The purpose of this study was to describe the application of a project-based learning model (PjBL) to increase student learning creativity in 2D art subjects. The design used in this research is classroom action research (CAR). A total of 25 students consisting of 8 males and 16 females were the research respondents. Data collection techniques used observation sheets with 6 aspects observed, namely: showing extraordinary curiosity, creating a variety and number of ideas to solve problems, often proposing unique and smart responses, daring to take risks, like to try, and sensitive to beauty and aesthetics of the environment. The results of the study indicate that the application of the PjBL learning model can increase the creativity of class XI students at SMA Negeri 3 Lahat

This study aims to (1) describe the application of Realistic Mathematic Education (RME) learning models to improve student collaboration, (2) describe the RME learning model to improve student achievement, (3) Effectiveness of the application of Realistic Mathematic Education (RME) learning to improve the results of student learning. This research was carried out using Classroom Action Research (CAR) and Quasi experiments. Data collection methods in this study use observation sheets to measure the ability of teachers to apply Realistic Mathematic Education (RME) learning models and student collaboration skills, as well as tests to measure improvement in student learning achievement. For data analysis the average score analysis and t-test were used. Based on the results of research that has been carried out as many as three cycles in MIPA 1 class Xl, this study produces conclusions: (1) the application of the Realistic Mathematic Education (RME) learning model can improve student collaboration skills, (2) the application of the Realistic Mathematic Education (RME) learning model can improve student learning achievement, (3) the application of learning models Realistic Mathematic Education (RME) effectively improves student learning outcomes in mathematics.

This study aims to describe the application of the Experiential Learning model and describe the effectiveness of the application of the Experiential Learning model to increase the responsibility and learning achievement of Natural Science subjects in class VIII of SMP Negeri 10 Lahat. The research method used was Classroom Action Research (CAR) and quasi-experiments. The subjects of this study were eighth grade students of SMP Negeri 10 Lahat in the first semester of the 2019/2020 school year. Data collection methods in this study used the observation sheet Experiential Learning model, responsibility observation sheet, and learning outcomes test. From the results of the study show that the application of the Experiential Learning model can increase responsibility, learning achievement and effectively improve student learning outcomes in science subjects in class VIII of SMP Negeri 10 Lahat

The research objective is to produce learning materials for multicultural-based Civic Education to improve students’ learning achievements. The development of this learning material applies the ADDIE model. The subjects of this study were 4 experts as validators and at the evaluation stage, a quasi-experiment was carried out with a sample of 90 students. The population of quasi-experiment is students of Teacher Education of Elementary School Study Program of State Islamic Institute of (IAIN) Curup. The sample was selected through a purposive technique. The research instruments are validation sheets, practicality sheets, and achievement tests. The achievement test data were analyzed using covariate analysis (ANCOVA). The result of data analysis states that multicultural-based Civic Education learning materials have met a high level of validity based on experts review and empirical tests. It has also met a high level of practicality. The multicultural-based Civic Education learning materials have met a high level of effectiveness and the learning achievements of students who are taught with these learning materials are better than the learning achievements of students who are taught conventionally.