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Through using digital-based learning media, teachers can manage student assignments through a collaborative platform. By using digital-based learning media, students can access learning materials from anywhere. Some of the interactive digital-based learning media that can be used by teachers to teach are Genially which is used to create Powert Points, Google Sites, Book Creator used to make E-books, Animation studio to make learning animation videos, Blogger to share or publish learning materials to students. The problems of this community service partner are the teachers of MGMP Economics High School Lamongan Regency, namely: 1) There are still many teachers who have not used digital-based learning media in the learning process, 2) Teaching methods are still monotonous, with learning media that are not yet innovative. The solutions offered to overcome partner problems are: 1) Providing education about digital-based learning media to MGMP Economics teachers of Lamongan Regency, East Java, 2) Practice and assistance in making digital-based learning media. From the results of community service activities, it is known that 1) there are still many teachers who have not used digital-based learning media in the learning process, this can be seen from the number of teachers who are new to the application that can be used as a learning medium, 2) many teachers still use conventional learning media, because there is still a lack of knowledge and education about digital-based learning media applications.

Learning is essentially a process of interaction between students and educators and learning resources in a learning environment, according to Gagne (Kanusta 1977: 19). The purpose of this study was to measure the level of student activeness in the classroom by using the Problem Based Learning (PBL) learning method. Based on the results of observations that have been made by researchers in history learning activities in class X SMA Swasta Gabriel Wanibesak from 24 students, only 49% of students are active in learning history, this also shows that in cycle I the level of student learning activeness has a classical percentage level of 49% where this is further confirmed based on the formula for calculating student activeness criteria in learning according to Arikunto (2007: 18) If the level of activeness is below 75% then students are less active in participating in the teaching and learning process. In cycle II researchers used the Problem Based Learning (PBL) learning method, there was an increase in the level of student activeness where the level of activeness in cycle II classically averaged 83%, this shows the level of enthusiasm of students in participating in the teaching and learning process that occurs in the classroom, in cycle II the teacher also tries to guide students to be more active in the teaching and learning process, such as answering questions given by the teacher, being able to express opinions, students are also active in group discussions, students actively ask the teacher regarding the material that has been conveyed, with the help and guidance of the teacher so that in cycle II the average level of student activeness has increased well.

Everyone is very curious about each other and what is happening around them, even though they are far apart. In this case, people need communication. Communication occurs through various means, including through mass media. The advantage of using mass media is that the number of target groups or communication methods that can be reached is relatively large and unlimited. There are several important aspects to consider in content marketing, namely the quality and topics that will be of interest to your readers/viewers must be highlighted through their communication and creation strategies. Strategy is also called tactical conclusion in the sense of how to achieve or further achieve a desired goal. Lifestyle in communication provides a view in utilizing existing facilities. Through communication, we can gain meaningful insights and information. How to convey existing messages and contribute to the delivery of existing messages via the Internet. The problem in this thesis is how the communication strategy of content creators / creatives in improving, developing ideas and concepts of brand image through social media Instagram EF Bintaro Sector nine (Case study on @ef_bintarosectornine account). The research design used in this paper is descriptive qualitative research design. Qualitative research focuses on various methods and includes an interpretive and naturalistic approach to the subject matter. Qualitative research can use various data analysis processing methods to obtain data from various sources and run continuously. The results of the study show the Communication Strategy of Content Creators in Improving EF (English First) Instagram Brand Image. From the results of research and discussion, it is known that EF (English First) is an English language education institution built for children to adolescents and EF (English First) is also a place for learning English and creating creative content that can be trusted in the credibility of its content. from the strategies made by EF (English First) content creators with the aim of developing brand image through social media instagram. Based on the results of the discussion in the role of communication according to Effendy (Effendy, 2019), in this theory there are two indicators that researchers apply, namely Attractiveness and Source Credibility.

This study aims to describe the learning conditions of Indonesian History applied at Madrasah Aliyah Bustanul Muta'allimim Blitar which uses the Problem Based Learning learning model. Problem Based Learning model learning directs the ability of students to play an active role in solving a problem in the process of learning activities, but in reality in learning in class 10 of Madrasah Aliyah Bustanul Muta'allimin there are still some students who still have difficulty in solving problems and there are also some students who are less active when the learning process takes place. The formulation of the problems in this study are: 1) How is the implementation of the Problem Based Learning learning model in grade 10 Indonesian History subjects? 2) How can the implementation of Problem Based Learning improve the quality of 10th grade Indonesian History learning? 3) What are the implications of the implementation of Problem Based Learning on student learning outcomes? The method used in this research is descriptive qualitative, as for the data sources used, namely through primary data by digging directly to the research location located at MA Bustanul Muta'allimin Blitar, with data collection techniques using interviews, observation, and documentation and checking data validity through source triangulation. . The results of this study are 1) Implementation of Problem Based Learning model learning in Indonesian History subjects in class 10 A, 10 B and 10 C there are three stages that are applied in the learning process, namely the preparation stage, the core activity stage, and the final stage or evaluation. 2)  Analysis of Whether the Problem Based Learning Method can Improve the Quality of Indonesian History Learning in grade 10. There are differences in the responses of students from the three classes for class 10 A, the response of students is still difficult in solving problems in the learning process and difficulty in presenting material when in front of the class and less active in learning in class, this is different from class 10 B and 10 C, students are easier in solving a problem and can present material and be active in learning activities in class. So from this it can be said that learning in the classroom has improved, but there must be more improvements from the Problem Based Learning model when learning activities take place in class. 3) Classroom student learning outcomes For student learning outcomes are influenced by factors within students, namely about the motivation of these students in participating in learning. Students from the three classes can be said to be class 10 A which is rather low compared to the other classes, because there are only male students, this can happen because in the application of Problem Based Learning model learning, these students do not pay attention to the teacher's direction, and are less serious in learning activities, so they do not understand the material being discussed together, in contrast to classes 10 B and 10 C which tend to be more easily organized by the teacher and pay attention when learning activities take place and are active in the process of ongoing learning activities.  

Numeracy literacy skills are children's abilities to utilize, convey, and apply various numbers, number symbols, graphs, charts, tables, and the like to solve problems in everyday situations. The lack of learning effectiveness in the modern era in children's learning can be caused by several things such as the lack of teacher creativity in teaching, inadequate facilities. The hope of this research is to explore how effective the snakes and ladders method is in improving numeracy literacy in children aged 5-6 years. This research was conducted at the Mutiara Bunda PAUD, Jatisawit Village. The method applied by the author in this study is a qualitative method by taking reference sources from books, articles, journals, and previous research. The findings of this study explain that the use of the snakes and ladders game method can develop the effectiveness of learning for early childhood and can improve literacy skills and numeracy skills in early childhood. Based on the analysis, the snakes and ladders game can help children to be more effective during the learning process and can help children to be more active, and can solve every problem that occurs in the learning process so that children will be more interested and motivated to learn.

This research is classroom action research that aims to improve learning outcomes in Natural and Social Sciences (IPAS). The topic is changing forms of energy in class IV-B students, SDN Pakis 01 Surabaya. The number of students in the class consists of 25. The data collection method used consists of observation, tests, and documentation. The learning model applied is problem-based learning (PBL). The research results show that the learning model Problem-Based Learning (PBL) can significantly improve student learning outcomes in science subjects. The pre-cycle results showed a completion rate of 32%; in cycle 1, it increased to 56%, and then in cycle 2, it increased to 80%. Implementation of learning models (problem-based learning) has succeeded in achieving the expected targets and can effectively improve student learning outcomes, especially in class IV-B at SDN Pakis 1 Surabaya in the 2024-2025 academic year. The learning model of problem-based learning (PBL) is also known for its effectiveness in building students' critical thinking skills so that it can help make the learning process easier.    

This study aims to improve the learning outcomes of students in class IV-A in IPAS subjects, especially on the material of friction and muscle force, by using the Problem Based Learning (PBL) Learning Model at SDN Pakis 1 Surabaya. This research is a Classroom Action Research (PTK) conducted in two cycles, each of which consists of planning, implementation, observation, and reflection stages. The subjects of this study were 28 students of class IV-A. The instruments used include learning outcome tests to measure students' understanding of the material taught. The results showed a significant increase in student learning outcomes. At the pre-cycle stage, only 39% of students achieved mastery, while 61% of students were not yet complete. After the implementation of PBL, in cycle 1 student completeness increased to 71%, and in cycle 2 all students reached completeness with a percentage of 100%. PBL proved to be effective in improving students' understanding of the concepts of friction and muscle force through problem solving that is relevant to everyday life. Thus, the application of Problem Based Learning (PBL) can significantly improve student learning outcomes in IPAS subjects, especially in understanding abstract concepts such as force. This method is also effective in developing students' critical and collaborative thinking skills.  

This study endeavors to enhance the scientific learning results of sixth graders at SDN Jajar Tunggal III/452 Surabaya by using the Problem Based Learning pedagogical approach with the support of wordwall media, with a focus on global Indonesian cultural heritage materials. Two rounds of classroom action research have been conducted. Class VI-A students from SDN Jajar Tunggal III/452 Surabaya in the 2024–2025 school year were the focus of this investigation.  This study use (1) as its method of data collecting.  Second observation. Recordings, three. Interview. The proportion of classical student learning outcomes that fell into the "very low" category was 32.14% before the cycle began, 67.85% during the first cycle, and 100% during the second cycle. Compared to the first cycle's assessment, the second cycle's outcomes were better. With an average final score of 85.55, the assessment findings for cycle II of classical learning completion attained 100%. The results show that in the 2024–2025 school year, students in class VI–A at SDN Jajar Tunggal III/452 Surabaya may benefit from using the problem-based learning approach with wordwall medium to study world-class Indonesian cultural heritage.

The purpose of this classroom action research is to use the problem-based learning paradigm to improve the skills of twenty-four fourth-grade students at SDN Pakis 1 Surabaya in producing transitive and intransitive sentences. Methods such as observation, testing, and documentation were used to collect data. Two phases formed this investigation. Students of class IV A improved their learning outcomes for the formation of transitive and intransitive sentences according to the classroom action research. In cycle I, the average score was 72, or 45%, or 11 students. In cycle II, it jumped to 80, or 83%, or 20 students. This study found that in the 2024-2025 academic year, students in class IV A at SDN Pakis 1 Surabaya were able to improve their capacity to create transitive and intransitive sentences by using the problem-based learning paradigm. Problem-Based Learning is known as a learning method that involves identifying a problem and then assigning students to solve it, thus making students more active and able to understand the material during the learning process. Transitive and Intransitive Sentences, Problem-Based Learning (PBL), Classroom Action Research, and Improving Student Learning Outcomes.

This article discusses community empowerment efforts in Segoropuro Village, Rejoso District, Pasuruan Regency, East Java Province, to overcome problems in education. Through a local wisdom-based Literasanctuary, this program integrates educational, economic and digitalization curricula. The theoretical framework includes increasing public awareness, the role of society in improving education, building economic independence, establishing literacy, empowering the creative economy, equality education programs. Implementation method for implementing the smart village program with 3 learning curricula, smart village mentoring program in Segoropuro literacy by the Pasuruan district education and culture office, monitoring program by the small and medium enterprise cooperative service. This article presents concrete steps towards a smart Segoropuro Village through literature based on local wisdom to build economic independence.

Paopao Village, Tanete Rilau District, Barru Regency, is one of the centers of cattle farming, as well as one of the sub-districts that received an allocation of Limited Production Forest management so that community groups who are members of the Forest Farmer Group (FFG) can apply the Agroforestry agricultural pattern, which was later developed into an Agrosylvopastura pattern with the management of animal feed crops. During this time, traditional livestock breeding communities still rely on natural feed and plant waste which is increasingly difficult to obtain,in extreme climatic conditions. Plant management in the Agroforestry system is also not optimal. The Community Empowerment Activity implements training and counseling activities as well as a demoplot of Agroforestry management management based on the application of environmentally friendly and sustainable Good Agriculture Practice (GAP) principles in Paopao village, to increase Agroforestry yields.  The method applied at this stage of activities is through the principle of learning by doing, starts from Problem Identification, Planning and Implementation program, and Evaluation of Success and Assistance for Sustainability. In addition to being equipped with knowledge of the implementation of GAP Principles, a demonstration plot for breeding and maintaining Indigofera sp. feed plants, as well as the practice of making complete cattle feed (Complete Feed) so that the community is able to process various natural ingredients into a complete feed formulation. Community empowerment was improved through counseling and training on livestock and crop management. Successful activities increase community knowledge in managing Agroforestry and Agrosylvopastura in an integrated manner based on GAP, as well as the technical ability to make complete feed formulations for cattle in a sustainable manner.

Problem-based learning (PBL) is an instructional model that utilizes problems as a starting point for acquiring and integrating new knowledge. The purpose of this study was to determine the effect of the Problem-Based Learning (PBL) model on improving students' learning outcomes on the topic of light properties in eighth-grade students at SMP Negeri 1 Karanganyar during the 2022/2023 academic year. This research employed a quasi-experimental approach using a Randomized Control-Group Posttest-Only Design. Data collection methods included the administration of questionnaires, pretests and posttests, and oral interviews. Based on the results of the research, it can be concluded that the Problem-Based Learning model significantly influences students' learning outcomes on the topic of light properties. This is indicated by the t-test results, where tcount = 2.064 and ttable = 2.006 with df = 52. Since tcount > ttable (2.064 > 2.006), the alternative hypothesis (Ha) is accepted, and the null hypothesis (Ho) is rejected. These findings demonstrate that the Problem-Based Learning model has a significant positive effect on students' learning outcomes in the topic of light properties among eighth-grade students at SMP Negeri 1 Karanganyar during the 2022/2023 academic year.

In class VI.A students, there are still many students having difficulty in doing statistics problems. Therefore, this research needs to be done in order to find out the learning obstacles experienced by grade VI students of SDN 6 Palembang on statistics material. Learning obstacle is divided into three types, namely ontogenic obstacle, didactial obstacle, and epistemological obstacle. The research method used in this study is a descriptive qualitative method. The instruments used in this study consisted of learning obstacle diagnostic tests, interviews, material analysis, lesson plan analysis, and textbook analysis and students of grade VI.A SDN 6 Palembang as the subjects in this study who were respondents who carried out learning obstacle diagnostic tests and interviews. Learning obstacles can be found based on the results of the analysis of learning obstacle diagnostic tests, interviews with homeroom teachers and students of class VI.A, lesson plan analysis and textbook analysis. The results of this study found learning obstacles, namely ontogenic obstacles such as lack of interest in learning mathematics and lack of student activeness in learning, didactical obstacles such as learning resources that are still limited and epistemological obstacles, namely lack of understanding of statistical concepts.

This study aims to analyze the effect of problem-based learning (PBL) models on student learning outcomes in the material of force and motion. This study used a quasi-experimental method with a pretest-posttest control group design. The research sample consisted of junior high school students who were divided into an experimental group with the PBL model and a control group with conventional learning. The results showed that students who learned with the PBL model had a deeper understanding of concepts and were able to apply concepts in solving everyday problems compared to the control group. The implications of this study confirm that the application of PBL can improve students' learning outcomes and critical thinking skills in physics learning.

This training aims to introduce and apply a product-based learning (PBL) approach in a kindergarten (TK) environment. PBL is a student-centered learning method where children learn through exploration, problem solving and collaboratively in producing a product. In the kindergarten context, PBL focuses on developing children's cognitive, social and motor skills through hands-on learning and writing activities. This training was developed for kindergarten teachers with a theoretical understanding of PBL, PBL planning methods that are adapted to child development, as well as creative and effective classroom implementation strategies. Educators are trained to design programs that connect to the kindergarten curriculum, conduct product-based learning, assess children's progress in critical thinking, communication and collaboration skills. The hope is that this training can help teachers create an interesting and meaningful learning environment for children, encouraging creativity, curiosity and enthusiasm for learning. It is hoped that the results of this training can improve the quality of children's education through the effective implementation of PBL.

This research aims to develop an interactive web learning media called Mathventure based on Google Sites, with a focus on improving the math problem solving skills of third grade elementary school students in multiplication material. The background of this research is driven by students' low understanding of the concept of multiplication and the lack of interesting and contextual learning media. The approach used in this research is the Research and Development (R&D) method with the ADDIE model involving five stages: analysis, design, development, implementation, and evaluation. The resulting product has been validated by material and media experts with excellent results. The pilot test was conducted in two elementary schools involving pretest, posttest, and student response questionnaire. The test results showed a significant increase in problem solving ability, with an N-Gain value of 0.6612, and a practicality level of 82%. This media is considered effective in creating learning that is fun, interactive, and able to motivate students in understanding the concept of multiplication. The implication of this research shows that web-based digital media can be an innovative solution to overcome math learning difficulties in elementary schools and has the potential to be further developed for other materials and levels.

The implementation of STEM-based learning in biology education aims to enhance students' scientific literacy by integrating interdisciplinary approaches. This study investigates the effectiveness of STEM-based learning in improving students' understanding of biological concepts, problem-solving skills, and critical thinking. A quasi-experimental method was employed with a pre-test and post-test design involving high school students. The results indicate a significant improvement in students' scientific literacy, as evidenced by higher post-test scores and increased engagement in learning activities. The study highlights the potential of STEM-based learning to foster deeper comprehension and practical application of biological knowledge. These findings suggest that integrating STEM approaches in biology education can effectively support scientific literacy development among students.

This study aims to evaluate the impact of the Problem-Based Learning (PBL) method on students' analytical and critical thinking skills. Data were collected from 230 respondents, consisting of students who participated in learning using the PBL method. The results of the study indicate that PBL has a very positive impact on improving students' critical and analytical thinking abilities. More than 90% of respondents agreed that PBL helped them think deeply and analytically. Group discussions in PBL were also found to be effective in enhancing material comprehension, with most respondents feeling the benefits. PBL also made it easier for students to remember and apply the material by linking theory to practice. Moreover, this method increased students' confidence in analyzing material and helped them draw conclusions based on valid data and arguments. The study concludes that PBL significantly improves students' analytical skills, critical thinking, and material understanding.

This study aims to analyze the effectiveness of STEM (Science, Technology, Engineering, and Mathematics)-based learning models in improving students' understanding of thermodynamic concepts. The research method used is a quasi-experimental with a pretest-posttest design. The subjects of the study were high school students who were divided into experimental and control classes. The results showed that the STEM approach can significantly improve students' conceptual understanding and problem-solving skills compared to conventional learning models. The implication of this study is the need for integration of the STEM approach in physics learning in order to improve the quality of education in the modern era.

The research aims to determine the positive and significant influence of the Problem Based Learning Method on the learning activity of Christian Religious Education and Ethics students in grade VIII of SMP Negeri 3 Pagaran for the 2023/2024 Academic Year. The hypothesis in this study is that there is a positive and significant influence of the Problem Based Learning method on the learning activity of grade VIII students of SMP Negeri 3 Pagaran for the 2023/2024 Academic Year. This study uses a quantitative method with an inferential descriptive type, with a population of all grade VIII students of SMP Negeri 3 Pagaran totaling 176 people with a sample of 35 people. The data collected by a closed questionnaire was 45 items. The questionnaire trial was carried out to 30 students at SMP Negeri 3 Pagaran, and so on the questionnaire was valid and reliable. The results of the analysis of the value of rcal=0.486> rtable=0.334 and that tcal=3.655> ttable=2.042 show that there is a relationship between the Problem Based Learning method and the learning activity of grade VIII students of SMP Negeri 3 Pagaran Academic Year 2023/2024 and obtained a simple regression equation, namely Ŷ = 32.44=0.34X. The hypothesis test was obtained Fcal > Ftable, which was 12.96 > 1.62, then H0 was rejected and Ha was accepted. This study concluded that there was a positive and significant influence between the Problem Based Learning Method on the Learning Activity of Grade VIII Students of SMP Negeri 3 Pagaran for the 2023/2024 Academic Year of 23.61%.