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Education in the modern era requires students not only to master cognitive knowledge, but also to have the ability to think critically, analytically, creatively, and problem solving skills independently. Therefore, the application of the Problem Based Learning (PBL) model and the Learning Strategy for Improving Thinking Ability (SPPKB) is considered relevant and ideal in the context of Christian Religious Education (PAK) to integrate faith values with the reality of daily life. This study uses a literature study method by examining scientific journals, books, and academic articles to analyze the definition, essence, characteristics, and steps of PBL which include the introduction of authentic cases, problem solving, investigation planning, independent learning, solution synthesis, presentation of results, and reflection. PBL has proven to be effective in increasing learning motivation, collaboration, and internalization of Christian moral values, although it has limitations in the relatively long time requirement and the demands of teacher competence as facilitators. Meanwhile, SPPKB emphasizes intellectual stimulus, exploration of ideas, data processing, in-depth analysis, and metacognitive reflection to form a systematic and independent mindset in dealing with religious ethical issues. These two student-centered learning strategies complement each other in forming students who are dynamic, reflective, critical, and responsible as Christian personalities through flexible and contextual learning adaptations in PAK.

This study aims to describe the innovation of implementing Pembelajaran Berbasis Masalah integrated with differentiated instruction and digital technology in Indonesian language learning modules at the junior high school level. The research employed a qualitative descriptive approach. The research subjects were students of the Teacher Professional Education Program (PPG) in Indonesian Language and Literature who developed and implemented PBL-based Indonesian language learning modules. Data were collected through document analysis of the learning modules and semi-structured interviews with the PPG students as the module developers and implementers. The data were analyzed using content analysis techniques, including data reduction, data display, and conclusion drawing. The findings indicate that the implementation of PBL in Indonesian language modules fosters more contextual, meaningful, and student-centered learning. The integration of differentiated learning, Mengajar di Tingkat yang Tepat (TaRL), and Pengajaran Responsif Budaya (CRT) enables teachers to accommodate students’ diverse abilities and backgrounds. The use of digital media and social media platforms in assignments and presentations enhances students’ motivation, participation, and communication skills. Moreover, authentic assessment and reflective activities contribute to the development of students’ critical thinking, collaboration, and independence in line with the Pancasila Student Profile. Therefore, this PBL-based module can serve as a best practice model for innovative learning aligned with the Merdeka Curriculum and the demands of 21st-century education.

This study discusses the development of thematic teaching materials in elementary schools to improve the quality of learning in accordance with the 2013 Curriculum. The research method used is research and development with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results show that the thematic teaching materials developed with approaches such as Project Based Learning (PjBL), Problem Based Learning (PBL), and Contextual Teaching and Learning (CTL) can enhance students' critical thinking, creativity, and social responsibility skills. The integration of local wisdom values as well as the use of digital and contextual teaching materials make learning more engaging, interactive, and meaningful. The thematic teaching materials based on these innovative learning models can help students develop 21st-century skills. Thus, the development of thematic teaching materials based on innovative models is an effective strategy for creating quality learning in elementary schools that is relevant to curriculum demands and the needs of today's learners. The use of technology and contextual approaches enriches students' learning experiences, making them more relevant and beneficial in daily life.

. Eco-print is a technique for printing leaf and flower motifs on fabric by utilizing natural materials derived from the surrounding environment. This technique is not only environmentally friendly but also encourages artistic exploration and the sustainable use of natural resources in art education. The method applied in this activity is a project-based learning approach, in which students are actively and collaboratively involved throughout the entire process of artistic creation. The learning stages include the introduction of eco-print concepts, the collection and selection of natural materials, color experimentation, the motif printing process, and the presentation and reflection of the final artworks. The results indicate that students experience improvements in creativity, particularly in imaginative ability, willingness to experiment, problem-solving skills, and aesthetic sensitivity to form and color. In addition, this learning activity contributes to strengthening environmental awareness, care for nature, and the introduction of local wisdom through the use of natural materials. Therefore, the implementation of eco-print and natural dye art has proven to be an effective and innovative learning medium that supports the holistic development of students’ creativity, character, and environmental awareness.

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

Islamic Religious Education (PAI) faces serious challenges from the crisis of integrity and trust in the digital era, which is manifested in the weakening of social solidarity (ukhuwah) and the emergence of a toxic social environment due to disinformation and fragility of commitment. This study aims to analyze and formulate an implementation model for the values ​​of Shiddiq (honesty and truth) and Amanah (trustworthiness and responsibility) in PAI, as well as to examine their role in building Ukhuwah and a Positive Social Environment among students. The method used is library research with a qualitative-analytical approach, involving a critical review of relevant scientific literature, journals, and books. The results of the study indicate that the implementation of these two prophetic values ​​must be carried out transformatively through integrated Project Based Learning (PjBL) and Problem Based Learning (PBL) methods, not merely cognitive transfer, but through real practice. The value of Shiddiq plays a central role in building trust and countering hoaxes, while Amanah ensures commitment and social responsibility, which collectively strengthen the bonds of ukhuwah. These findings imply the urgency of developing an Islamic Religious Education (PAI) curriculum that is responsive to digital ethics and strengthens teacher exemplary behavior (uswah hasanah) as a model of integrity. It is recommended that future research conduct empirical tests of the proposed implementation model to strengthen the generalizability of the findings.

The Problem-Based Learning (PBL) model is a teaching strategy that focuses on students being the main participants in their education by engaging in the resolution of actual problems. This article looks into how PBL is applied in the classroom, its effects on enhancing students' critical thinking abilities, and the primary attributes of this model that aid in developing problem-solving skills. PBL consists of five key phases: identifying a challenge, organizing research efforts, performing both individual and group inquiries, gathering and sharing findings, and reflecting on the process. These phases create a learning experience that promotes teamwork, self-directed research, and thorough analysis of information. Findings from this research reveal that PBL significantly enhances students' critical thinking skills, particularly in areas like analysis, assessment of evidence, solution formulation, and articulating arguments logically. Furthermore, features of PBL, which include prioritizing students, addressing real-world issues, fostering self-directed learning, encouraging group collaboration, and positioning the teacher as a guide, play a crucial role in enhancing problem-solving capabilities. By tackling issues that relate to their daily lives, PBL motivates students to independently build knowledge, foster innovation, and reinforce their autonomy in the learning journey.

This study aims to describe the innovative application of the Problem Based Learning (PBL) model in improving the understanding of speech texts in grade VIII students of SMP Negeri 1 Banjarmasin. The study uses a descriptive qualitative approach supported by quantitative data in the form of student learning outcomes. Data sources include lesson planning documents (RPP), the "Understanding Speech" teaching module compiled by Istiqomah HM, and student learning outcomes. The learning process is carried out through PBL stages which include problem orientation, organizing students in group work, investigation, compiling and presenting results, and learning reflection. The results show that the application of the PBL model is able to improve students' understanding of the structure, content, and linguistic rules of speech texts. The average individual score reached 96.84 with most students obtaining a score ≥ 80. In addition to improving academic achievement, the PBL model also has a positive impact on students' critical thinking skills, collaboration, and communication skills. Although technical obstacles and differences in literacy levels were still found, this model is considered effective and worthy of further development in Indonesian language learning at the junior high school level.

Critical thinking skills are considered a fundamental skill essential for facing the challenges and complex issues of the 21st century. One teaching strategy considered effective in fostering these skills is the Problem-Based Learning (PBL) method. This study aims to describe the application of PBL in the teaching and learning process and its impact on strengthening students' critical thinking skills. The approach used in this research is classroom action research (CAR) with descriptive qualitative methods. The study results revealed that the use of PBL can improve students' critical thinking skills, particularly in the aspects of interpretation, analysis, and assessment. In addition, the implementation of PBL also has a positive impact on increasing student activeness, collaboration skills, and independence in the learning process. Obstacles encountered during the learning process can be minimized through the application of appropriate strategies, such as providing scaffolding and optimizing the use of digital-based learning resources. These findings make an important contribution to the development of more effective teaching methods in improving the quality of students' critical thinking in schools, as well as offering practical solutions for teachers to increase student engagement in problem-based learning.

This study aims to explain the application of various differentiated learning techniques based on Problem-Based Learning (PBL) to improve analytical and writing skills related to procedural texts among junior high school students. This research is based on students' lack of ability to understand and compose procedural texts methodically and in accordance with language conventions, which is caused by the prevalence of conventional teacher-centered learning. This study used a descriptive qualitative methodology involving seventh-grade students from a junior high school that has adopted the PBL model in Indonesian language subjects. Data were collected through observation, interviews, and documentation, then analyzed qualitatively. The results showed that the application of PBL along with differentiated learning and TPACK increased student engagement, accommodated diverse learning styles, and fostered critical thinking, analytical abilities, and collaborative skills. Learning became more meaningful and relevant, enabling students to compose procedural texts more effectively. This study recommends the application of the PBL model with differentiation as an innovative strategy to improve the quality of Indonesian language education in junior high schools.

This systematic literature review examines research trends in problem-based learning (PBL) within blended learning contexts by analyzing 64 peer-reviewed articles from Scopus database published between2020-2024. Using PRISMA methodology, this study identifies key patterns including the dominance of medical education contexts (71.9%), the significant impact of COVID-19 pandemic on pedagogical innovations, and the prevalence of experimental research designs (34.4%). Findings reveal that blended learning emerged as the most researched approach (61%), followed by online/distance learning (23%) and flipped classroom models (11%). The analysis indicates increasing publication trends in 2022 and 2024, with Education Sciences and BMC Medical Education as leading publication venues. This review highlights research gaps in engineering and technology education contexts, limited exploration of long-term learning outcomes, and insufficient mixed-methods studies. These findings provide valuable insights for educators, researchers, and policymakers in designing effective learning strategies that integrate problem-based and blended learning approaches in diverse educational settings.

This research was conducted to assess the effectiveness of using the Problem Based Learning (PBL) approach in teaching poetry writing in Indonesian language classes. This method was applied to assess the extent of students' mastery of the material and their response to problem-based learning. Based on the results of the questionnaire distributed, it was found that materials such as procedural texts, expository texts, negotiation texts, poetry, drama, and novels are materials that often use the PBL model. The results show that around 75%–80% of students understand learning with the PBL approach and show active and enthusiastic responses during the learning process. However, the implementation of PBL faces a number of obstacles, including limited time allocation and the level of readiness of students in digesting complex problems. Thus, periodic assessment and adaptation of the learning approach are key to optimising the effectiveness of this method.

Moral learning in junior high schools often faces challenges in improving the understanding and application of moral values in everyday life, especially in the material of Trustworthiness and Honesty. This paper is intended to explain the design of the Problem-based learning (PBL) learning method as an innovation in moral learning of the material of Trustworthiness and Honesty in class VIII of SMP Muhammadiyah 4 Panarukan, which is expected to improve students' understanding through a more contextual, active, and applicable learning experience. The PBL method allows students to analyze real problems related to Trustworthiness and Honesty, develop solutions, and reflect on the application of these values in everyday life. This learning design method adopts two stages of the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, namely the needs analysis stage and the learning design stage. The results of the study indicate that the need for moral learning in class VIII of junior high school includes the importance of more interactive and problem-based methods, which can bridge the gap between moral theory and its application in real life. This PBL learning design integrates case studies, group discussions, and reflection to create meaningful learning experiences related to the values of Trustworthiness and Honesty. Although this design has considered various pedagogical and contextual aspects, the method is still in the design stage and has not been directly implemented or evaluated. Therefore, further research is needed to test the effectiveness of the PBL method in the context of moral learning at SMP Muhammadiyah 4 Panarukan.

This study aims to describe the application of the Problem-Based Learning (PBL) model in integrating Science and Indonesian Language learning on the theme of “Environmental Change” at SDN Patrang 02. This study uses a descriptive qualitative approach with teachers and fifth-grade students as the research subjects. Data collection techniques include observation, interviews, and documentation. Data analysis was conducted using thematic analysis, with stages of coding, theme identification, interpretation of meaning, and drawing conclusions based on patterns of findings that emerged from field data. The results showed that the application of the Problem Based Learning model was able to increase student learning activity, develop critical thinking skills, and improve language skills through discussion and report writing activities. Students showed high enthusiasm in solving real problems related to environmental changes around them. In conclusion, the application of the Problem-Based Learning model is effective in integrating science and Indonesian language learning and is able to improve students' critical thinking and literacy skills at SDN Patrang 02.

This research aims to determine the effect of learning using the Problem Based Learning model assisted by the Powtoon application on the learning outcomes of Class XI Madrasah Aliyah at the Islamic Education Park (TPI) Sawit Seberang. This research is a type of quantitative research with a Quasy Experimental Design. The research population was 36 students in class XI MIA A and 36 students in class XI MIA B, 36 students in class XI MIA C and 36 students in class, and X MIA C totaling 36 people as the control class. The instrument in this research is in the form of a test in the form of 30 multiple choice questions. Data analysis of student learning outcomes using the t-test formula, also with the help of SPSS version 25 data processing. Data analysis of student learning outcomes with the results of calculating the average learning outcomes shows that the experimental class which uses the Problem Based Learning models is higher than the control class. The prerequisite test is proven that the data is normally distributed and homogeneous. The results of the test calculation were obtained under count worth 9.709 and table worth 1.668 so that it shows tcount > table so Ha2 is accepted. The conclusions in this research explain that there are influences and differences before and after the implementation of the Problem Based Learning model on student learning outcomes in class XI Madrasah Aliyah at the Islamic Education Park (TPI) Sawit Seberang.

This study aims to describe the implementation of the Problem Based Learning (PBL) model in teaching personal and official letter writing, and to examine its impact on improving the writing skills of Grade VII B students at SMP Negeri 2 Banjarmasin. The study is motivated by students’ difficulties in distinguishing the structure and language style of personal and official letters, as well as their low engagement in the learning process. This research employed a descriptive quantitative approach using a One Group Pretest-Posttest design. The instruments included writing tests (pre-test and post-test) and observation sheets to assess students’ activities and attitudes. The results indicate that PBL positively influences students' writing abilities. This is evidenced by a significant increase in the average post-test scores compared to the pre-test, along with improvements in critical thinking, collaboration, and independence. Students also demonstrated better understanding of the structural and linguistic features of both types of letters. Thus, the PBL model is recommended as an effective instructional strategy to enhance the quality of writing instruction, particularly within the framework of the Kurikulum Merdeka.

This study aims to improve the English speaking skills of students in class XI DPIB B at SMK Negeri 2 Malinau through the application of the Problem-Based Learning (PBL) model. The background of this research is the low speaking ability of students, which is characterized by limited vocabulary, lack of confidence, and low participation during English learning activities. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which was conducted in two cycles consisting of planning, action, observation, and reflection stages. The research subjects were 32 students of class XI DPIB B. Data were collected through speaking performance tests and observations of students’ learning behavior during the implementation of the PBL model. The collected data were analyzed using quantitative and qualitative techniques. The results showed a significant improvement in students’ speaking skills, as indicated by the increase in the average score from 64.00 in the pre-test to 68.75 in cycle I and 76.00 in cycle II. Furthermore, the percentage of learning completeness increased from 25% in the pre-test to 81.25% at the end of cycle II. Observational data also revealed positive changes in students’ learning behavior, including higher participation, increased motivation, and greater confidence in speaking English. These findings demonstrate that the Problem-Based Learning model is effective in improving students’ English speaking skills and learning engagement.

Fifth grade students' consistently poor reading comprehension abilities, which impeded their overall academic development and participation in language acquisition, served as the driving force for this study. Using a comic assisted problem based learning (PBL) model, the study, which involved 39 students at SDN Purwamekar, aimed to improve learning activities in order to increase teacher and student participation and, eventually, improve fifth grade students' reading comprehension skills. By using comic strips to illustrate issues, this creative method made learning more engaging and accessible for younger students. In order to enable iterative improvements, the study was conducted over two cycles using classroom action research technique. Only 25% of students (eight people) successfully completed the learning objectives in the first cycle, according to preliminary findings, while 75% (24 students) failed, suggesting difficulties with student motivation and comprehension. This led to changes like improving comic material and fostering more cooperative conversations. Significant progress was seen by the second cycle, with 30 students meeting the completion criteria and only four falling short of the objectives, indicating improved engagement and skill growth. In conclusion, the comic assisted PBL model effectively boosted reading comprehension skills among fifth grade students. The research underscores the value of integrating visual aids and problem solving in education, offering practical insights for teachers to create more dynamic classrooms. Nonetheless, factors like time constraints and resource availability warrant further exploration to ensure sustainable implementation in diverse educational settings.

This study aims to determine the implementation and challenges  of the Promblem Based Learning (PBL) learning model and contextual approach to students. So, by knowing the results of the implementation, it is hoped that teachers can improve the way to teach students better. The method used in this study is descriptive qualitative with interviews via chat via whatsapp and provides google from to be filled in by Yuselvin Beo Wesso as a PPG student who teaches at SMP Negeri 6 Banjarmasin grade 8. She was chosen because she was a student of the Teacher Professional Program and also directly taught at school. The results obtained are the advantages and disadvantages of this model and approach. The advantage of this model is that it helps students to hone critical thinking skills through problem solving that can build students' connectivity with learning. The shortcoming faced in its application is that students find it difficult if they are directly asked for problem-solving discussions. In addition, the challenge faced is that teachers must be able to design learning that varies with the context of problem-solving and not all students can construct their experiences into written text. Therefore, efforts are made by applying the jigsaw method. The result of the application of this model and approach is that the students are quite good. Students can work together to complete assignments and be able to bring up topics relevant to daily life.

This literature review examines the effectiveness of planning history learning based on the Problem Based Learning (PBL) model in developing students critical thinking skills. The study is motivated by the persistent dominance of teacher-centered instruction in history classes, which limits students analytical and reflective engagement with historical issues. This research aims to analyze how structured PBL, based lesson planning especially in designing problems, learning activities, media, and evaluation tools. Can enhance critical historical reasoning. Using a qualitative descriptive method through a review of journal articles, books, and research reports, the study finds that effective PBL planning requires identifying authentic historical problems, organizing collaborative inquiry activities, providing adequate scaffolding, and using critical thinking oriented evaluation rubrics. The results show that PBL consistently improves students’ analytical, evaluative, and interpretive abilities when supported by systematic planning and sufficient learning resources. The study implies that teachers must strengthen the planning phase, particularly in preparing learning scenarios and assessment instruments, to maximize the impact of PBL on critical thinking development.