This study addresses learning challenges, including student learning difficulties and the ineffective use of lecture-based methods, which result in boredom, disengagement, and low student participation. These issues contribute to poor learning outcomes and low completion rates. The aim of this study is to improve student independence and enhance both average scores and the percentage of learning completion by implementing the Problem Based Learning (PBL) model. This aligns with the principles of the flexible Independent Curriculum, which encourages teachers to adopt student-centered learning approaches that enhance outcomes. The study employed a descriptive-qualitative method, structured in two cycles consisting of planning, implementation, evaluation, and reflection. The research involved eight 8th-grade students at SMPN 1 Biatan during the 2024/2025 academic year. The study focused on developing the "independent" dimension of the Pancasila Student Profile (P3), with data collected through behavioral observations and test results at the end of each cycle. Findings showed significant improvements in student independence, with scores increasing from 53 in cycle 1 to 87 in cycle 2. Cognitive achievement levels also improved: the “advanced” category rose from 0% to 63%, “proficient” increased from 25% to 37.5%, while the “feasible” and “newly developing” categories dropped from 37.5% each to 0%. These results suggest that the PBL model positively impacts both character development and academic performance in the context of Catholic religious education, particularly in the topic of the Sacrament of Healing.

SDN 3 Sungai Ambawang This can be caused by the use of learning methods that are less varied and not yet optimal strategic implementation that encourages active student involvement. This research is to improve students' learning outcomes by applying the Contextual Teaching and Learning method in phase C of class V. This class action research is carried out in two cycles with the material Jesus Suffers, Dies, and Rises, each of which consists of four stages, namely planning, implementation, evaluation, and reflection. Data acquisition was carried out by observing behavior changes and learning achievement tests in each cycle at the end of the material, The research subjects were students from SDN 3 Sungai Ambawang with a total of 16 people. The data was processed qualitatively descriptive. The results of the study show that the use of the CTL learning model can improve student learning outcomes. The increase in particular was seen from: 60%, increasing to 80%. There was also an increase in student learning outcomes with the results that proficient 20% to 65%, proficient 30%, to 20%, and there was a decrease in proficiency of 10%, to 0%, only to develop 10% to 0%, this research was carried out four times, because it had reached 95% completeness of the minimum completeness criterion (KKM) 75.

This research aims to describe the application of the Problem Based Learning (PBL) model with the help of PPT in learning Catholic Religious Education and Character at SD Negeri 03 Sebungkang, analyze the increase in student learning outcomes after implementing the Problem Based Learning (PBL) model with the help of PPT in the subjects of Catholic Religious Education and Character and also determine the influence of the Problem Based Learning (PBL) model with the help of PPT on students' motivation and active participation in the learning process. The research method used is classroom action research (CAR), with a focus on improving student learning outcomes and active participation. Classroom action research was conducted in two cycles and involved grade III students. By conducting this research, it is expected to improve student learning outcomes, both in academic understanding, motivation, and active participation of students. In this study, 24 grade III students were involved, and data were collected through observation, tests, and interviews. The results of the study showed that the application of the PBL model with the help of PPT succeeded in improving student learning outcomes. In cycle I, the average post-test score reached 71, while in cycle II, the average score increased to 83. The application of this model also encourages students to be more active in group discussions, thus increasing their motivation and participation in learning. Observation of student activities shows that they are more enthusiastic and involved in the problem-solving process presented. This study contributes to the development of learning methods in the field of Catholic Religious Education, and can be a reference for other teachers in implementing innovative learning models. The results of this study can encourage the application of the PBL method more widely, thereby improving the quality of learning and the achievement of Basic Competencies (KD) in schools. Thus, the application of the PPT-assisted PBL model has proven effective in improving learning outcomes and active participation of students in religious education.

This Classroom Action Research (CAR) aims to enhance the learning outcomes of Catholic Religious Education (CRE) for seventh-grade students in Phase D at SMP Negeri 4 Botomuzoi, Nias Regency, through the implementation of the Problem-Based Learning (PBL) model. The research is motivated by the desire to improve the quality of CRE instruction and student learning outcomes, particularly on the topic "I Am the Unique Image of God." The research employs a descriptive analytical method, with data collection through direct observation, summative assessments (multiple-choice questions), and literature review. The results indicate an average student score improvement from 77.5 in Cycle I to 83.8 in Cycle II, reflecting an increase of 6.3 points. The implementation of the PBL model has proven effective in enhancing students' CRE learning outcomes, demonstrating that the PBL model, supported by audio-visual media, can improve students' understanding and academic performance. This research has positive implications for students, teachers, and schools in efforts to enhance the quality of CRE education.

This study aims to overcome the problem of low learning outcomes in Christian Religious Education (PAK) among fourth-grade students at SD Negeri Karanganyar. Observations indicated that the learning process was monotonous due to the predominant use of lecture methods, resulting in decreased student engagement, lack of focus, boredom, and even drowsiness during lessons. These factors contributed to low learning motivation and poor academic performance. To address this, the Problem Based Learning (PBL) model was applied as an alternative method designed to foster active learning, student engagement, and real-life problem-solving skills. This research employed a Classroom Action Research (CAR) design, conducted in two cycles with four stages in each cycle: planning, implementation, evaluation, and reflection. The research subjects were five students from class IV. Data collection techniques included observation sheets, which focused on measuring the “concern” aspect of the Pancasila Student Profile, and written tests to evaluate students’ learning outcomes at the end of each cycle. The data were analyzed using descriptive statistics and percentage analysis. The results showed a significant improvement in students’ concern, which increased from 73.5% in cycle 1 to 85.9% in cycle 2—an increase of 12.4%. Learning outcomes also improved, with the proportion of students in the “Proficient” category rising from 20% to 60%, marking a 7.8% increase. These findings demonstrate that the PBL method is effective in enhancing both students’ character values and academic achievement, particularly on the topic of respecting parents. Therefore, PBL is recommended for use in similar character-based learning contexts.

This Classroom Action Research focuses on efforts to improve the learning outcomes of grade VI students in the subject of Catholic Religious Education and Budi Pekerti at Inpres Laja Elementary School. During the 2024/2025 school year, this research was conducted by applying a problem-based learning (PBL) model. The main objective of this study was to measure the extent to which the application of PBL can improve students' understanding of the subject matter. In addition, this study also aimed to analyze changes in student and teacher learning activities during the learning process. The results showed significant improvements in various aspects of learning. Student learning outcomes increased drastically from 64.28% in cycle I to 100% in cycle II, indicating that all students had achieved learning completeness. In addition, students' activities in participating in learning also increased from 70.83% to 87.5%, as well as teacher activities which increased from 75% to 91.66%. This increase indicates that PBL has created a more active and interactive learning environment, so that students are more involved in the learning process. Based on these findings, it can be concluded that the application of the PBL model is an effective strategy in improving the quality of learning Catholic Religious Education and Budi Pekerti in elementary schools.

This Classroom Action Research was motivated by concerns over the competitive atmosphere that often characterizes conventional education systems. In many schools, students are conditioned to compete with one another from an early stage, reflecting the philosophy of "survival of the fittest" inspired by Darwin’s theory. Such an environment may foster individualism and reduce collaborative values among learners. To address this issue, a cooperative learning approach using the Jigsaw model was implemented in teaching Christian Faith material to Class IX students at SMP Negeri 8 Ngabang, Landak. The main objective was to enhance students' learning motivation and create a more engaging learning experience. The Jigsaw model, as a form of cooperative learning, encourages group collaboration, responsibility, and peer teaching, which helps students to develop a deeper understanding of the material and feel more involved in the learning process. The results of this study showed a noticeable improvement in students’ motivation, participation, and enjoyment during the learning process. The students were more active, attentive, and supportive of one another, creating a positive classroom atmosphere. This study concluded that the application of the Jigsaw model in teaching Christian Faith is effective in transforming a potentially monotonous subject into a dynamic and interactive experience. Therefore, cooperative learning methods, particularly the Jigsaw model, are recommended for broader use in religious education to foster not only academic achievement but also values of togetherness and mutual respect among students.

This study is based on the problems faced by Grade XI students at SMKN 1 Ngabang, namely the lack of motivation for independent learning, which often leads to a less conducive classroom environment. Additionally, teachers have not yet implemented student-centered learning models in the teaching process. The aim of this study is to determine the improvement in students' independence and learning achievement through the application of the Problem Based Learning (PBL) model in the pastoral work material of the Church in the field of Liturgia. This classroom action research (CAR) was conducted in two cycles consisting of four stages: planning, implementation, evaluation, and reflection. The research subjects were 30 Grade XI students. Data were analyzed descriptively by comparing results between cycles. The focus of this study was on the dimension of independence, one of the profiles of Pancasila students, in order to enhance the affective aspect of learning. The results showed a significant improvement in students' independence, from 68% in the first cycle to 88% in the second cycle. In terms of cognitive aspects, students were categorized as advanced (30%), proficient (50%), and basic (20%). The improvement in learning outcomes between the first and second cycles indicates that the PBL model is effective in enhancing students' independence and academic performance. Reflections from this study recommend the need for continued support of students’ affective development to further strengthen their independent learning. In conclusion, the Problem Based Learning approach, when focused on the dimension of independence, has been proven to improve student learning outcomes in Grade XI.

The independent curriculum emphasizes the Pancasila student profile. In this classroom action research, the researcher focuses on the dimension of independence which is based on the importance of forming strong character and mental attitudes in the younger generation, especially in facing complex global challenges. Improving learning outcomes through the PBL model on the material Jesus Christ Fulfilling God's Promises. The Class Action Research Report in this study aims to find out whether student learning achievement has increased after implementing the Problem Based Learning Model in Catholic Religious Education and Character Education Subjects for Students in Class VIII of One Roof 1 State Middle School, Malan Island in 2023/2024? The research object is the Problem Based Learning (PBL) Model, the form of research is Classroom Action Research with a cycle model, each cycle consists of four stages including: planning stage, implementation stage, observation stage and reflection stage. . The data analysis technique used consists of data reduction by selecting raw data into information, data presentation, namely presenting data in the form of descriptions, graphs, tables and drawing conclusions by making conclusions from research results that refer to the problem formulation. The use of the Problem Based Learning model according to the syntax which includes orienting students to problems, organizing students to learn, guiding individual and group investigations, developing and presenting results, analyzing and evaluating the problem solving process, is effective in helping increase learning motivation and student independence in material on Jesus Christ Fulfilling God's Promise in class VIII of SMPN Satap 1 Malan Island The data collection technique used by researchers was to observe students' activities guided by the P3 rubric. The results of observations from the three participants from the five students in cycle 1 averaged 74% and in cycle II 88% while the learning outcomes were in cycle! I the average was 81.5%, and in cycle II it increased to an average of 86.2%. The increase was seen to be 14% higher than before.

The problem addressed in this study is how the implementation of the Problem Based Learning (PBL) model can enhance students' learning achievement in the subject of Catholic Education, specifically focusing on the material of the 10 Commandments as a Guideline for Life for fourth-grade students at Dorong Public Elementary School. The aim of this research is to improve the learning achievement of Catholic Education regarding the 10 Commandments as a Guideline for Life, where students' learning achievement is measured through the final comprehension test results on the material of the 10 Commandments as a Guideline for Life with a target of 70% mastery. This research adopts a quantitative approach, involving numerical data. The research process encompasses planning, implementation, observation, and reflection. Data presentation is done in the form of descriptions, graphs, tables, and conclusion drawing. The research results indicate a continuous improvement in students' learning achievement across each cycle phase. In the pre-cycle phase, the average student score was 53 with a passing percentage of 17%. In cycle I, students' learning achievement began to improve with an average score of 72 and a passing percentage of 67%. Finally, in cycle II, students' learning achievement further increased, resulting in an average score of 90 and a passing percentage of 100%. Therefore, it can be concluded that students' learning achievement has shown improvement from the pre-cycle phase, cycle I, to cycle II