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This research was motivated by all teachers in MI Kalifa Nusantara have met academic qualification standards. However, it seems that the teacher’s academic qualifications have not been able to maximize the student’s learning achievement. This is evidenced by a decrease in learning achievement. The purpose of this research is to know qualifications teachers in improving student learning achievement and the inhibitory and supporting factors faced by teachers in improving student learning achievement at MI Kalifa Nusantara Years lesson 2019/2020. This study uses a qualitative approach, with a qualitative interpretive method. Determination of the informant was done by purposive sampling. The data collection techniques was by observation, interviews, and documentation. The results of the study revealed that, the role of teacher qualifications is improving learning achievement is determined by academic and non-academic qualifications, learning planning qualifications, learning process qualifications, personality qualifications, and learning process results through evaluation. While the supporting factors of learning achievement internally are student intelligence, internal motivation, as well as interests and talents. The external support factors are parental motivation, adequate facilities, out-of-school tutoring, and teacher rewarding. The inhibitory factor of learning achievement consists of internal factors, namely lack of motivation and interest in learning. Meanwhile, the external factor is the lack of attention from parents, students not taking additional lessons outside of school, and less supportive facilities.  

The research in this dissertation is motivated by the phenomenon of the development of quality educational institutions that have a good process to create high student achievement, design a good curriculum taught by qualified teachers and good products as evidenced by the students being able to compete with superior schools. inside and outside the city so that, with a good process, Madrasa are no longer underestimated and even become the community's main choice of superior schools. The research approach uses qualitative methods. Data collection techniques are participant observation, in-depth interviews and documentation. The data analysis techniques used are 1) single case data analysis, 2) cross-site analysis. From the results of this study, it can be concluded that: ( 1) The formulation of the madrasa principal's strategy in developing students' talents and interests at MTsN 3 Nganjuk and MTsN 2 Kediri City is carried out by : formulating the vision and mission of the madrasa, determining the goals of planning for the development of student talents and interests that have been carried out by the madrasa, mapping talents and interests based on abilities and fields of study . Recruitment of basic education students with implementation of strict selection assessment taking into account several assessments, namely the recruitment of the academic path through with report cards and Olympics. Non-academic selection recruitment is seen from the results of students' memorization of the Koran, sports, arts and so on . (2) The implementation of the madrasa principal's strategy in developing students' talents and interests at MTsN 3 Nganjuk and MTsN 2 Kediri City is carried out by: 1) Programs of extracurricular activities provided for all students according to their potential, interests, talents, and abilities, so that students can develop maximally. 2) Supporting activities through routine and spontaneous activities that are carried out optimally can develop students' talents and interests.

Education is an effort to educate the nation's life so that they become fully human with the spirit of Pancasila. The learning process carried out by teachers tends to achieve curriculum material targets and emphasizes memorization rather than understanding. In terms of improving learning achievement, creative teachers are needed who make learning interesting and liked by students. SAL Type Cooperative Learning is a teaching method by distributing question and answer sheets with available alternative answers. The aim of this research is to improve learning outcomes for Indonesian Social and Cultural Diversity Material using SAL Type Cooperative Learning for Class VIIA students for the 2022-2023 academic year at SMPN 12 Surabaya. This research uses Classroom Action Research (PTK) with a descriptive qualitative and quantitative approach consisting of two cycles. The subjects of this research involved 30 students of class VII A. Qualitative data was collected through student activity observation sheets. Meanwhile, quantitative data was collected from learning outcomes tests. The results of the research showed that there was an increase in the learning outcomes of Class VII A students at SMPN 12 Surabaya, the average score for cycle 1 was 72.3, with the highest score being 90, there was 1 person, and the lowest score was 55, there were 4 people with learning completeness of 80.0% and the incomplete 20.0%. Meanwhile, the average score obtained for cycle II was 79.5 with the highest score being 100, there were 2 people, and the lowest score was 60, there were 2 people with 90.0% learning completeness and 10.0% incomplete.

This research was motivated by all teachers in MI Kalifa Nusantara have met academic qualification standards. However, it seems that the teacher’s academic qualifications have not been able to maximize the student’s learning achievement. This is evidenced by a decrease in learning achievement. The purpose of this research is to know qualifications teachers in improving student learning achievement and the inhibitory and supporting factors faced by teachers in improving student learning achievement at MI Kalifa Nusantara Years lesson 2019/2020. This study uses a qualitative approach, with a qualitative interpretive method. Determination of the informant was done by purposive sampling. The data collection techniques was by observation, interviews, and documentation. The results of the study revealed that, the role of teacher qualifications is improving learning achievement is determined by academic and non-academic qualifications, learning planning qualifications, learning process qualifications, personality qualifications, and learning process results through evaluation. While the supporting factors of learning achievement internally are student intelligence, internal motivation, as well as interests and talents. The external support factors are parental motivation, adequate facilities, out-of-school tutoring, and teacher rewarding. The inhibitory factor of learning achievement consists of internal factors, namely lack of motivation and interest in learning. Meanwhile, the external factor is the lack of attention from parents, students not taking additional lessons outside of school, and less supportive facilities.

This research was motivated by all teachers in SMP Tawakkal Denpasarhave met academic qualification standards. However, it seems that the teacher‟s academic qualifications have not been able to maximize the student‟s learning achievement. This is evidenced by a decrease in learning achievement. The purpose of this research is to know qualifications teachers in improving student learning achievement and the inhibitory and supporting factors faced by teachers in improving student learning achievement at SMP Tawakkal DenpasarYears lesson 2019/2020. This study uses a qualitative approach, with a qualitative interpretive method. Determination of the informant was done by purposive sampling. The data collection techniques was by observation, interviews, and documentation. The results of the study revealed that, the role of teacher qualifications is improving learning achievement is determined by academic and non-academic qualifications, learning planning qualifications, learning process qualifications, personality qualifications, and learning process results through evaluation. While the supporting factors of learning achievement internally are student intelligence, internal motivation, as well as interests and talents. The external support factors are parental motivation, adequate facilities, out-of-school tutoring, and teacher rewarding. The inhibitory factor of learning achievement consists of internal factors, namely lack of motivation and interest in learning. Meanwhile, the external factor is the lack of attention from parents, students not taking additional lessons outside of school, and less supportive facilities.

Profesionalisme guru adalah seorang yang bertugas untuk menyampaikan ilmu pengetahuan, kecakapan kepada peserta didik yang bertujuan untuk mengembangkan seluruh aspek pribadi. Masalah yang dihadapi di MI Bina Ihsan Mulia Badung Bali yakni kompetensi profesional yang harus dimiliki oleh seorang guru itu terhambat karena adanya kesenjangan antara teori dan praktik. Hal ini yang mendasari dilakukannya penelitian di MI Bina Ihsan Mulia Badung Bali yang memiliki siswa yang prestasi belajarnya cukup baik. Tujuan dari penelitian ini adalah untuk mengetahui Peranan profesionalisme guru di MI Bina Ihsan Mulia Badung Bali Tahun Pelajaran 2019/2020, dan faktor dalam meningkatkan mutu pembelajaran di MI Bina Ihsan Mulia Badung Bali Tahun Pelajaran 2019/2020. Jenis penelitian ini adalah deskriptif dengan pendekatan kualitatif dengan tiga teknik pengumpulan data yaitu: observasi, dokumentasi, dan wawancara. Hasil dari penelitian ini adalah Peranan profesionalisme guru di MI Bina Ihsan Mulia Badung Bali telah terlaksana dengan baik. Walaupun ada faktor yang tidak dijalankan dengan profesional. Faktor dalam meningkatkan mutu pembelajaran ada 2 faktor yaitu pendukung dan penghambat. Faktor pendukungnya adalah faktor internal guru, kurikulum, dan kepala sekolah. Sedangkan faktor penghambatnya adalah latar belakang pendidikan guru dan ekonomi. ABSTRACTTeacher professionalism is a person whose duty is to convey knowledge, skills to students who aim to develop all personal aspects. The problem faced at MI Bina Ihsan Mulia Badung Bali is that the professional competency that must be possessed by a teacher is hampered because of the gap between theory and practice. This is the basis for conducting research at MI Bina Ihsan Mulia Badung Bali which has students whose learning achievement is quite good. The purpose of this study was to determine the role of professionalism of teachers in MI Bina Ihsan Mulia Badung Bali Academic Year 2019/2020, and factors in improving the quality of learning at MI Bina Ihsan Mulia Badung Bali Academic Year 2019/2020. This type of research is descriptive qualitative approach with three data collection techniques, namely: observation, documentation, and interviews. The results of this study are the role of teacher professionalism at MI Bina Ihsan Mulia Badung Bali has been well implemented. Although there are factors that are not carried out professionally. There are 2 factors in improving the quality of learning, namely supporting and inhibiting. Supporting factors are internal factors of teachers, curriculum, and school principals. While the inhibiting factors are the educational background of teachers and economics.

The aim of this research is to increase the academic achievement of science to the students of VIB SD Negeri Gentan 01 in the academic year 2019/2020 by using discovery learning method. This research was done with two cycles, and each cycle consist of plan, action, data account, and reflection. The place of research is SD Negeri Gentan 01 with the subject of the reseach is the students of class VIB consist of 23 students. The data account is done by observasion, documentation, and test. Analyzing data with three steps, they are reduction data, presentation data, and conclusion or verification. By  discovery learning method can increase the academic achievement of science from the first average value is 61.73 until the second average value become 84.13.

Tujuan  yang  ingin  di capai  pada penelitian  ini  adalah untuk meningkatkan keberhasilan peserta didik dalam pembelajaran materi PKn sub pokok bahasan Integrasi Bangsa dan Kebhinekaan  melalui penerapan model pembelajaran model Problem Based Learning pada Siswa Kelas X Ps-2 Semester Genap Tahun Ajaran 2018/2019 SMKN 7  Surakarta.  Metode yang digunakan dalam penelitian ini adalah Tindakan Kelas (PTK), data pada penelitian ini berupa data tentang prestasi belajar PKn yaitu hasil ulangan dan tes dalam materi sub pokok bahasan Integrasi Bangsa dan Kebhinekaan pada mata pelajaran PKn, dan data tentang penerapan Metoda Pembelajaran Problem Base Learning.  Teknik pengumpulan data yang digunakan adalah observasi dan tes. Teknik analisis data menggunakan deskriptif komparatif dan analisis kritis. Berdasarkan analisis data diperoleh hasil bahwa prestasi belajar siswa meningkat, yaitu pada kondisi awal dari 36 siswa terdapat 21 siswa  yang dinyatakan tuntas (58%) dan siswa yang tidak tuntas sebanyak 15 siswa (42% ) dengan rata-rata kelas sebesar 61,73.  Pada siklus I siswa yang tuntas sebanyak 27 siswa (75 %) dan siswa yang tidak tuntas sebanyak 9 siswa (25 %) dengan nilai rata-rata kelas yaitu 68,15. Pada siklus II semua siswa dinyatakan tuntas semua (100%) dengan rata-rata kelas sebesar 76,88.Kata kunci: Metode pembelajaran, Problem Based Learning, Prestasi belajar, PKn ABSTRACTThe aims of the study was: this Classroom Action Research (CAR) was to improve the success of students in learning civic education sub-subject Integrasi bangsa dan Kebinekaan through implementation of Problem-based learning to the students of class X Ps 2 in even semester of 2018/2019 Academic year SMKN 7 Surakarta. The method used in this research was Classroom action research (CAR), the data were learning outcomes of students in Civic education, such as result of exam and test of material sub-subject Integrasi Bangsa dan Kebinekaan in civic education, and data of Problem-based learning implementation. The technique of collecting data were observation and test. The technique of analysis data were descriptive comparative and critical analysis technique. Based on data analysis, it is obtained that students' learning outcomes were improved, that was in   initial condition from 36 students there are 21 students who are stated as completed (58%) and students who weren't completed consist of 15 students (42%) with class average score 61,73. in the cycle 1 students who were passed consist of 27 students (75%) and students who are not passed 9 students (25%) with class average score 68,15. in the cycle II all students were stated as all completed (100%) with class average score 76,88. Â