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This study aims to determine the differences in problem-solving and critical thinking skills between students taught using the Reciprocal Teaching and Problem-Based Learning models in class X of SMK Ki Hajar Dewantara Kotapinang for the 2021-2022 academic year. This is a quantitative study using a quasi-experimental design. The population consists of all class X students at SMK Ki Hajar Dewantara Kotapinang in the 2021-2022 academic year, totaling 111 students. The sample used was class X AKUNTANSI 1 and X AKUNTANSI 2, each consisting of 20 students, chosen as experimental classes using Cluster Random Sampling. Data were collected from pre-tests and post-tests with problem-solving and critical thinking skill test items, then analyzed descriptively and followed by Two-Way ANOVA. The findings indicate: 1) There is no difference in problem-solving ability between students taught using the Reciprocal Teaching model and the Problem-Based Learning model in class X of SMK Ki Hajar Dewantara Kotapinang, with F_observed = 0.320 < F_table(α= 0.05) = 3.978; 2) There is a difference in critical thinking skills between students taught using the Reciprocal Teaching model and the Problem-Based Learning model in class X of SMK Ki Hajar Dewantara Kotapinang, with F_observed = 5.128 > F_table(α= 0.05) = 3.978; 3) There is a difference in both problem-solving and critical thinking skills between students taught using the Reciprocal Teaching model and the Problem-Based Learning model in class X of SMK Ki Hajar Dewantara Kotapinang, with F_observed = 0.026 > F_table(α= 0.05) = 3.936; 4) There is no interaction between the Reciprocal Teaching and Problem-Based Learning models in class X of SMK Ki Hajar Dewantara Kotapinang, with F_observed = 0.459 < F_table(α= 0.05) = 3.936.

Boredom during the learning process often becomes a significant barrier to students’ motivation and engagement, especially in vocational education settings. This phenomenon was also observed at SMKS Muhammadiyah 9 Medan, where some students demonstrated a lack of interest and active participation during learning activities. This study aims to analyze how the implementation of active learning strategies can reduce boredom and improve the quality of classroom interaction. A qualitative approach with a case study design was employed. Data were collected through semi-structured interviews with teachers and students, direct classroom observations, and supporting documentation. The data were analyzed inductively using thematic analysis to identify emerging patterns, trends, and meanings from teaching practices. The findings reveal that the application of active learning strategies—such as group discussions, project-based learning, problem solving, and the use of interactive learning media—positively impacts the learning process. These strategies not only enhance participation and learning motivation but also foster collaboration among students, improve teacher–student communication, and develop critical and social thinking skills. Furthermore, the classroom atmosphere becomes more dynamic, enjoyable, and participatory, significantly reducing learning boredom. Therefore, active learning strategies are proven to be relevant and effective in creating engaging, interactive, and meaningful learning experiences for students at SMKS Muhammadiyah 9 Medan. This research provides practical implications for teachers in selecting appropriate learning approaches to achieve educational goals more effectively.

Real analysis is one of the main branches of mathematics that serves as a fundamental foundation for the development of science and technology. This study emphasizes the understanding of basic concepts such as real numbers, limits, continuity, the principle of mathematical induction, as well as deductive and axiomatic approaches as a strong framework for mathematical proofs. This research employs the Systematic Literature Review (SLR) method by examining articles and journals related to both the theoretical aspects and the implementation of real analysis in solving mathematical problems. The findings indicate that the application of Polya’s method, visualization through demonstration, and the use of modern technology such as augmented reality (AR) can enhance the effectiveness of real analysis learning. These approaches help students connect abstract concepts with real applications, thereby strengthening logical, systematic, critical, and rigorous thinking skills. However, several learning difficulties are also identified, including the complexity of the material, weak learning habits, social influences, and inappropriate teaching strategies. Therefore, more applicative, interactive, and contextual learning strategies are needed to support the achievement of learning objectives. The conclusion of this review highlights that the integration of theoretical understanding, problem-solving methods, and innovative technology is a strategic step to improve students’ thinking quality in real analysis courses. Thus, real analysis is not only positioned as a theoretical subject but also as a medium for developing problem-solving abilities and higher-order thinking skills that are relevant to both academic needs and real-world applications.

Kegiatan Kuliah Kerja Nyata (KKN) merupakan salah satu implementasi Tri Dharma Perguruan Tinggi yang berorientasi pada pemberdayaan masyarakat. Penelitian ini bertujuan untuk mengevaluasi pelaksanaan program KKN INSANI (Inovasi dan Solusi untuk Pembangunan Masyarakat) di Desa Papringan, Banyumas. Program difokuskan pada empat bidang utama, yaitu sosial, ekonomi, kesehatan, dan teknologi informasi. Metode yang digunakan mencakup observasi lapangan, diskusi bersama komunitas, pelaksanaan program, serta evaluasi hasil kegiatan. Hasil penelitian menunjukkan adanya peningkatan keterampilan masyarakat dan penguatan kapasitas sumber daya manusia, terutama dalam mengoptimalkan potensi desa melalui kegiatan edukasi, pelatihan, dan inovasi berbasis lokal. Temuan ini menegaskan bahwa program KKN INSANI tidak hanya memberikan manfaat langsung bagi masyarakat, tetapi juga menjadi media pembelajaran kolaboratif bagi mahasiswa dalam mengasah kemampuan komunikasi, problem solving, dan kepemimpinan sosial. Dengan demikian, program ini berkontribusi terhadap pengembangan desa yang berkelanjutan sekaligus memperkuat peran perguruan tinggi dalam pembangunan masyarakat.

This paper seeks to analyze the impact of the Realistic Mathematics Education (RME) approach learning approach on the development of critical thinking and problem-solving skills in third-grade pupils at SDN 104202 Bandar Setia. This research employed a quantitative method with a nonrandomized pretest-posttest control group design, involving two groups: the control group (III A) without treatment and the experimental group (III B) that received the RME learning approach, with a total sample of 50 students. Both groups were administered pre-test and post-test instruments to measure problem-solving and critical thinking skills. The findings revealed that the application of the RME learning approach significantly improved both skills with p < 0.05. These results confirm that RME is effective in enhancing mathematics learning quality through real-life contexts and students’ direct experiences. The implication highlights the importance of integrating RME in elementary mathematics learning as an alternative strategy to foster critical thinking and problem-solving abilities, as well as providing a reference for future instructional innovations.

This study aims to improve student learning outcomes through the implementation of the Problem Based Learning (PBL) model assisted by PowerPoint media in Mathematics for Grade I students at SD IT Riyadhoturrohman. The research employs Classroom Action Research (CAR) conducted in two cycles. Each cycle consists of three meetings, following the stages of planning, implementation, observation, and reflection. The research subjects were 16 students from Grade I of SD IT Riyadhoturrohman. The Problem Based Learning model was chosen because it encouraged students to be actively involved in learning through solving contextual problems, while PowerPoint media was used to help visualize the mathematical concepts being taught. The results showed an improvement in students' learning outcomes from the pre-action stage to Cycle I, and a further increase in Cycle II. Additionally, students demonstrated improved participation, conceptual understanding, and teamwork skills. Thus, the implementation of the Problem Based Learning model assisted by PowerPoint media proved to be effective in improving the mathematics learning outcomes of Grade I students at SD IT Riyadhoturrohman.

Active and innovative learning is crucial in improving students' critical thinking skills, especially in science learning at the elementary level. The Problem Based Learning (PBL) model is an effective approach to stimulate critical thinking, analysis, and problem-solving skills in fifth-grade students. This study aims to describe the implementation of the PBL model in science learning to improve fifth-grade students' critical thinking skills. The approach used is a literature study by collecting data from various written sources such as scientific journals and relevant publications regarding the application of technology and innovative learning models. The results of this study indicate that the implementation of the PBL model can increase students' learning motivation and critical thinking skills, while also assisting teachers in creating an interesting and enjoyable learning atmosphere. Thus, the PBL model can be an effective solution in developing students' higher-order thinking competencies in an educational era that demands creativity and innovation.

This study investigates the use of experimental statistical analysis as an instructional approach to enhance students’ understanding of variable relationships in science learning. Many students tend to memorize experimental results without comprehending the underlying relationships between variables, resulting in limited analytical reasoning and superficial understanding. To address this issue, the present study explores how integrating basic statistical tools-such as mean, correlation, and regression-into experimental activities can strengthen conceptual comprehension, analytical reasoning, and scientific literacy. Grounded in constructivist and inquiry-based learning frameworks, the research emphasizes active engagement, where students participate in data collection, analysis, and interpretation to draw evidence-based conclusions. The study employed a quasi-experimental design involving science students divided into experimental and control groups. Both groups conducted similar laboratory experiments, but only the experimental group received explicit instruction in statistical analysis. Data were collected through pre-tests and post-tests to measure changes in students’ understanding of variable relationships. The results indicated a 25% improvement in the experimental group’s comprehension and reasoning ability compared to the control group. Students who applied statistical analysis demonstrated greater proficiency in interpreting data, identifying causal patterns, and connecting theoretical knowledge to experimental findings. In contrast, students taught through traditional narrative-based instruction showed minimal gains and relied heavily on memorization. The findings highlight the effectiveness of integrating statistical reasoning in promoting critical thinking, problem-solving, and scientific reasoning skills.

This study aims to determine the significant influence of mathematical resilience on students' mathematical problem-solving ability, as well as measure the magnitude of this influence. The approach used is quantitative with an ex post facto (comparative causal) design, where variables have occurred before the study was conducted. The research population included all grade XII students at MAS Miftahussalam Medan, with a sample of 33 students selected through simple random sampling techniques. The research instrument consisted of a questionnaire to measure mathematical resilience and a test to measure mathematical problem-solving ability. The validity and reliability of the instruments were tested through preliminary trials. Data analysis was carried out through a prerequisite test (normality and linearity), followed by a simple linear regression test, t-test, and determination coefficient. The results of the analysis showed a regression equation Y = 16.803 + 0.273X, with a value of t_hitung = 3.784 > t_tabel = 2.039 at a significance level of 5%, so that H₀ was rejected and H₁ was accepted. The determination coefficient of 0.316 showed that mathematical resilience contributed 31.6% to students' mathematical problem-solving ability, while 68.4% was influenced by other factors. These findings confirm the importance of strengthening mathematical resilience in an effort to improve students' problem-solving skills more effectively.

This study was motivated by the need to improve the quality of Islamic Religious Education (IRE) learning so that it does not only focus on delivering material but also encourages students to actively build understanding through higher-order thinking processes. Traditional teacher-centered learning tends to limit students' analytical, evaluative, and creative abilities. Therefore, this study aims to analyze the use of Active Learning in IRE and its relationship with the development of Higher Order Thinking Skills (HOTS). The method used was library research with a Systematic Literature Review (SLR) approach, which involved identifying, selecting, and synthesizing various relevant literature from the last ten years. The results of the study showed that Active Learning was implemented through various strategies such as problem-based learning, project-based learning, think-pair-share, the use of digital technology, and collaborative discussions. These strategies shift the focus of learning from the teacher to the students so that they can construct knowledge through dialogue, reflection, and problem solving. The findings also show that this approach has a direct influence on the development of HOTS, especially the ability to analyze religious issues, evaluate arguments based on arguments, and create contextual solutions in learning situations. In addition to improving cognitive abilities, Active Learning has an impact on increasing learning motivation, courage to ask questions, active involvement, and the quality of students' social interactions. The implications of this study confirm that PAI learning needs to integrate Active Learning strategies.

The purpose of this research is to find answers to what the accounting information system is regarding inventory, cash sales and cash receipts at the Hi.Rembulan company. Can be refined according to a good and theoretically correct accounting information system for inventory, cash sales and cash receipts, so that it can be applied according to company conditions. The rationale for this research is the need to implement an accounting information system regarding inventory, cash sales and cash receipts at the Hi.Rembulan company. Then analyze the weaknesses in the company. So that alternative solutions to problems that arise can be created in accordance with a good and theoretically correct accounting information system. From the results of this research, it is concluded that in solving the problem of implementing an accounting information system regarding inventory, cash sales and cash receipts, it is best to strictly separate responsibilities and carry out accounting functions by different people to avoid cash misappropriation, the documents used are such as notes. Sales are printed serial numbers so that use can be accounted for by the authorized user of the document.

Biology education in high school has an important role in shaping students' science literacy and critical thinking skills. However, ecological material, particularly the topic of Ecosystem Components and their Interactions, is often considered difficult because it is abstract and not easy to observe directly. This research aims to improve student learning outcomes through the application of the Problem Based Learning (PBL) model, which emphasizes real problem-solving, collaborative discussion, and active involvement in the learning process. The research uses the design of Classroom Action Research (PTK) which was carried out in two cycles in class X of St. Rosa de Lima Catholic High School Tondano involving 10 students in the odd semester of the 2025/2026 school year. Data was collected through observation of teacher and student activities, learning outcome tests in the form of pretests and posttests, and learning documentation. The analysis was carried out descriptively, qualitatively, and quantitatively by calculating the average score, percentage of completion, and student involvement. The results of the study showed a significant increase. The percentage of teacher activity increased from 58.3% in the first cycle to 87.5% in the second cycle, while student activity increased from 45.83% to 83.33%. The average score of students also increased from 70% in cycle I to 90% in cycle II, with classical completeness reaching 90%. These findings confirm the effectiveness of PBL as a contextual Biology learning strategy, able to bridge ecological concepts with real life, and increase students' curiosity, cooperation, and critical thinking skills.

This study aims to analyze the application of SSPBLS (Socio-Scientific Problem based Learning with Spiritual Value) on digestive system materials at SMA Muhammadiyah 1 Sragen for the academic year 2024/2025 and to find out whether this model can improve student learning outcomes. The type of research used is quantitative with experimental design. Data collection was carried out through learning outcome tests, observations, and interviews. Based on the results of the t-test, a significance value (sig.) of 0.22 was obtained, which was more than 0.05, which showed that there was no significant difference between the experimental group using the SSPBLS model and the control group using conventional learning methods. The results of this study show that the application of the SSPBLS model to the digestive system material in terms of final average scores can improve student learning outcomes. These results show that SSPBLS has the potential to improve student understanding through a problem-based approach that connects scientific phenomena with social issues, and its application in the field has met expectations. This research contributes to enriching contextual learning approaches through the application of the SSPBLS model which is proven to improve student learning outcomes by integrating social issues, critical thinking skills, and character values and provides alternative effective learning strategies to improve learning outcomes, with an emphasis on students' active involvement in solving problems based on social issues.

This study aims to describe the implementation of an active learning model based on collaboration to improve students’ conceptual understanding in Islamic Religious Education (PAI). The background of this research stems from the low level of student engagement in the learning process, which has resulted in less optimal understanding of religious concepts. The research employed a qualitative approach with a classroom action research (CAR) design conducted in two cycles. The subjects were eleventh-grade students at a senior high school in City X. Data were collected through observation, interviews, and conceptual understanding tests. The findings revealed that the implementation of the collaborative active learning model increased students’ participation in learning activities, fostered critical thinking skills, and enhanced their conceptual understanding of Islamic Education materials. Through group discussions, problem-solving activities, and reflection sessions, students became more cognitively and affectively engaged in the learning process. Therefore, the collaborative active learning model can serve as an effective alternative strategy to improve both the process and outcomes of Islamic Religious Education learning.

Bullying is a serious problem that negatively affects students’ mental health, self-esteem, and academic achievement. Resilience functions as a protective factor that enables victims of bullying to remain adaptive despite adverse experiences. Peer support has been shown to enhance self-confidence, social competence, and psychological resilience among adolescents. This community service program aimed to strengthen students’ resilience through peer support training at SMP Negeri  Semarang in July 2025. A total of 18 students identified by school counselors as bullying victims participated in three training sessions: (1) education on bullying and resilience, (2) resilience skills training including emotional regulation, problem solving, and positive thinking, and (3) peer support group formation. The Connor-Davidson Resilience Scale (CD-RISC-10) was used to measure resilience before and after the intervention. Findings indicated an increase in average resilience scores from 21.6 to 29.6, representing a 37% improvement. Qualitative observations revealed enhanced self-confidence, improved emotional regulation, and stronger social support from peers. These results demonstrate that peer support-based resilience training is effective in improving students’ psychological adaptability. The intervention can serve as a school-based psychosocial strategy to foster mental well-being among adolescents, particularly those who have experienced bullying.

This community service initiative was carried out with the aim of introducing and training students of SMP Islam Sawahan Turen in programming and utilizing Arduino and ESP32 microcontrollers as a foundation for understanding modern technology. The workshop was specifically designed to provide students with knowledge of basic electronic concepts, sensors, and data communication, while also equipping them with practical skills to create simple microcontroller-based projects. During the sessions, participants received explanations about Arduino and ESP32, including how to connect sensors, process collected data, and transmit information to the Internet of Things (IoT) platform. In addition to the theoretical materials delivered, students were given opportunities to engage in direct practice under the guidance of experienced instructors, allowing them to gain a deeper comprehension of how the devices function. The combination of theory and practice helped students strengthen both their conceptual understanding and their technical abilities. Furthermore, the activity aimed to foster creativity and curiosity among participants in designing innovative projects that have real-life applications. This spirit of exploration is expected to nurture problem-solving skills, adaptability, and technological awareness from an early age. Beyond simply broadening students’ technological insights, the program also contributes to the enhancement of their competencies and preparedness in facing challenges of the digital era, ensuring that they can continue to grow as innovative learners and future innovators.

This study aims to improve the mathematics achievement of third-grade elementary school students through the implementation of the Problem-Based Learning (PBL) model within the framework of Classroom Action Research (CAR). The research was conducted at UPT SD Negeri Kutorejo 1 Tuban and involved 27 students over two instructional meetings. The study was carried out in two cycles, each comprising the stages of planning, implementation, observation, and reflection. Data collection techniques included learning outcome tests, interviews, and documentation. The data were analyzed using both quantitative and qualitative descriptive approaches. The findings indicate a notable improvement in students’ average mathematics scores, increasing from 79.47 in the first cycle to 83.91 in the second cycle. This improvement reflects the positive impact of the PBL model on students' conceptual understanding, problem-solving abilities, and active participation during the learning process. Throughout the intervention, students demonstrated increased engagement in group discussions, greater confidence in expressing ideas, and enhanced independence in addressing given problems. The PBL model proved effective in fostering active, collaborative, and meaningful learning. By presenting real-world contextual problems, the model not only enhanced students’ academic performance but also promoted the development of critical thinking, communication, and social skills. These outcomes align with 21st-century educational goals, which emphasize the cultivation of higher-order thinking skills. Theoretically, this study reinforces the effectiveness of PBL as an innovative pedagogical approach for mathematics instruction at the elementary level. It is recommended that educators systematically and consistently implement the PBL model in classroom practice. Future research is encouraged to explore the interaction between individual student characteristics and instructional models, in order to further optimize learning outcomes across various subject areas.

This study aims to understand the dynamics of children’s communication within families after parental infidelity in Subang Regency, with a focus on conflict, problem-solving strategies, and conformity. The research employed a qualitative approach using a case study method, with data collected through purposive sampling involving four key informants and five supporting informants. The findings indicate that post-affair conflicts often lead to children’s withdrawal from family interactions, while problem-solving efforts are not always successful in restoring trust and repairing family relationships due to unresolved emotional wounds. Children’s conformity tends to become increasingly closed and restrictive, with the family no longer functioning as a safe space to express feelings and share concerns. Parental infidelity significantly disrupts family communication, particularly in parent–child interactions, as children tend to feel insecure, lose trust, and adopt rigid or defensive communication patterns. This condition reflects a broader psychological impact in which children experience emotional distress, confusion, and difficulties in establishing meaningful relationships. Moreover, the study highlights that unresolved family communication breakdowns may contribute to long-term consequences, such as reduced self-esteem and heightened vulnerability to stress. The research underscores the importance of maintaining open, honest, and empathetic communication to support children’s emotional recovery after parental infidelity. It also recommends seeking professional assistance, such as counselors or psychologists, when families are unable to independently rebuild healthy communication patterns. This provides not only emotional relief but also preventive measures for further deterioration of family relationships.

This study explores the alignment between science learning practices and children’s cognitive development stages based on Jean Piaget’s theory. Ten academic publications were systematically reviewed to examine how Piaget’s framework can be applied in science education. The findings highlight that integrating cognitive development theory is highly relevant for improving the quality of teaching and learning in schools. At the concrete operational stage (approximately 7–11 years), children learn best through direct experiences, manipulation of real objects, contextual media, and experiments that connect concepts with daily life. These methods help foster curiosity and reinforce conceptual understanding. As learners progress to the formal operational stage (around 11 years and above), they begin to think abstractly, reason logically, and analyze critically. At this level, student-centered approaches, inquiry-based methods, and constructivist learning become more effective in enhancing problem-solving, creativity, and higher-order thinking skills. The review also indicates that adapting instruction to developmental stages supports more meaningful and sustainable learning outcomes. In the Indonesian educational context, this approach can address challenges such as limited classroom facilities, diverse student learning styles, and a curriculum that is often overloaded. By applying Piaget’s insights, teachers can design learning strategies that bridge abstract concepts with concrete understanding, thus increasing student motivation and engagement. In conclusion, aligning science education with Piaget’s cognitive stages is an effective way to improve student performance and ensure long-term academic growth. The study provides valuable input for teachers, researchers, and policymakers in developing innovative, student-centered science and mathematics education.

Cahaya Amal Soleh Foundation is a social institution that focuses on community service through various institutional programs engaged in social, education, and community empowerment. However, a number of operational staff who do not have a financial background have difficulty in understanding and managing financial reports effectively. This study aims to assist staff through the On-the-Job Learning and Development Program (OLDP) themed Finance for Non-Finance with the SIAPIK (Islamic Boarding School and Social Charity Accounting Information System) application approach. The method used is a qualitative approach with a participatory model, involving direct training, transaction recording simulations, and evaluation of participant understanding. The results of the assistance showed a significant increase in staff understanding of basic accounting principles, transaction recording, and SIAPIK-based financial reporting. These findings indicate that a practical approach through an application based on the foundation's needs can improve the financial capacity of non-accounting staff. The implications of this activity reinforce the importance of digitizing the financial system of social organizations and the need for ongoing training for human resources so that accountable and transparent financial governance can be realized sustainably. In addition, the results of this program highlight that the integration of technology and participatory training can overcome barriers in financial literacy among non-finance staff. The SIAPIK application provides an accessible interface and structured modules that are easy to understand, thereby reducing the complexity usually associated with financial management. Staff who previously felt unconfident in processing financial transactions gradually gained competence and independence in applying accounting procedures. The training also fostered collaborative learning, where participants supported each other in solving case simulations, enhancing not only technical knowledge but also teamwork and problem-solving skills. Furthermore, the foundation’s management expressed that the program positively contributed to institutional performance by ensuring more reliable and transparent financial reporting.