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This study aims to improve the learning outcomes of seventh grade students on the material of Linear Equation One Variable (PLSV) and Linear Inequality One Variable (PtSLV) through the application of the Problem Based Learning (PBL) learning model. This research is a Classroom Action Research (PTK) conducted in two cycles at Bustanul Ulum Pakusari Islamic Junior High School. Each cycle consists of planning, action, observation, and reflection stages. The results showed that in cycle I the average score of students was 69.3 with a completeness rate of 69%, while in cycle II there was an increase in the average score to 74.3 with a completeness rate of 74%. In addition, the activeness of students in the learning process increased from 76% in cycle I to 100% in cycle II. The application of the PBL model is able to increase the active involvement and learning motivation of female students, and has a positive impact on improving learning outcomes. Thus, the application of the PBL model is effective in improving the quality of mathematics learning, especially in PLSV and PtSLV material.

The role of teachers in enhancing students' active participation in the learning process, which is considered an important element in the success of teaching and learning activities. This study applies a descriptive qualitative approach and literature review to recognise the various elements that impact on student participation, including internal (psychological and physiological) and external (non-social and social) factors. The article also examines learning strategies such as problem-oriented learning, active learning and project-based learning to enhance student engagement. In addition, methods such as ‘Index Card Match’ and discovery-based learning models are used to increase student participation. The results showed that students' participation contributed significantly to their learning achievement, both through active involvement in discussions and the courage to ask questions. The author suggests the application of creative teaching methods as well as efficient teacher questioning skills to optimise students' participation potential in the classroom.

The research approach used is Classroom Action Research which is carried out in 2 cycles where each cycle is as many as 4 meetings, as for the learning steps given in the classroom action research approach, namely paying attention to teacher explanations, asking questions during discussions, collaborating with groups, presenting results and concluding material.The results showed that there was an increase in student learning outcomes seen from the test results obtained by students each cycle increased, besides that student activity in the classroom also increased. This can be seen from the number of percentages in the first cycle of the first meeting only got a percentage of 57.6% and 84.61% in the second meeting in the second cycle of the previous one, this is because students do not understand the Problem Based Learning (PBL) learning model. It was concluded that by using the Problem Based Learning (PBL) model. In learning Civics class IV UPT SPF SD Inpres Bontomanai is able to improve student learning outcomes.

This research was conducted at SMPN 03 Sungai Pua which was motivated by several problems, which the authors found in class VIII SMPN 03 Sungai Pua. Where in the learning process there is a lack of student activeness in PAI learning, the learning process only uses the lecture method and there are no interesting methods used in learning, learning is still teacher-centered which causes students to tend to be less active, and there are still many Grade VIII students who have not received maximum learning outcomes so that the quality of learning must be improved again. This research is a quantitative experimental research. This research is located at SMP Negeri 03 Sungai Pua. The population in this study amounted to 54 students. The sampling technique used is the random sampling technique. The instruments used in this study were questionnaires and documentation. Based on the results of the research that has been done, it shows that there is an influence of the make a match type of cooperative learning model on the activeness of students' PAI learning at SMP Negeri 03 Sungai Pua.  

He background of this research is the low learning outcomes of students in class III at SDN Ngijo 01 Gunungpati District, Semarang City, because the learning process is still centered on the teacher who still follows the habit in the order that begins with the teacher directly explaining the material, then evaluates students through practice. The expected goal in this study is to improve student learning outcomes in learning with the Problem Based Learning model. This type of research is Classroom Action Research which is focused on action as an effort to improve student learning outcomes by using the Problem Based Learning learning model for class III students at SDN Ngijo 01 Gunungpati District, Semarang City. This research consists of 5 cycles. Each of these cycles includes the stages of planning, implementing, observing and reflecting. The research subjects were class III SDN Ngijo 01 Semarang, totaling 21 students consisting of 10 male students and 11 female students. Data collection methods in this study are tests and observations. The research instruments used in this study were test questions and observation sheets. Data on learning outcomes tests were analyzed in a quantitative descriptive manner and the data in the form of observations were analyzed in a qualitative descriptive manner. The success criteria achieved by students and teachers in this study were seen from changes towards improvement and increasing student learning outcomes. The results of classroom action research carried out by the author in five cycles resulted in an increase in students' learning completeness. This can be seen from the percentage of students who pre-action achieved 38% classical mastery level, namely 8 out of 21 students. From the first cycle of students who completed only 12 or 57% of students' completeness, the second cycle had 62% classical completeness, the third cycle had 71% classical completeness, the fourth cycle had 86% classical completeness, the V cycle had 90% classical completeness. Due to the increase in student learning outcomes from having met the target of 85% so that the cycle ends in cycle V. Students show activeness in the learning process and students also understand more because they have direct learning experiences using the Problem Based Learning learning model. This proves that the Problem Based Learning learning model is able to improve student learning outcomes.