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This study aims to improve the skills of third-grade elementary school students in learning the concept of measuring length and weight through the Team Games Tournament (TGT) learning model. The research method used is classroom action research (CAR) based on the Kemmis and McTaggart model, which involves four stages: planning, acting, observing, and reflecting. The study was conducted with 24 students from class III B at UPT SDN Latsari Tuban. Data collection techniques included observation, tests, and interviews. The research results show that the implementation of the TGT learning model can enhance students' understanding of the concepts of length and weight measurement. In addition, there was an increase in students' learning activity and motivation during mathematics lessons. Students became more enthusiastic, cooperative, and engaged in group activities, which contributed to better mastery of the material. Based on these findings, the TGT learning model is proven to be effective in improving mathematics learning outcomes, especially in the topic of Length and Weight Measurement for third-grade elementary school students.

The goal of this study is to ascertain whether using learning model Think Pair Share (TPS) improves student interest and science learning outcomes. Classroom action research (PTK) is the term for this kind of study. Learning outcomes in science and interest rose by 14.82%. According to the questionnaire results for each cycle, the average percentage of student interest increased from 73.43% in the first cycle to 79.82% in Cycle II. Ten students, or 35.71% of the total, have finished at pre-cycles. One student's percentage of mastery rises to 60.71%, or 17 finished students, after completing a cycle action. With an average score of 84.46, the percentage of students who experience mastery has then increased to 100% in cycle two.

This study explores the application of English education focused on the topic of body parts, utilising musical resources as a supplementary tool for students in class IV-D at SDN 060871 Medan Timur. The research method used is quantitative with an experimental design through pre-test and post-test to determine the effectiveness of song media in improving English vocabulary mastery. The research results showed that before the application of song media, student learning outcomes were in the poor category with a completeness level of 54.54%. After implementing song media, there was an increase in student learning outcomes until they reached a completion level of 90.90%. This demonstrates that utilising music can aid learners in grasping and retaining English vocabulary with greater efficiency. Apart from that, the results of the confirmation questionnaire also showed that the majority of students gave positive responses to the application of song media in learning English. Therefore, song media can be used as an alternative learning method that is interesting and effective in improving student learning outcomes in mastering English vocabulary.

This study analyzes the effectiveness of using Word Wall as a learning medium to enhance student’s understanding in English language learning, particularly on the topic of parts of the body. A Word Wall is a visual medium consisting of a collection of specific words displayed on a large wall or board in the classroom, helping students recognize, memorize, and understand vocabulary interactively. This research employs a descriptive qualitative method with a literature review approach, collecting and analyzing various relevant sources. The results indicate that Word Walls are effective in improving student’s vocabulary mastery, which is a crucial component of English language learning. Students using this medium showed increased activity, enthusiasm, and confidence in practicing speaking. Additionally, post-test scores were consistently higher than  pre-test scores, indicating significant improvement in understanding. This medium also enhanced students' learning outcomes, with the percentage of learning completeness increasing from the first to the final cycle in several classroom action research studies. Thus, Word Walls prove to be an effective and engaging learning medium for improving students' understanding and learning outcomes in English language education.

Fiqh learning at MA Islamic Centre Bin Baz Yogyakarta faces challenges, particularly in understanding the Fathul Qarib Al-Mujib book, which is written in Arabic. This difficulty is more pronounced among students without a pesantren background, affecting their academic performance. Observations indicate that only 60% of students achieve learning mastery, while 40% score below the minimum competency standard (KKM) of 80. To address this issue, this study aims to examine the effectiveness of PPT Canva as a learning medium in improving the learning outcomes of tenth-grade students. This research employs a quasi-experimental method with a Nonequivalent Control Group Design. The sample consists of two classes: the experimental class, which uses PPT Canva, and the control class, which does not. Data were collected through written tests (pretest and posttest), observations, and documentation, then analyzed using the t-test and N-Gain test with SPSS Windows 25. The findings reveal that using PPT Canva significantly improves learning outcomes, with a significance level of 0.032 (<0.05). The average pretest score for the experimental class was 54.14, increasing to 84.34 in the posttest, with an N-Gain score of 0.6469 (moderate category). The percentage of learning mastery increased from 0% to 85.71%. Thus, it can be concluded that using PPT Canva is effective in enhancing Fiqh learning outcomes for tenth-grade students at MA Islamic Centre Bin Baz Yogyakarta.

This research, titled "Analysis of Role-Playing Strategies on Students' Speaking Skills in Grade XI of Madrasah Aliyah Ponpes Tahfidz Al-Faiz Tembung," is motivated by the students' learning outcomes that show limitations in speaking skills in Indonesian language subjects. Learning activities that take place in the classroom are often limited to listening and lecturing activities, even though the curriculum demands that students have higher-order thinking (HOT) skills such as analysis and discussion. This research uses a qualitative descriptive approach with research subjects consisting of teachers and students. Data collection was carried out through observation, interview, and documentation techniques. This research aims to analyze: (1) the implementation of role-playing strategies in improving students' speaking skills, (2) the assessment of Indonesian language learning outcomes using this strategy, and (3) the supporting and inhibiting factors in using role-playing strategies. The results of the research show that the implementation of learning with role-playing strategies successfully increased students' competence and learning activity, especially in channeling ideas and opinions. The main supporting factors include teacher involvement, students' mastery of the material, and the use of relevant textbooks, including drama scripts and performance videos. Conversely, the inhibiting factors are students' shyness when role-playing and lack of mastery of the material. Based on the findings of this research, role-playing strategies are suitable to be implemented by teachers as a solution to improve the quality of learning in Indonesian language subjects.

This study aims (1) to determine the ability of mastery of mufradat in seventh grade students of Madrasah Tsanawiyah Babang Luwu before and after applying puzzle book media. (2) to determine the effectiveness of puzzle book media in improving mastery of mufradat for seventh grade students of Madrasah Tsanawiyah Babang Luwu. The method used in this research is Classroom Action Research (PTK) with Kemmis and McTaggart model which consists of two cycles. Data were collected through observation, tests, and interviews. The results of this study are (1) classroom action research conducted by researchers can be concluded that the use of puzzle book media is effective to be applied to seventh grade students (Research Class) by looking at the increase in the results of students' mastery of mufradat which increased through puzzle book media. (2) The percentage increase in cycle I can be seen that out of 23 students, 10 students with a percentage of (43%) were complete, while 13 students with a percentage of (57%) were not complete. As for cycle II, it can be seen that out of 23 students, 19 students were complete with a percentage (83%), while those who were not complete were 4 students with a percentage (17%). From cycle I to cycle II there was an increase in learning outcomes by (40%). Thus in cycle II the learning outcomes were said to be complete.

The common problems faced by students include feeling bored, lacking concentration, and being unmotivated in learning due to the lack of collaboration among students and monotonous learning activities. Therefore, this study aims to implement ice-breaking techniques in Islamic Religious Education to improve students' learning outcomes. This research was conducted using Classroom Action Research (CAR) with two cycles, each consisting of two meetings. Each cycle followed four stages: Planning, Implementation, Observation, and Reflection. Data collection techniques included tests in the form of questions and non-test techniques such as interviews, observations, questionnaires, and documentation. Based on the results of the Classroom Action Research, it was concluded that the implementation of ice-breaking techniques in Islamic Religious Education positively influenced students' learning motivation, leading to improved learning outcomes among fifth-grade students at UPT SPF SD Inpres Perumnas 1 Makassar. The study results showed that in the pre-test, the students' average score was 68.9 (Low), with six students achieving mastery, resulting in a 30% mastery level (Low). In the first cycle, applying the ice-breaking technique to students' understanding of Islamic Religious Education resulted in an average test score of 79 (Moderate), with 13 students achieving mastery, reaching a 65% mastery level (Low). In the second cycle, the implementation of ice-breaking techniques led to an improvement in students' learning outcomes, with an average score of 89.6 (High), and 18 students achieving mastery, reaching a 90% mastery level (High). The success indicators in this study, using the Classroom Action Research (CAR) method, demonstrated an improvement in students' understanding, as evidenced by the increase in mastery learning percentages from the pre-test, first cycle, and second cycle, ultimately reaching 80% of the total number of fifth-grade students as the final learning achievement.

This study aims to describe the use of Concept Mapping and the application of concept maps in improving students' mastery of dance learning at SMA N 2 Padang Panjang. The type of research is Classroom Action Research (PTK) concept mapping method which is carried out in 2 cycles. This research instrument is in the form of observation sheets and practice tests. Data were collected through literature studies, observations, interviews, standardized tests and documentation. The data was analyzed using the percentage formula. The results of the study show that the use of the concept mapping method can improve students' thinking skills in learning cultural arts (dance), namely the concept and variety of Minangkabau traditional dances at SMA N 2 Padang Panjang. Students' abilities increase because they are given actions and are given repeated exercises in the learning process. The use of the concept map method in learning dance art is able to trigger students' enthusiasm and activeness in learning process activities. This can be seen from the increase in student learning activities from each meeting and from the test results of each cycle. The results obtained in the first cycle the average class obtained was 58.8% with poor criteria, at the end of the second cycle, the average class also increased where the results obtained were 70.3%, with good criteria. The increase from cycle I to cycle II was 11.5%.  

This study aims to enhance students' learning outcomes in Natural Science (IPA) through the demonstration method in fourth-grade students at SD Inpres Teas, Noebeba District, Timor Tengah Selatan Regency. The research was motivated by low science learning outcomes, with 60% of students failing to meet the Minimum Competency Criteria (KKM) of 70. Conventional teaching methods contributed to students' passivity and lack of engagement. This Classroom Action Research (CAR) follows the Kemmis and McTaggart model, consisting of two cycles with four stages: planning, implementation, observation, and reflection. The study involved 10 fourth-grade students, with data collected through learning outcome tests, observations, and teacher interviews. Descriptive quantitative analysis compared student performance before and after intervention. Results indicated that the demonstration method effectively improved science learning outcomes. Initially, students scored an average of 73.5, with a mastery rate of 40%. After applying the demonstration method in cycle I, the average increased to 84.1, with 70% mastery. In cycle II, refining teaching strategies led to an average score of 90.1, with 90% mastery. The method also enhanced student engagement, teamwork, and conceptual understanding. These findings suggest that the demonstration method is an effective strategy for improving science learning outcomes. Teachers are encouraged to incorporate demonstrations regularly, and schools should provide necessary resources to optimize learning experiences.

The research was conducted by providing training and enhancing the understanding of mathematical concepts among the fifth-grade students of SDN 2 Kembiritan. The goal is to improve the students' understanding of mathematical concepts. The methods used in this activity are direct practical methods and lecture methods. The instruments used were pre-tests and post-tests. Based on the service, it can be concluded that the use of the Fractional Clock media has proven to be able to improve the learning outcomes of fifth-grade students at SDN 2 Kembiritan, as evidenced by the learning outcomes after the use of the learning media meeting the established criteria, with 70% of students achieving scores above the Minimum Completeness Criteria (KKM).

Education plays a crucial role in optimally developing and directing students' potential. In the current educational context, learning outcomes are assessed based on students' abilities to solve problems, reason, communicate, and demonstrate knowledge and attitudes. However, preliminary studies at MAN 1 Banjarmasin revealed that only 62.85% of the XI Agama class students met the Minimum Completeness Criteria (KKM) of 75 in Fiqh subjects, while the rest failed. This study aimed to improve learning outcomes in the topic of Mawaris by using an Android-based learning media, the "Kalkulator Waris" application. This Classroom Action Research (CAR) was conducted through two cycles following the model proposed by Arikunto, comprising planning, action, observation, and reflection phases. In the first cycle, the average student score was 73.63 with a 62.85% success rate. After refining the learning process, the second cycle showed significant improvement: the average score rose to 88.17, and all students (100%) achieved mastery. The use of the "Kalkulator Waris" application facilitated students’ understanding of complex inheritance calculations, enhanced learning engagement, and fostered a more active, creative, and problem-solving learning environment. The findings suggest that appropriate use of Android-based educational applications can significantly enhance learning outcomes, particularly in complex subjects like Islamic inheritance law.

This thesis discusses the application of direct methods using flashcard media to improve Arabic vocabulary mastery of class VII MTsN Palopo. This research aims (1) to determine the ability to master Arabic vocabulary in class VII students at Madrasah Tsanawiyah Negeri Palopo before and after applying the direct method using flashcard media. (2) to determine the effectiveness of the direct method using flashcard media in improving Arabic vocabulary mastery for class VII Madrasah Tsanawiyah Negeri Palopo. This type of research is classroom action research, the data collection method is action observation, field notes, test sheets and documentation. The results of this research are (1) classroom action research conducted by researchers. It can be concluded that the direct method using flashcard media is effective for application to class VII students (Research Class) by seeing the increase in the results of students' mastery of Arabic vocabulary which increases through the application of the direct method using flashcard media. (2) The percentage increase in cycle I can be seen that of the 40 students, 18 students completed the percentage (45%), while 22 students completed the percentage (55%). As for cycle II, it can be seen that of the 40 students, 32 students completed the percentage (80%), while 8 students did not complete the percentage (20%). From cycle I to cycle II there was an increase in learning outcomes by (25%). Thus, in cycle II the learning outcomes are said to be complete.

This study aims to improve the learning outcomes of fourth-grade students at SDN 107401 Pematang Lalang through the application of the Contextual Teaching and Learning (CTL) method. The research employed a classroom action research (CAR) design conducted over two cycles. Data were collected through learning outcome tests, interviews, field notes, and documentation, and were analyzed using quantitative descriptive statistics and qualitative analysis techniques. The results showed that before the implementation of CTL, the percentage of students achieving learning mastery was only 21.4% (3 students). After the implementation of CTL in Cycle I, this percentage increased to 42.8% (6 students), and in Cycle II, it further increased to 85.71% (12 students). These findings indicate that the CTL method is effective in improving students' learning outcomes in Social Studies on the topic of production technology, communication, and transportation in the past and present.

This study aims to determine the effectiveness of applying the cooperative learning model of the TGT type with the aid of Educaplay in improving students' learning outcomes in the IPAS subject. This Classroom Action Research (CAR) was conducted at SDN Jajar Tunggal III Surabaya. The learning outcomes of the IPAS topic on Diseases Affecting the Musculoskeletal System during the pre-cycle, cycle I, and cycle II showed a significant improvement. In the pre-cycle, the mastery achieved was only 29%, with 8 students reaching mastery and 20 students not yet achieving it. In cycle I, the percentage of students reaching mastery rose to 61%, with 17 students achieving mastery and 11 students still not reaching it. In cycle II, the percentage of students achieving mastery soared to 86%. These data indicate that both cycles successfully improved students' learning outcomes by applying the TGT cooperative learning model with the help of Educaplay.

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 objective of this research is to enhance the academic performance of Grade III students at SDN Margomulyo 1 Ngawi in the subject of animal life cycle by implementing a cooperative learning approach using Montessori media. The study methodology used is classroom action research (CAR) consisting of two cycles. During the first phase, the assessment of student learning outcomes revealed a limited level of proficiency, as just 44% of students successfully attained the desired learning goals. Following the implementation of the cooperative learning paradigm using Montessori media in the second cycle, there was a notable improvement, with 88% of students attaining mastery and an average score rise of 82%. This research provides evidence that the collaborative learning approach, along with Montessori media, is successful in improving students' comprehension and academic achievements in the subject of animal life cycles.

Employing the syntax of the Cooperative Education Model more especially, the School Teams Achievement Departments (STAD) type this study intends to enhance students' learning results. There are three phases to this study's methodology, which is based on Classroom Action Research (CAR): pre-cycle, cycle 1, and cycle 2. Participating in this study were 37 students in their last year of high school at SMA Negeri 9 Surabaya in 2023–2024. Students' mathematical learning outcomes show a substantial improvement, according to the data. With each cycle, students' performance improved. Mastery was attained by 32.4% of students in the pre-cycle, 43.2% in cycle I, and 62.1% in cycle 2. This research provides strong evidence that the STAD type of collaborative education model improves students' performance in eleventh grade.  

This research aims to implement differentiated learning processes (Learning Styles) to improve learning outcomes in the IPAS subject on the topic "Bumiku Sayang Bumiku Malang" for fifth-grade students at SDN Dukuh Kupang II Surabaya. This research is a classroom action study that involves three differentiated learning styles: visual, audiovisual, and kinesthetic. The research was conducted at SDN Dukuh Kupang II Surabaya with the subjects being fifth-grade students, totaling 28 participants. This research is divided into two cycles (Cycle I and II), starting with the stages of planning, implementation, observation, evaluation, and reflection. The data collection techniques in this research use observation, interviews, documentation, and tests. The results of this study indicate an improvement in learning outcomes in IPAS on the topic "Bumiku Sayang Bumiku Malang" through differentiated process learning in the fifth grade at SDN Dukuh Kupang II Surabaya. In the initial pre-cycle activities, the percentage of student mastery was 35%, then in Cycle I it increased to 60%, and in Cycle II it rose again to 85%.

The aim of the study is improving students learning outcomes through the use of congklak media in mathematics lessons on the topic of Least Common Multiple (LCM). The study employs a descriptive qualitative method with a sample of 21 fourth-grade students from State Elementary School 13 Merawang. The Classroom Action Research was conducted over two cycles, each consisting of two meetings. The stages of classroom action research include planning, implementation, observation, and reflection. Based on the learning process results using congklak media, there was a significant improvement in student learning outcomes, as evidenced by the number of students meeting the minimum mastery criteria and the average class score. In the first cycle, the number of students meeting the mastery criteria was 33.33 percent in the first meeting and 47.61 percent in the second meeting. In the second cycle, the number of students meeting the mastery criteria increased to 76.20 percent in the first meeting and 95 percent in the second meeting. The average class score showed a gradual improvement, reaching 80.47 in the second cycle. The implementation of learning using congklak media was able to significantly enhance students' learning outcomes, achieving a significant number of students meeting the mastery criteria in one class.