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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 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.

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 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.

The implementation of learning at Ma Ma'arif Ambulu experienced problems in the form of low student interest in learning. This incident was shown from the results of student learning in the previous semester with only 50% of students getting a KKM score of 70. The cause of the lack of delivery of learning in class was due to the lack of learning media, when delivering learning in class. This resulted in students being less interested and less active in seeking more information related to the material being studied. The study was conducted using classroom action research with a data analysis method in the form of a questionnaire to measure student interest in learning. Based on the analysis of data from cycle I, it was found that student interest in learning was in the low category of 56.75% and cycle II, it was found that student interest in learning was 83.71% which was included in the high ability category. The conclusion obtained is that learning using the Paludarium learning media can increase the interest in learning of class X IPA I MA Ma'arif Ambulu students in the 2022/2023 academic year totaling 28 students in the Ecosystem material.

The use of computers in the teaching and learning process aims to improve the quality of teaching and learning. One of the competencies of teachers is applying information and communication technology in learning. Some problems that exist in society, especially in some schools, are the lack of multimedia-based learning materials in the classroom; learning using conventional methods; and the lack of use of information technology among teachers. Therefore, a workshop on how to create multimedia-based materials was proposed. The purpose of this workshop is to train teachers to build from scratch to multimedia-based teaching materials and train them to use information technology tools optimally. Some of the benefits requested are that teachers can learn new knowledge especially about multimedia; applications made by teachers can be used as initial applications to be used as one of the tools to transfer topics or subjects to their students. This workshop was held for one day from May 15, 2025 joining 20 educators from SMP Advent Kabanjahe. The result of this Socialization is the application of learning media teaching materials based on macromedia flash and can be used as one of the tools in the classroom to transfer knowledge to the class.

Biology education requires a learning strategy that can improve conceptual understanding while developing students' critical thinking skills. This study aims to analyze the influence of the Project-Based Learning (PjBL) learning model on the learning outcomes of class X students on biodiversity materials at SMA Negeri 1 Melonguane. The research uses a quasi-experimental method with a Pretest-Posttest Control Group Design, involving two classes, namely the X-A experimental class taught using the PjBL model with a mini ecosystem project, and the X-D control class. The control class is taught conventionally. The analysis results showed a significant increase in the posttest score of the experimental class with an average of 79.33 compared to the control class with an average of 73.39. These findings indicate that applying the PjBL model effectively creates active learning, increases student engagement, and develops problem-solving skills and creativity. The lower variability of scores in the experimental class showed that PjBL could accommodate differences in students' abilities. Project-based learning also arouses students' motivation and confidence, making Biology learning more contextual and meaningful. The implications of this study show that applying the PjBL model can be an alternative to Biology learning strategies to improve learning outcomes while supporting the development of 21st century skills. This research enriches the literature on Biology learning innovations. It opens opportunities for further studies related to the application of PjBL to other materials or long-term impact analysis on students' academic achievements.

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 determine the use of YouTube learning media in improving students' critical thinking skills in history subjects of class XI at SMAN 1 Karangrejo. The background of this study is based on the low interest in learning and students' critical thinking skills in understanding abstract and narrative historical materials. YouTube media is considered as one of the interactive and interesting learning alternatives, which can visualize historical events in a concrete and easy-to-understand manner. The formulation of the problem obtained by the author is how the use of YouTube media among class XI students at SMAN 1 Karangrejo, in supporting the teaching and learning process. How effective is the use of YouTube-based learning media on the critical thinking skills of class XI students, in history subjects at SMAN 1 Karangrejo. From the formulation of the problem, the purpose of writing is to find out the use of YouTube media among class XI students at SMAN 1 Karangrejo, in supporting the teaching and learning process. To find out the effectiveness of the use of YouTube-based learning media on the critical thinking skills of class XI students, in history subjects at SMAN 1 Karangrejo. This study uses a qualitative approach with a case study type. Data collection techniques are carried out through observation, in-depth interviews with history teachers and students, and documentation. The main focus of this study is on the learning process, student responses to the use of YouTube media, and how the media facilitates the development of students' critical thinking skills. The results of the study showed that the use of YouTube media had a positive impact on improving students' critical thinking skills. The historical videos shown were able to stimulate curiosity, encourage discussion, and help students analyze and evaluate historical events in more depth. In addition, students became more active, enthusiastic, and involved in the learning process.

This study is a literature review that aims to identify and analyze the application of GeoGebra applications in learning geometric transformations at the high school level. Geometric transformation is a material that requires high spatial visualization skills, so learning media are needed that are able to present concepts in a concrete and interactive way. GeoGebra, as a dynamic mathematics application, is considered capable of facilitating student understanding through direct visualization of transformation processes such as translation, reflection, rotation, and dilation. The study was conducted by reviewing 11 relevant scientific articles, published in the last five to ten years, and meeting certain inclusion criteria. The results of the analysis show that the application of GeoGebra in learning has a positive impact, both cognitively, affectively, and technically. GeoGebra is able to improve students' understanding of concepts, learning motivation, and learning outcomes. The implementation strategy includes the development of e-modules, digital teaching materials, problem-based learning, and application usage training. Overall, GeoGebra has proven to be valid, practical, and effective in supporting more interesting and meaningful learning of geometric transformations.

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.

The purpose of this study was to investigate how the Problem-Based Learning paradigm is used in social studies classes at SMPN 37 Samarinda and to determine the elements that facilitate and hinder its adoption. This study focuses on the use of problem-based learning to help students improve their communication, teamwork, and critical thinking skills. It is hoped that by understanding how Problem-Based Learning is applied in social studies education, this study will help teachers optimize more creative and successful teaching strategies and assist in the creation of learning tactics that are more in line with the needs of contemporary students. The application of the Problem-Based Learning paradigm in social studies classes at SMPN 37 Samarinda was examined in this study using qualitative methodology. Data collection techniques included recording, interviews, and observations. The findings of the study indicate that the use of the problem-based learning paradigm in SMP Negeri 37 Samarinda in teaching social studies effectively develops students' capacity for critical, imaginative, and cooperative thinking. Problem-based learning has succeeded in encouraging active student involvement through problem-based learning stages, supported by a curriculum that is adaptive to student needs, adequate resources, trained teachers, and a conducive learning environment, although it still faces obstacles such as limited time, resources, and student motivation.

This research is motivated by the low enthusiasm, participation, and creativity of students in social studies learning which is considered boring and difficult, resulting in low learning outcomes. One effort to overcome this problem is to apply the Project Based Learning (PjBL) learning model based on the Mirigambar Temple photography project through Blogger media. This study aims to determine the effect of PjBL on learning outcomes, creativity, and both simultaneously. The study used a quantitative approach with a quasi experimental nonequivalent control group design. The sample consisted of 20 control class students and 20 experimental class students selected using the purposive sampling technique. The instruments used were creativity questionnaires and learning outcome tests. Data analysis used the Independent Sample T-Test and MANOVA. The results showed that PjBL learning had a significant effect on learning outcomes, creativity, and learning outcomes and creativity of students together. These findings indicate that the application of PjBL through a Blogger-based photography project can create active, enjoyable learning, and is able to optimally increase student potential, so it is worthy of being an alternative strategy for learning social studies in schools.

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 community service activity aims to optimize the understanding and skills of elementary school (SD) teachers in Tarik District in implementing innovative learning based on deep learning. The concept of deep learning in the context of education does not solely refer to the use of technology, but also includes a deep, reflective, and meaningful learning approach. Through this approach, teachers are expected to be able to create a learning environment that encourages students to think critically, creatively, and be able to collaborate effectively. This activity was attended by 34 elementary school teachers from eight schools in the Tarik District area. In addition to providing training related to deep learning concepts and strategies, such as project-based learning and problem-based learning, this activity also introduced the use of OLabs (Online Labs), which is a virtual laboratory platform that can be accessed for free and is specifically designed to support the implementation of online experimental learning. The use of OLabs provides an efficient and flexible alternative, especially for educational units that have limited laboratory facilities. Based on the results of the evaluation, there was a significant increase in teachers' understanding of innovative learning principles, as well as a commitment to implement the approach in an adaptive manner and in accordance with the context of each school. This activity is expected to be the starting point in efforts to strengthen the pedagogic capacity of teachers, in order to support the implementation of the Independent Curriculum and answer the challenges of 21st century education.

Improving students' Biology learning outcomes is a major challenge in the learning process in high school, especially when the material taught is abstract and complex, such as the human digestive system. This study aims to analyze the effectiveness of the Problem-Based learning model assisted by mind mapping in improving the learning outcomes and activities of grade XI students of SMA Negeri 2 Tondano. This research is a Classroom Action Research conducted in two cycles, each consisting of two meetings. Each cycle involves planning, action execution, observation, and reflection activities, with data collection through observation, testing, and documentation. The results of the study showed a significant increase in learning activities and student learning outcomes. The average learning activity increased from 54.6% in the first cycle to 81% in the second cycle, while the percentage of completeness of learning outcomes increased from 59% to 88%. This increase is influenced by the active involvement of students in group discussions, visualisation of concepts through mind mapping, and the role of teachers as facilitators in problem-based learning. These findings indicate that the integration of the Problem-Based model with mind mapping is effective in building critical thinking skills, improving concept understanding, and encouraging active student participation. The implications of this study show the importance of implementing innovative learning strategies to improve the quality of Biology learning in secondary schools.

Madrasah Aliyah Swasta Taman Pendidikan Islam Medan shows that learning Akidah Akhlak in class XI is still textual and has not encouraged active student participation. Teachers use more thematic books as the main source of learning without linking them to contextual phenomena that are close to students' lives. As a result, students have difficulty understanding the material, such as the topic of funeral prayers. This can be seen from the students' daily test scores which only reach an average of 45, far below the Minimum Completion Criteria set by the school, which is 75. The research method is quantitative, this method can be interpreted as a research method based on the philosophy of positivism, used to research certain populations or samples, sampling techniques are generally carried out randomly. The conclusion of this study shows the average posttest score of students who are given learning using the problem based learning method (experimental class). This shows that there is a difference between student learning outcomes in the subject of Akidah Akhlak in the experimental class when compared to the learning outcomes of Islamic Religious Education in the control class. Thus, the use of problem based learning methods in learning akidah akhlak is more effective than learning using conventional approaches in an effort to improve the learning outcomes of class XI students at Taman Pendidikan Islam Private Islamic Senior High School. So it can be concluded that there is an Influence of the Use of Problem Based Learning Methods on Improving Literacy Skills in the Subject of Akidah Akhlak in the Experimental Class with the Control Class at Taman Pendidikan Islam Private Islamic Senior High School.

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 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.