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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.

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 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 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.

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.

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.  

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.

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.