Improving Science and Social Studies Learning Outcomes Through Project-Based Learning Model Based on Simple Experiments

This research is motivated by the low learning outcomes of students in the Natural and Social Sciences learning in class IV MIN 21 Aceh Besar due to the lack of active student involvement in the learning process. The low interaction, participation, and response of students have an impact on less than optimal understanding of concepts. This study aims to: (1) describe teacher activities in implementing the Talking Stick type cooperative learning model assisted by Mystery Box media; (2) describe student activities during learning; and (3) determine the improvement in student learning outcomes after the implementation of the model. The method used is Classroom Action Research which is carried out in two cycles, each including the planning, implementation, observation, and reflection stages. Data were collected through observations of teacher and student activities as well as learning outcome tests. Data analysis was carried out using a percentage formula. The results of the study showed a significant increase, namely teacher activity increased from 71.15% to 92.30%, student activity from 69.23% to 88.46%, and student learning outcome completion from 57.14% in cycle I to 90.47% in cycle II. Thus, the Talking Stick type cooperative learning model assisted by Mystery Box media has proven effective in increasing student activity and learning outcomes in the science subject.

This study aims to analyze the effectiveness of the implementation of the Problem-Based Learning (PBL) learning model in improving student learning outcomes in the material Welcoming the Age of Puberty in grade IV of SDN 106210 Rambung Besar. This study uses the Classroom Action Research (CAR) method which is carried out in two cycles, with stages of planning, implementation, observation, and reflection. The subjects of the study were grade IV students of SDN 106210 Rambung Besar. Data were collected through learning outcome tests, observations of student and teacher activities, and interviews. The results of the study showed that the implementation of the PBL model can significantly improve student learning outcomes. In the first cycle, the average student score increased compared to the conditions before the action. The second cycle showed further improvements in conceptual understanding, critical thinking skills, and student activity. The PBL model also encourages students to be more active in discussing, working together, and solving problems related to the material being studied. The conclusion of this study is that the PBL learning model is effective in improving student learning outcomes in the material Welcoming the Age of Puberty. Therefore, it is recommended for teachers to adopt this model as an innovative learning strategy to improve the quality of learning in elementary schools

Background: Improving the quality of learning in Islamic education, particularly in fiqh subjects, requires the application of appropriate learning models that actively engage students in the learning process. Objective: This study aimed to determine the extent to which the discovery learning model improves student learning outcomes at MA Nurul Huda Tegal. Method: The research employed the Classroom Action Research (CAR) method and was conducted at Madrasah Aliyah Nurul Huda in 2023. Data were collected through observation, interviews, and tests/evaluations. The analysis focused on students' learning mastery scores. The CAR was carried out in four stages: (1) planning, (2) implementation, (3) observation, and (4) reflection. Result: The findings showed that the implementation of the discovery learning model led to an improvement in student learning outcomes in fiqh subjects. Students became more involved in the learning process and demonstrated better understanding and performance across the assessment stages. Conclusion: The discovery learning model is effective in enhancing students’ learning outcomes. It encourages active participation and fosters the ability to generate and realize creative ideas relevant to real-life contexts. Contribution: This study provides valuable insights for educators in Islamic schools, highlighting the potential of discovery learning to improve student engagement and achievement, especially in abstract and conceptual subjects like fiqh.

This study aims to (1) examine the implementation of the audiovisual-based Group Investigation learning model in Geography subjects, and (2) analyze the effects of the audiovisual-based Group Investigation model on students' learning outcomes in Geography at SMA Negeri 5 Denpasar. This research employs a quasi-experimental method with a Non-equivalent Control Group Design. The study involves two classes: (1) Class X.2 (experimental class) which received the audiovisual-based Group Investigation learning model, and (2) Class X.1 (control class) which used the conventional learning model. Data were collected using observation instruments and students' learning outcome tests, and were analyzed using Liliefors, Levene's, and t-tests. The results of the study indicate that:(1) The implementation of the audiovisual-based Group Investigation learning model significantly improved students' learning outcomes, as evidenced by the comparison of results between the control and experimental classes,(2) The audiovisual-based Group Investigation model implemented by teachers at SMA Negeri 5 Denpasar proved to have a significant impact on students' learning outcomes. The experimental class showed a significant improvement in learning outcomes compared to the control class. The findings of this study demonstrate a significant enhancement in the learning outcomes of students in the experimental class. Therefore, the audiovisual-based Group Investigation learning model is effective in improving students' learning outcomes.

This study aims to determine: 1) The effect of discovery learning and conventional learning models on student learning outcomes, 2) The influence of learning motivation on student learning outcomes. 3) The interaction between learning models and learning motivation on student learning outcomes. This study used a quasi-experimental research method. The research was conducted from April to May 2021.The population of this study were the fourth grade students of SDN 105316 Beranti, the number of which was 42 students who were determined randomly by random sampling technique. The research sample was 22 students of class IVA as the experimental class and 22 students of IVB class as the control class. The data collection technique used a learning motivation questionnaire and a learning outcome test. The data analysis technique used two-way analysis of variance. The results of the study are as follows: (1) There are differences in learning outcomes students who are taught with a learning model discovery learning with an average value of 85,919 higher than the learning outcomes of students taught by the learning model conventional on average 80,000, the analysis of variance results show Fcount value of 4.333> Ftable value of 3.22 and a probability or significance value of 0.00 <0.05, so H0 is rejected, (2) There is a significant difference between student learning outcomes with high learning motivation and the average85.07and students who have low learning motivation on average 57.81. Result of analysis of variance obtained Fcount value of 79.45> Ftable value of 3.22 and a significant value of 0.013 <0.05, so that H0 is rejected., (3) There is an interaction between discovery learning model and student motivation in improving student PPKn learning outcomes, analysis of variance results Fcount value of 8.807> Ftable value of 3.22 and a significance of 0.014 <0.05, so that H0 is rejected.

Learning mathematics at the junior high school level often faces challenges, particularly in students’ low understanding of basic integer operations such as addition and subtraction. These difficulties frequently result in misconceptions and low learning outcomes because the material is abstract and is often taught using conventional methods without adequate learning support. Therefore, it is urgent to implement learning strategies that can make abstract mathematical concepts more concrete and meaningful for students. This research aims to improve learning outcomes and students' understanding of concepts in the material of integer addition and subtraction operations through the use of props. The type of research used is Classroom Action Research (CAR) with the Kemmis and McTaggart model, conducted in two cycles, each consisting of two meetings that include the stages of planning, action implementation, observation, and reflection. The subjects of this study were 32 seventh-grade students of MTsN 1 Probolinggo. The research instruments included learning outcome tests (pretest and posttest), student activity observation sheets, and documentation. The collected data were analyzed using descriptive quantitative analysis to examine improvements in learning outcomes from the pre-cycle to cycle II. The results showed a significant increase in student learning outcomes after the application of teaching aids. The average pretest score in the pre-cycle was 45%, which increased to 82.5% in the posttest of cycle I and further increased to 92.2% in the posttest of cycle II. The percentage of classical learning completeness also improved, from 18.75% in the pre-cycle to 87.5% in cycle I and reached 100% in cycle II. These findings indicate that the use of teaching aids helps students understand the concepts of integer addition and subtraction more concretely, facilitates problem-solving, and enhances learning outcomes. Thus, it can be concluded that the application of teaching aids is effective in improving conceptual understanding and mathematics learning outcomes of seventh-grade students at MTsN 1 Probolinggo.

The problem in this study is that the implementation of the Demonstration learning model has not been implemented optimally so that student learning outcomes in the basic competencies of Drawing Letters, Numbers and Etiquette are only limited to meeting the KKM standard that has been set, namely 70. The purpose of this study: (1) To describe the implementation of the learning process by apply the Demonstration learning model. (2) To find out the increase in student learning outcomes in the basic competencies of Drawing Letters, Numbers and Etiquette in technical drawings at SMK Negeri 1 Hiliserangkai. This type of research is Classroom Action Research (CAR). This research was conducted at SMK Negeri 1 Hiliserangkai with the research subjects being students of class X-BKP Semester I for the 2022/2023 academic year with a total of 18 students. The research instrument (1) Observation Sheet, consisting of (a) Observation sheet observing the learning process for teachers (b) Observation sheet observing students in the learning process. (2) Student Learning Outcomes Test and (3) Photo documentation. Research Results: (1) In Cycle I (first) the average learning process (teacher respondents) was 67.04%, and the average percentage of observations of students' activeness in the learning process was 47.40% had not reached the target set, the average -the average student learning outcomes is 67.89% belonging to the sufficient category, the percentage of student learning completeness is 66.67%. (2) In Cycle II (two) the average learning process (teacher respondents) is 92.04% and the average percentage of observations of student activity in the learning process is 81.77% has reached the set target, the average learning outcomes students namely 89.22% belonging to the good category, the percentage of completeness of students namely 100% has reached the set target of 70%. From the results of the research findings above, it can be concluded that by applying the Demonstration learning model to the Basic Competence of Drawing Letters, Numbers and Etiquette in Technical Drawings, it can improve student learning outcomes for class X-BKP SMK Negeri 1 Hiliserangkai for the 2022/2023 Academic Year.

The problem in this study is the low student learning outcomes in IPAS class V UPT SD Negeri 4 Benteng Sidrap Regency. This study aims to improve the process and learning outcomes of students by applying the Project Based Learning (PjBL) model. This research uses a qualitative approach qualitative approach and the type of research is classroom action research (PTK). Classroom action research is carried out in 2 cycles starting with pre-action activities then each cycle consists of 4 stages which include planning, implementation, observation, and reflection. In knowing the percentage level of the process and student learning outcomes, researchers used observation sheets and evaluation tests in each cycle. The subjects in this study were teachers and students of class V UPT SD Negeri 4 Benteng in the 2024/2025 school year, totaling 18 students consisting of 10 boys and 8 girls. The data analysis techniques used were qualitative and quantitative data analysis techniques. Based on the data obtained during Based on the data obtained during the implementation of cycle I and cycle II, the research results obtained in cycle I were in the sufficient category, and there was an increase in cycle II which was in the good category and achieved the predetermined indicators. The conclusion of this study is that by applying the Project Based Learning (PjBL) learning model can improve the learning process and student learning outcomes in IPAS subjects in class V UPT SD Negeri 4 Benteng Sidrap Regency.

This classroom action research was driven by the low learning outcomes of fifth-grade students at SD Negeri No. 102013 Sialang Buah in the subject of Islamic Religious Education and Ethics, particularly on the topic of Faith in the Book of Allah. Initial observations revealed that most students struggled to understand the basic concepts and demonstrated low participation during lessons. To address this issue, the study aimed to improve student learning outcomes by applying the Think Pair Share (TPS) cooperative learning model, which emphasizes student engagement through individual thinking, paired discussions, and group sharing. The research was conducted in two cycles, each comprising planning, action, observation, and reflection phases. A total of 24 students participated in the study. Data were collected through learning outcome tests, teacher and student observation sheets, and documentation, and were analyzed both qualitatively and quantitatively. The results showed that the implementation of the TPS model led to a notable improvement in student learning outcomes, evidenced by increased average test scores and a higher percentage of students achieving mastery from cycle I to cycle II. Additionally, student activity during lessons improved significantly, particularly in cognitive engagement and collaborative participation. These findings indicate that the TPS model is effective in enhancing understanding and fostering a more interactive and enjoyable learning environment. Consequently, it is recommended that the Think Pair Share model be adopted as an innovative and participatory approach in teaching Islamic Religious Education at the elementary level, especially for conceptual topics such as Faith in the Book of Allah.

The make-a-match cooperative model is a learning model in which the teacher prepares cards containing questions or problems and prepares answer cards, and then students look for their card pairs. The direct involvement of learners in the learning process will lead to the formation of knowledge and skills that will improve learning outcomes. Implementing the make-a-match learning model is more directed to the game because each learner can search for answers or pairs of question cards obtained more freely and actively. Science learning at MTs Negeri I Kubu Raya still needs to provide a pleasant learning experience. Students' interest in participating in science learning still needs to be higher. It impacts unsatisfactory learning outcomes, as seen from the many student learning outcomes below the Minimum Completion Criteria set by the school. This condition requires science learning that can encourage students to be directly involved and play an active role during learning so that the learning process can run well. The cooperative model of the match type is predicted to increase collaborative learning and student participation in a fun learning situation wrapped in a game situation. This model requires students to find question-answer pairs through interaction with friends in one class. This study aims to measure the improvement of students' learning outcomes in class VIII B MTs Negeri I Kubu Raya on the material of the human respiratory system using the make-a-match cooperative model. The research was conducted over two cycles, and each cycle consisted of two meetings with four stages: planning, action, observation, and reflection. The research subjects totalled 32 people, all of whom were female. Data collection techniques include observation and tests using observation sheet instruments and learning outcomes test questions that have been previously validated. The improvement in learning outcomes focused on this research is the improvement of cognitive learning outcomes. The data was presented as a percentage score of observation of the learning process of the match cooperative model and classical completeness. The results showed that the achievement of implementing the learning process using the make-a-match cooperative model was 100% in both the first and second cycles. The average learning outcome of students on human respiratory system material in the first cycle was 79.68 and increased to 84.84 in the second cycle. Activities carried out by students also increased in each cycle. The increase leads to the activeness or participation of students during learning. Based on the study's results, it can be concluded that learning using the make-a-match cooperative model can improve learning outcomes and students' activeness.

This research is prompted by the low achievement of student learning outcomes in IPAS learning, which is caused by the less than optimal implementation of the learning model carried out by the teacher. So that students are less active in participating in learning, which has an impact on the low learning outcomes of students. The purpose of this study was to describe the improvement of student learning outcomes in IPAS learning using the Teams Games Tournament (TGT) type Cooperative Learning model in class V SDN 9 Sijunjung. This research is a Classroom Action Research (PTK) using a qualitative research design conducted at SDN 9 Sijunjung with the subject being grade V students at SDN 9 Sijunjung consisting of 14 male students and 13 female students This research was conducted in two cycles, namely cycle I two meetings and cycle II one meeting. The research process involved four main stages: planning, action, observation and reflection. The results showed an increase from cycle I to cycle II, the average value of the learning module increased from 87.49 (B) in cycle I to 95.83 (A) in cycle II. Teacher activity also increased from an average score of 87.49 (B) cycle I to 96.42 (A) cycle II. Learner activities also increased from 87.49 (B) cycle I to 96.42 (A) cycle II. The learning outcomes of students also showed a significant increase from 75 (C) in cycle I to 91 (A) in cycle II.Overall, the Cooperative Learning model type Teams Games Tournament (TGT) has been proven to be able to improve the learning outcomes of students in class V at SDN 9 Sijunjung

IMPROVING STUDENT LEARNING OUTCOMES USING THE DISCOVERY LEARNING MODEL ON VOLUME BUILDING MATERIALS ON CURVED SIDES IN JUNIOR HIGH SCHOOL (SMP NEGERI 8 KOTA BOGOR)This study departs from the phenomenon that occurs in the classroom that the low understanding and learning outcomes of students in Mathematics learning Basic Competence Determines the Volume of Curved Side Space. Therefore, a teacher needs to consider learning strategies so that they can improve student learning outcomes. The research was carried out in grades IX-A of junior high school and aimed (1) to determine the use of the Discovery Learning model in improving student learning outcomes in Mathematics. (2) To describe the process of improving student learning outcomes in Mathematics. (3) To measure the magnitude of the increase in student learning outcomes in Mathematics subjects with the Discovery Learning model. The results of this study indicate that the application of the Discovery Learning model can be a fun variation of learning for students, proven to improve student learning outcomes. There was an increase after the application of the Discovery Learning learning model to 75 in cycle 1 and 80 in cycle 2. The application of the Discovery Learning learning model can create a pleasant learning situation so that there is an increase in student learning outcomes. The application of the Discovery Learning learning model can be socialized and used as an alternative in learning Mathematics in schools within the Bogor City Education Office.

This study aims to improve student learning outcomes and engagement through the use of technology-based introductory learning media in the Fiqh subject at MI Al-Ma’arif Sidolaju Ngawi. The problem underlying this study is the low level of student participation and learning outcomes that have not yet met the Minimum Passing Criteria (KKM), caused by the dominance of traditional teaching methods and the limited use of learning media appropriate to the students’ characteristics. This study employs a Classroom Action Research (CAR) approach using the Kemmis and McTaggart model, conducted over two cycles. The research subjects consisted of 22 Year 5 pupils in the 2024/2025 academic year. Data collection techniques included observation of pupil activities, learning outcome tests, interviews, and documentation. Each cycle comprised the planning, implementation, observation, and reflection stages. The results of the study showed an increase in student learning activity from 51.6% in cycle I to 57.92% in cycle II. Furthermore, the average learning outcome score increased from 63 in cycle I to 80 in cycle II. These findings indicate that the use of technology-based introductory learning media is effective in enhancing student engagement and learning outcomes in the subject of Fiqh. This study is limited by a small sample size, the scope of a single class, and a relatively short research duration, so the results cannot yet be generalized widely. Therefore, future research is recommended to involve larger samples, more diverse contexts, and longer implementation periods to obtain more comprehensive findings.

The implementation of Islamic Religious Education learning in the eleventh grade of State Senior High School One, Empat Koto District, Agam Regency, shows that teachers have not developed an appropriate learning model, and the teaching modules used are not yet appropriate to the learning process in the classroom, resulting in low student learning outcomes. This study aims to analyze the effectiveness of the application of problem-based learning models in improving student learning outcomes in Islamic Religious Education subjects. This study is a classroom action research that uses qualitative and quantitative approaches. Learning planning is carried out by reviewing learning outcomes, compiling learning objectives, preparing media and learning resources, and compiling student worksheets, evaluation questions, and observation sheets. The implementation of learning follows the stages of the problem-based learning model, namely problem recognition, organizing learning activities, guiding the investigation process, presenting results, and evaluating the problem-solving process. Learning evaluation is carried out in two cycles. In the first cycle, the first meeting, the results are in the sufficient category; the first cycle, the second meeting, increases to the good category; and in the second cycle, the first meeting, the learning outcomes are in the very good category. These results indicate that the application of the problem-based learning model is effective in improving student learning outcomes in Islamic Religious Education subjects.

This research aims to improve the learning outcomes of VII class sttudent the subjects of Pancasila and Citizenship Education through the application of the Learning Cycle 7e learning model in a Peer Learning setting. The type of research used is Classroom Action Research (PTK). In this research, it was carried out in two cycles and consisted of several stages, namely introduction or planning, action implementation, observation and reflection. The material used in this research is about cooperation in various fields of life. The subjects in this research were class VII students consisting of 28 students. Data collection techniques include tests, observation, interviews and documentation. The results of this research are that by implementing the Learning Cycle 7e learning model in the Peer Learning setting, it can improve student learning outcomes starting from pre-action, cycle I and cycle II. In the pre-action, the average value of learning outcomes was 62.2, then in cycle I there was an increase in the average value of learning outcomes to 82.4 and in cycle II there was an increase in learning outcomes of 93.6. The conclusion of this research is that the application of the Learning Cycle 7e learning model setting Peer Learning can improve learning outcomes in Pancasila and Citizenship Education subjects on cooperation material in various areas of life in Class VII MTs.