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This research uses a qualitative approach with a library research method, focusing on the development of pragmatic thinking in Western and Islamic traditions and its contribution to contemporary education. Data were obtained through literature reviews from books, scientific journals, and previous research results. Data analysis was conducted using content analysis techniques to identify similarities and differences in Western and Islamic pragmatic thinking. The results of the study indicate that Western pragmatism developed through Peirce, James, and Dewey, who emphasized truth based on practical consequences and usefulness in life. Islamic pragmatism, although not explicit, is reflected in the thoughts of Al-Ghazali and Ibn Khaldun, who combine revelation with empirical experience and public welfare. The contribution of pragmatism to contemporary education includes: (1) educational goals oriented towards social experiences and problem-solving; (2) the position of students as active subjects with growth capacity; (3) curriculum development that is flexible, experience-based, and adaptive to social changes. this research states that Western and Islamic pragmatism both provide important contributions to contemporary education, shifting the focus from knowledge transfer to the development of competencies and characters that are relevant.  

The Problem-Based Learning (PBL) model is a teaching strategy that focuses on students being the main participants in their education by engaging in the resolution of actual problems. This article looks into how PBL is applied in the classroom, its effects on enhancing students' critical thinking abilities, and the primary attributes of this model that aid in developing problem-solving skills. PBL consists of five key phases: identifying a challenge, organizing research efforts, performing both individual and group inquiries, gathering and sharing findings, and reflecting on the process. These phases create a learning experience that promotes teamwork, self-directed research, and thorough analysis of information. Findings from this research reveal that PBL significantly enhances students' critical thinking skills, particularly in areas like analysis, assessment of evidence, solution formulation, and articulating arguments logically. Furthermore, features of PBL, which include prioritizing students, addressing real-world issues, fostering self-directed learning, encouraging group collaboration, and positioning the teacher as a guide, play a crucial role in enhancing problem-solving capabilities. By tackling issues that relate to their daily lives, PBL motivates students to independently build knowledge, foster innovation, and reinforce their autonomy in the learning journey.

This study explores the implementation of the Problem-Based Learning (PBL) model combined with the Culturally Responsive Teaching (CRT) approach through the utilization of various forms of digital content to optimally enhance students’ learning outcomes. The research employs a descriptive qualitative design aimed at gaining an in-depth understanding of the learning process being implemented. The primary data were obtained from an analysis of the Grade VIII Indonesian language teaching module, while supporting data were collected through interviews with students of the Teacher Professional Education (PPG) program involved in the learning process. The findings indicate that the design and implementation of learning activities followed the stages of PBL systematically, thereby encouraging collaboration, active discussion, and problem-solving activities in the classroom. CRT principles were clearly reflected in the selection of learning materials related to students’ cultural backgrounds, such as speech texts representing Banjar and Javanese cultures. The integration of digital media, including Google Sites, instructional videos, and interactive quizzes, was proven to increase students’ engagement, motivation, and participation during the learning process. Overall, the synergy between PBL, CRT, and digital content created a more relevant, inclusive, and contextual learning environment and had a positive impact on improving students’ learning outcomes.

This study aims to explore students' experiences, reflections, and perceptions of innovative learning in drama studies through digital performance. This qualitative descriptive research utilized a case study approach with 36 students enrolled in the Drama Studies course (2025/2026) within the Indonesian Language and Literature Education program at Universitas Singaperbangsa Karawang. Primary data consisted of students' written reflections and digital performance artifacts, supported by secondary data from literature on constructivism, dual coding/multisensory theory, and emotional intelligence, as well as curriculum documents. Data collection involved documentation, participatory observation, and semi-structured interviews. Data analysis employed thematic analysis through systematic steps including reading, coding, categorization, interpretation, and presentation. Data validity was ensured through source triangulation, member checking, and peer debriefing. The findings indicate that digital performance provides positive learning experiences, strengthens the integration of theory and practice, fosters problem-solving skills, and develops collaboration, empathy, and students' emotional intelligence. These results affirm that digital performance-based drama learning is a pedagogical innovation relevant to 21st-century competencies and can serve as a model for project-based curriculum development in literature education.

Constructivism learning theory places learners as active subjects in constructing knowledge through learning experiences, social interactions, and reflection on their surroundings. This approach views learning not as a passive process of receiving information, but as an active process of constructing meaning based on the prior knowledge possessed by learners. This paper aims to comprehensively examine the development and definition of constructivist learning theory, its main principles and characteristics, and its implications in the learning process, particularly in the context of primary education. The writing method used is a literature study by analyzing various literature sources in the form of textbooks, scientific journal articles, and other relevant references related to constructivism theory. The results of the study show that constructivist learning emphasizes learner-centered learning, where knowledge is not transferred directly by the teacher but is constructed through a process of assimilation and accommodation. In this approach, teachers act as facilitators who design a conducive learning environment so that students are able to build understanding independently and through social interaction. The application of constructivist learning has been proven to encourage the development of critical thinking, problem solving, cooperation, and meaningful learning. Therefore, constructivist learning theory is relevant to be applied in modern learning as an effort to improve the quality of the learning process and outcomes of students.

Problem solving in permutation and combination requires the ability to understand context, choose strategies, and perform calculation procedures accurately. Based on the analysis of students' answers, it was found that difficulties arose consistently at each stage of problem solving according to Polya, namely the problem understanding stage, the planning stage, the plan implementation stage, and the rechecking stage. In general, students' weaknesses are not only related to their understanding of permutation and combination concepts, but also to their inability to apply problem-solving steps systematically. The results of the study indicate the need for a learning approach that not only focuses on mastering formulas, but also strengthens problem literacy, the ability to identify relevant information, and the selection of solution strategies appropriate to the characteristics of the problem. In addition, the habit of reflection through reviewing the process and results of the solution needs to be developed consistently so that students are able to recognize mistakes and improve their accuracy in solving permutation and combination word problems in a more accurate, logical, and structured manner.

The main objective of the Citizenship Education (PKn) course in higher education is to develop students into individuals with nationalist, participatory, and critical characters towards national dynamics. Conventional learning approaches that are still dominant in higher education, such as one-way lectures and memorization of materials, are considered less able to encourage active participation and the development of critical thinking patterns of students in the Citizenship Education (PKn) course. This study aims to identify the effectiveness of the application of innovative learning methods in improving students' activeness and critical thinking skills. Using a descriptive qualitative approach, data were collected through classroom observations, interviews with lecturers and students, and analysis of lecture documents from three study programs at Merdeka University of Malang. The results of the study showed that the application of learning strategies such as Project Based Learning, role playing, utilization of interactive multimedia, collaborative discussions, and nationality-based simulations were able to significantly increase students' participation and critical understanding. This method is relevant to the needs of learning in the era of globalization that demands digital literacy, cross-disciplinary collaboration, and contextual problem solving. Based on these findings, this study recommends the integration of innovative methods into the Civics curriculum in higher education, pedagogical training for lecturers, and the provision of technological infrastructure that supports the implementation of competency-based learning in the era of globalization.

The rapid development of technology in today's era requires every profession to align with existing developments. The teaching profession is no exception. Teachers must be able to utilize technology in the learning process to create an engaging learning environment for students. To support this capability, training is essential. This community service activity aims to provide training to teachers at Bancong  Elementary School in Wonoasri District, Madiun Regency, to familiarize themselves with and be able to use the GeoGebra application. This training also aims to improve teachers' competency in utilizing digital technology as a learning medium. The GeoGebra application is an effective application for solving mathematics problems in elementary schools, particularly in geometry, particularly plane figures. The implementation method for this activity includes preparation, training, and mentoring. The training was provided in the form of workshops and hands-on practice using GeoGebra-based mathematics learning media. The activity proceeded orderly and smoothly, and the training participants understood the material well, both theoretically and in practice.

The era of globalization demands that education systems produce human resources who are skilled, adaptable, and capable of competing in the international job market. However, several issues arise in efforts to prepare graduates who are well aligned with industry requirements. These challenges include the mismatch between competencies taught in educational institutions and those required by the workforce, limited digital literacy and technological mastery, the lack of soft skills development, and insufficient collaboration between schools and industries. Rapid technological advancements often result in curricula that lag behind the current skill demands of the labor market. Moreover, many students still lack the mindset, creativity, and adaptability needed to face global competition. This literature-based study aims to identify the main educational problems in preparing human resources for the world of work and propose strategic directions for improvement. Findings highlight the necessity of competency-based curriculum transformation, enhanced vocational training, integration of technology-based learning, and stronger partnerships between education providers and industry sectors. Enhancing teacher quality is also crucial to ensure learning processes remain relevant to global demands. By optimizing the roles of all stakeholders, education can produce graduates who possess not only technical expertise but also essential 21st-century skills such as communication, collaboration, problem-solving, and leadership. Therefore, education becomes the primary foundation for preparing a generation capable of competing globally and contributing to national development.

General education at Islamic Religious Higher Education Institutions (PTKI) plays an important role in developing students’ critical thinking skills so they can analyze religious and social issues reflectively and contextually. However, learning practices in PTKI are still dominated by teacher-centered approaches and low cognitive achievement, which limits the development of analytical, evaluative, and problem-solving abilities. Meanwhile, studies show that integrating digital media, particularly video, can improve conceptual understanding, motivation, and cognitive engagement, yet a digital video-based meaningful learning model specifically designed for the PTKI context remains limited. Therefore, this study aims to formulate a Digital Video-Based Meaningful Learning Model (MPBBVD) to enhance students’ critical thinking skills. This research employed a literature review method by analyzing books, scientific articles, research reports, and digital sources related to meaningful learning, constructivism, multimedia learning, digital video use, and critical thinking development. Data were analyzed descriptively and qualitatively to identify the theoretical foundations, learning syntax, and design principles of the model. The findings indicate that MPBBVD integrates Ausubel’s Meaningful Learning theory, constructivist perspectives from Piaget, Vygotsky, and Bruner, Mayer’s Multimedia Learning theory, and the critical thinking framework of Facione and Ennis. The model uses digital video as the main learning medium and applies the ACTIVE stages (Attend, Connect, Think, Interpret, Verify, Evaluate) to promote contextual and interactive learning. Integrating pre-, during-, and post-video activities supports knowledge construction, reduces cognitive load, and increases student engagement, contributing theoretically and practically to improving critical thinking in PTKI in the Industrial Revolution 4.0 era.

The implications of progressivism in learning serve as an essential foundation for building an educational process that fosters active, creative, adaptive, and innovative students in accordance with 21st-century competency demands. The progressive approach positions students at the center of the learning process through direct experience, deep exploration, collaboration, dialogue, experimentation, and problem-solving relevant to real-life contexts, ensuring that learning is not only focused on content mastery but also on the development of potential, character, independence, and higher-order thinking skills. This study employs a literature review method by examining primary and secondary sources on the principles of progressivism, active learning strategies, and their relation to the Merdeka Curriculum as a foundation for national educational transformation. The findings indicate that progressivism plays a significant role in shaping critical thinking, creativity, communication, collaboration, digital literacy, and initiative through the implementation of learning by doing, project-based learning, simulations, scientific experiments, reflective discussions, and technology integration that strengthens learner autonomy. This experience-based approach effectively supports students in constructing knowledge independently while enhancing confidence, responsibility, social awareness, and cooperative skills. However, its implementation still faces challenges such as passive learning culture, limited teacher competence in active methods, insufficient facilities, overloaded curriculum, psychosocial barriers, academic anxiety, and students’ low confidence in expressing opinions. These findings affirm that progressivism is highly relevant to educational reform in Indonesia; therefore, improving teacher competence, strengthening facilities, reinforcing policies, providing continuous support, and creating safe, democratic, inclusive, and supportive learning environments are essential to help students develop optimally as independent, creative, and innovative learners.

This research is a classroom action research (CAR) conducted at MA Darussalam with the aim of improving mathematics learning outcomes through the application of the Probing-Prompting model. The subjects of this study were 26 grade XII students. Data collection was carried out using learning outcome tests given before and after the application of the learning model. The collected data were analyzed quantitatively and qualitatively. The results showed that the average score of students' learning outcomes in cycle I reached 82.38, while in cycle II it increased to 86.15. Based on the learning outcome completion category used, the achievement of students' mathematics learning outcomes in cycle I was 73.07%, and in cycle II it reached 100%. The application of the Probing-Prompting model has proven effective in increasing students' motivation and understanding of the material being taught. Thus, it can be concluded that the use of the Probing-Prompting model has a positive effect on improving students' mathematics learning outcomes, showing a significant increase in their understanding and skills in solving mathematics problems.

This study aims to describe the application of the Problem-Based Learning (PBL) model in integrating Science and Indonesian Language learning on the theme of “Environmental Change” at SDN Patrang 02. This study uses a descriptive qualitative approach with teachers and fifth-grade students as the research subjects. Data collection techniques include observation, interviews, and documentation. Data analysis was conducted using thematic analysis, with stages of coding, theme identification, interpretation of meaning, and drawing conclusions based on patterns of findings that emerged from field data. The results showed that the application of the Problem Based Learning model was able to increase student learning activity, develop critical thinking skills, and improve language skills through discussion and report writing activities. Students showed high enthusiasm in solving real problems related to environmental changes around them. In conclusion, the application of the Problem-Based Learning model is effective in integrating science and Indonesian language learning and is able to improve students' critical thinking and literacy skills at SDN Patrang 02.

This abstract discusses the relevance of various 21st-century learning approaches in meeting the needs of students in the era of the digital revolution. The approaches discussed include collaborative learning, project-based learning, problem-based learning, discovery learning, inquiry-based learning, and contextual approaches. Each approach plays a crucial role in enhancing the understanding of academic content and developing much-needed 21st-century skills, such as critical thinking, creativity, collaboration, communication, digital literacy, problem-solving, and independent learning. In the context of history learning, the application of these approaches provides opportunities for students to learn actively through various methods, such as digital simulations, virtual history exhibitions, and digital document analysis. Furthermore, these approaches enable students to gain deeper and more contextual learning experiences, which are beneficial not only for understanding historical material but also for honing skills relevant to the demands of the modern world. The results of this study indicate that the integration of 21st-century learning approaches is highly relevant in preparing students to become an adaptive, innovative, and competent generation in facing the challenges faced in a world increasingly filled with technology and information.

This study examines the implementation of Project Based Learning (PjBL) in enhancing students’ understanding of moral values in Islamic Religious Education at the tenth grade of MA Yapina. The research is motivated by the urgent need to strengthen character education through learning experiences that are meaningful, contextual, and aligned with the challenges of contemporary moral degradation. Using a descriptive qualitative approach, this study analyzes learning activities, instructional documents, and students’ project outputs to explore how PjBL shapes their comprehension of akhlak as both knowledge and practiced behavior. Findings indicate that PjBL encourages active participation, collaboration, creativity, and reflective thinking, enabling students to interpret moral values through real-life situations and group-based problem solving. Projects assigned to students, such as posters, videos, and thematic presentations, foster deeper understanding because they require the integration of moral concepts into practical tasks. The role of the teacher as a facilitator further supports the learning process by guiding students in inquiry and project management. Despite challenges such as variation in student discipline and time constraints, the overall implementation of PjBL demonstrates positive effects on students’ cognitive and affective grasp of moral values. This study underscores the relevance of PjBL as an innovative pedagogical model for Islamic Religious Education and highlights its potential for strengthening character formation in madrasah settings. It also suggests the need for further research involving direct classroom observations and interviews to enrich empirical evidence on the long-term impact of PjBL on student character development.

Fifth grade students' consistently poor reading comprehension abilities, which impeded their overall academic development and participation in language acquisition, served as the driving force for this study. Using a comic assisted problem based learning (PBL) model, the study, which involved 39 students at SDN Purwamekar, aimed to improve learning activities in order to increase teacher and student participation and, eventually, improve fifth grade students' reading comprehension skills. By using comic strips to illustrate issues, this creative method made learning more engaging and accessible for younger students. In order to enable iterative improvements, the study was conducted over two cycles using classroom action research technique. Only 25% of students (eight people) successfully completed the learning objectives in the first cycle, according to preliminary findings, while 75% (24 students) failed, suggesting difficulties with student motivation and comprehension. This led to changes like improving comic material and fostering more cooperative conversations. Significant progress was seen by the second cycle, with 30 students meeting the completion criteria and only four falling short of the objectives, indicating improved engagement and skill growth. In conclusion, the comic assisted PBL model effectively boosted reading comprehension skills among fifth grade students. The research underscores the value of integrating visual aids and problem solving in education, offering practical insights for teachers to create more dynamic classrooms. Nonetheless, factors like time constraints and resource availability warrant further exploration to ensure sustainable implementation in diverse educational settings.

This study aims to determine the implementation and challenges  of the Promblem Based Learning (PBL) learning model and contextual approach to students. So, by knowing the results of the implementation, it is hoped that teachers can improve the way to teach students better. The method used in this study is descriptive qualitative with interviews via chat via whatsapp and provides google from to be filled in by Yuselvin Beo Wesso as a PPG student who teaches at SMP Negeri 6 Banjarmasin grade 8. She was chosen because she was a student of the Teacher Professional Program and also directly taught at school. The results obtained are the advantages and disadvantages of this model and approach. The advantage of this model is that it helps students to hone critical thinking skills through problem solving that can build students' connectivity with learning. The shortcoming faced in its application is that students find it difficult if they are directly asked for problem-solving discussions. In addition, the challenge faced is that teachers must be able to design learning that varies with the context of problem-solving and not all students can construct their experiences into written text. Therefore, efforts are made by applying the jigsaw method. The result of the application of this model and approach is that the students are quite good. Students can work together to complete assignments and be able to bring up topics relevant to daily life.

The research intends to formulate an integrative approach for designing the Merdeka Curriculum based on Deep Learning in the Economics subject at SMA N 1 Boyolali. The rapid advancement of digital technology demands more adaptive, contextual, and student-centered learning models aligned with 21st- century competencies. Using a an exploratory research approach supported by a structured assessment of prior studies (SLR), this research synthesizes theoretical perspectives and previous studies related to curriculum design, deep learning, and educational innovation. The results reveal that the incorporation of Deep Learning into the Merdeka Curriculum offers a more responsive and data-driven framework, enabling deeper conceptual understanding, critical thinking, and problem-solving skills in Economics learning. However, several challenges were identified, including teachers limited digital competence, insufficient infrastructure, and minimal curriculum innovation training. The study emphasizes the significance of combining technological and pedagogical innovation to strengthen learning quality. The results provide a conceptual model that educators can adopt to design an adaptive curriculum aligned with students’ characteristics and contemporary educational demands.

This study aims to identify various aspects that pose obstacles or difficulties for students in learning Mechanics. This study uses a qualitative descriptive approach that focuses on describing the types of difficulties students encounter in solving mechanics problems. The research subjects were first-semester students of the Science Education Study Program at KH. Mukhtar Syafaat University (UIMSYA) Blokagung Banyuwangi who were taking Basic Physics courses on Mechanics material. Data collection was carried out through diagnostic tests and interviews with students. The instruments used were diagnostic tests and interview guidelines. The location of students' learning difficultdiies was analyzed based on the errors that appeared in the completion of the diagnostic test. The results showed that the main difficulty students had in learning mechanics was in mastering basic mathematical skills, particularly in differential and integral material. Therefore, lecturers or teachers need to design and develop more appropriate learning strategies so that students' problem-solving skills can improve.

This study aims to analyze the effectiveness of the STEM approach and the scientific approach in learning Trigonometry in terms of students’ mathematical problem-solving ability and self-efficacy. The research employed a quasi-experimental method with a nonequivalent comparison group design. The study population consisted of all Grade X MIPA students at MA Al-Ma’had An-Nur in the 2023/2024 academic year, with the sample taken from classes X MIPA 1 and X MIPA 2. Data collection instruments included pre-test and post-test assessments of mathematical problem-solving ability and a student self-efficacy questionnaire. Effectiveness criteria were based on post-test averages exceeding 75 for problem-solving ability and self-efficacy scores above 72, as well as improvements from pre-test results. Data were analyzed using the t-test at a 5% significance level to determine learning effectiveness in both groups. Differences in students’ initial conditions and treatment effects were examined using Hotelling’s T² and the N-Gain score test. An independent-sample t-test of N-Gain was used to compare the superiority between the two approaches. The results indicated that both the STEM and scientific approaches were effective in improving students’ mathematical problem-solving ability and self-efficacy. The STEM approach significantly influenced both variables and was superior in enhancing problem-solving ability, although not superior in improving students’ self-efficacy.