectively. The activities included training sessions for teachers, and direct assistance in classroom implementation. The results showed a significant uses in students’ ability of numeracy. Moreover, teachers expressed increased confidence in incorporating AI-based methods into their lessons. This program highlights the potential of AI to enhance numeracy skills and underscores the importance of technological support and teacher training in the digital age.

The purpose of this study is to assess the computational thinking skills of fourth-grade elementary students within the framework of mathematics instruction. Computational thinking is a crucial 21st-century competency that should be cultivated from an early age, particularly in solving mathematical problems. This study adopts a descriptive quantitative method using a written test instrument developed based on four key computational thinking components: decomposition, pattern recognition, abstraction, and algorithmic processes. The participants in this research were fourth-grade students from a selected elementary school. The results indicate that most students demonstrate a moderate level of computational thinking. Among the assessed indicators, decomposition was the most successfully achieved, while algorithmic thinking was the least mastered. These results highlight the importance of integrating contextual and problem-based learning strategies to further enhance students’ computational thinking abilities in mathematics education.

This study aims to obtain the validity of E-LAPD using the Problem Based Learning (PBL) model that can be used to improve science literacy on chemical equilibrium material. The design used is a 4-D model designed to improve students' science literacy skills. The valid E-LAPD was evaluated through a validation sheet filled in by the validator using a Likert scale. Validity consists of construct validity which includes presentation components, graphic components, suitability of models and indicators to be improved and content validation which includes the suitability of learning objectives with learning outcomes and the suitability of problems or phenomena with the material being taught.  The validity of E-LAPD is declared valid if the score from the validator is at least 4 and does not have one score < 3 from the validator. The results showed that the E-LAPD developed had high validity indicating that the mode score of the validator ≥ 4. The developed E-LAPD was declared valid for use with a construct and content validation assessment which was described as valid with a score of 4, thus E-LAPD using the PBL model was declared valid for use to improve science literacy in chemical equilibrium material.

This study aims to determine the effect of the Problem Based Learning (PBL) model on students’ problem-solving abilities in the reaction rate material at SMA Negeri 07 Gorontalo. The research employed a quasi-experimental method with a pretest-posttest control group design. The subjects consisted of two classes: class XI1 as the experimental group (using the PBL model) and class XI2 as the control group (using conventional learning). The instrument used was an essay test based on problem-solving indicators. The results showed a significant improvement in problem-solving ability in the experimental class compared to the control class. The average posttest score of the experimental class was 74 (categorized as good), while the control class scored 52 (categorized as fair). The t-test results indicated a significant difference between the two groups (p < 0.05), suggesting that the PBL model is more effective in enhancing students' problem-solving abilities than conventional learning methods.  

This study is a literature review aimed at examining the effectiveness of the guided inquiry model based on STEM in enhancing students’ critical thinking skills. The guided inquiry model provides a structured framework for students to explore problems under teacher guidance, while the STEM (Science, Technology, Engineering, and Mathematics) approach promotes interdisciplinary, contextual, and practical learning. Through an analysis of various relevant articles and scholarly journals, the findings indicate that the implementation of the guided inquiry model integrated with STEM consistently improves students' critical thinking abilities, particularly in areas such as analysis, evaluation, and reasoning. The study also highlights the crucial role of teachers as active facilitators in the learning process and the need for adequate resources to effectively apply this approach. The results of this review are expected to serve as a reference for educators and researchers in developing innovative and 21st-century-oriented learning strategies.

The purpose of this study was to determine the improvement of learning outcomes of class 12 IPS 1 students in PPKN subjects at SMA Negeri 2 Rantau Utara through the problem based learning model. The method used in this study is classroom action research (CAR), the subjects of the study were 35 class 12 IPS 1 students. The focus of this study is the learning outcomes of class 12 IPS 1 students in PPKn subjects with indicators of student learning success that reach KKM (minimum completion criteria) with a value of 82. The results of the study indicate that the application of the problem based learning model is effective in improving student learning outcomes in PPKn subjects. This increase can be seen from the pre-action stage, only 10 people with a percentage of 28.6% have met the minimum completion criteria (KKM), then in cycle I there were 18 people with a percentage of 51.4%, while in cycle II there were 29 people with a percentage of 82.82% of students have reached KKM. From these results, it can be concluded that the problem-based learning model is able to improve student learning outcomes, not only cognitively but also improve critical thinking skills, cooperation, and increase student self-confidence.

The purpose of this research is to reveal Arabic language learning through an Arabic language intensification program based on using the peer tutoring method. The problem in this study is that students in the Arabic language education study program at the Darul A'mal Islamic Institute of Lampung as Arabic language learners have uneven Arabic language competencies, this is due to different educational backgrounds including modern Islamic boarding schools, Salaf, and non-Islamic boarding schools. The method used in this study is field research supported by data collection techniques, namely observation, interviews, and documentation, all data obtained are studied using anthropolinguistic theory. The main data sources in the study are management, lecturers, and students. This study succeeded in revealing that the success of the implementation of the peer tutoring-based Arabic language intensification program is supported by implementing three aspects, namely performance, indexicality, and participation, where this concept emphasizes the implementation of active interaction between lecturers and students in the Arabic language learning process and practicing Arabic by involving socio-culture and native Arabic speakers in it. Then the factors that support the success of students in learning Arabic are having grammatical competence, communicative and pragmatic competence, as well as Arabic language skills, namely istima', kalam, qiro'ah, and kitabah.

The Surabaya Mengajar Batch 7 Program aims to study the profile of SD Negeri Manukan Kulon VI, the vision and mission implemented, the organizational structure and work procedures of the school, the culture and values ​​adopted, the activities of general and special teachers, the student learning process, and formal ceremonial activities. The Surabaya Mengajar Batch 7 Program will run from February to June 2025. The purpose of this program is to provide teaching experience, broaden horizons, training and development of skills, independence, responsibility, and the ability to develop professionalism in the field of teaching or education. The program will also provide opportunities for students to apply their own discoveries. At SD Negeri Manukan Kulon VI, the Surabaya Mengajar Batch 7 Program runs from September 10 to June 2, 2024. To start the Surabaya Mengajar Program work program, observations were carried out both physically and non-physically to see how the school looks as a whole, including facilities, infrastructure, teaching materials, and other learning equipment. Based on the results of the observations, a schedule was made for the preparation and implementation of the Surabaya Mengajar Program. With the Surabaya Mengajar Program at SD Negeri Manukan Kulon VI, students can improve their teaching skills, implement activity programs that aim to optimize the potential in schools, provide opportunities for students to learn and recognize problems in schools related to the learning process and school administration, and exchange knowledge, skills, and attitude values ​​that have been learned in real life at school.

This research analyses the implementation of Challenge-Based Learning (CBL) at Algerian universities and its potential for encouraging undergraduate learners to academically acquire learning, enhancing self-regulated learning strategies, and enhancing interdisciplinarity collaboration. This research adopted the mixed-method approach and used a quantitative tool (the Motivated Strategies for Learning Questionnaire (MSLQ)) and obtained qualitative data through reflective journals, interviews, and classroom observation. Outcomes show that CBL greatly affects enhancing students' motivation and supporting self-directed actions such as goal-setting, time management, and metacognitive processing. Interdisciplinary cooperation was also determined to be supportive for student engagement and problem-solving capacity. Students and instructors predominantly reported positive opinions regarding CBL, highlighting the relevancy, authenticity, and cooperation aspects of CBL. These findings validate the four study hypotheses and endorse the pedagogical shift towards active, student-centered learning in Algerian universities. The research concludes with strategic suggestions to institutionalize CBL, reassess assessment practices, and encourage professional development in support of the faculty utilizing this new pedagogy.

This research is motivated by the problem of the available LKPD still not being This research is motivated by the problem of the available LKPD still not being optimal in terms of development and use so that students are less interested in participating in learning. This is due to the lack of teacher motivation in creating innovative LKPD. Have never developed Student Worksheets (LKPD) based on Project Based Learning (PjBL) in learning, especially in science and science learning. Based on these problems, this research aims to develop PjB-based LKPD for science and science learning in class IV elementary schools that is valid, practical and effective. The type of research carried out is development research using the ADDIE development model. The test school was class IV students at SDN 12 Sintuk Toboh Gadang, while the research school was class IV students at SDN 11 Lubuk Alung. The research results obtained that the LKPD had a material validity level of 84.9%, language validity 88.8%, media validity 87.5% in the valid category. while the practicality test at the trial school obtained a percentage of 93.33%, for the teacher response questionnaire and 93.4% for the student response questionnaire in the very practical category. Furthermore, the practicality test at the research school obtained results of 90% for the teacher response questionnaire and 92.16% for the student response questionnaire in the very practical category. In the LKPD effectiveness test in the trial school the percentage was 89.64% and in the research school the percentage was 93% with both categories being very effective. It can be concluded that PjBL-based LKPD in grade IV elementary school science learning can be declared valid, practical and effective for use in the learning process.

This research is based on the results of field observations, namely the low learning outcomes of students due to the lack of learning activities involving students because the learning process is still centered on the teacher, so that students are still less active in the learning process. The purpose of this study is to describe the improvement in student learning outcomes in learning about the circumference of flat shapes using the Problem Based Learning model in class V of SDN 15 Anduring, Padang City. This type of research is classroom action research (CAR) using qualitative and quantitative approaches. This research was conducted in two cycles, with research procedures consisting of planning, implementation, observation, and reflection. The research data obtained are related to the results Problem Based Learning model learning. Data collection techniques in the form of observation analysis, tests and non-tests. The subjects of this study were class teachers as observers, researchers as practitioners or teachers, and 24 students of class V SDN 15 Anduring, Padang City. The results of the study showed that: First, the cycle I teaching module obtained an average of 60% (C), increasing in cycle II to 90% (SB). Second, the results of the implementation of learning aspects of teachers in cycle I obtained an average of 75% (C), increasing in cycle II to 90% (SB). Third, the results of the implementation of learning aspects of students in cycle I obtained an average of 70% (C), increasing in cycle II to 90% (SB). Thus, it can be concluded that the Problem Based Learning model can improve student learning outcomes in learning the Perimeter of Flat Shapes in class V SDN 15 Anduring, Padang City.

This research is based on the results of field observations, namely the low learning outcomes of students due to the lack of learning activities involving students because the learning process is still centered on the teacher, so that students are still less active in the learning process. The purpose of this study is to describe the improvement in student learning outcomes in learning about the circumference of flat shapes using the Problem Based Learning model in class V of SDN 15 Anduring, Padang City. This type of research is classroom action research (CAR) using qualitative and quantitative approaches. This research was conducted in two cycles, with research procedures consisting of planning, implementation, observation, and reflection. The research data obtained are related to the results Problem Based Learning model learning. Data collection techniques in the form of observation analysis, tests and non-tests. The subjects of this study were class teachers as observers, researchers as practitioners or teachers, and 24 students of class V SDN 15 Anduring, Padang City. The results of the study showed that: First, the cycle I teaching module obtained an average of 60% (C), increasing in cycle II to 90% (SB). Second, the results of the implementation of learning aspects of teachers in cycle I obtained an average of 75% (C), increasing in cycle II to 90% (SB). Third, the results of the implementation of learning aspects of students in cycle I obtained an average of 70% (C), increasing in cycle II to 90% (SB). Thus, it can be concluded that the Problem Based Learning model can improve student learning outcomes in learning the Perimeter of Flat Shapes in class V SDN 15 Anduring, Padang City.

This study looks at 1) the typical math problem-solving mistakes students make using the Newmann procedure after learning with digital books through guided discovery, 2) errors related to how independent students are in their learning, and 3) how independent students are in their learning after using the guided discovery model. Analysis is descriptive in this research. This research included SMPS Dharma Patra grade VIII students. Data analysis indicated that 1) students made the most errors in solving mathematical problems-solving problems based on the Newmann procedure after the guided discovery learning model using digital books was applied: high-category students made encoding errors, and medium-category students made process skill errors and writing errors. 2) Moderate learning independence pupils make 20% transformation mistakes, 80% process skill errors, and 90% writing errors. Students with limited learning independence make 66.67% comprehension errors, 77.78% transformation errors, 100% process skill errors, and 100% final response writing errors. In addition, 36.67% of high-learning independence kids satisfied all criteria. Moderate learning independence students meet four to five markers at 33.34%. Low learning independence students meet one to three markers at 30%.

This research was motivated by the problems found, namely the lack of learning media, the LKPD used had not trained mathematical problem solving abilities, the existing LKPD was LKPD created by educators who had not been connected to Islamic teachings, resulting in a decline in students' mathematical problem solving abilities. This research aims to produce LKPD integrating Islamic values to train problem solving skills in class This research is development research or RnD using the Sugiyono development method. The instruments used were validation sheets, student response questionnaires, and mathematical problem solving ability tests. The data analysis techniques used are validity data analysis, practicality analysis, and effectiveness analysis. Based on the development research that has been carried out, an LKPD with a validity level of 80% is in the valid qualification, for the practicality qualification, namely 78.41% is in the practical criteria, and for the effectiveness level, namely 80,76% is in the effective qualification. It can be concluded that the LKPD integrates Islamic values to train mathematical problem solving abilities  which was developed including valid, practical and effective criteria.

This study aims to enhance students' learning activities and outcomes through the implementation of the Wordwall assisted Problem Based Learning (PBL) model in the Ecosystem topic for Phase E at SMA N 1 Nan Sabaris. The research was conducted at SMAN 1 Nan Sabaris in class X.E.5 during the even semester of the 2024/2025 academic year, with 36 students as subjects. This study is a classroom action research consisting of two cycles, each comprising two sessions. Each cycle follows four stages: planning, implementation, observation, and reflection, using the Wordwall-assisted Problem-Based Learning model. Data on students' learning activities and outcomes were collected based on observation sheets of learning activities and student learning outcome tests. The application of the Wordwall-assisted Problem-Based Learning (PBL) model proved effective in improving students' learning activities and outcomes in the Ecosystem topic. This success was demonstrated by increased participation and enthusiasm among students during the learning process. Learning outcomes improved by 45%. This increase indicates that the corrective measures taken, such as adding instructional videos and modifying Wordwall games, successfully enhanced students' understanding and mastery of the material.