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The purpose of this study was to determine the improvement of learning outcomes of class 12 IPS 1 students in PPKN subjects at SMA Negeri 2 Rantau Utara through the problem based learning model. The method used in this study is classroom action research (CAR), the subjects of the study were 35 class 12 IPS 1 students. The focus of this study is the learning outcomes of class 12 IPS 1 students in PPKn subjects with indicators of student learning success that reach KKM (minimum completion criteria) with a value of 82. The results of the study indicate that the application of the problem based learning model is effective in improving student learning outcomes in PPKn subjects. This increase can be seen from the pre-action stage, only 10 people with a percentage of 28.6% have met the minimum completion criteria (KKM), then in cycle I there were 18 people with a percentage of 51.4%, while in cycle II there were 29 people with a percentage of 82.82% of students have reached KKM. From these results, it can be concluded that the problem-based learning model is able to improve student learning outcomes, not only cognitively but also improve critical thinking skills, cooperation, and increase student self-confidence.

This research is based on the results of field observations, namely the low learning outcomes of students due to the lack of learning activities involving students because the learning process is still centered on the teacher, so that students are still less active in the learning process. The purpose of this study is to describe the improvement in student learning outcomes in learning about the circumference of flat shapes using the Problem Based Learning model in class V of SDN 15 Anduring, Padang City. This type of research is classroom action research (CAR) using qualitative and quantitative approaches. This research was conducted in two cycles, with research procedures consisting of planning, implementation, observation, and reflection. The research data obtained are related to the results Problem Based Learning model learning. Data collection techniques in the form of observation analysis, tests and non-tests. The subjects of this study were class teachers as observers, researchers as practitioners or teachers, and 24 students of class V SDN 15 Anduring, Padang City. The results of the study showed that: First, the cycle I teaching module obtained an average of 60% (C), increasing in cycle II to 90% (SB). Second, the results of the implementation of learning aspects of teachers in cycle I obtained an average of 75% (C), increasing in cycle II to 90% (SB). Third, the results of the implementation of learning aspects of students in cycle I obtained an average of 70% (C), increasing in cycle II to 90% (SB). Thus, it can be concluded that the Problem Based Learning model can improve student learning outcomes in learning the Perimeter of Flat Shapes in class V SDN 15 Anduring, Padang City.

This research is based on the results of field observations, namely the low learning outcomes of students due to the lack of learning activities involving students because the learning process is still centered on the teacher, so that students are still less active in the learning process. The purpose of this study is to describe the improvement in student learning outcomes in learning about the circumference of flat shapes using the Problem Based Learning model in class V of SDN 15 Anduring, Padang City. This type of research is classroom action research (CAR) using qualitative and quantitative approaches. This research was conducted in two cycles, with research procedures consisting of planning, implementation, observation, and reflection. The research data obtained are related to the results Problem Based Learning model learning. Data collection techniques in the form of observation analysis, tests and non-tests. The subjects of this study were class teachers as observers, researchers as practitioners or teachers, and 24 students of class V SDN 15 Anduring, Padang City. The results of the study showed that: First, the cycle I teaching module obtained an average of 60% (C), increasing in cycle II to 90% (SB). Second, the results of the implementation of learning aspects of teachers in cycle I obtained an average of 75% (C), increasing in cycle II to 90% (SB). Third, the results of the implementation of learning aspects of students in cycle I obtained an average of 70% (C), increasing in cycle II to 90% (SB). Thus, it can be concluded that the Problem Based Learning model can improve student learning outcomes in learning the Perimeter of Flat Shapes in class V SDN 15 Anduring, Padang City.

This study aims to enhance students' learning activities and outcomes through the implementation of the Wordwall assisted Problem Based Learning (PBL) model in the Ecosystem topic for Phase E at SMA N 1 Nan Sabaris. The research was conducted at SMAN 1 Nan Sabaris in class X.E.5 during the even semester of the 2024/2025 academic year, with 36 students as subjects. This study is a classroom action research consisting of two cycles, each comprising two sessions. Each cycle follows four stages: planning, implementation, observation, and reflection, using the Wordwall-assisted Problem-Based Learning model. Data on students' learning activities and outcomes were collected based on observation sheets of learning activities and student learning outcome tests. The application of the Wordwall-assisted Problem-Based Learning (PBL) model proved effective in improving students' learning activities and outcomes in the Ecosystem topic. This success was demonstrated by increased participation and enthusiasm among students during the learning process. Learning outcomes improved by 45%. This increase indicates that the corrective measures taken, such as adding instructional videos and modifying Wordwall games, successfully enhanced students' understanding and mastery of the material.

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.

This study investigates the use of MATLAK (Mathematics Through Congklak) media in improving mathematics learning for class 5C students at SDN 067240 Medan Tembung. The objectives are to: (1) describe the application of MATLAK in the classroom, (2) determine its impact on students' mathematics learning outcomes, (3) analyze its effect on student motivation and engagement, and (4) assess the effectiveness of the traditional congklak game as a learning tool. Conducted as Classroom Action Research (CAR), this study aims to address classroom learning challenges through reflective cycles that enhance both teaching processes and student outcomes. The findings reveal that the integration of the Problem-Based Learning (PBL) model with MATLAK media, rooted in constructivist principles, significantly increased student activity and understanding, especially when problems presented were closely related to daily life. Students were encouraged to collaborate, think critically, and articulate their ideas during discussions. Additionally, student responses toward the use of MATLAK media were overwhelmingly positive, demonstrating increased motivation and active participation. Teacher observations also showed improvement in classroom engagement and implementation effectiveness from cycle I to cycle II. Overall, the study concludes that using the traditional congklak game as a mathematics learning medium when combined with the PBL model effectively enhances learning outcomes and student involvement in class 5C.

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.

This study aims to comprehensively examine the influence of the Problem-Based Learning (PBL) model integrated with the Internet of Things (IoT) on enhancing students’ problem-solving abilities in physics education. The integration of IoT into PBL is seen as a progressive approach to address the growing demand for innovative instructional strategies that promote higher-order thinking skills. A quantitative approach was adopted, utilizing a quasi-experimental design with a pretest-posttest nonequivalent control group format to assess the effectiveness of the intervention. The participants were 25 undergraduate physics students from the University of West Sulawesi, selected through saturated sampling due to the limited population size. To evaluate students’ problem-solving skills, data were collected using structured written tests designed around five key indicators: understanding the problem, describing the problem, planning the solution, executing the solution, and evaluating the results. Prior to hypothesis testing, normality of the data was assessed using the Kolmogorov-Smirnov test, followed by paired sample t-tests with IBM SPSS Statistics 23 to determine the significance of differences in pretest and posttest scores. The findings revealed a statistically significant improvement in students’ problem-solving skills following the implementation of the IoT-based PBL model, with results showing significance at the 5% level and gain scores classified as effective. These outcomes demonstrate the potential of the PBL-IoT integration to foster critical thinking and improve educational quality. Therefore, the implementation of this instructional model is recommended for physics educators seeking to enhance student engagement, problem-solving proficiency, and learning outcomes through the integration of emerging technologies.    

This study aims to explore the factors that affect the effectiveness of Problem-Based Learning (PBL) in improving student learning outcomes. PBL is a learning method based on real problem solving that requires students to think critically and work collaboratively. Although PBL has been proven effective in a variety of contexts, its implementation in developing countries and in various disciplines still faces challenges. The factors tested in this study included student characteristics (such as motivation and critical thinking skills), facilitator quality, environmental support (including educational facilities, technology, and policies), and subject matter characteristics. Through a literature analysis and case studies in several educational institutions, this study found that the effectiveness of PBL is highly dependent on the interaction between these factors. The characteristics of active and independent students, well-trained facilitators, and adequate environmental support can promote the achievement of better learning outcomes. Meanwhile, subject matter that is relevant and in accordance with the needs of students also plays a big role in the success of the implementation of PBL. This study provides recommendations for educators and policymakers to consider these factors in designing and implementing PBL in the educational environment.  

This study aims to comprehensively examine the influence of the Problem-Based Learning (PBL) model integrated with the Internet of Things (IoT) on enhancing students’ problem-solving abilities in physics education. The integration of IoT into PBL is seen as a progressive approach to address the growing demand for innovative instructional strategies that promote higher-order thinking skills. A quantitative approach was adopted, utilizing a quasi-experimental design with a pretest-posttest nonequivalent control group format to assess the effectiveness of the intervention. The participants were 25 undergraduate physics students from the University of West Sulawesi, selected through saturated sampling due to the limited population size. To evaluate students’ problem-solving skills, data were collected using structured written tests designed around five key indicators: understanding the problem, describing the problem, planning the solution, executing the solution, and evaluating the results. Prior to hypothesis testing, normality of the data was assessed using the Kolmogorov-Smirnov test, followed by paired sample t-tests with IBM SPSS Statistics 23 to determine the significance of differences in pretest and posttest scores. The findings revealed a statistically significant improvement in students’ problem-solving skills following the implementation of the IoT-based PBL model, with results showing significance at the 5% level and gain scores classified as effective. These outcomes demonstrate the potential of the PBL-IoT integration to foster critical thinking and improve educational quality. Therefore, the implementation of this instructional model is recommended for physics educators seeking to enhance student engagement, problem-solving proficiency, and learning outcomes through the integration of emerging technologies.

This study aims to describe the improvement of student learning outcomes in science learning using the Problem Based Learning (PBL) Model in Class V of SDN 16 Pulau Karam, Pesisir Selatan Regency. This study is a classroom action research (PTK) with a qualitative and quantitative approach. Implemented in 2 cycles, cycle I consists of 2 meetings and cycle II consists of 1 meeting. The results of the study showed an increase in teaching modules in science learning using the Problem Based Learning (PBL) model, the implementation of science learning using the Problem Based Learning (PBL) model and student learning outcomes in science learning using the Problem Based Learning (PBL) model. This can be seen from the average observation results of the Teaching Module cycle I which was 87.4% (B) increasing in cycle II to 92.8% (SB). This is also seen in the average results of teacher activities in cycle I which were 85.9% (B) increasing in cycle II to 93.8% (SB). In student activities, the average cycle I was 84.3% (B) increasing in cycle II to 93.8%. In student learning outcomes, the average cycle 1 was 81% (B) and increased in cycle 2 to 91%. Based on these results, it can be concluded that using the Problem Based Learning (PBL) model can improve the results of learning science in class V SDN 16 Pulau Karam, Pesisir Selatan Regency.

This study aims to analyze the implementation of the SPIRIT model of problem-based biology learning (SSIPBL) on the respiratory system material at Muhammadiyah 1 Sragen High School in the 2024/2025 academic year and to determine whether this model can improve students' learning outcomes. The research type used is quantitative with an experimental design. Data collection was carried out through learning outcome tests, observations, and interviews. Based on the t-test results, a significance value (sig.) of 0.198 was obtained, which is greater than the 0.05 value, indicating that there is no significant difference between the experimental group using the SSIPBL model and the control group using conventional learning methods. Factors affecting the ineffectiveness of this model's implementation include teacher readiness, limited time, lack of student involvement, and inadequate infrastructure. The results of this study show that the implementation of the SPIRIT SSIPBL model on the respiratory system material does not significantly improve students' learning outcomes. Therefore, it is recommended to improve supporting aspects, such as teacher training, better time management, and increasing student motivation and involvement in problem-based learning. Indicates that the implementation of the SPIRIT model of Socio-Scientific Problem-Based Learning (SSIPBL) can significantly improve students' learning outcomes on the respiratory system material senior High School for the. These results suggest that SSIPBL has the potential to enhance students' understanding through a problem-based approach that connects scientific phenomena with social issues, and its implementation in the field met expectations.

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.

This research aims to determine, the effect of applying the Problem-Based Learning (PBL) model on students’ learning outcomes for Economics subjects in class XI of SMA Negeri 6 Gorontalo Utara. This quantitative research uses a Quasi-Experimental Design research (Pseudo experiment), with a sample size of 30 students. The results showed that there is an effect of applying the Problem-Based Learning (PBL) model, proven to significantly improve the learning outcomes of grade XI students in economic subjects at SMA Negeri Gorontalo Utara, as shown by the Sig. (2-tailed) of 0.000, which is smaller than the significance level of 0.05. The Problem Based Learning (PBL) model allows students to be more active, critical, and independent in understanding concepts by linking theory with real problems.

This study aims to analyze the application of the Problem-Based Learning (PBL) learning model in improving students' cognitive learning outcomes in science learning, especially in the material on the structure and function of plant tissues. The research was conducted at SMP Negeri 4 Satap Wori, with the research subjects in the form of 21 grade VIII students who had heterogeneous learning abilities. This study uses a class action research (PTK) approach in two cycles. In the first cycle, student learning outcomes showed that only 38.1% of students had completed, while 61.9% had not reached the Minimum Completeness Criteria (KKM). Based on the reflection of the first cycle, improvements were made in the second cycle by increasing student involvement, providing more motivation, and forming heterogeneous learning groups. The results in the second cycle showed a significant increase, with 85.7% of students achieving learning completeness in accordance with the KKM. The increase in learning completeness from the first cycle to the second cycle was 47.6%. This study concludes that the PBL model effectively improves students' critical thinking skills, creativity, and motivation and can help students solve problems independently and in groups. Therefore, applying the PBL model is recommended to continue to be used in learning that involves real-world problem-solving.

This study aims to develop Nearpod learning media with a valid, practical, and effective Problem-Based Learning model for the subject of Science, especially on the material of changing the form of energy for fourth grade students of Elementary School. This research is motivated by problems found through initial observations and interviews. The method used is research and development (R&D) with the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The subjects of this study involved class teachers and fourth grade students of SDS Pelangi, while the object of the study focused on Nearpod learning media in Science learning on the material of changing the form of energy. Data collection techniques include interviews, tests, and questionnaires, with instruments in the form of teacher interview sheets, material validation questionnaires, media validation questionnaires, education practitioner questionnaires, and pretest and posttest questions. The results of the study showed that validation by material experts obtained an average percentage of 90% with the category "very feasible", while validation by media design experts obtained an average percentage of 97% with the category "very practical". Media effectiveness testing showed an increase in students' average scores from 54.73 ("quite practical" category) to 83.15 ("very practical" category) after using Nearpod media.

Learning boredom is one of the common problems faced by students, especially at the Madrasah Aliyah level. This issue negatively impacts students' motivation and learning outcomes, which in turn can affect the quality of education. This study aims to implement an innovation in learning through the Problem Based Learning (PBL) approach as an effort to reduce learning boredom among students at MA Zainul Hasan 2 during the 2024-2025 academic year. The method used is Classroom Action Research (CAR) with the Kemmis and McTaggart model, which consists of two cycles. Each cycle includes four stages: planning, action, observation, and reflection. Data collection techniques include observation, questionnaires, and interviews. The results of the study indicate a significant decrease in students' learning boredom levels after the implementation of PBL. The average level of learning boredom decreased from 65% in the first cycle to 45% in the second cycle. This decrease shows that the application of PBL-based learning can have a positive effect in reducing learning boredom and increasing student engagement in the learning process. The PBL-based learning innovation has proven to be effective in creating a more engaging and interactive learning environment, which ultimately can improve students' motivation and enhance their learning outcomes. Thus, this study concludes that the implementation of Problem Based Learning can be an effective solution to overcome learning boredom among Madrasah Aliyah students.

This research aims to determine the effect of the Problem Based Learning model on the critical thinking skills and cognitive learning outcomes. This type of research is True Experimental with pretest-posttest Control Group Design. The results of the research show that the average critical thinking ability and cognitive learning outcomes of students in the experimental class taught using the Problem Based Learning model are in the sufficient category with an average score of critical thinking ability of 61.69 and an average score of cognitive learning outcomes. 66.73 with students who achieved the KKM of 35%, while in the control class with the Discovery Learning model it was also in the sufficient category with an average critical thinking ability score of 49.00 and cognitive learning outcomes with an average of 44.23 with students who achieved the KKM. by 4%. Inferential analysis shows significant results with a value of sig>0.05 so that there is an influence of the Problem Based Learning learning model on critical thinking skills and student learning outcomes.

This study aims to describe how to improve students' learning outcomes in Geometry learning using the Problem Based Learning model in class V of SDN 18 Tebing Tinggi, Pesisir Selatan Regency. This type of research is classroom action research (PTK) using qualitative and quantitative approaches which are carried out in two cycles, with research procedures. The results of the study showed an increase in geometry learning outcomes from cycle I to cycle II. The results of the observation of the teaching module in the first cycle of the first meeting were obtained 79% (C) then in the first cycle of the second meeting the result of 87% (B) for that the observation of the first cycle of the teaching module was obtained an average of 83% (B), increasing in the second cycle to 95% (SB). Second, the results of the observation of the implementation of teacher aspect learning in the first cycle of the first meeting obtained a result of 78% (C), then in the first cycle of the second meeting obtained a result of 86% (B) for that the results of the observation of the teacher aspect obtained an average of 82% (B), increasing in the second cycle to 93% (SB). Third, the results of the implementation of learning aspects of students in the first cycle of meeting I obtained a result of 78% (C), then in the first cycle of meeting II obtained a result of 86% (B) for that the results of observation of the student aspect obtained an average of 82% (B), increasing in the second cycle to 93% (SB). Fourth, the learning outcomes of students in the first cycle of meeting I were obtained with a result of 71 (C), then in the first cycle of meeting II a result of 81 (B) for that the learning results of the first cycle were obtained an average of 76 (C), increasing in the second cycle to 90 (SB). Thus, it can be concluded that the Problem Based Learning model can improve students' learning outcomes in Geometry learning in grade V of SDN 18 Tebing Tinggi, South Pesisir Regency

This research aims to analyze the influence of the problem based learning model with a differentiation approach to the topic of harmony in the ecosystem of grade 5 elementary school students. The population in this study was class V students at Wadungasri Elementary School, Waru District, Sidoarjo Regency, totaling 77 students and a sample of 29 students was taken. Data collection techniques using questionnaires. Data processing techniques with validity testing using expert judgment techniques. Reliability test uses Alpha Cronbach. The swimmer analysis test is the normality test and linearity test. The data analysis technique used is a simple regression test. Research results: the guided inquiry learning model had an effect on students' critical thinking skills by 3.7%. The research results show that the problem based learning model with a differentiation approach to the topic Harmony in ecosystems is significantly effective in increasing students' understanding of ecosystems.