Effective and safe drug therapy education is a core component of pharmacology teaching for MBBS students. Regular evaluation of teaching-learning methods, especially through student feedback, is essential for improving teaching quality. This study aimed to assess the perception and feedback of first- and second-year MBBS students at Patan Academy of Health Sciences (PAHS) regarding pharmacology teaching-learning methods. A descriptive, cross-sectional study was conducted among 134 students using a structured questionnaire. Data were analyzed using descriptive statistics. Problem-Based Learning (51.1%) was the most preferred method, followed by group discussion (30.8%). Prescription writing, experimental graphs, and case writing were the most engaging practical topics. A majority recommended increasing clinical-based learning. Students favored interactive and clinically integrated pharmacology teaching methods, highlighting the need for more problem-based and case-based learning approaches.

The article provides a scientific-theoretical and methodological discussion of developing university students’ lexical competence in English classes through problem-based learning (PBL). Within competence-based and learner-centered frameworks, the paper уточняет (clarifies) the conceptual distinction between lexical competence and lexical competency/competent performance and substantiates their integration with the components of communicative competence. Drawing on CEFR principles, the study systematizes the structural components of lexical competence and describes functional indicators of oral lexical proficiency: conscious lexical selection aligned with communicative goals, grammatically and semantically appropriate word combination within syntagms and sentences, building lexical-semantic and lexical-thematic links, integrating new vocabulary with previously acquired items, and selecting adequate options. The article concludes that PBL and interactive tasks enhance purposeful vocabulary acquisition, promote its use in authentic communicative situations, and support the development of stable speech skills.

Evidence-Based Dentistry (EBD) has emerged as a transformative paradigm in oral healthcare, integrating scientific evidence, clinical expertise, and patient values. This narrative review synthesizes current evidence and international experiences to analyse the status, challenges, and future directions of EBD teaching in dental schools worldwide. A comprehensive literature search was conducted using PubMed and Google Scholar databases, focusing on English and Spanish publications from the last 15 years. The PICO framework examined whether EBD curriculum implementation, compared to traditional dental education, improves clinical competence, critical thinking, and scientific evidence application among undergraduate and postgraduate dental students globally. EBD education significantly enhances dental students' knowledge, attitudes, and skills related to evidence-based clinical practice. The most effective instructional models integrate EBD throughout curricula using multifaceted approaches combining active learning, problem-based learning, digital technologies, and collaborative strategies. However, substantial challenges persist, including curricular implementation heterogeneity, inadequate faculty training, resource disparities, and a lack of standardized assessment tools. International variations in EBD teaching approaches reflect differences in accreditation standards, institutional resources, and educational policies. Evidence strongly supports EBD education effectiveness in improving dental students' competencies. To maximize impact, dental schools should adopt vertically integrated curricular models, invest in faculty development, standardize assessment tools, and promote international collaboration.

Physics plays an important role in developing problem-solving skills as a 21st-century learning demand. However, in fluid materials, this ability is still low due to difficulties in understanding abstract concepts and the limited use of interactive media. This research aims to determine the initial problem-solving ability and the need for the development of teaching materials. The study used a descriptive approach in the form of a preliminary study at MAN 3 Padang City in class XI Science 2 with 26 students. Data was collected through tests, interviews, and questionnaires, then analyzed descriptively. The results showed that 53.8% of students were in the category of failure, 3.8% lacking, 15.4% adequate, 15.4% good, and 11.5% very good, so problem-solving skills are still low. In addition, students have good technological readiness, but have not been supported by adequate learning media. Therefore, it is necessary to develop E-LKPD based on Problem-Based Learning (PBL) supported by PhET Interactive Simulations simulations and oriented to local wisdom to improve students' understanding of concepts and problem-solving skills.

Critical thinking skills are essential competencies that students must possess in order to apply knowledge and skills acquired through learning to everyday situations and to face the challenges of an ever-evolving era. These skills can be facilitated through learning using the Problem-Based Learning (PBL) model. This study aims to identify and analyze research trends on PBL-based electronic student worksheets (E-LKPD) for enhancing students’ critical thinking skills. The research employs a descriptive and analytical method. The data were obtained from documents indexed in Google Scholar from 2016 to 2025, using the tools Publish or Perish and Dimension.ai. The research procedure follows the PRISMA guidelines, focusing on the types of publications, sources of publications, and the most-cited research titles related to PBL-based E-LKPD. Data analysis was conducted using bibliometric analysis with the aid of VOSviewer software. The results indicate a trend in research on PBL-based E-LKPD for improving students’ critical thinking skills from 2016 to 2025. There has been an increase in the number of publications from 2016 to 2023, although a decline was observed in 2024

This article examines the activation of cognitive processes in hospital school students with visual impairments undergoing long-term medical treatment. The study analyzes the role of sensory compensation for information deficit, principles of neuroplasticity, and modern pedagogical technologies. The effectiveness of such methodologies as audio-tactile integration, problem-based learning, and cognitive-visual stimulation is scientifically substantiated. Furthermore, methodological recommendations are proposed to improve the quality of hospital-based pedagogy for children with special educational needs.

Amidst the labour shortage, higher education institutions are trying to adapt as best as possible to the needs of the world of work. However, some students leaving higher education find themselves in jobs that do not match their level of education and/or their field of specialization. In the former case, it is a vertical mismatch/incongruence, in the latter, it is a horizontal mismatch/incongruence. The sector of tourism and catering is one of the fields where the rate of educational mismatch among graduates is higher than average, therefore, in addition to job-specific skills, transferable skills are also needed. Based on the questionnaire survey made in this research, employed graduates from the field of tourism and catering were able to utilize their transferable skills very well not only in incongruent but also in congruent employment. In addition, a statistically significant relationship can be demonstrated between the use of certain educational methods, such as problem-based, inquiry-based and project-based learning, and transferable skills elements. Consequently, increasing the proportion of transferable skills in higher education is beneficial for both congruent and incongruent graduates, and also contributes to improving their employability.

This study aims to examine the learning experiences and cognitive changes of pre-service early childhood teachers by analyzing reflective journals written at each stage of Problem-Based Learning (PBL) using text mining techniques. Reflective journals were collected from students majoring in early childhood education course, following the three stages of PBL: understanding the problem, exploring solutions, and solving the problem with evaluation. The collected texts were analyzed using Term Frequency-Inverse Document Frequency (TF-IDF) and keyword network analysis. The results revealed, first, that the most frequently occurring keywords differed across stages, and overall, the cognitive flow of pre-service teachers appeared to shift from confusion to insight throughout the PBL process. This highlights the need for instructors to recognize these changes and provide tailored support accordingly. Second, pre-service teachers experienced the greatest difficulty during the first stage of PBL. In the second stage, they reported new insights and future resolutions through peer collaboration, while the third stage was characterized by reflective thinking and a more practical understanding of the early childhood education field. These findings suggest the importance of systematic support for student difficulties, promotion of collaborative learning, development of appropriate PBL problems, and clarification of the instructor’s role in guiding reflective and meaningful learning experiences.

Critical thinking defined as purposeful, self-regulatory judgment involving interpretation, analysis, evaluation, inference, explanation, and self-regulation has become an indispensable competency for higher secondary and undergraduate students facing complex, ambiguous, and rapidly evolving socio-economic and technological challenges. Traditional lecture-based, rote-learning models often fail to cultivate these higher-order skills, prompting a global shift toward active learning pedagogies that engage students directly in constructing knowledge through inquiry, collaboration, and reflection. This review synthesizes evidence-based active learning strategies proven effective in fostering critical thinking across disciplines: problem-based learning (PBL), case-based learning, collaborative learning (think-pair-share, jigsaw, team-based learning), inquiry-guided and project-based approaches, flipped classrooms, Socratic seminars, debate and structured controversy, reflective journaling, and metacognitive training. Empirical studies demonstrate consistent gains in critical thinking disposition and skills (measured via CCTST, CCTDI, Watson-Glaser, and rubric-based assessments), with effect sizes ranging from moderate (d = 0.4–0.7) to large (d > 0.8) when activities are well-designed, scaffolded, and aligned with explicit critical thinking objectives. Benefits are amplified by instructor facilitation, formative feedback, rubrics emphasizing reasoning quality, and integration of real-world problems. Challenges include time constraints, large class sizes, student resistance to discomfort, unequal participation in group work, and assessment validity. Practical recommendations include hybrid models blending active strategies with direct instruction, use of digital tools (collaborative platforms, AI-assisted reflection), and professional development for faculty in active-learning design and facilitation. Active learning emerges as a high-impact, evidence-supported pathway to equip students with the analytical, evaluative, and creative reasoning skills essential for academic success, professional competence, and engaged citizenship in the 21st century.

Integrating the Sustainable Development Goals (SDGs) into climate change instruction can provide an authentic context for Problem-Based Learning (PBL) and may enhance students’ scientific literacy and learning motivation. This quasi-experimental study employed a non-equivalent control-group pretest–posttest design with 65 tenth-grade students from SMA Muhammadiyah 2 Bandar Lampung (Indonesia), selected through purposive sampling. The experimental group learned through SDG-oriented PBL, while the control group received guided inquiry instruction. Data were collected using a scientific literacy test and a learning motivation questionnaire; interviews and a student response questionnaire were used to enrich interpretation. Learning gains were calculated using normalized gain (N-gain). Because the data violated normality and homogeneity assumptions, group differences were tested using the Mann–Whitney U test, followed by effect size estimation and correlation analysis. The experimental group achieved a moderate improvement in scientific literacy (N-gain = 0.55) with a large effect size (0.63) and higher post-intervention learning motivation (M = 82.00). A firm positive relationship was observed between scientific literacy and learning motivation (r = 0.97, p < .001). Overall, SDG-oriented PBL on climate change shows promise for strengthening students’ scientific literacy and learning motivation. The findings suggest that integrating SDGs into science education can be an effective strategy for improving both students’ cognitive and affective learning outcomes, providing implications for educators to adopt context-based and meaningful learning approaches in teaching climate change and other global challenges.

The use of artificial intelligence (AI) has grown in elementary schools, but insufficient is known about the practical consequences of this technology, particularly as it pertains to the acquisition of scientific knowledge. Given that pre-service elementary teachers necessitate the cultivation of skills in intricate scientific ideas within problem-based learning (PBL) settings, there is an increasing demand for creative, technology-enhanced instructional resources. This study examines the influence of AI-generated instructional videos, created in accordance with recognized instructional design principles, on task performance, self-efficacy, and learning outcomes in pre-service elementary teachers. The present study utilized a within-subjects design with 186 participants, incorporating pretest, post-test, and transfer evaluations to measure the transferability and durability of learning. Substantial improvements were found from pre- to post-training, including a significant gain in self-efficacy (t(185)=7.12, p<0.001, d=1.04) and learning performance (e.g., immediate post-test t(185)=8.45, p<0.001). However, ANCOVA results indicated no significant advantage of the preview feature, such as in the delayed post-test (F(1,184)=0.65, p=.42) and transfer test (F(1,184)=0.18, p=.67). The results indicate that educational videos produced by artificial intelligence can substantially enhance knowledge transfer, retention, and self-efficacy, qualifying them as valuable resources for elementary teacher education in the field of elementary education.

The limited use of interactive learning media and the low level of students’ critical thinking skills in economics learning highlight the need for innovative instructional tools. Integrating Problem-Based Learning (PBL) with digital media such as Electronic Student Worksheets (E-LKPD) offers potential to support more active and meaningful learning. This study employed a Research and Development (RD) approach using the 4-D model (define, design, develop, disseminate). The product developed was a PBL-based E-LKPD assisted by FlipHTML5 for the topic of human needs. The feasibility of the product was evaluated through expert validation involving media, subject matter, and language experts. A limited trial was conducted with 27 tenth-grade students to assess practicality. Data were collected using validation sheets and student response questionnaires and analyzed descriptively using percentage scores. The validation results indicated that the E-LKPD achieved a high level of validity, with scores of 91% from media experts, 80% from subject matter experts, and 91% from language experts. The practicality test showed an average score of 92%, categorized as very practical. These findings suggest that the developed E-LKPD is appropriate in terms of content, design, and usability. The results indicate that the PBL-based E-LKPD assisted by FlipHTML5 is feasible as a digital learning medium and has the potential to support student engagement and learning activities in economics. However, further research is needed to examine its effectiveness in improving learning outcomes and critical thinking skills.

This study examines the effects of Problem-Based Learning (PBL) on fourth-grade students’ critical thinking and speaking skills in an elementary English as a Foreign Language (EFL) context. A quasi-experimental design with a pretest–posttest control group was employed, involving 36 students divided into experimental and control groups. Data were collected using a validated multiple-choice test to assess critical thinking and a performance-based rubric to evaluate speaking skills. The data were analyzed using Multivariate Analysis of Variance (MANOVA) and independent sample t-tests. The results of the MANOVA indicated that PBL did not have a statistically significant effect on the combined dependent variables (Wilks’ Λ = 0.968, F = 0.614, p = 0.547). However, univariate analysis revealed a significant effect of PBL on students’ critical thinking skills (p < 0.05), while the effect on speaking skills was not statistically significant. These findings suggest that PBL is more effective in enhancing higher-order cognitive skills than in improving oral communication abilities in elementary EFL learners. This study contributes to the growing body of research on constructivist learning by providing empirical evidence that PBL supports the development of critical thinking skills in young learners. However, the findings also highlight the need for integrating explicit language instruction and scaffolding strategies to improve speaking performance. The study offers important pedagogical implications for designing balanced instructional approaches that address both cognitive and communicative competencies in language learning.

Dhea Meisya Adriani, 2026. Improving Learning Outcomes through a ProblemBased Learning Model Integrated with the Cultural Values of A’bulo Sibatang in Social Studies Learning for Fifth Grade Students at SDN No. 6 Bilacaddi, Takalar Regency. Undergraduate Thesis. Department of Primary School Teacher Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Makassar.Supervisor I: Kaharuddin Supervisor II: Fitri Yanty Muchtar This study aims to improve the Social Studies (IPS) learning outcomes of fifth-grade students through the implementation of a Problem-Based Learning (PBL) model integrated with the local cultural values of A’bulo Sibatang at SDN No. 6 Bilacaddi, Takalar Regency. The background of this research is based on the low learning outcomes of students in Social Studies, which are caused by the use of conventional teaching models, limited active student involvement, and the lack of optimal integration of local cultural values in the learning process. This research employed a Classroom Action Research (CAR) approach using the Kemmis and McTaggart model, conducted in two cycles. Each cycle consisted of planning, action implementation, observation, and reflection stages. The research subjects were 13 fifth-grade students. Data were collected through observation, learning outcome tests, and social attitude questionnaires. The data were analyzed using both quantitative and qualitative methods. The results of the study indicate that the implementation of the Problem-Based Learning model integrated with the local cultural values of A’bulo Sibatang significantly improved students’ Social Studies learning outcomes. The percentage of students achieving learning mastery increased from Cycle I to Cycle II and met the predetermined indicators of success. In addition, the application of this model had a positive impact on improving students’ social attitudes, such as cooperation, responsibility, and respect for local culture. Therefore, it can be concluded that the Problem-Based Learning model integrated with the local cultural values of A’bulo Sibatang is effective in improving Social Studies learning outcomes of fifthgrade students at SDN No. 6 Bilacaddi, Takalar Regency.

Background: The elimination of national exams and the implementation of automatic grade promotion in the Kurikulum Merdeka have contributed to a decline in student ownership of their learning, exacerbated by the low levels of environmental literacy observed in schools. Problem-based learning (PBL) integrated with the Humanistik-Merdeka Belajar (HMB) approach has the potential to improve environmental literacy and ownership of learning. Objectives: This study aimed to determine the effect of PBL-HMB on learning ownership and environmental literacy in high school students. Methods: This quasi-experimental non-equivalent pre-test-post-test control group study involved three groups: the experimental group (PBL-HMB), the positive control group (PBL), and the negative control group (Conventional model). Multiple-choice test instruments and questionnaires were used as data collection instruments. The data obtained were analyzed using One-Way ANCOVA. Results: This study found that PBL-HMB had a significant influence on both dependent variables. Conclusion: The HMB approach in the PBL model was proven to increase learning ownership and environmental literacy.

The primary catalyst for this study is the consistently low level of student learning outcomes in Social Studies, specifically concerning the topic of Indonesian cultural diversity. This educational gap is generally attributed to the prevalence of teacher-centered instructional approaches, which often restrict students’ active engagement throughout the learning process. Consequently, this study aims to evaluate the effectiveness of the Problem Based Learning (PBL) model in enhancing the learning achievements of elementary school students.To achieve this, the research utilized a literature review method by analyzing relevant scientific articles published between 2022 and 2026. Data were gathered through extensive academic literature searches and subsequently analyzed using a descriptive qualitative approach, complemented by thematic analysis techniques.The findings clearly indicate that the implementation of PBL has a significant positive impact on student outcomes, encompassing cognitive achievement, learning motivation, and critical thinking skills. Furthermore, PBL actively encourages student participation through contextual problem-solving activities that are directly related to real-life situations.However, its practical application still faces several notable challenges, such as limited instructional time and the varying levels of teacher readiness in designing and managing a problem-based curriculum. In conclusion, the Problem Based Learning model is highly effective for Social Studies instruction in elementary schools, particularly when it is supported by thorough instructional planning and strong teacher preparedness.

Social Studies (IPS) learning in fourth grade elementary schools plays a crucial role in building students' understanding of social and cultural phenomena, including Indonesia's cultural diversity. This material is often presented textually, making it difficult for students to grasp concepts in depth and reducing active engagement and learning outcomes. This study aims to analyze the implementation of pop-up book media in social studies learning on cultural diversity and its impact on student learning outcomes. The method used is a Systematic Literature Review (SLR) by analyzing approximately 45 scientific articles published between 2022 and 2026. Data were analyzed thematically to identify the characteristics of media implementation, its influence on learning outcomes, and factors supporting successful media use. The results of the study indicate that pop-up book media is effective in increasing students' conceptual understanding, active engagement, and learning motivation. This media presents material in a concrete and visual manner, allows for the integration of local cultural values, and supports the implementation of cooperative learning strategies, problem-based learning, and discovery learning. The success of implementation is influenced by student interest and motivation, media flexibility, and teacher competence in designing and integrating media into learning. The main obstacles are related to limited teacher skills and facilities/infrastructure. In conclusion, pop-up books are an innovative, interactive, and contextual learning alternative for improving student learning outcomes and understanding of cultural diversity. Further research is needed to expand its scope and evaluate its long-term effects.

In the 21st century, critical thinking is a crucial skill that must be developed through effective learning practices. Because it requires students to analyze, formulate, and solve contextual problems, the problem-based learning (PBL) model is considered to enhance their critical thinking skills. The effect of PBL implementation on students' critical thinking skills was examined in the study discussed in this article. Related keywords were used to conduct a search of indexed journal databases (SINTA 2 and Scopus) for the period from 2018 to 2025. A total of eight relevant primary articles were found and evaluated. The results indicate that the majority of studies indicate that PBL implementation improves critical thinking skills. The quality of the problems, the teacher's role as a facilitator, and the use of authentic assessments are key factors contributing to the success. Recommendations for practice and further research are provided.

Natural Science (NS) learning in the 21st century requires the development of higher order thinking skills (HOTS) and literacy skills as essential competencies of students. This article aims to examine the conceptual integration of HOTS and literacy in science learning and describe its implications for learning design and assessment. The method used is a literature study by examining various relevant national and international scientific sources. The results of the study show that HOTS, which includes the ability to analyze, evaluate, and create, can be developed effectively through problem-based learning, inquiry, project, and open-ended approaches. On the other hand, science, numeracy, and information literacy literacy play an important role in helping educators understand, interpret, and use science knowledge in real-life contexts. The integration of HOTS and literacy in science learning has implications for the shift in the role of educators as facilitators, the use of contextual activities, and the application of authentic assessments that assess students' thinking processes and products. Thus, science learning that is oriented to HOTS and literacy can form students who are critical, creative, reflective, and able to make decisions based on scientific evidence

This study examined the effectiveness of Problem-Based Learning (PBL) assisted by Google Sites in improving students' analytical thinking in lithosphere topics. A quasi-experimental nonequivalent control group design involved 68 tenth-grade students, divided into an experimental (PBL and Google Sites) and a control (conventional instruction) group. Analytical skills were measured with a validated essay test targeting the indicators of differentiating, organizing, and attributing. Data were analyzed with the Mann–Whitney U test due to non-normality. Results showed a significant difference (p < 0.05), with the experimental group achieving higher mean scores and a large effect size (r = 0.79). The findings indicate that integrating PBL with a web platform effectively enhances analytical competence in geography learning. Practical implications suggest that teachers can use Google Sites to structure problem scenarios, learning tasks, worksheets, and assessments. Limitations include single-school sampling and short treatment duration; future research should apply N-gain analysis, test other topics, and compare platforms.