Teaching Learning Research Articles

Research on Hybrid Teaching Driven by Big Data Application Development Competition

With the increasing emphasis placed by the country on vocational education, it has become a key focus for vocational colleges to encourage their students to participate in national vocational skills competitions, through which they can enhance their professional qualities, theoretical knowledge, practical skills, and employability. The big data technology major of Jiangsu Maritime Institute has analyzed the knowledge and skill points required in big data application development skills competitions, and has constructed a project-driven hybrid teaching approach based on the Chaoxing Cloud Course Platform, which utilizes a SPOC (Small Private Online Course) approach. By aligning with the workflows and tasks of big data technology-related job positions, the major integrates skills competition projects into its curriculum, realizing a learner-centered, integrated online and offline learning approach. Through teaching practice, this teaching method has achieved good results, improving the quality of teaching and students' learning enthusiasm, and providing new methods and perspectives for the reform of big data technology professional courses in higher vocational education.

Digitized Home Visit Education Service: A Trained Teaching Learning Attendant Visits the Student, and a Qualified Special Educator Connects Online to Collaboratively Conduct Classes

Digitized Home Visit Education Service: A Trained Teaching Learning Attendant Visits the Student, and a Qualified Special Educator Connects Online to Collaboratively Conduct Classes

Effect of holistic reflective learning program on development of nursing students’ professional competency in geriatric clinical practice: a quasi-experimental study

BackgroundReflection is a core competency in geriatric nursing, and reflective learning is an effective approach in nursing education and pracice. An internship program is a transition course that enhances the knowledge, skills, and attitudes of aspiring nursing students in real clinical work. In geriatric clinical setting, nursing internship students require a broad understanding of professional competency that integrates reflective learning with clinical practice to deal with geriatric patient problems and equip them with the knowledge, attitudes, and skills needed to provide quality of care. However, there is a lack of studies examining the effect of holistic reflective learning on professional competency development among nursing internship students in geriatric settings.AimThis study aimed to investigate the effect of professional holistic reflective learning on professional competency development among nursing internship students caring for hospitalized older adults in medical-surgica wards.DesignThis study employed a quasi-experimental pretest–posttest design, where 160 participants were grouped into control and intervention groups. This study was conducted at two nursing schools under the Mashhad University of Medical Sciences in Iran in 2020. Baseline information was collected from both groups, followed by a pretest and follow-up assessment. The intervention group received a Blended Professional Holistic Reflective learning program, while the control group received conventional learning(undertaking professional clinical practice as a usual treatment and submitted reflective logbooks),, which included standard lectures and group discussions.MethodsParticipants were selected based on specific inclusion and exclusion criteria. The selection process was non-randomized and unblinded. The participants were equally divided, with 80 in the control group and 80 in the intervention group. Baseline data, including demographic characteristics, were collected. Pretest data were collected for both groups using the Geriatric Nursing-Specific Mini-CEX (GN-Specific Mini-Clinical Evaluation Exercise), an instrument designed to assess nursing students' professional competency in geriatric nursing practice. The intervention was delivered through a combination of in-person and online sessions over four mounts. Posttest data and follow-up, were collected similarly to the pretest. Data were analyzed using SPSS version 22, and potential confounding variables were controlled for in the analysis.ResultsThe study included a total of 160 nursing internship students, with no exclusions. At baseline, no significant differences were observed between the intervention and control groups in terms of professional competency (PC) and its dimensions, except for age, which was adjusted as a covariate in the analyses. The intervention group showed a significant improvement in PC and its various domains (communication skills, physical examination, clinical judgment, health education, professionalism, and organizational efficacy) over time. The Generalized Estimating Equation (GEE) analysis confirmed significant interaction effects between time and group for all PC dimensions (p < 0.05). Post-test comparisons revealed that the intervention group scored 2.4 points higher than the control group in overall PC (p < 0.001), with sustained improvements in the follow-up phase. Significant within-group improvements were also found across all PC dimensions for both groups from pre-test to follow-up (p < 0.05).ConclusionsThe study found that the professional holistic reflective learning program was effective in developing professional competency among nursing internship students. The blended teaching–learning approach (face-to-face and online) during workshops and geriatric clinical practice is a practical, cost-effective, and time-efficient learning program during students' clinical practice in geriatric settings. Nurse educators are recommended to implement holistic reflective learning during clinical education.

Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement

This study focused on the effects of an early math online professional learning course offered to preschool teachers. The course was designed to inform participants' knowledge of developmental progressions and promote daily mathematics instruction that encouraged students to view their world through a mathematical lens. A survey of preschool teachers' beliefs was administered to participants of the course to determine if participants' beliefs changed significantly and how their pre-course beliefs influenced their engagement in the course. Findings indicate that the course impacted preschool teachers regardless of their area of responsibility, education level, or experience level. The teachers' comfort with teaching math to young children and perspectives about age appropriateness of mathematics were both positively influenced by the course. The teachers with the most positive initial beliefs had a higher rate of course completion. Implications for the field of preschool teacher education and online professional learning environments are discussed.

Exploring the Role of DingTalk for Teaching and Learning English Listening Skills in Blended Learning Environments

This study explores how digital platforms such as DingTalk can be used to teach and learn English listening skills as one of the tools for blended learning instructions. These platforms offer synchronous and asynchronous learning methods and provide students with a flexible and interactive platform that promotes real-time communication, peer feedback, and self-paced learning. Although this platform has shown potential benefits for improving listening comprehension using constructivist and social learning theories, drawbacks include technological limitations, insufficient platform features for listening instruction, effective instructional design, and students' need for digital literacy. This article highlights the importance of Dingtalk as one of the tools for blended teaching and learning and the issues to be addressed so this platform can be used to help students' English listening skills. The changes in the dominance of technology in education, like AI and AR, need to be considered for blended learning. The findings suggest that to help students' learning outcomes using this digital platform, educational institutions and teachers need to adapt to the needs of their students continuously.

Comparison of Problem-based Learning and Didactic Lecture as a Teaching–Learning Method among Undergraduate Medical Students: An Interventional Study

Background Didactic lecture (DL) is a teaching method that has been there for a long time in our educational system, but student involvement is minimal. Problem-based learning (PBL) differs in that it involves students in the learning process. Various skills are learned, such as self-learning, group discussion, communication skills, teamwork and knowledge retention. Critical thinking, analysis and the ability to solve real problems are some benefits of PBL, which can help medical students understand clinical scenarios and analyse, interpret and come up with possible solutions based on sound knowledge. Thus, there is a need to assess the effectiveness of PBL in recall, interpretation and problem-solving skills as compared to the traditional lecture method, as there are very few Indian studies related to PBL in Indian medical students. Materials and Methods A non-randomised interventional study was carried out in the Department of Pharmacology at East Point Medical College, Bengaluru. Groups A and B, each with 60 medical students, participated in PBL and DL for either of the two competencies (myocardial infarction and iron deficiency anaemia). After the completion of the DL and PBL sessions, 20 multiple-choice questions (MCQs) were given to the students. The effectiveness of the teaching method was determined by comparing the mean scores of MCQs of both groups. Results The group scores were compared using an independent sample t-test and expressed as mean ± standard deviation. The total mean score of PBL for the topic myocardial infarction (11.00 ± 2.64, p value = .001) was statistically significant compared with the total mean score in the DL group (9.38 ± 2.52), and the total mean score of PBL for the topic iron deficiency anaemia (15.28 ± 3.53, p value = .001) was significant compared to the total mean score in the DL group (12.98 ± 3.61), respectively. The mean score for recall and problem-solving for the topic of myocardial infarction was statistically significant in the PBL group compared to the DL group. The mean score for recall, interpretation and problem-solving for the topic of iron deficiency anaemia was statistically significant in the PBL group compared with the DL group. Conclusion PBL showed marked improvement in recall, interpretation and problem-solving abilities compared with DL. So, including PBL as a teaching–learning method can promote active and student-centered learning.

Empowering K–12 pupils: Fostering problem-solving skills through sustainable entrepreneurship and computational thinking

ABSTRACT Preparing today’s students for a digital world with diverse social challenges requires innovative teaching–learning scenarios. To empower students to develop solutions in an increasingly complex world, it’s essential to strengthen both their subject-specific knowledge as well as their problem-solving skills. In the area of domain knowledge, the interplay between entrepreneurship, sustainability, and digital technologies has emerged as a critical factor in addressing global challenges through innovation. Although the individual competency areas are well documented in the relevant research, teaching–learning scenarios that combine sustainability, entrepreneurship, and information technology (IT) education are underrepresented. This article explores the integration of sustainability-oriented entrepreneurship education within IT education through a project-based teaching approach. To visualize and facilitate the learning process, a problem-solving canvas is integrated. Hence, it presents a best-practice example of how entrepreneurial IT education can be implemented in schools using hackathons. Additionally, the article provides recommendations for educational policy based on these insights.

Effectiveness of Content-Based Instruction (CBI) Model Based on Multimedia Presentations for Improving the Japanese Language Learning Outcomes of STIKES Bethesda Tomohon Students

This research aims to examine students' learning outcomes using the Content-Based Instruction (CBI) model facilitated by Multimedia Presentations, and to assess the efficiency of this approach in enhancing students' proficiency in Japanese. This study's background indicates that numerous students struggle with learning Japanese due to pedagogical approaches that prioritize memory and are predominantly traditional in nature. This research employs a pre-experimental design utilizing an Intact-Group Comparison methodology. Data acquisition Observation and test administration (Pretest-Posttest). Statistical analysis: Descriptive and inferential statistics. Forty pupils from STIKES BETHESDA were sampled. This study demonstrates that the Content-Based Instruction (CBI) learning approach utilizing Multimedia Presentations enhances Japanese language proficiency among students. The result is that the Content-Based Instruction (CBI) paradigm utilizing Multimedia Presentations is demonstrably beneficial in enhancing students' Japanese language learning outcomes.

Systematic Review: Metode Pembelajaran dalam Materi Ilmu Tajwid Al-Qur’an Hadits Siswa Madrasah Tsanawiyah di Indonesia

Learning methods are part of pedagogical competence that must be explored continuously, so there is a need for literature specifically developed to examine how these learning methods have been applied in previous research. This research aims to explore what kind of learning methods teachers use in recitation science material in Al-Qur'an Hadith subjects among Islamic boarding school students in Indonesia from 2014 to 2024. The research design used is a systematic review using the Preferred Reporting Items method for Systematic Review and Meta-Analysis (PRISMA), which will select articles collected through the Identification, Screening, Eligibility, and Included stages. Based on the results of exploration through this article, it was found that there are three learning methods used in Tajwid science material, namely Index Card Match, Peer Tutor, and Contextual Teaching Learning.

Investigating users’ perspectives of using zoom for ELT: A teaching–learning lens

This study investigates the effectiveness, potential, and challenges of utilizing the Zoom platform for online English language instruction, as perceived by EFL university students and their instructors. The research employed a mixed methods approach, integrating quantitative data from 67 student participants and qualitative insights from seven teachers. An ARCS (attention, relevance, confidence, and satisfaction) model questionnaire was used to assess students’ perceptions, while teachers’ perspectives were obtained through semi-structured interviews. The survey results were analyzed using SPSS v 24.0, and the interview data were thematically scrutinized. The findings indicated that Zoom effectively met students’ learning needs, captured their attention, and provided relevant content. However, sustaining long-term engagement and fostering students’ confidence were the remarkable challenges. From the teachers’ perspective, Zoom’s features, such as breakout rooms and interactive whiteboards, enhanced the learning experience. Notably, discrepancies emerged between student and teacher perceptions, particularly regarding technical difficulties, the absence of non-verbal cues, and attention retention issues. To address these challenges, the study recommends prioritizing technical support, providing orientation sessions, refining engagement approaches, and adopting blended learning to maximize the potential of Zoom. Overall, this study emphasizes the importance of addressing technical and engagement barriers to enhance the effectiveness of online platforms used for English language teaching (ELT).

OPTIMAL STRATEGIES FOR IMPLEMENTING MULTIDISCIPLINARY AND TRANS DISCIPLINARY EDUCATION IN MANAGEMENT PROGRAMS: INSIGHTS FROM GOAN COLLEGES

This study looks into the factors that influence the quality of management education offered by Goa-based institutes by using a thorough examination of important variables. It provides detailed insights through the use of data on interdisciplinary research centres, faculty cooperation, interdisciplinary electives, cross-institutional relationships, and experiential learning opportunities. The results highlight a paradigm shift towards comprehensive and contextually appropriate educational frameworks by revealing a greater emphasis on faculty partnerships, cross-departmental teaching, practical engagement or experimental learning possibilities, and integrated curriculum creation. Remarkably, multidisciplinary research institutes show unrealized promise, possibly due to the expense associated with them. This study offers practical suggestions for Goan educational institutions to improve their curricula while yet being adaptable to changing business needs and worldwide patterns. It contributes to the conversation on management education by providing suggestions for promoting academic excellence through multidisciplinary studies, experiential learning, and strategic alliances.

A Bibliometric Studies: Digital Learning and Teacher Teaching Quality

This paper presents a comprehensive bibliometric analysis aimed at exploring the intersection between digital learning and teacher teaching quality. In recent years, the landscape of education has been significantly influenced by advancements in digital technology, leading to the widespread adoption of digital learning platforms. An overview of the importance of digital learning and high-quality teacher instruction in modern education is given in the introduction section. The problem statement outlines the main obstacles and gaps in the research on digital learning and the calibre of teaching methods. By elucidating these issues, the study aims to address pertinent questions concerning effective pedagogical strategies in the digital era and ways to enhance teachers’ effectiveness. Methodologically, this study employs bibliometric analysis techniques and VOSviewer version 1.16.20 to examine a corpus of scholarly publications retrieved from reputable databases. The focus is on identifying relevant literature, analysing citation patterns, and mapping out thematic trends and research trajectories. Through systematic data extraction and analysis, this approach enables the synthesis of existing knowledge and the identification of prominent themes and research clusters. The results of the bibliometric analysis reveal significant insights into the scholarly landscape of digital learning and teacher teaching quality. Findings include the identification of seminal works, influential authors, key research themes, and emerging trends. In conclusion, this study offers valuable insights into the current state of research on digital learning and teacher teaching quality. By synthesizing existing knowledge and identifying research gaps, it provides a foundation for future research endeavours aimed at advancing our understanding of effective educational practices in the digital age.

PELATIHAN PERANCANGAN MODUL AJAR PROJECT BASED LEARNING BERLATAR BUDAYA CULTURALLY RESPONSIVE TEACHING (CRT) BAGI GURU - GURU SMPN 8 BANJAR

The formation of students' character and self-confidence based on noble cultural values ​​can be formed from the education and culture around students. Culturally responsive teaching makes people aware of respecting and recognizing the reality of different tribes, religions, languages ​​and ethnicities, and exploring the special aspects or uniqueness of students' culture and using them in planning and implementing learning. Development efforts are still very necessary, because: 1) Education is not enough to develop teacher professionalism. Many teachers take distance education/study outside the city. 2) Community Service Activities as an effort to organize education. 3) Cultural fusion as a border area. 4) Learning with a cultural background so that it can be introduced in learning. The solutions to partner problems that are addressed are: 1) The mixing of Javanese and Sundanese cultures as areas on the border is no longer considered a problem with the existence of acculturation (mixing of cultures) through the marriage process which has been carried out for a long time and produces Javanese and Sundanese descendants 2) Cultural conflict is not an obstacle because cultural acculturation has occurred in various activity sectors including religious and school activities using the language of instruction in both regions, so that it can be accepted by both parties in its delivery. 3) Community Service Activities are expected to be an implementation that can minimize inequality in technological progress and cultural inequality. 4) Culturally Responsive Teaching in daily learning is introduced by teachers through the Project Based Learning teaching module.

The perceived long-term impact of peer teaching in the skills lab. A descriptive interview study

ABSTRACT Teaching is an essential skill for future doctors. Peer-assisted learning (PAL)–where students take up a teaching role at an early stage of their training–is widely used in medical curricula. No studies have explored the long-term perceived impact of peer teaching. Therefore, we aimed to determine how former peer teachers reflected on PAL and its perceived long-term impact. In this longitudinal descriptive study, we conducted 42 semi-structured interviews with 11 former peer teachers at the University of Antwerp. Five of them were interviewed 6 months after PAL; 6 of them 9 years after PAL. This latter group was also interviewed during PAL in a previous study. We conducted secondary analyses of previously collected interviews, consistently comparing the findings with new data gathered from the current interviews. Using realist thematic analysis, topic summary themes were generated. Former peer teachers reflected on their PAL experience with a lot of satisfaction. Those meanwhile working as residents are still passionate about teaching. Peer teachers experienced a gain in clinical examination- and professional skills in the long-term, facilitating a smoother transition to their internship. Our findings suggest that PAL selects diverse but committed students. The longitudinal data demonstrate how PAL initiates or stimulates different skills in diverse students, including public speaking, teaching, time management, and self-efficacy in specific clinical skills. Regarding the chicken-and-egg question, our study encompasses both longitudinal cases illustrating the pre-existing skill theory and cases demonstrating how achieved competences were induced by PAL. Former peer teachers experienced long-term benefits of PAL, which eased their transition into the internship. PAL has the potential to ignite a lasting passion for teaching, providing diverse and unique learning opportunities not only for the most talented and ‘pre-selected’ medical students but also for a range of dedicated future clinicians.

Using hope theory to understand changes from professional learning in inclusive education

AbstractProfessional learning for quality teaching is a lifelong enterprise. Nevertheless, it entails a considerable cost with varying outcomes. Drawing on Snyder's hope theory and Pantic's teacher agency, this paper aims to present a model aimed at deepening our understanding of teachers' intentions and competencies in inclusive education. The model formulates a professional learning cycle tailored to address their unique needs. This study draws on data from a larger qualitative dominant mixed‐methods study exploring 18 teachers' professional learning experience with the inclusionEd online platform. The process involved a pre‐training online survey and interviews and employed multiple strategies for data analysis. Descriptive statistics were used for pre‐training survey data to assess teacher‐participants' attitudes towards inclusion and efficacy levels in this area. Subsequently, using Snyder's hope theory and Pantic's teacher agency, we deductively analysed interview data. The quantitative results showed that teacher‐participants had positive beliefs about inclusive education with high efficacy. However, qualitative data analysis uncovered a misalignment between their stated beliefs and enacted beliefs, revealing diverse pathways to both success and challenges in their implementation of inclusive practices. The qualitative analysis, combined with the preliminary survey findings, unveiled the fluidity of hope and identified the influences on shifting hope and maintaining a positive stance. We offer an illustration of teacher professional learning pathways. Understanding how these pathways might be used to increase the value and outcomes of professional learning programmes is discussed. This study concludes with a discussion of theoretical and practical implications and directions for future research.

Assessing the effectiveness of flipped classroom teaching–learning method among undergraduate medical students at gondar university, college of medicine and health sciences: an interventional study

IntroductionThe flipped classroom teaching–learning method has been increasingly adopted in higher education to enhance student-centered learning. Despite its growing popularity, limited evidence exists regarding its effectiveness in medical education in Ethiopia. This study aimed to assess the impact of the flipped classroom method on academic performance, student engagement, and satisfaction among undergraduate medical students at Gondar University, College of Medicine and Health Science.MethodsA quasi-experimental study was conducted involving 100 s-year undergraduate medical students, divided into two groups: the flipped classroom group (n = 50) and the traditional lecture-based group (n = 50). The flipped classroom group received online instructional materials before class, while classroom sessions focused on interactive activities. The traditional lecture-based group attended conventional lectures followed by homework assignments. Data were collected using pre- and post-intervention tests to measure academic performance, the Student Engagement Scale to gauge engagement, and a validated questionnaire to assess student satisfaction. Data were analyzed using Statistical Package for the Social Sciences version 25, with descriptive statistics, paired t-tests, independent t-tests, and Chi-square tests employed to interpret the findings.ResultsThe flipped classroom group demonstrated a significant improvement in academic performance, with mean pre-test and post-test scores of 65.2 ± 8.1 and 78.6 ± 6.9, respectively. In contrast, the traditional lecture-based group had pre-test and post-test mean scores of 62.8 ± 7.5 and 74.2 ± 8.3, respectively. Additionally, the flipped classroom group showed higher levels of student engagement mean scores of 4.5 ± 0.8 and satisfaction mean scores of 4.2 ± 0.7 compared to the traditional lecture-based group, which had engagement mean scores of 3.8 ± 0.6 and satisfaction mean scores of 3.9 ± 0.5. Chi-square tests showed a statistically significant association between the teaching method and both pass/fail rates and participation in activities, but not a significant association with gender distribution.ConclusionThe flipped classroom approach proves to be a superior teaching method, promoting better academic outcomes and greater student engagement and satisfaction. This study adds to the growing body of evidence advocating for the implementation of flipped classrooms in medical education.Trial registrationNot applicable.

Scaffolding Fifth Graders’ Learning with a Digital Multi-Representation Applet: Design Research on Focusing Multiplicative Structures with Dynamic Dot Arrays

AbstractDigital multi-representation applets offer promising opportunities for promoting students’ conceptual understanding by dynamically converting graphical and symbolic representations and for promoting discoveries and justifications of mathematical properties. However, learning effects of open-ended multi-representation applets seem to depend on targeted scaffolds for students’ processes of conversions, treatments, and conversions of treatments. While these design challenges have come to be well-understood for dynamic geometry and functions, more design research is needed for multi-representation applets for multiplicative reasoning. We report on a design research study in Grade 5 in which the multi-representation applet of a dynamic dot array was integrated into a digital teaching–learning environment with sequenced tasks and more targeted scaffolds. The qualitative analysis of 30 students’ processes revealed multiple potentials of the dynamic array to (a) connect static representations by articulating the underlying multiplicative unit structures (conversions), (b) describe systematic variations (coordinated treatments), (c) explain systematic variations in representations by articulating unit structures (conversions of variations), (d) discover multiplicative commutativity (treatments), and (e) go towards justifying multiplicative commutativity by restructuring the array and its unit structures (conversions of treatments). Design experiment Cycle 1 revealed that all potentials were partially addressed by some students. To enable students to exploit more of these multiple potentials, attention scaffolds and language scaffolds were integrated. In Cycle 2, more potentials were exploited while still leaving room for improvements. In total, the study shows how design research can contribute to embed multi-representation applets into teaching–learning environments with well-sequenced tasks and targeted scaffolds.

Using Mother Tongue in Teaching and Learning Legal English Terminology in a Vietnamese University: Teachers and Learners’ Voices

Communicative Language Teaching (CLT) approach has led to the minimization of the use of the mother tongue (L1) in second (L2/SL)/ foreign (FL) language/ English for Specific Purposes (ESP) settings. Nevertheless, in recent years, there has been an increasingly tendency to use L1 in language teaching and learning, especially in the ESP contexts, for its undeniable efficacy, one of which is terminological standardization (Glušac, 2023, p.100). Accordingly, this paper focuses on investigating the teachers and learners’ perceptions together with their L1 utilization in teaching and learning legal English (LE) terminology in English-for-law classes at a tertiary law education institution. To achieve the aims, a mixed-method approach by dint of a survey questionnaire and semi-structured interviews with the participation of 164 students and five LE instructors. Classroom observations were also conducted to justify the teachers’ practice of using L1. The findings show that there was congruence between learners and teachers’ supportive views on the benefits of L1 in teaching and learning LE terms. LE majors and law majors share similar attitudes in the choice of either L1 or L2, yet statistically significant differences were witnessed as regards their English language proficiency levels in acquiring LE terms. Such findings are hoped to be worthy to both LE instructors and learners in teaching and learning LE terminology process.

An Innovative STEAM-Based Method for Teaching Cycloidal Curves in Engineering Higher Education

Robotics offers innovative possibilities at all levels of education, which should be considered when planning the teaching process for certain engineering mathematics topics in higher education. This paper introduces a new teaching–learning technique that utilizes STEAM-based methods to explore cycloidal curves for Computer Science Engineering BSc students. Traditional frontal teaching has been enhanced with methods addressing the generational needs of students, including problem-based learning, STEAM integration, and project-based learning. We developed a methodological model that merges traditional teaching advantages with practical modern approaches suitable for Generation Z. The four-stage model for learning cycloidal curves employs various didactical approaches, utilizing different learning techniques at each stage to create an engaging and effective learning experience. A vital component of this model is the use of Desmos dynamic geometry software to create animations alongside educational robotics to aid visualization. We conducted quantitative studies with 98 first-year Computer Science Engineering students using a quasi-experimental research design to evaluate the new teaching technique’s effectiveness. Results from the Mann–Whitney U test indicated that the experimental group significantly outperformed the control group. Additionally, the Kruskal–Wallis test confirmed that the four-stage model for learning cycloidal curves enhances learning achievement for all students, regardless of their prior knowledge.

Peningkatan Hasil Belajar dan Kolaborasi Menggunakan Model Problem Based Learning (PBL) Berbantuan Audio Visual pada Materi Peran Keluarga Bagi Perkembanganku Fase D Kelas VII di SMP Negeri 2 Sunggal

This research is aimed to improve the teaching learning process and learning outcomes of Catholic Religious Education and Characters through the Problem Based Learning model. This research is Classroom Action Research. The subjects of the research were the tenth students of the seventh grade of SMP Negeri 2 Sunggal academic year of 2024/2025. The data analysis technique is descriptive analysis consisting of students’ affective learning outcomes data and students’ cognitive learning outcomes data through observation and written tests. The research was conducted in two cycles. The result of the research shows that the percentage of the students’ completeness has increased in each cylce which is 60% to 80%, and the degree of students’ participation in the learning process has increased from 50% to 80%. It can be concluded that the Problem Based Learning model improves the learning outcomes in Catholic Religious Education and Characters of the seventh grade students in SMP Negeri 2 Sunggal in the topic of The family’s role for my selfgrowth and The Friend’s role for my selfgrowth”.