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This study aims to improve student learning outcomes in elementary schools through the application of the cooperative learning model Team Games Tournament (TGT) combined with puzzle media. TGT is a well-known learning strategy that encourages student participation by blending competition and collaboration, which has proven effective in various educational contexts. This classroom action research involved 30 fifth-grade students at SDN Ketabang 1, Surabaya. The research was conducted in two cycles, where TGT and puzzle media were used to teach science topics related to the human eye. Results showed a significant improvement in learning outcomes, with average student scores increasing from 55% in the pre-cycle to 85% by the end of the second cycle. Moreover, students’ engagement and social skills, such as teamwork and communication, were positively impacted. The study demonstrates that combining TGT with interactive media like puzzles not only enhances academic performance but also fosters a collaborative and engaging learning environment. [ABSTRACT FROM AUTHOR]

This research aims to improve the mathematics learning outcomes of students in grades XII-5 of SMAN 6 Surabaya by applying the Culturally Responsive Teaching (CRT) approach and the Problem Based Learning (PBL) model in differentiated learning on functional transformation materials. The CRT approach used emphasizes cultural integration in mathematics learning to facilitate student engagement according to their cultural context and background. This study uses the Classroom Action Research (PTK) method which is carried out in two cycles. Each cycle consists of stages of planning, action, observation, and reflection. The subjects of this study are 36 students in grades XII-5 of SMAN 6 Surabaya. Data was collected through learning outcome tests and observations that were analyzed using quantitative and qualitative analysis methods. The results of the study showed a significant improvement in student learning outcomes. In the pre-cycle, the percentage of student completion was 22% with an average score of 62.6. In the first cycle, the completeness increased to 91.6% with an average score of 90.7, and in the second cycle the completeness reached 97.22% with an average score of 96.25. In addition, student activity in group discussions also increased during the implementation of cycle II. The conclusion of this study is that the application of the Culturally Responsive Teaching approach in differentiated learning is effective in improving the mathematics learning outcomes of students in grades XII-5 of SMAN 6 Surabaya, especially in the material of functional transformation. The integration of cultural context in learning is proven to be able to increase student motivation, engagement, and understanding of learning materials. [ABSTRACT FROM AUTHOR]

This study aims to analyze the utilization of e-books and the challenges faced in their use at SMP Negeri Satu Atap 6 Menthobi Raya, Lamandau Regency, in the subject of Islamic Religious Education. This is a field study using a descriptive qualitative approach. Data collection techniques include observation, interviews, and documentation. Data analysis is conducted through data reduction, data display, and conclusions drawing/verifying, while data validation is done using triangulation techniques. The research findings are, 1) The utilization of e-books has had a positive impact, as teachers are able to use e-books effectively, such as through projector displays and digital distribution via WhatsApp groups, enhancing interactivity and flexibility in the learning process while creating a more enjoyable, modern, and conducive learning environment. From the students' perspective, the use of e-books has been able to increase learning motivation and make them more productive in using gadgets, thereby improving students' learning outcomes. 2) The challenges in utilizing e-books are due to internal factors, which include a lack of attention and active participation in discussions, low confidence in presenting discussion results in front of the class, and a lack of discipline in submitting assignments or uploading work. Meanwhile, external factors include limited internet access, slow internet connections, the absence of smartphones among some students, and teachers' discomfort in adopting new technology-based learning models. [ABSTRACT FROM AUTHOR]

The purpose of this study is to determine the increase in student motivation and learning outcomes through the problem based learning (PBL) learning model. The data used in this study are test and non-test result data, where the test instruments in this study are pretest, posttest, and multiple choice questions to measure student learning outcomes. The average student score in the first cycle was 67.96 with a classical completeness score of 74.07. Then in the second cycle there was an increase, namely the average student score was 77.03 with a classical completeness score of 88.88% or as many as 90% of students were declared complete. With the implementation of Problem Based Learning which is part of an innovative learning model, the role of teachers as educators must be able to arouse students' interest in learning, learning motivation and student participation in the learning process so that student learning achievement will increase compared to previously which still applies conventional lecture methods. [ABSTRACT FROM AUTHOR]

Student learning outcomes are often unsatisfactory due to learning methods that still dominantly use lectures and do not actively involve students. This method tends for making learner passive at studying. For improving this situation and make learning more effective, it so urgent for overhaul the teaching oncoming. One way is for integrate learning models that involve STEM components. The focus through the following discussion the aim is to find out “the effect of the Discovery Learning learning model with a STEM approach on the learning outcomes of grade VIII students at SMPN 3 Lubuk Basung”.This research used a quasi- experimental design by Non-Equivalent Control Group Design. This research population consisted of VIII grade students at SMPN 3 Lubuk Basung for the 2024/2025 academic year. The sample method used was purposive sampling, where one VIII grade was selected being experimental group also the other VIII class being control group. The instruments using this study included multiple choice experiment of 20 questions also a student response questionnaire. Data analysing has been implemented with “normality test, homogeneity test, and non-parametric test, namely Mann-Whitney test”. The survey of learner proves that most of them give positive responses to application of the Discovery Learning model by STEM approach through a ratio 45% of learner agreeing (S) and 52% strongly agreeing (SS). The hypothesis experimental results show significant figures with large 0.000 <0.05, meaning that the application of this model significantly improved student learning outcomes compared to the Discovery Learning model that did not integrate STEM. The N-Gain testing at experimental group reached 0.8594 which is included at high classification. The teaching use with the STEM-based Discovery Learning model was recorded at 97%. This finding shows thats the using Discovery Learning combined by STEM approach found positively and significant effect at learner understanding of introduction to cell material. [ABSTRACT FROM AUTHOR]

One of the many abilities needed by students in the 21st century is problem-solving skills, especially in the teaching and learning process of mathematics. As for STEAM, which is an approach that connects the concepts of insight, technology, engineering, art and mathematics, so that students gain insight based on the learning process experienced, this learning process is a learning process when students experience learning directly so that they gain experience in their surroundings. The approach used in this learning is that students can show by explaining critically, techniques to math. Teaching various problems for math exercises with various methods that do not motivate students to participate in learning and still use the lecture method where only the teacher is active without involving students causing students to be passive and resulting in monotonous learning. The research was conducted at MI Hidayatul Husna Krasak. This research has the aim of making STEAM effective as a learning method that can affect student learning outcomes in mathematics lessons with space building material in elementary school. Students in this study used as many as 20 people with the sample collection technique used, namely purposive sampling. [ABSTRACT FROM AUTHOR]

The aim of this research is to find out how the Problem Based Learning and Discovery Learning learning models differ on student learning outcomes on chemical bonding material.. From the results obtained, namely tcount>t table (5.63<1.66). From the results of the average posttest score compared with the average KKM score for chemistry subjects, there is a significant influence of the Problem Based Learning learning model on student learning outcomes in chemical bonding material, namely (87.5 > 75), and there is also a significant influence Discovery Learning learning model on student learning outcomes in chemical bonding material, namely (81.29>75). And based on the posttest scores, namely (87.5> 81.29), the learning outcomes of students in the Problem Based Learning learning model on chemical bonding material were higher than the learning outcomes of Discovery Learning on chemical bonding material [ABSTRACT FROM AUTHOR]

Learning outcomes are components that assess the success of the teaching and learning process, so Sociology teachers must apply effective, dynamic and creative learning models. To determine the success of learning outcomes, an evaluation of student learning outcomes is carried out in the form of an assessment. The monotonous learning method on the teacher will reduce students' motivation in following the learning process. The Jigsaw learning model is an effective and dynamic type of learning, so it can improve student learning outcomes, because students are motivated to learn. This study aims to determine whether the application of the Jigsaw learning model can improve sociology learning outcomes about social relationships in class V at SD Negeri 071172 Fabaliwa. This study uses the CAR design (Collaborative Classroom Action Research) with a sample size of 36 respondents. The results of the study found an increase in learning outcomes. This shows that the Jigsaw learning model can improve student learning outcomes which are indicated by a significant value, namely from cycle I to cycle II by 19%. The Jigsaw type cooperative learning model in an effort to understand the social relationship material in class V at SD Negeri 071172 Fabaliwa was successful, so the sociology subject teacher in presenting the social relationship material using the Jigsaw type cooperative learning model very attracted students' interest. [ABSTRACT FROM AUTHOR]

In every learning teacher always uses approaches, strategies, methods and learning models to make it easier for students to understand the material they teach. This study aims to describe the application of interactive learning models to improve machining engineering learning outcomes in grade XI TPM SMK TPI Gedangan Sidoarjo students. The method used in this study is the Classroom Action Research (PTK) method. This research consists of two cycles, cycle I is carried out in accordance with the learning plan and cycle II is guided by the results of cycle I reflection. The research was carried out at SMK TPI Gedangan Sidoarjo, the subject of the study was 35 grade XI TPM students. The data collection method uses observation sheets, performance sheets/short description questions, and questionnaire sheets for student responses to interactive learning models. Data analysis uses qualitative descriptive analysis techniques. The results showed that interactive learning models can improve student learning outcomes. Improved results can be seen from the increase in student learning completeness achievement in each cycle. The achievement of student learning completeness in cycle 1 41.17% (15 students complete). After being subjected to action in cycle 2 with an interactive learning model, the achievement of student completeness increased to 85.29% or 29 students had met the KKM. 6 students who have not KKM are almost close to the score of 7.5 (KKM) which is with the lowest score of 7.00 Student learning activities also increase, because active students can awkwardly interact with their friends. [ABSTRACT FROM AUTHOR]

Background: Education systems in today's schools need to use teaching methods more frequently in response to globalization and the rapidly changing social, economic, and demographic transformations of the world. This problem often arises because students do not understand the material taught. Therefore, it is necessary to apply appropriate and varied learning strategies and methods. Purpose: English subjects at the high school level have the aim of developing students' understanding of congratulating and complimenting others, as well as performing monologues in narrative texts. However, the results of learning English in high school are still worrying, as can be seen from the low scores in daily tests. Methods: The guided discussion method is one approach that can help improve students' understanding of English material. This study focuses on improving English learning outcomes using guided discussion methods at SMA Negeri 1 Astanajapura. Results: The results showed that in cycle 1, the activities of students and teachers had not reached the desired target. However, by cycle 2, the activity of students and teachers has increased significantly. Test results in cycle 2 also showed significant improvement in students' English learning outcomes, by achieving the desired success indicators. Conclusion: Teachers address this by concluding that there is too much material in a limited time, as well as perhaps a lack of proper books, equipment, and teaching methods. [ABSTRACT FROM AUTHOR]

Learning in the subject of Entrepreneurship at the Senior High School level, especially in class XII MIPA2 at SMA N 2 Madiun, still encounters several challenges. This can be seen from the level of student delays in starting, the completeness of materials, skills in assembling materials, and the completion stage in the product-making process. The general objective of this research is to describe the effectiveness of implementing the Project Skills method for students in Class XII MIPA2 at SMA Negeri 2 Madiun. This research is an action research, as it is conducted to solve learning problems in the classroom. The research was carried out in Class XII MIPA2 at SMA Negeri 2 Kota Madiun, in the odd semester of the 2022/2023 academic year. The study was conducted from September to November in the odd semester of the 2022/2023 academic year. The subjects of the study were students in Class XII MIPA2 at SMA Negeri 2 Kota Madiun in he 2022/2023 academic year. The methods used to collect data in this research were observation, tests, and questionnaires. The results of the study show that the implementation of the Project Task model in the subject of local craft products in Class XII MIPA2 at SMA Negeri 2 Madiun is effective in improving the process skills in completing project tasks in the Entrepreneurship subject. [ABSTRACT FROM AUTHOR]

Background: The diversity of learning styles, the level of intelligence and absorption of students in grade XI-1 MIPA biology subjects SMAN 1 Juntinyuat, have consequences for learning completeness tends to be unequal. Students with low academic ability tend to be less active, copy friends' work, lazy to ask, less excited. Purpose: to find out how the application of the Log Book-assisted Note-Taking Pairs model in increasing the activeness and completeness of learning biology for grade XI-1 MIPA students at SMAN 1 Juntinyuat. Methods: : Classroom Action Research (PTK) follows the syntax of Kemmis and Taggart, covering the following stages: 1) planning, 2) acting, 3) observing, and 4) reflecting. The innovation of the Note-Taking Pairs learning model with the help of Log Books becomes: identifying academic abilities, creating team pairs, providing related problems, and assigning teams to solve problems and put them in the Log Book. Results: there was an increase in activeness score from cycle 1 to cycle 2, namely on the indicator of being actively involved in compiling learning records by 9.1, from 84.8% to 93.9%; indicators are actively involved in solving problems by 8.1 points, from 81.8% to 89.9%; and completed group tasks on time by 6.1 points from 91.9% to 85.8%. The average score of learning outcomes before the action was 69.09, after the action rose to 79.55, and rose again at UTS to 85.98. The percentage of completion of learning outcomes increased from before the action to 45.45%, to 69.70%, increasing further on the UTS test to 100%. The percentage of incompleteness decreased from 54.55%, before the action of magnitude decreased to 30.30% after the actions of cycles 1 and 2, further decreasing in the UTS test to 0%. Conclusion: The application of the Log Book-assisted Note-Taking Pairs model in biology learning can increase the activeness and completeness of student biology learning. [ABSTRACT FROM AUTHOR]

This study aims to describe learning outcomes, learning implementation, and students' responses to Teams Games Tournament learning using monopoly science media. The model used is a pre-experimental design model with a one group pretest-posttest design. This research involved 32 students of class VIII-D at SMPN 15 Gresik. Data collection techniques using tests, observations, and questionnaires. The results showed that there was an increase in student learning outcomes in the excretory system material with an Ngain score of 0.63 which indicated the moderate category. The results of hypothesis testing using the paired t test with α = 0.05 obtained tcount > ttable (17.031 > 2.0395), so that in this study H0 was rejected and H1 was accepted, which indicates that there is a significant difference in the value of learning outcomes before and after given treatment. The implementation of learning at each meeting got very good results with the percentage of meeting 1 of 81.6%, meeting 2 of 97.6% and meeting 3 getting 100%. The results of the student response questionnaire obtained a positive response to TGT learning with natural science monopoly media. It can be concluded that the application of the Teams Games Tournament learning model using monopoly science media can improve student learning outcomes in the subject of the human excretory system. [ABSTRACT FROM AUTHOR]

This study aims to describe the learning process, learning outcomes, and students' responses to the application of the Team Assisted Individualization (TAI) cooperative learning model with animated media on the material of the human excretory system. The type of research used is quantitative with the research design One Group Pretest-Posttest Design. The sample in this study was students of class VIII E UPT SMPN 29 Gresik. The results showed that the application of the Team Assisted Individualization (TAI) cooperative learning model with animated media could improve student learning outcomes. The implementation of learning at each meeting was carried out with very good criteria. Knowledge learning outcomes have increased obtained from the N-gain score of 0.76 in the high category and the percentage of learning effectiveness is 76% which is included in the effective criteria. The learning outcomes on the attitude aspect increased from the first, second, and third meetings with very good predicates. The learning outcomes in the skills aspect from the first meeting to the third meeting also received a very good title. This study received a very positive response from students at 95.07%. [ABSTRACT FROM AUTHOR]

The purpose of this study was to optimize the locomotor basic movement abilities of students in class 4A UPT SDN 144 Gresik for the 2022/2023 Academic Year by modifying the PJOK learning facility. This study used the Classroom Action Research (CAR) method. The data sources in this study were all class 4A students at UPT SDN 144 Gresik for the 2022/2023 academic year. The research subjects were 28 class 4A UPT SDN 144 Gresik students for the 2022/2023 academic year, which were divided into 12 male students and 16 female students. The data collection technique is through tests and measurements of locomotor basic movement abilities based on the Gross Motor Development Test and observation of the process of learning activities. The data analysis technique used in this research is descriptive based on qualitative analysis. The procedure of this research includes planning, acting, observing and reflecting. Based on the results of the research, it was concluded that modifying the learning facilities for Physical Education can optimize the basic locomotor movement abilities of UPT SDN 144 Gresik students in the 2022/2023 Academic Year. From the results of the analysis obtained there was an increase from the initial conditions to cycle I and cycle II, both from increasing locomotor basic movement abilities and the completeness score of learning outcomes. Basic locomotor movement ability in initial conditions (105.61), cycle I (124.86), cycle II (146.25), so that the increase from initial conditions to cycle II was (40.64). The completeness value of learning outcomes in the initial conditions (66.0), cycle I (78.0), cycle II (91.4), so that the increase from the initial conditions to cycle II was (25.4). [ABSTRACT FROM AUTHOR]

The purpose of this study is to Improve Learning Outcomes of Indonesian Social and Cultural Diversity Material Using SAL Type Cooperative Learning for Class VII Students of UPT SMP Negeri 4 Enrekang. The method used in this study is Action Research which consists of 2 (two) cycles, and each cycle consists of: Planning, Implementation, Observation, and Reflection. Based on the results of action research that SAL Type Cooperative Learning can Improve Learning Outcomes of Indonesian Social and Cultural Diversity Material for Class VII Students of UPT SMP Negeri 4 Enrekang. Furthermore, the researchers recommend: (1) For teachers who have the same difficulties can apply SAL Type Cooperative Learning to improve Learning Outcomes. (2) In order to get maximum results, teachers are expected to make SAL Type Cooperative Learning more interesting and varied. [ABSTRACT FROM AUTHOR]

The purpose of this study is to Improve Learning Outcomes of Social Institution Material in Community Life Using STAD Type Cooperative Learning for Class VIII Students of UPT SMP Negeri 6 Alla. The method used in this study is Action Research which consists of 2 (two) cycles, and each cycle consists of: Planning, Implementation, Observation, and Reflection. Based on the results of action research that STAD Type Cooperative Learning can Improve Learning Outcomes of Social Institution Material in Community Life of Class VIII Students of UPT SMP Negeri 6 Alla. Furthermore, the researchers recommend: (1) For teachers who have the same difficulties can apply STAD Type Cooperative Learning to improve Learning Outcomes. (2) In order to get maximum results, teachers are expected to make STAD Type Cooperative Learning more interesting and varied. [ABSTRACT FROM AUTHOR]

This research aims to improve Learning Outcomes through the Jigsaw Learning Model. The benefit of the research that the author formulated in this study is that students are able to understand the material of Integer Mixed Calculation Operations through the Jigsaw Learning Model.Based on the Learning model used, it was concluded that the results of learning evaluation have increased. This can be seen from the comparison of learning evaluation results between precycle, cycle I, and cycle II. In the precycle there were only 6 people (20%) out of 30 students who obtained scores above KKM (65), in the first cycle there were 17 people (56.7%) out of 30 students who obtained scores above KKM, and in the second cycle there were 29 people (96.66%) from 30 students who obtained scores above KKM with a grade point average of 83.66. Therefore, from these results, it can be concluded that the Jigsaw Learning Model can improve student learning outcomes in Mathematics lessons on Integer Mixed Calculation Operations material in grade V SDN Sirnagalih 03, Tamansari District, Bogor Regency. [ABSTRACT FROM AUTHOR]

This study aims to determine the quality of the Instrument of Mathematics Learning Outcomes Class V Primary Schools used by educators seen from the level of validity, level of reliability, level of truth, and the level of power distinguishing questions. This research was conducted at SDN Moro in the even semester of the academic year 2021/2022. The population of this study was all 96 students. The sampling technique in this study is to use purposive sampling technique. The sample in this study was 21 SDN Moro SDN students. This study uses quantitative methods. Data collection techniques in this study are tests. Data Analysis Researchers use quantitative descriptive analysis with a percentage. Based on the results of the analysis of the level of validity, reliability, difficulty level, and distinguishing power it can be seen that the quality of the test instrument as a whole is good questions and stored in question banks, namely 5 questions or 17%, revised and used 11 questions or 37% and discarded 14 questions or 46%. [ABSTRACT FROM AUTHOR]

Background: In Social Sciences learning (IPS), which has been implemented so far, it has placed more emphasis on students writing material in books and then memorizing it. This makes the material easy to memorize and easy to forget. Purpose: The aims of this study were to: 1) find out what SAL (Students Active Learning) cooperative learning is and 2) how to improve activities and learning outcomes on Indonesian Social and Cultural Diversity Materials Using SAL Type Cooperative Learning. Method: The learning model chosen is the SAL (Student Active Learning) Cooperative learning model. Student activity instruments are based on: 1) class presentations, 2) group discussions, 3) group presentations, 4) quizzes/questions and answers, and 5) conclusions. The learning outcomes instrument is based on the results of the first cycle and second cycle posttest. The method used in this research is class action research which consists of 2 (two) cycles, and each cycle consists of planning, implementing, observing, and reflecting. Results: Based on the results of action research that Type SAL Cooperative Learning can Increase Activities and Learning Outcomes on Indonesian Social and Cultural Diversity Materials for Class VII I Students of SMP Negeri 2 Demak. Research results in the first cycle of student activity increased from 82.73% in the second cycle to 92.05%, an increase of 9.32%. Learning outcomes also increased from cycle I to cycle II, students who completed the first cycle were 19 students or 63.33% while in cycle II it rose to 26 students or 86.67%, an increase of 23.34%. Conclusion: Furthermore, the researcher recommends: (1) For teachers who have the same difficulties, they can apply SAL Type Cooperative Learning to increase learning activities and results. (2) In order to get maximum results, it is hoped that the teacher will make SAL Type Cooperative Learning more interesting and varied. [ABSTRACT FROM AUTHOR]

The purpose of this study is to improve student learning outcomes in learning Islamic Religious Education on the material of Rasul Ulul Azmi through the use of the Card Sort Learning Method for grade IV students of SD Negeri 2 Padarangin for the 2019/2020 academic year. This research was carried out in 2 (two) cycles. The research procedure is carried out through stages: planning, implementing actions, observation, and reflection. The method in this study is comparative descriptive by comparing qualitative data starting from the initial conditions, cycle I, and cycle II. The results showed that there was: (1) There was an improvement in the quality of learning, namely in the precyclical 23% with the category of not good, to 71% in the first cycle with sufficient categories, and increased to 90% with the very good category; (2) There was an increase in learning outcomes in applying rosul ulul azmi with Card Sort marked by KI 3 completion in precyclical only 29%, increased in cycle I to 69% and in cycle II to 92%; (3) There was an increase in learning outcomes presenting reports of observations about rosul ulul azmi with Card Sort marked by the percentage of KI 4 completion in precyclical only 24%, in cycle I to 72%, and in cycle II to 92%. [ABSTRACT FROM AUTHOR]

This study aims to examine the comparison of the application of the Probing Prompting learning model and the Discovery Learning learning model to student learning outcomes in arithmetic sequences and series. This research is an experimental research with a Quasi Experimental Design type of research. From a population of 9 classes, 2 classes were taken as samples. The data collection technique used a test technique, where the tests tested were expert validity tests and empirical validity tests. Instrument reliability using alpha cronbach technique. Test the hypothesis using the t-test which was previously tested for normality and homogeneity. The results showed that the average student learning outcomes taught using the Probing Prompting learning model was 80.97 and the average learning outcomes taught using the Disovery Learning learning model was 75. Based on the t-test results obtained tcount = 2.026 > ttable = t ((0.05:60))=1.671, it can be concluded that the average learning outcomes taught using the Probing Prompting learning model are higher than the average student learning outcomes taught using the Discovery Learning model. [ABSTRACT FROM AUTHOR]

Background: Education is basically an effort to bring humans to a better level, namely the success of teachers or educators in achieving teaching goals. Purpose: The purpose of the study was to find out the increase in activity and learning outcomes in Indonesian in the material of Procedure Text in Class XI MIPA 2 SMAN 1 Babelan in the 2022/2023 academic year through the use of the Problem Based Learning (PBL) learning model. Method: This research method uses classroom action research (CAR). This Classroom Action Research was conducted in class XI MIPA 2 SMAN 1 Babelan in the odd semester of the 2022/2023 academic year with 36 students as research subjects. Results: Based on the results of the research, it shows that the application of the Problem Based Learning (PBL) Model can improve the learning outcomes of the Indonesian Language Procedure Text material for XI MIPA 2 students at SMAN 1 Babelan in the 2022/2023 academic year. This is indicated by 1) Student activity increases in each cycle, in the first cycle stage student activity obtains a score of 21 with an average value of 2.1 with a percentage value of 42% which is in the sufficient category. In cycle II it again increased to student activity obtaining a score of 8, with an average value of 3.8. Conclusion: When it is presented it reaches 95%. The average value and percentage shows a very good category 2) Student learning outcomes in the pre-cycle, Cycle I and Cycle II stages have increased learning outcomes. In the pre-cycle stage, 36 students from XI MIPA 2 who passed or achieved KKM scores were 13 students or 36%, while 23 students or 64% did not pass with a class average score of 64.71. Then in cycle I, 36 students from XI MIPA 2 SMAN 1 Babelan there were 20 students or 56% had achieved a KKM score of 75 or passed, while 16 students or 44% did not reach a KKM score of 75 or failed with a class average score of 73.05, and in cycle II of 36 students XI MIPA 2 SMAN 1 Babelan there were 30 students or 83% who had achieved a KKM score of 75 or passed, while 6 students or 17% did not achieve a KKM score of 75 or failed with an average score of 80.41. [ABSTRACT FROM AUTHOR]

Education is a conscious and systematic effort in developing the potential of students and also an effort by the community and the nation in preparing its younger generation for the sustainability of a better life of society and nation in the future. Because education is so important, the quality and quality must be considered. The purpose of this study is to improve student learning outcomes in the material of Compiling Lane Balances for students at SMK Negeri 1 Tanjungpinang class X PKM whose learning outcomes for Basic Accounting subjects in the material compiling Lane Balance Sheets have not been satisfactory. The learning model applied in learning uses a problem-based learning model. The data collection method in this study is a test of student learning outcomes. By using a problem-based learning learning model, it is expected to be able to improve student learning outcomes, this can be seen from the increase in learning outcomes achieved in cycle 1 with an average of 79.35 increasing to 95.25 in cycle 2. The conclusion of this study is that through a problem-based learning model, student learning outcomes in the material for Compiling Lane Balances in class X PKM in the even semester of SMK Negeri 1 Tanjungpinang TP 2021/2022 increased. [ABSTRACT FROM AUTHOR]

In the learning process to develop students' creativity, critical thinking skills are one of the important things, because with critical thinking students will use the potential of their minds to the fullest to solve a problem they face in everyday life. This type of research is a type of classroom action research conducted by the teacher as an effort to solve problems and improve the quality of learning in the classroom. The reason for using this type of research is because there are still many student scores that have not reached the limit of completeness so that researchers want to try to apply the Example Non Example learning model in this classroom action research. This research was carried out using an instrument of observing the activities of students in groups, and the test as an instrument that has been validated by the validator to determine learning outcomes using the Example Non Example learning model for students of class XII IPS 3 at SMA Negeri 1 Singkep. This activity was carried out in two cycles with five meetings, where there were two meetings in the first cycle and three meetings in the second cycle. The students' learning activities in the first cycle were presented classically reaching 79% and in the second cycle 87%, which means that in the implementation of the application of this model the results were good, an increase of 8%. As for the results of group assignments in working on the questions, all of them reached the KKM, which was 75 both in cycle I and cycle II. The classical average of the first cycle group was 83 and the second cycle was 89 increased. While the learning outcomes of students who completed the first cycle were 18 people with a percentage of 64%, while the second cycle students who completed were 25 people with a percentage of 89%, so the increase reached 25%. [ABSTRACT FROM AUTHOR]

One of the chemical materials that are difficult for students at SMAN 1 Tebing Tinggi to understand is electrolyte and non-electrolyte. To improve student learning outcomes in order to be able to understand the material, it needs to be accompanied by motivation. One way to increase motivation is to use the FSLC cooperative learning model, accompanied by the use of TTS media to help improve student learning outcomes. This study aims to: 1) knowing the differences in student learning motivation in the FSLC cooperative learning model using crossword media 2) knowing the differences in improving learning outcomes of class X students of SMAN 1 Tebing Tinggi taught by the FSLC cooperative method using crossword media on electrolyte and nonelectrolyte materials 3) knowing the correlation between student motivation and learning outcomes after FSLC cooperative learning by using crossword media on electrolyte material and non-electrolyte. The method used is the quantitative method and the model used is the cooperative learning model FSLC. The results showed a significant difference in the learning motivation of students taught by the FSLC method using crossword puzzles compared to student learning motivation given with conventional learning in electrolyte and non-electrolyte subjects with sig values By 0.013 < 0.05. Learning outcomes there are significant differences in learning FSLC using TTS compared to conventional learning, characterized by Sig grades to 0.02 then Ha is accepted. There is a significant correlation between student learning motivation and student learning outcomes with a significant score of 0.039, these results show that motivation is significantly related to student learning outcomes. [ABSTRACT FROM AUTHOR]

To improve the success of education, innovation is needed in the learning process, so educators are required to be very creative so that learning can be carried out more effectively and efficiently. Education provided at the elementary school level is very important because at elementary school age there is an understanding of the basic mathematical concepts that students need to know to prepare for the next level of education. The use of appropriate learning models can increase student motivation and learning outcomes. The purpose of this study was to analyze the effect of instructional media on mathematics learning outcomes for elementary school students. The methodology used in this study is a systematic literature review (SLR) by identifying, reviewing, evaluating and interpreting all existing research. With this approach, the researcher reviews and identifies articles in a structured manner, following the steps set out in each process. The results of the analysis of this study indicate that the learning model is very influential in the understanding of students as well as for elementary school students who still need concrete learning. One of the learning models that can be applied is a problem-based learning model because this model gives students the opportunity to formulate problems and create hypotheses on the problems presented. This is one way to get students used to building their own knowledge, practicing working on or solving problems that can improve student learning outcomes. [ABSTRACT FROM AUTHOR]

This study uses a quantitative research approach using a posttest-only control group design treatment model. The population is the students of chase Package B who are fostered by PPLS and SKB Barru Regency. Determination of the sample using the purposive sampling technique. The determination of the studied group was taken from the sample members using a simple random sampling technique. Data was collected using the Package B class II mathematics learning outcomes test and the measurement data were analyzed using descriptive statistical analysis techniques and inferential statistical analysis techniques, namely one-way anavar and scheffe advanced test. The results showed that: (1) the learning outcomes of Package B class II mathematics for groups of students who were taught using the module and those taught using the lecture method were in moderate qualifications. The results of learning mathematics in Package B class II for groups of students taught using conventional methods are in low qualifications and (2) there are differences in learning outcomes for Mathematics in Package B class II between groups of students taught using modules, lecture methods, and conventional methods. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the effect of providing feedback on portfolio assessment on student learning outcomes. The research method is quasi-experimental. The research sample consisted of 17 students of class X ATR1 as the experimental class and 15 students of class X ATR2 as the control class. The instrument of this research is learning outcomes obtained from students' math notebook scores, student attendance recap, homework/practice, Student Worksheet (LKS), daily test results, student self-assessment, and skills assessment. The results showed that (1) the affective learning outcomes (attitudes) of students who were given feedback on the portfolio assessment were higher than the affective learning outcomes (attitudes) of students without being given feedback on the portfolio assessment, (2) the skills (psychomotor) learning outcomes of students who were given feedback on portfolio assessment is higher than student learning outcomes (psychomotor) without being given feedback on portfolio assessment, and (3) cognitive learning outcomes (knowledge) of students who are given feedback on portfolio assessment are higher than cognitive learning outcomes (knowledge) students without being given feedback on portfolio assessment. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the application of the group discussion method to improve student biology learning outcomes. This research is classified as classroom action research (CAR) with a cyclical design. The subjects of this study were all students of class XI MIPA 4 SMA Negeri 2 Bangli, totaling 30 people with details of 14 men and 16 women in semester 1 of the 2019/2020 academic year. The research object being targeted is the student's biology learning outcomes. After the data is collected, it is then analyzed by quantitative descriptive analysis. The results of data analysis showed an increase in the average learning outcomes of biology from pre-cycle to cycle I of 7.34 points, pre-cycle to cycle II of 12.34 points and cycle I to cycle II of 5 points. There was also an increase in mastery learning, in pre-cycle completeness 53.33%, cycle I 63.33% and in cycle II to 90%. [ABSTRACT FROM AUTHOR]

The existence of the Covid-19 pandemic in 2020 has had a devastating impact on education. Interaction between teachers and students typically cannot be done. Based on this, innovations in education must continue to be done to improve the quality of learning. This study aimed to find out blended learning models through webinar applications and motivation on student learning outcomes in the Human Skeletal System course. The study was conducted at the Vocational High School Teachers Association of the Republic of Indonesia 2 Nganjuk Regency, East Java, Indonesia, and held in class 1 of the academic year 2019/2020 on science subjects with material on the Human Order System. The number of samples was 83 students divided into 42 experimental class students and 41 control class students. The experimental class uses the blended learning model by utilizing a webinar application, while the control class uses the help of e-modules. Data collection methods that be used are observation, questionnaires, and tests. Data analysis techniques used Two Way Anova. The results showed that (1) there were differences in student learning outcomes in the Human Skeletal System course based on the blended learning model through webinar applications, (2) there were different student learning outcomes in the Human Skeletal System course based on high learning motivation and low learning motivation, (3) there is an interaction between blended learning models through webinar applications and motivation on students’ learning outcomes in the Human Skeletal System course. The novelty of this result is the application of webinars in the learning process and outcomes in the form of the holographic learning media products developed on the human skeletal system. Through holographic media, the material looks more real and resembles its original form. Students can learn skeletal systems through holographic images from a variety of different perspectives. Students are more motivated through projects given by teachers because the projects provided are engaging and able to improve skills. Students can study material both in terms of physical and biological sciences. [ABSTRACT FROM AUTHOR]