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This study aims to improve student learning outcomes through the implementation of the Problem Based Learning (PBL) model assisted by PowerPoint media in Mathematics for Grade I students at SD IT Riyadhoturrohman. The research employs Classroom Action Research (CAR) conducted in two cycles. Each cycle consists of three meetings, following the stages of planning, implementation, observation, and reflection. The research subjects were 16 students from Grade I of SD IT Riyadhoturrohman. The Problem Based Learning model was chosen because it encouraged students to be actively involved in learning through solving contextual problems, while PowerPoint media was used to help visualize the mathematical concepts being taught. The results showed an improvement in students' learning outcomes from the pre-action stage to Cycle I, and a further increase in Cycle II. Additionally, students demonstrated improved participation, conceptual understanding, and teamwork skills. Thus, the implementation of the Problem Based Learning model assisted by PowerPoint media proved to be effective in improving the mathematics learning outcomes of Grade I students at SD IT Riyadhoturrohman.

This study aims to examine the effect of the Problem Based Learning (PBL) model in Physical Education learning for volleyball at SMK Candra Naya Jakarta. The research method used was an experiment with a One Group Pretest-Posttest design. The sample consisted of 39 eleventh-grade students selected using Cluster Random Sampling technique. The research instrument was a test of overhead and underhand passing skills in volleyball. The results showed that the average pretest score of 14.05 increased to 17.77 in the posttest, with hypothesis testing (Paired Samples Test) yielding tcount > ttable (9.833) and a significance of 0.000 (p < 0.05). This proves that the PBL model significantly improves students' volleyball passing skills. Additionally, PBL encourages active participation, teamwork, and critical thinking skills. Therefore, the PBL model can be an innovative alternative in Physical Education learning, particularly for volleyball.

This research explores the application of the Problem-Based Learning (PBL) model to improve the quality of digital image processing learning in the Informatics Engineering Study Program. Through in-depth interviews, observations, and document analysis, this research shows that PBL has a positive impact on students' conceptual understanding, technical skills, and involvement in the learning process. Nevertheless, challenges such as planning relevant learning problems and evaluating the learning process were also identified. Support and training are needed for lecturers to overcome these challenges. These findings provide valuable insights for the development of problem-based teaching practices in the context of digital image processing.  

This research explores the application of the Problem-Based Learning (PBL) model to improve the quality of digital image processing learning in the Informatics Engineering Study Program. Through in-depth interviews, observations, and document analysis, this research shows that PBL has a positive impact on students' conceptual understanding, technical skills, and involvement in the learning process. Nevertheless, challenges such as planning relevant learning problems and evaluating the learning process were also identified. Support and training are needed for lecturers to overcome these challenges. These findings provide valuable insights for the development of problem-based teaching practices in the context of digital image processing.

This study was to find out how the application of the Problem Based Learning (PBL) model to the topic of Colligative Properties in the science program at SMA Negeri 1 Babalan Class XII academic year 2021–2022 would increase students' problem-solving skills and learning activities. Three cycles of action research were used in this study. 32 SMA Negeri 1 Babalan students from the first semester of the academic year 2021–2022 served as the study's subjects. The findings came from watching students engage in learning activities and testing their capacity to solve problems at each stage of the Cycle. The results demonstrated that 1) college students' problem-solving skills improved by implementing the PBL model on the Colligative Properties subject, with average values from Cycles I to II and III of 56, 77, and 87, respectively, while the percentage of classical completion from Cycles I to II and III was 44%, 62,5%, and 87%, with gains from Cycles I to II of 0,083 and from Cycles II to II equal to 0,35; 2). Applying the PBL model to the topic of Colligative Properties resulted in an increase in the students' learning activities, with an average value of 75 in sufficient criteria, 77 in sufficient criteria, and 85 in good criteria from Cycle I to Cycle II and Cycle III, respectively.

This study aimed to analyze the differences in the Project Based Learning (PJBL) and Problem-Based Learning (PBL) learning models at MA PPPI Miftahussalam Banyumas on disaster mitigation material. The type of research used in this study was quasi-experimental, with research subjects namely students of class XI MA PPPI Miftahussalam Banyumas, totaling 52 students. This data collection method uses the computational computation of the SPSS program. Data processing for comparison of Project Based Learning and Problem-Based Learning models uses the t-test. The results of the t-test show the value of Sig. (2-tailed) of 0.028 <0.05, it can be concluded that there is a significant difference between the average student learning outcomes with the Project Based Learning and Problem-Based Learning models. The mean difference value is -5.44 which indicates the difference between the average student learning outcomes with the Problem-Based Learning model and the Project Based Learning model or 77.56 – 83 = -5.44. It can be concluded that learning using the Project Based Learning learning model is significantly more effective than using the Problem-Based Learning model.

This study aims to find out whether there is an influence of the Problem Based Learning-Computational Thinking (PBL-CT) model on analytical thinking skills in terms of students' interest in Natural Sciences subjects. This research was conducted at the Kalam Kudus Christian Middle School in Malang in the 2022/2023 academic year. The design used in this study was a non-equivalent group design quasi-experiment. Retrieval of data using ten essay questions which are made according to indicators of analytical thinking ability and students' interest in science is measured by using a questionnaire.  Data analysis was carried out by the Two Way Anova parametric test. Based on the results of the analysis carried out, the results were obtained: (1) there were differences in analytical thinking skills between students who were taught using the Problem Based Learning and Problem Based Learning - Computational Thinking (PBL-CT) learning models with a significance <0.05. (2) there is no difference in the ability to think analytically between students who have a high, medium, and low interest in learning science as shown by a significance value of 0.748 > 0.05. (3) there is an interaction between Problem Based Learning - Computational Thinking (PBL-CT) on students' analytical thinking skills in terms of students' interest in natural science subjects with a significance value of <0.05