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This research is motivated by the low poetry writing skills of grade VIII B students at MTs Mujahidin Pontianak, evidenced by a pre-cycle average score of 64% and a classical completeness rate of only 34%. The primary issues include students' difficulties in developing imagination, word choice (diction), and the limited use of innovative learning media. This study aims to improve poetry writing skills through the implementation of the Project Based Learning (PjBL) model assisted by Canva digital media. This study employed Classroom Action Research (CAR) conducted in two cycles, comprising planning, action, observation, and reflection phases. The research subjects consisted of 23 students. The results indicated a significant improvement in each cycle. The students' average score increased to 80% in cycle I and reached 87% in cycle II. Classical completeness also rose from 65% in cycle I to 86% in cycle II. The use of Canva was proven to stimulate students' creativity and motivation in expressing ideas into aesthetic poetry. The conclusion of this study is that the integration of the PjBL model and Canva media is effective in improving the quality of both the process and the learning outcomes of poetry writing. It is suggested that teachers adopt this model as an innovative alternative for literature learning in the digital era.

The keywords are required for computerization. Research and abstract title search made easy with these keywords. This study aims to determine the application of the entrepreneurship-based Project-Based Learning (PjBL) model to improve students' critical thinking and collaboration skills in Biology lessons at MAN 2 Tanjung Jabung Timur. This study used the Classroom Action Research (CAR) method, implemented in two cycles: Cycle I and Cycle II. Each cycle consisted of planning, implementation, observation, and reflection. Data collection techniques included observation, assessment, evaluation, reflection, and observation sheets for students' critical thinking and collaboration skills. The results showed that the implementation of the entrepreneurship-based PjBL model improved student learning outcomes, critical thinking skills, and collaboration. Assessment scores increased from 62 in Cycle I to 83 in Cycle II, representing a 33.87% increase. Evaluation scores increased from 73 to 93, representing a 27.40% increase, while reflection scores increased from 76 to 91, representing a 19.74% increase. Students' critical thinking skills also improved in the focus, reason, inference, situation, clarity, and overview indicators, which were dominated by categories 3 and 4 in Cycle II. Furthermore, students' collaborative skills improved across indicators of shared understanding, taking appropriate action, and team regulation. Based on the research results, it can be concluded that the implementation of the entrepreneurship-based Project-Based Learning (PjBL) model is effective in improving students' critical thinking and collaboration skills in Biology.

Social Studies (IPS) learning in elementary schools plays an essential role in developing students’ critical thinking skills and civic attitudes as part of 21st-century competencies. However, in practice, IPS learning is still commonly teacher-centered and lacks contextual learning experiences, resulting in low student engagement and limited development of higher-order thinking skills. This study aims to analyze the implementation of Project-Based Learning (PjBL) in IPS learning to enhance critical thinking skills and civic attitudes of grade VI students at SDN Prekbun. The research employed a qualitative approach with a case study design. Data were collected through classroom observations, semi-structured interviews with teachers, students, school principals, and parents, as well as documentation of learning activities. Data analysis was conducted using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing and verification. The findings indicate that the implementation of PjBL effectively enhances students’ active participation, critical thinking skills in analyzing social issues, and civic attitudes such as responsibility, cooperation, and social awareness. Learning becomes more meaningful as students are directly involved in contextual, collaborative, and problem-based project activities. Despite these positive outcomes, several challenges were identified, including limited learning facilities, time management constraints, and variations in students’ confidence levels. This study implies that PjBL is an effective instructional model for strengthening character education and developing 21st-century skills in elementary social studies learning

This study aims to improve student learning outcomes in Natural and Social Sciences (IPAS), specifically on the topic of changes in the state of matter, by implementing the Project Based Learning (PjBL) model in Grade IV of SD GP Berea Tondano. The research followed a cyclical procedure consisting of planning, implementation, observation, and reflection. This study employed a classroom action research design and was conducted during the odd semester of the 2025/2026 academic year. Data were collected through observation, testing, and documentation techniques, with 15 fourth-grade students serving as the research subjects. The findings revealed significant improvements across teacher activity, student activity, and learning completeness. Teacher performance in managing instruction improved notably, with an average observation score of 73 (good) in Cycle I, rising to 93 (excellent) in Cycle II. Student engagement in the learning process likewise increased, from an average of 68.26 (good) in Cycle I to 86.53 (excellent) in Cycle II. Student learning completeness also showed marked progress, with the average score reaching 46.77 (satisfactory) in Cycle I and advancing to 100 (excellent) in Cycle II. These results demonstrate that the implementation of the Project Based Learning (PjBL) model is effective in enhancing both student creativity and learning outcomes on the topic of changes in the state of matter.

The ability to analyze ethical and health law issues is one of the learning outcomes that must be mastered by students of the Public Health Study Program. Over the past two years, the implementation of lectures has been predominantly based on problem-based learning; however, most student learning outcomes have remained in the “not yet achieved” category, including in completing assignments related to ethical and health law problem solving. This study aims to compare students’ problem-solving abilities between the implementation of project-based learning and problem-based learning. The research was conducted in the Public Health Study Program at Universitas Jambi involving first-semester students enrolled in the Ethics and Health Law course. The research employed a quasi-experimental design involving 200 students, with 100 students assigned to the experimental group and 100 students to the control group. The instruments used were assessment sheets and observation sheets. Data collection was carried out twice, before and after the implementation of the two learning models. Data processing and analysis were conducted using an independent t-test.The results of the study indicate an improvement in students’ problem-solving abilities through the implementation of project-based learning. Project-based learning contributes to strengthening students’ perseverance and problem-solving skills and is therefore recommended for implementation in all courses at higher education institutions.

Education plays a vital role in shaping character and developing individual potential, with the ability to collaborate being crucial in this global era. This study focuses on the low level of student collaboration and suboptimal Aqidah Akhlak learning outcomes at MA Muhammadiyah 1 Ponorogo, caused by a lack of innovative learning methods. Therefore, this study aims to examine the application of the Project-Based Learning method as a solution to improve student collaboration and learning outcomes. This study aims to: (1) describe the application of the Project-Based Learning method in teaching Aqidah Akhlak in class XI of MA Muhammadiyah 1 Ponorogo, (2) determine the impact of the Project-Based Learning method on student collaboration and learning outcomes, and (3) determine student perceptions of the application of the Project-Based Learning method in teaching Aqidah Akhlak. This study used a qualitative approach with descriptive methods. Data were collected through observation, interviews (with the principal, vice principal for curriculum, Aqidah Akhlak teacher, and class XI students), and documentation. The data analysis technique used was the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study show that: (1) the implementation of the Project Based Learning method is carried out through structured steps, encouraging active cooperation between teachers and students, with an emphasis on equal roles and responsibilities of each, (2) the Project Based Learning method has a positive impact on increasing collaboration, educational outcomes, and the development of students’ knowledge, attitudes, and skills as a whole, with changes in behavior that are seen in depth, (3) students have a positive view of the Project Based Learning method because it is considered more interesting, interactive, meaningful, and relevant to everyday life, which can be seen from increased motivation and active participation.

This study aims to analyze the implementation of the Independent Curriculum in third-grade students at Al-Munawarah Elementary School, Sentani, Jayapura Regency. Using a qualitative approach with data collection techniques through observation, interviews, and documentation, this study evaluated three main aspects: planning, implementation, and evaluation of learning. The results showed that during the planning stage, teachers developed teaching modules that referred to Learning Outcomes (CP) and prepared assessment instruments in the form of projects and prompt questions. During the implementation stage, teachers implemented an inquiry-based learning model to encourage student engagement and utilized various media, from printed books to digital devices, which positively impacted student engagement in class. During the evaluation stage, teachers used cultural project assessments and Student Worksheets (LKPD), accompanied by positive feedback to motivate students. Although implementation generally proceeded according to the curriculum framework, obstacles were still encountered in the application of differentiated learning because teachers tended to use lecture methods and generalize the abilities of all students. Therefore, continuous improvement is needed so that learning planning can be more aligned with the characteristics and individual needs of each student.

This study aims to analyze how the implementation of the Kurikulum Merdeka supports the cultivation of Christian moral values among senior high school students in Christian Religious Education (PAK) classes. Using a library research method, the study reviews various written sources including books, scholarly articles, and curriculum documents to obtain a comprehensive understanding of how Christian values are integrated into PAK learning. The findings reveal that the Kurikulum Merdeka provides wide opportunities for student-centered, contextual, and character-oriented learning through the Profil Pelajar Pancasila (P5) Project. Christian values such as love, honesty, responsibility, forgiveness, and compassion can be internalized through intracurricular, co-curricular, and experiential project-based activities. The role of teachers as moral exemplars is crucial in guiding students’ character formation. The study also identifies several challenges, including the influence of digital culture, lack of role models within families, and limited instructional time. In conclusion, the implementation of the Kurikulum Merdeka has significant potential to foster Christian character in students, yet requires collaborative support from schools, families, and churches to achieve maksimal outcomes.

The government has implemented various illiteracy eradication programs at both central and local levels. However, illiteracy remains high, with South Sulawesi ranking sixth nationally. This condition is influenced by the imbalance between the number of Non-Formal Education Units and target areas, limited human resources, as well as learner-related factors such as motivation, age, occupation, distance to learning sites, and monotonous teaching methods. Community learning services through literacy clinics using collaborative methods Reading, Writing Beginning, Structure, Analysis, and Synthesis, combined with project-based learning serve as alternative models to increase community participation and improve learning outcomes. The problem of this research is how the description of the implementation of basic literacy programs through the model "Community Learning Services Through Literacy Clinics"?, and how effective the model "Community Learning Services Through Literacy Clinics with the collaborative method approach?. The purpose of this study was to determine the description of the implementation model of basic literacy education programs and determine the effectiveness of learning outcomes. The results of the study illustrated that the basic literacy program was carried out in collaboration between the resources of the Non-formal Education Unit and the resources in the village/kelurahan government as the organizer and tutor Learning outcomes show that the Community Learning Service Model through the Literacy Clinic with a collaborative method approach was declared effective in improving student learning outcomes.

Education is a comprehensive process aimed at developing human quality, in which the success of learning largely depends on the implementation of appropriate instructional strategies. Learning strategies serve as a guide for educators in managing the interaction between teachers, learners, materials, and the learning environment to achieve educational goals effectively and efficiently. This study aims to describe the objectives of learning strategies in improving learning quality and to explain how relevant learning models can be applied based on students’ characteristics and learning contexts. This research employs a qualitative approach using a literature review method by analyzing various theories and previous studies related to learning strategies and educational quality improvement. The findings indicate that learning strategies play a central role in creating active, creative, and meaningful learning processes. The application of several models such as cooperative learning, inquiry learning, contextual teaching and learning, project-based learning, and discovery learning has been proven to enhance students’ motivation, engagement, and learning outcomes in cognitive, affective, and psychomotor domains. Therefore, systematically designed and adaptive learning strategies that focus on students’ potential are the key to improving learning quality and achieving comprehensive educational objectives.

This study aims to examine the process and improvement of reading comprehension skills among slow learner students in Grade VII at SMP Negeri 2 Karangan through the use of interactive animation video media based on the Project Based Learning (PjBL) model. Employing the Classroom Action Research (CAR) method following the Kemmis and McTaggart model, the study was conducted in two cycles with six slow learner students as research subjects. The observation results indicated an improvement from 89.58% in Cycle I to 100% in Cycle II. The average reading comprehension score increased from 65 to 83, with the percentage of students achieving the minimum mastery criteria rising from 67.85% to 89.28% with a difference of 18 points increase. These findings demonstrate that interactive animation video media based on PjBL effectively enhances both student engagement and learning outcomes, particularly in understanding English texts. This success was supported by the active role of the teacher in adapting the PjBL syntax to meet the specific needs of the slow learner students.

Story writing skills are one of the essential competencies in learning Indonesian language at the elementary school level. However, in reality, many students still face difficulties in expressing ideas, organizing plots, and using language appropriately. Therefore, a learning model that can improve students’ story writing skills is needed. Project Based Learning (PjBL) was chosen because it emphasizes student activity, creativity, collaboration, and the production of tangible written works. This study employed a Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, which was carried out in two cycles. The subjects of the study were 14 third-grade students of MI Ziyadatul Iman, Jambi City. The research instruments included a story writing test, student activity observation sheets, and documentation. Data were analyzed using both quantitative techniques (average scores, mastery percentages) and qualitative techniques (student activity and reflection in each cycle). The findings showed that students’ story writing skills improved through the implementation of PjBL. The average score increased from 62.86 in the first cycle to 79.29 in the second cycle. The percentage of learning mastery also rose from 42.86% in the first cycle to 85.71% in the second cycle. In addition, students became more active, creative, and collaborative during the learning process. The implementation of Project Based Learning can therefore enhance the story writing skills of third-grade students at MI Ziyadatul Iman, Jambi City, both in terms of learning outcomes and learning activities.

This study aims to analyze the application of the Project-Based Learning (PjBL) model to improve students’ creativity in Social Studies and to measure its effectiveness in enhancing creative learning outcomes. The research was conducted as a Classroom Action Research (CAR) across two cycles during the even semester of the 2024/2025 academic year, involving 30 fifth-grade students at SD Inpres Barombong 2. Data were collected through observation, questionnaires, and documentation, while analysis employed descriptive statistics for quantitative data and reduction–triangulation techniques for qualitative data. The creativity indicators examined included fluency, flexibility, originality, and elaboration. Findings reveal that the implementation of PjBL significantly enhanced students’ creative thinking skills, as evidenced by an overall increase in average scores across all creativity indicators. Furthermore, the effectiveness of the PjBL model was reflected in the improved implementation of its instructional syntax, progressing from the “Moderate” category in the initial cycle to “High” and eventually “Very High” in the subsequent cycle. These outcomes confirm that PjBL promotes active, student-centered, and collaborative learning that fosters creativity in Social Studies. The study concludes that continuous implementation of PjBL is essential for cultivating creativity in elementary classrooms and suggests further research to explore its applicability in different contexts and educational levels.

This study aims to examine the application of the Project Based Learning (PjBL) model assisted by animated videos in improving problem-solving skills in Natural and Social Sciences (IPAS) subjects. The study used a quasi-experimental approach with a one-group pretest and posttest design. The subjects were 30 fifth-grade elementary school students selected as samples. The research instruments included a problem-solving ability test and an observation sheet for the implementation of learning. The results showed a significant increase in students' problem-solving skills after being treated through the PjBL model assisted by animated videos. The average posttest score was higher than the pretest, so it can be concluded that this learning strategy is effective in improving student learning outcomes. The use of animated videos helped students to visualize abstract concepts and engage more actively in the learning process. In addition, the results of observations of the implementation of learning showed that students became more active, enthusiastic, and able to work together in groups to complete the project. Student activity increased gradually, starting from the project planning stage, information collection, to the presentation of results. The teacher acted as a facilitator who provided direction and guidance, while students were directly involved in each process. This indicates that the integration of technology-based media supports collaborative and student-centered learning. Therefore, the implementation of the Project-Based Learning model with animated videos is not only effective in improving problem-solving skills but also fosters overall student engagement in science learning. Therefore, this learning model can be recommended as an innovative strategy to enhance problem-solving skills in primary education.

This study investigates KIDI IoT, an educational service by PT Telkom Indonesia designed to bridge the skills gap between Vocational High School (SMK) graduates and the demands of the Industry 4.0 workforce. The primary objective was to assess the extent to which the KIDI IoT service fulfilled the requirements of educators and learners to substantiate its value proposition. A qualitative, exploratory methodology was employed utilizing in-depth interviews and the Value Proposition Canvas (VPC) framework for analysis. The outcomes demonstrate how effectively the program's project-based, experiential approach increases user motivation and offers a practical, industry-relevant learning environment. The service successfully generates the desired customer benefits. A major customer pain point that the current model ignores is that participants often expressed that the two-day offline training period was insufficient to help them master the material or build their confidence for working independently. This led to a significant misalignment. The KIDI IoT value proposition is fundamentally strong and well-regarded; however, the study concludes that its implementation necessitates improvement, particularly through the provision of more specialized teacher training and an extended training duration, to ensure sustained impact and skill acquisition.

This study aims to analyze the correlation between learning models and student achievement at SMA Negeri 1 Kuala by applying the Apriori algorithm in data mining, using Rapid Miner software as the primary tool for analysis. The research is motivated by the shift in educational approaches from conventional teacher-centered methods toward more innovative strategies such as project-based learning and cooperative learning, which are expected to foster higher levels of student engagement and improve academic outcomes. In many schools, particularly at the secondary level, the choice of learning model, availability of facilities, and attendance rates are crucial factors that shape learning effectiveness and student performance. The data collected in this study include student grades, the types of learning models implemented, school facility conditions, and attendance rates for the 2023/2024 academic year, covering a total of 680 students. The Apriori algorithm was employed to discover hidden patterns and associations among these variables, enabling the identification of relationships between learning factors and academic achievement. By applying Rapid Miner software, the research systematically generated association rules that reflect meaningful correlations in the dataset. The results indicated that the use of the Indonesian language subject in combination with a cooperative learning model, adequate and complete school facilities, and good student attendance was strongly associated with the attainment of an A grade. This finding was supported by a support level of 53.33% and a confidence level of 100%, suggesting a robust and reliable relationship between these factors. The implementation of data mining techniques through Rapid Miner not only allowed for efficient data processing but also provided practical recommendations for educators and school administrators in designing effective instructional strategies.

This study aims to improve students' creativity through the application of project-based learning models (PjBL) with modern puppet media in fine arts subjects at the Senior High School (SMA) level. The background of this study is based on the low creativity of students due to the conventional approach to fine arts learning and the lack of integration of media and technology in learning. The study was conducted as Classroom Action Research (CAR) with a descriptive qualitative approach implemented in class XI of SMA Negeri 46 Jakarta. Data collection techniques were carried out through observation, interviews, documentation, learning outcome tests, and questionnaires. The results of the study showed that the application of project-based learning models with modern puppet media significantly increased teacher and student activity in the learning process, improved learning outcomes, and received positive responses from students. Modern puppets have proven to be an effective medium in stimulating imagination, strengthening local cultural values, and building student character. This study recommends the use of creatively modified traditional media as an educational tool in developing student creativity in the era of the independent curriculum. The results of the study showed that the application of project-based learning models with modern puppet media significantly increase teacher and student activities in the learning process, improve learning outcomes, and receive positive responses from students. Modern puppets have proven to be an effective medium in stimulating imagination, strengthening local cultural values, and building student character. This study recommends the use of creatively modified

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 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.

The low activity of students in biology learning is the main challenge in efforts to improve the quality of science learning in secondary schools. This study aims to analyze the effectiveness of the application of the Project Based Learning learning model in increasing student activity and learning outcomes in respiratory system materials at SMA Negeri 2 Langowan. This research is a Class Action Research that is carried out in two cycles, each of which includes stages of planning, action, observation, and reflection. The subjects of the study were 13 students in grade XI. The instruments used include student activity observation sheets and the final test of the cycle based on description questions. The results showed that in the first cycle, only 38.46% of students achieved learning completeness with an average score of 60. However, after improving the strategy in cycle II through active mentoring, learning motivation, and strengthening group work, completeness increased to 92.30% with an average score of 84.69. These findings indicate that the Project Based Learning learning model is able to build student activeness through contextual, collaborative, and hands-on experience-based learning. The increase in activeness is reflected not only in test results, but also in students' active participation in discussions, group presentations, and project completion. The implications of this study show that Project Based Learning is feasible to be implemented as an innovative learning strategy to improve the quality of student interaction and engagement in biology learning on an ongoing basis.