This study aims to describe ways that can be used to improve students' self-efficacy in speaking learning. This research uses a descriptive qualitative method with literature study techniques. One of the causes of student speaking difficulties is anxiety. Anxiety is associated with low self-efficacy. Self-efficacy is an individual's belief in his ability to complete a task or achieve a predetermined goal. Therefore, so that students' anxiety when speaking is reduced so that students can speak well, it is necessary to do ways to improve student self-efficacy in the learning process through four sources of self-efficacy, namely (1) mastery experience, (2) representative experience, (3) verbal persuasion or social persuasion, and (4) physiological and affective conditions. The source of self-efficacy used in learning is tailored to the needs, both the condition of students and existing facilities. Self-efficacy can be improved in each step of learning, both in pre-activity, core activities (preparation steps, presentation practice steps, speech/presentation steps, and presentation evaluation steps), and post-activity learning.

Environment project-based learning integrated audio-visual media is a learning method that involves students in projects related to the surrounding environment.The purpose of this study is to determine the effect ofenvironment project-based learning integrated audio-visual media on student discipline. This study uses a quantitative method with the type of experimental research using design preexperimental design, that isthe one group pretest posttest design. The population of this research was class VIIIA students of SMPIT Insan Kamil, which consisted of 20 students. The sampling technique used is saturated sampling. The data collection method was carried out using a non-test in the form of a questionnaire sheet. Hypothesis testing was carried out using a nonparametric test using the Wilcoxon formula. The results showed that there was an influence from the Environment project-based learning model that was integrated with audio-visual media on student discipline which could be seen from the posttest score which was higher than the pretest score for discipline. AbstrakEnvironment project-based learning terintegrasi media audio visual merupakan metode pembelajaran yang melibatkan siswa dalam proyek yang berhubungan dengan lingkungan sekitar. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh dari environment project-based learning terintegrasi media audio visual terhadap kedisiplinan siswa. Penelitian ini menggunakan metode kuantitatif dengan tipe penelitian eksperimen menggunakan desain preexperimental design, yaitu the one group pretest posttest design. Populasi penelitian ini adalah siswa kelas VIIIA SMPIT Insan Kamil yang berjumlah 20 siswa. Teknik sampling yang digunakan adalah sampling jenuh. Metode pengumpulan data dilakukan menggunakan nontes berupa lembar angket. Uji hipotesis dilakukan menggunakan uji nonparametrik dengan menggunakan formula Wilcoxon. Hasil penelitian menunjukkan adanya pengaruh dari model Environment project-based learning yang terintegrasi dengan media audio visual terhadap kedisiplinan siswa yang dapat dilihat dari nilai posttest yang lebih tinggi daripada nilai pretest sikap disiplin.

The purpose of this research is to describe the use of the Problem Based Learning model in Indonesian Language Learning in the Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) era. VUCA is a condition that shows rapid, unpredictable, uncertain, complex, and unpredictable changes in various fields, especially education. In this study used the method of literature study. The data analysis techniques used were (1) Examining VUCA and its possible problems and solutions in learning Indonesian, (2) Examining various components in learning Indonesian that might be a solution to the problems encountered in learning Indonesian, (3) Determine components that have great opportunities as solutions to overcome problems in the VUCA era, namely learning models because in the use of learning models other learning components can be integrated. (4) Synchronization between the characteristics of the problems that might arise in the VUCA era, general learning principles (scientific approach), specific principles of Indonesian language learning (genre-based approaches, genre pedagogy, and Content Language Integrated Learning -CLIL), use of ICT, HR demands XXI century, character that must be built or internalized, and independent learning, and (5) Designing synchronization results in the form of material content and activities to be carried out in PBL steps. The results of the research are in the form of a PBL model design in Indonesian language learning in the VUCA era that collaborates and integrates general learning principles, Indonesian language learning principles, the demands of 21st century human resources, ICT, the character that students must have, independent learning in PBL steps to achieve learning objectives that have been set.