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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

This study aims to determine the effect of a combination of Discovery Learning and Problem Based Learning on the problem solving abilities of class X students at SMA Negeri 9 Malang. The method used in this research is quasi-experimental with a quantitative approach. Data collection techniques used were interviews, problem-solving ability tests, sheet validation and documentation. The results showed that there was a significant influence on the problem solving abilities of students using a combination of Discovery Learning and Problem Based Learning models in biology class X IPA Malang State High School which can be seen from the sig (2tailed) value of 0.002<0.05. The combination of the Discovery Learning model with Problem Based Learning provides opportunities for students to be actively involved in the learning process to solve problems that occur in everyday life starting from finding problems, analyzing problems to drawing conclusions

Analysis of E-Learning Information Systems is certainly one of the efforts that can be made to overcome problems that arise in the process of implementing teaching and learning activities (KBM) in each school. Soft System Methodology (SSM) analysis is a method used to help model unstructured problems. The SSM methodology is suitable for assisting an organization in defining their goals and then building a human activity system to achieve those goals. The relationship between the internal and external academic community involves teachers, parents of students, students and school administrators to develop information for supervision and student Development approaches. E-Learning analysis using the Soft Systems Methodology (SSM) approach is expected that the E-Learning information system will be able to answer existing challenges and problems. This study carried out a CATWOE analysis of the holons and elements (Client, Actor, Transformation, World View, Owner, Environment) found in case studies, building E-Learning models by applying the roles of humans, processes and technology as knowledge-forming elements, then analysis. holons based on the modeling of the resulting Knowledge. The analysis of E-Learning needs is answered by the need between the internal staff of teachers, employees, counseling and external students and parents to improve the quality of teaching and learning activities and student development.

The problem in this study is the low quality of learning Business Economics class X Office Automation and Governance, which is known from the average student learning outcomes in the subject of Business Economics only reaching 67.43, in other words it has not reached the specified KKM, which is equal to 78, this is due to the lack of use of media images with learning models in the teaching and learning process, lack of student interest, and low student learning outcomes in learning Business Economics. Therefore, this research discusses the use of media images with the Examples Non Examples learning model to improve student learning outcomes in class X Business Economics Automation and Office Management at SMK Negeri 8 Samarinda. This study uses the Classroom Action Research (PTK) method, the research procedure used is in the form of cycles and each cycle is carried out through four stages, namely: planning, implementing, observing, and reflecting. The data collection technique was carried out using qualitative techniques, while the data collection tool used was a question instrument. The subjects of this study were class X students of Office Automation and Governance at SMK Negeri 8 Samarinda with a total of 35 students. The results showed that the use of media images with the Examples Non Examples learning model can improve student learning outcomes in learning Business Economics. This can be seen from the completeness of student learning outcomes in the pre-cycle, namely 18 students (51.43%), there was an increase in cycle I, namely 27 students (77.14%) and in cycle II it increased to 35 students (100%). Based on the results of the study, it can be concluded that the use of media images with the Examples Non Examples learning model can improve student learning outcomes in the subject of Business Economics class X Office Automation and Management at SMK Negeri 8 Samarinda.

In choosing the right learning model, a teacher must pay attention to students' abilities and choose a learning model that can motivate them to learn and develop their potential so they can overcome problems in life. Problem-Based Learning is considered a learning model that can help students maximize their potential and develop skills in solving problems in everyday life. This study aims to critically analyze the application of problem-based learning models in the field of study of Islamic Religious Education. Through a literature study approach, this study focuses on a critical analysis of the basic concepts, principles, and procedures for applying the Problem-Based Learning method in learning Islamic Religious Education. The results of the research show that in order to implement PBL in the learning process, teachers should follow the procedures or implementation stages. The procedure for implementing PBL is divided into several steps, namely: problem orientation, organizing students to study (in groups), investigation or data collection, developing and presenting work results, and finally; evaluation and reflection.