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This research was motivated by the problem of children's low ability to coordinate hand and vision movements, which directly impacts their activities and fine motor skills. This study aims to describe the activities of teachers and children and analyze the development of fine motor skills in group A students at Hidayatullah Kindergarten Barito Kuala. This study used a Classroom Action Research (CAR) approach with a qualitative design and was conducted over four meetings. The results showed a significant increase in teacher activities and the development of children's fine motor skills. Teacher activities that initially received a score of 18 in the fairly good category increased to a score of 32 in the very good category at the fourth meeting. Meanwhile, at the beginning of the intervention, only 7% of children were in the Very Well Developed (BSB) category. After the first intervention, the percentage of children in the BSB category increased to 27% or five children. A more significant increase occurred at the fourth meeting, with 14 children or 82% falling into the BSB category. The intervention used a project-based learning model combined with a demonstration method in stringing activities using natural materials. Based on the results obtained, it can be concluded that this model is effective in improving fine motor skills in early childhood. This combination of approaches encourages active child engagement and provides meaningful and contextual learning experiences, contributing to optimal fine motor development.

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.

The subject of Metal Welding Technology is one of the compulsory subjects in the Fabrication major. However, many students' learning outcomes remain below the assessment criteria. This is suspected to be due to the use of conventional or less varied teaching methods, which result in limited student understanding and practical skills. Therefore, the researcher applied the Project-Based Learning (PjBL) model in this study, which aimed to determine its effect on students' comprehension. The type of research used was a quasi-experimental design with a post-test only control group, involving two classes: an experimental class and a control class. The study involved 16 students in each class. Data were collected through a test. Based on the data obtained, there was a difference between the experimental and control classes. This was proven by the average post-test scores of the experimental class, which was 80.62, compared to the control class, which was 65. These results indicate that the experimental class scored higher than the control class. The final data analysis included tests for normality, homogeneity, and hypothesis testing using a t-test. The results showed a significant (2-tailed) value of 0.001 for the comprehension group, which is less than 0.05. This means that the use of the Project-Based Learning model had a significant effect on students’ understanding and can be classified as effective, as it improved their comprehension.

Learning dance for deaf children faces unique challenges due to their hearing limitations in understanding rhythm and movement. To overcome this, an exploration-based approach and direct experience are needed. This study aims to analyze the implementation of dance learning for deaf children using the Project Based Learning model at SLB Negeri Tamansari, Tasikmalaya City to improve understanding of dance concepts, movement understanding, rhythm coordination, teamwork, and responses to learning using a scientific approach with five main steps, namely observing, asking, reasoning, trying, communicating. This study uses a qualitative descriptive method with observation, interview, and documentation techniques. The subjects of the study were deaf students who took part in dance learning, from movement exploration to the final performance. This model allows them to learn actively, build understanding through direct practice, and develop creativity in performing dance. The results of the study showed that the implementation of Project Based Learning succeeded in improving the dance skills of deaf students. The use of hand clapping instructions and teacher types made it easier to understand rhythm. Repeated practice helps them adjust their movements to the tempo, while the performance increases their confidence and expression.