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This study aims to determine the effectiveness of the media-assisted differentiation method in improving the ability to memorize Arabic vocabulary in grade III students of MI Salamah. The background of this study is based on the phenomenon of low student ability in memorizing vocabulary due to teaching techniques that tend to be monotonous and repetitive, thus less motivating students to learn actively. This study uses the Classroom Action Research (CAR) approach referring to the John Elliot model, which is implemented in two cycles, each including the planning, action implementation, observation, and reflection stages. The subjects of the study were 26 grade III students. Data were collected through oral examinations, interviews, and observations of teaching and learning activities. The results of the study showed a significant increase in students' ability to memorize vocabulary after the application of the media-assisted differentiation method. In Cycle I, the average percentage of student and teacher activity achievement was 72%, with only 61.54% of students being able to reach the memory test passing standard. After the strategy improvement in Cycle II, the average student and teacher activity increased to 90%, while the percentage of students reaching the memory test passing standard jumped to 92.30%. This improvement demonstrates that the differentiation method, which utilizes learning media, provides more varied, engaging stimuli, and is tailored to each student's learning characteristics. The conclusion of this study is that the media-assisted differentiation method is effective in improving elementary school students' memorization of Arabic vocabulary. The implication of this finding is the importance of teachers implementing creative, adaptive, and media-based learning approaches to optimize Arabic language learning outcomes, particularly vocabulary mastery.

This research is motivated by the low critical thinking skills of fifth-grade students at SDN Nurul Ittihad, Jambi City. Critical thinking skills are very important for students to face challenges in the modern era, so appropriate learning strategies are needed to develop them. This research aims to improve students' critical thinking skills through the application of a guided inquiry learning model in Natural and Social Sciences (IPAS) subjects. The research method used is Classroom Action Research (CAR) with reference to the Kemmis and McTaggart model which includes four stages, namely planning, implementation and observation, reflection, and re-planning. This research was conducted in two cycles, each consisting of three meetings. Data were collected using documentation, tests, interviews, and observations to measure the increase in student engagement, teacher activity, and learning outcomes that reflect critical thinking skills. The results showed a significant increase in several indicators. Student engagement increased from 87% in cycle I to 92% in cycle II. Teacher activity also increased from 71% in cycle I to 83% in cycle II. Meanwhile, the percentage of students achieving learning mastery increased sharply, from 21% before the intervention to 68% in Cycle I, and 89% in Cycle II. These findings indicate that the implementation of the guided inquiry model can actively and purposefully improve students' critical thinking skills. This model effectively encourages students to become more involved in the learning process, ask questions, explore information, and develop a deeper understanding of the subject matter.

This study investigates the implementation of the discovery learning model to enhance the learning independence of Grade V students in the IPAS subject at MIS Nurul Yaqin. The problem arises from limited learning facilities, which reduce opportunities for activities that stimulate creativity, as well as students’ limited ability to recognize and describe shapes and colors in detail. This Classroom Action Research applied the Kemmis and McTaggart model with Grade V students as the research subjects. Data were collected through observation, questionnaires, interviews, and documentation, and analyzed descriptively in both quantitative and qualitative forms. The results show that Discovery Learning effectively improved students’ independence in learning. Through its exploratory approach, students actively engaged in questioning, observing, experimenting, and drawing conclusions in meaningful activities. Improvements were noted in self-confidence, task discipline, initiative in managing learning, motivation to understand material, and responsibility for outcomes. Active participation at each stage—from problem formulation to reflection—enhanced mastery of the properties of light and their applications, while also fostering critical, creative, and responsible learning behavior. Furthermore, the study found that the implementation of Discovery Learning encouraged collaborative interaction among students, allowing them to share ideas, test hypotheses, and provide peer feedback. This created a more student-centered learning atmosphere, shifting the focus from teacher instruction to student exploration. Quantitative results showed that student independence increased significantly, with success rates rising from 47.80% in Cycle I, when learning was still teacher-centered, to 84.76% in Cycle II, as students became more actively engaged both physically and mentally. These findings highlight the importance of using student-centered approaches such as Discovery Learning to develop independence, critical thinking, and motivation. The model not only supported better academic outcomes but also prepared students with essential lifelong learning skills that can be applied across subjects and in real-life problem solving.

This study examined the effectiveness of applying the Logan Avenue Problem Solving (LAPS-Heuristic) learning model on mathematics learning outcomes among Class VII students at Wusto Imam An-Nasai Gowa using a one-group pretest–posttest design. The population consisted of all seventh-grade students enrolled in the even semester of the 2024/2025 academic year. A learning outcome test was employed as the primary research instrument to measure students’ performance before and after the implementation of the learning model. The data analysis involved descriptive statistical methods combined with gain tests to assess the extent of improvement. The findings revealed that students’ mathematics achievement fell predominantly within the very high category, with 53.85% of learners classified in this range, indicating a notable increase in category levels compared to their pretest performance. Furthermore, the percentage of students who successfully met the required minimum competency standards after the application of the LAPS-Heuristic model reached 96.15%. This outcome clearly illustrates that the vast majority of students—over 85%—achieved or exceeded the established passing threshold, suggesting that the integration of the LAPS-Heuristic approach was highly effective in enhancing mathematics learning outcomes. Overall, the results underscore that the LAPS-Heuristic learning model can serve as a practical and impactful strategy to improve student engagement, comprehension, and mastery of mathematical concepts in junior high school settings.

The low learning outcomes of students in Biology learning at SMA Negeri 1 Tutuyan is the background for the need for learning innovations that are able to increase active participation and conceptual understanding. This study aims to analyze the effectiveness of the Group Investigation learning model in improving student learning outcomes in Cell materials. The research used a pseudo-experiment method with a one group pretest-posttest design. The research sample amounted to 35 students from class XI Science who were selected purposefully. The instruments used were multiple-choice tests, pre-tests and post-tests of 25 questions for each test. The results showed an increase in the average score from 23.14 in the pre-test to 83.14 in the post-test. Inferential data analysis using the t-test showed a t-calculated value of 89.55, far above the t-table at a significance level of 5%. The category of student learning outcomes has also undergone significant changes, from a very low majority to a high and very high majority. The application of the Group Investigation model encourages students to be active in investigation, group discussions, and independent learning, which strengthens their collective and individual mastery of the material. These findings prove that the Group Investigation model is effective in improving learning outcomes, and can be implemented as a learning strategy in the Independent Learning Curriculum. This study contributes to the development of cooperative learning models in the context of Biology learning at the high school level, and can be replicated in other materials and levels to strengthen its effectiveness.

This study was motivated by the low learning outcomes of students in Physics subjects in class XII MIPA 7 at SMAN 1 Cikalongwetan, where most students had not reached the minimum mastery criteria. The purpose of this research was to improve student learning outcomes through the implementation of the Problem-Based Learning (PBL) model. The study employed a Classroom Action Research (CAR) method conducted in two cycles, each consisting of two meetings. Each cycle included planning, action, observation, and reflection stages. Data were collected through observations and written tests. The results showed an improvement in student learning outcomes after the implementation of the PBL model, as indicated by the increased number of students achieving scores above the minimum standard and a higher percentage of overall mastery. These findings suggest that the Problem-Based Learning model can be an effective solution to enhance student achievement in Physics. The implication of this study emphasizes the importance of the teacher’s role in designing student-centered learning and facilitating critical thinking and problem-solving skills.

At several levels of education, particularly at SMP Dewantara in Bekasi Regency, students continue to face difficulties in achieving satisfactory learning outcomes in the Islamic Religious Education (PAI) subject. The predominantly lecture-based teaching style in class IX.A has not been effective in encouraging active student participation, resulting in low mastery of the subject matter. The aim of this study is to improve learning outcomes by integrating the Problem-Based Learning (PBL) model into PAI instruction. This study involved 12 students from class IX.A as subjects and was conducted over two cycles using a collaborative Classroom Action Research (CAR) strategy. Data were analyzed both qualitatively and quantitatively through observations, tests, and interviews. Based on the collected data, students' average scores increased significantly from 76.67 before the intervention to 98.33 in the second cycle. Learning mastery also improved from 58% to 100%. By creating a more dynamic, collaborative, and real-world-relevant learning environment, the PBL approach proved effective in helping students gain a deeper understanding of the subject matter.

This study aims to describe the effect of implementing Teaching at the Right Level (TaRL) on improving Physical Education (PJOK) learning outcomes for students. This research is a Classroom Action Research (CAR) with a design model based on Kurt Lewin's opinion, which consists of four stages: Planning, Acting, Observing, and Reflecting. The research subjects were 40 seventh-grade students of SMP Labschool Unesa 3 in the 2024/2025 academic year. The data collection instrument used in this study was a learning outcome test on the Indonesian Children's Gymnastics Practice Material. This research was conducted over two cycles, each consisting of two meetings and one assessment, which consisted of four stages: planning, action, reflection, and evaluation, from late April to mid-May 2025. Data were analyzed at each cycle, and percentage analysis was performed. The learning outcomes in the first cycle showed that 54% of students achieved mastery, with an average score of 73.19. An improvement was seen in the second cycle, with 80% of students achieving mastery, with an average score of 80.11. Based on the results of this study, it can be concluded that the implementation of Teaching at the Right Level (TaRL) can improve the learning outcomes of seventh-grade students of SMP Labschool Unesa 3 in the Indonesian Children's Gymnastics Practice Material.

Student learning outcomes in Social Studies (IPS) at Class 7H MTsN 1 Kota Kediri were initially low, due to the use of less interactive lecture methods. This led to low student motivation and difficulty in understanding the material. This study aims to improve students' learning outcomes in Social Studies through the application of the cooperative learning model Teams Games Tournament (TGT). The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model conducted in two cycles. The subjects were 33 students of Class 7H. Data collection techniques included tests, observation, and questionnaires. The results showed an improvement in student learning outcomes across each cycle. The average score increased from 64.84 in the pre-cycle to 79.24 in cycle I, and reached 94.27 in cycle II. The percentage of mastery learning also improved from 3.03% to 81.82%, and finally reached 100%. Therefore, the TGT learning model proved to be effective in improving students’ learning outcomes in Social Studies.

This study aims to improve student learning outcomes in Grade XI ATPH 3 of SMK Negeri 1 Purwosari in the subject of Vocational Expertise Concentration on fertilization elements by implementing the cooperative learning model type Teams Games Tournament (TGT) using the interactive media Bamboozle. This research is a Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through learning outcome tests, observation, and documentation. The results showed that the implementation of the TGT model supported by Bamboozle media improved students’ average scores from 54.55 in the pre-cycle to 72.73 in cycle I and 81.82 in cycle II. The percentage of mastery learning increased from 6% to 39% and then to 82%. The use of TGT combined with Bamboozle was proven effective in enhancing students’ learning outcomes, engagement, and motivation. Thus, this strategy is recommended as an alternative interactive and engaging learning method in vocational subjects at vocational schools.

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.

Improving the quality of leraning in vocational high school (SMK) is essential to meet the demands of a competency-based workforce, especially in the Agricultural Food Crop and Horticultural Agribusiness expertise program. One of the challenges faced is the low student achievement in practical subjects, such as Grafting techniques. This study aims to enhance the learning outcomes of grade X ATPH 2 students at SMK negeri 1 Gondang through the implementation of the Project-Based Learning (PjBL) model in the Agribusiness Food Crop and Horticulture subject, focusing on grafting material. This research employed a Classroom Action Research (CAR) method conducted in two cycles, starting from the pre-cycle to cycle I. the research involved 30 students and was conducted from February to April 2025. The instrument used was a cognitive test analyzed quantitatively to measure student learning outcomes. The results showed an increase in the average student score from 51.23 in the pre-cycle to 76.2 in cycle I. the percentage of learning mastery also significantly increased from 16% to 57%. The implementation of the Project-Based Learning (PjBl) model provided a concrete and comprehensible learning experience, enhancing student participation and motivation.

Improving the quality of leraning in vocational high school (SMK) is essential to meet the demands of a competency-based workforce, especially in the Agricultural Food Crop and Horticultural Agribusiness expertise program. One of the challenges faced is the low student achievement in practical subjects, such as Grafting techniques. This study aims to enhance the learning outcomes of grade X ATPH 2 students at SMK negeri 1 Gondang through the implementation of the Project-Based Learning (PjBL) model in the Agribusiness Food Crop and Horticulture subject, focusing on grafting material. This research employed a Classroom Action Research (CAR) method conducted in two cycles, starting from the pre-cycle to cycle I. the research involved 30 students and was conducted from February to April 2025. The instrument used was a cognitive test analyzed quantitatively to measure student learning outcomes. The results showed an increase in the average student score from 51.23 in the pre-cycle to 76.2 in cycle I. the percentage of learning mastery also significantly increased from 16% to 57%. The implementation of the Project-Based Learning (PjBl) model provided a concrete and comprehensible learning experience, enhancing student participation and motivation.

This study investigates the dual impact of teacher competence on student academic performance and the development of leadership qualities in Senior High Schools and Vocational High Schools in Kabupaten Serang, Banten Province. Using a qualitative research approach, data were collected through interviews, focus groups, and classroom observations involving teachers and students. The findings reveal that teacher competence encompasses not only mastery of subject matter and pedagogical skills but also emotional intelligence and leadership modeling. Competent teachers create supportive and participatory learning environments that enhance both academic achievement and leadership development among students. The research highlights that effective teachers are those who not only deliver content but also engage students in meaningful ways, fostering a sense of belonging and motivation. This engagement is crucial, as it encourages students to take ownership of their learning and develop critical thinking skills. Furthermore, the study identifies that teachers who model leadership behaviors—such as ethical decision-making, effective communication, and collaboration—significantly influence students' perceptions of leadership and their willingness to adopt similar traits. However, challenges such as limited access to professional development and resource constraints affect the full realization of teacher competence. Many teachers express a desire for ongoing training and support to enhance their skills, yet systemic barriers often hinder their professional growth. The study underscores the need for comprehensive teacher development programs and policy support to improve educational outcomes holistically. These insights are valuable for educators, policymakers, and school administrators aiming to foster academic excellence and leadership skills in students. By prioritizing teacher competence and providing the necessary resources, schools can create an environment that not only promotes academic success but also prepares students to become effective leaders in their communities. 

Guided inquiry is recognized as an effective instructional model for Vocational High Schools (SMK), as it actively engages students in systematic exploration and investigation with teacher guidance. This study aims to address the problem of low student engagement and learning outcomes by implementing the guided inquiry model in classroom instruction. The research employed a Classroom Action Research (CAR) design, conducted over two cycles, each comprising the stages of planning, action, observation, and reflection.The participants consisted of 36 students from Class X of the Agribusiness for Food Crops and Horticulture (ATPH) program at SMK Negeri 1 Purwosari during the 2024/2025 academic year. Data collection instruments included student engagement observation sheets, evaluation tests, and documentation, with data analyzed using descriptive quantitative methods. The findings revealed that the guided inquiry model significantly improved both student engagement and learning outcomes in the topic of vegetative propagation. Student engagement increased from 32.81% in the pre-cycle to 70.49% in the first cycle and 84.72% in the second cycle. Similarly, the percentage of students achieving mastery in learning outcomes rose from 38.89% in the pre-cycle to 83.33% in the first cycle and reached 100% in the second cycle.

This study aims to improve the skills of third-grade elementary school students in learning the concept of measuring length and weight through the Team Games Tournament (TGT) learning model. The research method used is classroom action research (CAR) based on the Kemmis and McTaggart model, which involves four stages: planning, acting, observing, and reflecting. The study was conducted with 24 students from class III B at UPT SDN Latsari Tuban. Data collection techniques included observation, tests, and interviews. The research results show that the implementation of the TGT learning model can enhance students' understanding of the concepts of length and weight measurement. In addition, there was an increase in students' learning activity and motivation during mathematics lessons. Students became more enthusiastic, cooperative, and engaged in group activities, which contributed to better mastery of the material. Based on these findings, the TGT learning model is proven to be effective in improving mathematics learning outcomes, especially in the topic of Length and Weight Measurement for third-grade elementary school students.

The goal of this study is to ascertain whether using learning model Think Pair Share (TPS) improves student interest and science learning outcomes. Classroom action research (PTK) is the term for this kind of study. Learning outcomes in science and interest rose by 14.82%. According to the questionnaire results for each cycle, the average percentage of student interest increased from 73.43% in the first cycle to 79.82% in Cycle II. Ten students, or 35.71% of the total, have finished at pre-cycles. One student's percentage of mastery rises to 60.71%, or 17 finished students, after completing a cycle action. With an average score of 84.46, the percentage of students who experience mastery has then increased to 100% in cycle two.

This study aims (1) to determine the ability of mastery of mufradat in seventh grade students of Madrasah Tsanawiyah Babang Luwu before and after applying puzzle book media. (2) to determine the effectiveness of puzzle book media in improving mastery of mufradat for seventh grade students of Madrasah Tsanawiyah Babang Luwu. The method used in this research is Classroom Action Research (PTK) with Kemmis and McTaggart model which consists of two cycles. Data were collected through observation, tests, and interviews. The results of this study are (1) classroom action research conducted by researchers can be concluded that the use of puzzle book media is effective to be applied to seventh grade students (Research Class) by looking at the increase in the results of students' mastery of mufradat which increased through puzzle book media. (2) The percentage increase in cycle I can be seen that out of 23 students, 10 students with a percentage of (43%) were complete, while 13 students with a percentage of (57%) were not complete. As for cycle II, it can be seen that out of 23 students, 19 students were complete with a percentage (83%), while those who were not complete were 4 students with a percentage (17%). From cycle I to cycle II there was an increase in learning outcomes by (40%). Thus in cycle II the learning outcomes were said to be complete.

This study aims to enhance students' learning outcomes in Natural Science (IPA) through the demonstration method in fourth-grade students at SD Inpres Teas, Noebeba District, Timor Tengah Selatan Regency. The research was motivated by low science learning outcomes, with 60% of students failing to meet the Minimum Competency Criteria (KKM) of 70. Conventional teaching methods contributed to students' passivity and lack of engagement. This Classroom Action Research (CAR) follows the Kemmis and McTaggart model, consisting of two cycles with four stages: planning, implementation, observation, and reflection. The study involved 10 fourth-grade students, with data collected through learning outcome tests, observations, and teacher interviews. Descriptive quantitative analysis compared student performance before and after intervention. Results indicated that the demonstration method effectively improved science learning outcomes. Initially, students scored an average of 73.5, with a mastery rate of 40%. After applying the demonstration method in cycle I, the average increased to 84.1, with 70% mastery. In cycle II, refining teaching strategies led to an average score of 90.1, with 90% mastery. The method also enhanced student engagement, teamwork, and conceptual understanding. These findings suggest that the demonstration method is an effective strategy for improving science learning outcomes. Teachers are encouraged to incorporate demonstrations regularly, and schools should provide necessary resources to optimize learning experiences.

Education plays a crucial role in optimally developing and directing students' potential. In the current educational context, learning outcomes are assessed based on students' abilities to solve problems, reason, communicate, and demonstrate knowledge and attitudes. However, preliminary studies at MAN 1 Banjarmasin revealed that only 62.85% of the XI Agama class students met the Minimum Completeness Criteria (KKM) of 75 in Fiqh subjects, while the rest failed. This study aimed to improve learning outcomes in the topic of Mawaris by using an Android-based learning media, the "Kalkulator Waris" application. This Classroom Action Research (CAR) was conducted through two cycles following the model proposed by Arikunto, comprising planning, action, observation, and reflection phases. In the first cycle, the average student score was 73.63 with a 62.85% success rate. After refining the learning process, the second cycle showed significant improvement: the average score rose to 88.17, and all students (100%) achieved mastery. The use of the "Kalkulator Waris" application facilitated students’ understanding of complex inheritance calculations, enhanced learning engagement, and fostered a more active, creative, and problem-solving learning environment. The findings suggest that appropriate use of Android-based educational applications can significantly enhance learning outcomes, particularly in complex subjects like Islamic inheritance law.