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At several levels of education, particularly at SMP Dewantara in Bekasi Regency, students continue to face difficulties in achieving satisfactory learning outcomes in the Islamic Religious Education (PAI) subject. The predominantly lecture-based teaching style in class IX.A has not been effective in encouraging active student participation, resulting in low mastery of the subject matter. The aim of this study is to improve learning outcomes by integrating the Problem-Based Learning (PBL) model into PAI instruction. This study involved 12 students from class IX.A as subjects and was conducted over two cycles using a collaborative Classroom Action Research (CAR) strategy. Data were analyzed both qualitatively and quantitatively through observations, tests, and interviews. Based on the collected data, students' average scores increased significantly from 76.67 before the intervention to 98.33 in the second cycle. Learning mastery also improved from 58% to 100%. By creating a more dynamic, collaborative, and real-world-relevant learning environment, the PBL approach proved effective in helping students gain a deeper understanding of the subject matter.

Mathematical logic is a branch of science that studies the principles of logical reasoning and how to judge the truth of a statement. This article discusses the role of mathematical logic in everyday life, especially in education, technology, and finance. Mathematical logic has been proven to help improve critical, analytical, and systematic thinking skills, making it easier for individuals to solve various problems more effectively and efficiently. In the world of education, mathematical logic supports the development of rational, argumentative, and problem-solving skills, and is an important foundation in the science and mathematics curriculum. Teachers can leverage this logic to encourage students in building consistent reasoning and logical argumentation. In the field of technology, mathematical logic is the foundation in the development of modern computing systems, such as algorithms, programming, artificial intelligence, and data structures. Without mathematical logic, digital systems such as search engines, software, and applications cannot function optimally. In finance, mathematical logic plays a role in budget strategy, investment decision-making, statistical analysis, and rational risk management. With a good understanding of logic, individuals and institutions can make more wise and measurable financial decisions. Although his contribution is large, there are still many people who do not understand the basic concepts of mathematical logic. This can be overcome through more inclusive education, contextual approaches, and interactive learning based on real problems, both in schools and non-formal environments. This study emphasizes the importance of mathematical logic as a foundation in supporting a more rational, efficient, and structured life in today's modern era. Increasing mathematical logic literacy can be a national strategy to create a society that thinks critically, is competitive, and ready to face global challenges.

This study aims to systematically examine various mathematics learning strategies based on deep learning approaches that can enhance elementary school students’ motivation and academic achievement. In the context of education, deep learning refers to learning processes that emphasize conceptual understanding, interrelated knowledge, and the development of critical and reflective thinking skills. Using the Systematic Literature Review (SLR) method, this research analyzes 20 relevant scholarly articles published between 2015 and 2024, sourced from leading databases such as Google Scholar. The review findings indicate that strategies such as problem-based learning (PBL), project-based learning (PJBL), metacognitive strategies, and the use of interactive learning technologies consistently improve student engagement, foster intrinsic motivation, and enhance mathematics learning outcomes. These findings suggest that integrating deep learning-based instructional strategies is highly relevant for elementary mathematics education, aiming to create more meaningful, student-centered learning experiences.

Graduates competitiveness is a major factor in determining their readiness to face the increasingly competitive world of work. Management psychology plays an important role in shaping the character, skills, and mentality needed by graduates to be able to adapt to the dynamics of the industry. Through a management psychology approach, such as strengthening leadership, increasing motivation, and managing stress and emotions, graduates can develop a professional and productive attitude. In addition, the application of psychological theory in human resource management allows for the development of soft skills that support work readiness, such as effective communication, teamwork, and problem solving. The application of management psychology in the world of education can be done through various strategies, such as coaching, mentoring, and the formation of an academic culture that is oriented towards self-development. With this approach, educational institutions can create a learning environment that encourages the growth of character and competency of graduates holistically. In addition, the synergy between education and the industrial world is also an important factor in increasing the competitiveness of graduates, where learning based on practice and direct experience can strengthen their readiness to face the challenges of the world of work.

The realization of active student learning conditions is the hope of all components of education including the community and education practitioners. Increasing student activity is the teacher's ability to plan teaching and learning activities in achieving learning objectives. In learning activities at school, teachers must ensure that students can make effective observations in order to obtain the best learning outcomes. In teaching, students should be given the opportunity to make the best observations. Learning strategies with Activity-Based Teaching Approaches in Islamic Religious Education Learning for Class V Students of SDN 027 Labuhan Tangga Baru are attempted to increase motivation, achievement, creativity, and problem solving in learning.

Breast cancer is the most prevalent cancer among women worldwide, requiring early and accurate diagnosis to reduce mortality. This study proposes a hybrid classification pipeline that integrates Hybrid Statistical Feature Selection (HSFS) with unsupervised LSTM-guided feature extraction for breast cancer detection using the Wisconsin Diagnostic Breast Cancer (WDBC) dataset. Initially, 20 features were selected using HSFS based on Mutual Information, Chi-square, and Pearson Correlation. To address class imbalance, the training set was balanced using the Synthetic Minority Over-sampling Technique (SMOTE). Subsequently, an LSTM encoder extracted non-linear latent features from the selected features. A fusion strategy was applied by concatenating the statistical and latent features, followed by re-selection of the top 30 features. The final classification was performed using a Support Vector Machine (SVM) with RBF kernel and evaluated using 5-fold cross-validation and a held-out test set. Experimental results showed that the proposed method achieved an average training accuracy of 98.13%, F1-score of 98.13%, and AUC-ROC of 99.55%. On the held-out test set, the model reached an accuracy of 99.30%, precision of 100%, and F1-score of 99.05%, with an AUC-ROC of 0.9973. The proposed pipeline demonstrates improved generalization and interpretability compared to existing methods such as LightGBM-PSO, DHH-GRU, and ensemble deep networks. These results highlight the effectiveness of combining statistical selection and LSTM-based latent feature encoding in a balanced classification framework.

Inquiry learning strategy is an educational approach that places students at the center of the learning process by encouraging them to actively seek, discover, and conclude knowledge through questioning, observing, and critically analyzing. In this strategy, students are not passive recipients of information from the teacher but are directly involved in learning activities that demand critical and analytical thinking skills. Through inquiry learning, students develop critical thinking abilities by engaging in stages such as problem formulation, hypothesis development, data collection, and drawing conclusions based on observations and analysis. This approach has been proven effective in enhancing students’ critical thinking skills as it promotes active and independent participation in learning, while also boosting motivation and self-confidence. The teacher acts as a facilitator who guides and motivates students to sharpen their critical thinking skills in solving problems systematically and logically. Thus, inquiry learning strategy not only enriches students’ understanding of the subject matter but also equips them with essential thinking skills to face future life and learning challenges.  

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.

Inquiry learning strategy is an educational approach that places students at the center of the learning process by encouraging them to actively seek, discover, and conclude knowledge through questioning, observing, and critically analyzing. In this strategy, students are not passive recipients of information from the teacher but are directly involved in learning activities that demand critical and analytical thinking skills. Through inquiry learning, students develop critical thinking abilities by engaging in stages such as problem formulation, hypothesis development, data collection, and drawing conclusions based on observations and analysis. This approach has been proven effective in enhancing students’ critical thinking skills as it promotes active and independent participation in learning, while also boosting motivation and self-confidence. The teacher acts as a facilitator who guides and motivates students to sharpen their critical thinking skills in solving problems systematically and logically. Thus, inquiry learning strategy not only enriches students’ understanding of the subject matter but also equips them with essential thinking skills to face future life and learning challenges.

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.    

This study investigates the use of Problem-Based Learning (PBL) with YouTube media to enhance listening skills and motivation among junior high school students. Conducted at SMP Negeri 3 Gresik, the research employs a mixed-methods approach, combining quantitative and qualitative data. The pre-experimental design assessed students' listening skills before and after a four-week intervention, while questionnaires captured their motivation levels. The findings reveal a significant improvement in students' listening comprehension, as evidenced by an increase in mean test scores from 48.00 in the pre-test to 79.33 in the post-test, with a p-value of 0.000 indicating statistical significance. Additionally, motivation levels improved, with students expressing heightened engagement and interest in the learning process. The integration of authentic and dynamic YouTube content within the PBL framework fostered a more interactive and engaging learning environment, addressing common challenges such as limited motivation and anxiety. The study concludes that the combination of PBL and YouTube media is an effective instructional strategy for enhancing listening skills and motivation in English as a Foreign Language (EFL) contexts. It offers practical insights for educators seeking innovative approaches to language instruction and underscores the importance of integrating technology into active learning methodologies.  

Learning based on Higher Order Thinking Skills (HOTS) is an effective strategy for sharpening children's intelligence in elementary schools. HOTS questions are designed to train students' critical, analytical, and creative thinking skills, enabling them to solve problems independently. This article discusses the basic concepts of HOTS questions, strategies for their implementation in learning, and their benefits in improving children's comprehension quality. Several effective strategies in HOTS-based learning include using challenging questions, problem-based learning, reflective discussions, and utilizing technology and interactive media. Additionally, this article identifies the challenges faced in implementing HOTS in elementary schools and solutions that educators can apply. With proper implementation, HOTS questions can help students develop higher-order thinking skills essential for facing future challenges.    

Learning based on Higher Order Thinking Skills (HOTS) is an effective strategy for sharpening children's intelligence in elementary schools. HOTS questions are designed to train students' critical, analytical, and creative thinking skills, enabling them to solve problems independently. This article discusses the basic concepts of HOTS questions, strategies for their implementation in learning, and their benefits in improving children's comprehension quality. Several effective strategies in HOTS-based learning include using challenging questions, problem-based learning, reflective discussions, and utilizing technology and interactive media. Additionally, this article identifies the challenges faced in implementing HOTS in elementary schools and solutions that educators can apply. With proper implementation, HOTS questions can help students develop higher-order thinking skills essential for facing future challenges.    

This study aims to analyze the application of Problem-Based Learning (PBL) as an innovative strategy to improve students' cognitive in biology class X.IA2 learning at SMA 09 Pekanbaru. The method used was qualitative through interviews with teachers and students and literature review was used to collect and analyze data. The results of the analysis show that PBL improves concept understanding, critical thinking, and problem solving. Teachers revealed that PBL creates more interactive learning, while students feel more motivated and active. The literature review also confirmed that PBL improves students' analytical power, creativity, and independence. The results recommend the widespread application of PBL to improve the quality of learning.

The realization of learning that actively involves students is the hope of all parties, both the community and education practitioners. Increasing student activity is highly dependent on the teacher's ability to plan effective teaching and learning activities to achieve learning objectives. In the learning process at school, teachers need to encourage students to make optimal observations in order to obtain maximum learning outcomes. Therefore, teachers should provide students with the widest possible opportunity to observe in depth. The application of learning strategies with an activity-based approach in Islamic Religious Education subjects for grade V students of SDN 027 Labuhan Tangga Baru is expected to be able to increase motivation, achievement, creativity, and problem-solving abilities in learning.

Islamic Religious Education (PAI) plays an important role in the formation of students' character and understanding of religious teachings. However, in practice, not a few students face difficulties in understanding PAI material, both in terms of cognitiveness and affective. These difficulties can be caused by a variety of factors, such as differences in academic ability, lack of motivation, or socio-cultural problems. Therefore, the right strategy from PAI teachers in overcoming learning difficulties is very necessary. This article aims to identify various strategies that PAI teachers can apply to help students overcome learning difficulties. Based on a literature review, there are several approaches that have proven to be effective, including the use of varied learning methods, the use of educational technology, the provision of intensive guidance, and the strengthening of student motivation and character. In addition, the importance of constructive evaluation and feedback in the learning process is also one of the keys in improving the effectiveness of PAI learning. By implementing these strategies, it is hoped that the learning difficulties faced by students can be overcome, and the quality of PAI learning can be improved.

This research was motivated by the discovery of several problems faced by students, namely poor interest in learning, such as the level of activeness of students during the learning process and low interest of students in SKI learning. Students felt that in this learning there was no passion or interest, as indicated by students being less active in the learning process and student involvement in the SKI learning process also decreased. With these conditions, students quickly get bored and are not interested in participating in learning. As a result, difficulties arise that affect the learning objectives to be achieved. This study aims to determine the relationship between learning strategies and learning media with interest in learning Islamic Cultural History class VIII at MTsN 1 Bukittinggi. The type of research used in this research is quantitative, correlational. The population is all class VIII students with a total of 347 students spread across 11 classes. The sample in this research used the Probability Sampling technique using Simple Random Sampling, and the total research sample was 78 students. Data was collected through questionnaires, observation and documentation analyzed using normality tests, linearity tests, multiple correlation analysis and hypothesis testing. Based on the results of the research that has been done, the results show that there is a relationship between learning strategies on student interest in learning in the subject of Islamic Culture History class VIII at MTsN 1 Bukittinggi City and the relationship between learning media on student interest in learning in the subject of Islamic Culture History class VIII at MTsN 1 Bukittinggi City, as evidenced by the results of the Pearson Product Moment correlation test on the relationship between learning strategies and interest in learning with a Pearson correlation value of 0.382 and a significant value of 0.001 <0.05. While the Pearson correlation test results on the relationship between learning media and interest in learning are 0.236 with a significant value of 0.038 <0.05. Furthermore, the results of the Pearson correlation test on the relationship between learning strategies and media with learning interest are <0.05, which is certainly valid and related. Based on this value, it can be seen that the relationship between learning strategies to interest in learning is interconnected and the relationship between learning media to interest in learning is interconnected, so Ha is accepted.

This research aims to explore and analyze learning strategy innovations in shaping students as reliable educator candidates who are able to face educational challenges in the digital era. The main focus of the research is the application of technology-based learning approaches, collaboration, and creative strategies that place students not only as recipients of knowledge, but also as active subjects who construct understanding through learning experiences. This study was carried out in the Madrasah Ibtidaiyah Teacher Education Study Program (PGMI) of the Syarifuddin Lumajang Islamic Religious Institute by involving 30 students who took the learning strategy course. The research method used is a descriptive qualitative approach with data collection techniques through in-depth interviews, classroom observations, and documentation. The findings of the study show that the application of flipped classroom is able to increase student learning independence, while project-based learning strategies encourage creativity and problem-solving skills. In addition, the use of interactive technology such as online quiz applications, discussion platforms, and collaborative media strengthens learning motivation while expanding students' digital skills. Although the results showed a positive impact, there were significant obstacles, namely the limitations of technology infrastructure in the campus environment and the low digital literacy of some students. These factors hinder the optimization of innovative learning strategies. Therefore, institutional support is needed in providing technology-based infrastructure, digital literacy training, and continuous mentoring so that students can develop pedagogical competence, professionalism, and adaptive abilities in accordance with the demands of 21st century education. Overall, this study emphasizes that learning strategy innovation supported by technology, collaboration, and support of educational institutions is able to strengthen the process of forming prospective educators who are competent, competitive, and ready to face the dynamics of the world of education in the digital era.

This study aims to examine the effectiveness of the problem-based learning model (PBL) in improving the understanding of fiqh material and its implementation in class XI students of MA Plus Anas Bin Malik Lekong Rembuk. The PBL model was chosen because it is considered capable of encouraging active student involvement and developing critical thinking skills through solving real problems that are relevant to everyday life. This study uses a Classroom Action Research (CAR) approach which is implemented in two cycles, each consisting of the planning, implementation, observation, and reflection stages. Data collection techniques include tests, observations, and interviews. The results of the study showed a significant increase in the understanding of fiqh concepts and active participation of students during the learning process. Students became more enthusiastic, able to express opinions, and demonstrate the ability to apply fiqh values in everyday life. Thus, the PBL model has proven effective in improving the quality of fiqh learning in madrasas and can be used as an alternative innovative learning strategy to improve learning outcomes and student character simultaneously.

This research aims to overcome students' difficulties in preparing logical and systematic presentations by implementing project-based learning (PJBL) strategies. The problem faced is the limited ability of students to respond and present information effectively. This research used mixed methods, involving observation, interviews with teachers, as well as pretest and posttest tests on 25 grade 5 elementary school students to evaluate the effectiveness of this strategy. Qualitative data was collected through observation and interviews to understand student responses, while quantitative data was obtained from the results of the pretest and posttest which were compared using the paired t test. The research results show that PJBL is effective in improving students' presentation skills logically and systematically, as well as increasing self-confidence and collaboration skills. Based on these results, it is recommended that teachers consider implementing PJBL with a focus on real experience and collaboration to achieve more optimal learning.