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This study aims to determine the effect of the Problem Based Learning (PBL) model on students’ problem-solving abilities in the reaction rate material at SMA Negeri 07 Gorontalo. The research employed a quasi-experimental method with a pretest-posttest control group design. The subjects consisted of two classes: class XI1 as the experimental group (using the PBL model) and class XI2 as the control group (using conventional learning). The instrument used was an essay test based on problem-solving indicators. The results showed a significant improvement in problem-solving ability in the experimental class compared to the control class. The average posttest score of the experimental class was 74 (categorized as good), while the control class scored 52 (categorized as fair). The t-test results indicated a significant difference between the two groups (p < 0.05), suggesting that the PBL model is more effective in enhancing students' problem-solving abilities than conventional learning methods.  

This research is a research and development (Research and Development) that aims to develop an e-module oriented to Problem Based Learning (PBL) on the reaction rate material that is practically used in the learning process. The development model used is the 4D model consisting of four stages, namely Define, Design, Develop, and Disseminate. However, this study is limited to the Develop stage, which was tested on a limited basis at SMA Assa'adah Gresik. Data were obtained through student response questionnaires and learning activity observation sheets. The results of the analysis show that the e-module developed is classified as very practical. This is indicated by the results of the student response questionnaire which obtained a percentage of 96% with a very practical category, and is supported by the results of observations of student activities which also reached a percentage of 96% in the same category. Thus, this e-module is worthy of being used as an alternative effective and interactive learning media on the reaction rate material.  

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

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

This research is motivated because the teaching materials used are still conventional and students' understanding of problem solving is still in the low category. Therefore, this study aims to develop research and improve the validity, practicality and effectiveness of the Science learning module for Class V MI Muhajirin, Jambi City. Reach and Development (R&D) consists of four stages, namely, define, design, develop and disseminate. This type of research is Research and Development (R&D). This research was conducted at Madrasah Ibtidaiyah Al-Muhajirin, Jambi City. The instruments used were assessment questionnaires, teacher and student interview sheets along with test questions. The subjects in this study were grade V students consisting of 20 students. The results of this study indicate that the level of validity of the application of the learning module shows a percentage of 80% included in the very effective category, the level of practicality shows 92.8% with a very practical category and the level of effectiveness shows a percentage of 64.2% with a very valid category.

This research is motivated because the teaching materials used are still conventional and students' understanding of problem solving is still in the low category. Therefore, this study aims to develop research and improve the validity, practicality and effectiveness of the Science learning module for Class V MI Muhajirin, Jambi City. Reach and Development (R&D) consists of four stages, namely, define, design, develop and disseminate. This type of research is Research and Development (R&D). This research was conducted at Madrasah Ibtidaiyah Al-Muhajirin, Jambi City. The instruments used were assessment questionnaires, teacher and student interview sheets along with test questions. The subjects in this study were grade V students consisting of 20 students. The results of this study indicate that the level of validity of the application of the learning module shows a percentage of 80% included in the very effective category, the level of practicality shows 92.8% with a very practical category and the level of effectiveness shows a percentage of 64.2% with a very valid category.

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

The classical mastery score of Grade XI ATPH 3 students at SMK Negeri 1 Purwosari in the fertilization element of fertilization techniques subject for the 2024/2025 academic year, did not meet the minimum required standard. This study aimed to determine the effectiveness of the Problem Based Learning (PBL) method in improving student learning outcomes in the fertilization element of the fertilization techniques subject. The classroom action research was conducted in two cycles. Based on data analysis and reflection, it was concluded that the Problem Based Learning (PBL)method effectively improved the learning outcomes of Grade XI ATPH 3 students at SMK Negeri 1 Purwosari. In the first cycle, the student mastery was 30.30% with an average score of 61.82, while in the second cycle, mastery increased to 75.76% with an average score of 81.21.

This research aims to improve student learning outcomes in motion system materials by applying the Problem-Based Learning (PBL) learning model at Tumou Tou Girian Christian High School, Bitung. This research was carried out in two cycles, each consisting of planning, implementation, observation, and reflection stages. The first cycle showed that only 36% of students completed learning, while the other 64% did not. In the second cycle, student learning completeness increased to 84% after improvements and the implementation of more effective strategies. Applying PBL allows students to actively engage in learning, develop problem-solving skills, and think critically. The results of this study show that PBL can increase students' motivation in learning and encourage better interaction between students. Additionally, the PBL model is effective in helping students construct their knowledge, relate the subject matter to real life, and improve their overall learning outcomes. This research contributes to developing innovative learning methods that can be applied to improve the quality of education, especially in biology learning. These findings imply the importance of using problem-based learning models in improving education quality and students' high-level thinking skills. For further research, exploring the application of PBL in other subjects and its impact on students' social skills is recommended.

This research is motivated by the challenges faced by teachers in implementing effective and smooth learning processes, particularly in implementing the Problem Based Learning (PBL) model in Islamic Cultural History (SKI) learning at MAN 2 Bengkulu City. Teachers, as crucial components in the learning process, need to pay attention to students' needs and characteristics in preparing meaningful learning. The PBL model is one of the alternative learning approaches that uses problems as a starting point for students to develop critical thinking skills. This research employed a qualitative approach with research subjects comprising teachers and eleventh-grade students at MAN 2 Bengkulu City. Data collection was conducted through observation, in-depth interviews, and documentation. The research results identified several obstacles in PBL implementation, namely: (1) limited learning time; (2) minimal supporting facilities; (3) variations in student ability levels and characteristics; and (4) lack of interaction and communication between teachers and students. This research also produced strategies to overcome these obstacles, including thorough preparation, effective time management, and development of teachers' abilities to facilitate problem-based learning. These findings contribute to the development of more effective SKI learning practices with a PBL approach in madrasas.

The construction of a gazebo on the grounds of the Rectorate Building at Campus 1 of Gorontalo State University is an integral component of the Building Design Studio I course, which bridges theoretical knowledge and practical application for vocational students. This study aims to explore the process of student involvement in the design, implementation, and completion of the gazebo project, as well as to assess its alignment with the theory of simple building design and construction. The methods used for this project included on-site design evaluations, selection of local materials, distribution of group tasks, site analysis, creation of technical drawings, phased construction involving the lower, middle, and upper structures, and finishing. The results indicate that students effectively translated their technical drawings into a functional and aesthetically appealing structure. The gazebo was built using locally sourced materials, such as wood and bamboo, ensuring the structure met necessary strength standards while blending harmoniously with the campus environment. The activity highlighted the relevance of theoretical knowledge, with discussions emphasizing key concepts such as sustainability, accuracy in measurement, and effective team coordination. Furthermore, students' active participation in the project significantly enhanced their technical and managerial competencies, fostering a sense of responsibility toward the maintenance and development of campus facilities. The hands-on nature of the project also allowed students to gain real-world experience in construction practices, which directly contributes to their vocational training. This project serves as an effective example of project-based learning in vocational education, combining practical skills development with theoretical understanding. By engaging in this real-world application, students were able to strengthen their problem-solving abilities and gain insights into the complexities of construction projects, ultimately preparing them for professional careers in the field of architecture and building design

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

Writing in an activity to express thoughts and feelings in writing and indirecly. Writing is generally divided into two typpes, namely scientific writing and creative writing. Imaginary stories are texts produced from creative thoughts to create a story. So an effective learning model is also needed to write stories. PBL is a learning model that encourages students to solve a problem contextually. This research step uses the theory Miles and Huberman using triangulation data validation. Most students are able to write the orientation, complication, and resolution sections well. This can be seen from the majority of students who succeeded in compiling a complete orientation, displaying the conflict clearly in the complication, and the resolution of students in writing the conflict in its entirety in the resolution section. This shows that problem based learning (PBL) is effective in helping students understand the structure of imaginary stories and developing creativity and critical thinking skills in writing.

This study explores the implementation of the Problem-Based Learning (PBL) model in Islamic Religious Education at Elementary School 13 Pulau Rimau, including its supporting and inhibiting factors. Using a qualitative descriptive case study, data were collected through observation, interviews, and documentation involving teachers and students. The study found that effective implementation of PBL requires thorough planning involving syllabus, lesson plans, objectives, methods, media, and resources. The learning process follows five main PBL stages and assesses students' attitudes, knowledge, and skills. The research recommends teachers to improve and develop their use of PBL to enhance student-centered learning and ensure more meaningful educational experiences. 

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

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

This study aims to explore innovative learning strategies in fostering students' critical thinking skills. Critical thinking skills are increasingly essential in today’s complex and challenging era. Approaches such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), as well as open discussions and debates, are capable of encouraging students to think analytically, logically, and reflectively. These strategies emphasize the active role of students in the learning process—not merely as recipients of information, but also as seekers and processors of knowledge. Teachers serve as facilitators who create a learning environment that supports exploration and problem-solving. The evaluation of critical thinking skills is conducted through instruments such as rubrics, Higher Order Thinking Skills (HOTS) questions, and analytical essay tests, which allow for an in-depth assessment of students' abilities. The findings show that innovative learning is more effective than conventional methods in developing critical thinking skills. Therefore, these strategies are worth implementing widely in the education system to prepare students to face future challenges critically, creatively, and adaptively.

The Paradigma Sinektika learning model is a recommendation for educators to overcome the problems of learning to write literary genre texts, especially fantasy story texts with six innovative learning syntaxes. The Paradigma Sinektika Model is a development model that adopts the Suchman model and the Problem Based Learning (PBL) model. This study aims to contextually develop an innovative learning model and propose a form of implementation of the Paradigma Sinektika model in learning to write fantasy story texts. This study uses library research methods (library research). Sources of literature in research are classified into primary data and secondary data. Data collection techniques in this library research with documentation techniques. The data collection instrument was in verbal symbolic form, meaning that researchers collected texts for analysis using notes or recording devices. The data analysis technique uses the Miles and Huberman data analysis method. The results showed that the development of the Paradigma Sinektika learning model included a syntactic component consisting of six syntaxes, reaction systems, social systems, support systems, accompaniment effects and instructional impacts.

This study investigates the use of Problem-Based Learning (PBL) with YouTube media to enhance listening skills and motivation among junior high school students. Conducted at SMP Negeri 3 Gresik, the research employs a mixed-methods approach, combining quantitative and qualitative data. The pre-experimental design assessed students' listening skills before and after a four-week intervention, while questionnaires captured their motivation levels. The findings reveal a significant improvement in students' listening comprehension, as evidenced by an increase in mean test scores from 48.00 in the pre-test to 79.33 in the post-test, with a p-value of 0.000 indicating statistical significance. Additionally, motivation levels improved, with students expressing heightened engagement and interest in the learning process. The integration of authentic and dynamic YouTube content within the PBL framework fostered a more interactive and engaging learning environment, addressing common challenges such as limited motivation and anxiety. The study concludes that the combination of PBL and YouTube media is an effective instructional strategy for enhancing listening skills and motivation in English as a Foreign Language (EFL) contexts. It offers practical insights for educators seeking innovative approaches to language instruction and underscores the importance of integrating technology into active learning methodologies.  

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