Affective Learning Outcomes Research Articles

The Effect of the Use of Interactive Media in Arabic Language Learning on Students' Learning Outcomes at Nurul Ilmi Integrated Islamic Elementary School, Jambi

Interactive media is one of the essential elements in improving the quality of education. This study aims to determine the effect of the use of interactive media in Arabic language learning on the learning outcomes of class 2A students at the Nurul Ilmi Integrated Islamic Elementary School in Jambi. The approach used in this study is quantitative with a quasi-experimental design. The population in this study was the entire second grade, totalling 236 people, divided into 10 study group classes. The sample used in this study was 20 class 2A students, who were taken randomly. The data in this study were collected using test techniques (pretest and post-test) from the perspective of Arabic language learning. The data analysis used was the N-gain test and the T-test. The study results showed that the use of interactive media in Arabic language learning in class 2A of the Nurul Ilmi Integrated Islamic Elementary School positively and significantly affected learning outcomes. The increase in Arabic language learning outcomes was average in the "high" category. The results of the T-test showed that the increase in learning outcomes was significant. Thus, it is recommended that interactive multimedia-based Arabic language teaching materials be developed to support the implementation of more professional and quality Arabic language learning.

Assessing the Effectiveness of a Research-Driven Biochemistry Laboratory Manual in Enhancing Student Cognitive Learning Outcomes and Business Awareness

This study examines student responses upon the implementation of Biochemistry Laboratory Manual which focused on science-economics. The manual was implemented on Biochemistry poracticum classes for 3 consecutive schedules. Students' cognitive, affective, and psychomotor learning outcomes were recorded that implies their responses to the topic. Validated questions and questionnaires were used and were administered before the first and after the third round of practicum classes. Data analysis employed Student T-tests. It was revealed that the implementation of the Laboratory Manual moderately enhances biochemistry learning achievements (N-Gain) and the students responded positive and very positive toward the topic at 80% and 18% respectively.

The Influence of the Quantity of Memorizing Surahs and Muroja'ah Al-Qur'an on Students' Cognitive Learning Outcomes

This study aims to identify whether there is an influence between the quantity of memorization of the Quran and muroja'ah on students' cognitive learning outcomes using regression analysis with the independent variables being the quantity of memorization of the Quran and the quantity of muroja'ah and the dependent variable being students' cognitive learning outcomes . Most previous studies only highlight the effects of memorization on general aspects such as improving learning outcomes, without specifically measuring the impact of the quantity of memorization and the intensity of muroja'ah on students' cognitive learning outcomes. This study attempts to fill this gap by analyzing the relationship between memorization of the Quran and academic achievement in more depth. The sample used was 50 6th semester students spread across various study programs at FITK UIN Maulana Malik Ibrahim Malang. Sampling was carried out randomly with the assumption that the characteristics of the students were homogeneous. The results of the study showed that 80% of students had memorized 30 surahs in Juz 30, and on average they did the muroja'ah memorization 7 times a week. For the dependent variable, the average GPA obtained by students is 3.85. In the results of the hypothesis test, the F-count value is 10.93 and the significance value is 0.001 with an alpha setting of 0.05. So, it can be concluded that H0 is rejected so that there is at least 1 independent variable that influences students' cognitive learning outcomes, then the results of the partial test showed that the quantity of memorizing the surah of the Qur'an affects students' cognitive learning outcomes with a significance value of 0.004 which is smaller than 0.05. The quantity of memorizing the surah of the Qur'an affects learning outcomes with an R2 value of 46% and the remaining 54% is influenced by other factors not used in this study. For educators and curriculum developers, they can integrate memorization techniques into the curriculum, develop a supportive learning environment, and utilize educational technology to increase student motivation and involvement in the learning process.

Grade 10 Students’ Lived Experiences of Learning English in Congested Classrooms

This study aimed to understand the experiences of grade 10 students in learning English in a congested classroom. This qualitative study utilized a phenomenological research design to gather the data, employing in-depth interviews (IDI) and focus group discussions (FGD). There were 14 participants in this study: 7 for IDI and 7 for FGD. This study is gleaned through Edward Lazear’s Economic Theory of Class Size, which states that how class size affects learning outcomes varies according to the behaviors of learners. Participants’ experiences revealed five themes, which include a distractive learning environment, having limited time, failure to enhance English macro skills, difficulty in accomplishing group tasks, and difficulty in classroom management. From their coping strategies, four themes emerged: motivating oneself, developing study habits, encouraging others to speak in English, and consulting English teachers and parents. Meanwhile, five major themes emerged from the insights of the participants, which emphasized that learning English in a congested classroom requires skilled teachers, asks for curriculum enhancement, calls for a limited classroom population, and needs a conducive learning environment. Results implied that English teachers’ competence in inculcating language learning to the learners who are victims of struggles in congested classrooms is important. Thus, equal and sufficient distribution of learning and attention is encouraged despite the challenges of time scarcity and classroom congestion. Also, it was recommended that future researchers explore the enhancement of English macro skills in a congested classroom and the advantages and disadvantages of block scheduling in secondary schools.

The Impact of Changes in Teacher Attitudes and Learning Methods on Student Performance

The effectiveness of learning in shaping student performance has been a primary concern in educational research. This study examines the influence of changes in teacher attitudes and teaching methods on student performance in secondary education. This issue is driven by the evolution of the education landscape, where traditional teaching methods meet the need for more dynamic and student-centered methodologies. The research problem focuses on understanding how teacher attitudes toward learning change with innovative teaching methods, affecting learning outcomes. This reflects the increasing concern among educators about the gap between traditional teaching practices and the diverse needs of today's students. Using a quantitative approach by distributing surveys to students and teachers in different schools, this research explores the relationship between teachers and teaching methods and student activities. The results show a significant relationship between positive changes in teacher attitudes, the introduction of interactive and adaptive teaching methods, and improvements in student performance metrics. The conclusion drawn from the study emphasizes the importance of teacher attitudes and teaching methods in shaping student success. It underscores the importance of creating a positive, student-centered classroom environment where teachers can adapt and respond to individual learning needs. Additionally, the findings emphasize the need for continuous professional development initiatives to enhance teacher competencies in innovative pedagogical practices. The novelty of this scholarly work lies in comprehensively examining the correlation between teacher attitudes, teaching methods, and student performance. By providing a clear picture of this dynamic relationship, the study offers valuable insights for education policymakers, school leaders, and teachers striving to improve the quality of teaching and learning experiences in post-secondary education environments.

Effectiveness of social media-based collaborative learning on student engagement and learning outcomes: a field study

This study aims to analyze how social media-based collaborative learning affects learning outcomes and student involvement in higher education in Odisha, India. Using a mixed-methods approach, 200 undergraduate students from four different colleges were selected randomly. Over the course of a semester, participants used well-known social media platforms for collaborative learning activities. Semi-structured interviews, academic performance records, social media activity logs, and pre- and post-intervention questionnaires were used to collect data. The findings revealed a strong positive association (r = 0.68, p < 0.001) between student engagement and social media-based collaborative learning. In addition, compared to a control group, students who engaged in social media-based collaborative learning shown a 15% increase in their academic performance. Qualitative data showed that students were more motivated, had better digital literacy, and engaged with social media activity. Challenges including possible distractions and privacy issues were also noted by the research. These results imply that, with the right policies and support systems in place, incorporating social media-based collaborative learning into Odisha's higher education might enhance student engagement and learning outcomes.

The impact of facilitation competence of instructors on learning immersion and learning achievement—Focusing on adult learners

This study explored how facilitation skills—defined as instructional techniques that accurately convey core messages in a trusting relationship and encourage self-directed learning participation among adult learners—affect the effectiveness of learning. The research focused on adult learners enrolled in lifelong education programs at seven universities, including general and vocational colleges in Busan. It aimed to examine the relationships between instructors’ facilitation skills, learner engagement, and learning outcomes, as well as the mediating effect of engagement on these relationships. A total of 213 valid survey responses were analyzed from an initial 215 responses, excluding 2 unsuitable entries. The findings are summarized as follows. First, facilitation skills were found to partially influence learner engagement. Second, learner engagement was shown to affect learning outcomes. Third, facilitation skills were found to have a partial effect on learning outcomes. Fourth, learner engagement partially mediated the relationship between facilitation skills and learning outcomes. Based on these results, this study is expected to contribute to a deeper understanding of the relationship between facilitation skills and learning outcomes in adult learners, providing practical guidelines for enhancing effectiveness in various educational contexts.

Abstract Su1105: Healthcare Students' Attitudes on Adult Basic Life Support Training via Virtual Reality: An Exploratory Study

Introduction: Adult Basic Life Support (BLS) is a crucial skill for healthcare professionals. In recent years, the use of immersive technology, such as virtual reality (VR), has increased in educational research projects. However, published data have yet to show significant advantages over traditional methods for BLS education. Research Question: Does providing adult BLS content through VR fit the new generation of healthcare students? Goal: To assess student perspectives after a novel BLS educational program involving an interactive 360° VR environment. Methods: In June 2024, the Faculty of Health Sciences at the University of Maribor (Maribor, Slovenia) hosted 24 healthcare students from the University of Pittsburgh (Pittsburgh, USA) for an interactive 360° video-based VR adult BLS training session. The training employed Meta Quest 3 headsets (California, USA), featuring an adult BLS scenario developed by the Faculty of Health Sciences at the University of Maribor called InTECHiE360. After the VR training, the students completed a 21-question Likert scale questionnaire to evaluate their experiences, with a rating of 1 indicating "totally agree", and a rating of 7 indicating "totally disagree". Prior to the study, participants provided written consent, and data were collected anonymously to ensure confidentiality. Results: A total of 21 participants, with a mean age of 20 years (SD±0.7), took part in our study. The majority were female (17/21; 81%) and medical students (12/21; 57%). Most participants (16/21; 76%) had previously used VR, primarily for recreational gaming, rather than for educational purposes. The participants strongly agreed that the VR experience made them feel physically present in the adult BLS training session (mean score 1.9; SD±0.8), was realistic (mean score 2.0; SD±0.9) and provided a better learning experience compared to traditional lectures (mean score 1.5; SD±1.0). They also felt that they learned something new about adult BLS through the VR training (mean score 1.6; SD±1.1) and that adult BLS content was well presented in VR (mean score 1.4; SD±0.6). None of the participants experienced cybersickness, such as nausea or dizziness, and all of them would recommend this VR experience. Conclusion: We developed an interactive, immersive, evidence-based educational tool with a low risk of cybersickness, designed to appeal to the current generation of healthcare students and enhance their cognitive, behavioral, and affective learning outcomes.

An Empirical Study on the Learning Outcomes of Vocational Students in A Smart Classroom

Background and Aim: Smart Classrooms, as a form of rich-media learning environments, were increasingly being implemented and utilized. This study aimed to investigate the impact of Smart Classrooms on learning outcomes by examining 133 first-year vocational students from a vocational college in Yunnan Province, China. The research focused on an applied writing course and compared Cognitive, Behavioral, and Affective learning outcomes between the SEEWO Smart Classroom and traditional classrooms. Materials and Methods: In this study, 133 current vocational students participated. The participants were divided into two groups: a control group and a treatment group. The control group was taught in a traditional classroom while the treatment group was taught in a Seewo Smart Classroom. After a 10-week applied writing course, the course was evaluated using the course evaluation scale that had been used in the college for many years. This evaluation explored cognitive learning outcomes, behavioral learning outcomes, and affective learning outcomes in terms of final grades, classroom behavioral performance, and student course scoring. Results: Students in Smart Classrooms showed significant improvement in final exam scores, enhancing Cognitive learning outcomes. Behavioral outcomes, including participation and attendance, also increased. Student feedback favored Smart Classrooms over traditional settings, with no significant impacts from gender, age, or admission methods observed. Conclusion: Smart Classrooms notably enhanced Cognitive and Behavioral learning outcomes, indicating improved student performance and engagement. Positive student feedback underscores their potential to enhance educational experiences and outcomes compared to traditional classrooms.

Action research plan: a methodology to examine the impact of artificial intelligence (AI) on the cognitive abilities of university students

This research suggests a methodology to examine the effectiveness Artificial Intelligence (AI) on the cognitive abilities of college students so that future researchers can utilize this experimental project to focus on how AI-powered Intelligent Tutoring Systems (ITSs) affect learning outcomes. As AI continues to revolutionize all walks of life, so has its integration with education. ITS is a key application of AI in education, providing a personalized learning experience by analyzing student data and tailoring instructional materials accordingly. This provides a research program to study the effectiveness of ITS in improving cognitive skills such as memory, critical thinking, and problem solving abilities in college students. The research project combined quantitative and qualitative research methods including surveys, pre-tests, post-tests, and in-depth interviews to assess the cognitive differences between students using ITS and those using traditional learning methods. The research project also recognized potential challenges, such as dependence on technology and the risk of increased educational inequality. The action research program concluded by advocating for a balanced integration of AI into education, highlighting the need for ongoing research to optimize its use across different stages of education and to ensure equitable access to AI-powered tools.

The Impact Of-Problematic Learning Styles-On Learning Outcomes Of Cultural Diversity In My Country 1 Sub-Diameter 1 Unity

The Impact of Problematic Learning Styles on Learning Outcomes in My Country Cultural Diversity Teachers and Teaching Education Dissertation Pacuan University. 2566 This study is a quasi-experimental study using traditional and problem-based learning models to investigate how cultural diversity sub-factors affect learning outcomes in My Country State School in Bokor IV C 78 Problem-based learning models have more requirements than traditional control class learning problems based on the experimental class model compared to the model. Because the results of both samples are lower than the L table, they have a high N value, so to find out whether the sample <0.148 is distributed in normal class groups, the researcher conducted an additional normality test using the Liliefors test hypothesis test of 7.42843 is greater than 1.9944 in the table, therefore the alternative hypothesis is accepted and the null hypothesis H0 is rejected Based on the above findings, the problem-based learning model is more effective than the traditional approach. diversity in my country.

Teaching enthusiasm in video lectures: Evidence from two experimental studies

While teaching enthusiasm is crucial in traditional classroom settings, its impact on learning processes in digital learning environments still needs to be explored. This study examines the impact of teaching enthusiasm in instructional videos on cognitive and affective learning outcomes. Two separate experiments were conducted at different times: one with 9th-grade students and another with 10th-grade students. Participants viewed instructional videos including either higher or lower levels of teaching enthusiasm, and their cognitive learning outcomes (retention and transfer), social presence, lecture engagement, and motivation were measured. The study revealed that despite the significant difference between the groups regarding perceived teaching enthusiasm, higher enthusiasm did not significantly impact learning outcomes. The study suggests that increased enthusiasm in lecture videos may not necessarily enhance cognitive and affective learning outcomes. Further studies are needed to explore how instructional enthusiasm affects learning outcomes in different situations and with various types of videos.

Covid-19 pandemic and student academic performance: a systematic review and meta-analysis

Abstract Background The COVID-19 pandemic led to widespread disruptions in educational systems globally, forcing a transition to remote learning modalities. This systemic change raised concerns about its potential impact on the academic performance of students in developmental ages. This systematic review and meta-analysis aimed to evaluate the association between the COVID-19 pandemic and academic performance among developmental-age students, quantifying the effect size using Cohen’s d. Methods We searched PubMed/MEDLINE, Scopus, and Embase for studies published up to December 2023 that assessed the impact of the COVID-19 pandemic on academic performance. The review was performed following the PRISMA 2020 guidelines. The quality of the included studies was evaluated using the Newcastle-Ottawa Scale. The pooled effect size was calculated using Cohen’s d, with its 95% confidence interval. The protocol has been registered in PROSPERO. Results Out of 3671 retrieved articles, 30 studies met the inclusion criteria, and 13 were suitable for meta-analysis, involving a combined total of 4,893,499 students. The Cohen’s d was -0.07 (95% CI = -0.10 to -0.03; p < 0.001), indicating a small but statistically significant decline in academic performance associated with the pandemic. Subgroup analyses revealed that mathematics suffered the most significant impact, with a Cohen’s d of -0.14 (95% CI = -0.18 to -0.10; p < 0.001). All the included studies were judged as moderate-high quality. Conclusions The COVID-19 pandemic has had a negative effect on the academic performance of students of developmental ages, particularly in mathematics. These findings highlight the need for targeted interventions to mitigate the educational setbacks caused by the pandemic, especially in core subjects where the decline in performance was most pronounced. Key messages • The COVID-19 pandemic has significantly disrupted educational systems worldwide, resulting in a small but statistically significant decline in academic performance among students of developmental ages. • The shift in educational delivery during the pandemic particularly affected learning outcomes in mathematics more than in other subjects.

Analyzing the Long-Term Effects of Eliminating School Fees on Access to and Quality of Education in Uganda, Considering the Policy's Implications for Gender Parity and Inclusive Education

Purpose: The aim of the study was to analyze the long-term effects of eliminating school fees on access to and quality of education in Uganda, considering the policy's implications for gender parity and inclusive education. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The elimination of school fees in Uganda under the Universal Primary Education (UPE) policy has significantly increased access to education, particularly for children from low-income families and marginalized communities, as seen in the surge in enrollment rates. However, this increase in access has not been matched by improvements in educational quality, with overcrowded classrooms, underqualified teachers, and inadequate resources affecting learning outcomes. Unique Contribution to Theory, Practice and Policy: Human capital theory, capability approach & social justice theory may be used to anchor future studies on the analyzing the long-term effects of eliminating school fees on access to and quality of education in Uganda, considering the policy's implications for gender parity and inclusive education. Special focus should be on training teachers in inclusive education to better support children with disabilities and gender-sensitive teaching methods that encourage the retention of girls in school. Policies should ensure free provision of essential materials, especially for the most vulnerable populations.

The impact of different combinations of game elements for gamified learning in higher education on student learning outcomes: a multilevel meta-analysis

ABSTRACT This study employed a multilevel meta-analysis to assess the overall effectiveness of gamified learning on educational outcomes in higher education based on 143 effect sizes from 32 studies published between 2013 and 2024. The analysis specifically evaluated the impact of different combinations of game elements on cognitive, skill-based, and affective learning outcomes and explored the moderating variables influencing gamified learning effects. The findings reveal that gamified learning (g = 0.515) has a moderate impact on student learning outcomes compared to non-gamified conditions. More specifically, the impact of gamified learning on cognitive learning outcomes (g = 0.716) and skill-based learning outcomes (g = 0.605) is moderately high, while its effect on affective learning outcomes is moderately low (g = 0.317). The most effective combinations of game elements for enhancing the cognitive, skill-based, and affective learning outcomes are ‘Performance/Measurement + Ecological + Social + Personal,’ ‘Performance/Measurement + Social + Personal,’ and ‘Performance/Measurement + Ecological + Social + Personal + Fictional,’ respectively. These findings can guide educators in designing gamified learning experiences that significantly enhance various learning outcomes. Additionally, the learning domain and intervention duration moderated the impact of gamified learning.

Human or Humanoid Animated Pedagogical Avatars in Video Lectures: The Impact of the Knowledge Type on Learning Outcomes

This study examines the impacts of educational videos with human or humanoid animated pedagogical avatars (APAs) on cognitive, affective, and social learning outcomes in declarative and procedural knowledge contexts. A 2 × 2 factorial design was used, considering instructor type (human vs. humanoid APA) and knowledge type (declarative vs. procedural). The study involved 139 university students with no prior knowledge of the video content and was conducted in a human-computer interaction lab using an eye-tracking device. There were no significant differences in learning achievement, perceived lecture engagement, emotion, satisfaction, and social presence between the human and humanoid APA. However, learners showed greater visual interest in the human instructor, which influenced their interest in the learning content. Viewers of declarative knowledge videos showed more visual interest and achieved higher learning scores, while procedural videos increased lecture engagement, emotion, satisfaction, and social presence. The study suggests that humanoid APAs can effectively replace human instructors in educational videos and emphasizes the importance of considering knowledge types in video design to impact learning outcomes.

The Effect of Educational Podcasts on Increasing Understanding of Concepts Among Students

The rapid evolution of digital media has introduced various educational tools, among which educational podcasts have gained popularity. Podcasts offer an innovative and flexible method for students to engage with content outside traditional classroom settings. Despite their potential, there is limited empirical research on the effectiveness of educational podcasts in enhancing students’ understanding of concepts. This study aims to evaluate the impact of educational podcasts on students’ comprehension of academic concepts. Specifically, it investigates whether regular podcast exposure improves students’ conceptual understanding compared to traditional instructional methods. A quasi-experimental design involving 120 students from various educational levels was employed. Participants were divided into two groups: the experimental group, which used educational podcasts as supplementary material, and the control group, which continued with conventional teaching methods. Pre-tests and post-tests were administered to assess conceptual understanding before and after the intervention. Data analysis was conducted using quantitative methods, including t-tests and ANOVA. The results indicated a significant improvement in the experimental group’s conceptual understanding compared to the control group. The average score increase for the experimental group was 20% higher than that of the control group, suggesting that educational podcasts positively affect learning outcomes. Educational podcasts can effectively enhance students’ understanding of academic concepts. They provide an engaging and accessible way for students to reinforce learning outside classroom hours. The study highlights the potential of integrating podcasts into educational practices to support and improve student learning.

Introducing a Cutting-Edge Dataset: Revealing Key Factors in Student Academic Outcomes and Learning Processes

This paper presents an educational dataset that consolidates various aspects of educational science. The purpose of this study is to illuminate the factors that impact students’ learning experiences before and during their time at university. This dataset was designed to support research in educational science, including the application of machine learning and deep learning models to predict student outcomes. The primary objective is to improve educational methodologies, empower students with informed decision-making, and enhance overall learning effectiveness. The dataset comprises 992 samples across 89 fields and was collected through direct methods like questionnaires and indirect methods involving training management units. These samples are categorized into Personalized factors, Factors affecting learning outcomes, and Learning outcomes, encompassing both general education performance and university module achievements. Following collection, the dataset was subjected to thorough processing, cleaning, and statistical analysis, using techniques such as Pearson correlation analysis, analysis of variance, Std. Error, Std. Deviation, and tests of homogeneity of variance.

Meningkatkan Hasil Belajar Pak Dengan Model PBL Berbantuan LKPD Fase C Kelas 5 SDN 102005 Durian Tinggung

This study aims to determine the improvement of cognitive and affective learning outcomes in the dimensions of Faith, Devotion to God Almighty and Mutual Cooperation through the PBL model for students at SD Negeri 102005 Durian Tinggung. This type of research is classroom action research with research steps, namely planning, implementation, observation and reflection in each cycle. This study consists of two cycles. The research location is at SD Negeri 102005 Durian Tinggung. For grade V students with the material King David the Wise As. The time of the study was carried out in September 2024. The data collection technique used a learning outcome test and an affective observation rubric. The data analysis technique used a quantitative descriptive technique. From the results of the study, there was an increase in cognitive learning outcomes by 35% in the Proficient criteria and 45% in the Proficient criteria and 20% in the Eligible criteria. Affective Learning Outcomes using the PBL learning model have been proven to improve the affective learning outcomes of students at SD Negeri 102005 Durian Tinggung on the material King David the Wise. The results of the improvement can be seen from the number of students in cycle I, 100% of whom entered the Proficient criteria and in cycle II there was a significant change, namely 100% entered the Proficient criteria.

Meningkatkan Motivasi dan Hasil Belajar Secara Mandiri menggunakan Metode Interaktif dengan Problem Based Learning pada Materi Aku Pribadi yang Unik di Fase E Kelas X di SMK NEGERI 4 TEBING Tinggi Kec.Padang Hilir

This study aims to determine the increase in motivation and cognitive and affective learning outcomes in the independence dimension through the PBL model in students at SMK NEGERI 4 TEBING TINGGI The study is based on a research problem, namely the lack of enthusiasm and motivation of students in learning due to inadequate methods, systems and learning resources, so I took the initiative to use the PBL method so that students are able to collaborate to unite interests and participate in group discussions independently or together. (insert some problems). This type of research is classroom action research with research steps, namely planning, implementation, observation and reflection in each cycle. This study consists of two cycles. The research location at SMK NEGERI 4 TEBING TINGGI for class X students with the material I AM A UNIQUE PERSON The research time was carried out in September 2024. The data collection technique used a learning outcome test and an affective observation rubric for the independence dimension The data analysis technique used a quantitative descriptive technique. The results of the first cycle of research were that 3 students had only 25% success or only 1 person completed and 2 people had not completed 75% ). The results of the cycle II study are that at this cycle meeting there was a significant and very interesting increase because students were able to explore their potential in terms of examining information by watching learning videos and concluding well and structured with good sentences and language. 75% were very good and 25% were good. So this process can be said to be successful in obtaining learning outcomes and motivation if averaged out, it has been towards proficient at the end of cycle 2. In achieving the targeted motivation and learning outcomes of students, they have been able to reach the maximum threshold so that at the cycle 1 meeting it was clear that there were so many changes in students' interests and desires to get lessons that were also quite good, by holding group discussions, students were also able to provide responses independently to demonstrate the results of group discussions, increasing motivation and learning outcomes reaching 93.3%. From the results that exist that the PBL method has a very large influence on the motivation and learning outcomes of students both in terms of group discussions and independently. In the future, the school will implement learning with PBL comprehensively so that the teaching and learning process is more effective and efficient and has its own impression for teachers, especially for students at SMK NEGERI 4 TEBING TINGGI.