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The implementation of active learning models such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL) at the junior high school level is often constrained by the complexity of instructional time management. This study aims to examine the role of the principal’s instructional leadership in addressing time management dilemmas in the implementation of active learning at SMP Negeri 6 Panyabungan. A qualitative approach with a descriptive method was employed in this study. Data were collected through non-participant observation and in-depth interviews with key informants, namely the school principal and an Islamic Religious Education (PAI) teacher selected as representatives of field conditions. The findings reveal three main results. First, teachers’ time management constraints are caused by weak control of learning activity transitions, noisy classroom conditions during group division, and low initial student learning readiness. Second, the principal implemented several concrete interventions, including the adoption of block scheduling, clinical supervision focused on classroom management, and the optimization of the Subject Teacher Forum (MGMP) or school learning community. Third, these interventions improved teachers’ instructional efficiency, strengthened classroom activity control, and created a more structured active learning process. However, sustainability challenges remain, particularly resistance from senior teachers who tend to prefer conventional teaching methods. This study concludes that adaptive and solution-oriented instructional leadership is a key factor in addressing the complexity of time management constraints in active learning implementation.

21st-century skills are a crucial aspect that students must master, equipping them to face the challenges of modern development. In history learning, the use of Problem-Based Learning (PBL) is considered a powerful tool for transforming learning from rote memorization to active, problem-solving-based learning. This study aims to analyze the role of PBL in enhancing 21st-century skills in history learning through the Problem-Based Learning (SLR) approach. The research method used in this study is the SLR with a prism procedure. The data were obtained from a search of scientific articles through Google Scholar using the keywords Problem-Based Learning, 21st-Century Skills, and history learning. From the initial 2,540 articles obtained, after screening based on relevance, quality, and year range, six key articles were obtained. The study results indicate that PBL is effective in enhancing 21st-century skills through discussions, historical source analysis, and contextual problem-solving. This approach is considered appropriate for the curriculum because it encourages student-centered learning, rather than teacher-centered learning. Although PBL still faces several challenges in its implementation, it remains a relevant and effective learning strategy for developing 21st-century skills.

This community service activity aims to improve the understanding and readiness of Elementary School Teacher Education (PGSD) students in taking the Learning Strategy course. The activity focused on introducing the basic concepts of learning strategies, the use of various innovative learning methods, and the integration of technology in the learning process. The target of the activity was PGSD students who were about to start the Learning Strategy course. The implementation method of the activity included material delivery, interactive discussions, and filling out a questionnaire to identify students' perceptions, initial experiences, and expectations of the Learning Strategy course. This activity was attended by 84 students at the beginning of the lecture. The data obtained were analyzed descriptively to describe the level of understanding and needs of students. The results of the activity showed that students generally had a basic understanding of learning strategies, but there were still variations in learning method preferences and levels of readiness in using technology. Problem-Based Learning and Project-Based Learning were perceived as effective and engaging methods, although students still faced obstacles in time management and differences in learning styles. This activity made a positive contribution in raising students' awareness of the importance of selecting appropriate learning strategies. This community service activity recommended the need to strengthen more adaptive, innovative, and inclusive learning through technology integration and attention to the diversity of student learning styles in the implementation of the Learning Strategy course.

This study aims to: (1) describe the implementation of local wisdom–based learning in the teaching process of Grade VII B at UPT SMP Negeri 4 Kelara Jeneponto; (2) determine the improvement of students’ social awareness after the implementation of local wisdom–based learning; and (3) identify the enhancement of students’ learning culture through the application of this learning model. The research employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection. The subjects were 25 seventh-grade students, focusing on two main variables: social awareness and learning culture. Data were collected through observation, questionnaires, and documentation, and analyzed using descriptive quantitative and qualitative techniques. The findings indicate that the integration of Jeneponto cultural values Tabe’ Karaeng, Sipakatau, Sipakalabbiri, Sipakainga, Siri’ na Pacce, Akbulo Sibatang, and empo sipitangari was implemented effectively and became more optimal in Cycle II after improvements were made through Problem-Based Learning (PBL) and the use of more contextual local cases. Students’ social awareness increased from an average of 63.13% in Cycle I (categorized as Fair) to 80.42% in Cycle II (categorized as High). Similarly, students’ learning culture improved from 69.69% (Fair) in Cycle I to 82.66% (High) in Cycle II, meeting the classical mastery criteria. The study concludes that integrating local wisdom into classroom instruction not only strengthens students’ understanding of social studies content but is also effective in shaping their social character and learning habits. This model is recommended for development in other subjects and educational levels.

Hypertension remains a significant public health problem in Indonesia, including in the Parang Banoa neighborhood, Pallangga District, Gowa Regency. Therefore, this Field Learning Experience (PBL) activity was implemented with the aim of increasing community knowledge about hypertension, particularly regarding its prevention and control. The activity was carried out through several stages, including health education, questionnaires, and blood pressure checks for residents of RT 002 in the Parang Banoa neighborhood. The interventions provided included health education, distribution of educational posters, and blood pressure checks for 11 respondents. Results showed an increase in community knowledge after the intervention. Prior to the education, most respondents had sufficient knowledge (81.8%), with a small proportion having insufficient knowledge (18.2%). However, after the education, all respondents (100%) experienced an increase in knowledge regarding hypertension prevention and control. Therefore, ongoing health education and healthy lifestyle changes, such as reducing salt intake, quitting smoking, and regular exercise, are needed. These efforts are expected to reduce the incidence of hypertension in the Parang Banoa neighborhood and improve overall community health.

This systematic literature review examines research trends in problem-based learning (PBL) within blended learning contexts by analyzing 64 peer-reviewed articles from Scopus database published between2020-2024. Using PRISMA methodology, this study identifies key patterns including the dominance of medical education contexts (71.9%), the significant impact of COVID-19 pandemic on pedagogical innovations, and the prevalence of experimental research designs (34.4%). Findings reveal that blended learning emerged as the most researched approach (61%), followed by online/distance learning (23%) and flipped classroom models (11%). The analysis indicates increasing publication trends in 2022 and 2024, with Education Sciences and BMC Medical Education as leading publication venues. This review highlights research gaps in engineering and technology education contexts, limited exploration of long-term learning outcomes, and insufficient mixed-methods studies. These findings provide valuable insights for educators, researchers, and policymakers in designing effective learning strategies that integrate problem-based and blended learning approaches in diverse educational settings.

This study aims to describe the implementation of the Problem Based Learning (PBL) model in teaching personal and official letter writing, and to examine its impact on improving the writing skills of Grade VII B students at SMP Negeri 2 Banjarmasin. The study is motivated by students’ difficulties in distinguishing the structure and language style of personal and official letters, as well as their low engagement in the learning process. This research employed a descriptive quantitative approach using a One Group Pretest-Posttest design. The instruments included writing tests (pre-test and post-test) and observation sheets to assess students’ activities and attitudes. The results indicate that PBL positively influences students' writing abilities. This is evidenced by a significant increase in the average post-test scores compared to the pre-test, along with improvements in critical thinking, collaboration, and independence. Students also demonstrated better understanding of the structural and linguistic features of both types of letters. Thus, the PBL model is recommended as an effective instructional strategy to enhance the quality of writing instruction, particularly within the framework of the Kurikulum Merdeka.

Fifth grade students' consistently poor reading comprehension abilities, which impeded their overall academic development and participation in language acquisition, served as the driving force for this study. Using a comic assisted problem based learning (PBL) model, the study, which involved 39 students at SDN Purwamekar, aimed to improve learning activities in order to increase teacher and student participation and, eventually, improve fifth grade students' reading comprehension skills. By using comic strips to illustrate issues, this creative method made learning more engaging and accessible for younger students. In order to enable iterative improvements, the study was conducted over two cycles using classroom action research technique. Only 25% of students (eight people) successfully completed the learning objectives in the first cycle, according to preliminary findings, while 75% (24 students) failed, suggesting difficulties with student motivation and comprehension. This led to changes like improving comic material and fostering more cooperative conversations. Significant progress was seen by the second cycle, with 30 students meeting the completion criteria and only four falling short of the objectives, indicating improved engagement and skill growth. In conclusion, the comic assisted PBL model effectively boosted reading comprehension skills among fifth grade students. The research underscores the value of integrating visual aids and problem solving in education, offering practical insights for teachers to create more dynamic classrooms. Nonetheless, factors like time constraints and resource availability warrant further exploration to ensure sustainable implementation in diverse educational settings.

This study aims to improve the English speaking skills of students in class XI DPIB B at SMK Negeri 2 Malinau through the application of the Problem-Based Learning (PBL) model. The background of this research is the low speaking ability of students, which is characterized by limited vocabulary, lack of confidence, and low participation during English learning activities. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which was conducted in two cycles consisting of planning, action, observation, and reflection stages. The research subjects were 32 students of class XI DPIB B. Data were collected through speaking performance tests and observations of students’ learning behavior during the implementation of the PBL model. The collected data were analyzed using quantitative and qualitative techniques. The results showed a significant improvement in students’ speaking skills, as indicated by the increase in the average score from 64.00 in the pre-test to 68.75 in cycle I and 76.00 in cycle II. Furthermore, the percentage of learning completeness increased from 25% in the pre-test to 81.25% at the end of cycle II. Observational data also revealed positive changes in students’ learning behavior, including higher participation, increased motivation, and greater confidence in speaking English. These findings demonstrate that the Problem-Based Learning model is effective in improving students’ English speaking skills and learning engagement.

This study aims to determine the implementation and challenges  of the Promblem Based Learning (PBL) learning model and contextual approach to students. So, by knowing the results of the implementation, it is hoped that teachers can improve the way to teach students better. The method used in this study is descriptive qualitative with interviews via chat via whatsapp and provides google from to be filled in by Yuselvin Beo Wesso as a PPG student who teaches at SMP Negeri 6 Banjarmasin grade 8. She was chosen because she was a student of the Teacher Professional Program and also directly taught at school. The results obtained are the advantages and disadvantages of this model and approach. The advantage of this model is that it helps students to hone critical thinking skills through problem solving that can build students' connectivity with learning. The shortcoming faced in its application is that students find it difficult if they are directly asked for problem-solving discussions. In addition, the challenge faced is that teachers must be able to design learning that varies with the context of problem-solving and not all students can construct their experiences into written text. Therefore, efforts are made by applying the jigsaw method. The result of the application of this model and approach is that the students are quite good. Students can work together to complete assignments and be able to bring up topics relevant to daily life.

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.

This study investigates the implementation of the Problem-Based Learning (PBL) model integrated with animated video media to enhance student motivation, creativity, and learning outcomes in economics at MA Salafiyah. Employing a classroom action research approach with a pretest-posttest design, the research involved 35 grade XI students. Data were collected through observation sheets, motivation and creativity questionnaires, and learning outcome tests. The Shapiro-Wilk test was used to assess data normality, while the Wilcoxon Signed Rank Test evaluated the significance of differences between pretest and posttest scores. The findings reveal that the application of PBL with animated video media significantly improves student motivation, creativity, and learning outcomes. Students demonstrated increased engagement, generated more creative ideas, and showed deeper understanding of economic concepts. Motivation was reflected in higher posttest scores and active participation, while creativity was evident in the ability to propose innovative solutions and think critically. Learning outcomes improved substantially, with average scores rising from 46.142 (pretest) to 83.571 (posttest). The integration of animated video media in PBL created a dynamic and interactive learning environment that facilitated comprehension, stimulated interest, and encouraged practical application of knowledge. This study concludes that PBL supported by animated video media is an effective pedagogical strategy for improving educational quality in economics learning.

The objective of this community service activity is to facilitate the development of students' talents and interests in dance art. In addition to demonstrating proficiency in existing dance forms, students are expected to demonstrate the capacity to create original dance compositions inspired by local traditions. It is therefore essential to enhance the creativity of students in order to facilitate the development of their cognitive, psychomotor and affective abilities in alignment with the requirements of the curriculum. The Meusare creation dance training programme was conducted over a three-day period, from 9 am to 11 am, utilising a demonstration approach that integrated lecturers and students in the practice of diverse movement techniques. The dancers participating in the programme are students who have demonstrated aptitude and interest in the field of dance. The group comprises 10 women and 10 men. As a consequence of this training, the students were able to perform the Meusare-sare with their group, in a simple stage setting in front of the principal, the board of teachers, and all students at the school. The students' performance is the result of training in the form of PBL and can be appreciated by the school and other parties, thus ensuring the continuity and utility of this service.

This research was conducted with the main purpose of examining and analyzing the specific needs of elementary school teachers in designing and implementing a Problem-Based Learning (PBL) model that is grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, with the ultimate goal of enhancing students’ critical thinking skills as a crucial competency in the 21st century. The study is rooted in the understanding that critical thinking is not only a fundamental learning outcome but also a key skill for students to thrive in modern society, while at the same time recognizing the current limitations in technology integration within elementary-level PBL practices. A quantitative descriptive method was employed, involving a purposive sample of 100 elementary school teachers who provided data through structured questionnaires and interviews. The analysis focused on five core indicators, namely teachers’ initial knowledge of TPACK-based PBL, the availability of facilities to support its implementation, teachers’ participation in relevant professional training, the degree of TPACK integration in classroom learning, and the actual application of PBL in teaching practice. Findings revealed that only 36% of teachers possessed sufficient awareness of TPACK-based PBL, 40% reported having adequate facilities in their schools, 40% had previously joined related training, 36% had integrated TPACK into their instruction, and 50% had applied PBL in their classrooms. These results clearly demonstrate a significant gap between existing practices and the ideal conditions needed for maximizing the potential of TPACK-based PBL. Consequently, the study emphasizes the urgency of developing and strengthening this model by improving teacher knowledge, ensuring continuous professional development opportunities, and promoting the effective use of technology to foster innovative, contextual, and student-centered learning that can systematically nurture critical thinking abilities in elementary school students.

The rapid development of technology has made it increasingly important for the younger generation to acquire digital literacy skills at an early age. As technology becomes an integral part of daily life, it is essential to introduce fundamental programming concepts to students to prepare them for the future. This community service program aims to introduce 5th-grade students at Elementary School Emmaus Kediri to basic programming concepts using the Scratch platform. The program adopted the Project-Based Learning (PjBL) method, which emphasizes interactive learning through hands-on activities. The one-day session involved 17 students, who underwent a structured process consisting of a pre-test, material delivery, hands-on practice of creating simple animations, and a post-test. The learning materials included an introduction to the Scratch interface, how to use sprites, and basic coding blocks to develop simple animation projects. The evaluation results indicated a significant increase in students' understanding of basic programming concepts. The majority of participants successfully created simple animation projects using coding blocks and sprites, demonstrating their ability to apply the learned concepts. The students showed high enthusiasm throughout the learning process, indicating a strong interest in digital learning and coding. The high level of engagement further supports the potential for expanding similar programs in the future. This community service activity proved effective in introducing computational thinking and fostering creativity among elementary school students. It also demonstrated the effectiveness of interactive and hands-on learning approaches in enhancing students' digital literacy. As a result, this program has the potential to be implemented in other schools to promote early exposure to programming and support the development of digital skills among young learners

The rapid development of technology has made it increasingly important for the younger generation to acquire digital literacy skills at an early age. As technology becomes an integral part of daily life, it is essential to introduce fundamental programming concepts to students to prepare them for the future. This community service program aims to introduce 5th-grade students at Elementary School Emmaus Kediri to basic programming concepts using the Scratch platform. The program adopted the Project-Based Learning (PjBL) method, which emphasizes interactive learning through hands-on activities. The one-day session involved 17 students, who underwent a structured process consisting of a pre-test, material delivery, hands-on practice of creating simple animations, and a post-test. The learning materials included an introduction to the Scratch interface, how to use sprites, and basic coding blocks to develop simple animation projects. The evaluation results indicated a significant increase in students' understanding of basic programming concepts. The majority of participants successfully created simple animation projects using coding blocks and sprites, demonstrating their ability to apply the learned concepts. The students showed high enthusiasm throughout the learning process, indicating a strong interest in digital learning and coding. The high level of engagement further supports the potential for expanding similar programs in the future. This community service activity proved effective in introducing computational thinking and fostering creativity among elementary school students. It also demonstrated the effectiveness of interactive and hands-on learning approaches in enhancing students' digital literacy. As a result, this program has the potential to be implemented in other schools to promote early exposure to programming and support the development of digital skills among young learners

The construction of a gazebo on the grounds of the Rectorate Building at Campus 1 of Gorontalo State University is an integral component of the Building Design Studio I course, which bridges theoretical knowledge and practical application for vocational students. This study aims to explore the process of student involvement in the design, implementation, and completion of the gazebo project, as well as to assess its alignment with the theory of simple building design and construction. The methods used for this project included on-site design evaluations, selection of local materials, distribution of group tasks, site analysis, creation of technical drawings, phased construction involving the lower, middle, and upper structures, and finishing. The results indicate that students effectively translated their technical drawings into a functional and aesthetically appealing structure. The gazebo was built using locally sourced materials, such as wood and bamboo, ensuring the structure met necessary strength standards while blending harmoniously with the campus environment. The activity highlighted the relevance of theoretical knowledge, with discussions emphasizing key concepts such as sustainability, accuracy in measurement, and effective team coordination. Furthermore, students' active participation in the project significantly enhanced their technical and managerial competencies, fostering a sense of responsibility toward the maintenance and development of campus facilities. The hands-on nature of the project also allowed students to gain real-world experience in construction practices, which directly contributes to their vocational training. This project serves as an effective example of project-based learning in vocational education, combining practical skills development with theoretical understanding. By engaging in this real-world application, students were able to strengthen their problem-solving abilities and gain insights into the complexities of construction projects, ultimately preparing them for professional careers in the field of architecture and building design

21st-century learning is directed at the optimal use of technology and information. Optimal use of information technology is intended to improve student's critical thinking skills and work readiness. However, in reality, using learning media for accounting students is not optimal so learning feels boring. The purpose of this study was to determine the effectiveness of using digital comics based on Problem-Based Learning (PBL) to improve critical thinking skills and work readiness of accounting students. This study used an experimental research method, with a pretest-posttest control group design. Based on the results of the study, showed that the use of digital comic media based on PBL was effective in improving students' work readiness and critical thinking skills.

The research is motivated by the fact that not all teachers use technology-based media in teaching and learning activities, especially in learning about building cube and block spaces. Teachers use more objects around students as media. This research aims to develop learning media based on augmented reality technology on classroom building materials in grade IV elementary school using a valid, practical and effective Problem Based Learning model. The type of research used in this study is development research using the ADDIE (Analysis, Design, Develop, Implement and Evaluate) model. The subjects of product trials and research data collection were grade IV students of SDN 08 Surau Gadang. The validation instrument used in this study is in the form of a validation sheet which aims to determine the validity or not of learning media based on Augmented Reality technology on space building materials. The analysis technique in this study uses the validity of learning media and the practicality of learning media. The results of the study show that the development of learning media based on augmented reality technology on building materials for cubes, blocks and prisms with the Problem Based Learning (PbL) model has been developed using the ADDIE development model and obtained an average result from three expert validators with a percentage of 81.33% which is included in the "Very Valid" category. The practicality of teachers' response to learning media based on Augmented Reality technology in building materials for cubes, blocks and triangular prisms in grade IV of elementary school obtained a percentage result of 90% with the very practical category at SDN 09 Surau Gadang and 96% with the very practical category at SDN 08 Surau Gadang. The results of the effectiveness test at the first meeting were obtained with a learning outcome percentage of 82.16%. Then at the second meeting, the percentage of learning outcomes increased by 88.16% at SDN 09 Surau Gadang. Then at SDN 08 Surau Gadang, the results of the effectiveness test at the first meeting were 87.19% and the results of the effectiveness test increased at the second meeting by 93%.

21st century teachers are required to be professional, required to have a combination of 4 main skills, namely: academic, professional and social skills to educate and teach students effectively and efficiently. Increasing teacher academic competence is very important in supporting students' preparation for the 21st century generation, in addition to other competencies. Academic competency includes mastery of material and how to convey that material effectively and efficiently. This Community Service Activity (PKM) aims to improve teacher academic competence through training and mentoring activities with Project Based Learning (PJBL) and Problem Based Learning (PBL) learning models. The PKM method used is a service learning process. Participants in PKM activities are teachers from SMAN 1 Purwosari, Pasuruan Regency. Data was collected using techniques: observation, interviews, tests and questionnaires. The results of PKM activities show an increase in teacher academic competence regarding 2 learning models (PJBL and PBL). The teacher's response after participating in PKM activities was very good and positive and they even recommended similar activities in 2025.