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This study is motivated by the difficulty students face in understanding the concept of food chains, which is attributed to the conventional teaching methods still in use. Therefore, the researcher believes that the application of a new teaching model is expected to enhance student engagement in the teaching and learning process, ultimately improving learning outcomes. Natural Science is often considered difficult because of its many theories and the lack of variation in teaching methods, leading to poor student performance. Given these issues, an innovative teaching model is necessary. The aim of this study is to examine the impact of the Problem-Based Learning (PBL) model on students' knowledge in the Natural Science subject. The research method used is an experimental method with a quasi-experimental design. The study population consists of 50 fifth-grade students, with 25 students in the experimental group and 25 students in the control group. The hypothesis tested is that there is an effect of the Problem-Based Learning model on Natural Science learning outcomes. The results of the study show that the Problem-Based Learning model has a significant effect on students' knowledge. This is evidenced by the t-test results, which show a t-value of 12.400, greater than the t-table value of 2.01. Therefore, it can be concluded that the Problem-Based Learning model positively affects the understanding of food chain concepts in fifth-grade students. The findings of this study are expected to be beneficial for teachers in improving the quality of their teaching, for students to better understand the material through more engaging methods, and for the school environment in developing innovative and effective teaching practices.

This study aims to: (1) produce e-LKPD based on problem-based learning oriented to mathematical problem-solving ability and self-confidence of high school students on the material of equations and quadratic functions and (2) describe the feasibility of PBL-based e-LKPD oriented to mathematical problem- solving ability and self-confidence of high school students on the material of equations and quadratic functions seen from the aspects of validity,  practicality, and effectiveness. This type of research is research and development using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research was conducted at SMA Negeri 1 Malinau with the research subject of class X-3 students totaling 35 students. Data collection was carried out using interview techniques, observation, e-LKPD validation sheets, pretest-posttest, and questionnaires. To determine the validity, the e-LKPD assessment sheet of material and media experts was used, practicality used student and teacher response questionnaires, and effectiveness used mathematics problem solving ability test questions and student self-confidence questionnaires. Data analysis consisted of qualitative data analysis and quantitative data analysis. Qualitative data analysis was conducted by analyzing the results of interviews, observations, and comments or suggestions given to make improvements to the e-LKPD products developed. Quantitative data analysis was conducted by converting quantitative data into qualitative data in the form of certain categories, normality test using shapiro-wilk, t-test with paired samples test, and N-Gain score. The results showed: (1) PBL-based e-LKPDs oriented towards mathematical problem solving skills and self-confidence of high school students on the material of quadratic equations and functions have been produced, (2) PBL-based e-LKPDs developed meet product feasibility, namely valid with excellent categories based on material and media experts; practical with very practical categories based on teacher responses and practical based on student responses; effective on math problem solving skills with classical completeness of 77%, the t-test results obtained a significance value of 0.000 <0.05 which means that there is a difference in the average ability to solve mathematical problems before and after learning using e-LKPD, the N-Gain result is 0.65 with moderate criteria, and effective on student self-confidence with an increase in the average score of each indicator before and after learning,  the N-Gain result is 0.49 with moderate criteria, and the t-test results with a significance value of 0.000 < 0.05.

The topics of morphology, anatomy, and physiology are integral to biology learning, yet they often present challenges for students due to their abstract and complex nature. Difficulties in understanding body structures and invisible biological processes lead to low student interest and engagement. This study aims to identify innovative learning approaches through an analysis of national scientific literature over the past decade. The results show that the integration of digital technology and student-centered learning methods can improve conceptual understanding and learning motivation. The most prominent innovations include the use of VR and AR-based media to clarify visualizations, the use of interactive videos and simulations to explain biological functions, and the application of contextual learning models such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL). These approaches have proven effective in creating a more immersive learning experience that is relevant to students' needs.

This study discusses the implementation of the Problem Based Learning (PBL) model to improve critical thinking in Islamic Religious Education (PAI) learning at SMP Negeri 1 Bantarsari. The focus of this research is on the planning and implementation of the PBL model to improve students' critical thinking skills. The purpose of this study is to find out and describe in depth how the implementation of the Problem Based Learning model can contribute to improving students' critical thinking skills in the context of PAI learning. This type of research is a field research with a qualitative approach and is presented descriptively. The data collection techniques used include observation, interviews, and documentation, while data analysis is carried out through three stages, namely data reduction, data presentation, and drawing conclusions or verification. This research was conducted directly in the school environment so as to produce actual and contextual empirical data. The results of the study show that teachers have designed learning well through the preparation of teaching modules as guidelines. The implementation of learning is carried out in three main stages, namely planning, implementation, and evaluation. At the implementation stage, the PBL model is applied through five steps: (1) orientation to the problem, (2) organizing students to learn, (3) individual and group investigations, (4) presentation of discussion results, and (5) reflection on learning outcomes. Evaluation is carried out on an ongoing basis both during the learning process and at the end of the activity. The application of this Problem Based Learning model has proven to be effective in increasing students' critical thinking. Students show improved ability to analyze, evaluate, and solve problems relevant to PAI material. In addition, students also become more active, independent, and used to expressing opinions in group discussions. Interaction between students increases positively, creating a collaborative and participatory learning environment. This indicates that the use of the PBL model can be the right strategy in developing students' critical thinking skills at the junior secondary education level.

This research aims to determine the effect of the Problem Based Learning (PBL) learning model assisted by Prezi media on the learning outcomes and critical thinking abilities of class XI MPLB students at SMK PGRI 2 Sidoarjo in the subject of Human Resource Management. The research method used is an experiment with a quasi experimental design. The type of design used is pre-test and post-test with non-equivalent control-group. The sample consisted of 45 students from class XI MPLB 1 as the experimental class and 45 students from class XI MPLB 2 as the control class. Research data was obtained from test results, observations, interviews and documentation. Data analysis techniques use normality tests, homogeneity tests, ngain tests, and hypothesis tests. The results of hypothesis testing on students' learning outcomes and critical thinking ability tests show sig. (2-tailed) with Equal variances assumed of 0.000 < 0.05. Based on the test results, it can be concluded that  and  are accepted, meaning that the Problem Based Learning (PBL) learning model assisted by Prezi media has an effect on students' learning outcomes and critical thinking skills.

This study aims to improve the critical thinking skills of fourth-grade elementary school students in understanding the concept of fractions through the application of the Problem Based Learning (PBL) model. The background of this study focuses on students' still low abilities in: (1) analyzing mathematical problems; (2) planning solution strategies; (3) drawing logical conclusions when working on fraction problems. This study uses the Classroom Action Research (CAR) design model Kemmis & McTaggart which was implemented at SD Negeri 2 Tahunan during the even semester of the 2024/2025 academic year. The research subjects consisted of 23 fourth-grade students who were selected purposively based on the results of the initial diagnosis. Data collection techniques were carried out by triangulation through: (1) formative evaluation tests; (2) participatory observation sheets; (3) learning video documentation; and (4) field notes. Data were analyzed quantitatively and qualitatively with a comparative descriptive approach. The results showed that the application of the PBL model was proven to be effective in improving: (1) students' critical thinking skills on average from 39.13 (low category) to 92.61 (very good category); (2) classical completeness from 8.7% to 91.3%; and (3) learning activities became more meaningful. Statistical analysis of paired sample t-test showed a significant difference (t=19.09; p<0.05) between before and after treatment. Other important findings include: (1) an increase in students' questioning skills by 78%; (2) an increase in the ability to provide arguments by 82%; (3) an increase in problem-solving skills by 85%. In addition, there was an increase in the following aspects: (1) group cooperation; (2) self-confidence; and (3) active involvement in class discussions.

This study aims to describe the influence of the Problem Based Learning (PBL) learning model on the learning outcomes of photosynthesis materials in grade IV elementary schools. The method used in this study is an experimental method with a quasi-experimental type. The design in the study is a non-equivalent control group design. The design of this study involves two classes, the experimental class, namely IV-B, is learning using the Problem Based Learning (PBL) learning model and the control class, namely class IV-C, is learning using the conventional learning model. The sample used was 54 students in grades IV-B and IV-C SD YPI Darussalam. The data collection technique uses a learning outcome test. Based on the results of the study in the Independent Sample T-test which showed a Sig. (2-tailed) value of 0.000 ≤ 0.05 which means less than 0.05, then H0 and Ha were accepted, which means that there is an influence of the Problem Based Learning (PBL) learning model on the learning outcomes of photosynthesis materials in grade IV elementary school.

Student learning independence can be stimulated by providing problems at the beginning of learning that must be solved. One example of a problem for teaching materials is the problem of students' polluted environment. Modules are one type of teaching material that can be designed systematically and used by students in the independent learning process. By applying a problem-based learning model to the environmental pollution learning module, it can be used as teaching material that trains students' learning independence by finding problems for the learning process and achieving learning objectives. This study aims to develop and determine the feasibility of a problem-based learning module on environmental pollution material for junior high school students in grade VII. The model used in developing the module is a model that has the steps of analysis, design, development, implementation, and evaluation (ADDIE). The module material is developed by first analyzing the needs of teaching materials, then continuing with analyzing the curriculum used and collecting materials from various sources. The module is then validated by a material expert who obtained a score of 90% and validation by a media expert who obtained a score of 92.5%. This module has also been tested on grade VII science teachers with a score of 96% and tested on students and obtained a score of 83%. Based on the validation and trial results, this module is included in the category of very suitable for use in learning.

This study aims to improve the learning outcomes of seventh grade students on the material of Linear Equation One Variable (PLSV) and Linear Inequality One Variable (PtSLV) through the application of the Problem Based Learning (PBL) learning model. This research is a Classroom Action Research (PTK) conducted in two cycles at Bustanul Ulum Pakusari Islamic Junior High School. Each cycle consists of planning, action, observation, and reflection stages. The results showed that in cycle I the average score of students was 69.3 with a completeness rate of 69%, while in cycle II there was an increase in the average score to 74.3 with a completeness rate of 74%. In addition, the activeness of students in the learning process increased from 76% in cycle I to 100% in cycle II. The application of the PBL model is able to increase the active involvement and learning motivation of female students, and has a positive impact on improving learning outcomes. Thus, the application of the PBL model is effective in improving the quality of mathematics learning, especially in PLSV and PtSLV material.

This study aims to determine the effect of the Reciprocal Teaching learning model on the reading comprehension ability of news texts among seventh-grade students at SMP Negeri 2 Hiliduho. The research employed a quasi-experimental method with a Nonequivalent Control Group Design. The pretest results showed that the initial abilities of students in the experimental and control classes were comparable, with average scores of 64.57 and 65.87, respectively. After the treatment, the experimental class showed a significant increase, achieving a posttest average of 81.52, while the control class only reached 74.35. The Reciprocal Teaching model proved effective in creating a collaborative learning environment, encouraging students to think critically, engage in discussions, and teach one another. In contrast, the control class, which used the Problem-Based Learning (PBL) model, demonstrated lower participation and higher dependence on the teacher. The hypothesis test showed a significance value of 0.001 < 0.05, indicating that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. These results indicate a significant effect of the Reciprocal Teaching model on students’ ability to comprehend news texts. Therefore, this model is recommended as an effective teaching strategy to enhance students’ reading comprehension, particularly in news text material at the junior high school level.

This study examines the effectiveness of the Problem-Based Learning (PBL) model in improving elementary school students’ learning outcomes by reviewing 15 national journal articles published between 2018 and 2024. The results show that PBL significantly enhances students’ abilities in cognitive, affective, and psychomotor domains, with improvements ranging from 7.1% to 83.3%. PBL encourages students to think critically, participate more actively in learning, and develop problem-solving skills through real and relevant situations. However, its implementation still faces several challenges, such as limited teacher training, inadequate facilities, and difficulties in shifting from conventional methods to this new approach. Based on the analysis, three main factors determine the success of PBL: appropriate learning design, the teacher’s ability to guide the PBL process, and the availability of supporting learning resources. The most significant positive impacts are seen among fifth-grade students and in schools located in the Java region. In conclusion, PBL is highly effective when supported by proper teacher training and adaptation to field conditions. Therefore, further teacher development programs and additional research on the long-term effects of implementing this model are strongly recommended.

This study aims to examine the effect of the Problem Based Learning (PBL) model in Physical Education learning for volleyball at SMK Candra Naya Jakarta. The research method used was an experiment with a One Group Pretest-Posttest design. The sample consisted of 39 eleventh-grade students selected using Cluster Random Sampling technique. The research instrument was a test of overhead and underhand passing skills in volleyball. The results showed that the average pretest score of 14.05 increased to 17.77 in the posttest, with hypothesis testing (Paired Samples Test) yielding tcount > ttable (9.833) and a significance of 0.000 (p < 0.05). This proves that the PBL model significantly improves students' volleyball passing skills. Additionally, PBL encourages active participation, teamwork, and critical thinking skills. Therefore, the PBL model can be an innovative alternative in Physical Education learning, particularly for volleyball.

Mathematics learning in elementary schools still faces several challenges, including low student motivation and critical thinking skills. One innovative solution is the implementation of the Problem Based Learning (PBL) model. This study aims to examine the effectiveness of PBL in improving elementary students’ conceptual understanding and critical thinking in mathematics. This research employed a Classroom Action Research (CAR) method conducted in two cycles involving fifth-grade students at [School Name] Elementary School. Data were collected through observations, tests, interviews, and documentation. The results show that the implementation of the PBL model increased student engagement, problem-solving ability, and the average score of conceptual understanding in mathematics. Therefore, PBL is proven to be effective in fostering meaningful learning and promoting higher-order thinking skills. It is recommended that elementary mathematics teachers integrate PBL as a student-centered learning approach.

Pancasila Education is a compulsory subject taught at every level of education, from elementary to higher education, with the aim of shaping students’ attitudes and behaviors based on the values of Pancasila in their daily lives. This study aims to describe the teacher's strategies in implementing the Problem Based Learning (PBL) model to enhance students' critical thinking skills in the Pancasila Education subject for fourth-grade students at SD Negeri 5 Penatih. The research focuses on three main aspects: (1) the implementation of PBL by teachers in improving students’ critical thinking in the topic "Pancasila as the Foundation of My Country", (2) the supporting and inhibiting factors in applying the PBL model, and (3) the implications of PBL implementation on the learning process and outcomes. This study employs a qualitative approach with data collection techniques including observation, interviews, and documentation. The findings reveal that the teacher’s strategy in applying PBL involves three key stages: planning (designing contextual and relevant problems), implementation (the teacher acting as a facilitator during group discussions), and evaluation (assessing students’ thinking processes). Supporting factors for the successful application of PBL include teacher competence, student motivation, a conducive learning environment, and curriculum support. On the other hand, limited instructional time and low student participation present challenges that need to be addressed. The implications of PBL implementation include enhanced critical thinking skills, improved collaboration abilities, and the development of student character as reflective, open-minded, and responsible individuals. Learning becomes more engaging, meaningful, and interactive as students are actively involved in solving real-life problems related to their everyday experiences.

In the learning process, teachers have not employed a variety of instructional models that align with the diverse learning styles of the students, resulting in a diminished interest in learning among the participants. Accordingly, it is anticipated that this study will enable teachers to engage students more effectively in the learning process, thereby cultivating a greater interest in learning. The objective of this research is to enhance the learning outcomes of students on the subject of Plant Growth and Development by implementing the Problem Based Learning (PBL) model at SMA Kristen Tumou Tou Girian Bitung. This study is a qualitative descriptive research. Data collection techniques include questionnaires, interviews, and document analysis. The research design employed is Classroom Action Research (CAR). The subjects of the study are 20 students from class XIA who experienced the implementation of the Problem Based Learning model. Data were gathered using both tests and observations. Classically, the students’ learning outcomes improved from 70% in cycle I to 100% in cycle II. Consequently, it can be concluded that the application of the Problem Based Learning method has enhanced the learning outcomes of the students in class XIA of the specialized program at SMA Kristen Tumou Tou Girian Bitung.  

This study aims to analyze the application of problem-based learning models (PBL) in improving students' creative thinking skills. Creative thinking skills are one of the 21st century skills that are very much needed in facing future challenges. Problem-based learning models are seen as an effective approach to developing creative thinking skills because they provide students with the opportunity to explore innovative solutions to contextual problems. The research method used is a literature study by analyzing various relevant literature sources from 2019-2024. The results of the analysis show that the application of problem-based learning models can improve students' creative thinking skills through the stages of problem orientation, organizing students to learn, guiding individual and group investigations, developing and presenting work results, and analyzing and evaluating the problem-solving process. The conclusion of this study shows that problem-based learning models have proven effective in improving students' creative thinking skills with indicators of fluency, flexibility, originality, and elaboration.

This study was motivated by the low learning outcomes of students in Physics subjects in class XII MIPA 7 at SMAN 1 Cikalongwetan, where most students had not reached the minimum mastery criteria. The purpose of this research was to improve student learning outcomes through the implementation of the Problem-Based Learning (PBL) model. The study employed a Classroom Action Research (CAR) method conducted in two cycles, each consisting of two meetings. Each cycle included planning, action, observation, and reflection stages. Data were collected through observations and written tests. The results showed an improvement in student learning outcomes after the implementation of the PBL model, as indicated by the increased number of students achieving scores above the minimum standard and a higher percentage of overall mastery. These findings suggest that the Problem-Based Learning model can be an effective solution to enhance student achievement in Physics. The implication of this study emphasizes the importance of the teacher’s role in designing student-centered learning and facilitating critical thinking and problem-solving skills.

This conceptual study examines the implementation of the Project-Based Learning (PBL) model, supported by digital media tools such as Simplebooklet and Canva, in Social Studies learning for sixth-grade students at SDN 1 Bangoan. The study arises from the need for contextual, engaging, and student-centred learning as a response to the typically theoretical and less interactive nature of Social Studies instruction. Through the integration of digital media, students can engage in meaningful projects that foster critical thinking, collaboration, creativity, and digital literacy. The learning process includes stages such as problem formulation, project planning, product development, and reflection. This study presents a conceptual overview showing that implementing the PjBL model with the support of Simplebooklet and Canva can enhance student engagement and strengthen understanding of the subject matter.

This study aims to improve student learning outcomes in Mathematics, especially simple fractions, through the application of the Problem Based Learning learning model. The background of this study is based on the need for an effective learning approach and encourage active student participation in learning simple fractions. The Problem Based Learning learning model is one of the learning approaches used to improve learning outcomes in Mathematics. This study applies the Problem Based Learning learning model to grade III students at SDN 001 Barong Tongkok in the 2024/2025 academic year. The study method used in this study is Classroom Action Research. Classroom action studies are applied through two cycles. Each cycle consists of four processes that are applied sequentially, namely planning, acting, observing, and reflecting. The class that is the subject of this study is grade I students with a total of 21 people. In the initial conditions, the average student score was 62.25. After implementing the first cycle, where the teacher applied the learning practice, the results obtained were that in cycle I, the average class score increased to 67.25, and in cycle II, the average score increased to 77.75. Through the action study applied through two cycles, a significant increase was obtained. Thus, it can be concluded that the Problem Based Learning learning model is effective in improving Mathematics learning outcomes in simple fractions in class III at SDN 001 Barong Tongkok

Mathematics learning does not only focus on students' mastery of numbers, but also functions significantly in developing the ability to solve problems holistically. This skill is not something that is taught separately, but is integrated into the entire educational process, offering a real context so that mathematical concepts and abilities can be understood and applied. One approach that is highly recommended to achieve this is Problem Based Learning (PBL). This method has been proven effective in improving students' critical thinking skills through exploration and solving relevant problems, allowing students' knowledge to grow in a constructive way. The low achievement in problem-solving competency in Indonesia is a strong reason to apply PBL in mathematics teaching. This study aims to analyze the literature on the application of PBL to improve students' problem-solving abilities. Data were collected and analyzed from relevant journals, and testing and comparison of results were carried out to identify patterns and results from previous studies. In addition, this study also applies a bibliometric approach to explore publication trends, keywords, and the development of themes related to PBL in mathematics education. The analysis was carried out using VOSviewer software to map the relationship between topics and the progress of PBL research themes in the world of mathematics education.