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This study aimed to develop teaching materials based on Problem Based Learning (PBL) assisted by Canva media for teaching biography writing to tenth-grade vocational high school students and to examine their validity, practicality, and effectiveness. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The participants were 30 tenth-grade vocational high school students. Data were collected through observation, interviews, expert validation questionnaires, student response questionnaires, biography-writing tests, and documentation. The data were analyzed using descriptive quantitative and qualitative techniques. The results revealed that the developed teaching materials achieved a validity score of 95%, categorized as highly valid based on evaluations by subject-matter and media experts. The practicality level reached 94%, categorized as highly practical according to students’ responses. Furthermore, the effectiveness test demonstrated an improvement in students’ biography-writing skills, as indicated by the increase in the average score from 63.47 in the pretest to 84.73 in the posttest. The Normalized Gain (N-Gain) score of 0.58 was categorized as moderate. These findings indicate that the Canva-assisted PBL teaching materials are valid, practical, and effective for use in biography-writing instruction for vocational high school students. The study contributes to innovations in Indonesian language teaching by integrating problem-based learning with digital technology to enhance students’ writing skills.

Penelitian ini bertujuan untuk menganalisis penerapan model Problem Based Learning (PBL) dalam pembelajaran Pendidikan Agama Islam di SMK N 1 Abung Selatan, Lampung Utara, serta pengaruhnya terhadap keaktifan dan hasil belajar siswa. Latar belakang penelitian ini didasarkan pada masih rendahnya partisipasi siswa dalam proses pembelajaran PAI yang cenderung berpusat pada guru. Oleh karena itu, diperlukan model pembelajaran yang mampu mendorong siswa berpikir kritis, aktif, dan mampu memecahkan masalah yang berkaitan dengan kehidupan sehari-hari. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu (quasi experiment) melalui desain pretest-posttest control group. Subjek penelitian adalah siswa kelas XI yang dibagi menjadi kelas eksperimen dan kelas kontrol. Teknik pengumpulan data meliputi tes hasil belajar, observasi keaktifan siswa, dan dokumentasi. Data dianalisis menggunakan uji statistik untuk mengetahui perbedaan hasil belajar antara kedua kelompok. Hasil penelitian menunjukkan bahwa penerapan model PBL dalam pembelajaran Pendidikan Agama Islam memberikan pengaruh yang signifikan terhadap peningkatan hasil belajar dan keaktifan siswa. Siswa pada kelas eksperimen menunjukkan kemampuan berpikir kritis yang lebih baik serta keterlibatan yang lebih tinggi dalam proses pembelajaran dibandingkan dengan kelas kontrol. Dengan demikian, model Problem Based Learning dapat menjadi alternatif yang efektif dalam meningkatkan kualitas pembelajaran Pendidikan Agama Islam di SMK.

This study aims to analyze the effect of the implementation of the Flipped Classroom model with a Deep Learning approach on the critical thinking and collaboration skills of Phase F XI students on the digestive system material. The study used a mixed methods with an embedded experimental design type. The research sample consisted of one experimental class that received Flipped Classroom learning with a Deep Learning approach and one control class that received Problem Based Learning (PBL) learning. Data on critical thinking skills were collected through essay tests, while collaboration skills were obtained through observation sheets. Quantitative data analysis used One-Way MANCOVA and qualitative analysis was carried out through data reduction, data presentation, and drawing conclusions assisted by NVivo. The results showed a simultaneous significant effect between the learning model on students' critical thinking and collaboration skills after controlling for initial abilities with a significance value of 0.002 (p<0.05). The average posttest critical thinking of the experimental group was 71.69 higher than the control group at 62.53. Meanwhile, the collaboration skills of both groups showed a relatively balanced increase. The ANCOVA results showed that the Flipped Classroom model with a Deep Learning approach significantly impacted critical thinking skills, but did not show a significant difference in collaboration skills. The research findings indicate that the integration of Flipped Classroom and Deep Learning is effective in improving students' critical thinking skills and supporting 21st-century learning.

This study investigates the development of Indonesian language literacy among third-grade elementary school students. The primary problems identified were acute classroom passivity and low reading comprehension, evidenced by an initial learning mastery of only 45.16%, which were largely driven by conventional teacher-centered pedagogy. The objective of this research is to enhance early-grade reading literacy and active participation through an innovative instructional intervention. The proposed method employed a two-cycle Classroom Action Research (CAR) design at SDN Jrebeng Kulon 1, integrating the Problem-Based Learning (PBL) model assisted by serial picture media. This approach utilizes chronological visual scaffolding to facilitate narrative comprehension for students in the concrete operational stage. The results demonstrated a highly significant academic progression: classical learning mastery increased to 70.97% (mean score: 80.80) in Cycle I and culminated in an absolute 100% mastery rate (mean score: 94.51) by the end of Cycle II. The synthesis of these findings reveals that transitioning from static visual aids to serial visual stimuli within a problem-oriented framework effectively mitigates cognitive dissonance and eradicates classroom passivity. In conclusion, the integration of the PBL model with serial picture media serves as a comprehensive pedagogical solution that not only maximizes cognitive reading comprehension but also reconstructs students' verbal articulation and social-collaborative skills, offering a highly scalable strategy for early primary education.

The era of globalization presents challenges of moral degradation among students, including intolerance, individualism, and declining nationalism. These issues make character strengthening through Civic Education (PKn) a national priority. This study aims to analyze the effectiveness of PKn in shaping students’ character, particularly the values of religiosity, nationalism, independence, mutual cooperation, and integrity. The research employed a qualitative Library research design using secondary data from 18 scientific journals and 2 books published between 2021 and 2026. Data were collected through literature review and analyzed using content and thematic analysis to identify patterns of PKn implementation and its impact. The findings indicate that PKn effectively develops Good citizenship through character education based on Pancasila. Effective strategies include teacher role modeling, Problem-Based Learning (PBL), and digital media such as infographics and gamification. These approaches were reported to improve empathy, national loyalty, and integrity among students. The Merdeka Curriculum further supports character development by emphasizing affective learning through authentic projects. Challenges arising from foreign cultural influences can be addressed through collaboration among schools, families, and communities. The study concludes that PKn plays a significant role in strengthening students’ character and supporting the realization of Golden Indonesia 2045 through sustainable character education.

This study was motivated by the low basic multiplication skills of third-grade elementary school students, particularly in conceptual understanding, calculation accuracy, and problem-solving abilities. The objective of this study was to determine the effect of the Jarimatika method combined with the Problem Based Learning (PBL) model on students’ basic multiplication skills. This study employed a quantitative approach using a one-group pretest-posttest design. The participants were 30 third-grade students of SD Negeri Sukanegara. Data were collected through pretest and posttest instruments that had been tested for validity and reliability. The results showed a significant improvement in students’ multiplication skills after the treatment, as indicated by the increase in the mean score from 55.17 in the pretest to 80.00 in the posttest. The paired sample t-test analysis revealed a significant difference between pretest and posttest scores (t = -10.951, p = 0.000 < 0.05). The findings indicate that the implementation of the Jarimatika method combined with the Problem Based Learning (PBL) model effectively improves students’ basic multiplication skills and supports more active and meaningful mathematics learning.

This study addresses the issue of suboptimal student academic performance, which is frequently linked to the selection of instructional strategies that do not actively engage learners. Learning outcomes represent a multidimensional construct involving knowledge acquisition, attitude development, and skill formation. Therefore, the application of an appropriate learning model is essential to support meaningful learning experiences. This research aims to investigate the impact of implementing a Problem Based Learning (PBL) model supported by audio-visual media on students’ academic achievement. A quantitative approach with a quasi-experimental design was employed. The study involved two groups: an experimental class receiving the PBL intervention and a control class experiencing conventional instruction. Data were collected through pretest and posttest assessments and analyzed using both descriptive and inferential statistical techniques. The findings reveal a statistically significant difference between the two groups, indicated by a significance value below 0.05. This confirms that integrating problem-based strategies with audio-visual support contributes positively to improving students’ learning outcomes. The results highlight the importance of student-centered learning environments in fostering deeper understanding and engagement.

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.

This study aims to examine the effects of applying a Problem-Based Learning (PBL) method combined with PhET simulation tools on enhancing critical thinking skills among eighth-grade students at SMP Negeri 4 Singaraja when learning vibration and wave topics. It adopted a quasi-experimental approach with a Pretest-Posttest setup and non-equivalent control group design. The participant cohort comprised 75 students distributed across two groups: the treatment group (n=38) who engaged in learning activities using PBL supplemented by PhET simulation, and the comparison group (n=37) who received PBL instruction without PhET simulation support. Data collection was conducted through essay-type assessment instruments containing 7 questions designed to evaluate critical thinking competencies based on Ennis' theoretical framework. Data processing employed descriptive statistical analysis, N-Gain Score computation and ANCOVA testing were conducted at a 0.05 significance level. Results showed the treatment group's average Posttest score at 84, compared to 66 for the control group. The ANCOVA produced an F-value of 103.701 (p < 0.001), confirming a statistically significant difference in critical thinking skills between the groups. The adjusted mean Posttest scores were 83.99 for the treatment group and 66.01 for the comparison group, reflecting a differential of 17.99 points. Consequently, the findings substantiate that the integration of PBL with PhET simulation demonstrates greater effectiveness in fostering students' critical thinking skills in comparison to conventional PBL implementation without technology-enhanced simulation assistance.

The low achievement of students in the subject of Islamic Religious Education (PAI) indicates the urgency of pedagogical innovations that can simultaneously escalate engagement and academic performance. In relation to this, this study aims to analyze the effectiveness of implementing the Problem-Based Learning (PBL) model in optimizing the learning outcomes of Islamic Religious Education (PAI) for 11th-grade students at SMAS Nurul Hikmah Jonggol. This study applies the Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, conducted in two cycles, where each cycle includes the phases of planning, action implementation, observation, and reflection. The subjects of the study consisted of 36 students, with data collection instruments in the form of learning outcome tests and instructional activity observation instruments. Data analysis was conducted using a mixed-methods approach; quantitative data were descriptively processed to calculate the class average and the percentage of classical learning completeness, while qualitative data were explored to represent the degree of participation and engagement of students during the learning process. The research results confirm a significant improvement in learning outcomes following the implementation of the PBL model. This is reflected in the fluctuation of the average class score, which increased from 72 at the pre-cycle stage to 80 in Cycle I, and reached 92 in Cycle II. In line with this, the percentage of classical learning completeness also experienced a progressive increase from 66.6% to 86.1% in Cycle I, and up to 97.2% by the end of Cycle II. These findings demonstrate that the PBL model is effective in stimulating learning outcomes, active participation, critical thinking skills, and collaborative skills in PAI learning. Based on this empirical evidence, PBL can be positioned as an innovative and contextual alternative learning strategy to continuously improve the instructional quality of PAI at the secondary education level.

This study aims to improve students’ learning activities and learning outcomes through the implementation of the Problem Based Learning (PBL) model in the fuel injection system material for twelfth-grade Ototronik students. The background of this research is the low level of student participation and learning outcomes in the classroom. This research employed Classroom Action Research with two cycles involving 34 students. Data were collected using observation sheets to measure students’ learning activities and tests to assess learning outcomes. The results showed a significant improvement in both aspects. In the first cycle, 73.52% of students demonstrated active participation, which increased to 97.02% in the second cycle. Meanwhile, students’ average learning outcomes improved from 65.15 in the pre-cycle to 72.20 in the first cycle and reached 77.35 in the second cycle. These findings indicate that the implementation of the PBL model effectively enhances student engagement and academic achievement. Therefore, the PBL model can be used as an alternative teaching strategy to improve learning quality in vocational education, particularly in automotive subjects.  

Education plays an important role in shaping the quality of human resources, particularly in developing students' critical thinking skills. In the learning process at school, teachers not only act as providers of information but also as facilitators who are able to create active, creative, and participatory learning environments. However, in practice, the learning process is still often dominated by one-way lecture methods, which tend to make students passive and less involved in the learning process. This condition affects the development of students’ critical thinking skills. Therefore, learning strategies that actively involve students are needed, one of which is through the implementation of Problem Based Learning (PBL).This study aims to analyze the strategies used by Islamic Religious Education teachers in implementing Problem Based Learning and its impact on students’ critical thinking skills at SMA Pembangunan V YAPIS Waena. This research employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation, while data analysis used the Miles and Huberman model which includes data reduction, data display, and conclusion drawing.The results of the study indicate that the implementation of Problem Based Learning is carried out through several stages, including presenting problems related to daily life, group discussions, problem analysis, and the presentation of discussion results by students. The implementation of this learning model increases students’ activeness in the learning process and encourages the development of critical thinking skills, such as identifying problems, analyzing information, expressing opinions, and drawing logical conclusions. Therefore, Problem Based Learning can be considered an effective learning strategy for improving students’ critical thinking skills in Islamic Religious Education learning.

This study aims to determine the effectiveness of using vlogs as a Project Based Learning (PBL) media in the Fantasy Makeup course to enhance students’ soft skills, particularly in communication, public speaking, creativity, and problem solving. This research employed a pre-experimental design with a one group pre-test and post-test design. The sample consisted of 25 students selected through a census sampling technique, in which the entire population was used as the research sample. Data were collected through observation and questionnaires administered in two stages: a pre-test before the implementation of the learning model and a post-test afterward. The data were analyzed using a Paired Sample T-Test to identify the mean differences in students’ soft skill scores before and after the learning treatment. The results showed a significant improvement in communication, public speaking, creativity, and problem-solving abilities after the implementation of the vlog-based PBL model. Therefore, the use of vlogs is proven to be an effective and innovative learning medium to strengthen students’ soft skills in the context of the Fantasy Makeup course.

This study aims to determine the effectiveness of using Problem Based Learning (PBL) oriented E-LAPD to improve students' metacognitive skills on chemical equilibrium material, especially on the sub-material of factors that influence chemical equilibrium shifts. This study was conducted at SMAS Hang Tuah 4 Surabaya class XII-2 as many as 25 students. The type of research used is research and development (R&D) with a 4-D model that was tested on a limited basis using a one-group pretest-posttest design. Scoring on the pretest-posttest uses N-gain (normalized gain) which aims to determine the increase in metacognitive skills through the results of students' pretest-posttest scores. The results showed that the N-gain value for each component of metacognitive skills, namely planning skills, monitoring skills, and evaluating skills, obtained values ​​​​sequentially, namely 0.85; 0.73; and 0.74 which are included in the high category, from the assessment shows that the use of PBL oriented E-LAPD is declared effective in improving students' metacognitive skills. This is supported by the results of the Metacognitive Awareness Inventory (MAI) questionnaire, which showed a percentage of planning skills of 82.43% with very good criteria, monitoring skills of 81.86% with very good criteria, and evaluating skills of 77.67% with good criteria. These results indicate that the MAI questionnaire can support pretest-posttest data to determine the improvement of metacognitive skills in students.

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.

The primary objective of this research is to enhance English academic proficiency among seventh-grade pupils at UPT SMP Negeri 4 Takalar, specifically regarding "Introduction" subject matter, through the application of the Problem-Based Learning (PBL) framework. This study was necessitated by observed deficiencies in student engagement and challenges in vocabulary acquisition, particularly concerning regular and irregular verbs, which had previously led to unsatisfactory academic performance. Utilizing a Classroom Action Research (CAR) design, the investigation was executed over two distinct cycles with a cohort of 24 students from Class VII B. Data acquisition involved the administration of performance assessments and systematic classroom observations. Subsequent analysis revealed a marked enhancement in learning achievements. During Cycle I, the mean score was recorded at 78.75, corresponding to a classical mastery rate of 37.5%. Following instructional refinements in Cycle II, the average score rose to 80.42, while the classical mastery rate increased to 50%. Moreover, observational evidence highlighted constructive behavioral shifts characterized by heightened engagement in collaborative discussions and improved oral communication confidence. Consequently, this study concludes that deploying the PBL model serves as an effective strategy for augmenting both English academic achievement and social interaction within the classroom environment.

This study aims to determine the effect of implementing the Problem-Based Learning (PBL) model on student learning outcomes in the Ignition System competency at SMKN 1 Katapang. The background of this study stems from the low understanding of students regarding the ignition system material due to the dominant use of the Teacher-Centered Learning (TCL) model, which tends to make students passive and only memorize concepts without understanding the overall working process. PBL is considered more relevant because it emphasizes real problem-solving, critical thinking, collaboration, and analysis according to constructivist theory. The method used is a quasi-experiment with a Nonequivalent Control Group Design. The research subjects consist of two classes of 11th-grade Light Vehicle Engineering students: an experimental group using the PBL model and a control group using TCL, with a total population of 70 students. Data collection was done through pretests and posttests using a validated multiple-choice objective test instrument. Data analysis includes comparing the learning outcome improvements of both groups to determine the effectiveness of PBL. The results show a more significant improvement in learning outcomes in the class using the PBL model compared to the TCL class. This proves that the implementation of PBL is effective in improving analysis skills and diagnostic skills in the ignition system. Therefore, PBL is recommended as a more suitable teaching model for practice-based subjects in vocational schools, especially in automotive electrical competencies.

This study aims to determine the effectiveness of the Problem Based Learning (PBL) model integrated with Canva in improving students’ reflective thinking skills in the Aqidah Akhlaq subject at MTsN 3 Tuban. Reflective thinking is an essential competency that enables students to analyze moral behavior, evaluate decision-making processes, and connect Islamic ethical concepts with real-life experiences. However, preliminary observations indicated that students’ reflective thinking skills were still low and tended to remain at the level of theoretical understanding without deeper analysis. This research employed a pre-experimental design using a one-group pretest–posttest model. The subjects consisted of 30 eighth-grade students. The research instrument was a reflective thinking test developed based on indicators of moral evaluation, situation analysis, and experiential reflection, which had been validated through expert judgment. The learning process was conducted by applying the stages of Problem Based Learning integrated with Canva as a visual media to organize problem-solving steps and present students’ reflective outputs. Data were analyzed using descriptive statistics and a paired samples t-test. The findings showed a significant improvement in students’ reflective thinking skills after participating in PBL learning supported by Canva. Pretest scores ranged from 48 to 71 with an average of 59.67, while posttest scores increased to a range of 60 to 89 with an average of 71.20. The mean gain of 11.53 points was statistically significant as indicated by the t-test results (t = 10.39; sig. = 0.000), further supported by Cohen’s d value of 1.90, which falls into the category of a very large effect size. Qualitatively, students demonstrated enhanced abilities in identifying core problems, analyzing alternative actions, evaluating their cognitive processes, and visualizing moral reflections systematically through Canva. In conclusion, the PBL model integrated with Canva is effective in improving students’ reflective thinking skills in the Aqidah Akhlaq subject. This model not only enhances academic outcomes but also strengthens character development, creativity, and higher-order thinking skills, which are essential for 21st-century learning.

This study aims to develop Student Worksheets (LKPD) assisted by e-comics in the Problem Based Learning (PBL) model to improve the mathematical literacy of seventh grade students. The background of this study is the low mathematical literacy skills of students in data and diagram materials that require the skills of understanding, interpreting, and using mathematical concepts in everyday contexts. The research method used was Research and Development (R&D) with a 4-D development model (Define, Design, Develop, Disseminate). The research subjects were seventh-grade students at a junior high school in Klaten. The instruments used included expert validation sheets, student response questionnaires, and mathematical literacy tests. The results showed that the e-comic-assisted LKPD developed had a validity level of 92.02% in terms of media and 92.76% (highly valid) in terms of material. The practicality test conducted by teachers yielded a result of 86.25% (practical), while the practicality test conducted by students yielded a result of 83.38% (practical. The average Gain Score obtained was 0.59, which falls into the effective category. Furthermore, the classical mastery results were in the very high category. Thus, e-comic-assisted worksheets in the PBL model are effective in improving mathematical literacy. Therefore, these worksheets are suitable for use as an innovative learning resource to support contextual, interesting, and student-centered mathematics learning.

This study aims to apply the Problem Based Learning (PBL) model based on the Culturally Responsive Teaching (CRT) approach to improve junior high school students' argumentative literacy in speech text material. The study was conducted on grade VIII-E students of SMP Negeri 7 Banjarmasin with a descriptive qualitative approach through documentation and observation of teaching modules, teacher reports, and learning evaluation results. The results of the study indicate that the application of PBL syntax - starting from problem orientation through contextual speech texts, group work with LKPD, presentation of discussion results, to evaluation using applications such as Kahoot is able to improve students' abilities in analyzing text structures, compiling arguments, and expressing opinions logically and critically. The CRT approach strengthens the relevance of the material to the students' cultural background, thus encouraging active involvement and deeper understanding. The application of PBL and CRT has proven effective in forming critical thinking skills and improving the quality of Indonesian language learning that is more contextual and meaningful.