Grade Class Research Articles

Upaya Meningkatkan Prestasi Belajar Siswa Melalui Pendekatan Pembelajaran Learning Community di Kelas VII SMPK Yos Sudarso

This study aimed to increase students' achievement through the learning community approach in class VIII SMPK Yos Sudarso. Classroom action research was a research type. The data was gained through interviews and observation. The data were analyzed by using descriptive qualitative. The result showed the learning community approach could increase students learning achievement. It can be proved with the presentation of the pra cycle period achieved that the average was 63,33, and only 50% of students achieved a score 70 or >70, in enough categories. The learning result of the cycle I included learning increased the class grade to 69,89, and as many as 65% of students got scores complete in better categories. The lowest value was 50, and the higher was 90. The learning achievement of cycle 2 included learning achievement increased class grade became 83.3, and many 90% of students got complete scores in better categories. The lowest value was 70, and the highest value was 100. It can be concluded from this research found it has students' learning achievement increased. Based on the result, the learning community approach could increase students learning achievement.

A Ginseng Appearance Quality Grading Method Based on an Improved ConvNeXt Model

In order to solve the problem of the small degree of variability between the features of ginseng grading classes and the resulting need for heavy reliance on professionals, this study established a ginseng dataset containing 5116 images with three classes in different contexts and proposed a ginseng-grading model based on an improved ConvNeXt framework. Firstly, a Channel Shuffle module was embedded in the backbone network after down-sampling to fully fuse the channel features and improve the model’s grading accuracy. The model’s characterization ability enriched the feature space of the convolutional block and further improved the model’s accuracy. Finally, the original activation function, GELU, was replaced with the PreLU activation function to increase the nonlinear variability of the neural network model and improve the model’s accuracy and efficiency. The experimental results show that the method demonstrated accuracy improvements of 2.46% and 4.32%, respectively, compared with the current advanced networks, Vision Transformer and Swim Transformer. Furthermore, the accuracy, precision, recall, and specificity of ginseng classification reached values of 94.44%, 91.58%, 91.04%, and 95.82%, respectively, and the loss rate was reduced to 0.24. A comparison with expert appraisal results showed high consistency, thus verifying our model’s accuracy and reliability in ginseng quality assessment and its ability to provide technical support for intelligent ginseng quality grading.

A micromechanical cyclic damage model for high cycle fatigue failure of short fiber reinforced composites

This paper presents a micromechanical high cycle fatigue damage model for short fiber reinforced composite materials. Because the damage processes within such materials are influenced strongly by their microstructure, we use a mean field homogenization framework to compute the macroscopic behavior of the composite as well as the microscopic stresses and strains in the constituent phases. This allows us to account for damage phenomena related to both the fiber phase as well as in the matrix material. Fiber and fiber-interface damage is modeled using a Tsai–Wu and Weibull-based approach and the progressive damage due to cyclic loading is described by a progressive matrix damage model. The latter includes a novel coupling term in which the matrix damage progression is linked to the damage state of the reinforcing fibers. A cycle-based numerical formulation is used to overcome the computational limits of such load cases in the time domain. While the approaches are in principle applicable to different types of fiber–matrix composite, a short glass fiber reinforced polyamide 6.6 is used as an example material, for which microstructural analyses as well as tensile and fatigue tests are reported. The model’s capabilities with regard to complex fiber orientations and different fiber fractions are studied using different grades of this material class. Furthermore, the model is analyzed via benchmarks of the numerical schemes and by parameter sensitivity studies. The results show that the approach is capable of modeling the complex and microstructure-dependent fatigue damage and fatigue limits for the different material grades with limitations only becoming visible at very high fiber fractions.

Geriatric nutritional risk index as an easy-to-use assessment tool for nutritional status in hepatocellular carcinoma treated with atezolizumab plus bevacizumab.

The present study focused on geriatric nutritional risk index (GNRI), which is based on body weight and serum albumin, and known as an easy-to-use nutritional assessment tool in clinical settings, to elucidate the prognostic predictive ability of GNRI in patients treated with atezolizumab plus bevacizumab (Atez/Bev) for hepatocellular carcinoma (HCC). Five hundred twenty-five HCC patients treated with Atez/Bev, based on their classification of unsuitable status for curative treatments and/or transarterial catheter chemoembolization, were enrolled [Child-Pugh A:B:C=484:40:1, BCLC 0:A:B:C:D=7:25:192:283:18]. Prognosis was evaluated retrospectively using GNRI. Atez/Bev was used in 338 of the present cohort as first-line systemic chemotherapy (64.4%). Median progression-free survival (PFS) based on GNRI indicating normal, mild-decline, moderate-decline, and severe-decline was 8.3, 6.7, 5.3 and 2.4 months, respectively, while median overall survival (OS) was 21.4, 17.0, 11.5 and 7.3 months, respectively (both P<0.001). The concordance index (c-index) values of GNRI for predicting prognosis (PFS/OS) were superior to those of Child-Pugh class and albumin-bilirubin grade (0.574/0.632 vs. 0.527/0.570 vs. 0.565/0.629). As a sub-analysis, muscle volume loss (MVL) was observed in 37.5% in 256 patients with CT data available. Along with GNRI decline, frequency of MVL became progressively larger (normal vs. mild vs. moderate vs. severe=17.6% vs. 29.2% vs. 41.2% vs. 57.9%, P<0.001), and a GNRI value of 97.8 was predictive of its occurrence (AUC 0.715, 95%CI 0.649-0.781) (specificity/sensitivity=0.644/0.688). These findings indicate that GNRI is an effective nutritional prognostic tool for predicting prognosis and MVL complication in HCC patients treated with Atez/Bev. This article is protected by copyright. All rights reserved.

PROMOTING LIVE WORKSHEETS TO RAISE SENIOR HIGH STUDENTS’ SPEAKING CONFIDENCE AND MOTIVATION

Based on observations made in one of many existing senior high specialized government schools specifically in SMAN 20 Batam where English is a compulsory subject, the writer found that speaking motivation and confidence is still lacking, as well as a lack of technology exploration. By combining technology and face-to-face instruction, the method of blended learning (BL) used in this study utilizes Classroom Action Research (CAR) method. In addition to the pre-test and scoring rubric of the CAR cycle, Live Worksheet is provided as a breakthrough to solve the shortcoming by executing the online interactive platform as a post-test (final evaluation). As a result, of the Live Worksheet implementation of the blended learning CAR method, 90% of students of a representative 10th senior grade class have increased their speaking motivation and confidence, with 3 out of 5 speaking skill elements such as grammar structures, fluency, and pronunciation showing improvement skyrocketed to 80 points, contrast to the low pre-test result of 60 points for each element.

Oral Corrective Feedback in the Perception of Islamic Junior High School English Teachers and Students

This research aimed to investigate oral corrective feedback (OCF) practice, teachers’ and students’ perception toward it and the relationship among those three. It is a basic interpretive study which involved three English teachers and students from three classes of the eighth grade (thirty-six students for each) in a state-Islamic junior high school. The data collection method covered observation sheets, video recordings, a questionnaire and interview. The results showed explicit correction and recasting as the highest appearance frequency of OCF practice because the teachers felt that both types are the most effective and simplest way to provide feedback. They have the same perception that providing OCF can make the students’ speaking become better, but it still needs to consider their feelings. Even though, students’ perceptions showed different and makes them pay less attention because they see it as something usual. However, they feel fine to accept it as long as it uses an ‘easy-understood’ type of OCF and not mad or shy when they receive it at all. Then, it showed that the relationship of OCF, teachers’ and students’ perception is aligned for the OCF practice and the feelings but missed in the perception of teachers’ purpose of giving OCF and how students take it for their next speaking. All in all, considering how OCF is implemented, which is viewed from both teachers and students, can influence how well the OCF may work for achieving better English speaking.

Thematic Progression Analysis in Different Gender and Major by Students Of 12th Grade in Writing Review Text

The present research was conducted to analyze the thematic progression in students’ writing review text at grade 12 at SMA N 12 Medan. Therefore this research was led to analyze the kinds of thematic progression used by the students in writing review text and to find out how thematic progression was realized in students writing review text. Descriptive Qualitative was applying in this research. This research conducted for twelve grade of science and social class, male and females students’ consist of (5 males + 5 females students from Science class) and ( 5 males + 5 females students from social class). The result shows the researcher found that both in social and science class, all of the thematic progression are found in the passage which written by them. The first the researcher found the Reiteration Theme or Constant theme in almost every passage that written by the students and it is same if the researcher compared it by Male and Female class. It means that the students in social and science class even male and female trying to keep their passage is coherence each other. Then also find Zig Zag theme, almost every students already able to build an information but still has a cohesion with another sentence. The last the researcher also found the multiple rheme pattern. It shows that the students able to build a lot of information from the first rheme.

Social identity threat is related to ethnic minority adolescents' social approach motivation towards classmates via reduced sense of belonging.

The integration of ethnic minority youth can only be successful if they are motivated to establish and maintain social relationships in important institutions such as school. At the same time, worries about negative stereotypes about one's ethnic group can undermine ethnic minority students' motivation to approach others. In the present study, we tested whether social identity threat predicts ethnic minority adolescents' social approach motivation via reduced sense of belonging. We also examined whether multiple social identities (i.e., high endorsement of ethnic and national idenitiy) buffer against the negative effects of social identity threat. In a sample of 426 ethnic minority students from 36 9th -grade classes in Germany, social identity threat was indirectly related to social approach motivation via reduced sense of belonging to the school and class. The interplay of students' ethnic and national identity moderated the relationship of social identity threat and sense of belonging. The relationship was particularly negative for students who endorsed either ethnic or national identity. However, it was less negative for students with integrated multiple social identities and non-significant for students who identified neither with the ethnic nor the national group. Results generalized for social approach motivation towards ethnic majority and minority classmates. These patterns were only found for social approach motivation in face-to-face contact situations, but not in online situations. We discuss these findings in light of the literature on social identity threat and multiple social identities. Practical implications include measures to foster students' sense of belonging and to reduce social identity threat.

Meningkatkan Kemampuan Matematika Siswa Kelas I dengan Menggunakan Media Pembelajaran Sempoa di SDN 17/I Rantau Puri

The reason mathematics is considered an important subject is because mathematics is able to equip students to think logically and analyze. The purpose of this study was to improve the math skills of grade 3 students at SDN 17/I Rantau Puri by using the abacus media. The research method used is Classroom Action Research (CAR). The research subjects were grade 3 SDN 17/I Rantau Puri with observation, interview and documentation data collection techniques involving class teachers and grade 3 students. The research process was passed through Cycle I and Cycle II with components namely planning, action, observation, and reflection. From the results of this study, we can see that using Sempoa media can improve math skills in grade 3 students at SDN 17/I Rantau Suri. This can be seen from the teacher's activities which were initially in the sufficient and good category in cycle I so that they received a very good category in cycle II. While student activity also increased with the very good category.

Friendship networks in inclusive elementary classrooms: Changes and stability related to students’ gender and self-perceived social inclusion

Friendships with classmates play a significant role in student’s development. However, only some friendships are maintained for longer than a school year and their formation depend on many factors. One important factor is gender because gender homophily is consistently found in friendship networks. In addition, there is evidence that same-gender friendships are more stable. In the context of inclusive education, friendship can be considered as one of four key dimensions of social inclusion. While three of these dimensions are assessed from others’ perspective, self-perception of social inclusion focuses solely on the individual students’ view. However, hardly any studies investigated how students’ self-perception of social inclusion is related to friendships, and more specifically, whether and how self-perceived social inclusion is related to changes in friendship networks in the classroom. To contribute to this research gap, friendship networks of 280 students aged 9–11 years (49% girls) in 15 classes of Grade 4 were examined at the beginning and at the end of one school year. Network changes were analyzed with longitudinal social network analyses. Students’ gender and self-perception of inclusion were added as predictors of changes in the friendship networks. The results confirmed gender homophily for formation and stability. The analyses also showed that students who perceived themselves as socially included nominated more best friends at the end of the school year but were not necessarily perceived as best friends by their peers. This highlights the importance of considering different perspectives to better understand social inclusion in classrooms.

The influence of think pair share (TPS) learning model on fifth-grade students’ learning outcomes of civic education

This study aims to determine the influence of the think pair share (TPS) learning model on the learning outcomes of civic education on fifth grade class student in elementary school at Jakarta Timur Cilangkap. The subject of this research is fourth-grade students with instrument pre-test and post-test of Civic Education subject. While the research method used is a quantitative research method with a Quasi-Experimental Design research design. The type of sample used was Non-Probability Sampling with a total of 60 participants divide into 2 class which is 30 at experimental class and 30 in a control class. From the results of the calculation of the t test in the study, it obtained a value of t count = 2,4704 ≥ t table 2.000 which stated that there was a significant effect of learning using the think pair learning model on civic education learning outcomes in one of the elementary schools at Jakarta Timur Colangkap. The think pair learning model applied by teaching staff to their students can increase the level of creativity and courage of a student so that students can learn effectively and have fun, especially in this study the subjects taken were civic education.

The Effect of Duolingo Online Application on Students’ English Vocabulary Mastery of VII Grade Class at SMP Al Razi Sinar Harapan

The aim of this study was to determine the use of the Duolingo application to increase students' English vocabulary. In developing this research, the researcher implemented Duolingo through the discussion method so that it was chosen in this study to solve the problem. the method used in this research was quantitative data. The subjects of this study were 28 students of class VII SMP Al Razi Sinar Harapan with the research sample being class VII-2 as the experimental class and class VII-4 as the control class. The research instrument uses multiple choice. The results of the data show that there is a development of students' English vocabulary. This can be seen from the pre-test average for the experimental class was 53.85 and for the control class was 53.5 and the post-test average for the experimental class was 76.71 and for the control class was 67.35. From these data it can be seen that students' English vocabulary increased by using the Duolingo application as a learning medium. The research results found in this study observed t-observed 3.29 and t-table 2.05, so it can be concluded that there are differences in students' vocabulary when using the Duolingo application and without the Duolingo application. In addition, students also look active and enthusiastic about using Duolingo as a learning medium.

IMPLEMENTATION OF DIRECT INSTRUCTION IN MATHEMATICS CLASSROOMS DURING THE NEW NORMAL

The development of the covid-19 vaccine and the impact of online learning enable the government in Indonesia to remove some restrictions caused by the pandemic and our situation now is called the new normal. In the sector of education, some schools already implemented PTMT (Pembelajaran Tatap Muka Terbatas) by fully implementing face-to-face learning with some restrictions recommended by the government. One of the learnings that most teachers used was direct instruction. This study employed a sequential explanatory design to investigate the implementation of direct instruction in mathematics classrooms during the new normal. Firstly, we measured the effectiveness of direct instruction. Secondly, we investigated the factors affecting the results of our measurement of learning effectiveness. Two classes of the eleventh grade in one of the high schools in Makassar were chosen as the sample of our study. The findings of our study imply that the implementation of direct instruction in the mathematics classroom is not effective during the new normal based on the mathematics test results of the students. However, students and teachers respond positively to the implementation of direct instruction in mathematics lessons during the new normal. Our interview results reveal several factors causing the ineffectiveness, which were lesson duration, the number of tasks, and the short deadline of tasks from other subjects. Thus, the students cannot focus and overlook mathematics because they shift their focus to other subjects.

Factors Influencing the Implementation of Cooperative Learning: Elementary School Teacher Education Department Students’ Perspectives

Several factors influence the administration of cooperative learning courses, including the learning model, collaboration, social behavior and attitude, and heterogeneity. This study aims to identify the factors that assist or impede the implementation of cooperative learning courses in two Elementary School Teacher Education Departments (PGSD) involving 40 students. The researchers used an approach known as purposeful sampling, in which they selected the sample by identifying particular features that were consistent with their research objectives and were expected to be able to provide solutions to research problems. This research was conducted at two private universities in Yogyakarta, Indonesia. A qualitative descriptive questionnaire was used to collect information on the supporting and inhibiting variables of cooperative learning. Grades in Indonesian language classes have been correlated with a group effort in completing assignments (78.75%). A contributing component, the students' propensity for cooperative learning in the academic appreciation course (78%), emerges subsequently. Another aspect is the desire to complete the assignment (77.25%). Furthermore, factors that encourage cooperative learning are investigated. More suitable media facilities are essential (75%), given that the brilliant students predominate (80.75%) but familiarize themselves with cooperative learning. These facts imply that cooperative learning lays the foundation for academy students' participation, engagement, and problem-solving to be implemented during the learning and teaching processes.

Phase I solid tumor trials (PHIstt) in the era of precision oncology (PO): A systematic survey.

e13603 Background: In the era of PO, systemic therapies for patients (pts) with solid tumors have fundamentally changed from chemotherapy (CT) to targeted therapy (TT) and immunotherapy (IO). No study to the best of our knowledge has described PHIstt in this era. In this systematic survey, we describe the evolving features of PHIstt which began enrollment between 2010-2020, focusing on type of dose escalation scheme (DES) utilized, use of expansion cohorts (ECs) and nature of adverse events (AEs). Methods: The primary aim was to estimate the proportion of PHIstt which used rule-based DES. A literature search was performed by a biomedical librarian to identify PHIstt in adult patients published between January 1, 2000 – December 31, 2020 from a selection of 12 journals that publish PHIstt. However, we included studies enrolling between 2010-2020 to better capture agents in the PO era. We included trials with both single and multiple agents, and single and multiple modalities if the systemic therapy tested was being escalated. We excluded studies which only included intra-tumoral therapy, radiation therapy, or supportive care. Two reviewers assessed studies for inclusion and performed data abstraction; a 3rd reviewer established concordance. Results: Of 10,744 studies retrieved, 10,195 were non-topical or began enrollment prior to 2010; 437 studies in pts aged ≥ 18 years with advanced solid tumors were included. A median of 31 pts were enrolled per study (IQR 19-50), with median age 60 years in escalation cohorts. In studies reporting pt sex, 45.7% were female, and 53.9% were male. The most common classes of therapeutics were TT (47.6%), IO (22%), and CT (6.9%). Only 40.1% of studies reported ECs in the primary paper, and 46.6% of ECs used genomic selection. Rule-based designs (which assign patients to dose levels based upon prespecified rules of actual AE observations) were used in 89% of PHIstt; a 3+3 DES was used in 80.5% of these studies. With regards to grade 3/4 AE reporting, 56.6% of studies reported treatment-related AEs, 21.3% reported treatment-emergent AEs and 10.7% did not specify how they were reported. The most common class of grade 3/4 AEs was hematologic (37.1%). The most common dose-limiting toxicity classes were other (64.6%) and gastrointestinal (16.9%). Of all the drugs tested in PHIstt, 37.5% were tested subsequently in phase II while 10.3% garnered licensure. Conclusions: There is room for improvement in the trial design of PHIstt which may lead to more regulatory success. Some areas we identified include the more regular adoption of genomically selected ECs, more consistent reporting of AEs and diversification beyond rule-based designs to better assess safety/efficacy profiles of non-CT agents. Dose-Escalation Designs. [Table: see text]

Synthesis Writing in Science Orientation Classes: An Instructional Design Studio

This study tested an instructional design to improve students' synthesis performance in a specific academic subject, Science Orientation, which aimed to teach students how to critically evaluate scientific debates. The design included three components: 1) students construct a task definition via a learning strategy based on comparing and contrasting texts and processes, 2) students comprehend source information via a read-stop-think-note strategy, and 3) students connect source information critically via a semantic-textual transformation strategy. After several design iterations, the instructional design was tested in a quasi-experimental experiment with a pretest-posttest. Seven 10th grade classes participated in the intervention (n=129), four in the control condition (n=86). The design seemed feasible for teachers, students completed most learning tasks as intended and evaluated the course positively. Furthermore, texts written in the experimental condition at posttest were rated significantly higher than those written in the control condition on the instructed aspects: representation of source information, intertextual integration, and critical stance. This instructional design appears to have potential for helping students improve their comprehension of scientific debates and comprehensive writing. In the discussion we propose that the instructional design might be a general format for learning to synthesize domain specific information from contrasting sources.

Exploring EFL Students’ Success Attributions in an Online Academic Listening Class

Listening is one of the important skills in English as a Foreign Language (EFL) learning and also plays an essential part in the learning process. Even though listening is vital, many EFL students feel that listening is one of the most challenging skills to learn, specifically when dealing with academic listening. This study explores attributions that help students succeed in their academic listening class that was conducted in an online learning environment. The researcher conducted a semi-structured interview with five university students at a private university in Central Java, Indonesia. The findings found out that teacher’s roles, self-efficacy and motivation and the use of technology in online learning help students to pass and gain good grades in an online Academic Listening class. The results are expected to benefit EFL teachers in finding practical ideas to enhance their students’ motivation in the academic listening class and EFL students in finding ways to be successful in their academic listening class. Practical recommendations for EFL teachers and students as well as directions for future research are presented.

Pengaruh Metode SAS terhadap Hasil Belajar Membaca Bahasa Indonesia Kelas 1 SDIT Islamia

The method used in reading class must be able to provide maximum knowledge to students. This study aims to determine the effect of the SAS (Structural Analysis Synthetic) method application on reading outcomes in Indonesian Subject in grade 1st SDIT Islamia. This research using a quantitative experiment design with a sample of 24 students in experimental class and 24 students in control class and data analysis through the classical assumption test and t-test. Results of the study showed that the mean post-test score of the experimental class was higher than that of the control class. In addition, it is known that the value of tcount &gt; ttable, so it can be concluded that the SAS method application in reading class in 1st grade of SDIT Islamia has a significant influence on student learning outcomes.

0539 OAT Device Designs Are Not the Same When it Comes to FDA Adverse Event Reports

Abstract Introduction This investigation analyzes whether differences in OAT device designs are associated with different frequencies of adverse event reports (AERs). Methods Each AER identifies the OAT device used by the patient. Each OAT device was characterized using public information. Investigators utilized data from public sources, such as Frost &amp; Sullivan, to estimate prevalence. Results Most frequently reported events were: allergic, swelling, rash and Pain/Discomfort. Only 2.5% of AERs pertained to dental side effects (tooth movements, bite changes). 98.5% of AERs involved OATs made from Lab Materials (acrylics, thermoformed polymers, nylons). 1.5% of AERs involved OATs made from engineered PMMA or Medical Grade Class VI polymers. OATs with Lab Formed materials were an estimated 22.6 times more likely to have an AER than those with Engineered Materials. Components (Herbsts, clasps, screws) comprised 55.6% of AERs. Elastomeric/Nylon Components (straps, bands, rods) comprised 42.4% of AERs. OATs with Monolithic Structures (no components) accounted for 2.0% of AERs. Compared with monolithic OATs, OATs using Metal Components and OATs using Elastomeric/Nylon components were 18.2 and 13.9 times more likely to have an AER. Anterior Clasps Mechanisms, Push Herbsts, Pull straps, bands, rods, 70-Degree Posts, and 90-Degree Twin Posts accounted for 45%, 42.7%, 6.1%, 5.6% and 0.6% of AERs respectively. Compared with 90-Degree Twin Post Mechanisms, Push mechanisms and OATs with Pull Mechanisms were 154 times and 146 times more likely to have an AER. Lab Formed OATs with Liners, Lab Formed Linerless OATs and Precision Engineered Linerless OAT devices accounted for 77.3%, 21.2% and 1.5% of events reported, respectively. OATs with Liners were an estimated 35.5 times more likely to have an AER than Precision Engineered Linerless OATs. Conclusion All OAT device designs are not the same when it comes to AERs. More AERs are associated with reactions. Dental side effects infrequently result in AERs. OAT devices that use Precision Engineered Materials, Monolithic Structures, 90-Degree Twin Posts and Precision Engineered Linerless designs are associated with lower frequencies of AERs. The results of this investigation suggest that medical guidelines and insurance coding should empower therapy providers with the flexibility to prescribe devices that are associated with fewer AERs. Support (if any)

The Effectiveness of LKPD Mobile Learning on the PBL Model of Environmental Change Material to Increase Interest in Learning and Critical Thinking of Grade X High School Students

This study aims to find out: (1) the effectiveness of LKPD mobile learning model problem-based learning on environmental change material used to increase the learning interest of grade X high school students; (2) the effectiveness of LKPD mobile learning model problem-based learning on environmental change material used to improve critical thinking of grade X high school students. This type of research is quasi-experimental with a pre-test design and post-test control group design. The limited trial subjects in this study were 34 grade X students of Senior Hight School 1 Ngabang. The field test subjects consisted of 36 experimental class students and 36 students for the control class in grade X of Senior Hight School 1 Ngabang. Data collection used several instruments, namely interviews, needs analysis questionnaires, assessment questionnaires for material experts, media expert assessment questionnaires, RPP expert assessment questionnaires, syllabus expert assessment questionnaires, biology teacher assessment questionnaires, student response questionnaires, learning interest questionnaires, critical thinking test sheets. Data analysis techniques use the normality test, homogeneity test, T-test, Mann-Whitney test, and n-gain score. The results showed that: (1) LKPD mobile learning model problem-based learning is effective in increasing students' interest in learning. The increase in interest in learning according to the n-gain score that occurred in the experimental class achieved a score of 0.7 in the high category, and (2) LKPD mobile learning problem-based learning model is effective in improving students' critical thinking. The increase in critical thinking according to the n-gain score that occurred in the experimental class achieved a score of 0.8 in the high category.