Publication Search

This study aims to examine the application of the Project Based Learning (PjBL) model assisted by animated videos in improving problem-solving skills in Natural and Social Sciences (IPAS) subjects. The study used a quasi-experimental approach with a one-group pretest and posttest design. The subjects were 30 fifth-grade elementary school students selected as samples. The research instruments included a problem-solving ability test and an observation sheet for the implementation of learning. The results showed a significant increase in students' problem-solving skills after being treated through the PjBL model assisted by animated videos. The average posttest score was higher than the pretest, so it can be concluded that this learning strategy is effective in improving student learning outcomes. The use of animated videos helped students to visualize abstract concepts and engage more actively in the learning process. In addition, the results of observations of the implementation of learning showed that students became more active, enthusiastic, and able to work together in groups to complete the project. Student activity increased gradually, starting from the project planning stage, information collection, to the presentation of results. The teacher acted as a facilitator who provided direction and guidance, while students were directly involved in each process. This indicates that the integration of technology-based media supports collaborative and student-centered learning. Therefore, the implementation of the Project-Based Learning model with animated videos is not only effective in improving problem-solving skills but also fosters overall student engagement in science learning. Therefore, this learning model can be recommended as an innovative strategy to enhance problem-solving skills in primary education.

This study aims to analyze the influence of the Problem Based Learning (PBL) model in science education on students’ environmental literacy and science communication skills at SMK Negeri 3 Pekanbaru, focusing on the topic of disaster mitigation. The research employed a causal comparative approach with a post-test only design, comparing two student groups: an experimental class using the PBL model and a control class using conventional teaching. The results revealed a significant difference in environmental literacy, with the experimental class achieving a higher average score (81.86) compared to the control class (62.05). This indicates that the PBL model is effective in enhancing students' understanding, awareness, and environmentally responsible behavior. The PBL approach encourages active student engagement and the application of knowledge to real-world scenarios, which is particularly beneficial in the context of environmental issues and disaster mitigation. By working through problems related to environmental challenges, students are likely to gain a deeper understanding of the topic, which fosters a sense of responsibility towards environmental sustainability. In terms of science communication, although the experimental class showed a higher average score (75.78) than the control class (72.92), the difference was not statistically significant. This may be due to a lack of intensive training in scientific discussions and presentations. While PBL encourages collaborative problem-solving and idea-sharing, students may still require more structured practice in presenting and communicating their findings clearly and persuasively. The integration of more structured activities focusing on science communication skills could further enhance the effectiveness of the PBL model. Overall, the PBL model demonstrates positive potential in improving both environmental literacy and science communication. However, to achieve its full impact, its implementation must be consistent, with a focus on providing students with additional opportunities to develop their communication skills.

Gunungsari Village, Windusari District, is one of the areas facing quite serious challenges in efforts to develop basic literacy in school-age children. The main problems faced are low interest in reading, limited access to adequate reading materials, and learning methods that are still conventional. These conditions have implications for many children who are not able to read and write fluently despite having received an elementary school education. In response to this situation, the community service team took the initiative to implement a literacy program that uses an interactive learning approach through the development of a literacy park. This program is not only designed to be a learning platform, but also to create a learning atmosphere that is fun, contextual, and involves the active participation of children. Various activities are implemented, including storytelling, the provision of a reading corner, educational games such as math games, vocabulary quizzes, and the provision of simple rewards to maintain high learning motivation. This program activities are carried out periodically with the involvement of the school, the surrounding community, and also the village government, so that its sustainability has the support of various parties. The results of the implementation show a significant increase in children's literacy skills. Not only are they reading more fluently, but they are also better able to comprehend story content and write simple ideas. Furthermore, the children appear more confident in expressing themselves, are more active in every learning activity, and are beginning to demonstrate positive reading habits. A culture of literacy is also slowly growing through the existence of child-friendly and inclusive literacy parks. This proves that a fun, community-based literacy approach is highly relevant in rural areas with limited resources and can be a simple yet impactful means of educational transformation for children's futures.

Problem-Based Learning (PBL) is a student-centered teaching approach, where the learning process begins with a real-life problem relevant to everyday life. PBL encourages students to actively seek information, analyze data, and formulate solutions through group work and discussion. This approach not only develops critical thinking, problem-solving, and communication skills but also increases students' independence and responsibility for their own learning process. This article aims to examine how PBL is implemented in two main curricula in Indonesia: the 2013 Curriculum (K13) and the Independent Curriculum. In the 2013 Curriculum, PBL is integrated through a scientific approach and project-based activities, where students are invited to explore concepts and theories through investigative activities. Meanwhile, the Independent Curriculum provides more space for teachers and students to design contextual and personalized learning activities, making the implementation of PBL more flexible and adaptive to local needs and student characteristics. The literature review results indicate that both curricula effectively utilize PBL principles to enhance students' cognitive and metacognitive skills. The Independent Curriculum, in particular, places greater emphasis on independent learning, self-reflection, and the development of student interests through differentiated learning. Thus, the application of PBL within the context of the Independent Curriculum has proven to be more adaptive to the dynamics of 21st-century learning. In conclusion, the use of Problem-Based Learning in both curricula has significant potential to enhance students' learning abilities, as long as the approach is tailored to school conditions, student characteristics, and is supported by competent teachers and training in implementing this method effectively.

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 research is based on the problem faced by students who feel bored due to their lack of active role during the learning process. It is necessary to rejuvenate learning facilities that are able to attract students' interest in reading and the lack of interest in reading students in the process of learning Indonesian which has an impact on the learning process carried out. This study aims to describe the application of the Scramble method in improving students' interest in reading in the process of learning Indonesian in Class II MI Muhajirin Jambi City. The method used in this study is Classroom Action Research (CAR), with the type of data including primary and secondary data, while the subjects studied include teachers and students in class II. The method of collecting information is carried out by tests, observations, conversations, and archiving. The data analysis method uses descriptive analysis and percentages to assess success in the action. The study revealed that the interest in reading of Class II MI Muhajirin Jambi City students after participating in Indonesian language learning with the Scramble method experienced a significant increase, seen from the condition of students' interest in reading in cycle I in each indicator carried out by between 13 to 15 students, so that it is at a percentage of between 50 to 60%. In cycle II, there was a very good increase in students' reading interest, where an average of 19 to 23 students actively carried out 5 indicators of reading interest, so that the percentage of success of the Scramble method in increasing reading interest ranged from 70% to 90% with good and very good predicates. The data shows that the application of the Scramble method can increase students' interest in learning Indonesian in Class II of MI Muhajirin, Jambi City.

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.

Work and energy are important topics in physics learning. Learning on this topic can be done using various methods and media, which provide different results depending on the approach used. This study aims to identify various learning models and media and their influence on learning about work and energy through a meta-analysis of 17 relevant research journals. The results of the study indicate that there are various learning methods that can be applied, including the 7E Learning Cycle, STEM, Problem Solving, Think-Pair-Share, Inquiry, and others. Of these various methods, the inquiry approach is the most widely used because it is relevant to the student-based curriculum that positions teachers as facilitators in developing students' thinking skills and intellectual discipline.

This community service activity addresses the growing need for adaptive education in the digital era by focusing on strengthening the character and competence of students in line with rapid technological developments. The Pancasila Student Profile, which serves as the foundation of the Merdeka Curriculum, outlines six core dimensions: faith and piety, global diversity, cooperation, independence, critical reasoning, and creativity. Among these, creativity, independence, and critical thinking are crucial for preparing students to become innovators and problem-solvers in the digital world. However, schools in developing regions often face limitations in implementing these dimensions due to lack of resources and digital literacy. This program was implemented at SMA Negeri 2 Sorong Regency with the objective of strengthening the Pancasila Student Profile by providing training in the use of Thunkable, a visual programming platform for creating drag-and-drop mobile applications. The activity used a Project-Based Learning (PjBL) approach, enabling students to actively engage in designing simple educational applications that align with their learning context. The method encouraged hands-on exploration, teamwork, critical analysis, and creative thinking. Throughout the training, students not only learned how to navigate the Thunkable platform but also developed functional mobile apps addressing real-life learning challenges. The outcomes of the program showed a marked improvement in students’ digital literacy, problem-solving ability, innovation, and collaboration. Furthermore, students began to view themselves not just as consumers of technology but as producers of meaningful digital solutions. This initiative demonstrates that integrating digital technology with project-based learning can effectively support the implementation of the Pancasila Student Profile, even in remote or underdeveloped areas. It provides evidence that with the right approach and tools, students can be empowered to become digitally literate, creative, and socially responsible individuals who are ready to act as agents of change in the 21st century.

This study aims to examine in depth the effectiveness of the application of the Children Learning in Science (CLIS) learning model in the Natural Science (Science) learning process. The background of this study stems from the problem of low active student participation in class, which is largely caused by difficulties in understanding abstract science concepts. The CLIS model offers a learning approach that emphasizes active student involvement through a series of systematic learning stages. The method used is a literature review with a qualitative descriptive approach. Analysis was conducted on 25 articles from national and international publications. Each article was reviewed based on relevance, research methods, main findings, and the suitability of CLIS application in various science learning contexts. The results of the study indicate that CLIS has proven effective in improving students' understanding of science concepts, developing science process skills such as observation, classification, measurement, and hypothesis testing, and encouraging active student participation during the learning process. In addition, this model is also able to improve critical thinking skills through exploration activities, experiments, group discussions, and reflection on learning outcomes. The CLIS stages, which include exploring students' prior knowledge, introducing new concepts through experiments, strengthening understanding through discussions, and strengthening concepts through reflection, enable students to construct knowledge independently and meaningfully. Based on these findings, CLIS is considered relevant and can be an effective alternative learning model to improve the quality of science learning at various levels of education.

Limited access to learning resources appropriate to the local context presents a challenge in the mathematics learning process in indigenous communities such as the Baduy Tribe. Conventional mathematics learning is often considered too abstract and less relevant to the daily lives of Baduy children, especially in the Outer Baduy region. To address this challenge, this community service activity aims to introduce contextual mathematics learning media based on the surrounding environment and local culture. The media developed is designed to be easily accessible, affordable, and environmentally friendly, while still respecting prevailing traditional values. The method used in this activity is Participatory Action Research (PAR), with a collaborative approach between a team of lecturers and the Outer Baduy community. The activity implementation process includes six stages, namely: identification of local problems and potential, planning, designing learning media, implementation, evaluation, and documentation of activity results. The results of the activity show an increase in interest and understanding of basic mathematics concepts among Outer Baduy children. Children appear more active, enthusiastic, and confident in participating in the learning process through educational games and concrete activities. The media used utilizes natural objects and local cultural elements, such as woodcuts, ancient angklungs, traditional hats, and distinctive Baduy woven motifs. The community responded positively because these media do not conflict with traditional values. This activity has had positive cognitive and social impacts and strengthened awareness of the importance of a contextual and culturally based educational approach as a relevant and inclusive learning strategy.  

This study aims to develop interactive learning media for logic gate material in Industrial Electronics Engineering subjects at SMK Negeri 5 Batam by utilizing Adobe Flash CS6 integrated with CircuitVerse. This media is designed to provide a more interesting, interactive, and applicable learning experience, so it is expected to improve students' understanding of the concept of logic gates which is a basic material in the field of electronics. The study uses a Research and Development (R&D) approach with a 4D development model that includes the Define, Design, Develop, and Disseminate stages. Research data were collected through validation by material experts and media experts, as well as practicality tests involving students. Data collection instruments were in the form of validation sheets and student response questionnaires. The validation results showed that the developed learning media obtained a score of 88.20% from material experts and 93.88% from media experts, both of which are in the "very valid" category. The practicality test involving grade XI students obtained a score of 92.80%, indicating that the media is "very practical" to use in the learning process. This interactive media combines elements of text, images, animation, and digital circuit simulations using CircuitVerse, so students can learn logic gate concepts visually and directly practice them virtually. This integration not only makes it easier for students to understand the theory but also trains problem-solving and critical thinking skills. The findings of this study indicate that interactive learning media based on Adobe Flash CS6 and CircuitVerse has great potential to increase learning motivation, student engagement, and conceptual understanding of logic gate material. This media is also relevant to support the implementation of the Independent Curriculum, which emphasizes project-based learning, independent learning, and complete competency mastery.  

This study aims to compare the effectiveness of the Deep Learning and Differentiated Instruction models in improving junior high school students’ mathematical problem-solving and reasoning abilities. The background of this research stems from the low level of mathematical literacy among Indonesian students, which demands innovative and reflective learning approaches. A quasi-experimental method was used with a Nonequivalent Control Group Design. The sample consisted of two eighth-grade classes at SMP Negeri Satu Atap 01 Ciseeng, each receiving different instructional treatments: one class was taught using the Deep Learning approach, and the other using the Differentiated Instruction approach. The instruments employed included mathematical problem-solving tests, observation sheets, and student perception questionnaires. The data analysis results indicated that the class taught with the Deep Learning model experienced a more significant improvement in mathematical reasoning ability compared to the class using Differentiated Instruction. These findings suggest that Deep Learning-based instruction is more effective in promoting students’ higher-order thinking skills. It encourages deeper engagement with mathematical concepts, fosters critical and analytical thinking, and allows students to construct knowledge through meaningful learning experiences. However, Differentiated Instruction remains relevant in providing learning comfort and addressing diverse student needs, making it beneficial in inclusive classroom settings. The theoretical and practical implications of this research highlight the importance of integrating both depth of thinking (Deep Learning) and flexibility in learning (Differentiation) within mathematics instruction. Such integration could offer a balanced learning environment that supports both cognitive development and emotional engagement, leading to more effective and equitable mathematics education. In conclusion, this study recommends educators and curriculum developers to consider incorporating Deep Learning strategies to enhance students’ mathematical reasoning while maintaining the adaptive and student-centered principles of Differentiated Instruction. Future research could explore hybrid learning models that combine the strengths of both approaches to maximize student outcomes in mathematics learning.

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.

The problem in this research is formulated into three main questions: (1) How to develop "PAPIN" (Smart Board) learning media on ethnic and cultural diversity for Grade IV students at SD Negeri 101767 Tembung? (2) How to validate the "PAPIN" learning media to ensure its appropriateness and quality for use in the classroom? (3) How effective is the use of the "PAPIN" (Smart Board) learning media in improving students' understanding of ethnic and cultural diversity in a primary school setting? The main objectives of this research are: (1) To develop feasible and relevant "PAPIN" learning media that supports the learning of ethnic and cultural diversity in accordance with the needs of Grade IV students at SD Negeri 101767 Tembung. (2) To produce a practical and user-friendly digital learning tool that can be integrated into classroom activities. (3) To evaluate the effectiveness of the media in improving learning outcomes, particularly students' knowledge, engagement, and appreciation of cultural diversity. This research adopts the 4D (Define, Design, Develop, and Disseminate) development model, a systematic method for creating and validating educational products. The research subjects are fourth-grade students from SD Negeri 101767 Tembung, selected as they represent the target users of the media. Data were collected through classroom observations, documentation, expert validation sheets, student response questionnaires, and evaluation instruments to measure the learning outcomes. The findings of this research are expected to contribute to the development of innovative, technology-based instructional tools in elementary education, particularly in promoting multicultural awareness and inclusive learning environments.

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.

This study aims to examine the role of Project-Based Learning (PjBL) in fostering creativity among elementary school students, particularly in the respiratory system topic within Natural Science (IPA) learning. Creativity, as one of the essential 21st-century competencies, needs to be developed from an early age through learning approaches that are active, contextual, and student-centered. This research employs a qualitative method with a library research approach, utilizing various sources such as accredited scientific journal articles, relevant books, and previous research reports published between 2017 and 2025. Data were analyzed using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. The results show that the implementation of PjBL in the respiratory system topic effectively enhances student creativity through exploratory activities such as creating lung models, organizing clean air campaigns, and conducting simple experiments. PjBL also supports the development of collaborative skills, problem-solving abilities, and learning responsibility. In conclusion, PjBL is an effective and relevant instructional strategy to increase creativity and create meaningful learning experiences at the elementary school level, especially in science education.

This research iss motivated by the problem of the lack of digital learning facilities that can be flexibly accessed by students and theachers at SMP Djama'atul Ichwan Surakarta, so that interaction in the theaching and learning proces is limited. The theories applied in this study include the concept of E-Learning as a distance learning method rooted in information technology, web-based system development, and an interactive technology integration approach to increase effectiveness and engagement in learning. The method used is the Waterfall model system development life cycle (SDLC), which includes the stages of needs analysis, system design, implementation with PHP and MySQL using the CodeIgniter framework, and function testing. The research findings show that the designed web-based E-Learning system successfully provides features for managing student and teacher data, distributing teaching materials, scheduling lessons, giving assignments, and interaction through discussion forums. This system is considered capable of supporting a more organized and interactive online education process.The implementation of this systemis expected to a long-term solution to overcome the limitations of traditional learning methods and become a foundation for the development of digital learning platforms in the futur.

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 research is based on the condition of students who are less enthusiastic and tend to be passive during learning. Students consider social studies  to be boring and difficult, resulting in low student activeness. This low activeness affects students’ cognitive abilities. An effort that can be made is to create a fun learning atmosphere by using appropriate and interesting learning strategies, one of which is the Think Talk Write learning strategy. This strategy makes students active and more enthusiastic, so they achieve satisfying cognitive ability scores. The problem formulation in this research is how much influence the Think Talk Write strategy has on cognitive abilities, student activeness, and both in social studies subjects. This research uses a quantitative approach with a Quasy Experimental Design and a nonequivalent control group design. The sample consists of 29 students in the control class and 26 students in the experimental class. The sampling technique used is purposive sampling, with data collected through cognitive ability tests and student activeness sheets. Data analysis was performed using the Independent Sample T-Test and MANOVA. The results show that the Think Talk Write strategy influences students’ cognitive abilities and activeness, with a significance value of 0.000 < 0.05.