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This article describes the importance of youth education and development as an anticipatory measure to overcome the negative impact of poverty. This approach is based on the teaching and wisdom found in Proverbs 22:1-16 in the Bible. In this chapter of Proverbs, the author emphasises the importance of values such as wisdom, work ethics, and wise financial management. By practising these values, young people can build a strong foundation for their future, preventing them from being trapped in the cycle of poverty. Education is identified as one of the key aspects in preparing young people to face the challenges of poverty. A quality education provides the knowledge, skills and awareness needed to solve problems, improve well-being and achieve success in life. In addition, this article highlights the importance of helping young people develop a positive attitude towards work and enterprise. Having a strong work ethic and entrepreneurial skills can help young people overcome economic limitations and create new opportunities to improve their own lives and those of their communities. Wise financial management is also an important factor in preventing the negative impacts of poverty. Young people need to learn about budget management, smart investments, and the importance of saving. By having a good understanding of finance, they can avoid excessive debt and build a stable future. In order to realise effective education and development of young people, there needs to be cooperation between families, educational institutions and communities. Families should prioritise values that support their children's growth and success. Educational institutions should provide inclusive and relevant learning environments, while communities should provide support and opportunities for young people. By adopting this approach, we can anticipate and mitigate the negative impact of poverty on young people. Quality education, a strong work ethic and wise financial management can open the door to a better and more sustainable life for future generations.

The main problem in this study was the low learning outcomes of students in grade III SDN 179 Tamasongo, Jeneponto Regency on multiplication and division operations. This study aims to improve student learning outcomes in multiplication and division calculation operations in grade III students of UPT SD Negri NO 179 Tamasongo, Bontoramba District, Jeneponto Regency. This research is a Class Action Research (PTK). The location of this research was carried out at UPT SD Negri NO 179 Tamasongo, Bontoramba District, Jeneponto Regency. The subjects in this study were grade III students of SDN 179 Tamasongo, Jeneponto Regency with a total of 11 students consisting of 4 male students and 7 female students. The collected data is then analyzed using quantitative analysis. Quantitative data analysis is used to view student learning test result data. The results achieved in this study are: (1) There is an increase in student learning activities and teacher activities in each cycle. (2) In the first cycle, the average value of learning outcomes of grade III students of SDN 179 Tamasongo, Jeneponto Regency, was 56.3, while in the second cycle, the average value of learning outcomes was higher which reached 77. The completeness of learning mathematics on the material of multiplication operations and division of grade III students of SDN 179 Tamasongo, Jeneponto Regency has also improved. In cycle I, out of 5 (45%) students achieved learning completeness, while in cycle II as many as 11 (100%) students achieved learning completeness and classical learning completeness was achieved. This means that learning completeness in cycle II is achieved classically because the number of students who complete reaches 100%. Based on the results of the research mentioned above, it can be concluded that the learning outcomes of multiplication and division operations through a contextual approach (Contekxtual Teaching and Learning) in building space material in grade III SDN 179 Tamasongo Jeneponto Regency have increased.

This Study aims to design interactive learning media in indonesian subjects, especially theme 2 sub-theme 4 lesson 5. Based on the identified students, that there are still students who are still not able to read and write fluently. This is due to factors from within the students themeselves such as the willingness and ability of the child. This type of research is a research and development research and development (R&D) method. This study uses six stages: (1) Potential and problems, (2) gathering information, (3) product design, (4) design validation, (5) design revision, (6) product trial, (7) product revision. Validation was carried out by media experts (lecturers) and material experts (teachers). The subjects of the research trial consisted of grade 1 students at SDN Leyangan. The trial was conducted by 5 students. Data collected by interviews, documentation, and questionnaires (questionnaires). The data are the results of an assessment of product quality and suggestions for revising the product, which are then analyzed descriptively.                 The results showed that interactive learning media for Indonesian thematic subjects as a media tool designed to be suitable for use in learning theme 2 sub-theme 4 lesson 5 class 1 SDN Leyangan. This is shown by (1) the assessment of the media expert (lecturer) included in the very good criteria with a score of 37, (2) the assessment of the material expert (teacher) included in the very good criteria with a score of 36, and (3) in the trial use included in the very good criteria with a score of 36.  

This study aims to determine how learning motivation in adolescents whom single mothers raise. This research method used qualitative methods with a case study approach. The research respondents were three adolescent single mothers in Purworejo Regency who were selected using a purposive sampling technique with the provision of single mothers. The results of the descriptive analysis show that adolescents who were cared for by single mothers experience problems related to learning motivation. The specific problems experienced by the three respondents were motivation and interest in learning. The lack of a mother's role in providing learning motivation affects students' low motivation to study toward their learning achievement. Based on the research results, the three respondents have different characteristics. Respondents have a high curiosity for new things. The lack of curiosity in respondents with low curiosity is due to inhibiting factors that make respondents lack interest in learning. The high level of creativity in correcting failures and mastery of learning materials owned by the three respondents had an optimistic impact on the learning process and outcomes. The lack of sympathy from the closest people, especially the mother, made the respondents indifferent to the learning outcomes they achieved, so laziness and decreased interest in learning arose in the respondents. Lack of control over study hours makes respondents often ignore study time and choose to play on their gadgets, decreasing student learning scores/achievement.

This study aims to analyze the STEAM approach based on Busy Book media in increasing learning effectiveness. We will explore the effect of using Busy Books on students' conceptual understanding, learning motivation, critical thinking skills, and problem solving abilities. In addition, we will also identify the advantages and limitations of this approach. In this study, we will use a qualitative research method with a literature study approach. Literature study, also known as literature review or literature review, is a systematic process of gathering, evaluating, and analyzing literature sources that are relevant to a particular research topic. A literature study is conducted to gain a comprehensive understanding of previous research, existing thoughts and findings, and knowledge gaps that still need to be filled.      

Project-based learning encourages students to develop collaboration, communication, problem solving, critical, and creativity skills. This model is widely used at the level of educational units such as junior secondary education and upper secondary education and even higher education. The aim of this research is to capture the research landscape related to Project-Based Learning in high school. The method used is bibliometric analysis. The data is obtained from the enhanced Scopus database. The results showed that the number of publications related to Project-Based Learning in high school increased every year from 2017 to 2022. The highest number of documents were in Indonesia and the United States, the highest number of documents were in institutions or universities in Indonesia. The research focuses are 1) Problem-Based Learning and Student; 2) Project-Based Learning, e-learning and STEM; 3) high school and inquiry based discovery learning.

    The Purpose of this was to identify procedures and way to apply the problem based learning (PBL) model that could improve student achievement in class IV SDIT Mutiara Hati Ngargoyoso. Thys type research is Classroom Action Research (CAR). The research subjects were students in grade IV SDIT Mutiara Hati Ngargoyoso in the 2021/2022 academic year a total of 27 students. This research was conducted in two cycles. Each cycle cinsisted of four stages such a planning, implementing, observing, and reflecting. The research subjects were selected based on the result of the first semester test score. The result showed that class IV had a low-class average and mastery grade. Data collection technique used was descriptive which compared the test score in the first cycle with the test score in the second cycle. The success criterion for learning outcomes was the minimum score of 75 (KKM = 75) and minimum score of class was 85%. The result showed that there was an improvement in Civics learning outcomes in the initial conditions (initil ability test), cycle 1 and cycle II. On theinital ability test, the average value was only 77,44. In cycle 1, the average value has increased. The result was that the average score was 79,22 and students who got scores ≥ 75 are 24 students. Furthermore, in cycle II also experienced an increase. The result is that the average value became 85,11 and minimum score of class became 100%. Student who score ≥  75 were 27 students. Based on the results, it could be concluded that the implementation of the problem-based learninng (PBL)model can improve student achievement  in class IV SDIT Mutiara Hati Ngargoyoso. Keyword : Problem Based Learning (PBL) Model, Learning Achievement, Rights and Obligations

The low learning outcomes Indonesian in listening to students' fictional texts are caused by the ineffective learning model used to make students less interested in following learning. The purpose of this study is to improve Indonesian learning outcomes by listening to fictional texts of grade 4 students of SD Negeri Jetis 01 Sukoharjo. This study included a type of classroom action research that was carried out in as many as two cycles. The subjects of this study were 30 grade 4 students. Data collection techniques in this study by providing tests and observations. Technical tests are used to see the learning outcomes of students and observation to see the success of problem-based learning models used in listening skills to fiction texts. Technical data analysts use quantitative and qualilative analysis techniques. The results of the study in cycle 1 showed an average value of 77.76, while in cycle II the average was 85.39. Observation of students' listening skills during the learning process using the problem-based learning model is in a good category so the problem-based learning model is very effective in Indonesian learning, listening material to fictional texts.

The problem in this study is whether the use of rhetorical and figurative language styles in Ustad Maulana's da'wah at Islamic events is beautiful, and its implications for Indonesian learning in high school. The purpose of this study is to describe the rhetorical and figurative language style in Ustad Maulana's da'wah at Islamic events is beautiful, and its implications for Indonesian learning in high school. The method used is a qualitative descriptive method. The source of research data is the speech in Ustad Maulana's da'wah at the Islamic event was beautiful for the period 2015-2016. In this study, the data collection technique is the listen and record technique, and the sampling technique is purposive sampling (random). Based on the results of the overall analysis, the author concludes that the language style in Ustad Maulana's da'wah at the Islamic event is beautiful is a rhetorical language style including repetition, alliteration, apostrophe, asindeton, pleonasm, tautology, erothesis or rhetorical questions, prolepsis, correction, and hyperbole, then figurative language styles include equations or similes, metaphors, and allegories. The implications of language style on Indonesian language learning in high school are the learning material for grade XI students in odd semesters about analyzing content, structure, and language in lectures. Indonesian is also used in da'wah activities, both by ustadz and missionaries in Islam, as well as by evangelists in Christianity. Indonesian used to convey religious teachings and to communicate with people who do not know religion. The use of Indonesian in da'wah makes it easier for preachers to convey religious messages to the wider community. In addition, Indonesian is also used in mass media, such as television, radio, and newspapers to convey da'wah to the public.    

This study aims to determine differences instudent learning outcomes in SMA Negeri 18 Medan. The population in this study were all Class XI IPA consisting of five classes. The sample in this study was taken randomly and selected two classes, namely Class XI IPA 1 and class XI IPA 2 was used as the experimental class 1 and 2  with the PBL and DL model. There are two instruments used in this study, namely the test instrument and the non-test instrument. The test instrument for measuring learning outcomes is in the form of multiple choice of 20 valid and reliable questions.. Data were analyzed by independent sample t test. The results showed that for the experimental class 1:  learning outcomes 83.3 ± 7.8. While the experimental class 2:  learning outcomes 76.0 ± 11.01. From the statistical test it was obtained sig for learning outcomes sig (0.001) < α (0.05) H0 was rejected and Ha was accepted, as well as the learning outcomes obtained value sig (0.000) < α (0.05) and sig (0.001) < α (0.05) in experimental class 1 and 2 respectively. Thus, it can be concluded that there are significant differences in  learning outcomes.    

The purpose of this study was to evaluate the effectiveness of the Problem Based Learning (PBL) model in improving student learning outcomes in SMA. The research was conducted in two cycles at SMA Negeri 1 West Malacca. Data were obtained through observing learning activities, formative tests, and summarizing student scores. The results showed that there was a significant increase in cycle II compared to cycle I. The number of students who completed learning increased from 23 to 32 students, the average score of formative tests increased from 69.57 to 84.29, and the percentage of learning completeness increased. from 65.71 to 91.43. PBL implementation yields gains in increasing student participation, student-teacher interaction, student engagement, and overall student learning outcomes. Problem-based learning encourages students to engage in critical thinking, collaboration and discussion. The integration of relevant information sources also increases students' understanding of the subject matter. In conclusion, the application of Problem-Based Learning (PBL) significantly improves student learning outcomes and makes a positive contribution in the context of learning in SMA.  

This study aims to describe the stages of developing E-LKPD based on the Wizer.me Website on fantasy story text material for class VII and the form of E-LKPD based on the Wizer.me Website on fantasy story text material for class VII. This research uses the Research and Development (R&D) method with the Borg and Gall model, which uses 6 stages according to the needs, abilities and scope of the research. The results of the study show that 1) the stages of developing E-LKPD based on the Wizer.me Website for fantasy story text material start from the potential and problem analysis stages with unstructured interviews with teachers and analysis of the LKPD used by the teacher during learning. The next stage is needs analysis, product design stage, product validation stage carried out by material expert validators and media design expert validators. The score obtained was 86.11% from the material expert validator, and 83.33% from the media design expert validator. Based on the results of this assessment, it can be concluded that the E-LKPD based on the Wizer.me Website, fantasy story text material for class VII "very feasible." ” is used in learning. The next stage is product revision, and finally the final product. The final product produced is in the form of an E-LKPD which is included on the Wizer.me Website which can be accessed using a device, laptop or computer via the link provided. 2) the form of this E-LKPD is in the form of an interactive multimedia LKPD which can be accessed via a link and will be transferred to the Wizer.me Website, this form of E-LKPD consists of the cover of the E-LKPD, KD and IPK, completion time, brief materials, work instructions -LKPD, and tasks that must be done.

The purpose of this study was to improve students' ability to write anecdotal texts using the Problem Based Learning model in class X IPA 1 MA Manongkoki Kab. Takalar. This type of research is class action research (Class Action Research) and consists of two cycles, with two cycles carried out in two sessions. Research methods include planning, implementation, action, observation and reflection. The research was conducted at MA Manongkoki, Kab. Takalar. The target of this study were 23 students of class X IPA 1 MA Manongkoki District. Studies show that the average increases from 67.47% in the first period to 84.43% in the second period. Based on the results of the research above, it can be concluded that the Problem Based Learning model increases in learning to write anecdotal texts.

Jombang State Vocational School is a vocational education institution which is a vehicle for preparing professionals through various fields of expertise, one of which is the Culinary Department which equips students with skills, knowledge and attitudes in the field of Catering. However, in practical learning, problems were found in the form of low interest and enthusiasm for learning from students so that during practice students did not understand the material being taught. From the problems that occur, a research is carried out with the title Implementation of the Project Based Learning Learning Model on the Skills of Making Petit Fours at SMK Negeri 2 Jombang Using True Experimental Design with Pre-test Post Test Control Group Design to find out the results of the skills of making petit fours on subjects pastry and bakery products in Class XI Catering at SMK Negeri 2 Jombang which gives independent sample t-test results of 0.000 which means H0 is accepted and Ha is rejected so as to improve practical skills for students in developing collaboration, communication, solving and management skills supported by results. Keywords: PjBL, Practice, Improvement, knowledge, skills

This study aims to improve students' ability to write poetry creatively through the discovery-inquiry method for class VII students of SMPN 2 Marioriwawo. This research is a class action research (PTK) meaning class-based research in which the procedure is carried out with various actions (action research). Classroom action research can be defined as a part in the form of a reflective study by action actors, which is carried out to increase the rational ability of the actions taken and improve the conditions in which the learning practices are carried out. This classroom action research is intended to develop new skills or approaches to solving problems with direct application in schools. Classroom action research is also carried out thematically by following certain procedures or steps. This study uses a class action research design (CAR) with two cycles, namely the action process in cycle I and cycle II. In the first cycle aims to determine students' skills in creative writing poetry. While the results of the process research held in cycle II aimed to determine the level of students' abilities in writing poetry after making improvements in student teaching and learning activities. Cycle I aims to determine students' poetry creative writing skills, from cycle I it is used as a reflection to carry out cycle II. While the second cycle aims to find out the increase in students' poetry creative writing skills through the Discovery-Inquiry method after making improvements to the implementation of the teaching and learning process based on cycle I. Students' poetry creative writing test scores in cycle I reached an average of 56% of students in class or the class doesn't understand about creative poetry writing. The average results of cycle II tests reached an average of 75% for the number of students in the class or in the good category. The students' poetry test results from Cycle I to Cycle II increased by 19%. This increase was caused by the adaptability of students in cycle II with the discovery-inquiry learning method used by researchers.

This article discusses the teacher's perception of Problem Based Learning to improve students' thinking skills. Critical thinking is something that every individual has in developing abilities. This model can be applied to increase student excellence in thinking to find a way out of a problem through direct experience and student knowledge. Problem Based Learning is a learning model that is given based on problems, where students are given a problem and asked to solve the problem critically. Researchers use descriptive qualitative because the information collected is in the form of verbal. Samples were taken from fifth grade elementary school teachers. This study states that students' ability to think in grade V elementary school increases by implementing PBL-based learning. Before using the PBL model in class V students, learning was too monotonous, lack of enthusiasm and passivity, and students also had difficulty understanding the material, less sharp dexterity of opinion, students' excess in thinking was less developed and less flexible. However, after using the PBL learning model, students' ability to think in class V is increasing in solving problems, students also become more responsive to the essence of the problem, students also become creative, active and critical and are increasingly able to find solutions to a problem, as well as students' thinking skills. growing and flexible.

This study aims to determine the use of audio-visual media in Problem-Based Learning to improve student learning outcomes in tenth grade SMA Negeri 2 Tondano using classroom action research as the research methodology. (1) Planning, (2) Action, (3) Observation, and (4) Reflection are the four major phases of a cycle. In data analysis, the1percentage of completed student1learning outcomes is utilized. The research result was derived from student learning outcomes using two cycles; in cycle I, the1percentage of classical completion was 44.44 percent and in cycle II, it was 55.55 percent. It became a reference for the subsequent cycle's follow-up. The classical percentage of completeness for cycle II was then 92.59 percent complete and 7.40 percent incomplete. This demonstrated that it followed the research indicator in a conventional manner. Therefore, it is unnecessary to follow the subsequent cycle. This study concludes that using problem-based learning audio-visual as a learning medium for virus materials is crucial for improving student learning outcomes among students in1class X at SMA Negeri 21Tondano.    

The challenges of the 21st century nursing world demand that nursing educators be able to prepare future nurses who can adapt to changes in the health care system, new technologies, changes in information systems (computerized), changes in pharmacological therapy, increased workload for nurses, increased infectious diseases in the community. , increasing cases of antibiotic-resistant infections, increasing aging population, and increasing number of chronic and co-morbid conditions (Aiken, Clarke, Cheung, Sloane, & Silber, 2003). Nurse educators are responsible for preparing graduates who can adapt to this rapidly changing health system. The simulation learning strategy is proposed as a suitable method to overcome this problem and can bridge the gap between education and clinical practice in hospitals. This literature search aims to analyze the results of related research that focuses on the effect of Simulation-Based Learning on the critical thinking of nursing students. This study was conducted using the review method of research results from 2010 – 2020 which have been published in electronic media such as ProQuest, Pubmed, and CINAHL. The number of journals obtained was 10 journals and 6 of them met the criteria. The conclusion of the research results obtained was that simulation is an interactive teaching-learning process, learning knowledge about critical care from a simulation of real patient situations, learning clinical skills and presenting holistic patient care by playing a role , and bridging the theory-practice gap to enhance critical thinking. In addition, simulations can hone critical thinking skills through feedback from simulators and monitor displays, develop communication skills through teamwork, and improve task delegation skills in complex situations.

Tujuan dari penelitian ini yaitu untuk mengetahui ada tidaknya pengaruh project based learning terhadap kemampuan pemecahan masalah matematika siswa di SDN Dukuh Menanggal 1/424 Surabaya. Penelitian ini merupakan kuantitatif eksperimen semu. Desain penelitian ini adalah nonequivalent posttes-only control design. Populasi dalam penelitian ini adalah seluruh siswa kelas II SDN Dukuh Menanggal 1/424 Surabaya yang berjumlah 72 siswa. Melalui cluster random sampling terpilih sampel kelas II-A sebagai kelas eksperimen dan kelas II-B sebagai kelas kontrol. Teknik pengumpulan data pada penelitian ini yaitu menggunakan tes. Teknik analisis data yang digunakan yaitu dengan menggunakan uji statistika yang terdiri dari uji normalitas, uji homogenitas dan uji hipotesis dengan menggunakan uji-t. Berdasarkan hasil dan pembahasan penelitian maka dapat disimpulkan bahwa ada berpengaruh pembelajaran model project based learning terhadap kemampuan pemecahan masalah pada materi bangun datar siswa kelas II sd di SDN Dukuh Menanggal 1/424 Surabaya. Hasil penelitian ini dapat dijadikan pertimbangan untuk menerapkan project based learning di sekolah dasar

This research was conducted to answer the problems that arise in learning Indonesian in the independent curriculum in phase E or class X at SMA Negeri 1 Pamanukan. This research focuses on teacher readiness, school support, supporting factors, and obstacles related to the implementation of the independent curriculum. In addition, this study also tries to identify steps that can be taken to overcome obstacles in the implementation of the independent curriculum. The method used in this research is descriptive method, which aims to provide a systematic description of some of the existing relationships. The data used in this study were written data obtained from recorded interviews with Indonesian language teachers who taught in phase E or class X. The data was then transcribed into written form. The interview samples were taken from Indonesian teacher respondents who taught in phase E or class X. Based on the results of data collection, it was found that the learning process in general had been carried out well. However, there are several facts that show there are deficiencies in the implementation of this curriculum. One of the deficiencies found is that not all teachers have received the necessary training, and many of them admit that they have not been able to apply learning in accordance with the achievements of the Independent Curriculum. In addition, cognitive assessment to measure student learning outcomes has also not been implemented thoroughly.