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This research is motivated by the results of research on November 24, 2021 at SD N 34 VII Koto Sungai Sarik. The researcher observed that students' bad character greatly affected students' learning outcomes. The problems identified include absenteeism, lack of attention in lessons, noisy behavior in class, and lack of motivation to do assignments. This study aims to determine the effect of character education on the learning outcomes of fifth grade Islamic religious education at SD N 34 VII Koto Sungai Sarik. The type of research used is quantitative with a correlational approach. The population is all fifth grade students (120 people), with a sample of 30 people selected using random sampling technique. The results of the analysis showed a significant influence between student character and Islamic religious education learning outcomes. The coefficient of determination shows that 50.2681% of student learning outcomes are influenced by student character, while the rest is influenced by other factors. This finding confirms that student character has an important role in learning outcomes, especially in Islamic religious education subjects at SD N 34 VII Koto Sungai Sarik.

Student learning outcomes in learning fractions in elementary school are still low, to overcome this problem an effective model is needed. This research aims to describe the improvement in learning outcomes for multiplication and division of fractions using the PBL model in class V of SD Negeri 057761 Kwala Gebang. The research was carried out in two cycles, namely cycle I and cycle II. Each cycle consists of four stages, namely planning, implementation, observation and reflection. The subjects of this research were 7 class V students at SD Negeri 057761 Kwala Gebang. Research results: RPP observations in cycle I averaged 83.33%, increasing to 97.22% in cycle II. In the observation results from the teacher aspect of cycle I, the average was 73.21%, increasing to 96.42% in cycle II. In the observation results from the student aspect of cycle I, the average was 64.28%, increasing to 92.85% in cycle II. Meanwhile, the learning outcomes of students in cycle I obtained 54.54% completeness, increasing to 95.45% completeness in cycle II. It can be concluded that the PBL model can improve student learning outcomes in learning multiplication and division of fractions in class V of SD Negeri 057761 Kwala Gebang.

Education serves as a crucial foundation for fostering collaborative skills among students, particularly in subjects requiring in-depth understanding such as mathematics. This research aims to investigate the impact of implementing the Jigsaw Learning Model in enhancing the level of collaboration among students in the context of mathematics learning. The Jigsaw Learning Model, introduced by Aronson and Patnoe (2011), emphasizes collaboration and active involvement of students. This method involves collaborative learning where each student is responsible for a portion of the learning material and must collaborate with their peers to comprehend the entire concept. This study explores the effectiveness of this model in improving collaboration among students in mathematics learning. Through an experimental research design, data is collected through classroom observations, interviews, and document. Data analysis is conducted to measure changes in the level of student participation, understanding of mathematical concepts, and their perceptions of collaborative learning. The results of this research are expected to provide valuable insights for educational practitioners and researchers regarding the potential of the Jigsaw Learning Model in enhancing student collaboration in the context of mathematics learning.

This study evaluates the relationship between social-emotional learning (SEL) programs and academic performance in elementary school students. Using a quasi-experimental design, we compare the academic outcomes of students who participated in SEL programs with those who did not, focusing on math and reading scores. Data analysis reveals that students involved in SEL programs showed a significant increase in both academic performance and emotional regulation skills. The results emphasize the importance of SEL in fostering not only emotional well-being but also academic success.

This study assesses the effectiveness of peer tutoring programs in enhancing students' performance in STEM subjects (Science, Technology, Engineering, and Mathematics). A longitudinal analysis of a peer tutoring initiative in a high school setting revealed significant improvements in both the academic performance of tutees and the tutoring skills of peer tutors. The research highlights the mutual benefits of peer tutoring, with tutees gaining better understanding of STEM concepts and tutors reinforcing their own knowledge. The findings suggest that peer tutoring is a valuable pedagogical tool in STEM education.

This Classroom Action Research was conducted with the aim of knowing the improvement of learning outcomes on the material of Understanding National Income in class XI.IIS SMA Negeri 1 Parmonangan students through the application of the discovery learning learning model.` The research method used in this research is class action research with stages starting from planning learning, implementing, observing and reflecting, which is carried out from cycle I to cycle II and so on until recommendations are obtained, student learning outcomes and classical absorption of students in the last learning cycle are complete. The research subjects in this study were students of class XI.IIS SMA Negeri 1 Parmonangan in the 2022/2023 academic year. The number of students of class XI.IIS SMA Negeri 1 Parmonangan studied was 16 people. The results showed that the activities of students in carrying out the stages of the discovery learning model in economic subjects (Penegrtian and Benefits of National Income) had increased, starting from cycle I to cycle II, namely almost all types of activities were above 70%. The learning outcomes of students have increased while using the discovery learning model. The increase in learning outcomes was seen in the number of participants who reached the KKM increased and increased by 31.25%. The average value of learning outcomes in cycle I was 56.25% and in cycle II the average learning outcomes increased to 87.50%. Then the responses and attitudes of students towards the discovery learning model applied were very positive.

The problem at Maharani Private High School is that teachers or educators still use conventional methods so that students become passive in class and students' low understanding of the subject of geography, lithosphere material, which still contains many concepts, makes students feel bored, lazy, and this affects the results. learning and obtained by students whose grades do not meet the standard criteria for maximum completeness. The minimum standard for completion criteria (KKM) in geography subjects at Maharani Private High School is 75. This classroom action research aims to 1) find out the application of the jigsaw type cooperative learning model, 2) to find out the development of class X students' learning outcomes regarding lithosphere materials and types of rocks after using a jigsaw type learning model. The method used in this research is classroom action research or PTK using a jigsaw type cooperative learning model for class X students with research subjects of 20 students. The location of this research is Maharani Private High School for the 2022/2023 academic year, Weliman District, Malaka Regency, East Nusa Tenggara Province. This classroom action research was carried out in two cycles consisting of four stages including planning, observation, implementation and reflection. This research data was analyzed qualitatively descriptively. The results of this research show that using the jigsaw type cooperative learning model can improve the learning outcomes of class X SMA students on lithosphere material. The research results obtained for the first cycle of student learning outcomes were 6 students who completed with a percentage of 30% and as many as 14 students who did not complete or 70% of the 20 students, meanwhile, in cycle II the students who completed experienced an increase, namely 19 students. or as many as 95% and 1 student who did not complete or only 5% in cycle II. It can be concluded that using the jigsaw type learning model can significantly improve student learning outcomes in geography subjects on lithosphere material at Maharani Private High School for the 2022/2023 academic year.

Educational psychology plays an important role in the context of learning in primary schools. Educational psychology helps teachers understand the basics of educational psychology, learning theories in psychology, and various learning methods that can be used. Educational psychology also contributes to the development of educational curriculum, student character building, and evaluation of learning outcomes.One of the relevant learning theories is cybernetic learning theory. This theory considers learning as information processing, where the information system processed and learned by students becomes more important than the learning process itself. In the context of learning in primary schools, educational psychology has several important roles. First, educational psychology helps in the development of educational curriculum. In curriculum development, educational psychology considers students' affective, cognitive, and psychomotor aspects. Educational psychology also plays a role in shaping students' character through the implementation of culture and disciplinary rules in schools.

The need for learning focuses on maximizing students' potential in facing today's global challenges. For this reason, a learning model that is in accordance with the demands is needed, one of which is to use the Problem Based Learning model and CTL-based teaching materials. The purpose of this study is to determine the increase in learning motivation and cognitive learning outcomes of students. This research is classroom action research. The subjects of this study were class X.1 students with a total of 36 students. While the object of this study is the motivation and cognitive learning outcomes of students after participating in learning by applying PBL learning models and CTL-based teaching materials. This type of research is Classroom Action Research (PTK) with a qualitative approach to students. The results showed that student motivation in Cycle 2 increased compared to Cycle 1, which was shown by the average value of Cycle 2 of 88.19% (very good), higher than Cycle 1 only reaching 77.07% (good). Likewise, the cognitive results of cycle 2 students also increased by 91.66% and cycle 1 by 83.33%.

Background: Mathematics is a very important subject to study. Mathematics lessons include the development and use of concepts such as numbers, formulas, geometry, and algebra to understand and explain phenomena in various contexts. To improve the quality of students' mathematics learning, it is necessary to develop material through a learning method which is expected to improve students' abilities in solving mathematical problems. Method: The research design is "Pre-Experimental Whithout Control Group Design". The population in this study was the fourth grade students of SD Negeri 2 Muara Aman, totaling 25 people. The sampling technique in this study used a total sampling technique where the entire population was sampled, namely 25 people. The results of this research were analyzed using the Paired t-test using SPSS 22 software. Results: The average mathematics score of respondents increased after being given the intervention by 51.13. Result: The results of the Paired T Test showed a p value of 0.000< α=0.05. Conclusion: The conclusion of this research is that there is an influence of the drill method on improving mathematics learning outcomes for fourth grade students at SD Negeri 2 Muara Aman in 2023. It is hoped that the results of this research will become a reference for teachers in developing effective learning methods to increase students' motivation and enthusiasm in learning interesting mathematics subjects. positive impact on increasing elementary school student learning achievement.

This study was motivated by the low mathematics learning outcomes and cooperation skills of fourth grade students of SD Negeri Koroulon 1, so the purpose of this study was to improve mathematics learning outcomes and cooperation attitudes of students by using the Problem Based Learning model. The type of research used is Classroom Action Research (PTK) which is carried out in two cycles. the subject of this research is grade IV students. The instruments in this study used test and non-test instruments. Evaluation tests were used to collect data on student learning outcomes, while observation sheet instruments were used to collect data on student cooperation. the results of this study indicate an increase in learning outcomes as seen from the percentage of completeness from 42.1% to 84.2% at the end of cycle II. The increase also occurred in the average value of student cooperation from 51.2 to 74.89 at the end of cycle II. Based on these results, it can be concluded that the Problem Based Learning model can improve students' math learning outcomes and cooperation.

The results of this research indicate an increase in student learning outcomes in metamorphosis material in class IV SDN 1 Tualang Cut. This is proven by the results of research conducted in the first cycle posttest, 14 students (56%) received a complete score, while 12 people (45%) received an incomplete score, with an average learning result of 69.46. In the second cycle posttest, students' complete learning results increased to 24 people (92%) and 2 students (8%) did not complete it, with an average learning result of 90.11. Furthermore, from observing teachers' activities in implementing learning in cycle I, an average of 76.36% was obtained and in cycle II the results of teacher observations increased to 94.54%. Furthermore, from the results of observations of student activities in cycle I, an average of 69.09 was obtained and in cycle II the results of student observations increased to 94.54. The increase in learning outcomes occurred after improvements in actions in cycle II. The action was stopped in cycle II because it had reached the success criteria. Thus, the conclusion was obtained that by implementing the problem based learning model there was an increase in the learning outcomes of metamorphosis material for class IV students at SDN 1 Tualang Cut.

At this time technology can no longer be avoided, various sectors can take advantage of it, including the education sector. The way that can be utilized is by using learning media during the learning process because it will create a comfortable, enjoyable and interesting atmosphere to obtain maximum results. The aim of this research is to explain and identify the influence of using audio-visual learning media on vocational school student learning outcomes. This research aims to determine the effect of audio-visual learning media on vocational school student learning outcomes. To get what is desired, a quantitative research approach is used with experimental types and a Quasi Experimental research design. Data is calculated using statistical calculations (SPSS). In this research, simple linear regression analysis and t test were used. Testing the hypothesis with the t test obtained a t count value of 10.733 it means t hitung > t table (10.733 > 1.699) and significance (0.000 < 0.05) so it can be concluded that there is an influence of Audio Visual Learning Media on Vocational School Student Learning Outcomes.

This research aims to examine the influence of teaching talent on student learning outcomes. The research method used is a quasi-experimental research method. The research design uses Factorialized (2x2) Version of the Nonequivalent Control Group Design. The research sample was 140 prospective teacher students at Malang State University, Indonesia. The data analysis technique uses the Analysis of Variances/ANOVA two factor experiment technique. The research conclusion states that differences in teaching talent influence differences in student learning outcomes with an F count of 237,333, significant at p<0.05 and a relatively strong effect size of 0.440. There is a significant difference in the learning outcomes of students who have strong teaching talents compared to the learning outcomes of students who have weak teaching talents. The average value of the subject learning outcomes of the group of students who have strong teaching talents is greater than the average value of the subject learning outcomes of the group of students who have weak teaching talents. Overall, this research contributes to understanding the influence of students' teaching talents in improving learning outcomes which ultimately results in their quality as prospective teachers.

This study explores the relationship between teachers' digital pedagogical competency and student learning outcomes in both rural and urban schools. A descriptive survey design, utilizing correlational and regression analyses, was employed to examine this relationship. Data were collected from teachers using a structured questionnaire assessing their digital competence, while student learning outcomes were measured through academic performance records. The results revealed significant differences between urban and rural schools in terms of teachers’ digital competence, with urban teachers demonstrating higher levels of digital skills. A positive correlation was found between teachers' digital competence and student learning outcomes, particularly in urban schools, where digital tools were more readily available. The regression analysis further confirmed that digital competence was a significant predictor of student achievement, with urban schools outperforming rural ones even after controlling for teacher experience. The study suggests that infrastructure availability, teacher training, and institutional support play crucial roles in enhancing digital competence, particularly in rural schools, where such resources are often limited. These findings underscore the need for policy reforms that ensure equitable access to digital tools and professional development opportunities for teachers across both rural and urban settings. Recommendations include targeted interventions for rural schools to bridge the digital divide and improve student learning outcomes through enhanced teacher digital competencies.

Existing textbooks in elementary education often fail to engage students fully and do not effectively enhance their science process skills. This research aims to develop science and social studies books based on science process skills to improve the learning outcomes of fifth-grade elementary school students. Observations reveal that current textbooks are not sufficiently engaging and fail to enhance students' science process skills. Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) method, this research and development study produced a Science Process Skills Based Science book. The results show that this book significantly improves student learning outcomes, with students achieving an average score of 88, exceeding the minimum completeness criteria of 75. The book's validity is rated as very feasible, and 88% of students met the very good criteria, with 29 students completing the standard. The study concludes that quality teaching incorporating science process skills greatly enhances student learning outcomes, making learning activities more meaningful and effective. This research contributes to education by providing a validated resource that fosters essential science skills development in elementary students.

This research discusses the implementation materials Of comic-based teaching. This research aims to develop teaching materials for fantasy story texts based on local wisdom in the form of digital comics to improve the learning outcomes of fifth grade elementary school students. This research is research and development (R&D). In this research and development, researchers used the ADDIE method, Analysis, Design, Development, Implementation and Evaluation. The results of the development research show that the digital comic teaching materials based on local wisdom for grade V elementary school students produced are said to be very feasible. This is proven by the media expert validation results showing a very good category (96%) from the average validator. The material expert validation results show a very good category (96%) from the average validator. Linguist validation results show a very good category (98%) from the average validator. The results of the student response product trials showed the very good category (87.5%) and the results of the teacher response product trials showed the very good category (94%). In the evaluation of the test results, students obtained an average result of 89.71 with a percentage score of 90% with very good criteria with details of 28 students completing. This comic is a good idea for language learning based on students' interests and talents to improve their learning. The research results are proof that digital comic teaching materials based on local wisdom are very feasible and can be used as learning materials that can improve student learning outcomes.

The present study is purposed to refine the mastery of Islamic vocabulary of 40 students in the English Conversation Club at MAN Kota Blitar through the implementation of Quizizz paper mode. Utilizing a classroom action research design, the study followed structured procedures, encompassing planning, acting, observing, evaluating, and reflecting. The finding revealed a substantial improvement in students' Islamic vocabulary proficiency, with average scores increasing from 60.65 to 85.00 after one cycle of action. The positive outcome underscores the efficacy of Quizizz paper mode as a valuable tool in language learning. As a recommendation, English teachers are encouraged to incorporate interactive platforms like Quizizz paper mode to enrich vocabulary learning outcomes and foster an engaging and effective learning environment that caters to the diverse needs of students. This study contributes insights into the practical implementation of technology-enhanced language instruction, emphasizing its potential to facilitate English language skills or sub-skills.

Christian education is aimed at forming an individual who is integral and strong in the Christian faith. One key approach to achieving this goal is through a learning design that is rooted in Christian theological principles and the mission of evangelism. This learning design emphasizes the understanding and application of Christian values in everyday life. Interest in learning is an important factor that influences the learning outcomes of the students. Interesting learning designs that match the interests of the learners can increase their interest in the learning process. Therefore, it is important to evaluate the influence of the use of theological-based learning design models and the mission of evangelism on the learning interests of learners. The study uses descriptive qualitative methods to analyze data from a variety of sources of information. The results show that theological-based learning design models and evangelization missions can enhance the interest of students in learning. This is due to a number of factors, among others: This learning model focuses on Christian values that are relevant to the daily life of the student. The learning model involves the student actively in the learning process. It provides an opportunity for the student to apply Christian value in everyday life. This research has important relevance in an effort to improve the understanding and application of the theological-based learning design models and the mission of evangelism. This model of learning can help the student understand, internalize, and apply Christians values in daily life, as well as prepare them to play an active role in evangelization.  

The background of this research is that the learning process of the Aqidah Akhlak still tends to be passive, lack of motivation, interest in student learning, the mindset of students who are less open during the learning process, lack of student activity, students are less critical in the learning process, while the problems raised when learning begins are problems that are often encountered in everyday life. This study aims to determine whether there is an effect of using the Problem Based Learning (PBL) learning model on learning outcomes in the Aqidah Akhlak subject at MAN Kota Pariaman. This research is a quantitative research type of Quasi Experimental Design, the subject of this research is students of class XI IPS1 and XI IPS2 at MAN Kota Pariaman with a total sample of 59 students. The research sample is class XI IPS1 as the experimental class with the Problem Based Learning learning model, class XI IPS 2 as the control class using conventional methods. The sampling technique is the total sampling technique, which means that the sample taken is the same as the population. and with a research design of the type "The only posttest control group design". Based on the research results, it was found that there were significant differences in student learning outcomes between the application of the Problem Based Learning learning model and conventional learning models in the Akidah Akhlak subject. This can be seen from the posttest results of both classes. From the test results, it is illustrated that the average difference in the learning outcomes of students in the experimental class and the control class is illustrated. By implementing the Problem Based Learning learning model, it is high compared to the scores of students who do not use the Problem Based Learning learning model in the Learning control class on learning outcomes in the Aqidah Akhlak subject at MAN Kota Pariaman.