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Health communication and community empowerment are crucial for improving health outcomes at the primary health care level. As a primary health care facility, the Empat Ulu Community Health Center in Palembang plays a strategic role in disseminating health information, strengthening community capacity, and promoting healthy lifestyles through various educational activities. The Field Learning Practice (PBL) activity, conducted by students within the community health center's work area, aimed to strengthen the implementation of health communication, particularly in promoting Clean and Healthy Living Behavior (PHBS) in elementary schools. The methods used included field observation, discussions, face-to-face counseling, handwashing demonstrations, and the distribution of educational media. The results showed an increase in students' understanding of PHBS, demonstrated by their ability to answer questions, practice handwashing correctly, and their enthusiasm during interactive sessions. This activity not only strengthened students' knowledge but also demonstrated that a two-way communication approach and the use of simple visual media can enhance the effectiveness of health education. Overall, this PBL activity contributed to supporting the community health promotion program and strengthened the role of students in encouraging community self-reliance in maintaining health.

This study aims to strengthen the role of students' contributions in improving their understanding of Social Studies (IPS) subjects at SMP Negeri 4 Takalar using the Problem-Based Learning (PBL) method. The method used in this study is Classroom Action Research (CAR) with a qualitative approach that combines observation, interviews, and initial and final exams to assess the effectiveness of teaching. The results of the study indicate that the implementation of the PBL method is successful in improving students' activeness and critical thinking skills in understanding the IPS material, despite challenges such as adaptation to the service and limitations in learning media. The evaluation of this service program emphasizes the importance of good cooperation between universities and schools as well as continuous support for students so that the service provided can provide an optimal impact on improving the quality of education and developing students' interpersonal skills. These findings contribute to the development of active learning strategies that facilitate improving the quality of education at the junior high school level.

This study aims to determine the application of the Problem-Based Learning (PBL) model in improving Civic Education (PKn) learning outcomes among fourth-grade students at SDI Harekakae, Malaka Regency. This research employed an experimental method using a post-test only control group design. The population consisted of all fourth-grade students, with class IV B serving as the experimental group and class IV C as the control group, totaling 42 students. The experimental group was taught using the Problem-Based Learning model, while the control group was taught without applying the model. Data were collected through learning outcome tests, observations, and documentation. The results showed that the experimental class achieved an average score of 85 out of an ideal score of 100 with a standard deviation of 8.25, while the control class obtained an average score of 62.6. These findings indicate that the implementation of the Problem-Based Learning model significantly improves students’ Civic Education learning outcomes. Therefore, the Problem-Based Learning model is recommended as an innovative alternative to enhance the effectiveness of Civic Education learning in elementary schools.

This systematic literature review examines the relationship between learning styles and learning media in optimizing 21st-century skills among Diploma Three (D3) vocational students. Through systematic analysis of 74 relevant national and international journal articles published between 2018 and 2024 from Scopus database, this study reveals that the alignment between learning styles (visual, auditory, kinesthetic) and learning media significantly influences the development of critical thinking, creativity, communication, and collaboration skills. Technology-based media such as interactive videos, learning management systems (LMS), and virtual simulations effectively accommodate diverse learning preferences while enhancing students' motivation and engagement in the learning process. The findings indicate that e-modules integrating problem-based learning (PBL) demonstrate effectiveness rates of 65-85% in improving critical thinking skills. This research concludes that the integration of learning styles with digital-based learning media serves as an effective strategy to produce competent and adaptive vocational graduates who are well-prepared to face the challenges of Industry 4.0 and Society 5.0.

This study aims to determine the effectiveness of the Problem-Based Learning (PBL) model assisted by Doratoon animation videos on students’ conceptual understanding in Social Studies for eighth-grade students of SMP Negeri 6 Sengah Temila. This research employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The population in this study consisted of all eighth-grade students, with two classes selected as samples using a purposive sampling technique. The experimental class was taught using the PBL model assisted by Doratoon animation videos, while the control class used Canva media. The research instrument was a multiple-choice test consisting of 20 questions administered before and after the treatment to measure students’ conceptual understanding. The data analysis results showed that the average N-Gain score of the experimental class was 21.6% (low category), while the control class scored 22.6% (low category). The independent sample t-test yielded a significance value of 0.000 < 0.05, indicating a significant difference between the experimental and control classes. Therefore, the Problem-Based Learning model assisted by Doratoon animation videos was proven to be more effective than Canva media in improving students’ conceptual understanding in Social Studies. The results of this study are expected to serve as a reference for teachers in applying innovative learning media to support more interactive and meaningful learning.

The learning model that can be used to make students active is the Problem-Based Learning (PBL) model. The Problem-Based Learning model is a problem-based learning, where learning is centered on students so that students are required to provide solutions to the problems given. This study aims to determine how much impact the application of the PBL model has in improving student learning outcomes on learning the Basics of Electronic Engineering at SMK Negeri 2 Dumai. The type of research used is quantitative research with a quasi-experimental method using a pretest-posttest control group design. The research subjects consisted of 64 students divided into two groups, namely class X TEI SMK Negeri 2 Dumai as an experimental group that applies the PBL model (36 students) and class X TEI SMK Negeri 3 Dumai as a control group that applies the conventional learning model (28 students). The research instrument was a multiple-choice objective test of 25 items whose validity and reliability had been tested with a Cronbach's Alpha value of 0.843. The data analysis technique used descriptive statistics and Independent Samples T-Test. The results showed a significant difference in learning outcomes between the experimental and control classes, with a t-test value of 4.168 and a significance level of 0.000 (p < 0.05). The experimental class experienced an average increase in learning outcomes of 15.55 points (from 64.78 to 80.33), while the control class only increased by 7.57 points (from 63.43 to 71.00), with a posttest average difference of 9.333 points. Furthermore, the PBL model was also effective in reducing the ability gap between students, as indicated by a decrease in the standard deviation from 9.457 to 8.021. It can be concluded that the implementation of the PBL learning model has a significant impact on improving student learning outcomes in the Fundamentals of Electronic Engineering course at SMK Negeri 2 Dumai.

Low science learning outcomes at the junior high school level are a major problem caused by the dominance of conventional, teacher-centered teaching methods. The purpose of this study is to examine various innovative learning strategies, how effective they are, and their impact on student learning outcomes. The literature review method was used to review national and international articles published between 2020 and 2025 that discuss the application of innovation-based learning strategies in science. The strategy patterns, implementation effectiveness, and their impact on student learning outcomes were analysed using content analysis techniques. The research findings indicate that strategies such as problem-based learning (PBL), project-based learning (PjBL), discovery learning, environmental-based learning, and cooperative learning using the Think-Pair-Share (TPS) method are effective in increasing students' motivation and activity, as well as their learning outcomes in the cognitive, affective, and psychomotor domains. Generally speaking, the strategies are all student-centered. This is demonstrated by the constructivist approach, which emphasises contextual and collaborative learning. The results of this study indicate that implementing a creative learning approach can be an effective way to improve the quality of science learning and student learning outcomes in junior high school.

Islamic Religious Education (PAI) plays a crucial role in shaping students’ character and religious values, including moderate attitudes in practicing religion. This study aims to analyze the implementation of Project Based Learning (PBL) in PAI as a means to strengthen moderate character and integrate religious moderation values through student collaborative projects. The research employs a literature review approach, collecting data from various scientific literature, journals, books, theses, and dissertations relevant to the topic. Data analysis is conducted using content analysis and narrative synthesis, applying both deductive and inductive reasoning. The findings indicate that PBL allows students to actively engage in contextual real-life projects, making the understanding of Islamic teachings more applicable and reflective. PBL also promotes the internalization of religious moderation values through collaboration and discussion among students, while reinforcing moderate character by developing social skills, empathy, and inclusive attitudes. Despite challenges such as limited resources and teacher readiness, appropriate implementation strategies can optimize the effectiveness of PBL in PAI. Therefore, PBL functions not only as a learning method but also as a transformative pedagogical strategy that shapes a generation of Muslim students who are knowledgeable, tolerant, and moderate.

This study examines the implementation of deep learning integrated with Problem Based Learning (PBL) in Fiqh subjects at MAS Al-Mashuriyah Pagelaran Cianjur. Using a descriptive qualitative design, data were gathered through classroom observations, interviews with teachers and students, and documentation across six instructional meetings in grades XI and XII. The results show that the combination of deep learning and PBL substantially increases students’ active participation and encourages them to think more critically, especially when studying purification (thaharah) materials. Through group discussions, case-based problems, and guided exploration of Islamic legal sources, students were able to connect theoretical concepts to everyday religious practices. This approach allowed learning to shift from memorization toward deeper conceptual understanding and contextual application. The teacher served primarily as a facilitator, providing direction and scaffolding while giving students space to analyze, argue, and draw conclusions independently. Overall, the findings indicate that integrating deep learning with PBL is an effective pedagogical strategy for enhancing the quality of Fiqh learning at the madrasah level, as it not only improves comprehension but also fosters analytical thinking, collaboration, and the ability to apply Islamic legal principles in practical situations.

This study aims to analyze the influence of the Problem-Based Learning (PBL) model assisted by e-LKPD on students’ problem-solving abilities and self-confidence in vocational high schools. Specifically, the objectives are: (1) to examine the simultaneous effect of the PBL model assisted by e-LKPD on both variables, (2) to determine its effect on problem-solving ability, and (3) to evaluate its effect on self-confidence. A quantitative approach with a quasi-experimental pretest–posttest control group design was applied. The population consisted of all 10th-grade students at SMK Negeri 1 Tarakan, while the sample was selected using purposive sampling, resulting in class X Marketing 1 (35 students) as the experimental group and class X Culinary 2 (34 students) as the control group. Research instruments included a problem-solving test and a self-confidence questionnaire. Hypothesis testing utilized Hotelling’s T² and independent sample t-tests. The findings showed that 97% of students in the experimental class met the Learning Objectives Mastery (KKTP), compared to only 18% in the control group. Improvement in the experimental group was categorized as high, whereas in the control group it was moderate. Self-confidence also increased significantly in the experimental group, with most students moving from low to high categories. Hotelling’s Trace (Fcount = 77.109, p < 0.001) and t-tests confirmed significant effects on both problem-solving (tcount = 11.657) and self-confidence (tcount = 8.140), proving that the PBL model assisted by e-LKPD effectively enhances students’ abilities and confidence.

This study aims to determine the differences in problem-solving and critical thinking skills between students taught using the Reciprocal Teaching and Problem-Based Learning models in class X of SMK Ki Hajar Dewantara Kotapinang for the 2021-2022 academic year. This is a quantitative study using a quasi-experimental design. The population consists of all class X students at SMK Ki Hajar Dewantara Kotapinang in the 2021-2022 academic year, totaling 111 students. The sample used was class X AKUNTANSI 1 and X AKUNTANSI 2, each consisting of 20 students, chosen as experimental classes using Cluster Random Sampling. Data were collected from pre-tests and post-tests with problem-solving and critical thinking skill test items, then analyzed descriptively and followed by Two-Way ANOVA. The findings indicate: 1) There is no difference in problem-solving ability between students taught using the Reciprocal Teaching model and the Problem-Based Learning model in class X of SMK Ki Hajar Dewantara Kotapinang, with F_observed = 0.320 < F_table(α= 0.05) = 3.978; 2) There is a difference in critical thinking skills between students taught using the Reciprocal Teaching model and the Problem-Based Learning model in class X of SMK Ki Hajar Dewantara Kotapinang, with F_observed = 5.128 > F_table(α= 0.05) = 3.978; 3) There is a difference in both problem-solving and critical thinking skills between students taught using the Reciprocal Teaching model and the Problem-Based Learning model in class X of SMK Ki Hajar Dewantara Kotapinang, with F_observed = 0.026 > F_table(α= 0.05) = 3.936; 4) There is no interaction between the Reciprocal Teaching and Problem-Based Learning models in class X of SMK Ki Hajar Dewantara Kotapinang, with F_observed = 0.459 < F_table(α= 0.05) = 3.936.

This study investigates the implementation of the Problem-Based Learning (PBL) model integrated with animated video media to enhance student motivation, creativity, and learning outcomes in economics at MA Salafiyah. Employing a classroom action research approach with a pretest-posttest design, the research involved 35 grade XI students. Data were collected through observation sheets, motivation and creativity questionnaires, and learning outcome tests. The Shapiro-Wilk test was used to assess data normality, while the Wilcoxon Signed Rank Test evaluated the significance of differences between pretest and posttest scores. The findings reveal that the application of PBL with animated video media significantly improves student motivation, creativity, and learning outcomes. Students demonstrated increased engagement, generated more creative ideas, and showed deeper understanding of economic concepts. Motivation was reflected in higher posttest scores and active participation, while creativity was evident in the ability to propose innovative solutions and think critically. Learning outcomes improved substantially, with average scores rising from 46.142 (pretest) to 83.571 (posttest). The integration of animated video media in PBL created a dynamic and interactive learning environment that facilitated comprehension, stimulated interest, and encouraged practical application of knowledge. This study concludes that PBL supported by animated video media is an effective pedagogical strategy for improving educational quality in economics learning.

This study aims to improve student learning outcomes through the implementation of the Problem Based Learning (PBL) model assisted by PowerPoint media in Mathematics for Grade I students at SD IT Riyadhoturrohman. The research employs Classroom Action Research (CAR) conducted in two cycles. Each cycle consists of three meetings, following the stages of planning, implementation, observation, and reflection. The research subjects were 16 students from Grade I of SD IT Riyadhoturrohman. The Problem Based Learning model was chosen because it encouraged students to be actively involved in learning through solving contextual problems, while PowerPoint media was used to help visualize the mathematical concepts being taught. The results showed an improvement in students' learning outcomes from the pre-action stage to Cycle I, and a further increase in Cycle II. Additionally, students demonstrated improved participation, conceptual understanding, and teamwork skills. Thus, the implementation of the Problem Based Learning model assisted by PowerPoint media proved to be effective in improving the mathematics learning outcomes of Grade I students at SD IT Riyadhoturrohman.

This study aims to determine the effect of Problem Based Learning (PBL) and Inquiry learning models on students’critical thinking skills and cognitive learning outcomes on the topic of the human respiratory system. This research used a quasi-experimental design with a Non-Equivalent Pretest-Posttest Control Group Design. The research subjects were three eighth-grade classes at SMP Negeri 13 Lebong, consisting of two experimental classes taught using the PBL and Inquiry models and one control class using conventional methods. The research instruments included essay tests to measure critical thinking and multiple-choice tests to assess cognitive learning outcomes. Data were analyzed using ANOVA and LSD tests. The results showed significant differences among the three groups. The PBL model produced the highest improvement in both variables, followed by Inquiry, and lastly the control group. Therefore, PBL is proven to be the most Effective model inimproving students' critical thinking and cognitive learning outcomes in science education.

Natural Science (IPA) learning is an important foundation in developing students' scientific literacy, critical thinking skills, and scientific attitudes. However, the learning process still faces many challenges related to low learning interest, the dominance of conventional methods, and limited use of technology. This article aims to analyze the effectiveness of innovative approaches in science learning through a systematic review of 25 national and international journal articles published in 2020–2025. The systematic review method was carried out through the stages of identification, selection, data extraction, and thematic analysis. The results of the analysis show that the Problem-Based Learning (PBL), Inquiry-Based Learning (IBL), STEM Learning, and digital technology integration (PhET Simulation, mobile learning, gamification, blended learning) approaches have been proven to have a positive impact on learning outcomes, critical thinking skills, creativity, and student motivation. The thematic analysis resulted in four main themes: (1) strengthening critical thinking skills through PBL, (2) developing creativity and scientific literacy through IBL, (3) STEM integration to improve collaboration and scientific attitudes, and (4) utilizing digital technology for motivation and understanding abstract concepts. This study concludes that a combination of various innovative approaches is needed to make science learning more relevant to the demands of the 21st century.

Critical thinking ability is one of the important competencies that students must possess in biology learning. This research aims to develop Problem-Based Learning (PBL) Student Worksheets to train students' critical thinking skills in Plant Anatomy courses. This research uses the Research and Development method with a simplified 4-D model consisting of three stages: Define, Design, and Develop. The research subjects were second-semester Biology Education Study Program students at Universitas Muhammadiyah Bengkulu. Research instruments included media and material expert validation sheets, as well as student response questionnaires. Validation was conducted by one media expert and one material expert, then tested on 5 students (limited trial) and 22 students (extensive trial). Validation results showed that the student worksheets received a "very valid" category with 86% from media experts and 88% from material experts. Practicality tests showed "very practical" results with 89% in limited trials and 91% in extensive trials. The developed student worksheets contained contextual problem scenarios, systematic PBL stages, and critical discussion questions that encourage students to analyze, evaluate, and conclude based on empirical data. This research concludes that PBL-based student worksheets are feasible to use as learning media to train students' critical thinking skills in Plant Anatomy courses.

Biology education in high school has an important role in shaping students' science literacy and critical thinking skills. However, ecological material, particularly the topic of Ecosystem Components and their Interactions, is often considered difficult because it is abstract and not easy to observe directly. This research aims to improve student learning outcomes through the application of the Problem Based Learning (PBL) model, which emphasizes real problem-solving, collaborative discussion, and active involvement in the learning process. The research uses the design of Classroom Action Research (PTK) which was carried out in two cycles in class X of St. Rosa de Lima Catholic High School Tondano involving 10 students in the odd semester of the 2025/2026 school year. Data was collected through observation of teacher and student activities, learning outcome tests in the form of pretests and posttests, and learning documentation. The analysis was carried out descriptively, qualitatively, and quantitatively by calculating the average score, percentage of completion, and student involvement. The results of the study showed a significant increase. The percentage of teacher activity increased from 58.3% in the first cycle to 87.5% in the second cycle, while student activity increased from 45.83% to 83.33%. The average score of students also increased from 70% in cycle I to 90% in cycle II, with classical completeness reaching 90%. These findings confirm the effectiveness of PBL as a contextual Biology learning strategy, able to bridge ecological concepts with real life, and increase students' curiosity, cooperation, and critical thinking skills.

The development of digital media and innovative learning models in Junior High School Science education reflects a sustained commitment to meeting the demands of 21st-century skills and improving the quality of science instruction. A comprehensive literature review (2019–2024) reveals the dominance of the Research and Development (R&D) approach, which consistently yields highly valid, practical, and effective digital resources, such as Augmented Reality (AR), Android-based applications, and interactive educational games. These digital tools are synergistically integrated with modern instructional models, including Problem-Based Learning (PBL), Inquiry-Based Learning (IBL), and Predict-Observe-Explain (POE), which are proven effective in increasing student engagement, enhancing cognitive outcomes, and honing essential competencies such as Science Process Skills (SPS) and Higher-Order Thinking Skills (HOTS). Ultimately, this integration contributes significantly to overcoming learning difficulties in complex and abstract Science topics (e.g., the human digestive system) while also effectively addressing contemporary educational challenges, fostering meaningful learning experiences, and supporting long-term academic success for students.

Active and innovative learning is crucial in improving students' critical thinking skills, especially in science learning at the elementary level. The Problem Based Learning (PBL) model is an effective approach to stimulate critical thinking, analysis, and problem-solving skills in fifth-grade students. This study aims to describe the implementation of the PBL model in science learning to improve fifth-grade students' critical thinking skills. The approach used is a literature study by collecting data from various written sources such as scientific journals and relevant publications regarding the application of technology and innovative learning models. The results of this study indicate that the implementation of the PBL model can increase students' learning motivation and critical thinking skills, while also assisting teachers in creating an interesting and enjoyable learning atmosphere. Thus, the PBL model can be an effective solution in developing students' higher-order thinking competencies in an educational era that demands creativity and innovation.

This study aims to improve the mathematics achievement of third-grade elementary school students through the implementation of the Problem-Based Learning (PBL) model within the framework of Classroom Action Research (CAR). The research was conducted at UPT SD Negeri Kutorejo 1 Tuban and involved 27 students over two instructional meetings. The study was carried out in two cycles, each comprising the stages of planning, implementation, observation, and reflection. Data collection techniques included learning outcome tests, interviews, and documentation. The data were analyzed using both quantitative and qualitative descriptive approaches. The findings indicate a notable improvement in students’ average mathematics scores, increasing from 79.47 in the first cycle to 83.91 in the second cycle. This improvement reflects the positive impact of the PBL model on students' conceptual understanding, problem-solving abilities, and active participation during the learning process. Throughout the intervention, students demonstrated increased engagement in group discussions, greater confidence in expressing ideas, and enhanced independence in addressing given problems. The PBL model proved effective in fostering active, collaborative, and meaningful learning. By presenting real-world contextual problems, the model not only enhanced students’ academic performance but also promoted the development of critical thinking, communication, and social skills. These outcomes align with 21st-century educational goals, which emphasize the cultivation of higher-order thinking skills. Theoretically, this study reinforces the effectiveness of PBL as an innovative pedagogical approach for mathematics instruction at the elementary level. It is recommended that educators systematically and consistently implement the PBL model in classroom practice. Future research is encouraged to explore the interaction between individual student characteristics and instructional models, in order to further optimize learning outcomes across various subject areas.