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This study investigates the impact of contextual problem-solving on students' mathematical reasoning abilities, comparing it to traditional problem-solving exercises. The study employs a quasi-experimental design with two groups: an experimental group exposed to contextual problem-solving activities and a control group using conventional methods. The experimental group demonstrated a 24% improvement in their mathematical reasoning abilities compared to the control group. Contextual problem-solving, which integrates real-world problems into the learning process, was found to be more engaging and effective in promoting deeper understanding and application of mathematical concepts. The study highlights the benefits of contextual learning in making abstract mathematical concepts more tangible and relatable to students. The findings suggest that by connecting mathematical knowledge to real-world scenarios, students develop stronger reasoning skills and improve their problem-solving capabilities. Moreover, the study recommends incorporating more contextual problem-solving exercises into curricula and providing teachers with training on how to implement these strategies effectively. It also suggests that future research explore the long-term effects of contextual problem-solving on other learning areas, such as critical thinking and creative problem-solving. This approach not only enhances students' mathematical reasoning but also fosters a more engaging and meaningful learning environment, thus preparing students to apply their mathematical knowledge in real-life situations.

The integration of interactive digital media in biology learning has become an innovative approach to enhancing student motivation. This study aims to investigate the impact of interactive digital media on students' engagement and learning outcomes in biology. A quantitative research method was employed, utilizing a quasi-experimental design with pre-test and post-test assessments. The participants consisted of high school students divided into experimental and control groups. The experimental group used interactive digital media, while the control group followed traditional learning methods. The findings indicate that students who utilized interactive digital media demonstrated a significant increase in motivation and academic performance compared to those in the control group. The study highlights the effectiveness of digital media in fostering an engaging learning environment, suggesting its broader application in science education

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.

Inquiry-based learning is a pedagogical approach that encourages students to actively construct their knowledge through exploration and questioning. This study aims to analyze the effectiveness of the inquiry-based learning model in improving students' conceptual understanding of biology. The research employs a quasi-experimental design with a pre-test and post-test control group. Data were collected from high school students and analyzed using statistical tests to compare learning outcomes between the experimental and control groups. The findings indicate that students who learned through inquiry-based methods demonstrated significantly higher conceptual understanding than those in traditional learning settings. These results suggest that the inquiry-based learning model can enhance students' critical thinking skills and conceptual mastery, making it a valuable approach for biology education. The study's implications highlight the need for integrating inquiry-based learning in science curricula to foster deeper understanding and engagement among students.

The main objective of this study was to determine the extent to which students' critical thinking skills can be improved through the implementation of a guided inquiry learning model based on Education for Sustainable Development (ESD). This study used a quasi-experimental approach with a post-test only control group design. The study population consisted of 5 classes with a total of 190 students. From this population, the researcher took a sample of 68 students through a simple random sampling technique. The sample was then divided into two groups, namely 34 students for the experimental class and 34 students for the control class. The research instrument was a critical thinking skills test consisting of 20 objective, reasoned questions. The research data were analyzed using a t-test. Based on the calculation results, the t-value was 3.792, while the t-table value at a significance level of 0.05 was 2.037. This indicates that Ha is accepted and Ho is rejected. Thus, there is a significant difference between the critical thinking skills of students who participated in learning with a guided inquiry model based on ESD compared to conventional learning. In addition, the improvement in critical thinking skills was also analyzed through the N-Gain calculation. The results showed that the experimental class achieved a 65% improvement, categorized as moderate, while the control class achieved a 59% improvement, also categorized as moderate. These findings indicate that guided inquiry learning integrated with ESD principles provides a more effective way to foster students' critical thinking skills compared to traditional methods. Therefore, ESD-based guided inquiry learning can be an alternative, innovative learning strategy to improve the quality of the learning process in secondary schools.

This study aims to examine the effectiveness of Augmented Reality (AR) media in improving students' understanding of atomic structure. The background of this study is based on the importance of innovation in chemistry learning to improve students' engagement and understanding of concepts. The method used is an experiment with a pretest-posttest design, where students are divided into control and experimental groups. The results showed that the use of AR significantly improved students' understanding compared to conventional methods. These findings indicate that AR technology can be an effective tool in chemistry education to strengthen abstract concepts. The implications of this study indicate the need for technology integration in the learning process to improve the quality of science education.

Writing learning contributes to improving students' ability to form relationships between words and sentences as well as relationships between meanings so that they can convey ideas, feelings, critical and logical thoughts through writing. written work made to solve a problem with a theoretical basis and scientific methods. The purpose of this community service program (PkM) is to improve the ability of Teratai Putih Global Islamic High School students through training in writing scientific papers. In the implementation of community service at Teratai Putih Global Islamic High School, the method used is the theory method and group writing practice. Community Service activities carried out by Politeknik LP3I Jakarta lecturers at Teratai Putih Global Islamic High School show the potential to improve students' ability to write scientific papers. One of the skills in organizing and developing ideas or ideas both orally and in writing is the ability to write. It is hoped that this paper can also be published in the future. Students gain academic provision that will be useful for career advancement, self-development, and soft skills of each student.

This study aims to determine the differences in student learning achievement between the control class and the experimental class, and to determine the effect of the Integrated Cooperative Script Al-Quran Learning Method on the Concept of the Reproductive System on the Learning Outcomes of Class XI Students of SMAS Al-Washliyah 3 Medan. The method used is an experiment whose implementation uses a quasi-experiment type with a nonequivalent control group design. The study population consisted of 48 students, namely class XI IPA-1 totaling 26 students and class XI IPA-2 totaling 22 students. Less than ideal results were observed for learning outcomes in the control class when the Cooperative Script Learning Method was not integrated with the Qur'an. An average of 78.6 describes the learning objectives. The Cooperative Script Learning Method Integrated with the Qur'an resulted in an increase in learning outcomes in the experimental class. The average (85.7), mode (87) and median (87), maximum value (97), and lowest value (75) all indicate learning outcomes. At a 5% error rate, the calculation of the independent sample t-test revealed that t table < t count (3.07 > 2.01). The experimental class had a higher percentage increase from pretest to posttest (85.15%) compared to the control class (77.98%). Therefore, the implementation of the Cooperative Script learning approach effectively contributed 55% of the total. Thus, it can be said that the learning outcomes of the experimental class that utilized the Integrated Cooperative Script Al-Quran Learning Method and the learning outcomes of the control class that used the Non-Integrated Cooperative Script Al-Quran Learning Method were significantly different.

KKN MIT-18 Posko 27 Walisongo State Islamic University Semarang in Payung Village, Weleri District, Kendal Regency is a programme of student service activities to the community. This real work study activity was carried out on 04 July 2024 to 17 August 2024. Service activities carried out in Payung Village include village activities and community activities. This article was created specifically to discuss the activities and roles of students during the implementation of the Community Service Programme. In KKN activities, students involve a lot of the community and village youth. KKN activities also involve elementary, kindergarten, and pre-school children because students also have socialisation programs at schools, as well as opening bimble activities and teaching the Koran. KKN activities are designed to provide practical experience and serve as a learning process for students. The implementation of KKN MIT-18 begins with designing a work programme, conducting a location survey, and socialising with the community. After that, the KKN group adjusted the work programme to the conditions of the village and the needs of the local community. In running the programme, the KKN UIN MIT-18 Walisongo team used various methods, such as counselling, training, and participating in social, cultural, and religious activities in the village. These programmes are tailored to the survey results and community conditions. To ensure that all plans can be carried out well within the 45-day period at the service location, students divide themselves into several groups that have their respective roles. This division aims to optimise the implementation of all planned activities.

This study aims to describe the improvement of the ability to analyze facts and opinions in argumentation text of students of class XI TEK 2 SMK Negeri 5 Surabaya, as well as to describe the effectiveness of cooperative learning model in class XI TEK 2 SMK Negeri 5 Surabaya. This type of research is a class action research (PTK). This class action research was conducted in class XI TEK 2 of SMK Negeri 5 Surabaya in semester 1 of 2024/2025 academic year. The subjects of this study were students of class XI TEK 2 consisting of 31 students; 24 male students and 7 female students. Data collection techniques using direct observation and test methods. Based on the results and discussion, the following conclusions can be drawn. (1) There was an increase in the learning outcomes of students in class XI TEK 2 in learning to analyze facts and opinions in argumentation text. The increase in student learning outcomes was 37.5. In addition, the increase in learning outcomes did not only occur in students who had not met the minimum score in cycle I, but also in 4 groups at once. Even as many as three groups achieved maximum learning outcomes. (2) Cooperative learning model is effective in learning to analyze facts and opinions in argumentation text. The cooperative learning model encourages learners to actively discuss to determine facts and opinions in argumentation text in groups.

The group investigation type cooperative learning method is a cooperative learning model that is based on group discussions and involves students in small groups, compiling material and creating a learning environment that allows students to be brave and appear confident in expressing ideas or opinions, enjoy collaborating, actively participating. , so that students get a meaningful learning experience. The group investigation type learning method encourages students to be actively involved in learning planning from the beginning to the end of the learning process. This research was carried out using a literature review approach, where the researcher tried to examine ideas about group investigation type cooperative learning methods from many references. It was found in the research that the application of the group investigation type cooperative learning method contributed to student learning achievement. This learning method succeeds in creating an active learning environment and helps students to work cooperatively in solving problems. Apart from that, this learning method can grow students' thinking abilities and provide opportunities to learn more meaningfully in a social context with their group friends. Because of this, according to researchers, the group investigation type cooperative learning method should be the teacher's choice in the learning process.

The success of the learning process is highly desired in school education. One of the key factors in achieving success is the teacher's selection of appropriate methods for delivering the lesson material in class, which contributes to students' learning outcomes. In mathematics instruction, particularly on the topic of Statistics in class X-7 at SMA Negeri 9 Surabaya, the results have been unsatisfactory, with an average score of 59 for the 2023/2024 academic year. Therefore, improvement is needed through the implementation of the Team Assisted Individualization (TAI) cooperative learning model. The subjects of this study are students of class X-7 at SMA Negeri 9 Surabaya for the 2023/2024 academic year, consisting of 36 students. This study involves a mathematics teacher and an observer. The data collection tools used include formative tests, observation sheets for the teacher, students, and group discussion activities, as well as reflection questionnaires on the learning process. Based on the research findings, it can be concluded that the application of the TAI cooperative learning model can improve the learning outcomes of class X-7 students at SMA Negeri 9 Surabaya on the topic of Statistics. This study is expected to encourage teachers to implement the TAI cooperative learning model in Statistics to enhance students' learning outcomes in Mathematics.

This research is research using deductive and inductive methods and a quantitative approach. This method starts with a theoretical framework, expert views, or researchers' descriptions based on their experience, and then turns into cases and recommended solutions to obtain justification or evaluation in the form of empirical data in the field. This research uses a multiple linear regression analysis method using a computer program, namely the statistical package for the social science (SPSS) software version 22. Research results (1) Principal Leadership Development: It is necessary to carry out a leadership development program for school principals so that they can develop effective leadership skills. School principals need to be able to inspire and motivate their teachers to improve the quality of their teaching and performance. (2) The government and educational institutions need to pay special attention to maintaining and improving learning support facilities in schools. Facilities such as learning facilities, laboratories, libraries, technology and other infrastructure must be improved so that teachers can provide more effective teaching. (3) Teachers also need to be empowered through training and professional development programs. Teachers need to be given opportunities to develop their teaching skills and adopt innovative and effective teaching methods. Leadership is a process that influences structured group activities to achieve common goals," because a leader has the authority to focus the performance of his members so that they can achieve the goals they want to achieve.

This study aims to examine the impact of the use of artificial intelligence (AI) technology in learning on the understanding of material by young students. In today's digital era, AI is increasingly being adopted in educational environments, with the potential to personalize learning, increase student engagement, and accelerate the process of understanding material. This research method uses a quantitative approach with a quasi-experimental design. A total of 120 students from various study programs at a university in Indonesia became research respondents, who were divided into two groups: a group that used an AI-based learning platform and a group that used conventional learning methods. Data collection was carried out through pre-tests and post-tests to measure the level of understanding of the material, as well as surveys to evaluate the learning experience. The results of the study showed that the group of students who used AI technology in learning had a more significant increase in understanding the material compared to the control group. In addition, students who used AI reported a more interactive and motivating learning experience. However, this study also found challenges, such as excessive dependence on technology and disparities in access to adequate technological devices. Based on these findings, the study recommends the integration of AI into the education curriculum in a balanced manner, considering technical and pedagogical factors to maximize the potential of AI-based learning.

This study investigates the effect of the Team Word-Webbing technique on reading comprehension among tenth-grade students at MAN Koto Baru, Dharmasraya. Reading comprehension is critical for language acquisition and academic success, as it encompasses the ability to extract and interpret meaning from text. Despite its importance, many students struggle with reading comprehension due to various factors including limited vocabulary and insufficient engagement. To address these issues, the study employed a quantitative experimental design, using a quasi-experimental approach with an experimental group and a control group. The research involved a pre-test and post-test assessment to measure reading comprehension levels before and after the implementation of the Team Word-Webbing technique. The experimental group was taught using this technique, which involves organizing ideas visually to enhance understanding, while the control group received traditional instruction. The sample consisted of two classes selected through purposive sampling, with data analyzed using t-tests to compare outcomes. Results indicated that the Team Word-Webbing technique significantly improved reading comprehension compared to conventional methods. The experimental group demonstrated higher post-test scores, with statistical analysis revealing a significant difference (p < 0.05). This suggests that Team Word-Webbing enhances students' ability to understand and retain reading material by facilitating better organization of ideas and active engagement. In conclusion, the study supports the effectiveness of Team Word-Webbing as an instructional strategy to improve reading comprehension. This technique not only aids in comprehension but also promotes active learning and student interaction, making it a valuable tool for educators aiming to enhance reading skills in the classroom.

This study aims to determine the effect of the LOK-R learning model assisted by bar code media on the ability to read fantasy stories. The research was conducted at SMP Muhammadiyah 19 Sawangan using a sample of 56 students divided into two groups, namely class VII.3 as an experimental group consisting of 28 students and class VII.1 as a control group consisting of 28 students. This research uses quantitative methods (true experiment) with post-test-only research design. The results showed a significant difference between the experimental class that used the LOC-R learning model assisted by bar code media and the control class that did not use the LOC-R learning model assisted by bar code media. Statistical analysis using the t-test formula showed that the sig. (2-tailed) = 0.000 <0.05, and the calculated t- value obtained is 6.756 with df = 54. At the 5% significance level, the t- table value is 1.674.Based on the value of t-count > t-table, Ho is rejected, and Ha is accepted. Therefore, it can be concluded that the application of the LOC-R learning model assisted by bar code media has a significant effect on fantasy story reading skills.

This study aims to improve the ability to analyze the text structure of the Report of Observation Results (LHO) in class X TITL 1 SMK Negeri 5 Surabaya through the application of collaborative learning methods. This research was conducted in two cycles. In cycle 1, most groups scored below the Minimum Completion Criteria (KKM). However, after improvements were made in cycle 2 by adding differentiation of the learning process according to students' learning modalities, there was a significant increase in scores. The results showed an increase in students' scores by 20% to 50%, with all groups successfully exceeding the KKM. Group 6 experienced the highest increase, from 50 to 100. This finding shows that the collaborative learning method is effective in improving the ability to analyze the structure of LHO text. The application of this method achieved maximum results, so it can be recommended as a learning strategy for similar materials in the future.      

The training activity for creating innovative learning media in the independent curriculum was carried out in order to develop the competence and skills of teachers related to creating creative and interesting learning media. The activity was carried out in Kolbano, South Central Timor Regency, East Nusa Tenggara Province in 2024. The basis for its implementation was the need for teachers to develop their competence in utilizing technology in creating learning media according to the demands of the current independent curriculum. This activity aims to improve teacher competence in utilizing technology to design interesting and innovative learning. The innovative learning media that were the topic of this training were Google Sites, Wordwall and QuizWhizzer. Teachers in Kolbano generally only teach using lecture and group discussion methods, and use conventional learning media such as power point displays and video materials. As a result, students are less motivated and feel bored in learning activities, while the nature of the independent curriculum demands active interaction of students in learning. Therefore, through this training, teachers are trained and assisted in developing innovative learning media until the product is produced and used in learning. This learning media can be presented interactively and attractively so that it can motivate students to participate in learning. Teachers will also be more creative in innovating to develop media that attracts students' interest in accordance with the nature of the independent curriculum.

This study is motivated by the continued dominance of lecture-based and drill methods in Fiqh learning, which results in low student interest and enthusiasm. This contradicts the demands of the 2013 Curriculum, which emphasizes student activeness and critical thinking. Therefore, a more effective and efficient learning model is needed. The purpose of this study is to describe the implementation of the Contextual Teaching and Learning (CTL) model in improving students' understanding of Fiqh material at MTs Nurul Hidayah. This research uses a descriptive method with a qualitative approach. Data were collected through interviews, observations, and documentation. The results of the study indicate that the implementation of the CTL model has been quite effective. This can be seen from the active involvement of students in the learning process through activities such as observing, discussing, working in groups, and connecting the material with real-life experiences. Learning through the CTL approach makes the process more meaningful and contextual, enabling students to gain a deeper and longer-lasting understanding of the Fiqh material.  

Creativity is the ability to generate new and innovative ideas that are valuable and useful in a particular context. In higher education, creativity is very important because it encourages students to think critically, solve problems effectively, and innovate in their fields of study. This study aims to test the effectiveness of using e-modules based on metacreative strategies in improving students' creativity in the Makeup and Beauty Research course at Padang State University. This type of research uses a quantitative approach with a quasi-experimental method and a pretest-posttest control group design. The population of this study was students of the Makeup and Beauty study program class of 2021 with a sample size of 53 people. Data analysis techniques in this research consist of descriptive statistics, creativity assessment scale, n-gain score test, prerequisite analysis test, and hypothesis testing (Independent sample t-test). The results showed that there was a significant increase in the level of student creativity in the experimental group and the control group. The average pretest score in the control group was 56.72 and the posttest was 64.07 with an N-gain of 0.17 (low category). Meanwhile, the experimental group had an average pretest score of 60.00 and a posttest of 78.77 with an N-gain of 0.46 (moderate category). The results of the hypothesis test using the independent sample t-test showed a sig.(2-tailed) value of 0.000 <0.05, so there was a significant difference between the experimental group using e-modules based on meta-creative strategies and the control group using conventional learning methods. This shows that the use of e-modules based on meta-creative strategies is effective in improving student creativity.