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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.

This study aims to describe the improvement of student learning outcomes in science learning using the Problem Based Learning (PBL) Model in Class V of SDN 16 Pulau Karam, Pesisir Selatan Regency. This study is a classroom action research (PTK) with a qualitative and quantitative approach. Implemented in 2 cycles, cycle I consists of 2 meetings and cycle II consists of 1 meeting. The results of the study showed an increase in teaching modules in science learning using the Problem Based Learning (PBL) model, the implementation of science learning using the Problem Based Learning (PBL) model and student learning outcomes in science learning using the Problem Based Learning (PBL) model. This can be seen from the average observation results of the Teaching Module cycle I which was 87.4% (B) increasing in cycle II to 92.8% (SB). This is also seen in the average results of teacher activities in cycle I which were 85.9% (B) increasing in cycle II to 93.8% (SB). In student activities, the average cycle I was 84.3% (B) increasing in cycle II to 93.8%. In student learning outcomes, the average cycle 1 was 81% (B) and increased in cycle 2 to 91%. Based on these results, it can be concluded that using the Problem Based Learning (PBL) model can improve the results of learning science in class V SDN 16 Pulau Karam, Pesisir Selatan Regency.

This research aims to determine, the effect of applying the Problem-Based Learning (PBL) model on students’ learning outcomes for Economics subjects in class XI of SMA Negeri 6 Gorontalo Utara. This quantitative research uses a Quasi-Experimental Design research (Pseudo experiment), with a sample size of 30 students. The results showed that there is an effect of applying the Problem-Based Learning (PBL) model, proven to significantly improve the learning outcomes of grade XI students in economic subjects at SMA Negeri Gorontalo Utara, as shown by the Sig. (2-tailed) of 0.000, which is smaller than the significance level of 0.05. The Problem Based Learning (PBL) model allows students to be more active, critical, and independent in understanding concepts by linking theory with real problems.

This study examines the effect of applying the Problem-Based Learning (PBL) learning model on students' high-level thinking skills on ecosystem materials at SMA Negeri 1 Tondano. This study uses an experimental method with a quasi-experimental design involving two groups of students: the experimental class (X.2) taught using the PBL model, and the control class (X.4) taught using conventional learning methods. The number of students in each class is 30 people. Data is collected through pretest and posttest to measure students' high-level thinking abilities. The analysis showed that the experimental class's average posttest score was 83.67, while the control class was 79.50. The independent t-test showed that the t-count value (2.073) was greater than the t-table (1.671) with a significance value of 0.043, which was smaller than 0.05, indicating a significant difference between the two groups. Based on these results, it can be concluded that applying the PBL model has a positive and significant effect on improving students' high-level thinking skills. These findings are consistent with previous research showing that the PBL model effectively improves students' critical and analytical thinking skills. Therefore, applying PBL can be an effective alternative to improve the quality of learning, especially in developing students' high-level thinking skills.

This study aims to analyze the application of the Problem-Based Learning (PBL) learning model in improving students' cognitive learning outcomes in science learning, especially in the material on the structure and function of plant tissues. The research was conducted at SMP Negeri 4 Satap Wori, with the research subjects in the form of 21 grade VIII students who had heterogeneous learning abilities. This study uses a class action research (PTK) approach in two cycles. In the first cycle, student learning outcomes showed that only 38.1% of students had completed, while 61.9% had not reached the Minimum Completeness Criteria (KKM). Based on the reflection of the first cycle, improvements were made in the second cycle by increasing student involvement, providing more motivation, and forming heterogeneous learning groups. The results in the second cycle showed a significant increase, with 85.7% of students achieving learning completeness in accordance with the KKM. The increase in learning completeness from the first cycle to the second cycle was 47.6%. This study concludes that the PBL model effectively improves students' critical thinking skills, creativity, and motivation and can help students solve problems independently and in groups. Therefore, applying the PBL model is recommended to continue to be used in learning that involves real-world problem-solving.

This study aims to analyse the effect of applying the Problem-Based Learning (PBL) model based on the Marind Tribe's life principles on the development of students' compassion. The approach used was quantitative with a quasi-experiment design using Nonequivalent (Pretest and Posttest) Control Group Design. The research subjects consisted of 120 students at SD YPPK St Tarsisius Biankuk, SD YPPK St Fransiskus Xaverius I, and SD YPPK Sta. Theresia Buti Merauke, which were divided into experimental and control classes. Data analysis was conducted using the Independent Sample t-test with the help of SPSS IBM 23. The results showed that the application of the PBL model significantly improved students' compassion attitudes, with a calculated t value (50.842) > t table (1.981) and p-value (0.000) < 0.05, indicating a significant difference between the experimental and control classes.

The study aims to develop and evaluate STEM PBL-based science learning media to enhance students' critical thinking and creativity. The objectives include describing, producing, and assessing the feasibility, validity, practicality, and effectiveness of these media for grade VII students. This Research and Development (R&D) study follows the 4D model: define, design, develop, and disseminate. The developed media take the form of a digital Flipbook accessible via smartphones and PCs. A limited trial involved 22 students and one educator, while a field test included 51 students from SMPN 1 Binongko, Wakatobi Regency, divided into experimental and control groups. Data were collected through tests, interviews, questionnaires, and validation sheets. Feasibility, validity, and practicality were analyzed descriptively, while effectiveness was evaluated using the N-Gain, MANOVA, and Cohen's effect size tests. The results indicate that the STEM PBL-based Flipbook presents real-life problems, their causes, and solutions, encouraging critical thinking and creativity. It meets validity and feasibility criteria as assessed by expert lecturers. Educators and students also rated it as highly practical for learning. Finally, the Flipbook was found to be effective in improving students' critical thinking and creativity, with a significance value of 0.000 < 0.05.

  Abstract. This study aims to determine the significant effect of the Problem Based Learning (PBL) learning model on the creative thinking skills of grade 4 students of Kleco 1 Surakarta Elementary School. This study uses a quantitative approach based on the philosophy of positivism. The population and sample used in this study were 25 grade 4 students of Kleco 1 Surakarta Elementary School. The sampling technique used was purposive sampling. This study used a One-Group Pretest-Posttest Design research design. In this design, before the treatment is given, a pre-test (initial test) is carried out, then treatment is given, and after the treatment is given, a post-test (final test) is carried out. Data collection techniques use observation, testing, and documentation. Based on the results of the study, it can be concluded that the application of the Problem Based Learning (PBL) model has a significant effect on improving the creative thinking skills of grade 4 students of Kleco 1 Surakarta Elementary School in the material of Style Around Us. This is indicated by an increase in the average value from the pretest of 54.4 to 80 in the posttest, as well as the results of the Paired Sample T-test which showed a significant difference before and after treatment.

Learning boredom is one of the common problems faced by students, especially at the Madrasah Aliyah level. This issue negatively impacts students' motivation and learning outcomes, which in turn can affect the quality of education. This study aims to implement an innovation in learning through the Problem Based Learning (PBL) approach as an effort to reduce learning boredom among students at MA Zainul Hasan 2 during the 2024-2025 academic year. The method used is Classroom Action Research (CAR) with the Kemmis and McTaggart model, which consists of two cycles. Each cycle includes four stages: planning, action, observation, and reflection. Data collection techniques include observation, questionnaires, and interviews. The results of the study indicate a significant decrease in students' learning boredom levels after the implementation of PBL. The average level of learning boredom decreased from 65% in the first cycle to 45% in the second cycle. This decrease shows that the application of PBL-based learning can have a positive effect in reducing learning boredom and increasing student engagement in the learning process. The PBL-based learning innovation has proven to be effective in creating a more engaging and interactive learning environment, which ultimately can improve students' motivation and enhance their learning outcomes. Thus, this study concludes that the implementation of Problem Based Learning can be an effective solution to overcome learning boredom among Madrasah Aliyah students.

This study aims to analyze the application of Problem-Based Learning (PBL) as an innovative strategy to improve students' cognitive in biology class X.IA2 learning at SMA 09 Pekanbaru. The method used was qualitative through interviews with teachers and students and literature review was used to collect and analyze data. The results of the analysis show that PBL improves concept understanding, critical thinking, and problem solving. Teachers revealed that PBL creates more interactive learning, while students feel more motivated and active. The literature review also confirmed that PBL improves students' analytical power, creativity, and independence. The results recommend the widespread application of PBL to improve the quality of learning.

This study examines the effectiveness of the Problem-Based Learning (PBL) model in improving critical thinking skills of students of V MIN 2 Sibolga in the Citizenship Education (PKN) class curriculum. The findings of this study are supported by students' critical thinking skills obtained from the results of the KKM exam and the low level of participation in traditional classroom learning. Using a quantitative approach with a quasi-experimental method and a Non-equivalent Control Group design, this study involved 44 students in the control group (conventional) and the experimental group (PBL). The purpose of the research instrument, namely a double test, was to assess students' critical thinking skills before and after the intervention. The results showed a significant increase in the experimental group that implemented the PBL model. The average post-test score of the experimental group reached 87.50, far exceeding the control group which only reached 60.42. Statistical analysis using the paired sample t-test produced a sig. (2-tailed) value of 0.000, which is smaller than α (0.05). This finding indicates a significant positive effect of the application of the PBL model on improving students' critical thinking skills. The results of this study indicate that the PBL model is effective in improving students' critical thinking skills in PKN classes. This model successfully encourages students to actively participate in their education and develop their analytical skills. This study recommends the use of the PBL model not only in PKN education but also in other subject areas to maximize students' growth in critical thinking. The application of the PBL model can be a potential solution to overcome the challenges of improving students' achievement and critical thinking skills at the highest level of elementary school.

This research aims to determine the effect of the Problem Based Learning model on the critical thinking skills and cognitive learning outcomes. This type of research is True Experimental with pretest-posttest Control Group Design. The results of the research show that the average critical thinking ability and cognitive learning outcomes of students in the experimental class taught using the Problem Based Learning model are in the sufficient category with an average score of critical thinking ability of 61.69 and an average score of cognitive learning outcomes. 66.73 with students who achieved the KKM of 35%, while in the control class with the Discovery Learning model it was also in the sufficient category with an average critical thinking ability score of 49.00 and cognitive learning outcomes with an average of 44.23 with students who achieved the KKM. by 4%. Inferential analysis shows significant results with a value of sig>0.05 so that there is an influence of the Problem Based Learning learning model on critical thinking skills and student learning outcomes.

This study aims to examine the impact of the Project-Based Learning (PBL) model in improving critical thinking skills (Higher Order Thinking Skills/HOTS) and mastery of Social Science (IPS) concepts among 8th-grade students at UPT SPF SMPN 4 Makassar. A quasi-experimental design with a nonequivalent control group was used, involving an experimental group (PBL) and a control group (conventional learning). The sample consisted of two classes (30 students per class) selected purposively. Data were collected through HOTS essay tests (pretest-posttest), PBL-based worksheets, and observation sheets. Data analysis was conducted using parametric statistical tests (independent sample T-test) supported by IBM SPSS Statistics 22 and Cohen’s d for effect size. The results show that, 1) the pretest indicated critical thinking and concept mastery were in the "Sufficient" category (96.67%), with only a small portion in the "Good" category (3.33%). After PBL implementation, post-test results revealed a significant improvement, with 93.33% in the "Good" category for critical thinking and a 23.33% increase in concept mastery. 2) PBL significantly enhanced critical thinking skills and 3) PBL significantly improved concept mastery in Social Science.

The purpose of this study is to see how the application of the problem-based learning (PBL) model can help students analyze Islamic Religious Education (PAI) lessons at SMK Pesantren Darul Dakwah. PBL is used to teach students to think critically, analytically, and find solutions to religious problems. This study used a qualitative approach with a classroom action research (PTK) design, which was conducted in two cycles. The results showed that PBL can help students analyze PAI materials. This was evident by the observation results which showed better task assessment, and more active and critical student participation in group discussions. This research proposes a wider application of PBL model in Islamic Education learning in SMK to improve students' understanding and analysis skills in the context of religious learning.    

This research aims to analyze the influence of the problem based learning model with a differentiation approach to the topic of harmony in the ecosystem of grade 5 elementary school students. The population in this study was class V students at Wadungasri Elementary School, Waru District, Sidoarjo Regency, totaling 77 students and a sample of 29 students was taken. Data collection techniques using questionnaires. Data processing techniques with validity testing using expert judgment techniques. Reliability test uses Alpha Cronbach. The swimmer analysis test is the normality test and linearity test. The data analysis technique used is a simple regression test. Research results: the guided inquiry learning model had an effect on students' critical thinking skills by 3.7%. The research results show that the problem based learning model with a differentiation approach to the topic Harmony in ecosystems is significantly effective in increasing students' understanding of ecosystems.

The research aims to determine the effect of the ethnoscience approach through the problem-based learning model on the chemical literacy skills of Grade XI students in the reaction rate material at SMA Negeri 7 Gorontalo. The research employs a quasi experimental method with a nonequivalent control group design. The sample consisted of Grade XI IPA ( Natural Science) students from SMA Negeri 7 Gorontalo. The instrument used in this research was an essay test. Data processing and analysis were conducted using Microsoft Office Excel and SPSS version 16. The hypothesis test results on students’ post-test data using the Mann-Whitney test at a significance level of  α = 0.05  showed that the Asymp. Sig. (2-tailed) value was less than 0.05 (0,002 < 0,05). Therefore, H1 was confirmed, and H0 was rejected. The N- Gain test results also indicated that the ethnoscience approach through the problem-based learning model  was moderately effective in improving students’ chemical literacy skills in reaction rate material, with the experimental class achieving an N-Gain score percentage of 57.13% (moderately effective category), while the control class achieved a percentage of 31.42% (ineffective category). In conclusion, the ethnoscience approach through the problem-based learning model significantly affects students’ chemical literacy skills in reaction rate material. 

This study aims to explore the importance of learning media in increasing students' interest and motivation to learn at SDN Pasirbatang. The method used is descriptive qualitative with semi-structured interviews as the main instrument. The results show that varied, creative, and innovative learning media, such as videos, interactive apps, and other aids, can significantly increase students' interest and motivation to learn. Teachers at SDN Pasirbatang implement technology-based learning strategies and methods such as Problem-Based Learning (PBL) and Cooperative Learning to create an interesting and relevant learning atmosphere. However, limited facilities, technology constraints and senior teachers' lack of skills in using technology are the main challenges. Solutions implemented include individualized approaches, learning media innovation, and student empowerment in media making. Based on the questionnaire results, 82% of students supported the use of learning media, showing the effectiveness of visual and interactive media in improving students' understanding and participation. This research confirms the importance of the role of teachers in utilizing learning media to create more meaningful, effective, and efficient learning, so as to improve the quality of education in primary schools, especially in areas with limited facilities.

This research aims to identify and evaluate learning strategies at SDN Cibanjaran. Using a descriptive qualitative approach, the study relied on in-depth interviews, observations and group discussions to explore criticisms and suggestions for learning methods. The findings show that effective learning strategies involve a differentiated approach, where materials and methods are tailored to students’ individual needs. Problem-based learning (PBL) and project-based learning (PJBL) models are considered to increase student relevance and motivation. However, the different characteristics of today’s students compared to those of the past pose new challenges, especially in the application of discipline, which must now be more humane. In addition, adjusting to the Merdeka Curriculum is crucial, where teachers are encouraged to continue learning through platforms such as PMM. This study concludes that learning strategies need to adapt to changing times, environments and student needs to create a meaningful learning process. The implications of this study emphasize the importance of inclusive and dynamic learning, and the role of teachers as innovative facilitators.