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This research aims to improve the learning outcomes of grade 1 students at SD Negeri 2 Brangkal using the Discovery Learning learning model in the Pancasila Education subject. This research is divided into two images, where each cycle consists of four research stages, namely: 1) Planning, 2) Implementation, 3) Observation, and 4) Reflection. This research was conducted over a period of 3 months starting from February to April 2024. In this research the researcher acted as an observer by involving the class I Pancasila Education maple teacher as a colleague/collaborator. This Classroom Action Research (PTK) uses the Kemmis & Mc Taggart model. This research was carried out in two cycles where each cycle was held in one meeting. The subjects of this research were 18 grade 1 students at SD Negeri 2 Brangkal. Data collection techniques through evaluation tests, observation and documentation. The research results show that: (1) students become more active in learning activities. (2) there was an increase in Pancasila Education learning outcomes for grade 1 students at SD Negeri 2 Brangkal. This increase was proven by the results of the pre-cycle test, the average class score was 66.22, then it increased in cycle I to 82.5 and increased again in cycle II to 90.5. The percentage of completeness of learning outcomes in the pre-cycle was 40%, in cycle I was 75%, and in cycle II was 94% which achieved a KKTP ≥ 75. From the results of the above research it can be concluded that by implementing the Discovery Learning learning model it can improve learning outcomes in students. Pancasila education lesson for grade 1 students at SD Negeri 2 Brangkal.

This study aims to describe the implementation of an active learning model based on collaboration to improve students’ conceptual understanding in Islamic Religious Education (PAI). The background of this research stems from the low level of student engagement in the learning process, which has resulted in less optimal understanding of religious concepts. The research employed a qualitative approach with a classroom action research (CAR) design conducted in two cycles. The subjects were eleventh-grade students at a senior high school in City X. Data were collected through observation, interviews, and conceptual understanding tests. The findings revealed that the implementation of the collaborative active learning model increased students’ participation in learning activities, fostered critical thinking skills, and enhanced their conceptual understanding of Islamic Education materials. Through group discussions, problem-solving activities, and reflection sessions, students became more cognitively and affectively engaged in the learning process. Therefore, the collaborative active learning model can serve as an effective alternative strategy to improve both the process and outcomes of Islamic Religious Education learning.

This study aims to examine the implementation of the cooperative learning model Think Pair Share (TPS) in improving students’ learning outcomes in Arabic language learning at Pesantren Paqusatta, as well as to identify the supporting and inhibiting factors in its application. This research employs a qualitative descriptive method and is categorized as field research. Data were collected through observation, interviews, and document studies using a descriptive technique. The findings reveal that the implementation of the Think Pair Share model in Arabic language learning is effective in enhancing students’ learning outcomes and engagement. Students became more active and confident through the three main stages of the Think Pair Share model: first, providing a question or problem for students to think about individually (think); second, asking them to discuss in pairs (pair) to share answers and refine their understanding; and third, selecting several pairs to present their discussion results in front of the class (share), followed by correction and feedback. The supporting factors include providing opportunities for students to think independently, encouraging peer discussion, presenting ideas in front of the class, fostering collaboration among students, accelerating comprehension of learning materials, and helping improve Arabic speaking skills. Meanwhile, the inhibiting factors consist of limited vocabulary, difficulties in constructing sentences, students’ shyness or lack of confidence and fear of making mistakes when speaking, the need for more time in discussion and presentation, and limited facilities.

This study aims to improve the mathematics achievement of third-grade elementary school students through the implementation of the Problem-Based Learning (PBL) model within the framework of Classroom Action Research (CAR). The research was conducted at UPT SD Negeri Kutorejo 1 Tuban and involved 27 students over two instructional meetings. The study was carried out in two cycles, each comprising the stages of planning, implementation, observation, and reflection. Data collection techniques included learning outcome tests, interviews, and documentation. The data were analyzed using both quantitative and qualitative descriptive approaches. The findings indicate a notable improvement in students’ average mathematics scores, increasing from 79.47 in the first cycle to 83.91 in the second cycle. This improvement reflects the positive impact of the PBL model on students' conceptual understanding, problem-solving abilities, and active participation during the learning process. Throughout the intervention, students demonstrated increased engagement in group discussions, greater confidence in expressing ideas, and enhanced independence in addressing given problems. The PBL model proved effective in fostering active, collaborative, and meaningful learning. By presenting real-world contextual problems, the model not only enhanced students’ academic performance but also promoted the development of critical thinking, communication, and social skills. These outcomes align with 21st-century educational goals, which emphasize the cultivation of higher-order thinking skills. Theoretically, this study reinforces the effectiveness of PBL as an innovative pedagogical approach for mathematics instruction at the elementary level. It is recommended that educators systematically and consistently implement the PBL model in classroom practice. Future research is encouraged to explore the interaction between individual student characteristics and instructional models, in order to further optimize learning outcomes across various subject areas.

This study was conducted to develop an edutainment-based learning media product and to assess its feasibility in terms of validity, practicality, and effectiveness with a focus on understanding mathematical concepts and fostering self-directed learning in social arithmetic topics. The research employed a development approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation. The instruments used included validation sheets completed by experts, practicality questionnaires filled out by teachers and students, mathematical concept comprehension tests, and self-directed learning questionnaires. Research subjects consisted of two groups: a small-scale trial with 10 seventh-grade students and a large-scale trial with 32 students. The findings revealed that the edutainment learning media developed was appropriate for use, fulfilling all three aspects of feasibility. The validity score for media was 142 out of 230 (medium category), while the material validation reached 110 out of 135 (high category). Practicality assessments showed very high results, with teachers assigning a score of 175 out of 172 indicators and students achieving an average score of 156.8, which placed the media in the very high category. Effectiveness was demonstrated by improved mathematical concept comprehension, where the pretest average of 75.24 increased to 84.38 in the posttest, meeting the minimum high category. Similarly, the self-directed learning questionnaire showed improvement, with average scores rising from 99.97 to 102.91, and the percentage of students attaining very high posttest results increased to 90.63%.

The Merdeka Learning - Merdeka Campus (MBKM) policy is a groundbreaking initiative in Indonesia’s higher education system, aiming to create more flexible learning opportunities, connect students with the workforce, and integrate experiential learning. The key strength of this policy lies in its ability to empower students to develop independent learning through extracurricular activities that align with their competencies. At Yudharta Pasuruan University, MBKM has been adopted as an important strategy to enhance the quality of education while preparing graduates to be adaptive and competent in an ever-changing job market. The main aim of this research is to analyze how the planning, implementation, and evaluation of the MBKM program at Yudharta Pasuruan University contribute to improving student independence in learning. The focus of this study includes examining curriculum management, faculty support, and the university's partnerships with external organizations, which are all vital components of the MBKM program. This research uses a qualitative approach, with data collected through interviews, observations, and document analysis. The data analysis process involves data reduction, data presentation, and drawing conclusions. The results of the study indicate that Yudharta Pasuruan University has successfully implemented MBKM through clear policy planning, curriculum adjustments, and the strengthening of external partnerships. Students have gained significant benefits, including increased independence in learning, enhanced critical thinking skills, improved adaptability, and valuable real-world experiences in their chosen fields. These outcomes show that the MBKM program at Yudharta Pasuruan University plays a critical role in transforming higher education, making it more relevant, sustainable, and aligned with the needs of both students and the workforce. This research underscores the importance of MBKM in encouraging the development of a more independent and competent generation of graduates.

This study aims to explore the implementation of the Resource-Based Learning (RBL) model in enhancing the critical thinking skills of tenth-grade students in Islamic Religious Education (PAI) at SMA Negeri 1 Sangatta Selatan. It also examines the factors that support or hinder the use of the RBL model among these students. A qualitative approach was used, with field research as the research type. Data sources included both primary and secondary materials. Informants consisted of Islamic Religious Education teachers and tenth-grade students. Data collection methods involved observation, interviews, and document analysis, and the data were analyzed descriptively. The findings reveal that the RBL model enables students to analyze information critically, engage more actively and reflectively with the material, enhance their logical thinking, deepen understanding, and develop the ability to find and evaluate appropriate solutions. Supporting factors for the model’s success include the availability of diverse learning resources, engaging teaching methods, teacher support as facilitators, and effective group collaboration and discussion. On the other hand, limited active participation from some students was identified as a barrier. Overall, the application of the RBL model significantly improved students’ critical thinking skills compared to traditional teaching methods. This was evidenced by an increase in the average critical thinking test scores in the experimental group. Therefore, the RBL model proves to be an effective alternative strategy for enhancing both the quality and outcomes of Islamic Religious Education at the high school level. Moreover, students showed greater engagement, improved collaboration skills, and increased independence in accessing and utilizing learning materials. These results highlight the effectiveness of the RBL model in fostering critical thinking and meaningful learning experiences in PAI subjects.

This community service program is designed to enhance the competence of English teachers at SMP N 33 Purworejo in utilizing Artificial Intelligence (AI)-based learning media, particularly deep learning technology. In the digital era, many teachers still face limitations in integrating intelligent technology into classroom activities, which affects the effectiveness of learning. The program was carried out in four stages: the provision of basic materials on AI and deep learning, technical training on the use of AI applications, practical development of learning media, and mentoring combined with evaluation. The results of this activity show an increase in teachers’ understanding and skills in operating AI tools, with each participant producing at least one AI-based learning media product. Through workshops, teachers learned to use applications such as chatbots, speech-to-text, text-to-speech, and AI-assisted language tools to enrich students’ learning experiences. In addition, teachers were guided to design contextual media tailored to curriculum goals and student needs. Mentoring ensured that the products created were tested, improved, and ready to be applied in the classroom. The novelty of this activity lies in its focus on practical implementation of deep learning in junior high school English teaching, positioning teachers not only as users but also as creators of innovative media. Beyond technical competence, this program fosters collaboration among teachers to sustain innovation. In the long term, the outcomes are expected to improve students’ engagement, motivation, and communication skills, and contribute to the establishment of a digital learning ecosystem that supports interactive, effective, and future-oriented education.

Science education at the junior high school level demands learning strategies that encourage active student engagement as well as enhance conceptual understanding. The low learning outcomes of students in the science subject of ecosystem materials emphasizes the need for learning innovations that focus on student activities. This study aims to evaluate the effectiveness of the Problem Based Learning (PBL) learning model in improving the learning outcomes of grade VIII students of SMP Negeri 1 Tumpaan. The research was conducted in the form of Classroom Action Research with two cycles, each of which included the planning, implementation, observation, and reflection stages. The subjects of the study were 30 students of grade VIII. The research instrument is in the form of learning outcome tests given at the pre-cycle stage, post-test cycle I, and post-test cycle II. Data were analyzed using descriptive statistics and repeated measurement tests to ascertain the significance of improving learning outcomes. The results showed an increase in students' average scores from 58 in the pre-cycle to 75.33 in the first cycle, and 79.5 in the second cycle. The percentage of learning completeness also increased from 20% to 66.67% in the first cycle, and reached 80% in the second cycle. Repeated measurement analysis showed significant differences between stages with strong positive correlation values. These findings confirm that PBL is effective in improving science learning outcomes, encouraging active student involvement, and improving the equitable distribution of achievement in the classroom. This research has implications for the importance of implementing PBL as an innovative learning strategy in junior high schools to support the achievement of science literacy and 21st century skill development

This study aims to address the low learning process and outcomes of students in mathematics in grade IV of State Elementary School 138/II Daya Murni. The type of research used is classroom action research (CAR), which is carried out in two cycles, each consisting of planning, implementation, observation, and reflection stages. The subjects in this study were 13 students, and the implementation was carried out in the second semester of the 2025 academic year. Data were collected through observation, field notes, documentation, and learning outcome tests. Based on the results of the study, the Take and Give Type Cooperative model was proven to be able to improve the learning process and outcomes of students. In the first cycle, the involvement of educators in teaching was recorded at 66.66%, while in the second cycle it increased to 73.33%. Likewise, student involvement in the learning process increased from 46.61% in the first cycle to 69.23% in the second cycle. A significant increase was also seen in the completeness of student learning outcomes. In cycle I, the learning achievement rate reached 76.92%, and in cycle II, it increased to 84.61%. The implementation of the Take and Give Cooperative Model has proven effective in improving the quality of learning, both in terms of process and outcomes. Therefore, this model can be a useful alternative for educators in increasing student engagement and learning outcomes in grade IV.  

This study aims to examine the extent to which school principals’ policies influence student achievement at MTs Negeri 1 Bolaang Mongondow Timur. The role of the principal as the leader of an educational institution is not only limited to administrative functions but also extends to strategic decision-making that directly affects the learning process and students’ academic outcomes. Therefore, this research seeks to provide empirical evidence regarding the relationship between principals’ policies and student learning achievement. The research employed a quantitative method with a descriptive approach. Data were collected through questionnaires distributed to students, documentation of academic records, and direct observation within the school environment. The population of this study comprised all students at MTs Negeri 1 Bolaang Mongondow Timur. The sample was determined using a purposive sampling technique to ensure that the respondents met the research criteria. Data analysis was conducted using Pearson’s correlation to measure the strength of the relationship between variables and the coefficient of determination to determine the extent of the principal’s policy contribution to student achievement. The findings revealed a significant and positive influence of the principal’s policies on student academic performance. The Pearson correlation coefficient obtained was 0.877, indicating a very strong relationship. Furthermore, the coefficient of determination of 77% showed that the principal’s policies contributed substantially to students’ academic achievement, while the remaining 23% was influenced by other factors such as family environment, individual motivation, and supporting infrastructure. In conclusion, the study highlights that school principals’ policies play an essential role in creating a conducive learning environment and supporting the improvement of student achievement. The implications of this research emphasize the importance of principals formulating adaptive, participatory, and student-oriented policies to enhance the quality of education at MTs Negeri 1 Bolaang Mongondow Timur.

This community service program is designed to enhance the competence of English teachers at SMP N 33 Purworejo in utilizing Artificial Intelligence (AI)-based learning media, particularly deep learning technology. In the digital era, many teachers still face limitations in integrating intelligent technology into classroom activities, which affects the effectiveness of learning. The program was carried out in four stages: the provision of basic materials on AI and deep learning, technical training on the use of AI applications, practical development of learning media, and mentoring combined with evaluation. The results of this activity show an increase in teachers’ understanding and skills in operating AI tools, with each participant producing at least one AI-based learning media product. Through workshops, teachers learned to use applications such as chatbots, speech-to-text, text-to-speech, and AI-assisted language tools to enrich students’ learning experiences. In addition, teachers were guided to design contextual media tailored to curriculum goals and student needs. Mentoring ensured that the products created were tested, improved, and ready to be applied in the classroom. The novelty of this activity lies in its focus on practical implementation of deep learning in junior high school English teaching, positioning teachers not only as users but also as creators of innovative media. Beyond technical competence, this program fosters collaboration among teachers to sustain innovation. In the long term, the outcomes are expected to improve students’ engagement, motivation, and communication skills, and contribute to the establishment of a digital learning ecosystem that supports interactive, effective, and future-oriented education.

This study aims to highlight the effectiveness of the Directed Research Method in science classes highlighting Heat Transfer and Its Benefits in Daily Life for fifth-grade students at SD Negeri 060837 Medan. Considering the use of quantitative data, this study falls into the quantitative research category. The approach used is a quasi-experimental method, characterized by changing standard conditions to specific conditions, while monitoring and regulating external factors that may affect the research results. The study design involved two classes that received different treatments. A striking difference was seen in the science learning achievement of students taught with the Directed Research Method compared to those who did not receive the intervention. This was reflected in the average post-test results reaching 75.2 for students who learned using the Directed Research Method, while the average post-test results for students taught with the traditional method were 74.2. These findings indicate that students who participated in learning through the Directed Research Method obtained higher average scores in science lessons compared to those who did not receive the treatment. This test was applied to test the hypothesis. The t-test analysis of the learning outcomes of both classes showed a t-test value that exceeded the t-table value, namely 4.46 compared to 1.669. The acceptance of Ha shows that the Directed Research Method successfully supports the teaching of Heat Transfer and Its Benefits in Daily Life to fifth-grade students at SD Negeri 060837 Medan in the 2024/2025 academic year. Therefore, it can be concluded that the Directed Research Method has a significant influence on science lessons that discuss Heat Transfer and Its Benefits in Daily Life.

This study explores the alignment between science learning practices and children’s cognitive development stages based on Jean Piaget’s theory. Ten academic publications were systematically reviewed to examine how Piaget’s framework can be applied in science education. The findings highlight that integrating cognitive development theory is highly relevant for improving the quality of teaching and learning in schools. At the concrete operational stage (approximately 7–11 years), children learn best through direct experiences, manipulation of real objects, contextual media, and experiments that connect concepts with daily life. These methods help foster curiosity and reinforce conceptual understanding. As learners progress to the formal operational stage (around 11 years and above), they begin to think abstractly, reason logically, and analyze critically. At this level, student-centered approaches, inquiry-based methods, and constructivist learning become more effective in enhancing problem-solving, creativity, and higher-order thinking skills. The review also indicates that adapting instruction to developmental stages supports more meaningful and sustainable learning outcomes. In the Indonesian educational context, this approach can address challenges such as limited classroom facilities, diverse student learning styles, and a curriculum that is often overloaded. By applying Piaget’s insights, teachers can design learning strategies that bridge abstract concepts with concrete understanding, thus increasing student motivation and engagement. In conclusion, aligning science education with Piaget’s cognitive stages is an effective way to improve student performance and ensure long-term academic growth. The study provides valuable input for teachers, researchers, and policymakers in developing innovative, student-centered science and mathematics education.

Adapting to students’ learning styles is a key factor in enhancing the effectiveness of higher education, particularly in Informatics programs where learning preferences vary widely. This study aims to segment students based on their learning styles using the K-Means clustering algorithm, guided by the VARK model (Visual, Auditory, Read/Write, Kinesthetic). Data were collected from 130 Informatics students, including information on their learning preferences, and processed through normalization techniques. The optimal number of clusters was determined using the Elbow Method and Silhouette Score, and subsequent cluster interpretation was conducted. The results identified three dominant clusters, each representing distinct learning behavior patterns. These clusters were analyzed to recommend tailored instructional strategies for each group. Specifically, Visual learners were found to benefit from graphic-heavy materials, Auditory learners preferred lectures and discussions, Read/Write learners thrived on written content and detailed notes, while Kinesthetic learners responded best to hands-on activities. The findings support the development of adaptive, data-driven teaching approaches that align with the actual learning tendencies of students in Informatics. Moreover, the study demonstrates that the K-Means method is effective in systematically identifying student learning profiles, which can be used to inform instructional improvements. This personalized approach to teaching could significantly enhance learning outcomes by providing students with the most effective educational experiences tailored to their individual learning styles

The lack of knowledge among students in reading cursive letters and copying simple sentences into cursive letters has led to low writing skills in second-grade students at SD Negeri 11 Bahagia. This indicates the importance of implementing an approach that can enhance their writing skills. One alternative that can be implemented is the use of card media. Card media is considered effective because it provides visual stimulation that helps students recognize and correctly write cursive letters. This study aims to improve students' ability to write cursive letters through the use of card media in Indonesian language lessons. The research method used is Classroom Action Research (CAR), which allows for direct evaluation in each learning cycle. The subjects of this study are second-grade students at SD Negeri 11 Bahagia Panti. Before the action was implemented, the average score of students in the pre-action activities was 60, indicating the need for improvement. In the first cycle, the average score increased to 75, with a completion percentage of 55%. Although there was an improvement, it did not yet reach the expected target. After continuing to the second cycle, the students' average score further increased to 81.2, with a completion percentage reaching 84%. This shows that the use of card media successfully improved students' writing skills and that the target set had been achieved. Therefore, this study concludes that the use of card media can significantly improve students' learning outcomes in writing cursive letters.

A teacher’s success in teaching can be observed through student learning outcomes. One of supporting factors for successful teaching is the used of learning model. This research aims to determine the effectiveness of Cool-Critical-Creative-Meaningfull (3CM) Learning Model Assisted by Differentiated Learning-Based Learning Modules to improve the academic achievement and the critical thinking skills of students at SMA Negeri 8 Malinau. This study employed a quantitative approach, with a quasi-experimental research method using a pretest and a posttest designs. The population consisted of 12th - grade students of SMA Negeri 8 Malinau, with 60 students sample divided into 2 classes, experimental class and control class, depended using a non-probability sampling technique. The experimental class is a class that is treated in the form of 3CM learning model assisted by differentiated learning-based learning modules, while the control class received a conventional treatment. Data collection for measuring learning outcomes and critical thinking skills was carried out through validated and reliable tests. Data analysis techniques used a homogeneity test with the F test and a hypothesis test with an Independent Sample T test. The results showed that: 1) the average of student learning outcomes in the experimental class was 75,50, higher than the students in the control class, which was 65,50; and 2) the average of critical thinking skills test outcomes in the experimental class was 81,22, higher than that of the control class, which was 61,47. From these results, it was concluded that the 3CM learning model assisted by differentiated learning-based learning modules was effective in improving student’s learning outcomes and critical thinking skills.

The problem of Out-of-School Children (OSC) in Lebak Village, Grabag Subdistrict, Magelang Regency, represents a complex educational issue that requires appropriate handling strategies. This study aims to analyze the factors influencing the high number of OSC while evaluating the strategies implemented by Universitas Tidar students through the Community Service Program (KKN) in addressing this challenge. The findings reveal three main causes of OSC: zoning, learning motivation, and local culture. The zoning factor is related to limited access to public schools due to distance, while low learning motivation emerges from the lack of family support. Cultural factors are reflected in parents’ tendency to prioritize religious education in traditional Islamic boarding schools that do not follow a formal curriculum, which results in children not receiving general education diplomas. The strategies applied by KKN students included socialization about the importance of education to both students and parents, installing learning schedule banners to build study discipline, and providing direct mentoring for children at risk of becoming OSC. This approach highlights the importance of collaboration among families, schools, communities, and the government in creating a supportive environment for children’s education. The outcomes of the program show an increase in community awareness regarding the importance of formal education and the emergence of renewed motivation among children to continue schooling. Thus, it can be concluded that the KKN strategies contributed positively to reducing the number of OSC and can serve as a sustainable model of community empowerment in the field of education.

The Effects of Study Practices, Learning Resources, and Home Environment on High School Students’ Academic Performance in Yogyakarta Province. Thesis. Yogyakarta: Faculty of Economics and Business, Yogyakarta State University. 2025. This research investigates how Study Practices, Learning Resources, and Home Environment affect the Academic Performance of high school students in Yogyakarta Province. It is classified as associative/causal research utilizing a quantitative methodology. The participants in this study included high school students from the Special Region of Yogyakarta Province. The sample comprised 160 respondents, selected through random sampling. Data were analyzed using SPSS software. The findings revealed the following: (1) Study Practices positively and significantly impact academic performance, demonstrated by a calculated t value greater than the t table (4.210 > 1.97529) with a significance level of 0.000, which is less than 0.05. (2) Learning Resources also show a positive and significant effect on academic performance, with a calculated t value exceeding the t table (2.306 > 1.97529) and a significance level of 0.022, which is less than 0.05. (3) The Home Environment positively and significantly influences academic performance, indicated by a t value greater than the table value (2.104 > 1.97529) and a significance level of 0.037, which is below 0.05. (4) Study Practices, Learning Resources, and Home Environment collectively have a positive impact on student academic performance, with a calculated F value exceeding the F table (42.608 > 2.66) and a significance level of 0.000, which is less than 0.05.

This research is a development study that aims to create a product in the form of a learning aid, namely audio-visual media through the GeoGebra Classic application, which is used for 3-dimensional geometric shapes lessons in grade V of YPNU Elementary School Medan. This research was conducted because teachers still do not utilize technology optimally in teaching, especially in mathematics subjects related to spatial shapes. The lack of engaging and interactive teaching methods for complex topics like 3D geometric shapes often leads to reduced student interest and understanding. To improve the mathematics learning process on the topic of spatial shapes, audio-visual media was created with the help of the GeoGebra Classic 5 application. The goal is to provide variations in mathematics learning media and increase student interest in the lesson. The development of this media allows students to visualize 3D geometric shapes more clearly and interactively. The instrument used to collect data was a questionnaire that included questions to assess the effectiveness of the media from the perspective of educators and students. The results of the evaluation revealed that learning using this media received 93% responses from teachers and 87% from students, which indicates that the media is very effective. The positive feedback from both groups suggests that this audio-visual tool can enhance students' understanding of spatial geometry concepts and improve the overall learning experience. This study offers an innovative approach to teaching mathematics and highlights the importance of integrating technology into the classroom to foster better engagement and learning outcomes.