Proficiency Categories Research Articles

Upaya meningkatkan Hasil Belajar Peserta didik dan Sikap Gotong Royong Dengan Metode Problem Basic Learning (PBL) Berbantuan Audio Visual Pada Pelajaran Pendidikan Agama Katolik dan Budi Pekerti di kelas VII Fase D SMP N 2 Doloksanggul

This research aims to improve learning outcomes for Catholic students in class VII of SMP N 2 Doloksanggul by using the Problem Based Learning (PBL) model assisted by audio-visual media which is applied in PaKat and BP learning for the odd semester of the 2024/2025 academic year. The research method used is Classroom Action Research (PTK) which is carried out in 2 cycles through 4 stages, namely planning, implementation, observation and reflection with different learning materials. The subjects of this research were 15 students in class VII of SMP N 2 Doloksanggul who were Catholic. The indicators of success in this research are based on increasing learning outcomes in cognitive, affective and psychomotor and social aspects. Data collection techniques using observation and assessment of student learning outcomes. Data analysis techniques with formulas to determine average values and percentages. The research results showed that the average student interest in learning in cycle I was 72% in the proficient category and experienced an increase in cycle II, namely 78% in the proficient category. The overall average percentage of interest in learning has reached more than 90%, so the researchers state that this research has achieved success. Therefore, it can be concluded that the use of the Problem Based Learning model assisted by Audio Visual media can increase students' interest in learning.

Peningkatan Kemampuan Kolaborasi Pembelajaran PAK BP Metode PBL Berbantuan Video Kelas VII SMP Negeri 3 Juhar Tahun 2024/2025.

Collaboration Ability is one of the skills of the 21st Century which is believed to have an influence on learning success, but often this skill is simply missed in learning This research aims to increase student collaboration in Catholic Religious Education subjects in grade VII-1 SMP NEGERI 3 Juhar by using the Problem Based Learning learning model. This research is a Classroom Action Research that aims to overcome problems in the classroom. The subject of the study is students in grades VII-1 of SMP NEGERI 3 Juhar who are Catholic for the 2023/2024 school year, totaling 8 students. The research is carried out in two cycles and at the end of each cycle is reflected on the actions given. The data collection technique in the study uses observation sheets, and documentation. The results of the study show that the implementation of learning using the video-assisted Problem Based Learning learning model in Catholic Religious Education subjects can improve students' collaboration skills. This is shown from the results of the percentage of completeness which was initially only 41.7% with the proficient category in the first cycle to 58.3% with the advanced category in the second cycle.

Meningkatkan Hasil Belajar Pendidikan Agama Katolik dan Budi Pekerti pada Tema Sifat Gereja Model Melalui Model Problem Based Learning Berbantuan Lembar Kerja Peserta Didik Di Kelas XI SMA Negeri 1 Sungailiat

This Classroom Action Research was created with the aim of solving problems that occur in Catholic Religious Education learning which in some materials has difficulty in helping students master the desired competencies. The cause is the essence of the material which is abstract. One of the difficult materials is the material on the Nature of the Church. For this reason, a Problem Based Learning learning model assisted by Student Worksheets was attempted which after 2 cycles of research produced the desired results. In the attitude aspect which refers to one of the dimensions in the character of the Pancasila Student Profile, all students can experience improvement to be able to enter the category of at least Developing According to Expectations. And in the cognitive aspect, at the end of the cycle students can enter the proficient category

Pembelajaran PAKBP dengan Metode PJBL Sebagai Upaya Peningkatan Kemandirian Fase C kelas 6 SD Katolik Karya Yosef Pontianak

This study aims to enhance the independence of students in Catholic Religious Education and Character Education (PAKBP) through the implementation of the Project-Based Learning (PJBL) method in the 6th grade of SD Katolik Karya Yosef Pontianak. This research is based on the low level of student independence in completing tasks during lecture-based teaching. This Classroom Action Research was conducted in two cycles, with each cycle consisting of planning, action implementation, observation, and reflection stages. The research subjects were 30 6th-grade students in Phase C. Data collection instruments included observation, an independence questionnaire, and field notes. The indicators of independence observation covered students' ability to manage study time independently, complete tasks without teacher assistance, make appropriate decisions during the learning process, take initiative in seeking additional information, and take responsibility for assigned tasks. The results showed that the application of the PJBL method significantly increased student independence in PAKBP learning and academic achievement. Improvement was observed in students' ability to manage time, take initiative in completing projects, and make decisions during the learning process. In the first cycle, independence increased from 65% to 80%, while academic achievement in the proficient category rose from 70% to 85%, and in the competent category from 60% to 75%. Therefore, it can be concluded that PJBL, focusing on the independence dimension, can enhance both student independence and learning outcomes. It is recommended that PJBL be considered an effective approach to improving student independence and learning outcomes in PAKBP. The implication of this research is the importance of broader integration of the PJBL method in learning activities to support the development of students' character and abilities.

Meningkatkan Hasil Belajar Pendidikan Agama Katolik dan Budi Pekerti dengan Metode Problem Based Learning pada Materi Perempuan dan Laki-Laki Diciptakan Sebagai Citra Allah Fase C Kelas V SD Negeri 5 Batas Nangka

This study aims to improve the learning outcomes of Catholic Religious Education and Character Education subjects through the Problem Based Learning (PBL) method for fifth-grade students at SDN 5 Batas Nangka during the 2024/2025 academic year. This research is a Classroom Action Research (CAR) conducted in two cycles, with one meeting in each cycle. Each cycle consists of several stages: planning, action implementation, observation, and reflection. The first and second cycles cover the topics of "Men and Women Created in the Image of God," focusing on their different duties and roles, and the material "Concept of Men and Women Created in the Image of God" based on Genesis 1:26-27. The subjects of this study are seven fifth-grade Catholic religious education students at SDN 5 Batas Nangka. Data collection techniques used were observation and tests. The results indicate that the implementation of the PBL method significantly improved learning outcomes from the first to the second cycle. In the first cycle, the affective aspect of students showed 57.14% in the capable category and 42.86% in the adequate category, increasing to 100% in the capable category in the second cycle. In the cognitive aspect, students scored 28.57% in the proficient category, 28.57% in the capable category, and 42.86% in the adequate category, which increased to 42.86% in the proficient category and 57.14% in the capable category in the second cycle. For the psychomotor aspect, students showed 71.43% in the capable category and 28.57% in the adequate category, which increased to 42.86% in the proficient category and 57.14% in the capable category in the second cycle. The conclusion of this study is that the implementation of the PBL method can enhance the learning outcomes of Catholic Religious Education and Character Education for fifth-grade students at SDN 5 Batas Nangka.

Meningkatkan Hasil Belajar PAKAT dengan Model PBL Fase D Kelas 9 SMPN 4 Tebing Tinggi

The low learning outcomes in Catholic religion for 9th-grade students are a problem, and the root of the problem is teachers' propensity to employ a traditional teaching style called lecturing. The researcher tries to apply the PBL approach to enhance learning results. Both qualitative and quantitative descriptive research models are used in this study. SMPN 4 Tebing Tinggi is the research site. The study's findings suggest that applying the PBL approach can enhance students' learning objectives. The fact that learning results improved from cycle 1 to cycle 2 with data showing that in the cognitive aspect, the competent category is at 22.2% and the proficient category at 77.8%. In the affective aspect, the competent category is at 11.1%, and the proficient category is at 88.9%. A similar trend is observed in the psychomotor aspect, with the competent category at 11.1% and the proficient category at 88.9%. The study concludes that the use of the PBL model in learning can enhance the learning outcomes of 9th-grade students.

Meningkatkan Hasil Belajar Pendidikan Agama Katolik Melalui Model Problem Based Learning Kelas VII SMP Mardi Waluya Bogor

This study aims to improve students' learning outcomes in Catholic Religious Education (PAK) for seventh-grade students at SMP Mardi Waluya Bogor through the implementation of the Problem Based Learning (PBL) model. The research utilized Classroom Action Research (CAR) conducted in two cycles, each involving planning, implementation, observation, and reflection stages. The results showed improvements in students' cognitive, affective, and psychomotor aspects. In the cognitive aspect, students categorized as proficient increased by 26% from the pre-action phase to the second cycle. Meanwhile, in the affective aspect, especially in critical thinking and cooperation abilities, there was a 4% increase in the proficient category and a 26% increase in the competent category. The psychomotor aspect saw the most significant improvement, with the proficient category rising by 43%. In addition to enhancing content understanding, the PBL model also successfully developed essential skills such as leadership, collaboration, and creativity. Based on these findings, the implementation of PBL has proven effective in improving students' learning outcomes and equipping them with critical thinking and relevant skills to face future challenges.

Meningkatkan Kreativitas Belajar PAKBP dengan Model PBL pada Materi Manusia Diciptakan Secitra dengan Allah Fase C Kelas 5 SDN Begalon 1 Surakarta

Creativity is one of the dimensions in the Pancasila Student Profile. Creative students can produce original ideas, create original work and actions, and have flexibility in thinking to find alternative solutions to problems. This research is of the type Classroom Action Research. To increase students' learning creativity with the Problem-Based Learning model on human material created as an image of God in Catholic Religious Education and Character Education subjects. The subjects of this research were students at SDN Begalon 1 Surakarta City for the 2024/2025 Academic Year Phase C Class V. Data collection techniques are carried out using observation, initial tests, formative tests, and documentation. The results of this research are: 1) The application of the stages in PBL has an impact on students' ability to solve a problem creatively; 2) The average P3 Qualitative Score is from 72 to 86, in the proficient category; 3) The average cognitive score in cycle I was 80 to 88 in cycle II, in the advanced category.

Are WIDA Test Results Appropriately Reflecting Multilingual Learners’ Language Skills According to ESOL Teachers’ Experiences?

Within the field of multilingual learner (ML) education, ESOL teachers’ voices are often overlooked and underrepresented despite their integral role in developing productive and knowledgeable future citizens. This study sheds light on the experiences of ESOL teachers that administer the federally mandated annual standardized testing created by World-Class Instructional Design and Assessment (WIDA). It uses focus-group interviews to gather qualitative data from two neighboring school districts in order to gain insight into the WIDA assessments’ reflection of language proficiency. WIDA testing evaluates English language development by measuring academic and social language skills within the four language domains: reading, writing, listening, and speaking. MLs without severe, classified disabilities in grades K-12 participate annually in the Assessing Comprehension and Communication of English State-to-State (ACCESS) assessment by WIDA. Results place students into proficiency categories ranging from entering (a student new to English) to bridging (a near-fluent ML), as defined by the WIDA language proficiency standards. The interviews allowed the ESOL teachers to share their experiences with MLs’ classroom performances in the four testing domains compared to their performances on the online WIDA assessments. The interview data was analyzed and categorized into three main themes based on teacher responses: assessment preparation techniques, common perceptions of the assessment, and proposed changes to improve the assessment. Each of these themes, with their local and national implications, are discussed as they affect the nature of ESOL instruction and assessment.

Development of a case method learning model to hone students' translation competence in language teaching courses

In 2020-2024, the Ministry of Education and Culture launched one of the main objectives of developing a strategic plan, namely optimizing the quality of learning in innovative forms in order to realize student success in achieving maximum learning outcomes that include attitudes, knowledge and skills. Hodijah, S & et al (2022) argue regarding the development goals of the Ministry of Education and Culture that the expected innovative learning can be implemented from learning created in the form of collaborative and participatory classes. Furthermore, according to the 2022 edition of EF English First Proficiency, Indonesia is in 81st place out of 111 countries with a score of 469 which falls into the Low Proficiency category in every aspect of the English language, one of which is Translation. Based on these things, to overcome the low level of students' English proficiency, especially in terms of Translation and to answer the demands of the Ministry of Education and Culture for Higher Education in creating innovative classes . It is recommended for lecturers to use the Case Study learning model because it has been proven to be effective in improving translation skills in various previous studies. Based on these things, this research aims to developCase Study Learning to Improve Students' Translation Ability in the Translation in English Language Teaching (ELT) Course, Department of English Language and Literature, Medan State University The development of the Case Study Learning Model was carried out using the ADDIE Development model which consists of 5 stages, namely; (1) Needs analysis, (2) Design of the Case learning model 3) Development of the Case Study Learning Model in Translation in ELT Learning (4) Implementation, namely trial of the Case Study learning model in the Translation in ELT course (5) Evaluation of Case Study model-based learning . This research uses a qualitative and quantitative descriptive approach in analyzing data. Validity tests, Practicality Tests and Effectiveness Tests was carried out on the development product to ensure that the Case Study Learning Model developed valid, practical and effective in improving students' translation skills in the Translation in ELT course. The results of the research show that the model developed is valid, practical and effective.

Applying large language models and chain-of-thought for automatic scoring

This study investigates the application of large language models (LLMs), specifically GPT-3.5 and GPT-4, with Chain-of-Though (CoT) in the automatic scoring of student-written responses to science assessments. We focused on overcoming the challenges of accessibility, technical complexity, and lack of explainability that have previously limited the use of artificial intelligence-based automatic scoring tools among researchers and educators. With a testing dataset comprising six assessment tasks (three binomial and three trinomial) with 1,650 student responses, we employed six prompt engineering strategies to automatically score student responses. The six strategies combined zero-shot or few-shot learning with CoT, either alone or alongside item stem and scoring rubrics, developed based on a novel approach, WRVRT (prompt writing, reviewing, validating, revising, and testing). Results indicated that few-shot (acc = 0.67) outperformed zero-shot learning (acc = 0.60), with 12.6% increase. CoT, when used without item stem and scoring rubrics, did not significantly affect scoring accuracy (acc = 0.60). However, CoT prompting paired with contextual item stems and rubrics proved to be a significant contributor to scoring accuracy (13.44% increase for zero-shot; 3.7% increase for few-shot). We found a more balanced accuracy across different proficiency categories when CoT was used with a scoring rubric, highlighting the importance of domain-specific reasoning in enhancing the effectiveness of LLMs in scoring tasks. We also found that GPT-4 demonstrated superior performance over GPT-3.5 in various scoring tasks when combined with the single-call greedy sampling or ensemble voting nucleus sampling strategy, showing 8.64% difference. Particularly, the single-call greedy sampling strategy with GPT-4 outperformed other approaches. This study also demonstrates the potential of LLMs in facilitating explainable and interpretable automatic scoring, emphasizing that CoT enhances accuracy and transparency, particularly when used with item stem and scoring rubrics.

Meningkatkan Kemandirian Siswa Dalam Pak Melalui Metode PBL Berbantuan LKPD Interaktif Materi Keberagaman Di SMAS ST.Maria Tanjungpinang

The independence of students at Santa Maria Tanjungpinang Catholic High School in responding to the problems they are facing has not been created and developed well so that student activity in the learning process has not been maximized. Students still have to be guided and accompanied throughout the learning process so that the initiative to seek information or learn independently has not developed well because they still depend on the teacher. This classroom action research was carried out with the aim of finding out the increase in student independence after implementing the problem based learning model assisted by interactive LKPD in understanding diversity material as the original reality of human life and striving for peace and national unity in Catholic religious lessons to perfect the implementation of Catholic religious education learning in improving results. learn from students and make students able to understand the material being taught well. This research is action research. This research took place at the Santa Maria Catholic High School in Tanjungpinang and was carried out in October and November 2023, with the research subjects being 20 class XII 2 students. This research consists of two cycles, namely Cycle I which begins with planning, acting, observing and reflecting. Based on the results of observations in the learning process that has been carried out in the classroom, there are still students who are less active in the learning process. The independence dimension reached 71.87%. During the post test, only 16 students passed, 4 students did not pass with an average score of 77.75. Thus, the research must be continued to the next stage (Cycle II). In cycle II, the independence dimension increased to 92.85% and 19 students graduated in the proficient and proficient category with an average score of 88. Based on the research results, there was an increase in student learning outcomes with the Problem Based Learning learning model assisted by interactive LKPD in cycle I the independence dimension was (71.87%) and in cycle II it was (92.85%). Meanwhile, the learning achievement results in cycle I were with an average score of 77.75 and increased in cycle II to 88. Thus, the PBL model assisted by interactive LKPD can increase student independence in PAK learning.

Meningkatkan Kemampuan Bernalar Kritis Dan Prestasi Belajar Melalui Discovery Learning Berbantuan Video Materi Dialog Antarumat Beragama Fase F SMKN 2 Magelang

Education in Indonesia has experienced many developments from year to year with various models, different methods, and curriculum changes according to the needs of the times. One of them is Merdeka Belajar. Through Religious Learning, students are encouraged to actively communicate, be creative, explore, be skilled at reflection and dare to express their opinions. In this learning, students are also given the opportunity to carry out a project to strengthen the Pancasila student profile which includes six dimensions. In this classroom action research, the researcher focuses on the dimensions of critical reasoning. With critical reasoning skills, students are expected to be able to identify, solve problems, make the right decisions to overcome various problems and be able to see things from various perspectives and be open. SMK Negeri 2 Magelang is a favorite school with many achievements. Because it is a vocational school, learning is more focused on productive (vocational) subjects so that general subjects (adaptive normative) receive less attention from students. Based on the results of observations, it was found that there was a decline in student learning achievement in PAK learning. Based on these problems, researchers are trying to design the learning process to be more varied and interesting. One of the learning models implemented is video-assisted Discovery Learning. This research was conducted at SMKN 2 Magelang Phase F class XII with the research variables learning achievement and critical reasoning. The aim of this research is to determine the application of the video-assisted Discovery Learning learning model which can improve learning achievement and determine critical reasoning abilities in class XII PAK learning at SMK Negeri 2 Magelang. Data collection techniques using observation sheets for critical reasoning variables and tests for learning achievement variables. Data from observations and test results were scored and processed and then presented descriptively.
 The research results show an increase in accordance with the expected achievement targets. The results of learning achievement in cycle II show an increase, this can be seen from the test results which reached the category from 0% to 33.3%, the proficient category from 16.7% to 50% and the adequate category from 50% to 16.7% and new categories are developing 33.3% to 0%. The results of critical reasoning ability also increased, the proficient category was 33.3%, which was previously 0%, the proficient category was 66.7%, which was previously 50%. This increase shows that the video-assisted discovery learning model is proven to be able to improve students' learning achievement and critical reasoning abilities.

MENINGKATKAN HASIL BELAJAR Pakat DAN GOTONG ROYONG MELALUI MODEL DISCOVERY LEARNING FASE A SD NEGERI LEBO

Herlina Bong. The objectives of this Class Action Research are a). To determine the improvement of learning outcomes through the Discovery Learning model for grade II Phase A students of SD Negeri Lebo. b). To determine the increase in the dimension of mutual assistance through the Discovery Learning model for grade II Phase A students of SD Negeri Lebo. c). To determine the increase in achievement targets through the Discovery Learning model for grade II Phase A students of SD Negeri Lebo. Action Research class consists of 2 cycles, each cycle consists of four stages, namely: planning, implementation, observation and reflection. The subjects of the study were grade II students of SD Negeri Lebo totaling 6 people, consisting of 2 men and 4 women. The object of research is the result of learning and the mutual assistance of students in the study of Catholic Religion and Ethics on the material "The Story of Isaac and Jacob". With data collection techniques are tests, observation and documentation. From the results of the analysis, it was obtained that the learning outcomes and mutual assistance attitudes of students have increased from cycle I to cycle II, that is, for cycle I learning outcomes, no one has entered the proficient category. Many students fall into the category of capable (2 people = 33%) and worthy (4 people = 67%). In cycle II many students fall into the proficient category (4 people = 67%) and proficiency criteria (2 people = 33%), while for the attitude of mutual assistance in cycle I (63.5%) and in cycle II it reaches (89.5%). The conclusion of this study is that the discovery learning model can improve PAKat learning outcomes and phase A mutual cooperation attitudes of SD Negeri Lebo.

Peningkatan Hasil Belajar Pak Materi Terlibat Dalam Hidup Menggereja Dengan Metode Problem Based Learning Kelas V SDN Banyuagung 1 Kota Surakarta

Teachers usually apply lecture and teacher-centred methods during the learning process, making students less able to understand Catholic religious material and tend to get bored. The aim of the research is to determine the increase in mutual cooperation aspects, determine the success of achieving targets, determine the increase in learning outcomes using the Involved Material Problem Based Learning Method. In the Life of Churching among fifth grade students at SD Negeri Banyuagung 1 Surakarta. The research method used is Classroom Action Research with four stages, namely planning, implementation, evaluation and reflection with two cycles in the offline learning process. Research Subjects were students of SD Negeri Banyuagung 1 Surakarta class V Semester 1 of the 2023/2024 academic year with a total of 6 people in the period 27 October 2023 to 3 November 2023. The material was Involved in Church Life. Cycles 1 and 2 each have 3 lesson hours. The results of the research show that mutual cooperation activities in each indicator have increased, as seen from the average percentage of 76.88% in cycle 1, increasing to 88.21% in cycle 2. This means that mutual cooperation activities have increased by 11.33%. The learning outcomes show progress after implementing the problem based learning model. It can be seen that in the advanced category the percentage obtained was 17% in cycle 1, increasing to 83% in cycle 2, meaning that in the advanced category there was an increase of 66%. In the proficient category there was a decrease of 16%, from 33% in cycle 1 to 17% in cycle 2. In the decent category there was also a decrease of 50%, from 50% in cycle 1 to 0% in cycle 2. And in the new category it developed there was no change, namely 0% in both cycle 1 and cycle 2. In this case, teachers should use the Problem Based Learning Method as an alternative learning method because it has been proven that this Problem Based Learning Method can improve aspects of student learning outcomes.

Meningkatkan Kemandirian Belajar Melalui Model PBL Dengan Media Powerpoint Materi Diriku Pada SDN 28 Mengerat Sebara

The background of this research is that conventional learning models are no longer effective in arousing student interest, motivation, and independence in learning. To overcome this, a progressive learning approach is needed, such as Problem Based Learning (PBL), which is supported by PowerPoint media to trigger students' interest in learning. The main objective of this research is to implement learning through the Problem Based Learning (PBL) approach using powerpoint media, with a focus on increasing student learning independence. In addition, this research also aims to increase the learning achievement targets of Catholic Religious Education in the school environment. The method used is descriptive method through classroom action research with two cycles. The results of the first cycle of research showed the results of student scores, namely that there were 2 students in the proficient category, 5 students in the proficient category, and 3 students in the feasible category. However, student independence is still not optimal, as seen from the 71% level of independent learning. In the second cycle, there was a significant increase, with 5 students in the proficient category, 4 students in the proficient category, and 1 student in the proper category. Student learning independence also experienced a high increase, reaching 90%. The implications of these findings indicate that an approach that encourages active student participation through PBL and PowerPoint media has a positive impact on increasing student independence and student learning outcomes.

Peningkatan Motivasi Belajar Pak Dengan Model Pbl Materi Gereja Pada Fase F Kelas XI SMKN 3 Magelang

There is a problem of a lack of motivation to learn and critical reasoning abilities in students in learning Catholic Religious Education and Characteristics in terms of competency achievement, students are able to understand the meaning and meaning of the Church in Phase F of Class XI SMKN 3 Magelang in the 2023/2024 academic year. So this research aims : Knowing the effectiveness of applying the PBL learning model in increasing motivation and critical reasoning skills in learning Catholic Religious Education and Characteristics in terms of competency achievement, students are able to understand the meaning and meaning of the Church in Phase F Class XI SMKN 3 Magelang in the 2023/2024 academic year. This type of research is Classroom Action Research using 2 cycles. With research variables learning motivation, critical reasoning and Problem Based Learning techniques. The population of students who are Catholics at SMK Negeri 3 Magelang. The sample of class XI students is Catholic with a total of 4 students. Data collection techniques in this study were observation and questionnaires. Cycle 1 motivation obtained the highest interest questionnaire score of 27 on behalf of Chornelia in the competent category, the lowest score of 15 on behalf of Agatha was included in the appropriate category. If seen from the average interest score of 20.5 in cycle 1, this is included in the proficient category. Attention in cycle 1 gets an overview of the highest score of 26 on behalf of Chornelia including the proficient category, the lowest score on behalf of 15 Agatha is included in the appropriate category. The average attention score of 20.3 in cycle 1 is included in the proficient category. Meanwhile, the highest participation score of 25 on behalf of Cornelia is in the competent category, while the lowest score of 16 is in the appropriate category. The average participation score of 20.3 is included in the proficient category.The results of the study show that the percentage of motivation in cycle 1 is only 51% of the motivation that appears in learning, so it needs to be increased again so that learning objectives are achieved. Critical reasoning ability Cycle 1 obtained the highest critical reasoning questionnaire score of 22 on behalf of Chornelia included in the proficient category, the lowest score of 8 on behalf of Agatha was included in the appropriate category. If seen from the average score, a score of 14 is included in the feasible category. So it is necessary to increase the ability of critical reasoning so that learning objectives can be achieved optimally. The percentage of critical reasoning abilities shows that the ability of students has only reached 50%, so there is also a need for improvement so that learning objectives can be achieved optimally. Furthermore, cycle 2 motivation obtained the highest interest questionnaire score of 37 on behalf of Cornelia included in the proficient category, the lowest score of 19 on behalf of Agatha was included in the appropriate category. If seen from the average interest score of 29.8 in cycle 2, this is included in the proficient category. Attention in cycle 2 gets an overview of the highest score of 34 on behalf of Chornelia including the proficient category, the lowest score on behalf of 19 Agatha is included in the appropriate category. The average attention score of 28.3 in cycle 1 is included in the proficient category. While the highest participation score of 34 on behalf of Cornelia is in the proficient category, the lowest score is 21 in the proficient category. The average participation score of 27.8 is included in the proficient category. The percentage of critical reasoning abilities in cycle 2 can be seen that only 78% of students have motivation that appears in learning, already showing an increase in achieving learning goals. The final conclusion is that the use of the PBL model in teaching Catholicism in Church material for class XI SMKN 3 Magelang can increase motivation and critical thinking skills.

Peningkatan Hasil Belajar Siswa Pada Materi Manusia Makluk Pribadi Dengan Model Problem Based Learning Fase E Kelas X SMAN 1 Palangka Raya

This research was conducted on Catholic students in class X at SMAN 1 Palangka Raya because the researcher experienced that the learning outcomes of the students were not optimal. Theerefore this study aims to improve the learning outcomes of Catholic students in Catholic Religion subjects, in class X, with the Problem Based Learning model. The object of observation in this study was cognitive student learning outcomes and the application of the elements of faith and morality to humans (Pancasila Student Profile). The outcomes were: in cycle I, only 18% included the proficient category, 45,45% included the proficient category, 33.4% included the appropriate category. Whereas in cycle II students who reached the proficient category reached 64%, the proficient category 36% and the feasible category 0%. Observational data related to the application of moral elements to humans in cycles I and II show that, on average, the achievement of the P5 indicator that has been determined by the researcher has increased by 45%. This it can be concluded that the application of the PBL model contributes positively to improving student learning outcomes in class X SMAN 1 Palangka Raya on the theme Human Beings Personal

Peningkatan Hasil Belajar Dengan Model PBL tema Manusia Makhluk Pribadi Kelas X SMKN 2 Nangabulik

In preliminary observation at SMK Negeri 2 Nanga Bulik, researcher found that learning outcomes by Catholic students in class X on the theme Human Beings as Personals was not optimal. Therefore this research aims to: 1. Improve the learning outcomes of class X students of SMKN 2 Nanga Bulik with the theme Human Beings as Personals. 2. Improving students' ability to apply moral elements to humans (P5). Learning is done with the PBL method. The results of the study: in cycle I, only 11.1% including the proficient category, the competent category 55.56%, the proper category 33.3%. Whereas in cycle II, students who reached the proficient category reached 67%, the competent category 22% and the feasible category 11%. Observational data related to the application of the P5 indicator that has been determined by the researchers,on average, has increased by 22%. Thus it can be concluded that the application of the PBL model contributes positively to improving student learning outcomes in class X SMKN 2 NangaBulik on the theme of Human Beings as Personals. It is suggested to teachers and schools to consider using the PBL model in learning to improve the quality of learning and student learning outcomes in the future.

Meningkatkan Penalaran Kritis Siswa Melalui Model Pbl Berbantuan Lkpd Materi Aku Berkembang Kelas Iv

The background of this research arises from the existence of problems in learning models that do not stimulate students to think critically, such as monotonous teaching methods. To overcome this, the Problem Based Learning (PBL) Learning Model is considered as a potential solution to improve students' critical reasoning abilities. This study aims to improve critical reasoning abilities and achieve student learning outcomes in Catholic Religious Education subjects. In achieving these objectives, this study used a descriptive approach through classroom action research methods with two cycles. The results of the first cycle can be seen from the student scores, there are 3 students who belong to the proficient category, 6 students in the proficient category, and 5 students in the decent category. Even so, the level of students' critical reasoning is not optimal, only reaching 72.5%. However, in the second cycle there was a significant increase with 11 students in the proficient category, 3 students in the proficient category, and 1 student in the feasible category. This indicates a significant improvement in students' understanding of learning material after implementing PBL with the help of Student Worksheets (LKPD). Students' critical thinking skills also increased, reaching 82%. The implications of these findings confirm that an approach that encourages active student participation through PBL with the support of LKPD has a positive impact on increasing critical reasoning abilities and student learning achievement.