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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.

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.

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

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.

Difficulty reading the Qu’ran in students will usually be obvious. With the emergence of unusual behavior, one of them is difficulty in reading the Qu’ran. So the efforts of Al-Quran Hadith teachers in overcoming difficulties in reading the Al-Quran in class VII at MTs Al-Ma'ruf Denpasar are very much needed in overcoming students' difficulties. Based on the problems above, the focus of the research is: 1) What difficulties do students experience in reading the Koran? 2) How do Al-Quran Hadith teachers try to overcome students'difficulties in reading the Al-Quran? 3) What are the supporting and inhibiting factors for Al Quran Hadith teachers in overcoming difficulties in reading the Al-Quran? The aims of this research are 1) To find out what difficulties students experience in reading the Qur’an, 2) Efforts of Al-Quran Hadith teachers in overcoming difficulties in reading the Al Quran 3) Supporting and inhibiting factors for Al-Quran Hadis teachers in overcoming difficulties in reading the Al-Quran. This type of research is qualitative with a descriptive approach,informants are determined purposively. The informants are the head of the madrasah, Alquran Hadis teacher, class VII students and parents. Data is collected by interviews, observation and documentation, then analyzed using the stages of data reduction and presentation. data and drawing conclusions The research results show that 1) Difficulties in reading the Qur’an include: difficulty in pronouncing makharijul letters, difficulty applying the laws of reciting tajwid, difficulty in recognizing punctuation, not knowing the length and shortness of reading the Qur’an and lack of fluency in reading the Qur’an. 2) The Al-Quran Hadith teacher's efforts to overcome difficulties in reading the Al-Quran are by making morning recitations of the Al-Quran, arousing students' interest in reading, providing encouragement and motivation, selecting and developing learning methods and providing good role models. 3) Supporting factors for teacher efforts in overcoming difficulty reading the Koran, there is guidance to read the Koran every morning, supporting facilities and infrastructure. The inhibiting factors for teachers in overcoming student difficulties include: low student interest and also family factors.

The Contextual Teaching and Learning (CTL) approach effectively enhances meaningful and relevant biology learning while fostering critical thinking, creativity, and problem-solving skills. By aligning with sustainable education principles, CTL supports the achievement of SDGs and equips students to address global challenges. It is recommended that educators receive training to design CTL-based strategies, integrate local and global themes, and explore its application across diverse educational contexts and models.

Global phenomena highlight the increasing attention to entrepreneurship as a solution to reduce unemployment and promote sustainable economic growth (SDG 8: Decent Work and Economic Growth). On a local level, vocational high school (SMK) graduates in Indonesia face the challenge of low entrepreneurial intention, which has the potential to exacerbate youth unemployment rates. This study aims to explore entrepreneurship learning strategies and the contribution of teacher behavior in shaping the entrepreneurial intentions of SMK students through a Systematic Literature Review (SLR) approach. The novelty of this research lies in integrating two key elements—innovative learning strategies and teacher behavior as role models—which have been minimally discussed in previous literature. The urgency of this research stems from its contribution to SDG 4 (Quality Education), by strengthening entrepreneurship education as a foundation for developing a competitive workforce. The method employed in this study is a Systematic Literature Review (SLR), which involves collecting and analyzing relevant journal articles using VOSviewer software based on selected keywords. The findings indicate that project-based and collaborative learning approaches enable students to directly experience real-world business challenges, such as developing business ideas and working in teams to solve practical problems. Teacher behavior, serving as both facilitator and motivator, plays a crucial role in encouraging students to dream big, believe in their abilities, and view entrepreneurship as an attractive career path. The implications of this research provide practical insights for educators and policymakers in designing effective entrepreneurship curricula while supporting the SDG agenda, particularly in promoting quality education, decent work, and inclusive economic growth. This study contributes to the reinforcement of sustainable entrepreneurship education in Indonesia.

Global phenomena highlight the increasing attention to entrepreneurship as a solution to reduce unemployment and promote sustainable economic growth (SDG 8: Decent Work and Economic Growth). On a local level, vocational high school (SMK) graduates in Indonesia face the challenge of low entrepreneurial intention, which has the potential to exacerbate youth unemployment rates. This study aims to explore entrepreneurship learning strategies and the contribution of teacher behavior in shaping the entrepreneurial intentions of SMK students through a Systematic Literature Review (SLR) approach. The novelty of this research lies in integrating two key elements—innovative learning strategies and teacher behavior as role models—which have been minimally discussed in previous literature. The urgency of this research stems from its contribution to SDG 4 (Quality Education), by strengthening entrepreneurship education as a foundation for developing a competitive workforce. The method employed in this study is a Systematic Literature Review (SLR), which involves collecting and analyzing relevant journal articles using VOSviewer software based on selected keywords. The findings indicate that project-based and collaborative learning approaches enable students to directly experience real-world business challenges, such as developing business ideas and working in teams to solve practical problems. Teacher behavior, serving as both facilitator and motivator, plays a crucial role in encouraging students to dream big, believe in their abilities, and view entrepreneurship as an attractive career path. The implications of this research provide practical insights for educators and policymakers in designing effective entrepreneurship curricula while supporting the SDG agenda, particularly in promoting quality education, decent work, and inclusive economic growth. This study contributes to the reinforcement of sustainable entrepreneurship education in Indonesia.

The role of teachers in enhancing students' active participation in the learning process, which is considered an important element in the success of teaching and learning activities. This study applies a descriptive qualitative approach and literature review to recognise the various elements that impact on student participation, including internal (psychological and physiological) and external (non-social and social) factors. The article also examines learning strategies such as problem-oriented learning, active learning and project-based learning to enhance student engagement. In addition, methods such as ‘Index Card Match’ and discovery-based learning models are used to increase student participation. The results showed that students' participation contributed significantly to their learning achievement, both through active involvement in discussions and the courage to ask questions. The author suggests the application of creative teaching methods as well as efficient teacher questioning skills to optimise students' participation potential in the classroom.

Human resources are the most important asset in an organization/business, especially in an educational institution, so they are very important. It is important that existing human resources can be planned as well as possible to achieve the goals of the organization/institution. Careful human resource planning will ensure smooth operations. Yes or no, this is the operational process of an organization/institution. There are many effective and efficient human resource planning models, but effective human resource planning and effective intentions are sometimes not realized optimally, only limited to imagination and desire. just a hope. Therefore, this research was conducted to analyze human resource planning and find solutions to problems that influence HR planning at Mis Al-Washliyah Greahan. The research method used by researchers in this research is a qualitative approach with descriptive methods using interview techniques, observation and document study. After the data is collected, classify, edit and present the data based on each data type. Before data is collected, it is first analyzed and checked for validity. The research results show that human resource planning is carried out through programs, activities, planning stages, including quality indicators or goals to be achieved in a process of improving the quality of education. This form of planning includes resource management which includes developing human resources, developing the learning process and increasing the capacity of human resources to improve the quality of education.

The problem in this research is the lack of variation in learning carried out by teachers in the classroom, due to the inappropriate selection of learning models, so that learning is less than optimal. The aim is to evaluate how effective the Discovery Learning learning model is in increasing student understanding compared to conventional learning methods. The method used is an experiment with a quasi-experimental design, namely Nonequivalent Control Group Design. In this study, there were two groups: an experimental group that was taught using Discovery Learning and a control group that was not given this treatment. The population of this study were all 5th grade students at MIN 1 Soppeng. The research hypothesis analyzed using the T test is the statement that the Discovery Learning learning model influences student learning outcomes. The sample in this study was determined by a saturated population, namely 5th grade students consisting of 45 people. The data collection techniques used in this research were multiple choice tests and observation sheets, with pre-tests and post-tests to measure students' cognitive learning outcomes. The instruments used in this research were tests and non-tests. The average pretest score in the experimental class and control class was almost the same, 71.78 and 71 respectively, but in the posttest, the experimental class increased to 88.65, while the control class only reached 77.55. Thus, the experimental class experienced a more significant increase in the average posttest score compared to the control class, indicating that the intervention or treatment applied in the experimental class was more effective in improving student learning outcomes. Hypothesis testing based on t-test analysis shows significant differences between the two groups, where the calculated t value (11.22771) is greater than the t table (2.016692), so the null hypothesis (H_0) is rejected and the alternative hypothesis (H_1) is accepted. These findings show that the Discovery Learning learning model has a greater positive impact on improving student learning outcomes compared to conventional methods, so it can be concluded that this method is effectively used in science learning at MIN 1 Soppeng.

This study aims to develop and implement Problem-Based Learning (PBL) and Project-Based Learning (PJBL) learning models in mathematics learning at SD Negeri No. 18 Bababulo, Majene Regency. The main objective of implementing these two models is to increase student involvement, as well as critical, analytical, and creative thinking skills in solving mathematical problems. The implementation procedure began with an introduction to the theme of the impact of plastic waste on the environment. Students were divided into six groups to discuss problems, develop project plans, and conduct observations. The results showed that students were actively involved, with significant increases in motivation and critical thinking skills. Enthusiasm was seen during discussions and presentations, although there were challenges related to self-confidence during presentations, which were overcome through practice from the teacher. The conclusion of this study states that the implementation of PBL and PJBL is effective in improving students' understanding of mathematical concepts and social skills. Suggested follow-ups include consistent implementation of both models and periodic evaluation to improve the quality of learning.

This research is based on the importance of learning realistic mathematics in mathematics. The purpose of this study is to determine the implementation of learning by using realistic mathematics learning models in improving the mathematical understanding of students of class VI MIN 2 Mataram City. PMR is a learning approach to mathematics that involves the reality and experience of students. In mathematics learning students are required to be more active in finding and finding solutions to a problem, so that learning that occurs will be centered on students. The research method used is a qualiative method for collecting data through observation, interviews and documents. The results showed that the application of realistic mathematics learning was effective in increasing students' mathematical understanding in the discovery of mathematical concepts through contextual learning and relevant to daily life. Thus, this research provides a significant involvement in understanding the role of PMR in increasing the mathematical understanding of students as well as part of an effective mathematical learning approach.

At SMP Negeri 2 Gucialit, teachers have difficulty designing and implementing learning models that can develop students to have skills in critical thinking and problem solving, creative thinking skills, communication skills, and collaboration skills. The aim of this community service is to expand understanding of concepts and improve the skills of Junior High School teachers in designing project-based learning through lesson study. The method used in community service consists of three stages, namely preparation, implementation and evaluation. In the preparation stage, field survey activities and coordination with service partners were carried out. At the implementation stage, material is provided, practice is carried out in developing project-based learning teaching modules through lesson study and discussion. At the evaluation stage, an assessment of the results of the activities was carried out using a questionnaire distributed to participants by the community service team. Based on the results of the questionnaire, it shows that the percentage of answers achieved was 59.3% strongly agree with the benefits of this activity, 37% agree, 3.7% neutral, and there were no answers strongly disagree or disagree. This shows that this service activity increases the understanding of the concepts and skills of Junior High School teachers in designing project-based learning through lesson study. Apart from that, this community service activity produces project-based learning teaching module products and aquascape learning media.