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This study aims to assess the impact of using Talking Stick game as a learning media on students' learning outcomes and scientific communication skills in science lessons. This study was conducted using the Systematic Literature Review (SLR) method, by analyzing various relevant previous studies from elementary to secondary education levels. The research findings indicate that the Talking Stick learning technique can significantly improve student learning outcomes. This model has also been proven effective in improving science communication skills, conceptual understanding, active participation, and students' courage to express opinions during the learning process. The Talking Stick method emphasizes collaboration and involvement between students in a fun and interesting atmosphere. The use of various supporting media, such as question cards, posters, audio visuals, and student worksheets (LKS), increases the effectiveness of this method. The use of alternating sticks in question and answer sessions encourages students to be more confident and actively involved in the learning process. This also provides benefits for the development of students' critical thinking skills and emotional skills, which are very much in line with the needs of learning in the 21st century. The findings of this Talking Stick model research are recommended as an innovative strategy in science learning. Teachers are advised to combine it with interesting learning media to make the learning process more meaningful and enjoyable. tested the effectiveness of this method in various educational conditions. Furthermore, consistent application of the Talking Stick method can create an inclusive learning environment that is responsive to individual student needs. In the context of science learning, which often demands understanding of abstract concepts and problem-solving, this method can bridge the gap between theory and practice through active and reflective interaction.

The purpose of this study was to determine the effect of the Talking Stick Learning Model on Student Learning Activity in the Subject of Christian Religious Education and Character Education for class VIII at SMP Negeri 1 Balige, Toba Regency in the 2024/2025 Academic Year. The research hypothesis is: "there is an effect of the Talking Stick Learning Model on Student Learning Activity in the Subject of Christian Religious Education and Character Education for class VIII at SMP Negeri 1 Balige, Toba Regency in the 2024/2025 Academic Year". The population was all students of class VIII of SMP Negeri 1 Balige, Toba Regency in the 2024/2025 Academic Year who were Protestant Christians totaling 173 people. The research sample was determined using a purposive sampling technique, namely 30 students of class VIII B. This research method uses a quantitative research method with a pre-experimental design type in the form of "one shot case study". The instrument used in this study was a questionnaire item for variable Y totaling 18 items. Based on the experiments that have been carried out, the results obtained before treatment produced an average of 48.10 and after treatment 57.53. The research data for the questionnaire were analyzed using the One-Shot Case Study t-test formula. From the calculation results, the t-value = 3.599> t-table (α = 5%) = 2.042 was obtained. The t-value is in the area of ​​the H0 rejection curve and Ha acceptance. Thus, it can be concluded that with the difference between before and after treatment and t-value> t-table, the research hypothesis is accepted, namely that there is an influence of the Talking Stick Learning Model on Student Learning Activity in Christian Religious Education and Character Education subjects for class VIII at SMP Negeri 1 Balige, Toba Regency, in the 2024/2025 Academic Year.

This study aimed to determine the effect of talking stick learning model on students' self-confidence in geography class X SMAN 1 Srengat Blitar. This study used a quantitative approach of quasi-experimental design with nonequivalent control group design. The sample in this study was selected using purposive sampling technique with 34 students in the control class and 34 students in the experimental class. The data in this study were obtained through the results of students' self-confidence questionnaire scores which were analyzed by the Independent Sample T-test and Effect size test. From the results of this study, it can be seen that the talking stick learning model has an effect on student confidence as evidenced by the acquisition of a sig (2-tailed) value of 0.000 <0.05. This study shows that the implementation of the talking stick model can increase students' active participation in learning which can then increase students' self-confidence.

This research aims to analyze. (1) The influence of learning models on student learning outcomes. (2) The influence of social studies learning outcomes on students who have high interest and students who have low interest. (3) The interaction between the learning model and the level of interest influences student learning outcomes. This research is a quasi-experimental research (quasi-experiment). This population is class V students at SD Negeri 106827 Desa Durian. The sample in this study was selected using purposive random sampling from two classes. The experimental class was treated with the time token model, the control class was treated with the Talking Stick model. The instruments used consisted of: learning results tests and learning interest questionnaire sheets. Data analysis was carried out using two-way ANOVA.  The results of this research indicate that the time token learning model is a solution and alternative for teachers to improve students' social studies learning outcomes.