The level of physical fitness during the coronavirus pandemic has become a basic need because exercise can increase immunity and improve physical fitness. Lack of physical activity during a pandemic can increase the risk of disease and obesity. So that the nutritional status increases while it is not accompanied by physical activity in sports students. This study aims to determine the level of physical fitness in terms of its relationship with nutritional status and learning achievement of students of the Sports Science Study Program at the State University of Medan. This research is a correlational study to find the relationship between two or more variables. This study has two independent variables, namely physical fitness and nutritional status, and one dependent variable, namely learning achievement in practical courses. The participants in this study were students following the Physical Fitness training course, amounting to 42 students. The results in this study indicate that there is no significant relationship between nutritional status and student achievement. There is a significant relationship between physical fitness and student achievement. There is a significant relationship between nutritional status and physical fitness with student achievement. Physical fitness contributed to student learning achievement by providing an effective contribution of 39%, while nutritional status was 72.53%.

This research aims to determine whether there is an influence of applying the Problem Based Learning (PBL) Model with the Technological, Pedagogical, and Content Knowledge (TPACK) Approach on the historical learning outcomes of high school students of Sultan Iskandar Muda Medan. This study uses a quasi-experiment research method. The population in this study involves all students of class XI of High School (SMA) Sultan Iskandar Muda Medan, with a sample of class XI of Social Sciences (IPS) 1 as an experiment class and class XI of Social Sciences (IPS) 3 as a control class selected by simple random sampling method. The experiment class is taught with the PBL Model with the TPACK Approach, while the control class is taught with the Discovery Learning Model. The research instrument used is in the form of test questions totaling 25 multiple choice questions that have been declared valid. In this study, two stages of the test were given, namely pretest and posttest, in the form of multiple-choice questions that have been declared valid. The pretest is given to both sample classes to determine the student's initial ability before being given treatment, while the posttest is given to both sample classes to determine the final ability of learners after treatment. Based on posttest data, the experiment class obtained an average score of 80.3 and an average score in the control class of 68.4. The data proved to be a normal and homogeneous distribution through statistical test analysis, so a hypothesis test was carried out, namely a one-party t-test that showed a significance level of α = 0.05. Thus, Ho was rejected, and Ha was accepted, meaning that there was an influence of the PBL Model with the TPACK Approach on the historical learning outcomes of the high school students.