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This study aims to examine the effectiveness of various innovative learning models on improving student learning outcomes and mathematical skills at the junior high school and senior high school levels. The method used is a literarure study of previous research results that applied learning models such as the Flipped Classroom, Project-Based Learning (PjBL), Peer-Led Team Learning (PLTL), Discovery Learning, Mind Mapping, and other cooperative learning models. The analysis results indicate that these models generally have a positive impact on enhancing students' learning engagement, critical and creative thinking skills, numeracy skills, mathematical communication, and problem-solving abilities. These findings reinforce the urgency of adopting student-centred learning approaches based on higher-order thinking skills (HOTS). Therefore, it is recommended that teachers continue to develop the application of innovative learning models in accordance with the characteristics of students and supported by educational policies that encourage innovation and continuous training. This research is expected to serve as a reference for educators and policymakers in designing more effective and meaningful learning.   

The problem-based learning (PBL) model is an approach that directs students to learn and work together to solve problems in the real world. Referring to the results of observations that researchers conducted at SMPN 2 nganjuk, still using a conventional learning model. This can be seen from the knowledge and skills of students who have not met the minimum standards set by the school. So that researchers provide solutions in the form of applying PBL-based learning models in the subject matter of long jump hanging style. This study aims to develop and test the feasibility of PBL-based long jump hanging style learning model products. This type of study is Research and Development (R&D) whose stages include conducting needs analysis, identifying learning models, developing learning models, evaluation, small group tests and large group tests. This research data collection uses instruments in the form of observations, interviews, and questionnaires. The results of the percentage calculation by 2 learning experts amounted to 97.08% and the average of the material experts was 95.00%. Furthermore, for the small group trial, 3 PJOK teachers got an average score of 92.16% and the value of 12 VIII grade students averaged 94.44%. As for the large group test on 4 PJOK teachers obtained an average of 93.75% and the value of 34 VIII grade students averaged 96.74%. So it is concluded that the product development of a PBL-based learning model for long jump hanging style material for class VIII SMP Negeri 2 Nganjuk is declared very feasible to use.

This study aims to describe students' difficulties in translating word problems into mathematical models in algebra material. Using a qualitative approach, the subjects were seventh-grade students at SMP Negeri 2 Tasikmalaya in the 2024/2025 academic year. Data were collected through questionnaires, interviews, and documentation. The results show that students struggled to understand the meaning of word problems and convert them into correct equations. Common errors included misconceptions about algebraic symbols, such as treating variables as fixed numbers and misusing the equal sign. In addition, students had difficulty identifying essential information needed to construct a mathematical model. Learning activities that focused only on procedural calculations further contributed to these challenges. This study recommends the use of more contextual and meaningful learning approaches, such as Problem-Based Learning and Realistic Mathematics Education, to help students better understand the relationships within problems and accurately express them through appropriate mathematical representations..    Penelitian ini bertujuan untuk mendeskripsikan kesulitan siswa dalam menerjemahkan soal cerita ke dalam model matematika pada materi aljabar. Dengan pendekatan kualitatif, subjek penelitian adalah siswa kelas VII SMP Negeri 2 Tasikmalaya tahun ajaran 2024/2025. Data dikumpulkan melalui angket, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan dalam memahami makna soal cerita dan menyusunnya menjadi persamaan yang tepat. Kesalahan yang muncul meliputi pemahaman yang keliru terhadap simbol aljabar, seperti menganggap variabel sebagai angka tetap dan tidak tepat menggunakan tanda sama dengan. Selain itu, siswa juga tampak kesulitan menentukan informasi penting yang diperlukan untuk membangun model matematika. Pembelajaran yang hanya berfokus pada prosedur perhitungan turut memperkuat kesulitan ini. Penelitian ini merekomendasikan penggunaan pendekatan pembelajaran yang lebih kontekstual dan bermakna, seperti Problem-Based Learning dan Realistic Mathematics Education, agar siswa dapat lebih memahami hubungan antar informasi dalam soal dan menyusunnya dalam bentuk model yang benar.

Entrepreneurship plays a crucial role in driving economic growth, with individual entrepreneurial intentions serving as a key supporting factor. Despite this, student involvement in entrepreneurial endeavors remains relatively low. This research seeks to examine how emotional intelligence and self-leadership influence entrepreneurial intentions among students at the University of Lampung. Employing a quantitative method with a causal approach, the study gathered primary data through questionnaires distributed to 183 sixth-semester students across various faculties. The research instruments underwent validity, reliability, and normality testing, and the data were analyzed using multiple linear regression. The findings confirmed the proposed hypotheses. Based on these results, the study recommends that higher education institutions, particularly the University of Lampung, implement character development initiatives and foster a positive student mindset. It also suggests creating more opportunities for reflection and open dialogue, incorporating problem-based learning models, and providing training in persuasive communication and soft skills. Furthermore, it emphasizes the importance of enhancing entrepreneurship curricula with practical experiences such as business incubators and simulations, while also improving student access to entrepreneurial support systems, including funding, mentoring, and market networks. These measures aim to boost student confidence in launching businesses and to strengthen the campus entrepreneurial ecosystem.

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 research aims to improve student learning outcomes in motion system materials by applying the Problem-Based Learning (PBL) learning model at Tumou Tou Girian Christian High School, Bitung. This research was carried out in two cycles, each consisting of planning, implementation, observation, and reflection stages. The first cycle showed that only 36% of students completed learning, while the other 64% did not. In the second cycle, student learning completeness increased to 84% after improvements and the implementation of more effective strategies. Applying PBL allows students to actively engage in learning, develop problem-solving skills, and think critically. The results of this study show that PBL can increase students' motivation in learning and encourage better interaction between students. Additionally, the PBL model is effective in helping students construct their knowledge, relate the subject matter to real life, and improve their overall learning outcomes. This research contributes to developing innovative learning methods that can be applied to improve the quality of education, especially in biology learning. These findings imply the importance of using problem-based learning models in improving education quality and students' high-level thinking skills. For further research, exploring the application of PBL in other subjects and its impact on students' social skills is recommended.

Environmental education plays a crucial role in modern curricula, emphasizing sustainability and ecological responsibility to address global challenges. This study compares faith-based and secular environmental education strategies, focusing on how theological reflection and ecological consciousness are integrated into teaching frameworks. Faith-based schools, particularly those rooted in Christianity and Islam, incorporate ecological ethics within religious teachings, framing environmental stewardship as a moral and spiritual duty. In contrast, secular models prioritize scientific literacy and environmental problem-solving. The study reveals that faith-based models promote both scientific understanding and moral engagement with environmental issues through religious values like Imago Dei (in Christian schools) and khalifah (in Islamic schools). These values instill a sense of moral accountability, motivating students to act sustainably. The research also highlights how curriculum design, teacher involvement, and experiential learning contribute to the effectiveness of both models in fostering ecological responsibility. By comparing these approaches, the study proposes an integrative eco-theological pedagogical framework that combines the strengths of both methods to promote long-term commitment to sustainability. The findings have implications for educational policy, curriculum development, and teacher training, especially in pluralistic school settings where diverse perspectives must be considered. Integrating ecological ethics into education can cultivate a generation committed to sustainability and ethical responsibility.

In geotechnical engineering, building robust structures is crucial to ensure the bearing capacity of structures against external forces, so making sure soil strength and unreliable build cost and duration prediction are also very important and preliminary aspects of any construction project. Therefore, in this first-of-its-kind modern examine, the capability of various artificially intelligent (AI)-based models toward reliable forecasting and estimation of preliminary construction expenses, duration, and strength at shear is explored. First, background information about the revolutionary artificial intelligence (AI) technique along with its many distinct models ideal for geotechnical and building engineering problems is presented, The use of AI-based models in the literature for the aforementioned construction and maintenance applications is discussed in a number of current works, together with their benefits, drawbacks, and future directions. Several important input elements that significantly affect the preliminary price of construction, construction time, and soil's shear strength estimation are listed and given through analysis. Finally, some obstacles to employing AI-based models for precise forecasts in these applications are discussed, along with elements influencing the problems with cost overruns. Thus, this work can help civil engineers make effective use of artificial intelligence (AI) to solve difficult and risky tasks. It can also be used to Internet of Things (IoT) environments for self-learning applications like smart architectural health-monitoring systems

This study aims to assess how well the Problem-Based Learning learning model improves the learning outcomes of Science High School Negeri 1 Nanusa grade XI students studying the Structure and Function of Plant Tissues. Learning biology frequently calls both a thorough conceptual grasp as well as an instructional strategy that may best engage pupils. The Classroom Action Research methodology is used in this study in two cycles, each with two meetings. Pre-tests, post-tests, observation of teacher and student activities, and documentation of the learning process were used to gather data. The study's findings demonstrated that using the Problem-Based Learning paradigm improved student learning outcomes' average score from 70 in the first cycle to 82 in the second. Additionally, the percentage of classical completeness rose dramatically from 40% to 90%. Furthermore, the second cycle appeared to have better results regarding students' active participation in group discussions, comprehension of the subject matter, and capacity to communicate group work outcomes. These results suggest that biology instruction at the secondary school level benefits greatly from using problem-based learning. This methodology promotes students' active participation, conceptual comprehension, and improved academic performance.

Learning strategies play a vital role in determining the success of the educational process, particularly in achieving learning objectives effectively and efficiently. This article aims to comprehensively examine fundamental concepts of learning strategies by addressing five main research questions: (1) what is the definition of learning strategies? (2) how are models, approaches, strategies, methods, and techniques of learning interrelated? (3) what are the classifications of learning strategies? (4) what are the essential components of a learning strategy? and (5) what considerations are important in selecting an appropriate learning strategy? Using a descriptive-qualitative approach, this article draws upon various educational literature, both classical and contemporary, to formulate a comprehensive understanding of learning strategies. The discussion on the definition highlights that a strategy is not merely a technical step but also a pedagogical framework that reflects a systematic way of thinking. Furthermore, this article emphasizes the importance of understanding the interconnectedness of learning models (conceptual frameworks), approaches (philosophical orientations), strategies (overall plans), methods (procedural steps), and techniques (practical actions) in order for educators to design cohesive and holistic learning processes. The classification of learning strategies is discussed based on the learning approach used, such as expository, inquiry-based, cooperative, contextual, and problem-based strategies—each with its own advantages and challenges. The article also identifies key components of learning strategies, including learning objectives, student characteristics, materials, media, methods, and evaluation. In choosing the appropriate strategy, the author highlights the need to consider factors such as learning goals, learner characteristics, available resources, and the socio-cultural context of the learning environment, particularly within the framework of Islamic education. The findings of this study are expected to contribute both theoretically and practically to the development of more contextual, adaptive, and relevant learning designs, especially for educators and prospective teachers within Islamic State Universities.    

Learning that is still dominated by teacher-centered approaches tends to result in passive student participation and low learning outcomes. This study aims to compare the effectiveness of the Socio-Scientific Problem-Based Learning (SSPBL) model and the Stimulus Environment Problem Solving (SEPS) model in improving student learning outcomes in the Ecology course. The research employed a quasi-experimental design involving two groups of fourth-semester Biology Education students at Universitas Muhammadiyah Surakarta in the even semester of the 2023/2024 academic year. Each group consisted of 20 students; one was taught using the SSPBL model, and the other using the SEPS model. Data were analyzed using the independent sample t-test and effect size analysis.The results showed that the SSPBL group achieved significantly higher cognitive learning outcomes than the SEPS group in both Cycle I (sig. = 0.041) and Cycle II (sig. = 0.049). The effect size results further confirmed the high effectiveness of the SSPBL model, with values of 2.846 (Cycle I) and 3.413 (Cycle II), categorized as "high." These findings indicate that the SSPBL model is more effective in improving learning outcomes, particularly in developing higher-order thinking skills through the integration of scientific concepts and socio-scientific issues. This study recommends the implementation of the SSPBL model in science education to foster deeper conceptual understanding and critical thinking among students.

One of the 21st century thinking skills is creative thinking skills. Students as prospective educators are required to learn and develop self-actualization in solving problems scientifically. This study aims to determine the effectiveness of Remap STAD learning models towards the empowerment of students' creative thinking skills. This research is a quasy experimental study and uses a Non equivalent pretest-posttest control group design. The population is all students of class XI IPA SMAN 4 Malang, totaling 234 students. A sample of 102 students was selected based on the equality test to determine the experimental class, positive control, and negative control. The instrument used used essay tests in accordance with indicators of creative thinking skills and the results were analyzed using the one-way anacova test. The results showed that the Remap STAD learning model effectively empowers students' creative thinking skills. The implication of the research conducted is to train students to think metaphorically to produce unique ideas or concepts as a form of achieving creative thinking skills. It is recommended that educators integrate the Remap STAD model in biology learning to foster student engagement and stimulate higher-order thinking processes necessary for solving contextual problems in daily life.

This research aims to identify and evaluate learning strategies at SDN Cibanjaran. Using a descriptive qualitative approach, the study relied on in-depth interviews, observations and group discussions to explore criticisms and suggestions for learning methods. The findings show that effective learning strategies involve a differentiated approach, where materials and methods are tailored to students’ individual needs. Problem-based learning (PBL) and project-based learning (PJBL) models are considered to increase student relevance and motivation. However, the different characteristics of today’s students compared to those of the past pose new challenges, especially in the application of discipline, which must now be more humane. In addition, adjusting to the Merdeka Curriculum is crucial, where teachers are encouraged to continue learning through platforms such as PMM. This study concludes that learning strategies need to adapt to changing times, environments and student needs to create a meaningful learning process. The implications of this study emphasize the importance of inclusive and dynamic learning, and the role of teachers as innovative facilitators.  

This study presents a Quantum Machine Learning (QML) architecture for perfectly classifying the Iris flower dataset. The research addresses improving classification accuracy using quantum models in machine-learning tasks. The objective is to demonstrate the effectiveness of QML approaches, specifically the Variational Quantum Circuit (VQC), Quantum Neural Network (QNN), and Quantum Support Vector Machine (QSVM), in achieving high performance on the Iris dataset. The proposed methods result in perfect classification, with all models attaining accuracy, precision, recall, and an F1-score of 1.00. The main finding is that the QML architecture successfully achieves flawless classification, contributing significantly to the field. These results underscore the potential of QML in solving complex classification problems and highlight its promise for future applications across various domains. The study concludes that QML techniques can offer transformative solutions in machine learning tasks, particularly those leveraging VQC, QNN, and QSVM.

In this study, the goal is to compare the academic results of economics students from Pasuruan Public Secondary School 3 classes, which use the PBL learning model, inquiry-based learning and discovery-based learning. Consistent with the description of unequal groups, this study used an experimental methodology that included three types of trials, each using a unique teaching model. An analysis of the pretest and posttest results was carried out to identify possible differences in the academic performance of the students. Although several teaching models were implemented, The findings showed that there was no significant difference in academic performance across the three groups. The Kruskal-Wallis test produces an Asymp value. signature. of 0.274, which means there is no significant difference between learning models. Therefore, the application of the PBL, inquiry and discovery learning model can be said to have no significant effect on student academic achievement.