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This study aims to improve student learning outcomes in Mathematics, especially simple fractions, through the application of the Problem Based Learning learning model. The background of this study is based on the need for an effective learning approach and encourage active student participation in learning simple fractions. The Problem Based Learning learning model is one of the learning approaches used to improve learning outcomes in Mathematics. This study applies the Problem Based Learning learning model to grade III students at SDN 001 Barong Tongkok in the 2024/2025 academic year. The study method used in this study is Classroom Action Research. Classroom action studies are applied through two cycles. Each cycle consists of four processes that are applied sequentially, namely planning, acting, observing, and reflecting. The class that is the subject of this study is grade I students with a total of 21 people. In the initial conditions, the average student score was 62.25. After implementing the first cycle, where the teacher applied the learning practice, the results obtained were that in cycle I, the average class score increased to 67.25, and in cycle II, the average score increased to 77.75. Through the action study applied through two cycles, a significant increase was obtained. Thus, it can be concluded that the Problem Based Learning learning model is effective in improving Mathematics learning outcomes in simple fractions in class III at SDN 001 Barong Tongkok

This research is motivated by the problems in class VIII of Al-Irsyad TI Bulaan Kamba Islamic Boarding School that the learning process is still centered on the teacher, lack of student response to mathematics learning, lack of student courage to ask the teacher, students still think mathematics is difficult and scary, lack of interest in learning mathematics, and students are less enthusiastic when participating in mathematics learning. One alternative learning that can be done to overcome these problems is to apply the Problem Based Learning learning model. This study aims to determine the effect of the Problem Based Learning learning model on the interest in learning mathematics of class VIII students of Al Irsyad TI Bulaan Kamba Islamic Boarding School. The hypothesis in this study is "there is a significant effect of the Problem Based Learning learning model on the interest in learning mathematics of class VIII students of Al Irsyad TI Bulaan Kamba Islamic Boarding School". This type of research is a pre-experiment with a one group pretest-posttest research design, the population in this study were all students of class VIII of Al Irsyad TI Bulaan Kamba Islamic Boarding School, the sampling used was Random Sampling, first a normality test, homogeneity test, and average similarity test were carried out on the population data. The sample in this study was class VIII A as the sample class. The instrument in this study was a questionnaire on students' interest in learning mathematics. The data analysis technique used in this study was the paired sample t test. The results obtained from the paired sample t test were t count = 2.81 and t table = 2.05 and sig = 0.0045 at a real level of α = 0.05. From these results it can be concluded that H0 is rejected and H1 is accepted. So it can be concluded that there is a significant influence of the Problem Based Learning learning model on the interest in learning mathematics of class VIII students of Al Irsyad TI Bulaan Kamba Islamic Boarding School.    

This research aims to determine the effect of the Problem Based Learning model on the critical thinking skills and cognitive learning outcomes. This type of research is True Experimental with pretest-posttest Control Group Design. The results of the research show that the average critical thinking ability and cognitive learning outcomes of students in the experimental class taught using the Problem Based Learning model are in the sufficient category with an average score of critical thinking ability of 61.69 and an average score of cognitive learning outcomes. 66.73 with students who achieved the KKM of 35%, while in the control class with the Discovery Learning model it was also in the sufficient category with an average critical thinking ability score of 49.00 and cognitive learning outcomes with an average of 44.23 with students who achieved the KKM. by 4%. Inferential analysis shows significant results with a value of sig>0.05 so that there is an influence of the Problem Based Learning learning model on critical thinking skills and student learning outcomes.