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This study aims to enhance students' learning outcomes in Natural Science (IPA) through the demonstration method in fourth-grade students at SD Inpres Teas, Noebeba District, Timor Tengah Selatan Regency. The research was motivated by low science learning outcomes, with 60% of students failing to meet the Minimum Competency Criteria (KKM) of 70. Conventional teaching methods contributed to students' passivity and lack of engagement. This Classroom Action Research (CAR) follows the Kemmis and McTaggart model, consisting of two cycles with four stages: planning, implementation, observation, and reflection. The study involved 10 fourth-grade students, with data collected through learning outcome tests, observations, and teacher interviews. Descriptive quantitative analysis compared student performance before and after intervention. Results indicated that the demonstration method effectively improved science learning outcomes. Initially, students scored an average of 73.5, with a mastery rate of 40%. After applying the demonstration method in cycle I, the average increased to 84.1, with 70% mastery. In cycle II, refining teaching strategies led to an average score of 90.1, with 90% mastery. The method also enhanced student engagement, teamwork, and conceptual understanding. These findings suggest that the demonstration method is an effective strategy for improving science learning outcomes. Teachers are encouraged to incorporate demonstrations regularly, and schools should provide necessary resources to optimize learning experiences.

The research was conducted by providing training and enhancing the understanding of mathematical concepts among the fifth-grade students of SDN 2 Kembiritan. The goal is to improve the students' understanding of mathematical concepts. The methods used in this activity are direct practical methods and lecture methods. The instruments used were pre-tests and post-tests. Based on the service, it can be concluded that the use of the Fractional Clock media has proven to be able to improve the learning outcomes of fifth-grade students at SDN 2 Kembiritan, as evidenced by the learning outcomes after the use of the learning media meeting the established criteria, with 70% of students achieving scores above the Minimum Completeness Criteria (KKM).

Education plays a crucial role in optimally developing and directing students' potential. In the current educational context, learning outcomes are assessed based on students' abilities to solve problems, reason, communicate, and demonstrate knowledge and attitudes. However, preliminary studies at MAN 1 Banjarmasin revealed that only 62.85% of the XI Agama class students met the Minimum Completeness Criteria (KKM) of 75 in Fiqh subjects, while the rest failed. This study aimed to improve learning outcomes in the topic of Mawaris by using an Android-based learning media, the "Kalkulator Waris" application. This Classroom Action Research (CAR) was conducted through two cycles following the model proposed by Arikunto, comprising planning, action, observation, and reflection phases. In the first cycle, the average student score was 73.63 with a 62.85% success rate. After refining the learning process, the second cycle showed significant improvement: the average score rose to 88.17, and all students (100%) achieved mastery. The use of the "Kalkulator Waris" application facilitated students’ understanding of complex inheritance calculations, enhanced learning engagement, and fostered a more active, creative, and problem-solving learning environment. The findings suggest that appropriate use of Android-based educational applications can significantly enhance learning outcomes, particularly in complex subjects like Islamic inheritance law.

This thesis discusses the application of direct methods using flashcard media to improve Arabic vocabulary mastery of class VII MTsN Palopo. This research aims (1) to determine the ability to master Arabic vocabulary in class VII students at Madrasah Tsanawiyah Negeri Palopo before and after applying the direct method using flashcard media. (2) to determine the effectiveness of the direct method using flashcard media in improving Arabic vocabulary mastery for class VII Madrasah Tsanawiyah Negeri Palopo. This type of research is classroom action research, the data collection method is action observation, field notes, test sheets and documentation. The results of this research are (1) classroom action research conducted by researchers. It can be concluded that the direct method using flashcard media is effective for application to class VII students (Research Class) by seeing the increase in the results of students' mastery of Arabic vocabulary which increases through the application of the direct method using flashcard media. (2) The percentage increase in cycle I can be seen that of the 40 students, 18 students completed the percentage (45%), while 22 students completed the percentage (55%). As for cycle II, it can be seen that of the 40 students, 32 students completed the percentage (80%), while 8 students did not complete the percentage (20%). From cycle I to cycle II there was an increase in learning outcomes by (25%). Thus, in cycle II the learning outcomes are said to be complete.

This study aims to improve the learning outcomes of fourth-grade students at SDN 107401 Pematang Lalang through the application of the Contextual Teaching and Learning (CTL) method. The research employed a classroom action research (CAR) design conducted over two cycles. Data were collected through learning outcome tests, interviews, field notes, and documentation, and were analyzed using quantitative descriptive statistics and qualitative analysis techniques. The results showed that before the implementation of CTL, the percentage of students achieving learning mastery was only 21.4% (3 students). After the implementation of CTL in Cycle I, this percentage increased to 42.8% (6 students), and in Cycle II, it further increased to 85.71% (12 students). These findings indicate that the CTL method is effective in improving students' learning outcomes in Social Studies on the topic of production technology, communication, and transportation in the past and present.

This study aims to determine the effectiveness of applying the cooperative learning model of the TGT type with the aid of Educaplay in improving students' learning outcomes in the IPAS subject. This Classroom Action Research (CAR) was conducted at SDN Jajar Tunggal III Surabaya. The learning outcomes of the IPAS topic on Diseases Affecting the Musculoskeletal System during the pre-cycle, cycle I, and cycle II showed a significant improvement. In the pre-cycle, the mastery achieved was only 29%, with 8 students reaching mastery and 20 students not yet achieving it. In cycle I, the percentage of students reaching mastery rose to 61%, with 17 students achieving mastery and 11 students still not reaching it. In cycle II, the percentage of students achieving mastery soared to 86%. These data indicate that both cycles successfully improved students' learning outcomes by applying the TGT cooperative learning model with the help of Educaplay.

Inquiry-based learning is a pedagogical approach that encourages students to actively construct their knowledge through exploration and questioning. This study aims to analyze the effectiveness of the inquiry-based learning model in improving students' conceptual understanding of biology. The research employs a quasi-experimental design with a pre-test and post-test control group. Data were collected from high school students and analyzed using statistical tests to compare learning outcomes between the experimental and control groups. The findings indicate that students who learned through inquiry-based methods demonstrated significantly higher conceptual understanding than those in traditional learning settings. These results suggest that the inquiry-based learning model can enhance students' critical thinking skills and conceptual mastery, making it a valuable approach for biology education. The study's implications highlight the need for integrating inquiry-based learning in science curricula to foster deeper understanding and engagement among students.

The objective of this research is to enhance the academic performance of Grade III students at SDN Margomulyo 1 Ngawi in the subject of animal life cycle by implementing a cooperative learning approach using Montessori media. The study methodology used is classroom action research (CAR) consisting of two cycles. During the first phase, the assessment of student learning outcomes revealed a limited level of proficiency, as just 44% of students successfully attained the desired learning goals. Following the implementation of the cooperative learning paradigm using Montessori media in the second cycle, there was a notable improvement, with 88% of students attaining mastery and an average score rise of 82%. This research provides evidence that the collaborative learning approach, along with Montessori media, is successful in improving students' comprehension and academic achievements in the subject of animal life cycles.

The purpose of this study was to determine the effect of Mastery Learning Model on learning outcomes of Christian Religious Education and Budi Pekerti Learning Year 2024/2025. The research hypothesis is: "There is an Effect of Mastery Learning Model on Student Learning Outcomes of Christian Religious Education and Budi Pekerti class VIII SMP Negeri 1 Sipahutar Learning Year 2023/2024." The population is all VIII grade students of SMP Negeri 1 Sipahutar for the 2024/2025 Learning Year, totaling 252 people. The research sample was determined with a purposive sampling system, namely VIII-2 class students totaling 31 people as an experimental class using the Mastery Learning Model and VIII-1 class totaling 31 people as a control class that did not use the Mastery Learning Model. This research method is a quantitative approach with a true experimental design method and with a posttest only control group design. The instrument used in this research is a test question as many as 30 questions. Research data for questionnaires were analyzed using the Pooled Variance t test formula. From the calculation results obtained t count value = 13.727 > t table(α = 5%) = 2.000. The tcount value is in the H0 rejection and Ha acceptance curve area. Thus it can be concluded that the research hypothesis is accepted, namely that there is an effect of the Mastery Learning Model on the Learning Outcomes of Christian Religious Education Students and Budi Pekerti class VIII SMP Negeri 1 Sipahutar Learning Year 2024/2025. The difference in learning outcomes of Christian Religious Education and Ethics students in class VIII SMP Negeri 1 Sipahutar in the 2024/2025 Learning Year is known from the average learning outcomes of Christian Religious Education and ethics students by using the Mastery Learning Model is 28.06 higher than the average learning outcomes of Christian Religious Education and ethics students by not using the Mastery Learning Model which is 21.77.

Employing the syntax of the Cooperative Education Model more especially, the School Teams Achievement Departments (STAD) type this study intends to enhance students' learning results. There are three phases to this study's methodology, which is based on Classroom Action Research (CAR): pre-cycle, cycle 1, and cycle 2. Participating in this study were 37 students in their last year of high school at SMA Negeri 9 Surabaya in 2023–2024. Students' mathematical learning outcomes show a substantial improvement, according to the data. With each cycle, students' performance improved. Mastery was attained by 32.4% of students in the pre-cycle, 43.2% in cycle I, and 62.1% in cycle 2. This research provides strong evidence that the STAD type of collaborative education model improves students' performance in eleventh grade.  

This research aims to implement differentiated learning processes (Learning Styles) to improve learning outcomes in the IPAS subject on the topic "Bumiku Sayang Bumiku Malang" for fifth-grade students at SDN Dukuh Kupang II Surabaya. This research is a classroom action study that involves three differentiated learning styles: visual, audiovisual, and kinesthetic. The research was conducted at SDN Dukuh Kupang II Surabaya with the subjects being fifth-grade students, totaling 28 participants. This research is divided into two cycles (Cycle I and II), starting with the stages of planning, implementation, observation, evaluation, and reflection. The data collection techniques in this research use observation, interviews, documentation, and tests. The results of this study indicate an improvement in learning outcomes in IPAS on the topic "Bumiku Sayang Bumiku Malang" through differentiated process learning in the fifth grade at SDN Dukuh Kupang II Surabaya. In the initial pre-cycle activities, the percentage of student mastery was 35%, then in Cycle I it increased to 60%, and in Cycle II it rose again to 85%.

study aims to improve students' learning outcomes in understanding geometric shapes, particularly in surface area and volume, through the use of cube and rectangular prism teaching aids. Sixth-grade students at UPTD SD Negeri 3 Bakam often struggle with this topic, primarily due to difficulties in grasping multiplication concepts and related formulas. The method used in this research is a cooperative learning approach with teaching aids designed to facilitate student comprehension. The study was conducted in two cycles. In the pre-cycle phase, only 33.33% of the 21 students scored above the minimum passing grade (70), while 66.67% scored below it. After applying the method in Cycle I, learning mastery increased to 61.33%, with 12 students achieving a score of 70 or above. In Cycle II, learning outcomes improved significantly, with 95.33% of students achieving mastery. Additionally, the teacher's teaching effectiveness improved, with an average score of 82.38, categorized as good. The results indicate that the use of cube and rectangular prism teaching aids can enhance students' understanding of surface area and volume concepts, contributing significantly to their academic performance improvement

The aim of this study is to improve students' academic achievement through the use of map media in Social Science subjects. The research method used is qualitative, with a sample of 21 fifth-grade students from Sekolah Dasar Negeri 9 Merawang. This study was conducted in two cycles, with each cycle consisting of planning, implementation, observation, and reflection stages. In the first cycle, conducted over two meetings, the number of students who achieved the target mastery criteria was below 85 percent. Based on the results of this learning process, the researcher caried out the second cycle over two meetings, which showed an improvement in learning outcomes and an increase in the number of students achieving mastery. The number of students who achieved mastery in the Social Science subject was 19 out of 21 students. This indicates that the implementation of interactive learning model using map media can improve student learning outcomes, aligning with the motivation of students and teachers to encourage the achievement of mastery in the class.

The aim of the study is improving students learning outcomes through the use of congklak media in mathematics lessons on the topic of Least Common Multiple (LCM). The study employs a descriptive qualitative method with a sample of 21 fourth-grade students from State Elementary School 13 Merawang. The Classroom Action Research was conducted over two cycles, each consisting of two meetings. The stages of classroom action research include planning, implementation, observation, and reflection. Based on the learning process results using congklak media, there was a significant improvement in student learning outcomes, as evidenced by the number of students meeting the minimum mastery criteria and the average class score. In the first cycle, the number of students meeting the mastery criteria was 33.33 percent in the first meeting and 47.61 percent in the second meeting. In the second cycle, the number of students meeting the mastery criteria increased to 76.20 percent in the first meeting and 95 percent in the second meeting. The average class score showed a gradual improvement, reaching 80.47 in the second cycle. The implementation of learning using congklak media was able to significantly enhance students' learning outcomes, achieving a significant number of students meeting the mastery criteria in one class.

One of the most important things in the teaching and learning process is learning that is creative and fun because it can help students to succeed in learning. For a teacher, mastery and knowledge in utilizing technology is a competency that must be mastered in order to support the improvement of the learning process and the delivery of material to students. Facts on the ground show that Indonesian language teachers still use conventional learning method as well as the use of technology which is limited to using LCD media and laptops to convey material and give assignments. In addition, smartphones have not been used optimally as learning media. The purpose of this study was to determine students' perceptions of the use of Kahoot-based interactive learning media on learning outcomes. This research was total sampling basis are all number of the population are used as samples.  The samples of this research involves 30 people. Data collection used in this research is questionnaire. This study used a quantitative approach and data were analyzed using an independent sample t-test to determine the level of Kahoot application as an interactive learning media for Indonesian subjects in descriptive text material. The results showed that students tended to have very good perceptions of 46.67% regarding the use of Kahoot media in learning Indonesian. The benefit of this research is to provide additional knowledge and information to teachers, especially Indonesian language educators, in the use of Kahoot-based interactive learning media.

Concept mastery is the level of learning outcomes where students can explain or define lesson concepts using their own sentences or parts of them. This research approach uses a qualitative descriptive method. Qualitative research is about describing the meaning of data or phenomena that can be captured by researchers, by showing evidence. The meaning of this phenomenon depends a lot on the researcher's ability and sharpness in analyzing (Abdussamad, 2021: 30-31). The results obtained from this research come from documentation data. From the documentation data, 24 students will analyze the understanding of mathematical concepts in class X AKL SMKS SEMESTA, Depok. The results per category can be concluded that there are 15 respondents or 64% of students who have a high level of ability to understand mathematical concepts in logarithm material with high criteria, then there are 7 respondents or 29% of students who have a level of ability to understand mathematical concepts of logarithm material with medium criteria, and there are 2 respondents or 8% of students who have a low level of ability to understand mathematical concepts regarding logarithm material..

Assessment seeks to determine whether educational goals are achieved or not, so that evaluation has a very large role in the world of education. Effective and efficient evaluations are carried out continuously and comprehensively, it is hoped that educators can get a complete picture of the achievements and progress of the process and learning outcomes achieved by students. Each subject emphasizes continuous evaluation, referring to comprehensive goals and results. Among the domains of differentiation in education is the cognitive domain. Cognitive assessment is an activity carried out to measure students' mastery of knowledge. The assessment of cognitive aspects is carried out through stages: preparing an assessment plan, developing an assessment instrument, carrying out the assessment, utilizing the assessment results, and reporting the assessment results in the form of numbers on a scale of 0-100 and description.

Learning Indonesian requires strong focus from students to achieve a deep understanding and good mastery of the material. One approach that can increase students' focus is by implementing the Active, Innovative, Creative, Effective and Fun Learning Model (PAIKEM). This model emphasizes active interaction between teachers and students, the use of innovative methods, and a creative and fun learning atmosphere. This research emphasizes how the use of the PAIKEM Model can stimulate students' active participation, increase involvement in the learning process, and strengthen understanding and use of Indonesian. Therefore, it is hoped that this research can be an effective means of increasing students' focus in learning Indonesian, paving the way for achieving better and more sustainable learning outcomes.

Learning Indonesian requires strong focus from students to achieve a deep understanding and good mastery of the material. One approach that can increase students' focus is by implementing the Active, Innovative, Creative, Effective and Fun Learning Model (PAIKEM). This model emphasizes active interaction between teachers and students, the use of innovative methods, and a creative and fun learning atmosphere. This research emphasizes how the use of the PAIKEM Model can stimulate students' active participation, increase involvement in the learning process, and strengthen understanding and use of Indonesian. Therefore, it is hoped that this research can be an effective means of increasing students' focus in learning Indonesian, paving the way for achieving better and more sustainable learning outcomes.

This research aims to improve English learning outcomes through the application of the Crossword puzzle strategy. Type of classroom action research (CAR). The sequence of research activities includes: (1) planning, (2) Implementation, (3) observation, (4) documentation. This classroom action research was conducted at SMP N 5 KENDARI. of class VIII, which consisted of 35 students, they were 16 male and 19 female students. And in collecting data, the researcher used observation technique, tests measuring learning outcomes. The result showed that the use of the crossword puzzle strategy in English learning can improve student learning outcomes starting to 44% in cycle 1, then the learning outcomes increased in cycle II by 96%.