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This study aims to examine the effect of problem-based learning and tacit knowledge on problem-solving skills when students study in the laboratory. The method employed in this research was Quasi-Experimental Design. Data collection techniques were questionnaires and tests. Seventy-seven students were taken as the research participant and divide into two groups; 35 students in the experimental group with problem-based learning implementation and 42 students in the control group with procedural instruction. Questionnaires were used to measure tacit knowledge adopted from Insch, McIntyre, & Dawley (2008), Chilton & Bloodgood (2007), Somech & Bogler (1999). Data analysis techniques used two-way ANOVA test to determine learning outcomes. The research found that problem-based learning has a significant effect on problem-solving skills, and the use of tacit knowledge depends on the learning model. The results showed that problem-based learning could improve the ability of problem-solving while learning outcomes indicate that students use their tacit knowledge for problem-solving.  

This research aim is to examine the application of guided inquiry learning models and social skills to improve the students' analysis skills. Social studies learning that still uses expository learning models makes students get difficulties to have analysis skills. This study was used the quasi-experimental research that pretest and postest control design. The participants of the study was 132 junior high school students in grade 7th on junior high school. The data collection tools was used Social Skills Rating System (SSRS) adapted from Gresham and Elliot (1990) and tested to the learning outcomes. The research data were analyzed with ANOVA technique. The findings of the research conclude that there are differences in analysis skills of the students who taught guided inquiry learning model and expository learning model. There are differences in analysis skills of the students who have high social skills and low social skills. There is an interaction between guided inquiry learning model and expository learning model when integrated with high social skills and low social skills on analysis skills of the students.

This research aims to prove whether mobile Computer-Supported Collaborative Learning (mCSCL) is better at improving learning outcomes to solve problems than mobile Computer-Supported Individual Learning (mCSIL) based on the student's Self Regulated Learning level. Data analysis techniques in this study used SPSS programs with two-way variance analysis. The research subjects involved 140 Harapan Bangsa Academy students. The results of the analysis found that mCSCL has an average of 67,071 provides better learning outcomes for problem-solving than mCSIL, which is 63,414. Also, this study found that students with higher Self Regulated Learning (SRL) had better learning achievement than students with lower Self Regulated Learning that is, 66.5 compared to 63.986. Furthermore, the test results also obtained Fab = 3,326 with Sig. = 0.07 then H0AB is accepted. This matter means the mCSCL and mCSIL learning strategies provide equally good learning achievements for students who have high or low Self Regulated Learning. The novelty of this study is that the mobile Computer-Supported Collaborative Learning strategy will be more effective in improving problem-solving learning outcomes if students have high Self Regulated Learning.

One of the success factors in online learning is student engagement. Therefore, the use of technology to influence student engagement in meaningful and effective learning experiences is worthy for investigation. Concept mapping is an effective knowledge construction strategy to help students. This study investigates the influence of concept maps as a formative assessment of online learning and its impact on student engagement and learning outcomes. The design of experiment used the non-equivalent comparison group pretest-posttest. It was included in the quasi-experiment to compare two different groups. The results reveal strong evidence that concept mapping not only improves learning outcomes, but also increases student engagement in all types of tested engagements, namely behavioral, emotional, and cognitive.

This study examines the effectiveness of ready-to-use researcher-developed graphic organizers to boost students' abilities in writing opinion essays. The study was carried out in the COVID-19 pandemic situation, with the implementation of the teaching and learning process as part of a learning management system. Thirty-one students living in several regions of Indonesia were involved in the study. A Pre-Experimental One Group Pretest Posttest Design was applied in this study, and then descriptive statistics and N-gain scores as well as one way Anova were used to analyze the data. In the pretest and posttest, respondents wrote opinion essays. Furthermore, they filled out a questionnaire on writing self-efficacy. The results indicate a significant improvement in the means of the students as shown in the comparison of the pretest and posttest scores. In addition, the result shows that there is no effect of the application of graphic organizers on the students’ self-efficacy.

Background/purpose. Education in the 21st century requires the cultivation of students' competencies in critical thinking, creativity, communication, and collaboration. Despite Indonesia's rich cultural heritage, the country faces challenges in adapting to modern changes, with ancestral traditions still significantly influencing daily life, even in the midst of technological advancements. This study aims to integrate the cultural values of Tudang Sipulung into the Flipped Classroom approach to improve conceptual understanding and problem-solving skills in science subjects at the Madrasah Aliyah level. Materials/methods. This study falls under the category of research and development, which aims to design and develop a valid, practical, and effective Tudang Sipulung-based Flipped Classroom learning model for science lessons at Madrasah Aliyah Negeri. To ensure a systematic and structured development process, this study uses the ADDIE development model. Results. The validation results show the model's high validity, practicality, and effectiveness. Testing with the experimental group revealed significant improvements in conceptual understanding and problem-solving skills compared to the conventional Flipped Classroom. Additionally, integrating local culture enhanced social interaction and motivation. Challenges, such as limited time for deliberation and adapting to new methods, were resolved through teacher training and curriculum adjustments. Conclusion. Conclusion. This study concludes that the integration of Tudang Sipulung cultural values into the Flipped Classroom strategy is valid, practical, and effectively improves students' understanding and problem-solving skills in science. Structured stages rooted in local values facilitate contextual, collaborative, and meaningful learning. Students demonstrated improved post-test scores and moderate N-gain (0.6), indicating strong pedagogical value.

The aim of this research is to obtain another point of view with collaborative problem-based learning to increase writing creativity in the field of scientific work in the form of exposition text by investigating cognitive style as an individual character and using concept mapping media. This study uses descriptive research methods and multivariate analysis is used to provide a clear picture of writing creativity that considers the use of learning methods, concept mapping media, and students’ cognitive style backgrounds. The research subjects were students of the second-semester Islamic religious education study program from the Islamic Senior High School Diniyah Putri Pekanbaru, Indonesia. Sample selection was done by means of cluster random sampling. The sample was divided into two, the experimental class which collected 30 people, and the control class with a number of 30. The cognitive style must be considered in the application of the learning method. Students with field-dependent cognitive styles are more adaptable in collaborative learning. The use of media mapping to foster writing creativity was evident during the research. Concept mapping, which involves higher-order thinking skills, stimulates students to continue to involve the imagination in their creative process. Several educational implications are discussed and can be used as future research directions. The interpretation results are obtained by considering the relevant literature findings.

This research aims to determine the social skills intervention with the student’s ability to solve problems creatively towards understanding the concepts and procedures: the objectives of learning. A quasi-experimental research design was used to see the interaction between attitudes and treatments. The research sample was students who took computer courses in reality-based laboratories in vocational schools. Data analysis was performed using descriptive analysis techniques and inferential statistical multivariate analysis of variance two paths. Creative problem solving is intervened by a background in social skills to understand concepts and procedures. Social skills have a greater influence on the creative process. This can be seen when giving creative problem-solving tasks. The abilities they have, about; readiness to learn, the ability to understand one’s own needs, and the ability to understand one’s own learning style, greatly support the performance of their creative assignments. At the same time, external factors have less influence on the performance of creative tasks. These external factors are influenced by the class social environment, group formation, and class management. Students who have high social skills find it easier to complete creative tasks, and students who have low social skills have problems adapting and adjusting to the learning process.

This Research examines how open educational resources (OER) and open educational practices (OEP) provide fair access to high-quality education. Using qualitative research, the author evaluates university formal education OER and OEP deployment and outcomes. This research found that OER, CDIO (Conceive – Design – Implement – Operate), and single-boar computer (SBC) learning media increase curricular content and instruction. Open education encourages education community cooperation and interaction. However, copyright, quality assurance, and curricular integration persist. This Research also explores the CDIO framework to promote OER and OEP, suggesting that these four elements may alter education.

As many studies focus on improving scientific literacy skills in students, there are still many gaps, thus an appropriate learning innovations are needed to get maximum results. This study aimed to evaluate the implementation of blended project-based learning in enhancing students' scientific literacy skills at the university. The experimental study involved 40 students of class A from the Department of Biology Education as the experimental group and 40 students of class B in the same department as the control group. The research instrument used the Economic Co-operation and Development (OECD) data. The results showed a significant increase in all aspects of scientific literacy skills after the implementation of blended project based-learning at the university such as an explaining phenomena scientifically, designing and evaluating scientific inquiry, and interpreting data and evidence scientifically. This research is beneficial for university lecturers for a solution to the problem of scientific literacy skills in students especially in university. Furthermore, there needs to be similar research at the elementary, junior high, and senior high school levels.