use of hyperteks to improve the capnitive aspect ability of school basic students on a simple airport support 109 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 pengaruh bahan ajar bikin dongeng yuk! terhadap hasil belajar siswa kelas v pada pembelajaran bahasa indonesia di sekolah dasar 1 galih dani septiyan rahayu dan 2 ruli setiyadi 1, 2 program studi pgsd ikip siliwangi 1 galih040990@ikpsiliwangi.ac.id 2 setiyadi-ruli@ ikpsiliwangi.ac.id abstract the research entitled the influence of teaching materials makes doneng! towards the learning outcomes of elementary school students. this research is motivated by the low student learning outcomes in indonesian language learning, especially the material of story elements and the lack of teaching materials about language learning in elementary schools. the use of existing language teaching materials still cannot maximize learning due to the lack of interesting teaching materials. the purpose of this study was to improve the learning outcomes of sdn anggrawati i, maja subdistrict, majalengka regency and sdn sukaraja i, sukaraja district, sukabumi regency. the use of the method in this study is pre experimental with one group pretest posttest design which aims to determine the effect of teaching materials to make fairy tales!. the instrument used in this study is the observation sheet in the form of a checklist with the indicators are the intrinsic elements of the story. the results of the study were an increase in the learning outcomes of elementary school students, especially in the material elements of the story. keyword: teaching materials to make fairy tales!, learning outcomes introduction reading is a very important skill in the world of education, because through reading humans will have a lot of knowledge that can be useful in everyday life. therefore, reading skills must be taught from an early age so that when adult reading becomes a habit and a need. besides this, the current level of interest in reading indonesian citizens is very worrying because it is bustling under other neighboring countries. this is in line with what was stated by amiranti (kompas: 2017) that the reading interest of the indonesian people, especially children, is still very low. data from the united nations educational, scientific, and cultural organization (unesco) shows that the percentage of indonesian children's reading interest is only 0.01 percent. that is, from 10,000 children, only one person likes reading. this happened because of several factors such as the lack of children's reading books, lack of comfortable reading places, technological developments such as the number of games on the gadget and other factors. if there is no effort to minimize this, the student's reading interest will be lower and the quality of knowledge of human resources (hr) will be low. mailto:1galih040990@ikpsiliwangi.ac.id mailto:2setiyadi-ruli@gmail.com use of hyperteks to improve the capnitive aspect ability of school basic students on a simple airport support 110 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 in addition to these problems, the results of learning indonesian in grade v of sdn anggrawati i and sdn sukaraja i are still low, seen from the daily test scores of the elements of the story. this is illustrated in the graph below. grafik 1. average value of learning outcomes one of the efforts that can be done to minimize the problem of reading interest is to train children to read starting early in schools such as providing story-based teaching materials and so on. therefore, in this study as a step to overcome these problems, research was carried out by applying fairytale-based teaching materials to improve student learning outcomes regarding the elements of the story. teaching materials used are teaching materials in which there are several stories and exercises to understand intrinsic elements and practice making stories. the teaching material is entitled to make a fairy tale! teaching material is entitled to make a fairy tale! teaching materials make fairy tales yuk! is a teaching material in the form of student worksheets (lks) in which there is an exercise in understanding stories, understanding the elements of stories, and learning to make stories. these teaching materials are made interesting with stories that are easy to understand and the stories in this lks vary. student learning outcomes learning outcomes are saying that student learning outcomes are behavioral changes such as changes in cognitive aspects (knowledge), affective aspects (attitudes), and psychomotor aspects (skills) (sudjana, 20011). bloom (sudjana, 2011), divide learning outcomes into three areas: 1) the cognitive domain includes the intellectual ability to know the environment consisting of six kinds of capabilities such as knowledge, comprehension, application, analysis, synthesis and assessment, 2) the affective domain includes the abilities of emotional such, awareness, participation , appreciation of values, organization of values, and characterization of values, and 3) psychomotor domains include motor skills and 0 10 20 30 40 50 60 70 sdn anggrawati i sdn sukaraja i rata-rata nilai rata-rata nilai use of hyperteks to improve the capnitive aspect ability of school basic students on a simple airport support 111 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 coordinating movements consisting of reflex movements, basic movements, perceptual abilities, physical abilities, trained movements, and non-discursive communication. methods this research was conducted in class v sdn anggrawati i kec. maja district. majalengka and sdn sukaraja 1 kec. sukaraja kab. sukabumi. the total research subjects were 53 consisting of 23 students of sdn anggrawati i and 30 students of sdn sukaraja. the method used in this study was pre-experiment with the research design of one group pretest-posttest. soegeng dalam rahayu dan nugraha (2018) pre-experimental research with the design of one group pretest-posttest is a study using minimal control and the design of the image is as follows. pretest treatment posttest t1 x t2 gambar 1. one group pretest-posttest design soegeng rahayu dan nugraha (2018) explain that steps one group pretest-posttest design is as follows. 1. perform the pretest (t1) to measure the average score obtained by students before students get treatment by using teaching materials. make a fairy tale !. 2. give treatment (x) in this study is the application of teaching materials make a fairy tale! in an effort to improve student learning outcomes in the material elements of the story. 3. conduct the posttest (t2) to measure the average score obtained after carrying out learning by using teaching materials make a fairy tale !. 4. comparing t1 with t2 to see whether there are differences in student learning outcomes in the material elements of the story before being treated with after being given treatment. 5. conduct appropriate statistical tests to see significant differences. 6. provide interpretation or meaning of the results of the study. data collection techniques carried out in this study used a test instrument in the form of a short number of statements as many as 10 statements to see student learning outcomes in the material elements of the story. before the instrument is used the instrument is tested to the experts so that the instruments used are really in accordance with the needs and can answer the problem statements objectively so that a valid result is obtained. the pretest and posttest data obtained were tested by the stage of analyzing the results of the pretest, posttest and n use of hyperteks to improve the capnitive aspect ability of school basic students on a simple airport support 112 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 gain student learning outcomes which were then statistically processed to see the difference in skills before being given treatment and after being given treatment in the form of learning using doneng teaching materials !. results and discussion results the results of this study are that student learning outcomes in the material of intrinsic elements of the story experienced a significant increase after learning to use teaching materials to make fairy tales !. the increase in learning outcomes can be seen in the graph below. grafik 2. average value of learning outcomes from the graph above, the learning outcomes of students at sdn anggrawati i at the pretest were 60 while the indonesian language kkm was in class v of sdn anggrawati i which was 70. after learning using teaching materials, make a fairy tale! the average value of learning outcomes in the material intrinsic elements of the story increased to 80. in sdn sukaraja 1 the average value of learning outcomes in the material intrinsic elements of the story is 65 while the indonesian language kkm in class v sdn sukaraja i is 70. after learning, use teaching materials to make a fairy tale! the average student learning outcomes in the material intriksik elements of the story to be 82. judging from the explanation it can be concluded that learning uses teaching materials yuk! can improve the learning outcomes of fifth grade students of sdn anggrawati i and sdn sukaraja i on the intrinsic elements of the story. discussion learning in class v of sdn anggrawati i and sdn sukaraja i were held twice. based on the results of research at sdn anggrawati i, the average learning outcomes have increased after learning has been used using teaching materials to make fairy tales! but in the 0 20 40 60 80 100 sdn anggrawati i sdn sukaraja i hasil pretest hasil posttest use of hyperteks to improve the capnitive aspect ability of school basic students on a simple airport support 113 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 implementation there are interesting findings such as in the first meeting students have not been compact when working on lks there are some students in each group not working on lks, this is because students are still not accustomed to learning to use group learning with lks (latane, william and harkinss , 1979). while the second meeting in the class had begun to be compact in the implementation of learning especially when working on lks. based on the results of the research at sdn sukaraja i, the average learning outcomes have increased after learning using teaching materials to make a fairy tale! but in its implementation interesting findings were found such as when working on lks especially in making the story there were several students in each group who wrote stories using sundanese, this is because the habit of students using regional languages when learning and there are some students who are confused with some indonesian words chaer and leoni (1995). whereas at the meeting the two findings began to be overcome and there was a change towards a better one. conclusion learning uses teaching materials to make fairy tales! can improve learning outcomes of fifth grade students sdn anggrawati i and sdn sukaraja 1 on the material intrinsic elements of students. acknowledgments researchers would like to thank all those who have supported this research both in terms of morale and material, especially at the direktorat jenderal penguatan riset dan pengembangan kementerian riset, teknologi, dan pendidikan tinggi, sdn anggrawati i, dan sdn sukaraja i. references chaer, a dan leonie, a. (1995). sosiolinguistik perkenalan awal. jakarta: rineka cipta latane, b., william, k., harkins, s. (1979). many hands make light the work: the causes and consequences of social loafing. journal of personality and social psychology 37(6), hlm. 822-832. use of hyperteks to improve the capnitive aspect ability of school basic students on a simple airport support 114 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 galih dani septiyan rahayu dan febby fajar nugraha. (2018). effect of cooperative learning model type team game tournament (tgt) on cross-cultural skills in learning science social knowledge in primary school. primaryedu, 63-70. sudjana, n. (2011). dasar-dasar proses belajar mengajar. bandung: sinar baru algesindo. . infinity utilazion of internet –based learning media in enhancing science literacy capabilities of pgsd students | 91 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 utilization of internet-based learning media in enhancing science literacy capabilities of pgsd students asep samsudin1, jajang bayu kelana2, agni muftianti3 1 institut keguruan dan ilmu pendidikan siliwangi 2 institut keguruan dan ilmu pendidikan siliwangi 3 institut keguruan dan ilmu pendidikan siliwangi 1 asepsamsudin234@gmail.com, 2 jajang-bayu@ikipsiliwangi.co.id, 3 agnimuftianti@gmail.com abstract this study was to determine the effect of using internet-based learning media in improving the science literacy skills of pgsd students. the method used is a pre-experimental research design with one group pretest-posttest. the population in this study were all pgsd ikip siliwangi students in the fourth semester of regular classes and non-regular classes with a total of 300 students with a sample of 38 regular students. the instruments used included tests, validation sheets and observation sheets. the results showed that the value of sig. (2-tailed) 0,000 <0.05, it can be concluded that there are differences in the average ability of scientific literacy between pretest and posttest and it can be concluded that the use of internet-based learning media can improve students' scientific literacy skills. student observation data shows that learning using internet-based learning media can increase student activity with a percentage of 53.75% of active students and 46.25% of students fasive in learning. keywords: learning media, internet, science literacy abstrak penelitian ini adalah untuk mengetahui pengaruh penggunaan media pembelajaran berbasis internet dalam meningkatkan keterampilan literasi sains siswa pgsd. metode yang digunakan adalah praeksperimental dengan desain penelitian one group pretest-posttest. populasi dalam penelitian ini adalah semua siswa pgsd ikip siliwangi pada semester empat kelas reguler dan kelas non reguler dengan total 300 siswa dengan sampel kelas reguler sebanyak 38 mahasiswa. instrumen yang digunakan termasuk tes, lembar validasi dan lembar observasi. hasil penelitian menunjukkan bahwa nilai sig. (2-tailed) 0,000 <0,05, dapat disimpulkan bahwa ada perbedaan rata-rata kemampuan literasi sains antara pretest dan posttest dan dapat disimpulkan bahwa penggunaan media pembelajaran berbasis internet dapat meningkatkan keterampilan literasi sains siswa. data pengamatan siswa menunjukkan bahwa pembelajaran menggunakan media pembelajaran berbasis internet dapat meningkatkan aktivitas siswa dengan persentase 53,75% siswa aktif dan 46,25% siswa fasive dalam belajar. kata kunci: media pembelajaran, internet, literasi sains introduction education is something that is not carried out carelessly, but there is a process and purpose. starting from conscious effort and culminating in the process of forming attitudes, developing the noble intelligence and skills of students according to their needs. at every level of education is no exception for universities (pgsd), students must take a number of specific subjects, including natural sciences (ipa). literally science comes from the word natural sciences. natural means natural, while science means science, then indonesian mailto:asepsamsudin234@gmail.com mailto:agnimuftianti@gmail.com 92 | utilazion of internet –based learning media in enhancing science literacy capabilities of pgsd students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 science becomes science. according to bundu (kelana, 2018) explains that science is an activity process carried out by scientists in acquiring certain knowledge and attitudes. whereas sujana (2013) explains science or science is a study of the universe and the events that occur in it, developed by experts in a scientific process. it can be concluded that science is an activity that examines nature and the processes in it through scientific processes. based on data released by timss (trends in international mathematics and science study) indonesia is in the position of 35 out of 49 participants in science. while the timss data in 2015, indonesia ranked 46th out of 51 countries. based on these data, it can be said that the ability of science in indonesia is still very low. one of the reasons is the still weak culture of science in indonesia. mastery of science material is still not able to connect with complex or abstract topics. reality in the field shows many difficulties when learning science. science is seen as less interesting and boring learning, as a result the science learning outcomes are quite low. for this reason, a prospective teacher needs to have an understanding of the importance of science or a broader range of scientific literacy. oecd (2018) define scientific literacy as the capacity to use scientific knowledge, identify questions and draw conclusions based on evidence to help make decisions about the natural world and the changes made to it through human activities. whereas kelana (2017) explains that scientific literacy is the ability to use scientific knowledge, identify questions and draw conclusions based on science with the dimensions of the process, content and context of the application of science. it can be concluded that scientific literacy is an ability developed to acquire knowledge related to science. in order to develop scientific literacy skills, a variety of learning is needed. one of them is the use of learning media. the national education association (in rusman: 2013) defines learning media as a means of communication in the form of channels used to convey messages / information. whereas according to uno and lamatenggo (2011) states that learning media is all forms of communication tools that can be used to convey information from sources to peseta educators. from this opinion it can be concluded that learning media is a means or communication tool used to increase the effectiveness of message/information delivery. in the end students are able to receive all messages / information well and thoroughly. the research conducted by gultom (2016) on the effect of using internet-based learning media and learning independence on student learning achievement shows that the internet-based learning media can improve student learning outcomes. kelana (2018) about utilazion of internet –based learning media in enhancing science literacy capabilities of pgsd students | 93 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 the effect of learning media and the ability to think of creative science the student of elementary school shows that there is an influence of the use of learning media and creative thinking on scientific literacy skills. from these data, researchers are interested in conducting research with the title of the use of internet-based learning media in enhancing the ability of pgsd student scientific literacy. method the method used in this study is pre-experimental. the research design used was one group pretest-posttest. according to solomon (maulana, 2009) the design drawings are as follows. t1 x t2 figure 1. research design of one group pretest-posttest information: t1= pretest t2 = posttest x = treatment the study was conducted at ikip siliwangi bandung, having its address at jl. trs jendral sudirman-cimahi. the population in this study were all pgsd students in the fourth semester of regular and non-regular classes with 300 students. the sample in the study was regular class students with 38 students. the instrument used is an observation instrument that is adapted to indicators of scientific literacy skills. instruments that have been made are validated to experts and to the field. the instruments used at the pretest and posttest were processed and analyzed using the help of the spss 23.0 for windows application. results and discussion results the results of the study on the use of internet-based learning media in improving scientific literacy skills of the pgsd students showed an increase, this can be seen from the results of data processing and analysis using the help of the spss 23.0 for windows application. 94 | utilazion of internet –based learning media in enhancing science literacy capabilities of pgsd students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 table 1. paired samples statistics mean n std. deviation std. error mean pair 1 pre test 34.2105 38 10.62419 1.72347 post test 44.3421 38 11.80764 1.91545 from the data above, the average pretest score is 34.21 while for the posttest average value is 44.34. std value. the deviation at the pretest was 10.62 and the posttest was 11.80. std value. the mean error at pretest was 1.72 and the posttest was 1.91. if interpreted into a graph are as follows. figure 1. average value the results of processing using the t test show the pretest value of 34.21 < posttest value 44.34, descriptively there is a difference in the average science literacy ability. for proof, it is necessary to interpret further. table 2. paired samples correlations n correlation sig. pair 1 pre test & post test 38 .642 .000 from the data above, it is known that the correlation coefficient is 0.642 with the sig value. 0,000. because the sig value. 0,000 < probability of 0.05, it can be concluded that there is a relationship between pretest and posttest data. table 3. paired samples test t df sig. (2-tailed) -6.540 37 .000 the data in table 3 are the most important data from the results of this study, as for the hypothesis what is formulated is: 34.21 44.34 0 10 20 30 40 50 pretest posttest rata-rata rata-rata2 utilazion of internet –based learning media in enhancing science literacy capabilities of pgsd students | 95 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 h0 = there is no difference in the average scientific literacy ability between pretest and posttest. h1 = there are differences in the average scientific literacy ability between pretest and posttest. the hypothesis testing criteria with a significance level (α = 0.05) are as follows: if the value is sig. (2-tailed) <α, then h0 is rejected. if the value is sig. (2-tailed)> α, then h0 is accepted. based on the data above, the sig value. (2-tailed) 0,000 <0,05, it can be concluded that h0 is rejected and h1 is accepted. thus there is a difference in the average scientific literacy ability between pretest and posttest. broadly speaking, it can be concluded that the use of internet-based learning media can improve students' scientific literacy skills. discussion the first meeting begins with a pretest giving to students, the results of data processing show that the pretest results are 34.21. when working on the question, it appears that students have difficulty when answering questions given by the researcher. this happens because students are not familiar with the questions given. at the second meeting, students were divided into several groups and researchers began introducing materials related to scientific literacy. material deepening related to the topic of discussion can be accessed by students through the internet. in the learning process there are several obstacles, namely the disconnection of available wifi networks so that the learning process has been disrupted. in addition, the infusion that was used during the execution had died. constraints that occur in the first learning become material for evaluation in subsequent learning. at the next meeting, the obstacles that occurred at the previous meeting could be overcome and the learning was in accordance with what had been planned. the observation results also showed students activeness with a percentage of 53.75%. although not too large, this can prove that learning through the help of internet media can increase student activity. at the last meeting, the researcher conducted a posttest. posttest data is 44.34. the data is then processed with the help of the spss 23.0 for windows application. the processing results show that the sig value. (2-tailed) 0,000 <0,05, in other words h0 is rejected and h1 is accepted. so it can be concluded that the use of internet-based learning media can improve students' scientific literacy skills. 96 | utilazion of internet –based learning media in enhancing science literacy capabilities of pgsd students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 conclusion based on the results and findings of the research that has been explained previously the conclusions of this study are 1) learning by utilizing internet-based learning media can improve scientific literacy skills of pgsd students at ikip siliwangi; 2) requires sufficient planning to provide meaningful learning when it is later presented in teaching. acknowledgments thank you to ikip siliwangi for providing research funding through an internal research program so that this research can be carried out smoothly according to the targets and objectives. references gultom, r. w. (2016). pengaruh penggunaan media pembelajaran berbasis internet dan kemandirian belajar terhadap prestasi belajar siswa kelas xi ips sma negeri 6 medan tahun pembelajaran 2015/2016. undergraduate thesis, unimed. kelana, j. b. (2018). the effect of the learning media and the ability to think creative of to the ability to science literacy student of elementary school. primaryedu journal of primary education, 2(2), 79. https://doi.org/10.22460/pej.v2i2.1008 maulana. (2009). memahami hakikat, variabel, dan instrumen penelitian pendidikan dengan benar. bandung: learn2live „n live2learn. oecd. “scientific literacy definition,” https://stats.oecd.org/glossary/detail.asp?id=5425 (diakses 2 juli 2019). rusman ( 2013). belajar dan pembelajaran berbasis komputer. alfabeta: bandung. sujana, a. (2013). pendidikan ipa teori dan praktik. bandung:rizqi press. uno, b. h dan lamatenggo, n. (2011). teknologi komunikasi dan informasi pembelajaran. jakarta: bumiaksara. undang-undang pendidikan no 20 tahun 2003. infinity 84 | developing the ability of elementary students metaphorical thinking the citarum through the realistic mathematics education approach p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 developing the ability of elementary students metaphorical thinking the citarum through the realistic mathematics education approach sukma murni1, sylvia rabbani2, heris hendriana3 1 institut keguruan dan ilmu pendidikan siliwangi 2 institut keguruan dan ilmu pendidikan siliwangi 3 institut keguruan dan ilmu pendidikan siliwangi 1 sukma_murni@ikipsiliwangi.ac.id , 2 sylviarabbani@ikipsiliwangi.ac.id, 3 herishen@yahoo.com abstract this study aims to determine the development of mathematical metaphorical thinking capabilities of bantaran citarum elementary school students through a realistic mathematics education (rme) approach better than those using ordinary learning. the method used in this study was a quasiexperimental method carried out in one of the elementary schools in dayeuh kolot subdistrict, bandung regency. data collection uses the results of pretest and posttest mathematical metaphorical thinking abilities. to get the research data, the instrument was used in the form of a mathematical metaphorical thinking ability test. data analysis is done quantitatively, quantitative analysis is carried out on the ability of metaphorical thinking. in calculating data processing using microsoft excel and spss 23. the results showed that the development of mathematical metaphorical thinking capabilities which learning using the rme approach was better than those using ordinary learning. keywords: metaphorical thinking, realistic mathematics education. abstrak penelitian ini bertujuan untuk untuk mengetahui pengembangan kemampuan metaphorical thinking matematik siswa sd bantaran citarum melalui pendekatan realistic mathematics education (rme) lebih baik daripada yang menggunakan pembelajaran biasa. metode yang digunakan dalam penelitian ini adalah metode kuasi eksperimen yang dilaksanakan di salah satu sd di kecamatan dayeuh kolot, kabupaten bandung. pengumpulan data menggunakan hasil pretes dan postes kemampuan metaphorical thinking matematik. untuk mendapatkan data hasil penelitian digunakan instrumen berupa tes kemampuan metaphorical thinking matematik. analisis data dilakukan secara kuantitatif, analisis kuantitatif dilakukan terhadap kemampuan metaphorical thinking. dalam perhitungan pengolahan data menggunakan program microsoft excel dan spss 23. hasil penelitian menunjukkan bahwa pengembangan kemampuan metaphorical thinking matematik yang pembelajarannya menggunakan pendekatan rme lebih baik daripada yang menggunakan pembelajaran biasa. kata kunci: metaphorical thinking, realistic mathematics education. introduction this research is motivated by previous research carried out by hendriana (2009) on metaphorical thinking in improving a mathematical ability, pure (2017) about improving a mathematical ability through learning with the realistic mathematics education approach. from the results of these studies, it can be concluded that the realistic mathematics education (rme) approach can be used in the learning process to improve various aspects and skills in the era of industrial revolution 4.0. wardani (2018) says that teachers are required to create a mailto:1%20sukma_murni@ikipsiliwangi.ac.id mailto:sylviarabbani@ikipsiliwangi.ac.id mailto:herishen@yahoo.com developing the ability of elementary students metaphorical thinking the citarum through the realistic mathematics education approach| 85 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 smart education where teachers must create learning that aims to improve the quality of life of long-learning students. one innovative learning that can improve the quality of life long learning is the rme approach. however, from previous studies, there has been no use of the rme approach as teaching material for the development of mathematical metaphorical thinking capabilities. ikip siliwangi is one of the campuses under the auspices of siliwangi kodam iii foundation, which has a program to create harum citarum. as a university that is engaged in the field of education, the participation of siliwangi ikip is to improve the quality of education in the citarum watershed school. therefore, the title of this research is developing the capability of mathematical metaphorical thinking of bantaran citarum elementary school students through the realistic mathematics education approach. based on the background of the problem above, the purpose of this study is to find out the development of mathematical metaphorical thinking abilities of elementary school students of bantaran citarum elementary school through the rme approach better than those using ordinary learning. the capability of metaphorical thinking in his research, hendriana (2016: 95) defines metaphorical thinking or metaphoric thinking as a thought process for understanding and communicating abstract concepts in mathematics into more concrete things by comparing 2 different things. according to sunito (2013: 63), there are four stages in the learning process using a metaphor, namely: 1. connection (connection): connect two or more things that have a purpose to understand something. in this event, various forms of comparison are used, namely metaphors, analogies, stories, legends, symbols, and hypotheses. 2. discovery (discovery): an invention involves observation and experience. the teacher can describe the related subject matter will be directed, what goals will be achieved after the connection is made, and in the direction in which students are invited to think and have the experience to feel that a lesson is beneficial for him. 3. creation (invention): an invention requires a process of connecting something with other things, and also requires observations that can produce a product. 4. application (application): application is an activity that leads to a product that is the result of thought and can also be in the real form, namely a product. 86 | developing the ability of elementary students metaphorical thinking the citarum through the realistic mathematics education approach p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 realistic mathematics education approach zulkarnain (murni, 2017) said that rme also emphasized to bring mathematics to teaching meaningfully by linking it in real-life, realistic life. students are presented with contextual problems, namely problems related to realistic situations. realistic words here are intended as a situation that can be imagined by students or describe situations in the real world. according to treffers and gravemeijer (chotimah, 2014: 18), rme has the characteristics of steps, a. use of context the learning process begins with student involvement in solving contextual problems. b. vertical instrument the concept of the mathematical idea is reconstructed by students through vertical instrument models, which move from informal procedures to formal forms. c. student contributions d. students actively construct their own mathematical materials based on the facilities and learning environment provided by the teacher, and actively solve problems in their own ways. e. interactive activities learning activities are interactive, allowing communication and negotiation between students. f. related topics learning a mathematical material related to various mathematical topics in an integrated manner. method the research method used is the quasi-experimental method. with the research design as follows: o x o o o information: o: pretest and posttest ability of students' metaphorical thinking. x: treatment in the form of an rme approach ---: sampling is not random developing the ability of elementary students metaphorical thinking the citarum through the realistic mathematics education approach| 87 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 the population in this study were all fifth-grade elementary school students in dayeuh kolot district. the sample in the study were fifth-grade elementary school students in dayeuh kolot, taken two classes namely as a control class and experiment. the location in this study is in the district of dayeuh kolot, regency of bandung. results and discussion results the normality test used in this study was the kolmogorov-smirnov test. the hypothesis: h0 ∶ data is normally distributed. h1 ∶ data is not normally distributed. the test criteria are if the value is sig. > 0.05, the data is normally distributed. the following is a table of results of normality tests using spss 23 software, table. 1 pretest data normality test the capability of mathematical metaphorical thinking based on the table. 1 according to the testing criteria, for the control class sample is normally distributed, while the experimental class sample is not normally distributed. based on the results of the normality test, it was found that one class came from a sample that was not normally distributed, so the difference test was two averages for the data pretest ability of metaphorical thinking using the mann-whitney test. in this study the mannwhitney test used is monte carlo with the following hypothesis: h0: µ1 = µ2 h1: µ1 ≠ µ2 criteria testing: if the value is sig. > 0.05 then h0 is accepted. the following is a table of test results using spss 23 software, table. 2 test the difference of two averages pretest data capability of metaphorical thinking class statistic df sig. control 0,146 31 0.093 experiment 0.398 31 0.000 class sig. interpretation control 0,839 h0 accepted experiment 88 | developing the ability of elementary students metaphorical thinking the citarum through the realistic mathematics education approach p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 based on the table. 2 according to the testing criteria, h0 is accepted, meaning that there is no difference in the initial ability of mathematical metaphorical thinking of students between classes using the rme approach and the class using ordinary learning. this shows that both the experimental class and the control class do not know about statistical material. similar to testing the normality of pretest data, testing the posttest data in this study also used the kolmogorov-smirnov test. the following is a table of test results using spss 23 software, table. 3 test the normality of posttest datathe capability of metaphorical thinking based on the table. 3 according to the testing criteria, for the control class sample is normally distributed, while the experimental class sample is not normally distributed. based on the results of the normality test, one class is not normally distributed. then the next step is to test the two average differences for the posttest data using the non-parametric test, the mann-whitney test. with the hypothesis as follows: h0: µ1 = µ2 h1: µ1> µ2 because the difference test in the two average posttests is a one-sided hypothesis test, the test criteria are accepted h0. the mann-whitney test used in this study is monte carlo sig. (1-tailed). based on the results of testing using spss 23 software, the following results are obtained: table. 4 test the difference of two averages posttest data capability of metaphorical thinking based on the table. 4 this means that after learning, the achievement of developing the ability of mathematical metaphorical thinking students who use the rme approach is better than those using ordinary learning. discussion at the beginning of the study, students in the class using rme learning and classes using ordinary learning were given the pretest of the ability of mathematical metaphorical thinking. the result is that the average value of the students in the experimental class and the class statistic df sig. control 0,155 31 0.057 experiment 0.158 31 0.047 class sig. interpretation control 0,000 h0 rejected experiment developing the ability of elementary students metaphorical thinking the citarum through the realistic mathematics education approach| 89 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 control class is not too different, with the average pretest of the experimental class and the control class still relatively very low. this means that there is no difference between the initial ability of the ability of mathematical thinking metaphorical students in the experimental class and the control class. this shows that students in the experimental class and the control class do not know much or know the material to be given, so the basic abilities are the same. at the last meeting of the study, students in the experimental class and control class were given posttest with the intention of knowing the students' final ability after learning. the posttest results showed that the ability of mathematical metaphorical thinking of students i n the experimental class who obtained the rme approach learning obtained a higher level of achievement and development compared to the control class that had regular learning. the average posttest results of the experimental class students are in the moderate category while for the control class the average posttest results are in the moderate category too. but the posttest results of students using rme learning were greater than the class using ordinary learning. this shows that the achievement of developing the ability of mathematical metaphorical thinking with the rme approach is better than that of ordinary learning. based on the results of the significance test the difference in the two averages shows that after learning, the achievement of developing the ability of mathematical thinking metaphorical in the experimental class using the rme approach learning is better than the control class that uses ordinary learning. this is because when learning with rme instruction students are required to be more active, creative, and critical in modeling problems, finding solutions to problems, so that when students are given other problems in the form of mathematical questions, these students are used to dealing with mathematical thinking problems conclusion based on data analysis, the development of mathematical metaphorical thinking capabilities of bantaran citarum elementary school students through the rme approach is better than those that use ordinary learning. acknowledgments our thanks to the institute and lppm ikip siliwangi for supporting us to participate in this publication. 90 | developing the ability of elementary students metaphorical thinking the citarum through the realistic mathematics education approach p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 references chotimah, s. (2014). upaya meningkatkan kemampuan pemahaman dan komunikasi serta self confidence matematik siswa sma kota bandung dengan pendekatan realistic mathematics education. tesis stkip siliwangi. cimahi: tidak diterbitkan. hendriana, h. (2016). pembelajaran matematika humanis dengan metaphorical thinking untuk meningkatkan kepercayaan diri siswa. jurnal ilmiah program studi matematika stkipsiliwangi bandung, vol 1, no.1, 2012, h. 95-96. murni, s. (2017). meningkatkan kemampuan metaphorical thinking dan kreatif serta resiliansi matematik siswa sma negeri di kota cimahi melalui pendekatan realistic mathematics education. tesis. stkip siliwangi: tidak diterbitkan. sunito, i., dkk. (2013). metaphorming: beberapa strategi berfikir kreatif. (jakarta: indeks, 2013), h.62-64. wardani, r. (2018). menyongsong transformasi pendidikan 4.0. disampaikan pada seminar nasional dinamika informatika senadi upy 2018. infinity analysis of elementary school student skills in writing descriptive texts| 83 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 analysis of elementary school student skills in writing descriptive texts daden sopandi 1 1 mi malingping 1 dsopandi1@gmail.com abstract the purpose of this study was to determine the ability of students to write descriptive texts. this study was designed as a descriptive quantitative study and was carried out in mi malingping located in sukabumi regency. the number of samples in this study was 40 students. in this study, researchers used a writing test as a research instrument where students were asked to write descriptive texts based on the topics given to them. in this study, researchers analyzed 5 descriptive text components written by students such as content, organization, grammar, vocabulary, and mechanics. from the results of the study, the researchers found that the average score of students in descriptive text writing was 51.87 and that meant their writing skills in a descriptive text could be categorized at a low level. keywords: writing skill, descriptive abstrak tujuan dari penelitian ini adalah untuk mengetahui kemampuan siswa dalam menulis teks deskriptif. penelitian ini dirancang sebagai penelitian kuantitatif deskriptif dan dilakukan di mi malingping yang berlokasi di kabupaten sukabumi. jumlah sampel dalam penelitian ini adalah 40 siswa. dalam penelitian ini, peneliti menggunakan tes menulis sebagai instrumen penelitian dimana siswa diminta untuk menulis teks deskriptif berdasarkan topik yang diberikan kepada mereka. dalam penelitian ini, peneliti menganalisis 5 komponen teks deskriptif yang ditulis oleh siswa seperti konten, organisasi, tata bahasa, kosa kata dan mekanika. dari hasil penelitian tersebut, peneliti menemukan bahwa skor ratarata siswa dalam penulisan deskriptif teks adalah 52.428 dan itu berarti keterampilan menulis mereka dalam teks deskriptif dapat dikategorikan dalam tingkat rendah. kata kunci: kemampuan menulis, deskriptif introduction as an international language, english is one of the most important languages in the world. many science reference sources use english in its delivery. besides english is not only used in the united kingdom but has been made a mandatory language by several countries and used as a means of communication. communication is done not only in speech but also in the middle of writing because good writing can give a good message and also understood by readers (tarigan, 1986). the mastery of good english is deemed as having an edge and can bring a lot of advantages in many ways. this international language is not only used for communicational purposes but also in the fields of technology, commerce, education and many other aspects of life (abdullah, 2013). in learning english, there are four language skills, which are developed in learning in schools such as: listening, speaking, reading, and writing. listening and reading are receptive skills while speaking and writing are productive skills. most students consider listening and 84 | analysis of elementary school student skills in writing descriptive texts p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 reading more difficult than speaking and writing. in fact, they also find difficulties in learning productive skills, especially in writing skills (tarmizi, mertosono, & hastini, 2018). the basic process of learning in elementary schools in improving writing skills is usually done by training students to be able to write clearly and be read first. good writing and can be read clearly can make the writing easier to read. after the ability to write neatly increases, students can develop towards developing ideas and expressing their own thoughts in written form. it can improve students' ability to write one aspect of language that must be mastered by students is the aspect of writing skills. one of the papers that students must learn is writing experience. writing experience is one form of narrative writing that is no different from writing other essays. in writing experience, it is necessary to arrange the story from that experience. in mi malingping, one of the texts taught for the students is descriptive text. according to hyland (2002), writing is learned, rather than taught, and the teacher’s best method is flexibility and support. according to the english teacher, students' writing skills in the descriptive text need much improvement to get better writing results than now. it is intended that students can explain and illustrate their ideas about certain things. slamet (2007) states that training students in writing must be gradual and continuous. the ability to write when an adult is different from when he was in elementary school. when schooling, their knowledge, and experience is very limited. with increased experience and knowledge, someone as an adult has better writing skills. the ideas and ideas put forward became more diverse. therefore students need to be sharpened and trained in their writing skills early on. in writing a descriptive text, the students in mi malingping sometimes found some difficulties although they have been guided by their teachers to write it. there were some difficulties that students face during writing the descriptive paragraph. the first problem is writing letters. in writing letters, students often incorrectly write letters. some mistakes in writing letters are procedures for writing capital letters and lowercase letters. they mistakenly write letters at the beginning of sentences, names of people, names of important places, names of positions, titles of essays, and so on. this is often found in learning to write in schools. writing mistakes in learning indonesian clearly disturbs the success of students. these mistakes must be handled in order to achieve learning objectives. second is punctuation errors. this error is often the author encountered at all levels of education both in schools and colleges. the most common problem arises is the misuse of analysis of elementary school student skills in writing descriptive texts| 85 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 periods and commas. some of the reasons for errors in writing letters and punctuation from the students' side of the line are the lack of understanding the procedures for writing and punctuation then do not consider the importance of proper writing and punctuation procedures and do not want to familiarize the procedures for writing letters and punctuation correctly. another fundamental problem is that if a teacher outside the indonesian language studies does not consider important about how to write in accordance with applicable language rules. this phenomenon is a common thing. when we observe in general and carefully, it seems that only teachers in the field of language studies are very concerned about writing techniques that are in accordance with the spelling rules. if only teachers of natural sciences, social sciences, mathematics, and so on, write according to the rules of good and correct spelling, of course, the students will be followed. so what is provided by learning by indonesian language teachers, it should also be done by other teachers of other fields of study. based on problem above, the researcher wants to find out the students’ writing skill in descriptive text because writing needs more attention because students get some difficulties in mastering it especially in writing descriptive text (sesar, yusuf, baso, & makassar, 2018) method the design of this research was descriptive qualitative research. gay, mills, & airasian, (2012) said that descriptive research determines and describes the things are. in this problem, descriptive research was used to analyze the students’ writing skills in the descriptive text made by the fifth-grade students of mi malingping. this research deals with the purpose of knowing the students’ skill in writing descriptive text. in analyzing the students’ written work, the researcher was helped by the raters who will determine the students’ writing scores in descriptive text. to determine the students’ writing score, the researcher used the guidance from the following scoring rubric for descriptive text writing. the population in this study were malingping students. the sampling technique uses the purposive sampling method. based on data on the number of students, the researchers took samples of class v, amounting to 40 students. this is done to make it easier for researchers to collect data on student learning outcomes in addition to the number of students in one class is sufficient rules of research sampling. to obtain research data, the research method used is the observation method which is used as a data collection technique. researchers also use the task of making one of the tools that can be used to obtain data in accordance with the objectives. 86 | analysis of elementary school student skills in writing descriptive texts p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 results and discussion results the activity carried out in this research was to carry out a learning plan that had been prepared previously, namely in the form of activities to compile descriptive texts. the results of this study, researchers analyzed the components in descriptive text. the results of the analysis consist of aspects of content, organization, grammar, vocabulary, and mechanics which can be seen in the table below. table 1. descriptive text analysis results no aspect score level 1 content 54.68 poor 2 organization 51.25 poor 3 grammar 55.21 poor 4 vocabulary 40.65 poor 5 mechanics 60.35 poor average 52.428 based on the data above, it can be taken an average score of 52.428 where it is categorized as a poor level. these results indicate if elementary school children are very difficult in terms of writing where they fall behind in all aspects of writing. discussion based on the results of the study, several problems emerged based on the five aspects studied. these results show a picture of the writing skills of elementary school students where the average of each aspect. first, about content, students have difficulty developing their ideas in written form. instead of describing what is on the mind, the writing made actually causes confusion for the readers. the number of ambiguous sentences makes the writing made rather difficult for the reader to digest. the average student has not been able to pour the main ideas into flowing writing. besides the essence of the paragraph written is usually not seen clearly. at the end or beginning of a sentence which is usually in the form of a core sentence, the students' writing usually does not contain the core sentence. students randomly place the core in the paragraph. another problem is the grammar. grammar is also an important element in writing because we learn such as tense, types of sentences, parts of speech in grammar. several parts of speech are included in writing accuracy, for example, nouns, adverbs, adjectives, conjunctions, and prepositions (zainab, usman, & bochari, 2016). the difficulty in using the grammar is based on the students' ignorance in arranging word for word into a correct sentence. analysis of elementary school student skills in writing descriptive texts| 87 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 even students' lack of vocabulary also becomes a reason in the difficulty of students composing sentences with the correct grammar. this can be a problem because students will have difficulty in developing their ideas into writing. students also sometimes have difficulty when finding words that have two words in english. students will be confused about which word to use even though the meaning is the same. that is due to the lack of vocabulary students and are not accustomed to using the word. for primary school students, student vocabulary is indeed still low. their lack of experience in daily life, where they still live on a family scale alone makes students only have a vocabulary improvised. the experience of students outside of family life is very minimal, this is based on the age of those who are still fairly children. conclusion based on the results of the study, the results of the analysis carried out showed that the skills of elementary school students in writing descriptive texts were classified as low. the results obtained from observations indicate that the biggest factor affecting it is the ability of students in the grammar aspect and the lack of student vocabulary. in the process of improving vocabulary, students are directed to read more in advance so that their vocabulary is increased and they can learn grammar from existing text. references abdullah, a. t. h. bin. (2013). error analysis on the use of the simpletense and the simple past tense in writing essays among tesl college students. international journal of education and research, 1(12), 1–12. gay, l. ., mills, g. e., & airasian, p. (2012). educational research: competencies for analysis and applications. hyland, k. (2002). authority and invisibility: authorial identity in academic writing. journal of pragmatics, 34(8), 1091–1112. https://doi.org/10.1016/s0378-2166(02)00035-8 slamet (2007). dasar-dasar pembelajaran bahasa dan sastra indonesia di sekolah dasar. surakarta: lembaga pengembangan pendidikan (lpp) uns dan upt. penerbitan dan percetakan uns press sesar, r., yusuf, t., baso, f. a., & makassar, u. m. (2018). the application of contextual teaching and learning approach (ctl) to enhance the students’ writing ability in descriptive text. jurnal keguruan dan ilmu pendidikan (jkip), 5(1), 18–24. tarmizi, mertosono, s. r., & hastini. (2018). developing skill in writing recoun ttext through free writing. elts (english language teaching society), 6(1), 1–12. 88 | analysis of elementary school student skills in writing descriptive texts p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 tarigan, h. g. (1986). menulis sebagai suatu keterampilan berbahasa. bandung: angkasa. zainab, z., usman, s., & bochari, s. (2016). an error analysis of conjunctive adverbs used by the tenth grade students. e-journal of english language teaching society (elts), 4(2), 1–11. application of project based learning models to improve ecoliteracy of elementary school students through urban farming activities |95 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 application of project based learning models to improve ecoliteracy of elementary school students through urban farming activities hana sakura putu arga ikip siliwangi hana-sakura@ikipsiliwangi.ac.id abstract this research is motivated by the concern of the author towards students of public elementary school 038 kiaracondong bandung who lack awareness in doing greening resulting in an arid and poorly maintained school environment. the purpose of this research is to improve the ecoliteracy of students so that they are more sensitive to the importance of the green environment so that they want to do a greening movement even though they have limited space. this research was conducted with the classroom action research (ptk) method using the design of kemmis and taggart (2001) on grade iv students of sdn 038 kiaracondong bandung. the results of research conducted in 3 cycles with 12 meetings showed an increase in ecoliteracy in students towards greening the space indicated by behavior, one of which was; 1) students grow awareness to reforest on school land despite limited space; 2) students plant ornamental plants and vegetables with pots that come from processed waste; 3) students are responsible for caring for the plants well; 4) students take care of flowers and give fertilizer regularly; 5) students grow creativity in processing plastic waste into flower pots; 6) students are able to distinguish between types of waste. through urban farming activities students experience a process of improving ecoliteracy which is not only applied in the school environment but also in the home environment. keywords: project based learning, ecoliteracy, urban farming abstrak penelitian ini dilatarbelakangi oleh rasa khawatir penulis terhadap peserta didik sekolah dasar negeri 038 kiaracondong bandung yang kurang kesadaran dalam melakukan penghijauan sehingga mengakibatkan lingkungan sekolah gersang dan kurang terawat. tujuan penelitian ini adalah untuk meningkatkan ecoliteracy peserta didik agar lebih peka terhadap pentingnya lingkungan hijau sehingga mau melakukan gerakan penghijauan meski dalam keterbatasan ruang. penelitian ini dilakukan dengan metode penelitian tindakan kelas (ptk) menggunakan desain kemmis dan taggart (2001) pada peserta didik kelas iv sdn 038 kiaracondong bandung. hasil penelitian yang dilakukan dalam 3 siklus dengan 12 pertemuan ini menunjukan adanya peningkatan ecoliteracy pada peserta didik terhadap penghijauan ruang yang ditunjukan dengan perilaku yang salah satunya adalah; 1) peserta didik tumbuh kesadaran untuk melakukan penghijauan di lahan sekolah meskipun terbatas ruang; 2) peserta didik menanam tumbuhan hias dan sayuran dengan pot yang berasal dari sampah yang diolah; 3) peserta didik bertanggung jawab merawat tumbuhan dengan baik; 4) peserta didik merawat bunga dan memberi pupuk dengan teratur; 5) peserta didik tumbuh kreativitas dalam mengolah sampah plastik menjadi pot bunga; 6) peserta didik mampu membedakan jenis sampah. melalui kegiatan urban farming peserta didik mengalami proses peningkatan ecoliteracy yang tidak hanya diaplikasikan dalam lingkungan sekolah saja tetapi juga dilingkunbgan rumah. kata kunci: project based learning, ecoliteracy, urban farming 96 | application of project based learning models to improve ecoliteracy of elementary school students through urban farming activities introduction environment and living things is an important entity that influences one another. humans and the environment have a reciprocal system in life and affect the quality of human life. as social beings, humans have an obligation to protect and preserve the environment, which can be done in maintaining the environment, one of which is to do greening in the surrounding environment so that more oxygen levels and do not look barren. in the period of time the population growth has developed and has resulted in the conversion of the function of green land into residential land. this has an impact on deteriorating environmental quality such as, clean air decreases due to lack of air absorption by plants, the environment tends to be barren and barren because there is no green land. seeing the problem, it is necessary to take action to increase the sense of environmental concern for elementary school students. learning does not only focus on environmental knowledge, but fosters a sense of empathy to care for environmental sustainability which ultimately results in the application of an action. understanding the influence of the environment on the learning situation needs to be understood in children, because comfort and cleanliness in a room will provide a conducive atmosphere in the learning process as well as vice versa if the environment is dirty, poor and a lot of pollution will the learning atmosphere becomes less comfortable. pllan (stone, m and barlow, z , 2005) give a statement concerning the issue of education with the environment. “the ecological crisis is in part a crisis of education. this highly original valume makes a critical contribution of rethinking how we teach our children about their place in nature.” from this statement it can be understood that environmental problems are part of the problem of education. because the more damage that occurs will lead to involving education in giving awareness to each individual of the importance of protecting the environment. besides that education also provides a role in shaping social care so that individuals are sensitive to the surrounding environment. providing students with an understanding of environmental concerns can be done with ecoliteracy-based learning. considering that there is a lot of environmental damage that has occurred so that natural disasters and factors that are very influential are human activities that cannot preserve nature. goleman (2010: 37) who explains ecological intelligence that is our ability to adapt to the ecological niche where we are. ecological means understanding of application of project based learning models to improve ecoliteracy of elementary school students through urban farming activities |97 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 organisms and their ecosystems, while intelligence is the capacity to learn from experience and effectively deal with the environment. thus ecolitercy-based learning will provide prior knowledge of the environment, providing an understanding of the existence of self-awareness about behavior towards the environment, to the problem solving that can be applied in everyday life in an effort to preserve. other problems that occur in urban areas are the limitations of green land that make the environment arid and tend to occur air pollution. narrow urban land makes it difficult for people to plant crops. creative educators will be able to develop their creativity in facilitating the potential of students in developing their potential, especially in solving environmental problems that are being faced. greening activities carried out by the school students can be done in a simple way such as making flower pots made from used plastic bottles that are decorated according to their creativity and then used to plant ornamental plants and vegetables. these plants can be placed on walls or in places that allow plants to be stored. the planting activity can be called the urban farming, urban farming is an agricultural activity in or around urban areas that involves skills, expertise and cultivation of food processing (enciety, 2011). the main thing that led to the emergence of urban farming was due to environmental problems, city heat reduction, energy efficiency, public health, air quality, climate change and habitat loss (mazeereuw, 2005). urban farming activities can be carried out in schools with the aim of teaching students how to use narrow land in urban areas but can be used for farming activities that can provide various benefits both for the environment and for food. besides that the implementation of learning in urban farming activities can hone the creativity of students in making a project. because this study makes a work, the model applied in this learning process is the project based learning model. bern and ericksoon (2001, p. 7) which confirms that "project based learning is an approach that focuses on the principle of the main concept of a discipline, involving students in solving problems and other meaningful tasks, encouraging students to work independently to build learning, and ultimately produce real work. " based on the above background, in the research that i developed, it was more focused on "application of project based learning model to improve ecoliteracy of primary school students through urban farming . 98 | application of project based learning models to improve ecoliteracy of elementary school students through urban farming activities methods this study uses the classroom action research methodology according to rahayu (2018) is an effort to improve the implementation of the practice of education by a group of teachers by taking actions in learning, based on reflection on these actions. classroom action research aims to provide a direct understanding of researchers in carrying out actions related to the assignment of research conducted so that the data or information obtained is more accurate in accordance with ongoing teaching and learning activities. in this classroom action research researchers collaborate with peers in designing activities, implementing activities, reflection activities and other actions. the researcher at the same time acts as a class teacher who gives immediate action to students. the research process was carried out for 3 cycles which included, activities, planning that were carried out carefully including preparing instruments, implementing learning by conducting field observations, giving evaluations and final reflection to correct mistakes that occur during the implementation process. results and discussion results the results of the study show that there is an increase in environmental knowledge in students which is shown from the results of evaluation values in each cycle that is always increasing. in the first cycle a score of 77% was obtained, cycle ii was 86%, and cycle iii was 95%. the following is a graph of student knowledge figure 1. increasing knowledge aspects 0% 20% 40% 60% 80% 100% siklus i siklus ii siklus iii siklus i 77% siklus ii 88% siklus iii 95% application of project based learning models to improve ecoliteracy of elementary school students through urban farming activities |99 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 aspect percentage results attitudes show an increase in students' sensitivity to the environment, this is evident from the percentage of each cycle that increases. cycle i obtained a score of 78%, cycle ii obtained a score of 88% and cycle iii obtained a score of 96%. figure 2. increased ecoliteracy attitude the results of the final aspect of the research are application aspects, in this aspect the research is said to be successful because in three cycles the score exceeds the maximum target of 85%. in the first cycle, the results obtained 75%, the second cycle obtained a score of 84% and in the third cycle the score reached 95%. the following is a chart of obtaining application aspect scores: figure 3. increasing aspects of ecoliteracy applications in students 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% siklus i siklus ii siklus iii siklus i 78% siklus ii 88% siklus iii 96% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% siklus i siklus ii siklus iii siklus i 75% siklus ii 84% siklus iii 95% 100 | application of project based learning models to improve ecoliteracy of elementary school students through urban farming activities discussion a diagram to improve aspects of knowledge shows an increase in students' knowledge of ecolitercy. learners have been able to show significant improvement, this is indicated by an understanding of ecoliteracy knowledge about what urban farming is, how to overcome narrow rung but can still grow, what type of soil, fertilizers and plants can be used in urban farming activities. the results obtained in the attitude aspect research are the attitude of environmental concern. students have begun to grow awareness in preserving the environment, analyzing problems and finding solutions to problem solving. one form of awareness that is shown is the behavior of students who want to clean the classroom and school environment on a regular basis, in addition to the problem of the lack of a narrated green space by doing urban farming activities. students plant vegetables in the school environment by using pots made from plastic waste which are processed into flower pots. after reforesting the students take care of the plants they plant by watering every morning on a regular basis, giving fertilizer, and reminding each other of the tasks of caring for the plants. application aspect research results show that by conducting urban farming activities in an ecoliteracy-based learning process can improve the application aspect in students which in the learning process students are not only concerned about the material of knowledge but will grow environmental sensitivity that is applied in the form of action. actions taken by conducting urban farming activities and making students more responsible for managing the green environment despite limited land. awareness of students grows and provides understanding under creativity can be developed to overcome existing environmental problems. conclusion from the results of the research that has been done it can be concluded that the class action research by applying the project based learning model in urban farming activities is able to improve the ecoliteracy of elementary school students. this can be seen from the increase in scores in each cycle both in the aspects of knowledge, awareness and application shown by students' behavior towards the environment. application of project based learning models to improve ecoliteracy of elementary school students through urban farming activities |101 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 acknowledgments researchers of the ikip siliwangi and sdn 038 kiaracondong bandung. references berns, r. g. and erickson, p.m. (2001). contextual teaching and learning. enciety. (2013). urban farming : merubah kampung menjadi kampus. tersedia di http://enciety.com/news-item/urban-farming-merubah-kampungmenjadi-kampus/. diakses pada tanggal 1 oktober 2013. goleman, daniel. (2010). ecological intelegence: how knowing the hidden impact of what we buy ccn change everything (edisi bahasa indonesia). jakarta: gramedia pustaka utama. kasbolah, k (1998). penelitian tindakan kelas. jakarta : departemen pendidikan dan kebudayaan direktorat jendral pendidikan tinggi. mazeereuw .2005. urban agriculture report. region waterloo. publik healt. rahayu, g., & setiyadi, r. (2018). penerapan model project citizen dalam upaya meningkatkan kecerdasan ekologis. mimbar sekolah dasar, 5(1), 31-42. doi:http://dx.doi.org/10.17509/mimbar-sd.v5i1.9684 stone dan barlow. (2005). ecological literacy: educating our children for a sustainable world. san francisco: sierra club books. http://dx.doi.org/10.17509/mimbar-sd.v5i1.9684 infinity the implementation of physical education, sport and health learning through sports game in building primary students’ characters | 1 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 the implementation of physical education, sport and health learning through sports game in building primary students’ characters pajar anugrah prasetio1, yuniarti2, febby fajar nugraha3 1 education program of elemantary school of universitas kuningan 2 education program of elemantary school of universitas kuningan 3 education program of elemantary school of universitas kuningan 1 pajar.anugrah@uniku.ac.id, 2 yuniarti@uniku.ac.id, 3 febbyfajar@uniku.ac.id abstract this research aimed to investigate the implementation of physical education, sport, and health learning through sports game in building primary students’ characters. the method employed in this research is qualitative descriptive. the subjects of this research were five graders and physical education teachers at sdn 1 awirarangan, sdn 2 awirarangan, sdn 1 karangtawang, and sdn 2 karangtawang, kuningan, west java. the data was taken interactively and continuously. the main instruments of this research were observation, interview, and documentations. the data were analyzed in accordance with the frameworks proposed by miles and huberman which were data collection, data reduction, data presentation, drawing conclusion and verification. the result showed that learning physical education through sports game is a media that can be used to build students’ characters. through sports game, someone could gain self-control and work together very well. values like responsible, honest, brave, cooperative, confident, tolerant, mutual respect, religious, polite, wisely accept victory and defeat could be gained through the implementation of a sports game. to sum up, the implementation of physical education through sports game is an alternative media to build primary students’ characters. keywords: physical education, sports game, character education abstrak penelitian ini bertujuan untuk menyelidiki implementasi pendidikan jasmani, olahraga, dan pembelajaran kesehatan melalui permainan olahraga dalam membangun karakter siswa sekolah dasar. metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. subjek penelitian ini adalah lima siswa kelas dan guru pendidikan jasmani di sdn 1 awirarangan, sdn 2 awirarangan, sdn 1 karangtawang, dan sdn 2 karangtawang, kuningan, jawa barat. data diambil secara interaktif dan terus menerus. instrumen utama penelitian ini adalah observasi, wawancara, dan dokumentasi. data dianalisis sesuai dengan kerangka kerja yang diusulkan oleh miles dan huberman yaitu pengumpulan data, reduksi data, penyajian data, penarikan kesimpulan dan verifikasi. hasil penelitian menunjukkan bahwa belajar pendidikan jasmani melalui permainan olahraga adalah media yang dapat digunakan untuk membangun karakter siswa. melalui permainan olahraga, seseorang bisa mendapatkan kontrol diri dan bekerja sama dengan sangat baik. nilai-nilai seperti bertanggung jawab, jujur, berani, kooperatif, percaya diri, toleran, saling menghormati, religius, sopan, dengan bijak menerima kemenangan dan kekalahan bisa didapat melalui penerapan permainan olahraga. singkatnya, penerapan pendidikan jasmani melalui permainan olahraga adalah media alternatif untuk membangun karakter siswa sekolah dasar. kata kunci: pendidikan jasmani, permainan olahraga, pendidikan karakter introduction lately, characters education started to gain serious attention from indonesia government. efforts have been done by the government to build the national characters. one of its realizations is by holding events in which the activities could help the government in mailto:yuniarti@uniku.ac.id mailto:febbyfajar@uniku.ac.id 2 | the implementation of physical education, sport and health learning through sports game in building primary students’ characters p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 shaping, developing, and attuning indonesian citizen with national characters. issues related to the importance of characters education started after mass media posted articles about the degradation of young generation’s moral and ethics. moral crisis in the society could be identified by the followings: 1) untrustworthy; 2) irresponsibility; 3) not visionary; 4) indiscipline; 5) uncooperative; 6) injustice; and 7) indifference (ginanjar, 2008). characters education is needed to overcome the problem related to indonesian cultural values that start to decrease. this condition is quite worrying as it could lead to weakening national character. the term character comes from the latin word “charasein” which means carving out the permanent pattern. according to the big indonesian dictionary, character means psychological traits, morals or qualities that distinguish an individual with others (balai pustaka, 1995, p. 445). character is a concept from moral which is composed of a number of characteristics that can be mold through sports activities, such as compassion, fairness, sportsmanship, and integrity (weinberg & gould, 2002). ateng (1983) explained that physical education is the integration of education as a whole through several physical activities which aimed to organically, neuromuscular, intellectually and emotionally develop an individual. specifically, it can be said that physical education is an effort to attain educational goals through physical activity. physical education and sport at school become an important medium to develop and improve human resources. it also has function as a mean (1) to channel emotion, (2) to strengthen identity, (3) as social control, (4) to socialize, (5) an agent of change, (6) to express inner voice, and (7) to achieve success (wuest & bucher, 1995). therefore, based on the previously mentioned issues, this research was intended to investigate how is physical education, sport, and health learning being implemented through sports game in developing primary school students’ characters. method this current research employed a qualitative descriptive method which further being interpreted as describing and presenting research data in words. moleong (2012, p. 6) explained that qualitative research is research that aimed to explore and describe the phenomenon experienced by the research subject, in an authentic specific context with several natural methods. the description is used to find out principals and explanations which lead to a conclusion. the particular concern in this current research is the implementation of physical education, sport, and health learning through sports game in developing primary school students’ characters. the following is a chart on steps in conducting this research: the implementation of physical education, sport and health learning through sports game in building primary students’ characters | 3 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 figure 1. research design the subjects of this research were students and physical education (pe) teachers from several government primary schools around kuningan district, such as: sdn 1 awirarangan, sdn 3 awirarangan, sdn 1 karangtawang dan sdn 2 karangtawang. this research was conducted in four months, from july to october 2018. it started with initial observation until directing pe teachers in implementing sports game activities in their classes in accordance with the physical education curriculum for primary school. results and discussion learning is a process of reciprocal interaction in which knowledge and experiences are being transferred from teachers to learners. although the teacher’s role is not very dominant, it is still very important for the knowledge transfer in the learning process runs well. to maximize the role of the teacher in the learning activity, it is essential to plan a lesson which followed by its implementation, assessment, and evaluation. learning physical education, sport and health through sports game become a media that can be used as a tool to develop human’s characters. sport with its slogan “sport for all” is the first strategic step toward the development of characters. through sports game, characters building could be based on national culture and also enriched by culture and special characteristics of every sport that is being played. positive characters could be gained and developed by learning physical education, sport, and health. through sport, an individual may have self-control and a good sense of cooperation. values like diligent, honesty and bravery are also grown from sports activities. identifying problem determining reserch aims implementing sports game collecting data processing and analyzing data validating data drawing conclusion and suggestion 4 | the implementation of physical education, sport and health learning through sports game in building primary students’ characters p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 physical education, sport, and health learning through sports game is a learning material that could help the teacher in building student’s characters. it is because, in a sports game, students’ good character like responsible, honest, brave, cooperative, confident, tolerant, mutual respect, religious, polite and many more could be developed. the example of implementing character in learning physical education are beginning the lesson with prayer, being polite toward teachers, discipline and not late in attending the class, tolerant toward others, being wisely able to accept defeat and victory. these facts became to prove that physical education, sport, and health subject could not be ignored. through the implementation of a sports game, positive characters like having self-control and cooperative were well developed as it expected. based on the data taken from sdn 1 awirarangan, sdn 3 awirarangan, sdn 1 karangtawang and sdn 2 karangtawang, it was known that the implementation of physical education, sport, and health learning through sports game is an alternative media and technique that could develop primary school students’ characters. how the pe class being conducted could be seen from the lesson plan made by pe teachers and its implementation. the implementation stage of pe learning through sports games at sdn 1 awirarangan, sdn 3 awirarangan, sdn 1 karangtawang and sdn 2 karangtawang was focused on learning experience and the process of learning that centered on shaping students’ characters. the teachers that were chosen to be the subject of this research possessed good characteristics, such as: honest, responsible, innovative, implementing their role as a teacher to give a good example, motivator, inspiratory, evaluator and dynamist for their students. teachers could give good examples as an effort in shaping students’ character. students will imitate what they saw and heard from a teacher, therefore, pe teacher should have good characters. pe teacher could give encouragement to the students for always improving oneself. while implementing the sports game, pe teachers appreciated the students in the form of praises for those who did it right and punishment for those who made mistakes. teachers’ praises could motivate the students and encourage them to improve their self-quality. meanwhile, the students who made mistakes were given punishment to provide a deterrent effect. pe teachers also inspired students by speaking politely, well-mannered and responsible. suharjana (2011, p. 35) said that physical education and sport as a subject which could improve an individual’s self-control and cooperative. through physical education and sport, someone might channel his/her anger because sport could relax tense muscles including muscles and nerves that are used to vent emotions. in sport, self-control was taught by the the implementation of physical education, sport and health learning through sports game in building primary students’ characters | 5 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 teacher through mental exercises. this could be gained from the competition where the audiences or opponent often throw mockery and ridicule to get the player angry. therefore, pe and sport are important to develop someones or students characters and self-control in a competition. it previously mentioned that physical education and sport could build cooperation. through physical education, sport and health, students were being taught on how to be part of a team and maintain good cooperation that could help to win the game. good cooperation in a team leads to winning. then, by developing self-control at an early age, students will gain benefits for their physical growth, emotional expression and knowledge to support their future. conclusion 1. based on the research, it can be concluded that physical education, sport, and health learning through sports game is an alternative media that can be used as a tool to build students’ characters. through this learning, positive characters were formed as a result of doing sports. through sports, an individual could have good self-control and cooperative. furthermore, values like responsible, honest, brave, confidence, tolerant, mutual respect, religious, polite, wisely accept victory and defeat also could be gained from a sports game. 2. based on the entire research that has been done at sdn 1 awirarangan, sdn 3 awirarangan, sdn 1 karangtawang and sdn 2 karangtawang, it was known that the implementation of physical education, sport, and health learning through sports game is an alternative media that can be used as a tool to build students’ characters. the implementation could be seen from the planning that has been made by the teachers in their lesson plan. this also represented on how they carried out the lesson. on the implementation stage at every school, the teacher focused their lesson on learning experiences and shaping students’ characters through the sports game. the teachers that were chosen to be the subject of this research possessed good characteristics, such as: honest, responsible, innovative, implementing their role as a teacher to give a good example, motivator, inspiratory, evaluator and dynamist for their students. the students have often received encouragement from the teachers in the form of praises for those who did it right and punishment for those who made mistakes. teachers’ praises could motivate the students and encourage them to improve their self-quality. 6 | the implementation of physical education, sport and health learning through sports game in building primary students’ characters p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 references ginanjar, a. (2008). rahasia sukses membangun kecerdasan emosional dan spiritual. jakarta: arga. kemendiknas. (2010). bahan pelatihan penguatan meteodologi pembelajaran berdasarkan nilai-nilai budaya untuk membentuk daya saing dan karakter bangsa pengembangan pendidikan budaya dan karakter. jakarta: kemendiknas. moleong, j.l. (2012). metodologi penelitian kualitatif. bandung: pt. remaja rosda karya. suharjana. (2011). pengembangan pembelajaran senam melalui bermain di sekolah dasar. jurnal pendidikan jasmani indonesia. 9 (1) : 35. weinberg, r. (2002). foundations of sport & exercise psychology. united states : human kenetic. wuest, d.a. & bucher. (1995). foundations of psycal education and sport. st. louis missouri : mosby-year book. improping foruth grade natural science learning outcomes with type student team achievement division (stad) cooperative model | 102 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 improving fourth grade natural science learning outcomes with type student team achievement division (stad) cooperative model irma sari br purba 1 1 program studi pgsd, universitas quality 1 purbairmasari@gmail.com abstrak penelitian ini dilakukan bertujuan untuk mengetahui peningkatan hasil belajar ipa kelas iv dengan menggunakan model kooperatif tipe stad. subjek penelitian adalah seluruh siswa kelas iv sdn 046573 berastagi, kabupaten karo. objek penelitian adalah peningkatan hasil belajar ipa kelas iv dengan menggunakan model kooperatif tipe stad. instrumen penelitian yang digunakan adalah lembar observasi dan tes pilihan berganda. analisis data yang digunakan adalah hasil belajar individu, ketuntasan klasikal, dan rata-rata hasil belajar siswa. dari analisis data yang diperoleh hasil observasi pelaksanaan pembelajaran aktivitas guru meningkat 12.11% dari nilai 59% menjadi 71.1 %, aktivitas siswa meningkat dari nilai 62 menjadi 74, ketuntasan individu yang dinyatakan mencapai nilai kkm yaitu 65, ketuntasan secara klasikal meningkat dari 66.67% menjadi 87.50%, dan nilai rata-rata meningkat dari 64.58 menjadi 76.25. dari hasil penelitian dapat disimpulkan bahwa pelaksanaan pembelajaran berkategori baik dan hasil belajar siswa meningkat setelah menggunakan model pembelajaran kooperatif tipe stad pada pelajaran ipa. kata kunci: hasil belajar, pembelajaran student team achievement division abstract this study was conducted to determine the improvement of fourth grade science learning outcomes using the stad type cooperative model. the subjects were all students in fourth grade 046573 berastagi, karo. the object of the research is the improvement of the fourth grade science learning outcomes using the stad type cooperative model. the research instrument used was the observation sheet and multiple-choice tests. data analysis used is individual learning outcomes, classical completeness, and average student learning outcomes. from the analysis of the data obtained from observations the implementation of learning activities of teachers increased 12.11% from a value of 59% to 71.1%, student activity increased from a score of 62 to 74, the completeness of individuals who expressed achieving kkm scores of 65, classical completeness increased from 66.67% to 87.50 %, and the average value increased from 64.58 to 76.25. from the results of the study it can be concluded that the implementation of learning in good category and student learning outcomes increase after using the stad type cooperative learning model in science lessons. keywords: learning outcomes, student team achievement division learning introduction education is a conscious effort to carry out tasks through guidance, circle and training activities for its role in the future. purwanto (2014: 1) states that education is a program. the program used is the components that work together in the process to achieve the programmed goals. education is an awareness and objectives aimed at achieving the goal. education that can support the future development to be carried out is education that can develop the potential of the learners who are able to face and solve the problems that exist in the face it. mailto:purbairmasari@gmail.com 103 | improping foruth grade natural science learning outcomes with type student team achievement division (stad) cooperative model p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 natural sciences (ipa) according to rahayu, et al (2018) are subjects taught at the elementary school level and become a vehicle to improve the knowledge, skills, attitudes and values contained therein. improved student learning outcomes are very dependent on the role of the teacher in managing the lesson. one of the ways to improve student learning outcomes is to improve the quality of teaching, especially the ability of teachers to deliver material, how to teach well and the selection of the right learning model. based on the conditions in the field, it is necessary to develop a learning model that is able to improve student learning outcomes. to overcome this problem, the authors wish to conduct research using student team achievement division (stad) type cooperative learning model, because stad type cooperative learning is a learning model that will involve active students and can make students think creatively, logically and critically in the learning process , by focusing on using discussion groups students work together to solve problems and discuss each other's problems with friends. based on the problems above, the problem boundary was determined in this study, namely the use of stad type cooperative learning models in science subjects in fourth grade. student team achievement division (stad) according to istarani (2011: 19) states "stad type learning model is one type of cooperative learning model using small groups with the number of members of each group of 4-6 students heterogeneously. beginning with the delivery of learning objectives for delivering material, group activities / quizzes and group awards. in order for learning to be done using a measured and systematic stad model, it must follow the steps that are in accordance with the rules of using the model. huda (2014: 202) revealed the steps in applying the stad learning model as follows: stage 1: teaching at the teaching stage, the teacher presents the subject matter, usually with the format of the lecture. at this stage, students should be taught what they will learn and why the lessons are important. stage 2: study team at this stage, group members work cooperatively to complete worksheets and answer sheets provided by the teacher improping foruth grade natural science learning outcomes with type student team achievement division (stad) cooperative model | 104 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 phase 3: test at the test stage, students individually complete the quiz. the teacher scores the quiz and records the results. these results from individual tests will be accumulated for their team scores. stage 4: recognition each team receives an award or reward depending on the average score of the team. hasil belajar learning outcomes are essentially changes in one's behavior due to learning. gagne in sudjana (2013: 22) classifies learning outcomes into five categories, namely "verbal information, intellectual skills, affective strategies which include affective domains, attitudes of the affective domain and motor skills of the psychomotor domain. learning outcomes are obtained from the teaching and learning process. learning is the process of finding out and getting something new. cronbach in suprijono (2010: 13) states "learning is shown by change in behavior as a result of experience, which means: learning as an activity indicated by changes in behavior as a result of experience". sudjana in rusman (2012: 1) states "learning is essentially a process of interaction with all situations that exist around individuals. teaching helps students get information, ideas, skills, values, and ways of thinking. trianto (2011: 17) states "the most important element in teaching is stimulating and directing students to learn. how to teach a good teacher is the key and prerequisite for students to learn well. joyce and well in jihad (2013: 8) revealed "teaching is helping students get information, ideas, values, ways of thinking and means to express themselves". based on the above problems, this study aims to find out the improvement of the learning outcomes of science grade iv sdn 046573 berastagi with a cooperative model. methods the type of research used is classroom action research (car) through the use of stad type cooperative learning models with the aim of improving the learning process and improving student learning outcomes in science subjects in class iv sdn 046573 berastagi. ptk according to rahayu (2018) is a research method which is carried out by the implementer of educational practices or a group of teachers by giving treatments in learning, based on students' reflections on the results of these treatments. 105 | improping foruth grade natural science learning outcomes with type student team achievement division (stad) cooperative model p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 the subjects in this study were all fourth grade students of sdn 046573 berastagi. the object of the research is the use of stad type cooperative model to improve the learning outcomes of science fourth grade sdn 046573 berastagi. data collection tools in this study are observation sheets, documentation, and tests. this study obtained quantitative data obtained from student learning outcomes and qualitative data. analysis of the data used to determine the success or failure of the action taken by the research. in accordance with the purpose of the study, the data analysis was carried out using comparative analysis by carrying out the learning process in the form of assessing teacher activity and student activities, student learning outcomes seen from individual and classical student learning completeness, and an average increase in student learning outcomes. results and discussion results this classroom action research was carried out in 2 cycles according to the research program. the initial cycle was carried out for 2 hours of study and the results of the study showed that the teacher's activities were 59% with sufficient categories, the activities of students were 62 with enough categories, students were completely learning 16 people (66.67%), the average learning outcomes were 64.58. the findings of this study state that there are still efforts to improve the problems found in the first cycle learning as the initial cycle, so the researcher continues to improve to cycle ii. cycle ii was carried out by evaluating shortcomings in cycle i and carried out as a cycle i procedure. in cycle ii there was an increase in all aspects, teacher activity 71.1% with good category, student activity 74 with good category, students finished learning 21 people ( 87.5%), average learning outcomes 76.25. the results of research in cycle ii show that research does not need to be continued in the next cycle. learning outcomes using the stad type cooperative model in the fourth grade students of sdn 046573 berastagi 2017/2018 academic year are obtained in the following table: tabel 1. rekapitulasi data hasil penelitian siklus i dan ii data siklus i siklus ii aktivitas guru 59% 71,1% aktivitas siswa 62% 74% ketuntasan individu 16 21 ketuntasan klasikal 66,67% 87,5% rata-rata 64,58 76,25 improping foruth grade natural science learning outcomes with type student team achievement division (stad) cooperative model | 106 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 based on table 1 can be explained the results of the research in cycles i and ii as follows: 1. observation result of teacher activity cycle i and cycle ii through the observation sheet it was found that the implementation of the learning done by the teacher in the first cycle was not optimal with the percentage of teacher activity 59% in the sufficient category and an increase in teacher activity in the second cycle with a percentage of 71.1% in the good category. 2. observation of student activity in cycle i and cycle ii based on the observation cycle i obtained 62% of students 'activities in the sufficient category and in the second cycle students' activities were 74% in the good category. 3. individual completeness the use of stad type cooperative model in science subjects in class iv in the first cycle resulted in 16 students who had completed learning, and students who did not complete the study as many as 9 people. in the second cycle, there were 21 students who had completed their studies and 3 people who did not complete their study. 4. classical completeness classical completeness in cycle i is 66.67% of students who have completed learning and 33.33% of students who have not completed learning. in the second cycle students who completed classically 87.5% and 12.5% of students who did not complete learning. 5. average student learning outcomes the average learning outcomes of students in the first cycle were 64.58 while in the second cycle increased to 76.25. so it can be concluded that learning outcomes increase individually and classically.berdasarkan hasil penelitian di atas, dapat disimpulkan bahwa peningkatan data pada siklus i dan siklus ii membuktikan adanya peningkatan aktivitas guru, aktivitas siswa, ketuntasan secara individu, ketuntasan secara klasikal dan rata-rata hasil belajar siswa. dengan demikian dapat dikatakan bahwa pembelajaran model kooperatif tipe stad pada mata pelajaran ipa kelas iv sd memberikan dampak positif untuk peningkatan hasil belajar ipa siswa. discussion cronbach in agus suprijono (2010: 13) states "learning is shown by change in behavior as a result of experience, which means: learning as an activity indicated by changes in behavior as a result of experience". this is in line with the research results obtained where 107 | improping foruth grade natural science learning outcomes with type student team achievement division (stad) cooperative model p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 there is a change in the behavior of teacher activities, student activities that lead to increased student learning outcomes in science subjects as a result of learning experience using stad type cooperative learning models. sudiarpa, et al (2015) also found that the science learning outcomes of fourth grade elementary school students taught by the stad type cooperative model had better learning outcomes than students who were taught with conventional models. stad type learning model is one type of cooperative learning model using small groups with the number of members of each group of 4-6 students heterogeneously. starting with the delivery of learning objectives, delivery of material, group activities / quizzes and group awards. slavin in salma (2012: 317) states "stad is one of the simplest cooperative learning models and is the best model for beginners for new teachers using a cooperative approach. stad type cooperative learning model is a learning model that emphasizes students interacting in groups to achieve common goals, inviting students to share information that is cooperative with fellow group members actively and positively, so that the objectives of learning material are quickly mastered by students. cooperative models provide opportunities for students to be cooperative and actively master the subject matter. this has an impact on improving student learning outcomes. conclusion the results of the research conducted in class iv sdn 046573 berastagi concluded that the use of stad type cooperative model in science learning in fourth grade elementary school was able to give results in the form of increased student activities in good categories and completeness of individual and classical learning outcomes. acknowledgments thank you to universitas equality medan and sdn 046573 berastagi for providing opportunities and support so that this research can be carried out well. references huda, m. (2014). model-model pembelajaran dan pengajaran. yogyakarta: pustaka pelajar. istarani. (2011). 58 model pembelajaran inovatif. medan: media persada. jihad, a dan abdul, h. (2013). evaluasi pembelajaran. yogyakarta: multi pressindo. purwanto. (2014). evaluasi hasil belajar. yogyakarta: pustaka pelajar. improping foruth grade natural science learning outcomes with type student team achievement division (stad) cooperative model | 108 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 rahayu, gds. (2018). penerapan model project citizen dalam upaya meningkatkan kecerdasan ekologis. jurnal mimbar sekolah dasar vol.05 no.01. upi kampus sumedang. rahayu, dkk. (2018). model clis (children learning in science) on science process skill on heat transfer material. jurnal collase (creative of learning students elementary education) vol. 01 no. 01. ikip siliwangi. salma, d. (2012). wawasan teknologi pendidikan. yogyakarta: pustaka pelajar. sudjana, n. (2013). penilaian hasil proses belajar mengajar. bandung: remaja rosdakarya. sudiarpa, i. dkk. (2015) pengaruh model pembelajaran kooperatif tipe stad terhadap hasil belajar ipa kelas iv sd no 3 songan. e-journal universitas pendidikan ganesha jurusan pgsd volume 3 no 1 tahun 2015. suprijono, a. (2010). cooperative learning. yogyakarta: pustaka pelajar. trianto. (2011). mendesain model pembelajaran inovatif progresif. jakarta: kencana prenada media group. infinity application of cooperative learning type picture to picture to increase student’s comprehension on social science learning| 71 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 application of cooperative learning type picture to picture to increase student’s comprehension on social studies deden herdiana altaftazani 1 1 ikip siliwangi 1 altaftazani27@gmail.com abstract this research is based on the result of observation in the fourth grade students sdn taman kopo indah. when learning activities take place, researchers found the various problems. these problems lead to low comprehension of students. this study aims to determine whether students' comprehension can improve after the implementation of model cooperative learning type picture to picture in social science learning. the research method used is classroom action research which refers to the kemmis and mc taggart models. this research is done with the stages of planning, implementation, observation, and reflection. this study was conducted in 3 action cycles. the results obtained are: the average percentage of students' complete mastery in the first cycle of 45%, in the second cycle increased by 35% to 80%, and cycle iii increased by 5% to 85%. so, it is recommended for teachers to implement cooperative learning model type of picture to picture in the social science learning. key words: cooperative learning type picture to picture, students’ comprehension, social science learning abstrak penelitian ini didasari oleh hasil observasi pada siswa kelas iv sdn taman kopo indah. ketika kegiatan pembelajaran berlangsung, peneliti menemukan berbagai masalah. masalah-masalah ini menyebabkan rendahnya pemahaman siswa. penelitian ini bertujuan untuk mengetahui apakah pemahaman siswa dapat meningkat setelah penerapan model pembelajaran kooperatif tipe gambar untuk gambar dalam pembelajaran ilmu pengetahuan sosial. metode penelitian yang digunakan adalah penelitian tindakan kelas yang mengacu pada model kemmis dan mc taggart. penelitian ini dilakukan dengan tahapan perencanaan, pelaksanaan, observasi, dan refleksi. penelitian ini dilakukan dalam 3 siklus tindakan. hasil yang diperoleh adalah: persentase rata-rata penguasaan lengkap siswa pada siklus pertama 45%, pada siklus kedua meningkat sebesar 35% menjadi 80%, dan siklus iii meningkat sebesar 5% menjadi 85%. oleh karena itu, disarankan bagi guru untuk menerapkan model pembelajaran kooperatif tipe gambar untuk gambar dalam pembelajaran ilmu sosial. kata kunci: pembelajaran kooperatif tipe picture to picture, pemahaman siswa, pembelajaran sains sosial introduction the curriculum of primary and secondary education shall contain religious education, civic education, language, sciences, social science learning, arts and culture, physical and sports education, skills / honesty, local content (uu no 20 thn 2003). it is clear that social science learning (ips) is one of the subjects that must be taught in schools, especially in elementary school level. social science learning is expected to develop students' values, attitudes and social skills to be able to live the social life. as mentioned in the permendiknas mailto:altaftazani27@gmail.com 72 | application of cooperative learning type picture to picture to increase student’s comprehension on social science learning p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 document explained that social science learning examines a set of events, facts, concepts and generalizations related to social issues (sapriya et al, 2006: 6) but the expected learning objectives were not in accordance with what happened in the field. a lot of problems that exist in a learning process. through a teaching observation in sdn taman kopo indah, we found a lot of problems that happened when the learning process takes place. such as students unable to explain back material presented by the teacher, students can not make a summary of the content of the material, and students can not give examples of the material being discussed. it also impact on test results, more than 60% of students score below the minimum mastery criteria (kkm). it shows that students' comprehension is low. these problems happen because of various factors, one of them is teacher factor. no innovative learning models make the learning process boring, teachers only write, or dictate, or simply provide explanations through one interaction only. learning is still teacher-centered. though learning will be interesting if the learning centered on the students. lots of learning models that can be used in the social science learning learning process. one of them is model cooperative learning type picture to picture. group learning can make it easier for students to understand a learning material. johnson & johnson stated that the main goal of cooperative learning is to maximize student learning to improve academic achievement and understanding both individually and in groups (trianto, 2009: 57). this learning comes from the concept that students will more easily find and understand difficult concepts if they discuss with their friends (trianto, 2009: 56). this model used picture as the main tool in teaching and learning process. suprijono (huda, miftahul 2013: 236), picture to picture is a learning strategy that uses images as a learning tool. cooperative learning model of picture to picture type is a model where teachers use tools or media images to explain a material or facilitate students to actively learn. the picture to picture type is a learning method that uses images and is paired or sorted into a logical sequence (hamdani, 2010; 89). the steps of implementation model cooperative learning type picture to picture (istarani, 2011: 7) : 1. teachers convey the purpose of learning or competence to be achieved 2. provide introductory material before the activity 3. the teacher provides the images to be used (related to the material). 4. the teacher appoints students in rotation to sort or pair the pictures. application of cooperative learning type picture to picture to increase student’s comprehension on social science learning| 73 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 5. the teacher asks questions about the reason of the students in determining the sequence of images. 6. from that reason the teacher will develop the material and embed the concept of material in accordance with the competence to be achieved 7. master conveys the conclusion. at the end of the lesson, the teacher and the students conclude as a reinforcement of the subject matter. excess model coperative learning tipe picture to picture (miftahul huda, 2013:239) 1. the teacher is more aware of the ability of each student 2. students are trained to think logically and systematically 3. students are assisted to learn to think based on the point of view of a subject by giving students freedom in practice thinking 4. motivate students to grow 5. students are involved in class planning and management comprehension skills and intellectual abilities that are demanding in schools and colleges, that is comprehension engagement. that is, when students are faced with communication, is expected to know what is being communicated and can use the ideas contained in it. (wowo sunaryo, 2012 : 43). comprehension is a condition where students already have knowledge about a thing by adding new knowledge that they get in the learning process. so that there is a connection between their old knowledge and the findings of their new knowledge which will eventually produce a new knowledge.indicators of comprehension by wowo sunaryo (2012: 124) are: 1. interpreting, is to change from one form of image to another. 2. provide, examples of finding case examples or illustrations of concepts or principles 3. classify, that is determining something into a category 4. conclude, that is summarizes the general or specific theme 5. suspect, that is to describe the logical conclusion of the existing information 6. compares, that is detects correspondence between two ideas, objects. 7. explain, that is creating a system of causes and influence models method the research method used is classroom action research. this classroom action research is a research done by a teacher or researcher in his own class through self-reflection, 74 | application of cooperative learning type picture to picture to increase student’s comprehension on social science learning p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 with the aim to improve its performance as a teacher so that student learning outcomes increase. classroom action research is an action research conducted by teachers who simultaneously as researchers in their classes or together with others (collaboration) by designing, implementing and reflecting collaborative and participatory actions aimed at improving or improving the quality of the learning process in its class through a certain action (treatment) in a cycle (kunandar, 2008:44). the focus of classroom action research is on students or learning that takes place in the classroom. the main purpose of classroom action research is to solve real problems that occur in the classroom and increase the teacher's actual activities in its professional development activities. classroom action research is very important done by the teacher, because by doing this research can make the teacher become better in implementing learning.the classroom action research model used is a research model developed by kemmis and mc tagart (kunandar, 2008: 70). classroom action research is done through a dynamic process consisting of four main steps: planning, action, observation, and reflection. preliminary figure 1. classroom action research flow planning observation action action reflection iii conclusion observation planning observation reflection i action reflection ii planning observation formulation of the problem application of cooperative learning type picture to picture to increase student’s comprehension on social science learning| 75 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 results and discussion results at this point it will discuss the improvement of students' comprehension on cycles i, ii and iii. in this study, researchers took 5 indicators that can be seen as a reference to increase student comprehension : 1. interpret (c2.1) 2. exemplify (c2.2) 3. classify (c2.3) 4. compare (c2.6) 5. explain (c2.7) to see students' improvement in comprehension, researchers used the evaluation test as a reference for improving students' comprehension. the questions in the evaluation test are based on these 5 indicators. table 1. indicators of comprehension no soal indikator 1 apa yang dimaksud dengan teknologi ? mengartikan (interpret) 2 berikan masing-masing 3 contoh teknologi sederhana dan teknologi modern ? mencontohkan (exemplify) 3 kelompokan benda-benda dibawah ini sesuai dengan jenis teknologi nya (sederhana dan modern) ? mengklasifikasikan (classify) 4 sebutkan keuntungan dan kerugian menggunakan teknologi sederhana dan modern ? membandingkan (compare) 5 jelaskan apa yang dimaksud dengan teknologi produksi, komunikasi dan transportasi ? menjelaskan (explain) from result of action during 3 cycle is obtained data that in first cycle, from 30 students only 50% or 15 students who have achieved minimum exhaustiveness criteria (kkm) and as many 50% or 15 students declared unfinished. in this cycle the success is minimal. then in the second cycle, out of 30 students, 83% or 25 students have reached the minimum exhaustiveness criteria (kkm) and 17% or 5 students expressed unfinished. the success rate in the second cycle is very high compared to the first cycle. 76 | application of cooperative learning type picture to picture to increase student’s comprehension on social science learning p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 while in the third cycle is the culmination of the success of this study, 93% or 28 students reach minimum efficiency criteria (kkm). the success rate in this cycle increases compared with the second cycle. from the results of these three cycles, its success continues to increase. it can be said that students' understanding continues to increase. figure 2. result of cycle figure 3. result of indicators discussion from the results of the research obtained, we can see that by using a cooperative model type picture to picture, students' understanding of social studies learning material technology development continues to increase each cycle. this proves that the learning model is effective in improving students' understanding abilities. this is supported by various cycle i cycle ii cycle iii series 1 45% 80% 85% 0% 20% 40% 60% 80% 100% result 0 2 4 6 8 10 12 14 16 18 20 question no 1 question no 2 question no 3 question no 4 question no 5 16 18 15 10 8 18 18.5 18 15 10 20 20 18 18 15 cycle i cycle ii cycle iii application of cooperative learning type picture to picture to increase student’s comprehension on social science learning| 77 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 advantages possessed by this learning model, as stated by miftahul huda (2013: 239), where the cooperative model of picture to picture type has the following advantages: 1. the teacher knows more about each student's abilities 2. students are trained to think logically and systematically 3. students are assisted in learning to think based on the point of view of a subject of discussion by giving students freedom in thinking practice 4. motivate students to develop more 5. students are involved in classroom planning and management conclusion it can be concluded that after application of cooperative learning type picture to picture in social science learning, there is increasing student’s comprehension in each cycle. this is evident from the difference in average scores and the percentage of success from cycle one to third cycle. students' comprehension always increased from only 45%, then rose to 80%, until last touched success of 85%. in addition, the average value is always an increase in the average value where in the third cycle, the average value of the class reached eighty. based on the above conclusions, then some suggestions are given: 1. for elementary school teachers, the application of cooperative learning model of picture to picture type can be used as a recommendation on the learning process in general, and especially on the social science learning in an effort to improve students' comprehension. by applying the cooperative learning type picture to picture, teachers can help students build knowledge because the image is able to bring up an abstract idea to be concrete. learning using this model is very fun, so it can eliminate bored and saturated during the learning process, learning becomes more innovative so as to improve student learning outcomes. 2. for researcher, can do further research about applying cooperative learning type picture to picture to improve education quality in indonesia in the future. and this research can be used as reference and study materials related to the application of cooperative learning type picture to picture, and can be useful for other researchers 3. for schools, schools can provide various facilities that can support teachers to implement learning models using cooperative learning type picture to picture. 78 | application of cooperative learning type picture to picture to increase student’s comprehension on social science learning p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 references huda. miftahul, 2013. model-model pengajaran dan pembelajaran (isu-isu metodis dan paradigmatis). yogyakarta : pustaka pelajar istarani, 2011.58 model pembelajaran inovatif (referensi guru dalam menentukan model pembelajaran).medan : media persada. kunandar (2008). langkah-langkah mudah penelitian tindakan kelas sebagai pengembangan potensi guru. jakarta: rajagrafindo persada kuswana, sunaryo. wowo (2012). taksonomi kognitif. bandung : pt remaja rosdakarya hamdani. 2011. strategi belajar mengajar. bandung: pustaka setia sapriya, dkk. 2006. konsep dasar ips. bandung: upi press bandung suharsimi, a, dkk. (2009). penelitian tindakan kelas. jakarta : pt bumi aksara. trianto, (2007). model-model pembelajaran inovatif berorientasi konstruktivistik. jakarta : prestasi pustaka prihanto.subkhi.(2013). penerapan model tipe picture to picture untuk meningkatkan hasil belajar siswa pada pembelajaran ipa.skripsi pada program studi pgsd bumi siliwangi fip upi. bandung. tidak ditertibkan. infinity use of media nalar game in training skill multiplication on deaf students in primary school x bandung district| 35 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 use of media nalar game in training skill multiplication on deaf students in primary school x bandung district djuang fitriani 1 1 dinas pendidikan jawa barat 1 djuang_fitriani@yahoo.com abstract the presence of inclusive education needs more attention. especially in basic education. in the process of learning in children with hearing impairment is the most important thing in the success of learning that is; 1) teacher-student affairs, 2) information legibility and, 3) the appropriate type of tools to clarify the subject matter. researchers try to use the media game reasoning that if it can help to solve in the practice of multiplication skills. it can also be done in the form of a game, helping students psychologically to learn, possessing appeal as if playing but essentially learning, thus increasing the success of learning deaf children in math skills. the research used is action research school (ptk). the result of the learning of deaf students with media of game reasoning on learning mathematics of mathematics conception happened improvement of significant learning result from pre-test result with post-test, this proves that game reasoning media can improve learning results in mathematics learning mathematics concept in class 4 elementary school x regency bandung keywords: inclusive education, basic education, deaf children, game reasoning, multiplication skill. abstrak kehadiran pendidikan inklusi perlu mendapat perhatian lebih. terutama pada pendidikan dasar. dalam proses pembelajaran pada anak tunarungu hal yang terpenting dalam keberhasilan pembelajaran yaitu; 1) keterarahwajahan antara guru dan murid, 2) keterbacaan informasi dan, 3) jenis alat bantu yang cocok untuk memperjelas materi pelajaran. peneliti mencoba menggunakan media nalar game yang sekiranya dapat membantu pemecahan dalam melatih keterampilan perkalian. juga bisa dilakukan dalam bentuk permainan, membantu siswa secara psikologis untuk belajar, memiliki daya tarik seolaholah bermain tapi hakekatnya sedang belajar, sehingga meningkatkan keberhasilan belajar anak tunarungu dalam keterampilan matematika. penelitian yang digunakan adalah penelitian tindakan sekolah (ptk). hasil belajar siswa tunarungu dengan media nalar game pada pembelajaran matematika konsep matematika terjadi peningkatan hasil belajar yang signifikan dari hasil pre tes dengan post tes, hal ini membuktikan bahwa media nalar game dapat meningkatkan hasil belajar dalam pembelajaran matematika konsep matematika di kelas 4 sekolah dasar x kabupaten bandung kata kunci: pendidikan inklusi, pendidikan dasar, anak tunarungu, nalar game, keterampilan perkalian. introduction the presence of inclusive education needs more attention. especially in basic education. inclusive education as an education service that includes children with special needs (abk) learns with normal children (non-abk) age in the regular/regular school closest to where they live. receiving a crew at the nearby elementary school is a beautiful dream that parents feel having a child with special needs. one of the hearing impairment grade iv in elementary school x regency of bandung. mailto:djuang_fitriani@yahoo.com 36 | use of media nalar game in training skill multiplication on deaf students in primary school x bandung district p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 mathematics teaching is given in elementary school starting from elementary school children. this shows that the teaching of mathematics is very important. so the number of hours of lessons is more than the other lessons. students in primary schools are at the age of 7-12 years including concrete operational phase. according to piaget in makmun (1995) concrete operational phase, namely the ability of children in the process of thinking to operate the rules of logic is still bound in the object of a concrete nature. so that required media that can clarify the subject matter so that more quickly understood student. according to sukandi (1988: 12) states that good media is a simple medium, cheap, easy to get anywhere, easy to operate and has an attraction that leads to student motivation in learning. in the process of learning in children with hearing impairment is the most important thing in the success of learning that is; 1) teacher-student affairs, 2) information legibility and, 3) the appropriate type of tools to clarify the subject matter. in addition, children aged 9-10 years most of the time used to play. by playing children can socialize, according to ambron (joseph, 2001) means that socialization as a learning process that leads the child towards the development of a positive social personality, so as to become responsible and effective community members. as a result of experience, discussions, and observations in schools, teachers and students encountered many difficulties in the implementation of mathematics and indonesian language learning, especially mathematics in mathematics. teachers' difficulties include the first in teaching mathematics required a certain technique and methodology that must be mastered in order to teach well and successfully, both the delivery of information through hearing the deaf children have difficulty, this affects the difficulty of teaching mathematics including teaching mathematics, the three teachers difficult to determine the media which is effective in learning mathematical concepts that are packaged in game form. therefore researchers try to use the media of reasoning games that if it can help to solve in multiplication skills train. it can also be done in the form of games, helping students psychologically to learn, possessing appeal as though playing but essentially learning, thus increasing the success of learning deaf children in math skills. method the research used is action research school (ptk). understanding ptk according to the teaching team. subjects in this study were teachers and students of school iv primary use of media nalar game in training skill multiplication on deaf students in primary school x bandung district| 37 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 school x bandung baleendah regency bandung. the reason chose, because of the subject matter according to the curriculum. data collection techniques used are through observation and test results learning. the type of observation made is open. while the test results include a pre-test, post-test, cycles 1 through 3. data analysis gsm project team (1999: 43) "data analysis is a simplifying process of focusing on abstracting, organizing data systematically and rationally to display materials that can be used to compile answers to ptk objectives", data analysis in ptk according to the three stages: 1. data reduction is the process of selecting raw data into meaningful information. 2. exposure data is the process of data appearance in the form of narrative exposure. 3. data reduction is the process of extracting the essence of the dish of data that has been organized in the form of a solid statement and brief sentences. 38 | use of media nalar game in training skill multiplication on deaf students in primary school x bandung district p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 figure 1. flow research results and discussion in this section presented the discussion of research results by presenting some important findings related to the focus of research. 1. teacher activity teacher activity in the learning of mathematics by using the media of game reasoning in the first cycle there are many less of them in the condition of students when opening lessons, giving less example when explaining the material, giving less question spread, less giving pelaksanaan tindakan i permasalahan alternative pemecahan (rencana tindakan i pelaksanaan tindakan i siklus i refleksi i analisis data observasi i belum terselesaikan alternative pemecahan (rencana tindakan ii) observasi ii analisis data ii refleksi ii siklus ii belum terselesaikan siklus selanjutnya use of media nalar game in training skill multiplication on deaf students in primary school x bandung district| 39 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 strengthening especially verbal reinforcement, lacking variation of teaching on aspect voices, movements and subjects, learning is still dominated by teachers, less involving students, and has not seen a member of guidance on small discussions, the use of media is still not less perfect at the time of closing the lessons do not make conclusions. in the second cycle the teacher activity starts to increase as the students have started to be conditioned when opening lessons, giving examples when explaining the material, asking skill has begun to appear there is spreading, and turn, guide small discussion already exist but not optimal, learning starts involving students, as well as teaching variations. still, need to be improved in the third cycle, it appears that teacher activity is mostly very good. teachers already understand how to learn good math by using media game reasoning. this is also the result of continuous reflections trying to improve teacher activity in each cycle. from the observation of teacher activity in every cycle in learning mathematics by using game logic medium, there seems to be a good improvement. this proves that with the media of game reasoning can help improve the activity of elementary school teachers, especially in learning mathematics in grade 4. 2. student activity in the first cycle of observation results of student activity, it seems that all aspects observed most of the results are less. because students are not conditioned to be less passionate and enthusiastic, students are less actively involved, given fewer opportunities to build their own knowledge, less courage to ask and a great deal of reliance on teachers. in the second cycle, the student activity looks better than the previous cycle. this can not be separated from the reflection of observations and discussions between researchers, school teachers, and senior teachers. although there is still a need to improve, especially the courage of students to ask questions and dependence on teachers that need to be improved, and the use of media who are still afraid of being pierced while taking a dip. in the third cycle, it appears that student activities are mostly very good. students are increasingly interested and understand how to learn good math by using media game reasoning. this is also due to continuous reflections trying to improve students' activities on each cycle. from the observation of student activity on every cycle in learning mathematics by using game logic medium, there seems to be a good improvement. this proves that with the media of reasoning games can help increase the activity of grade 4 elementary school x bandung regency, especially in learning mathematics in school 40 | use of media nalar game in training skill multiplication on deaf students in primary school x bandung district p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 3. student learning results student learning outcomes in this study there are two, namely learning outcomes from the end of each cycle and learning outcomes of three cycles (whole). the learning outcomes of each cycle are three in accordance with the number of planned cycles. in the past, it appears that the level of mastery of the learning outcomes of each cycle appears to be increasing. for more details see table 1. table 1. mastery of students each cycle from the table above it appears that through the media of reasoning game there is an increase in student learning outcomes in learning mathematics every cycle. this shows that the media of game reasoning contributes well in learning mathematics. to see the increase in mastery of student learning from the first cycle to the third cycle more clearly see the following diagram: figure 2. level of mastery learning each cycle overall learning outcomes are the learning outcomes of the three planned cycles. as previously disclosed that before students are given action is done pre-test, and after the implementation of the overall activities of the cycle carried out post-test. for more details see the results of pre-test and post-test in table 2 table 2. mastery pre-test and post-test level of mastery pre-test mastery levelposttest differences mastery level 42 % 80 % 38 % 0 10 20 30 40 50 60 70 80 90 satu dua tiga no cycle average master rate 1 one 4,8 48 % 2 two 6,4 64 % 3 three 8,4 84 % use of media nalar game in training skill multiplication on deaf students in primary school x bandung district| 41 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 from the above table it appears that the pre-mastering test of students is only 42% and after being given the learning of the media of reasoning game mastery of student mastery increased to 80%, the difference is 38%. from these results show that the overall student learning outcomes in learning mathematics concepts mastery of 80%, this means being above average and above the learning level complete 75%. thus the media of reasoning games can contribute to the learning of mathematical concepts of multiplication. conclusion based on the results of school action research on "the use of game logic media in learning mathematics on students deaf" conducted in grade 4 elementary school x district bandung. can be summed up as follows: 1. media game reasoning can help and improve teacher activity in mathematics learning mathematics concepts in class 4 elementary school x district bandung. this is evidenced by the increased activity of teachers in teaching each cycle. 2. media game reasoning can help students' activities in mathematics learning mathematics concepts in grade 4 elementary school x district bandung. this is evidenced by the media reasoning game students increasing activity as well as helping students to learn independently. 3. the result of learning of deaf students with media of game reasoning on learning the mathematics of mathematics conception happened 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(2010). brock biology of microorganisms, 13th ed. benjamin cummings. san francisco. pp. 42-59. asrori, m (2008). penelitian tindakan kelas. bandung: cv wacana prima bunawan, l dan yuniati, cs. (2000). penguasaan bahasa anak tunarungu. jakarta: yayasan santirama bunawan, l (1997). komunikasi total. jakarta: departemen pendidikan dan kebudayaan. depdiknas. (2003). sistem pendidikan nasional. jakarta: wahana anak bangsa 42 | use of media nalar game in training skill multiplication on deaf students in primary school x bandung district p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 depdiknas. (2006). standar kompetensi lulusanranak tunarungu sdlb. jakarta: depdiknas dirjen dikdasmen depdiknas. (2007). peraturan menteri pendidikan nasional no 16 tentang kompetensi guru. jakarta: kemendiknas direktorat pembinaan pklk dikdas.(2013) pedoman umum penyelenggaraan pendidikan inklusif). jakarta kementrian pendidikan dan kebudayaan dirjen pklk dikdas (2013). strategi umum pembudayaan pendidikan inklusif di indonesia. jakarta hernawati, t. (2007). “pengembangan kemampuan berbahasa dan berbicara anak tunarungu”. jurnal jassi_anakku. 7, (1), 101-110. heruman. (2007). model pembelajaran matematika sd. bandung: pt rosda karya harfiani (2013). penerapan model pembelajaran kontekstual berbasis deef dialogue/ critical thinking untuk meningkatkan kemampuan komunikasi matematika siswa smp (tesis), bandung. universitas pendidikan indonesia makmun, a.s. (1995). psikologi pendidikan. bandung: rosda karya mangunsong, f. (2009). psikologi dan pendidikan anak berkebutuhan khusus. depok: lembaga sarana pengukuran dan pendidikan psikologi kampus baru universitas indonesia. nasution, w.w (2006). penelitian tindakan kelas. jakarta: universitas terbuka rusman. (2010). model-model pembelajaran mengembangkan profesionalisme guru. bandung: pt rajagrafindo persada. soendari, t. (2010). pengajaran individual dalam pendidikan berkebutuhan khusus. bandung: cv.catur mandiri somantri.s. (2007). psikologi anak luar biasa. bandung: pt refika aditama sugiyono. (2012). penelitian pendidikan. bandung: alfabeta sujana dan arifin (1998) 1`. bandung .sarana panca karya supinah ( 1999) media pembelajaran. bandung rosda karya tanireja,t., pujiarti, i. dan nyata. (2010). penelitian tindakan kelas. bandung: alfabeta wardani, wihardit, k, nasution,n. (2006) penelitian tindakan kelas. jakarta: universitas terbuka infinity mathematical learning motivation of submission and reduction of participants in primary school using realistic mathematics education (rme)| 27 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 mathematical learning motivation of submission and reduction of participants in primary school using realistic mathematics education (rme) dodi andriansah1, mia yusmianti2, anugrah ramadhan firdaus3 1,sd negeri manggah, 2sd negeri pareangkolot 3ikip siliwangi 1andriansahdodi@gmail.com, 2yusmiantimia@gmail.com, 3 arf432@gmail.com abstract this study aims to explain the application of realistic mathematics education in addition and subtraction mathematics learning in class iii of sdn 1 sudimampir, one of the low motivation of students to learn mathematics addition and subtraction is caused by learning activities that are more teacher-centered, so students are less actively involved in the learning process and result in monotonous learning activities in the classroom. based on the above problems, improvements can be made to increase motivation to learn mathematics using realistic mathematics education. population and sample in the study focused on class iii students, the method used in this study was the experimental method. the data collection technique is to provide learning and working on the problem, then grouping values based on the results of student performance in working on mathematical questions, arranged based on group distribution data for more specific value distribution into the mean median mode and graphs in order to find out the results of applying realistic mathematical methods education is expected to increase students 'motivation to learn mathematics, from the study there was a significant increase in the mean score of students' scores in mathematics learning addition and subtraction, namely ± 67,57. keywords: learning motivation, summation of reduction, realistic mathematics education method abstrak penelitian ini bertujuan menjelaskan penerapan metode realistic mathematics education pada pembelajaran matematika penjumlahan dan pengurangan pada kelas iii sdn 1 sudimampir, salah satu rendahnya motivasi siswa untuk belajar matematika penjumlahan dan pengurangan disebabkan karena kegiatan pembelajaran yang lebih berpusat pada guru, sehingga siswa kurang terlibat secara aktif dalam proses pembelajaran serta berakibat monotonnya kegiatan pembelajaran di dalam kelas. berdasarkan permasalahan di atas dapat dilakukan perbaikan untuk meningkatkan motivasi belajar matematika menggunakan realistic matematics education. populasi dan sampel dalam penelitian difokuskan pada siswa kelas iii, metode yang digunakan dalam penelitian ini adalah metode eksperimen. teknik pengumpulan data yaitu dengan memberikan intrusksi pembelajaran dan mengerjakan soal, selanjutnya dilakukan pengelompokan nilai berdasarkan hasil kinerja siswa dalam mengerjakan soal matematika , disusun berdasarkan data distribusi kelompok untuk pembagian nilai lebih spesifik kedalam mean median modus dan grafik agar dapat mengetahui hasil dari penerapan metode realistic matematics education yang diharapkan dapat meningkatkan motivasi belajar matematika siswa, dari penelitian tersebut terdapat peningkatan yang signifikan yaitu rata-rata skor nilai siswa dalam pembelajaran matematika penjumlahan dan pengurangan yakni ± 67,57. kata kunci: motivasi belajar, penjumlahan pengurangan , metode realistic matematics education. introduction in the activities of the learning process, interest / motivation is a very important aspect, this is because (a) motivation (interest) encourages a student in his learning activities, (b) motivation (interest) actions are voters of the type of activityactivities where a person desires mailto:andriansahdodi@gmail.com mailto:yusmiantimia@gmail.com mailto:3%20arf432@gmail.com 28 | mathematical learning motivation of submission and reduction of participants in primary school using realistic mathematics education (rme) p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 to do it, and (c) motivation (interest) also gives guidance on behavior (rusyan, et al., 1989: 9697). sardiman, (2004: 83) suggests the characteristics of someone who has a high interest (motivation) in the form of; 1. diligent in facing the task (can work continuously for a long time, never stop before it's finished), 2. resilient face difficulties (not desperate), 3. showing interest in various problems, 4. prefer to work independently, 5. quickly get bored on routine tasks (things that are mechanical, repetitive so that they are less creative), 6. can maintain his opinion (if you are sure of something), 7. it is not easy to let go of what is believed, and 8. nice to find and solve problems. the low learning outcomes of mathematics because most students are less enthusiastic about receiving it. students are more passive, reluctant, afraid or embarrassed to express opinions not infrequently students feel less capable of learning mathematics because mathematics is considered difficult, frightening, even some of them will hate it so mathematics is considered a scourge by them. this causes students to be afraid of mathematics. the low ability of the teacher to create situations that bring students interested in mathematics, weak mastery of the material by the teacher, lack of tools or infrastructure in learning in the classroom, and the influence of the surrounding environment that negatively affects the students themselves. this is according to what was conveyed by heman hudoyo (rosyanda, 2002: 3) that in the classroom the teacher is not able to create situations that allow reciprocal communication in mathematics lessons and often occur unconsciously the teacher creates situations that inhibit communication. from several learning models, researchers chose an interesting learning model that could trigger student communication, namely the realistic mathematics education (rme) approach in learning third grade students at sdn 1 sudimampir. rme as a new approach in learning mathematics. rme invites students to be able to like mathematics by paying attention to students how to learn mathematics through direct experience to the environment which shows students undergoing their own processes similar mathematical learning motivation of submission and reduction of participants in primary school using realistic mathematics education (rme)| 29 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 to the creation of mathematics through contextual mathematical activities namely student mindset activities developed from concrete things to things abstract thing. learning mathematics with realistic models is basically the use of reality and environment that students understand to accelerate the process of learning mathematics so as to achieve the goals of mathematics education better than the past. the reality in question is things real things that can be observed and understood by students by imagining, while the environment is where students are (soejadi, 2003: 180). to increase motivation to learn mathematics, one of the efforts we can do is understand how our students learn. providing the right stimulus can increase students' confidence and motivate them during the learning process (firdaus, 2018). the important teaching and learning process is the mastery of the climate in the classroom so that it creates a pleasant atmosphere that makes students' interest in learning increase, such as paying attention to the lessons given by the teacher, actively asking questions about what is not clear, expressing ideas actively, actively conducting experiments, actively working on questions given by the teacher in front of the class. therefore a teacher's creativity in teaching mathematics is an important factor so that mathematics becomes a fun and interesting subject in the classroom. creativity is not a talent, but can be learned and must be trained. (ahmad rohani, 2004: 6). it has been realized that the quality of education is very dependent on the quality of the teacher and the quality of the learning. in learning mathematics also found a variety of problems as follows: 1. students rarely ask questions, even though teachers often ask students to ask if there are things that don't understand. 2. the ability to count students in mathematics learning is very low. 3. low student courage in answering questions. having identified the students in the class turned out to have low self-esteem because students have a fear of ridicule from other friends if the answer is wrong, in addition, students feel afraid when making mistakes will be scolded by the teacher so they are reluctant to answer questions in front of the class or give opinions during activities learning takes place. to anticipate the problem so that it is not sustainable, it makes the teachers keep trying to compile and define various methods that vary. presentation of various teaching methods and their application in teaching mathematics is so that students, teachers, have extensive knowledge of methods and have the skills to apply them. one method that will be applied is 30 | mathematical learning motivation of submission and reduction of participants in primary school using realistic mathematics education (rme) p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 learning mathematics by learning rme (realistic mathematics education) to increase the motivation to learn mathematics in addition and subtraction of third-grade students of sdn 1 sudimampir. previous research relevant to researchers was conducted by ita nurakshani in 2015 with the title "improving student motivation through realistic mathematics education (rme) strategies in mathematics subjects in class iii kecik 3 elementary school students 2014/2015 academic year" classified as low before the implementation of realistic mathematics education or rme strategies. it was evident in the observation on pre-cycle which showed that class iii learning motivation was 21.14%, then in cycle 1 it increased to 42.72%, and in cycle 2 it increased to 92.30%. so that on the second-semester students' learning motivation has reached the expected level of more than 80% and produces a conclusion that the use of realistic mathematics education (rme) strategies can increase student learning activeness. therefore, in this case, the authors propose the use of models in each mathematics learning is realistic or real things to increase students' interest in learning mathemati cs. and therefore the author chose the research title "increasing mathematics learning motivation addition and reduction of class iii students in sdn 1 sudimampir using realistic mathematics education (rme)" method the research method is essentially a series of research activities based on basic assumptions, philosophical and ideological views. the use of appropriate methods can help solve problems in research. based on the objectives and problems studied, this research included quasiexperimental research with the one group pre-test design post-test approach. the procedure in this experimental study begins with giving the initial test to see the students 'initial abilities, then students are given treatment by applying the realistic mathematics education method and then the final test is held to determine the students' abilities after treatment. this method is used because the researcher wants to know the effect of the realistic mathematics education method on the motivation to learn mathematics in sdn 1 sudimampir students. results and discussion results mathematical learning motivation of submission and reduction of participants in primary school using realistic mathematics education (rme)| 31 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 in class iii mathematics learning, students are instructed to look at the surrounding environment to combine addition and subtraction based on their ideas and ideas, the learning steps are as follows: 1. the teacher divides students into several groups. 2. each group determines the group leader; 3. the teacher explains the learning material before applying the rme method; 4. before explaining the method each group is given a picture media that has been provided by the teacher. 5. before learning takes place the teacher has prepared supporting facilities. 6. determine the time limit used; 7. determine the rules of the game used in rme; 8. providing opportunities for participants to convey their ideas; 9. the group leader writes each idea put forward by group members; 10. each group groups similar ideas; 11. conduct a discussion of ideas; and 12. summing up the conversation. the final stage after applying the rme method students was assigned to fill out individual evaluation tests. the test consists of 5 filling questions in the pretest and posttest stages, there are results of data received from the experimental class, which amount to 28 students. aspects assessed in mathematics learning are 5 questions. the data obtained were then tested for significance to determine the success of the research that had been carried out. table 1. scores of summing and final tests for addition and subtraction learners pre-test (x) post-test (y) 1 53 60 2 64 70 3 45 60 4 55 65 5 53 55 6 62 72 7 47 55 8 56 60 9 62 75 32 | mathematical learning motivation of submission and reduction of participants in primary school using realistic mathematics education (rme) p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 10 65 70 11 63 67 12 55 60 13 70 82 14 65 73 15 64 70 16 55 65 17 45 56 18 55 67 19 65 73 20 65 70 21 53 67 22 54 63 23 63 65 24 67 67 25 56 68 26 65 80 27 63 75 28 65 82 table 2. calculation of class iii mathematics summation and subtraction learning data analysis no data x (pre-tes) y(post-tes) 1 n 28 28 2 highest score 70 82 3 lowest score 45 55 4 mean 58.93 67.57 5 median 62 67 6 mod 65 60 7 std. deviasi 6.853 7.466 8 correlation 0.816 0.816 9 variation 46.958 55.735 discussion based on research in class iii sdn 1 sudimampir in addition and subtraction learning using the realistic mathematics education method, it can be seen that in the initial test there was the highest score of 70, the lowest score was 45, the average value was 58.93, the middle score was 65, the dominant value was 65, the standard deviation 6,853, and variance of 46,958. whereas in the final test (post-test) there is the highest score of 82, the lowest score is 55, the average value is 67.57, the middle score is 67, the dominant value is 60, the standard deviation is 7.466, and the variance is 55,735. mathematical learning motivation of submission and reduction of participants in primary school using realistic mathematics education (rme)| 33 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 the calculation results show that the average pre-test is 58.93 and the variance is 46,958 and the post-test average is 67.53, the variation is 55,735. the correlation between the pre-test and post-test scores is 0.816 which means that there is a high positive relationship between the pre-test and post-test. the results of this study prove that the success of learning depends on students and teachers, the addition and reduction of students will not succeed if students do not respond to instructional instructions given by the teacher, and vice versa, the teacher cannot implement addition and subtraction learning without using creative methods and media to achieve success in learning. conclusion based on the data analysis and discussion that has been described previously, it can be concluded that the learning of addition and subtraction in class iii sdn 1 sudimampir using the realistic mathematics education method included in the excellent categor y there is an average pre-test value of 58.93 and an average post-test score 67.57. through the realistic mathematics education method, students can train their mindset to express ideas, ideas together to exchange arguments with their group friends in addition and subtraction. with realistic mathematics education students are more enthusiastic, creative, and discussion becomes fun in writing explanatory texts because they discuss directly with the help of audiovisual media. this indicates that learning uses the realistic mathematics education method influential in increasing the motivation to learn mathematics in third-grade students at sdn 1 sudimampir. references asikin, m. (2001). realistic mathematics education (rme): prospek dan alternatif pembelajarannya. makalah disajikan pada seminar nasional matematika di unnes semarang. tanggal: 27 agustus 2001. firdaus, a.r. (2018). application of everyone is a teacher here learning model to improve self confidence students. journal primaryedu. ikip siliwangi bandung hudoyo, h. (1988). mengajar belajar matematika. jakarta: dirjen dikti depdikbud. rohani, a. (2004). pengelolaan pengajaran. jakarta. pt. rineka cipta. 34 | mathematical learning motivation of submission and reduction of participants in primary school using realistic mathematics education (rme) p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 rusyan, dkk., (1989). pendekatan dalam proses belajar mengajar, bandung : remaja karya. sardiman. (2004). interaksi dan motivasi belajar mengajar. jakarta : raja grafindo persada. soejadi. (2003). kiat pendidikan matematika di indonesia. jakarta : depdikdas. infinity 48 | interactive learning media for dyslexic students of elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 interactive learning media for dyslexic students of elementary school tita rosita1, tuti alawiyah2, endang rochyadi3, sunardi4 1 ikip siliwangi 2 ikip siliwangi 3 universitas pendidikan indonesia 4 universitas pendidikan indonesia 1 titarosita794@gmail.com, 2 tutyrahman@yahoo.id, 3 endangrochyadi@upi.edu, 4 nardilembang@upi.edu abstract the purpose of this study is to develop web-based learning media to improve the reading comprehension of dyslexic students. dyslexia is a condition caused by neurobiological abnormalities that are characterized by difficulty in recognizing words accurately in spelling and inability to encode symbols which lead to reading disorder. the research method used is research and development. this research develops web-based learning media called lexiroom learning applications. the lexiroom web was trialed to dyslexic students of the fourth grade of elementary school and obtained effective results to help students to have a better comprehension of words and sentences within a paragraph. keywords: interactive learning media, dyslexia. abstrak tujuan penelitian ini yaitu untuk mengembangkan media pembelajaran berbasis web untuk meningkatkan pemahaman membaca peserta didik dengan hambatan disleksia. disleksia adalah suatu kondisi yang disebabkan karena kelainan neurobiologis yang ditandai dengan kesulitan mengenali kata dengan akurat dalam pengejaan dan dalam kemampuan mengode simbol sehingga mempengaruhi kemampuan membaca. adapun metode penelitian yang digunakan yaitu research and development. penelitian ini mengembangkan media pembelajaran berbasis web dengan aplikasi belajar yang diberi nama lexiroom. uji coba web lexiroom dilakukan pada siswa dengan hambatan disleksia kelas empat sekolah dasar dan diperoleh hasil yang efektif untuk membantu meningkatkan siswa dalam belajar memahami kata dan kalimat yang ada pada sebuah paragraph. kata kunci: media pembelajaran interaktif, disleksia. introduction ministry of education and culture regulation no. 65 of 2013 states that the learning process in the education unit should be carried out interactively, inspirational, fun, challenging, and motivating students to actively participate, as well as providing sufficient space for craftsmanship, creativity, and independence in accordance with their talents, interests, physical and psychological development of students. research done by pelupessy, e. t., & agustin t, r.h.p. (2014) shows that the effectiveness of learning material submission using learning media reaches 86%. the results of this study indicate that media learning is very effective to help the absorption of learning materials. kemp & dayton (in arsyad, 2013: 39) classify media into eight types; print media, mailto:titarosita794@gmail.com mailto:tutyrahman@yahoo.id mailto:endangrochyadi@upi.edu mailto:nardilembang@upi.edu interactive learning media for dyslexic students of elementary school | 49 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 display media, overhead transparent images, audiotape recordings, slide series and film strips, multi-image presentation, video, and live film footage, and computers. overall, the implementation of e-learning covers almost all types of media in the technology of learning. a book of e-learning tools and technologies: a consumer's guide for trainers, teachers, educators, and instructional designers written by willian horton (2003) elaborates that e-learning is a means of education which is designed with media that can be accessed from properly equipped computer terminals, and other means of internet-accessible technology. one example of e-learning is the learner-led e-learning category. this category can be easily combined and enable broader development. learner-led e-learning is easy for students to use for the purpose of interactive learning. a learning media is considered to be interactive if the user is not only able to see and hear but also directly interact with it. learning media should incorporate communication, self-motivation, efficiency, and technology. web learning or web-based learning is one example of e-learning. nowadays, elearning develops rapidly. according to zhang (2004), e-learning is technology-based learning where learning material is delivered electronically to distance learners through computer networks. this media requires students to keep themselves motivated because of limited social interaction. thus, web-based learning should be developed as interesting as possible. nichols (2003) considers e-learning as the use of various technology tools both webbased (network), distributed web, or network capabilities for educational purposes. the application of e-learning also includes digital materials storage and distribution. educational goals will be achieved if the learning process is carried out through the development of a teaching tool. web-based learning development is a series of processes or activities carried out to produce a learning tool based on existing development theories. development is a process of creating, trying, and producing appropriate learning materials (american society for training and development, 2007). according to akker, j. van den. (1999) there are two objectives of development research. firstly based on development to obtain a product prototype, and secondly formulating methodological suggestions for designing and evaluating the prototype. the prototype in this study aims to develop learning media with web-based to improve reading comprehension of dyslexic students. dyslexic students often experience difficulties in their metacognitive aspect (reid, 2011; tunmer and chapman, 2000). they need support to adopt learning behaviors that are appropriate for learning. the learning success of dyslexic students is sometimes inhibited by 50 | interactive learning media for dyslexic students of elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 the problem of their working memory (reid, 2003). the problem of working memory will lead to a short span of concentration of dyslexic students. dyslexia according to aphroditta (2012), is cognitive impairment in the form of reading disorder, dyslexia people have trouble reading a good pace without making mistakes because they have difficulty in recognizing letters which look like. dyslexic students possess normal iq as well as their other abilities are also good but have a hard time with reading comprehension, spelling, and writing. thus, dyslexia is not a problem of intelligence. dyslexic students are just as smart as the other students but they have problems with language. reading disorders of dyslexic students may impact their life. it does not just affect their learning activities at school but also to their social interaction, memory, and their capability in dealing with stress. in some cases, dyslexic students tend to avoid reading both out loud and to themselves and sometimes get anxious even feeling frustrated when reading. so that dyslexic students need an interactive learning media that can help them to read easier. the purpose of this study is to discover the use of learning media named lexiroom in improving the reading comprehension of dyslexic students. the specific objective of this study is to elaborate on how the lexiroom application can be implemented in the reading activity of dyslexic students of elementary school. method this research uses research and development procedures. research and development is a process or steps to develop a new product or improve an existing product. the products produced in this study are web-based e-learning learning media to improve the reading comprehension of dyslexic students. research and development according to borg and gall (in sugiyono 2009) covers several stages, those are (1) potential problems, (2) data collection, (3) product design, (4) design validation, (5) design revision, (6) product trials, (7) product revisions, (8) product trials, (9) product revisions, (10) mass production. the stages carried out by the researcher only up to product trial which was formulated into eight stages, namely on the trial use of a web-based interactive learning media product. interactive learning media developed by researchers consist of material that covers aspects of mechanical and understanding skills. the general description of this media is first, the media consist of recognition of the form of letters, recognition of linguistic elements, interactive learning media for dyslexic students of elementary school | 51 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 recognition of the relationship of sound and letters, as well as slow reading speed systematically arranged according to the needs of elementary school students. results this research develops web-based learning media with a learning application named lexiroom, this application is carried out by developing a software methodology. as a learning application, lexiroom is able to help dyslexic students to easily read the subject matter since there is a voice application on the web. the display of voice options in several figure 1. display of voice options in several languages on the lexiroom web to facilitate learning, study material can also be downloaded on the lexiroom web. after the material is downloaded, students can copy the material into the indonesian text, so then a voice will appear. the appearance of the material in pdf format is as follows: 52 | interactive learning media for dyslexic students of elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 figure 2. web display in pdf format for class 4 sd material the lexiroom application is then tested to the 4th-grade dyslexic students of algraham elementary school. the student was asked first to read a paragraph from the thematic class 4 subject book subtheme 1 cultural diversity of my nation without using the lexiroom application. the paragraph to read is: cultural parade the cultural parade is very interesting for residents of kampakan babakan. this parade always displays the diversity of indonesian culture. udin and friends were never bored waiting for the parade to pass by. this year they came to the square to see the parade. udin's grandfather also looked patiently waiting. there was the sound of a drum indicating the parade was getting closer. based on observation has been conducted, it was found that dyslexic students still read the word such as "babakan" becomes "papakan", through becomes "tour", grandfather becomes "kakeu", signifying becomes "instilling". then, when they were asked to explain the paragraph they have read, students simply answer "there is a parade" without further information. the student’s duration of reading a paragraph is 1 minute 34 seconds, with quite slow voice and tends to be careful during reading. meanwhile, when the other non-dyslexic students were asked to read the same paragraph, it took only 25 seconds to finish it. knowing the dyslexia students' obstacles in reading, the lexiroom application is then tested to them using voice applications that are on the web. as a result, students found it easier to identify words that are difficult for them to read and have a better understanding of the meaning of the paragraph. students also seemed to realize some misread words beforehand, so they were able to do self-correction when they found mistakes in reading. students also said that web lexiroom made them easier in understanding learning materials compared to their own reading. discussion the symptoms of dyslexia are different from one person to another. marshall (2001) mentioned some symptoms of dyslexia students which can be identified by a school in order to give support to them. 1) that appear in children with dyslexia barriers, such as seeing a few letters in reverse (from back to front). 2) unable to distinguish letters that have similar shapes, such as the letters o, e, and c, as well as letters that have similar shapes but different orientations, such as letters b, p, d, and q. the initial and the middle letters seem to be mixed up and disorganized. 3) they have difficulty in putting letters and words in the correct order as interactive learning media for dyslexic students of elementary school | 53 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 well as reading letters in reverse ( from behind), such as the word "purg" or "bird" becomes "drib". 4) they are able to recognize letters but having poor spelling abilities. 5) they are probably able to connect letters and pronunciation of words but having difficulty in recognizing words they have seen before although they have seen those words many times. 6) since they also have poor short term memory, it is difficult for them to remember what they have read so it must re-read repeatedly. in some dyslexic students, those symptoms mentioned above even impact their more complex skills such as grammar comprehension, reading comprehension, reading fluency skills, understanding structure, and writing skills. researchers state some possible causes of dyslexia. 1) scientists have found genes linked to problems with reading and processing language. 2) from a neurological point of view, every child enables them to have good spoken and written language including reading when their neuro-biological allows processing, but the dyslexic student since they have deficit vocabularies then it is not easy for them to predict and better understand words. thus, it can be said that the trigger of dyslexia is a neurobiological disorder, which is characterized by difficulty in recognizing words correctly, both in spelling and coding of symbols. current research shows there are anatomical differences between dyslexic children's brains and nondyslexics, namely in the temporal-parietal-occipital area. functional magnetic resonance imaging examination which is used to examine the brain during reading activities shows that the brain activity of dyslexic students, especially in terms of processing input letters or words that are read and then "translated" into meaning is very different from non-dyslexics. some other studies also found that there are brain differences between dyslexic and non-dyslexic students. the differences occur in the area of the brain which functions as the key reading skills area. those skills are knowing how sounds are represented in words and recognizing what written words look like. conclusion lexiroom is a web-based learning media application as a research product using development research procedures. based on the trial results of the lexiroom web application learning media, it was found that the application is effective to help dyslexic students to have a better comprehension of words and sentences within a paragraph. thus, the development of lexiroom learning media can be part of the dyslexic student learning process. 54 | interactive learning media for dyslexic students of elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 however, the lexiroom application has been used only for the purpose of this research and has not been revised as well as has not yet been mass-produced. so it is hoped that in future research, lexiroom can be further developed with interactive materials to facilitate dyslexic students in learning. references akker, j. van den. (1999). principles and method of development research. london: kluwer academic publisher. aphroditta. (2012). panduan lengkap orangtua dan guru untuk anak dengan disgrafia (kesulitan menulis). yogyakarta: javalitera. arsyad, a. (2013). media pembelajaran. jakarta: pt. raja grafindo persada chapman, j.w., tunmer, w. e. & prochnow, j.e. (2000). early reading-related skills and performance, reading self-concept, and the development of academic self-concept: a longitudinal study. journal of educational psychology, 92, 4, 703-708 horton, william & horton, katherine. (2003). e-learning tools and technologies: a consumer guide for trainers, teachers, educators, and instructional designers. usa: wiley publishing, inc. meyer, a., & rose, d. h. (2005). the future is in the margins: the role of technology and disability in educational reform. in d. h. rose, a. meyer, & c. hitchcock (eds.), the universally designed classroom: accessible curriculum and digital technologies (pp. 13–35). cambridge, ma: harvard education press. pelupessy, e. t., & agustin t, r. h. p. (2014). pengembangan media pembelajaran berbasis e-learning pada mata kuliah fisika 1 untuk meningkatkan efektifitas belajar mahasiswa. jurnal pendidikan teknik elektro, 3(2). reid, r., lienemann, t. o., & hagaman, j. l. (2013). strategy instruction for students with learning disabilities (second edi). new york: guilford publications. rose, d. h., & meyer, a. (2002). teaching every student in the digital age: universal design for learning. alexandria, va: association for supervision and curriculum development. sugiyono. (2009). metode penelitian kuantitatif, kualitatif dan r&d. bandung : alfabeta weinstein, lissa. (2008). living with dyslexia. bandung: qanita. infinity read aloud: an literacy activity in elementary school| 55 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 read aloud: an literacy activity in elementary school nunuy nurkaeti1, sani aryanto3, yosi gumala4 1 elementary school teacher education program, universitas bhayangkara jakarta raya 2 elementary school teacher education program, universitas bhayangkara jakarta raya 3 elementary school teacher education program, universitas bhayangkara jakarta raya [ 1 nunuy.nurkaeti@dsn.ubharajaya.ac.id, 2 sani.aryanto@dsn.ubharajaya.ac.id, 3 yosi.gumala@dsn.ubharajaya.ac.id abstract reading literacy is the main key on develop knowledge. reading literacy in elementary schools was developed through the implementation of the school literacy movement. the literacy activities are carried out as evidence of the implementation of the school literacy movement. this study aims to describe the implementation of reading literacy activity and read aloud in elementary schools. the research method used was descriptive qualitative through data collection based on a questionnaire and documentation study at ten elementary schools in majalengka. the results show that literacy activities have been implemented in primary schools, although they have not been routinely carried out. reading literacy methods used include read aloud, review, alphabetical methods, and reading comprehension. there are schools that have used read aloud as an effort to increase the reading literacy of elementary school students. generally teachers in schools do not yet know the read aloud and its implementation. training is needed for teachers to developing literacy activities in primary schools, so that could optimizing literacy activities through the use of various reading strategies. keywords: read aloud, literacy activity, school literacy movement. abstrak literasi membaca merupakan kunci utama dalam memperoleh pengetahuan. literasi membaca di sekolah dasar dikembangkan melalui pelaksanaan gerakan literasi sekolah . berbagai kegiatan literasi dilakukan sebagai bukti pelaksanaan gerakan literasi sekolah. penelitian ini bertujuan untuk mengetahui pelaksanaan kegiatan literasi membaca dan read aloud di sekolah dasar. metode penelitian yang digunakan adalah kualitatif deskriptif melalui pengumpulan data berdasarkan angket dan studi dokumentasi di sepuluh sekolah dasar di majalengka. hasilnya menunjukkan kegiatan literasi telah diimplementasikan di sekolah dasar walaupun belum secara rutin dilakukan. metode literasi membaca yang digunakan meliputi read aloud, review, metode abjad, dan membaca pemahaman. ada sekolah yang sudah menggunakan read aloud sebagai upaya meningkatkan literasi membaca siswa sekolah dasar. umumnya guru di sekolah belum mengetahui read aloud dan pelaksanaanya. diperlukan pelatihan bagi guru dalam mengembangkan kegiatan literasi di sekolah dasar agar dapat mengoptimalkan kegiatan literasi melalui penggunaan berbagai startegi membaca. kata kunci: membacakan nyaring, kegiatan literasi, gerakan literasi sekolah introduction literacy is an important component to realizing a nation that is able to compete globally. the quality of a nation is determined by the literacy of its human resources, especially reading literacy. according to irianto & febrianti (2017) the way to master literacy is to instill reading habits. reading is the basis for mastering all of knowledge. the key to get the information and knowledge is to have good reading literacy. mailto:nunuy.nurkaeti@dsn.ubharajaya.ac.id mailto:sani.aryanto@dsn.ubharajaya.ac.id mailto:yosi.gumala@dsn.ubharajaya.ac.id 56 | read aloud: an literacy activity in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 reading literacy is a fundamental thing that must be mastered by elementary school students. it is as a key to gaining knowledge. however, the conditions of the field indicate a lack of student interest in reading, which is has implications for lack of reading literacy for students. the results of research conducted by the organization for economic co-operation and development [oecd], 2016 through the program for international student assessment (pisa) showed the reading ability of indonesian students that aged 15 years was ranked 64th with a score of 397, which is the score was lower than the oecd average score is 496. correspondingly rosidi (2008) mentions that indonesian children read 27 pages of books per year or equal to 1 page in 15 days. they are encourages to develop of reading activities not only in subjects but in specific programs. the school literacy movement program, also known as gls, is a literacy program in primary and secondary education. gls has been implemented since 2016. the implementation is carried out in stages starting from habituation, development, and learning (faizah, sufyadi, anggraini, waluyo, dewayani, muldian, & roosaria, 2016). gls activities that take place in elementary schools are reading non-subject books as 15 minutes before learning begins, read aloud, shared reading, guided reading, joint reading, independent reading, and specifically in the learning phase intensively developed reading and writing abilities. in addition, the school also strives to create a literal environment through reading corners in the classroom and around the school environment. this is done to support the aims of gls program, especially to develop student reading interest. activities in the gls are recommended starting from the stages of habituation, development, and learning both of the low and high grade, one of which is the read aloud method (faizah, et. al., 2016). read aloud is the most effective reading method for children that can condition a child's brain so that it can build knowledge, introduce new vocabulary, and associate reading activities as a fun activity. there are several benefits of read aloud, namely: 1) helps more optimal brain development; 2) introduce and practice listening skills; 3) increase the vocabulary heard; 4) practice attention span and remembering; 5) teach words that are rarely used everyday; 6) teach the meaning of words; 7) introducing the concept of print and writing media; 8) introduce images and illustrations; 9) able to calm down; 10) stimulates the imagination and other senses; and 11) introducing children to books and learning media (setiawan, 2017). read aloud: an literacy activity in elementary school| 57 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 based on the description above, read aloud is one of the recommended reading methods in gls at primary schools. it could given that the benefits and characteristics of read aloud are suitable for elementary school students. this can be seen from the benefits of read aloud which is in line with the language skills of elementary school students. the most important thing is to build an attitude of reading fondness. however, have the reading literacy activity and read aloud been implemented better in elementary schools? therefore, this descriptive qualitative research was carried out to see the implementation of literacy activities in primary schools and the use of the read aloud method in developing reading literacy of elementary school students. method the method of this study is qualitative research to describe the implementation of literacy activity and read aloud in developing literacy activity in elementary school. data was obtained by questionnaire and study documentation. the questionnaire contained ten questions about the implementation of gls, the methods used in gls as an effort to improve literacy reading, and the teacher knowledge about read aloud and its implementation. furthermore, used analysis of data questionnaire and study documentation to answer the research questions. this research was conduted on ten elementary schools in majalengka district. results and discussion results data analysis was performed on the results of the questionnaire by focusing on indicators arranged in the questionnaire. the indicators are implementing gls activities in schools, using special methods to improve reading literacy activities, and teacher knowledge of read aloud and its implementation. the result of the data analysis questionnaire are combined with the data of documentation study. this is done to focus the description to answering research questions. the analysis of the results of the questionnaire can be seen in table 1 below. table 1. analysis of questionnaire results data no indicators analysis 1. conducting gls activities at school. all of schools have implemented gls activities. as many as 50% of schools have not been regularly conducting gls there are schools that scheduled and some are not scheduled the gls activities. there are 40% of schools that conducting literacy activities once a week, 10% of schools conducting literacy activities twice a week, 10% of schools that conducting literacy activities 3 times a week, 20% of schools that conducting literacy activities in learning but are not routine, and 20% do not schedule literacy activities so they are not necessarily implemented. there are many form of reading literacy activities that conducting at school including the specific reading activities every time at 13.00 14.00 wib, reading activities in the morning before learning begins, reading in the free time, taking students to read to the library, guiding 58 | read aloud: an literacy activity in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 no indicators analysis individual students who have not been able to read, and give assignments so students get information by reading. 2. using specific methods to improve reading literacy activities. some schools have used specific methods in reading literacy activities. they are read aloud, review, the alphabetical method for students who have not been able to read, and reading comprehension for students who have been able to read. as many as 50% of schools have not used specific methods in reading literacy activities all respondents from the study sample said that they had never participated in training activities as an effort to increase reading literacy activities in elementary schools all respondents said there was a need for training activities for teachers to develop reading literacy activities. needs to do create literacy activities well, increase teacher insight, improve teacher competence to develop reading literacy strategies, and provide motivation for teachers in creating optimal literacy activities. activities that can improve the reading literacy of elementary students are reading 15 minutes before learning, providing varied reading books in the classroom and school environment, read aloud, reading comprehension, story telling, writing stories, making products/works from reading results, visiting library, and retell the contents of reading. 3. teacher's knowledge of read aloud and its implementation. half (50%) of respondents did not know about the methods of reading read aloud. as many as 60% of respondents said that read aloud could be used to improve students' literacy reading. discussion literacy activities on the gls program in primary schools are carried out in gradually. the results showed that all schools had implemented the gls program. this is in line with the mandate of the government as stipulated in peraturan menteri pendidikan dan kebudayaan no. 23 of 2015 that gls activities are implemented as an effort to foster student character and reading interest. however, the implementation has not been routinely done in schools. this is indicated by 40% of schools that do not schedule literacy activities in their schools. this shows the need for assistance in the implementation of gls. komalasari, wibowo, & anggraini (2018) mentioned that gls assistance involving schools and teachers needs to be done in increasing students' interest in reading. ideally literacy activities are scheduled regularly and consistently. according to teguh (2017) that the strategy for carrying out literacy activities can be done on a daily, weekly, monthly, and semesterly. implementation reading literacy activities that conducted by schools, be adapted with schools’s and student’s needs. this is line with research of komalasari, wibowo, & anggraini (2018) that the literacy programs have to made accordance with school conditions. the analysis shows that schools integrate literacy activities in learning. the activity consists of assignments in obtaining various information through reading activities. in addition, there is also a literacy program that supports students' reading skills, by providing special assistance to students who read aloud: an literacy activity in elementary school| 59 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 have not been able to read and reading activities for students who are already proficient in reading. gls activities have to increase the minimum reading literacy of students, so appropriate methods have to be used. the analysis shows that there are several schools that have used specific methods to improve student literacy. the methods that used include read aloud, review, alphabetical methods, and reading comprehension. as many as 50% of respondent schools have not used specific methods in implementing literacy reading. so there is a need for training efforts for teachers to develop literacy programs thac could give improve literacy in elementary schools. respondents (teachers) suggest that they need training to improve teacher competency, so that they can develop and improve literacy activities in their schools. this is in line with research recommendations by komalasari, wibowo, & angggraini (2018) and suryono, harsiati, & wulandari (2017) that have need of mentoring activities for schools and teachers, so that teachers are able to choose a variety of reading activities. tantri & dewantara (2017) explained that literacy culture programs could be done by reading 15 minutes before learning, organizing school and class libraries, creating reading corners and text-rich environments, and saturday literacy activities can effectively increase student reading interest. this is in line with the results of study that could be improve reading literacy are expressed by the arranging of the literate reading of school environment, doing structured reading activities, and visiting the library to foster the interest reading of student, and read aloud activities. read aloud activities have not been fully implemented in schools. this was proven based on the results of the questionnaire that 50% did not know about the read aloud reading method. this is contrary to the activities suggested in gls that the implementation of the recommended reading activities is read aloud (faizah, et. al., 2016). apart from the context of the teacher's knowledge of read aloud, as many as 60% of teachers said that read aloud might be used to increasing students' literacy reading. huda, kartanegara, & zakaria (2015) mentioned that read aloud contributes to the development of students' skills for independent learning and understanding of knowledge. read aloud not only develop students' reading skills, but also encourage students to more quickly understand of the knowledge that are learned. based on the results of the questionnaire obtained that there is one school that has implemented read aloud in reading literacy activities in schools. the activity is conducting before learning begins and when there is free time. besides that, it is also done on activity gls that are scheduled, which is twice a week. the read aloud activity is conducted with the student 60 | read aloud: an literacy activity in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 or teacher reading the story in front the class and the others are listening. during reading activities, there are interactions between those who read stories and also the audience. at the end, conclusions were made about the stories that were read, and conveyed the message of the story to build character. as the goal of gls, one of which is to develop character. thus, read aloud is very appropriate to be used in developing students' literacy reading, especially in primary schools. conclusion reading literacy activities through gls have been implemented in primary schools, but have not been conducted routinely. reading literacy activities are conducted by using various methods such as read aloud, review, alphabetical methods, and reading comprehension. as one of the recommended methods, read aloud is important to do used for developing literacy activities and increasing the reading literacy of elementary school students. however, not all of teachers know the methods and implementation of read aloud. so, it is necessary to conduct training for teachers to improve competence, insight, and develop literacy activities in primary schools through the use of various literacy reading strategies. references irianto, p.o. & febrianti, l.y. (2017). pentingnya penguasaan literasi bagi generasi muda dalam menghadapi mea. the 1st education and language international conference proceeding, center for international language development of unissula, pp. 640 – 647. organisation for economic co-operation and development [oecd]. (2016). pisa 2015 assessment and analytical framework: science, reading mathematic and financial literacy. paris: oecd publishing. rosidi, a. (2008). hidup tanpa ijazah, yang terekam dalam kenangan. jakarta: pustaka jaya. faizah, d.u., sufyadi, s., anggraini, l., waluyo, dewayani, s., muldian, w. & roosaria, d.r. (2016). panduan gerakan literasi sekolah di seklah dasar. jakarta: direktorat jenderal pendidikan dasar dan menengah kementrian pendidikan dan kebudayaan. setiawan, r. (2017). membacakan nyaring. jakarta: penerbit noura. peraturan menteri pendidikan dan kebudayaan nomor 23 tahun 2015 tentang penumbuhan budi pekerti. komalasari, m.d., wibowo, a., & anggraini, d. (2018). pendampingan gerakan literasi sekolah dalam pembelajaran di sekolah dasar. jurnal abdi masyarakat, 2 (1). read aloud: an literacy activity in elementary school| 61 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 teguh, m. (2017). aktualisasi kurikulum 2013 di sekolah dasar melalui gerakan literais sekolah untuk menyiapkan generasi unggul dan berbudi pekerti. prosiding seminar nasional, pp. 18 – 28. suryono, harsiati, t., & wulandari, i.s. (2017). implementasi gerakan literasi sekolah pada pembelajaran tematik di sekolah dasar. sekolah dasar, 26, (2), 116 – 123. tantri, a.a.a. & dewantara, i.p.m. (2017). keefektifan budaya literasi di sdn 3 banjar jawa untuk meningkatkan minat baca. journal of education research and evaluation, 1 (4), pp. 204 – 209. huda, m., kartanegara, m., & zakaria, g.a.n. (2014) the effect of learning strategy of reading aloud on students’ achievement in the subject islamic studies at secondary school in semarang. https://www.researchgate.net/publication/273314172 infinity 76 | implementation of regulations bring foods to school to consumptive behavior of elementary school students in purwakarta p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 implementation of regulations bring foods to school to consumptive behavior of elementary school students in purwakarta deri fadly pratama1, deden h. altaftazani2, anugrah r. firdaus3 1 institut keguruan dan ilmu pendidikan siliwangi 2 institut keguruan dan ilmu pendidikan siliwangi 3 institut keguruan dan ilmu pendidikan siliwangi 1 fadly-pratama@ikipsiliwangi.ac.id , 2 deden@ikipsiliwangi.ac.id , 3 anugrah@ikipsiliwangi.ac.id abstract this research is motivated by the issuance of government policies relating to the progress of the world of education. the purpose of this study is to examine the implementation of the policy on consumptive behavior among elementary school students. the research method used is a case study. subjects in the study were 100 students who were divided into 3 (three) classes at the high class level at sdn ciseureuh kahuripan pajajaran purwakarta district, as well as providing relevant counseling to teachers, parents, community leaders and related stakeholders. the instrument used to measure the level of implementation in this regulatory policy is the observation and interview sheets while for the assessment of consumptive behavior is a matter of multiple choice, observation sheets and questionnaires given. the treatment given to stakeholders is counseling that optimizes the implementation of regulations to bring provisions to schools in the form of rules and policy levels using a persuasive approach. the results showed that the implementation of regulations bringing provision to schools initiated by purwakarta district government significantly decreased the consumptive nature compared to students who did not receive treatment from the government regulations. thus it can be concluded that the implementation of the regulation of bringing provisions to schools initiated by the purwakarta district government can suppress the consumptive nature of elementary school students.. keywords: government policies, consumptive behavior and bringing provisions to schools abstrak penelitian ini dilatar belakangi oleh terbitnya kebijakan pemerintah yang berkaitan dengan kemajuan dunia pendidikan. tujuan penelitian ini adalah mengkaji implementasi kebijakan tersebut terhadap perilaku konsumtif di kalangan siswa sekolah dasar. metode penelitian yang digunakan adalah studi kasus. subjek dalam penelitian adalah 100 siswa yang terbagi menjadi 3 (tiga) kelas pada tataran kelas tinggi di sdn ciseureuh kahuripan pajajaran kabupaten purwakarta, beserta memberikan penyuluhan terkait kepada para guru, orang tua siswa, tokoh masyarakat dan stake holder terkait. instrumen yang digunakan untuk mengukur tingkat implementasi dalam kebijakan peraturan ini adalah lembar observasi dan wawancara sedangkan untuk penilaian terhadap perilaku konsumtif adalah soal pilihan ganda, lembar observasi dan angket yang diberikan. perlakuan yang diberikan kepada para pelaku stake holder adalah penyuluhan yang mengoptimalkan implementasi peraturan membawa bekal ke sekolah berupa aturan dan tataran kebijakan dengan menggunakan pendekatan persuasif. hasil penelitian menunjukkan bahwa implementasi peraturan membawa bekal ke sekolah yang digagas oleh pemerintah kabupaten purwakarta meningkat secara signifikan menurunkan sifat konsumtif dibandingkan dengan siswa yang tidak mendapatkan perlakuan dari peraturan pemerintahan tersebut. dengan demikian dapat disimpulkan bahwa implementasi peraturan membawa bekal ke sekolah yang digagas oleh pemerintah kabupaten purwakarta dapat menekan sifat konsumtif siswa sekolah dasar. kata kunci: kebijakan pemerintah, perilaku konsumtif, membawa bekal ke sekolah introduction mailto:fadly-pratama@ikipsiliwangi.ac.id mailto:deden@ikipsiliwangi.ac.id mailto:anugrah@ikipsiliwangi.ac.id implementation of regulations bring foods to school to consumptive behavior of elementary school students in purwakarta | 77 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, september 2019 current technological developments that tend to make it easier for everyone to buy/have something. the condition is like two blades. on one side this condition is very useful because it will facilitate humans in carrying out various activities and meeting their needs. but on the other hand, this condition will make everyone buy all sorts of things without considering the financial condition. in other words, people will have the desire to buy things because the process is so easy. previous research conducted by setiawan and ibnu (2016) on the effect of food service delivery on the formation of high school students' consumptive attitudes, and research by ridwan (2017) on the use of food service on student consumptive attitudes. from some of the results of these studies it can be concluded that the ease of online services and food delivery increases the consumptive attitude of students and students. seeing the problems above, of course there must be an effort to control consumer behavior. there are many local governments that already understand this condition. one of them is purwakarta regency government. purwakarta regency government issued purwakarta regent regulation number 69 of 2015 concerning character education, precisely in chapter vii regarding the obligation to bring food / drinks to school. it is expected that with the enactment of the regent's regulations, students will be accustomed to bringing provisions from home so that the habit of buying food (snacks) can be suppressed and will have an impact on decreasing consumer behavior. consumptive behavior consumptive behavior is the desire to buy or have something that is basically less needed. the term "behavior" has the meaning of individual responses or reactions to stimuli or the environment (kbbi on-line, 2016). while "consumptive" has the meaning of consumption (only using, not producing itself) (kbbi on-line, 2016). understanding consumptive, in general, is to buy and use a variety of goods or services excessively and with wasteful behavior that prioritizes desires without regard to needs when viewed in terms of priorities or can also be referred to as excessive lifestyle (bagas et al 2018). so consumptive behavior is an individual/community activity to consume or buy an item because of a desire/stimulus. consumptiveism can be defined as a way of life for someone who has the desire to buy, own and use an item or service that is basically less or not needed and leads to an excessive lifestyle. peraturan bupati no 69 tahun 2015 78 | implementation of regulations bring foods to school to consumptive behavior of elementary school students in purwakarta p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 purwakarta regent regulation on bringing food / beverage to schools is regulated in peraturan bupati no 69 tahun 2015 concerning character education. directions for bringing food/drink supplies from home are regulated in chapter vii, chapters 13-18. the following is the sound of each article: 1. article 13 (1) to familiarize a healthy and economical life, each student is required to bring food and drink from home to school. (2) food and drinks as referred to in paragraph (1) must meet the nutritional needs of the student during school. 2. article 14 (1) food brought to school must be put into a container such as a basket. (2) time to eat, which is during recess or other hours that do not interfere with learning activities. (3) places for eating activities can be done in classrooms or other places with assistance from the teacher. (4) the implementation of eating activities must pay attention to hygiene and hygiene aspects such as washing hands before and after eating and taking out the trash in its place. 3. article 15 to foster a sense of togetherness, loyal friends and caring, teachers must provide direction so that students give and share with each other. 4. article 16 the obligation to bring food and drink for students as referred to in article 13 paragraph (1) is carried out every day. 5. article 17 to support the implementation of the program of bringing food and drink to school as referred to in article 13 paragraph (1), then: a. prohibited from selling food, drinks, and toys in the school environment; and b. students are prohibited from eating snacks outside the school environment during school hours. 6. article 18 school principals are responsible for carrying out the obligation to bring food and drink by students according to this regent's regulations in their respective school environments method the research method used in this research is the case study method. research obtained empirical data when the study was conducted. robert (2015: 1) "states that case studies are one of the social sciences research methods". so that the case study is very suitable to be used in research on the implementation of perbup. the stages of this study consisted of three stages, namely the preparatory stage, the implementation phase, the completion stage, and the research result publication stage. the population in this study were elementary school students in purwakarta regency. the sample implementation of regulations bring foods to school to consumptive behavior of elementary school students in purwakarta | 79 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, september 2019 in this study was representative of elementary school students in purwakarta regency with a total of 40 students. the locations of this research are sd kahuripan subdistrict purwakarta, sukatani, jatiluhur, tegal waru, and plered. the changes observed in this study are consumptive attitudes. observations carried out through observation, interviews and documentation studies. case study research focuses attention on efforts to understand the behavior, perceptions, and attitudes of the research objectives. so the instrument used in this study is in the form of interview guidelines, guidelines/observation sheets of field observations, and observation sheets of the study documentation. while the technique of data collection is done by the researchers themselves. in this study, the data collection techniques used were observations, interviews, and documentation studies. the three data collection techniques are used to obtain complementary and complementary information. data analysis begins by examining all data collected from various sources, namely from interviews, observations that have been written in the field notes, the results of recorded interviews, observations and so forth (moleong, 1989: 209). results and discussion results to find out the implementation of purwakarta regent regulation on bringing food / beverage to school, data collection was carried out using several techniques, namely observation and interviews. observations were made on 20 students (respondents) who came from kahuripan elementary school. the observed behavior is a description of the 5 aspects of consumer behavior, namely: (1) the existence of a desire to consume excessively, (2) waste, (3) cost inefficiency, (4) recognition of needs and (5) emotional. from the 5 aspects of consumptive behavior, down to 10 statements that guide researchers in carrying out the process of observation and interview as follows: 1. students spend money on food products, 2. students do not force themselves to buy food products, 3. students buy new food products, 4. students buy one type of food product with a variety of colors, 5. students have a lot of food products that have never been bought before, 6. students feel satisfied if they buy a dreamed food product, even though the food product is not needed, 80 | implementation of regulations bring foods to school to consumptive behavior of elementary school students in purwakarta p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 7. students pay close attention to the number of money students spend to buy food products, 8. students consider the price of food products expensive or not before buying it, 9. students can suppress the desire to buy food products that they don't currently need, 10. students are not easily persuaded to buy food products that are not currently needed. from observations and interviews that we have carried out for 1 month of 40 students at sd kahuripan, we get the following results: 1. observed behavior: students spend money on food products. observations: all students observed did not spend money on food products. because the supplies they carry are enough to make them full and not have the desire for excessive snacks. 2. observed behavior: students do not force themselves to buy food products. observation results: on average 80% of students per day do not implement themselves to buy food products, while some students still buy food but in reasonable terms and not to spend their lunches. 3. the behavior observed: students buy food products that they are most familiar with. observation results: almost all students do not buy new food products, because the conditions in the school do not have adequate stalls/canteens, food vendors are not too many and are dominated by traditional traders 4. the behavior observed: students buy one type of food product with a variety of colors. observation results: most students do not buy one type of food product with a variety of colors, because the conditions in the school do not have adequate stalls/canteens, food vendors are not too many and dominated by traditional traders. 5. the behavior observed: students feel satisfied when buying a dreamed food product, even though the food product is not needed. observation results: on average 80% of students feel satisfied if they buy the desired food product, even though the food product is not needed. 6. the behavior observed: students pay close attention to the amount of money students spend to buy food products. observations: on average 50% of students per day pay close attention to the amount of money they will spend to buy food products. implementation of regulations bring foods to school to consumptive behavior of elementary school students in purwakarta | 81 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, september 2019 7. the behavior observed: students consider the price of food products expensive or not before buying it. observations: on average 75% of students per day consider the price of food products expensive or not before they decide to buy it. 8. observed behavior: students can suppress the desire to buy food products that they don't currently need. observation results: after the issuance of government regulations on bringing food to school, students can more suppress the desire to buy food products that they do not currently need. 9. behavior observed: students are not easily persuaded to buy food products that are not currently needed. observation results: on average 80% of students per day do not implement themselves to buy food products, while some students continue to buy food but in reasonable terms and not to spend their lunches. discussion meeting the educational needs of students is part of a fair and equitable development in a society where individual rights are known and protected. creating fair provisions for diverse students is the main picture of education policies in various developed countries, this has been adopted in the policies of the purwakarta district government. the main challenge lies in the goal of equity that leads to an increasing and growing social order. rals (1971) in legal theory argues that to achieve the goal of justice in society, institutions must support the disadvantaged in terms of resource allocation. therefore apart from the various regulations issued to support the advancement of education, the district government under the education office also has references and references to the pamong of purwakarta's characteristic character education which is continuously published to relevant stakeholders. conclusion the study of public policy, including the method of policy analysis, has become one of the fastest-growing fields in the science of education over the past few decades. policy analysis appears to better understand the policy-making process and to provide policymakers with 82 | implementation of regulations bring foods to school to consumptive behavior of elementary school students in purwakarta p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 policy-related knowledge that can be relied upon to overcome problems in the education world with current trends. the regent's regulation of bringing food supplies to schools contains an application and academic approach to policy formulation, emphasizing the design and choice of policy instruments. as a stage in the policy process where participants produce alternative solutions to deal with issues that enter the educational agenda on policy formulation highlighting how policy choices are made so that they can be integrated between academic values and everyday life. the policy made by the purwakarta district government has several advantages over other policies, including a deep understanding of education programs and priorities (which is certainly useful for adjusting the input to needs on the ground) and the ability to coordinate across government agencies. this government policy can act as a "steering machine" that focuses on responding to requests, rather than producing analysis and strategies for policy socialization, with a long-term focus that can help create an educational identity in an area based on local wisdom. acknowledgments thank you to the chancellor of ikip siliwangi, the vice-chancellors of ikip siliwangi and lppm ikip siliwangi who have provided moral and material support so that we can carry out this research activity. i hope the research we have done can be useful for the progress of ikip siliwangi. references bagir manan dalam w. riawan tjandra dan kresno budi harsono, 2009, legal drafting teori dan teknik pembuatan peraturan daerah, yogyakarta:universitas atmajaya, hlm. 2528 gunawan, heri. 2012. pendidikan karakter konsep dan implementasi. bandung: alfabeta hermawan, a.w. (2014). peran keluarga dalam mendidik an ak dari usia dini hingga dewasa. moleong lexy. 2005. metodologi penelitian kualitatif. bandung: pt remaja rosdakarya peraturan bupati purwakarta nomor 69 tahun 2015 tentang pendidikan berkarakter implementation of regulations bring foods to school to consumptive behavior of elementary school students in purwakarta | 83 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, september 2019 rohman ahmad abdur , widjaja sri umi mintarti. 2018. analisis perilaku konsumtif dan perilaku menabung mahasiswa penerima beasiswa bidikmisi di jurusan ekonomi pembangunan fakultas ekonomi universitas negeri malang angkatan 2014. jurnal pendidikan ekonomi, vol.11, no.2, 2018. web site: http://journal2.um.ac.id/index.php/jpe/index ridwan. (2017). pengembangan jasa pengantaran paket dan makanan untuk menumbuhkan kemandirian siswa. setiawan, & ibnu. (2016). pengaruh jasa antar makanan terhadap pembentukan sikap konsumtif siswa sekolah menengah atas. tambunan, r. (2001). remaja dan perilaku konsumtif. (online) tersedia di : www.asmakmalaikat.com. diakses pada 05 juni 2019 tripambudi bagas, indrawati endang sri. hubungan antara kontrol diri dengan perilaku konsumtif pembelian gadget pada mahasiswa teknik industri universitas diponegoro. jurnal empati, april 2018, volume 7 (nomor 2), halaman 189 yin. k. robert. (2015). studi kasus. desain dan metode. pt. rajagrafindo persada : jakarta. . http://journal2.um.ac.id/index.php/jpe/index http://www.asmakmalaikat.com/ application of everyone is a teacher here learning model to improve self confidence students| 87 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 application of everyone is a teacher here learning model to improve self confidence students anugrah ramadhan firdaus ikip siliwangi arf432@gmail.com abstract this research is motivated by some students problems about the belief in its ability. this is based on early observation of one-way learning so that students are not used to speaking in front of many people. one of the efforts is to improve self-confidence by applying the learning model of everyone is a teacher here. the objectives to be achieved in this research are: (1) to express the implementation of learning by applying the learning model of everyone is a teacher here to improve student self confidence, (2) to express the improvement of self confidence of students after applying the learning model of everyone is a teacher here. this study is a classroom action research adapted from the kemmis and mc model. taggart. this research was conducted in grade 4 which amounted to 30 students. the results obtained from the learning process has progressed from cycle i to cycle ii. negative findings found in cycle i amounted to 10, while negative findings in cycle ii amounted to two. from the data it is recommended to teachers to use the learning model of everyone is a teacher here to improve student self confidence. keywords: model everyone is a teacher here, self confidence student. abstrak penelitian ini dilatarbelakangi oleh beberapa permasalahan siswa tentang keyakinan pada kemampuannya. hal ini berdasarkan pada observasi awal yang terjadi pembelajaran satu arah sehingga siswa tidak terbiasa untuk berbicara di depan banyak orang. salah satu upaya yang dilakukan yaitu dengan meningkatkan self confidence siswa dengan menerapkan model pembelajaran everyone is a teacher here. tujuan yang hendak dicapai dalam penelitian ini adalah: (1) mengungkapkan pelaksanaan pembelajaran dengan menerapkan model pembelajaran everyone is a teacher here untuk meningkatkan self confidence siswa, (2) mengungkapkan peningkatan self confidence siswa setelah menerapkan model pembelajaran everyone is a teacher here. penelitian ini merupakan penelitian tindakan kelas yang diadaptasi dari model kemmis dan mc. taggart. penelitian ini dilakukan pada kelas 4 yang berjumlah 30 siswa. hasil penelitian diperoleh proses pembelajaran mengalami perkembangan dari siklus i ke siklus ii. temuan negatif yang ditemukan pada siklus i berjumlah 10, sedangkan temuan negatif pada siklus ii berjumlah dua. dari data maka direkomendasikan kepada para guru untuk menggunakan model pembelajaran everyone is a teacher here untuk meningkatkan self confidence siswa. kata kunci: model everyone is a teacher here, self confidence siswa. introduction background of the observations made at high class in one of the primary schools in bandung, researchers found the problem that many learners who have self confidence is still low. seen from the observation of the researcher during the learning took a look at several problems such as: (1) the learning took place in one direction, the teacher explained the material with the lecture method, (2) students seen often chatting with his friends but passive when discussion about learning, (3) ) when the learner is asked to give an opinion by the 88 | application of everyone is a teacher here learning model to improve self confidence students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 teacher no one wants to express their opinions voluntarily, just looks grumpy in the mouth only, (4) dare to answer questions simultaneously, (5) when learning is done in groups it is difficult to determine the group leader, (6) after discussion group difficult to communicate result of group discussion. after identified the students of the class turned out to have a low self-confidence because students have a fear of ridicule from other friends if the answer that the student pointed out wrong, other than that students feel afraid when making mistakes will be scolded by the teacher because of high grade teacher tone to impress the students are reluctant to answer the questions in front of the class or give an opinion when the learning activities take place. referring to previous research by ariny (2014) entitled "application of cooperative learning learning through everyone is teacher here method in increasing student confidence in ips learning." the result of this research is: the result of ips learning by applying the method everyone is teacher here in each cycle has increased. in cycle 1 the acquisition of learners who are said to have confidence is only 57.5%. the gain in cycle 2 is only 69.69%. while the acquisition in cycle 3 that is as much as 87.87%. when viewed from the above explanation can be seen increased confidence increased in each cycle from cycle 1 to cycle 3. therefore in this case the authors propose the use of the model of everyone is teacher here to train students boldly speaking in front of the class, issuing opinions, dare to ask or refute the opinion of friends who are felt not appropriate. with self-confidence embedded in students, the learning process will become more lively, creating an active, effective and enjoyable classroom atmosphere for students and teachers. based on what is stated above, the authors choose the title of research "application of learning model everyone is a teacher here to improve student self confidence." methode the method used in this research is qualitative with classroom action research (ptk) or classroom action research (car) technique. in this research to improve self confidence of students, the researcher will apply the learning model of everyone is a teacher here by referring to the self confidence assessment according to lauster (megawati, 2010, pp. 21) as follows. application of everyone is a teacher here learning model to improve self confidence students| 89 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 a. students play a role as a teacher and explain the teaching materials that will be delivered in front of the class can increase confidence in the ability of self-owned. b. students come to the front of the class and answer questions posed with logical reasons can improve the positive self-concept. c. students able to give an opinion on answers from friends can increase students' courage when giving an opinion. d. students are able to refute the opinion of friends who are considered less appropriate to improve independent attitude in making decisions the model used in this study is modified from the method of everyone is a teacher here according to mil siberman, then the steps of applying the model of everyone is teacher here as follows. a. students and teachers do question and answer to explore the students' initial knowledge about the material to be discussed in the learning process. b. students listen to the teacher's experience as an example of a problem they have faced. c. students are divided into groups. d. each group is given different teaching materials with other groups. e. students observe images of teaching materials that teachers provide. f. students conduct group discussions on teaching materials that have been determined by the teacher. g. volunteers from each group explained the material that had been determined in front of the class. h. students are given index cards to make inquiries of the material being studied. i. the card is collected and the teacher scrambles the card and reshares it to the students. j. students are asked to read the questions in the heart of the card and prepare questions. k. volunteers read the questions aloud in front of the class and then spontaneously answered the question. l. other students give opinions or disprove what volunteers have answered. m. continue as long as there are volunteers table 1 linkages self-confidence indicator with step learning model everyone is a teacher here self confidence indicator step by step model everyone is a teacher 90 | application of everyone is a teacher here learning model to improve self confidence students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 here have confidence in your own ability become a volunteer as a teacher and explain the material in front of the class optimistic answer the questions on the index card in front of the class rational and realistic express opinions for logical reasons results and discussion increased self-confidence of students obtained from the observations made by the observer. in the self confidence assessment sheets there are three indicators that reflect the students have high self confidence, that is belief in self-ability, optimistic and rational and realistic. in the application of indicators of confidence in the ability of oneself can be seen when students are able to play the role of teachers and explain the material in front of the class. optimistic indicators in its application can be seen when students are brave to answer questions in front of the class, and a third indicator that is rational and realistic can be seen when students dare to express their opinions along with logical reasons. observations made by the observer to see the self confidence of students was still a lot of students who have low self confidence. seen from activities that occur during learning. learning is divided into five groups then there are five volunteer group representatives. the division of random groups is not determined by the teacher but by counting. group one consisted of tsa, ran and ynr which included students with low thinking ability, cak and drs which included students having medium-thinking ability and saa with high thinking ability. in the second group consisting of dpa and cas which included students having low-thinking skills, mla and mn which included students having moderate skills, dmf and ros that included high-thinking students. in groups of three, there were akrs that included students with moderate thinking skills, ar and vsn who had low thinking skills, idp, aad and maf who included students with high thinking skills. group four consisted of nkm and hd which included students of moderate thinking skills, beh, ral and af which included having low thinking ability and wna that included in high thinking ability. in the five groups consisting of czn, kd and da which included students having mediumthinking skills as well as rfn, aab and nan which included students having high thinking ability. table 2 students serving as teachers in implementation cycle i dare to play a role as a teacher group 1 group 2 group 3 group 4 group 5 application of everyone is a teacher here learning model to improve self confidence students| 91 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 saa aad ros wna rfn based on the observer observations from five volunteers who became teachers only three people who really want to be representative of the group to become the other two teachers for the compulsion of his group friends. table 3 students who answer questions and express opinions group 1 group 2 name answer a question reveals opinion name answer a question reveals opinion yes no yes no yes no yes no tsa √ √ dpa √ √ ynr √ √ kas √ √ cak √ √ mla √ √ drs √ √ dmf √ √ ran √ √ ros √ √ saa √ √ mn √ √ group 3 group 4 name answer a question reveals opinion name answer a question reveals opinion yes no yes no yes no yes no akr √ √ akr √ √ aad √ √ aad √ √ ar √ √ ar √ √ vsn √ √ vsn √ √ maf √ √ maf √ √ idp √ √ idp √ √ group 5 name answer a question reveals opinion yes no yes no czs √ √ kd √ √ rfn √ √ aab √ √ da √ √ nan √ √ 92 | application of everyone is a teacher here learning model to improve self confidence students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 the next two aspects of assessment are the optimists reflected in students who dare to answer questions in front of the class. other indicators are rational and realistic reflected in students who dare to express opinions during class discussions. based on the observer observation it is seen that not always students who have high thinking ability also have high self confidence. result and discussion based on the observations made by the three observers it can be concluded learning activities undertaken by researchers as follows. in the introduction the lesson begins with the conditioning of the students and proceeds to pray together led by the class leader. furthermore, teachers check the presence of students by calling one by one the names of students and students who called in his name raised his hands and the teacher filled the book absent. after that the teacher prepares students to be ready to learn by giving motivation and concentration test game which is continued by doing apersepsi by doing question and answer about social problem. after the teacher apperception tells the story of his experience when getting the problem, then the students categorize the problem including on personal issues or social problems. entry into the core activities of students is divided into five groups. each group was given teaching materials on social problems that occurred in different neighborhoods, one on poverty, group two on crime, group three on juvenile delinquency, group four on unemployment and group five on waste issues . students conduct group discussions on materials that have been determined by the teacher as well as preparation for the volunteers who will play the role of teachers and explain the material in front of the class. the implementation of the learning model of everyone is a teacher here when volunteers from each group act as teachers. serve as a teacher and explain the material in front of the class is the implementation of one indicator of self confidence is self-belief and when all students make a question on the index paper and volunteers who dare to answer questions his friends in front of the class. answering the question is the implementation of the second indicator of self confidence is optimistic. completed discussion of volunteers from each group explained the material in front of the class in turn. another student listens to the explanation from his teacher. there are five application of everyone is a teacher here learning model to improve self confidence students| 93 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 volunteers who play the role of the teacher then reflected there are five students who have shown confidence in their own ability. after each volunteer explains in front of the class then the teacher distributes the index cards that students use to write questions. questions are directed to the material already described by volunteers who act as teachers who are still not understood by the students. after the student writes the question the index card is collected on the classroom teacher then the teacher class scrambles the index card and reshares it to all students. furthermore, students are asked to read in the heart of the questions that he got. the teacher invites the courageous students to answer the questions she gets in front of the class. these activities reflect the students have an optimistic attitude that is the second indicator of self confidence. the third self-confidence indicator is reflected when the student expresses an opinion or refutes the opinion of the answers to the student questions raised in front of the class. expressing opinions reflects rational and realistic indicators. these three indicators refer to how self-esteem self-assessed by lauster (megawati, 2010, pp. 21). students then sit back to their seats as if they were not in groups. students with teachers conclude the material that has been studied by doing question and answer, then the students work on the evaluation of individuals and teachers around to supervise in order to avoid cheating. the final step in the learning activities is closing activities. the teacher closes the learning by giving motivation to the students to be more active to learn and can be more confident in their ability to not always feel ashamed to appear in front of the class, then the teacher closes the learning. based on the conclusions of the observations, the teacher has applied the learning model of everyone is a teacher here but there are still activities that are not done that is giving the students opportunity to share their experiences when facing personal problems and social problems. the observer notes the important note that it is advisable that when the lesson takes place the teacher continues to motivate and give the students more courage to express their opinions. conclusion based on the results of research that has been done, there are several conclusions obtained as follows: 94 | application of everyone is a teacher here learning model to improve self confidence students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 1. the learning process progressed from cycle i to cycle ii. in the second cycle, the learning process, especially in the grouping stage and explanation of volunteers, has changed, namely group changes in accordance with the students' wishes and reexplanation by the teacher after the explanation of the volunteers. this is done so that students do not feel awkward in doing group discussion and students are more understanding about the learning materials delivered by volunteers. 2. self confidence of students has increased from cycle i to cycle ii. in the second cycle of self-confidence, optimism and rationality of students began to increase. this is due to the change of learning process from cycle i to cycle ii, namely in step grouping students and explanation of learning materials by volunteers. with the change of grouping according to the students want, the students no longer feel awkward and increase their confidence. with the re-explanation by the teacher after the explanation of the volunteers, students increasingly understand the learning materials. this results in increased self-confidence, rationality and student optimism. references arikunto, s. dkk. (2011) penelitian tindakan kelas. jakarta: pt bumi aksara. ariny. (2014). penerapan pembelajaran cooperative learning melalui metode everyone is teacher here dalam meningkatkan rasa percaya diri siswa dalam pembelajaran ips. skripsi upi. tidak diterbitkan. farhan, abu. (2012). self confidence.[online].tersedia: http://abufarhanalir.blogspot.com/2012/05/kepercayaan-diri-selfconfidence.html (17 maret 2015) ghufron, m.nuh. (2010). teori-teori psikologi. yogyakarta: ar-ruzz media group. kusumah, wijaya. (2010). mengenal penelitian tindakan kelas. jakarta: indeks. lumpkin, aaron. (2004). positive, confident, and courageous. jakarta: erlangga. megawati. (2010). perbedaan self confidence siswa smp yang aktif dan tidak aktif dalam organisasi siswa intra sekolah.[online].tersedia: http://repository.usu.ac.id/bitstream/handle/123456789/18153/chapter%20ii.pdf ;jsessionid=7c5e1c433aa50c0df17016fdc7118066?sequence=3 (17 maret 2015) natalia, margaretha mega. (2008). penelitian tindakan kelas. bandung: tinta emas. prawira, angga khuzaifah.(2015).profil rasa percaya diri siswa dan implikasinya terhadap bimbingan dan konseling. skripsi upi.tidak diterbitkan. http://repository.usu.ac.id/bitstream/handle/123456789/18153/chapter%20ii.pdf;jsessionid=7c5e1c433aa50c0df17016fdc7118066?sequence=3 http://repository.usu.ac.id/bitstream/handle/123456789/18153/chapter%20ii.pdf;jsessionid=7c5e1c433aa50c0df17016fdc7118066?sequence=3 application of everyone is a teacher here learning model to improve self confidence students| 95 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 sanjaya, w. (2010) penelitian tindakan kelas. jakarta: kencana predana media group silberman, mel. (2009). active learning.yogyakarta: pustaka insan madani. sugara, robi panji. (2014). penerapan model pembelajaran talking stick untuk meningkatkan kemampuan berkomunikasi siswa pada pembelajaran ips materi persiapan kemerdekaan indonesia. skripsi upi. tidak diterbitkan. sugiyono. (2013). metode penelitian pendidikan. bandung: alfabeta suprijono, agus. (2014). cooperative learning teori dan aplikasi. paikem. yogyakarta: pustaka pelajar. infinity improving descriptive writing skill through contextual approach in 4 graders of elementary school of 1 padaan| 65 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 improving descriptive writing skill through contextual approach in 4 graders of elementary school of 1 padaan ika nurwulandari1, anna mariyani2 1 stkip muhammadiyah blora 2 stkip muhammadiyah blora 1ikanurwulandari123@gmail.com, 2annamariyani@gmail.com abstract the success of the teaching and learning process is largely determined by students’ ability to write. however, most teachers still apply inappropriate teaching methods, so this is important to find new innovations in teaching. one of them is through contextual approach. this study aims to find out whether the contextual approach can improve the 4th graders’ descriptive writing skills or not. this is a classroom action research in the form of collaboration between researchers and class teachers. the data source used was information data from the people as participants. they are 4th graders teacher, students' daily test scores, observations of the learning process using a contextual approach, and other information about the school and its history. to test the validity of the data the writer uses triangulation. the analysis technique used is data reduction, data presentation, and drawing conclusions. the result of the study shows that the contextual approach can improve 4th grader's descriptive writing skills of sdn 01 padaan, japah, blora in the academic year of 2019/2020. keywords: descriptive writing, contextual approach abstrak keberhasilan proses belajar mengajar sangat ditentukan oleh kemampuan siswa dalam menulis. namun banyak guru yang masih menerapkan metode pengajaran yang belum tepat, sehingga penting untuk menemukan inovasi baru. salah satunya melalui pendekatan kontekstual. tujuan penelitian ini adalah untuk mengetahui apakah pendekatan kontekstual dapat meningkatkan keterampilan siswa kelas iv dalam menulis deskripsi. penelitian ini berbentuk classroom action research / penelitian tindakan kelas. penelitian ini berupa kolaborasi atau kerjasama antara peneliti dengan guru kelas. sumber data yang digunakan adalah informasi data dari narasumber yaitu guru kelas iv, arsip nilai ulangan harian siswa, hasil pengamatan proses pembelajaran dengan menggunakan pendekatan kontekstual, dan informasi lain tentang sekolah dan sejarahnya. untuk menguji validitas data penulis menggunakan triangulasi. teknik analisis yang digunakan adalah reduksi data, presentasi data, dan penarikan kesimpulan. berdasarkan hasil penelitian yang sudah dilakukan dapat ditarik kesimpulan bahwa pendekatan kontektual dapat meningkatkan keterampilan menulis deskripsi pada siswa kelas iv sdn 01 padaan, japah, blora tahun ajaran 2019/2020. kata kunci: menulis deskripsi, pendekatan kontekstual introduction in modern society, there are two types of communication, namely direct communication and indirect communication. talking and listening activities are direct communication while writing and reading activities are indirect communication. listening and reading are passive mastery, while speaking and writing are active mastery. the success of teaching and learning in schools is largely determined by their ability to write. therefore, learning to write has a very important position in education and teaching. writing is down or depicting graphic symbols mailto:ikanurwulandari123@gmail.com mailto:annamariyani@gmail.com 66 | improving descriptive writing skill through contextual approach in 4 graders of elementary school of 1 padaan p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 that describe a language understood by someone so that other people can read the symbols of the graph if they understand the language and graphic images (hg tarigan, 2008: 22). in writing, it can be in the form of narration, description, exposition, and argumentation. writing skills are one of the highest levels of language skills. writing is a process of pouring ideas in the form of exposure to written language in the form of a series of language symbols (baradja, 1975: 42). zainurrahman (2011: 68) found that "language skills are divided into two types, namely skills that can only be obtained through exercises and mastery of certain concepts. this is in line with what was stated by prita (2017: 186) that writing ability is one of the cognitive elements that emphasize memory. the outline is that writing skills are very important in the writing process because these skills contain expertise in structure, group of words, traits or the nature of the word, and the formulation of the topic. finally, language skills contain the sequence or arrangement of writing, vocabulary, and use of grammar. in other words, writing skills are not only language skills but also central in the writing process that requires expertise or mastery of the components needed to write. tarigan (1987: 21) expresses the purpose of writing is to tell or teach, convince or urge, entertain or please, and express fiery feelings and emotions. billow in pateda (1987) mentions the types of writing as follows: 1) reports, which are usually writings that contain facts that have been collected in the field. 2) scales, i.e. writing the contents of the book related to the ideas put forward by the writer, the things that are approved and those that are rejected. 3) advertising, namely writing in the form of promotional offers. 4) articles, i.e. scientific papers that discuss actual problems. 5) letter. the description is the description of a situation/condition so that the reader seems to see, hear or feel it. form of expression that describes the sensing, the writer's feelings about various kinds of things that are in the arrangement of space, for example, beautiful scenery, melodious song (the liang gie, 1992: 18). descriptions give a mental image of something that is experienced, such as scenes, people or sensations. the main function of the descriptive essay is to make the reader see the goods or objects, or absorb the distinctive qualities of the items. the description makes us see, that is, to make a visualization of the object, or in other words, the description focuses on the appearance of the goods. in the description we see objects arable in a living and concrete way, we see objects unanimously. descriptive paragraph is the description of a situation with sentences, giving a lively impression. portrayal or painting must be presented as long as possible, so that what is described is living in the minds of readers. improving descriptive writing skill through contextual approach in 4 graders of elementary school of 1 padaan| 67 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 the description emphasizes the expression through a series of words. although to make a good description, the writer must first identify, but the understanding of the description only involves the expression through words. by recognizing the characteristics of the arable object, the writer can verbally describe the object that he wants to introduce to the reader. then it can be concluded that writing a description is describing an object so that the reader seems to see, hear, and feel the things written by the writer. meanwhile, according to aditya permana (2019: 5), the purpose of writing is that the writer wants to convey a message, message or just provide information about something. similarly, what was revealed by azilatul jannah (2019: 68) states that writing a description aims to make the reader aware of what life the writer absorbs through the senses, stimulating the reader's feelings about what they describe, presenting the quality of direct experience. according to hairuddin et al (dikti depdiknas, 2007: 2.3), the word pendekatan is interpreted as an approach. in teaching, this word is better interpreted as a way of beginning something. so, if translated, the approach is a way to start something. while broad understanding, the approach is a set of assumptions that are axiomatic about the nature of language, language teaching, and language learning that is used as a foundation in designing, doing, and assessing language teaching and learning process. bettye p. smith in her results of the study stated that contextual teaching and learning is defined as a conception of teaching and learning that helps teachers relate subject matter content to real world situations (united states department of education office of vocational and adult education, 2001). berns and erickson (2001) further explain the contextual teaching and learning as an innovative instructional process that helps students connect the content they are learning to the life context in which content could be used. problem-solving, self-regulated learning, teaching anchored in students' diverse life-contexts, learning from each other and together, authentic assessment, and the use of a variety of contexts such as home, community, and work sites, have been identified as practices of contextual teaching and learning (sears & hersh, 1998). that is why the writer would like to improve students' descriptive writing skills through contextual approach in 4 graders of an elementary school of 1 padaan. method the research method used in this study is classroom action research. data collection techniques in classroom action research (car) are as follows: (1) observation; (2) interview; (3) distribution of questionnaires; (4) tests; and (5) documentation. according to 68 | improving descriptive writing skill through contextual approach in 4 graders of elementary school of 1 padaan p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 suharsimi arikunto (2008: 129), research required the existence of data validity, the intention is that all data collected should reflect what is actually measured or examined. in this research, to test the validity of the data triangulation and triangulation methods are used. as for what is meant by these two things are: 1. triangulation of data is the data or information obtained is always compared and tested with other data and information, both in terms of coherent the same source or different sources. 2. the triangulation of methods is a researcher by collecting similar data using different data collection methods. researchers can use the data collection method in the form of observation and then do in-depth interviews from the same informant and the results are tested by collecting similar data using documentation techniques on the perpetrators of activities. from the data obtained from those obtained through several different data collection techniques, the results are compared and conclusions can be drawn that have stronger validity. the research plan refers to the research design conducted by kurt lewin using the spiral model (jean mc niff, 1988: 22). levin explained the implementation of the study as a spiral step, each step having 4 parts: planning, acting, observing, reflecting. in chart form, the procedure can be explained as follows: figure 1. kurt lewin spiral model results and discussion results before carrying out an action or research process, the writer first carried out a preliminary survey activity that aims to know the real conditions. based on the survey results, the researcher found several learning difficulties experienced by the majority of 4th graders in planning actingobservating reflecting planning actingobservating reflecting improving descriptive writing skill through contextual approach in 4 graders of elementary school of 1 padaan| 69 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 indonesian language learning, especially in writing learning activities. the initial condition with the method given by the teacher is indicated by the presence of 13 students or around 44.8% of students whose grades cannot meet the minimum mastery criteria (kkm) of 65. to anticipate this, the writer conducted a study in 4th graders through the ctl approach (contextual teaching and learning) which can improve writing skills, especially writing descriptions. discussion the first cycle was carried out twice. each meeting consists of two hours (2 × 35 minutes). cycle i carried out for one week. value data or evaluation results write a description through the contextual approach of 4th graders of sdn karanggedang 03 in cycle i can be seen in appendix 7. the following values data are presented in the form of frequency tables and grading charts. table 1. the data of description writing skills score cycle i no. score frequence percentage (%) 1 60 – 64 4 13,8 2 65 – 69 12 41,4 3 70 – 74 10 34,5 4 75 – 79 2 6,9 5 80 – 84 1 3,4 6 85 – 89 0 0 total 29 100,1 average score : 2063 29 = 71,14 level of completeness : 25 29 × 100% = 86,2% figure 2. descriptive writing score in cycle i 0 2 4 6 8 10 12 60 64 65 69 70 74 75 79 80 84 85 89 4 12 10 2 1 0 f re q u e n ce students' score 70 | improving descriptive writing skill through contextual approach in 4 graders of elementary school of 1 padaan p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 0 2 4 6 8 10 12 60 64 65 69 70 74 75 79 80 84 85 89 2 7 12 3 4 1 f re q u e n ce student score based on observations, the results of writing descriptions of students can be concluded that students in their group activities are still happy to protest and complain to replace group members. in addition, students are less able to work together with group members. as an improvement in the next cycle, the group formed is the student's own choice, the teacher prepares himself more so that the appearance and delivery of the material in learning can be maximized, so students will more easily accept the material and feel enthusiastic in following the learning, the teacher always provides guidance to all groups, and so that the results obtained are more optimal, the teacher is more creative in creating a learning atmosphere that is fun, active, and fosters student motivation in participating in learning, students are not right in the use of capital letters and punctuation. learning to write descriptions in cycle ii places more emphasis on the use of capital letters and proper punctuation in sentences. in the second cycle, the results achieved are much better. rests from the reflection in the first cycle the second cycle is carried out. from the second cycle of action the following results are obtained: table 2. data of writing skill score cycle ii no. score frequence percentage (%) 1 60 – 64 2 6,9 2 65 – 69 7 24,1 3 70 – 74 12 41,4 4 75 – 79 3 10,3 5 80 – 84 4 13,8 6 85 – 89 1 2,2 total 29 100,0 average score: 2097 29 = 72,31 level of completeness: 27 29 × 100% = 93,10% figure 3. descriptive writing score in cycle ii improving descriptive writing skill through contextual approach in 4 graders of elementary school of 1 padaan| 71 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 thus, when compared with the average value in the first cycle, an average increase of 1.17 occurs. the assessment results showed an increase, namely (1) the contents of the essay became better, (2) the composition of the essay became better, (3) the relationship between paragraphs was better, and (4) the use of spelling as well as punctuation and vocabulary were better. conclusion based on the results of classroom action research that has been carried out in two cycles in an effort to improve writing skills description through a contextual approach to fourth-grade students of the elementary school of negeri 1 japah blora in the academic year 20019/2020, conclusions can be drawn as follows: the application of contextual approaches can improve learning in writing a description of grade iv students. this is indicated by the percentage of discipline, readiness to accept learning, activeness, and the ability to conduct student discussions in learning to write descriptions that have increased in each cycle. in the first cycle, the percentage of student discipline was 50% while in the second cycle increased to 100%, in the first cycle the percentage of students' readiness received 75% learning while in the second cycle increased by 100%. starting from the description above, it can be concluded that the formulated hypothesis has been proven to be true. thus, learning to write through a contextual approach can improve writing skills in the description in 4th graders of sdn karanggedang 03 sidareja subdistrict cilacap regency in the academic year of 2009/2010 school year. acknowledgments the writer would like to thank all teachers and students of sdn 1 padaan as participants of the study. massive thanks also dedicated to stkip muhammadiyah blora as the writer’s workplace that has given permission to carry out the study. references hairuddin dkk. (2007). pembelajaran bahasa indonesia. jakarta: dikti depdiknas. jannah, azaliyatul. (2018). "pengaruh pembelajaran ttw untuk menulis deskriptif dalam mata pelajaran bahasa indonesia." universitas muhammadiyah sidoarjo. johnson, b. elaine. (2006). contextual teaching and learning. diterjemahkan oleh ibnu setiawan. bandung: mlc. 72 | improving descriptive writing skill through contextual approach in 4 graders of elementary school of 1 padaan p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 mcniff, jean. (1988). action research-principles and practice. great britain: mackays of chatham plc. permana, aditya, et al. (2019). "implementasi pemanfaatan latihan terbimbing dan pembelajaran menulis naskah drama berbasis ekologi das citarum." abdimas siliwangi 2.2: 103-112. santosa, prita pantau putri. ((2017). "hubungan antara penguasaan tata bahasa dengan keterampilan menulis narasi bahasa inggris siswa kelas xi smk negeri 2 depok." deiksis 9.02: 182-193. sears, david o, dkk. (1985). social psychology fifth edition (alih bahasa : andryanto). jakarta : erlangga. smith, bettye p. (2006). contextual teaching and learning practices in the family and consumer sciences curriculum. georgia: university of georgia. journal of family and consumer sciences education. vol. 24, no. 1, spring/summer. sugandi, asep ikin, and martin bernard. (2018). "penerapan pendekatan kontekstual terhadap kemampuan pemahaman dan komunikasi matematis siswa smp." jurnal analisa 4.1: 16-23. suharsimi arikunto. (2008). penelitian tindakan kelas. jakarta: bumi aksara. tarigan, guntur hendry. (2008). metodologi pengajaran bahasa. bandung: angkasa. the liang gie. (1992). pengantar dunia karang mengarang. yogyakarta: liberty. zainurrahman. (2011). menulis dari teori hingga praktik (penawar racun plagiarisme). bandung: penerbit alfabeta. journal of elementary education volume 2, number 2, september 2018 the effect of the learning media and the ability to think creative of to the ability to science literacy student of elementary school | 79 the effect of the learning media and the ability to think creative of to the ability to science literacy student of elementary school jajang bayu kelana ikip siliwangi jajang-bayu@ikipsiliwangi.ac.id abstract this study aims to determine the effect of the learning media and the ability to think creative of to the ability to science literacy student of elementary school. the study was conducted at the grade v sdn manangga and sdn tenjonagara kabupaten sumedang. research design using experiment method with treatment by level 2 x 2. data analysis is the two way anava. the results of this study indicate that (1) there were differences in the ability to science literacy of student of study by using ict media with education aids. (2) there was an interactional of the learning media and the ability to think creative of the ability to science literacy student of elementary school. (3) the ability to science literacy student who have high the ability to high think creative by using ict media more high compare who have the ability to high think creative by using education aids.(4) the ability to science literacy student who have low the ability to low think creative by using ict media more low compare who have the ability to low think creative by using education aids. keywords: learning media, creative thingking, literacy science. abstrak penelitian ini bertujuan untuk mencari pengaruh media pembelajaran dan kemampuan berpikir kreatif terhadap kemampuan literasi sains siswa sekolah dasar. penelitian ini dilaksanakan di kelas v sdn manangga dan sdn tenjonagara kabupaten sumedang. desain penelitian menggunakan metode eksperimen dengan treatment by level 2 x 2. analisis data menggunakan analisis varian 2 jalur (anova). adapun hasil penelitian ini adalah (1) adanya perbedaan kemampuan literasi sains siswa yang belajar menggunakan media ict dengan alat peraga. (2) adanya interaksi antara media pembelajaran dan kemampuan berpikir kreatif terhadap kemampuan literasi sains siswa sekolah dasar. (3) kemampuan literasi sains siswa yang memiliki kemampuan berpikir kreatif tinggi menggunakan media ict lebih tinggi dibandingkan siswa yang memiliki kemampuan berpikir kreatif tinggi yang menggunakan alat peraga. (4) kemampuan literasi sains siswa yang memiliki kemampuan berpikir kreatif rendah yang menggunakan media ict lebih rendah dibandingkan siswa yang memiliki kemampuan berpikir kreatif rendah yang menggunakan alat peraga. kata kunci: media pembelajaran, berpikir kreatif, literasi sains. introduction at every level of education, students are required to take a number of specific subjects, including natural science (ipa) or science. according to bundu (2006: 10) science is a process of activity carried out by scientists in gaining knowledge and attitudes towards these activities. in relation to learning, science should not only be fixed on concepts. but giving direct experience in the development of product mastery, process, and scientific attitude or more broadly mastering scientific literacy (literacy science. journal of elementary education volume 2, number 2, september 2018 80 | the effect of the learning media and the ability to think creative of to the ability to science literacy student of elementary school according totoharudin, et al (2011: 1) says that scientific literacy (literacy science) comes from a combination of two latin languages, namely literatus meaning marked with letters, literacy or education and scientia means having knowledge. measurement of scientific literacy carried out by the program for international student assessment (pisa) in 2012, placing indonesia at the bottom of the list, which is ranked 64th out of 65 participating countries (oecd, 2012: 5). whereas the 2015 pisa results showed an improved graph. of the 72 countries that participated, indonesia ranked 8th from the bottom (kompas, 2016: 12). there was an increase in the science competency score from 382 in 2012 to 403 in 2015. the value of science obtained by indonesia was still below the average of 500 of the values set by pisa. that is, it only reaches the international low bencmark. based on this data, it is clear that the ability of science in indonesia is still far from expectations. mastery of science is only limited to material and has not been able to relate it to various more complex or abstract scientific topics. samsudin (2016: 77) said that in the field of science is not liked by students. many students in elementary school experience difficulties in learning. science is seen as unattractive and most students get very low science learning outcomes. this can be caused by learning ignoring the acquisition of ownership of scientific literacy in students. to develop scientific literacy, a teacher needs to have the ability to design the right learning. the teacher should change the learning pattern from channeling learning into student activities. learning is not a teacher-dominated process, but requires students to be active and creative in carrying out a number of activities. eventually students are able to build their knowledge and understanding independently based on their daily experiences. in implementing active, creative and meaningful learning, the effort that can be done is by using learning media. whether realized or not, the use of learning media is very important in the learning process. but in practice there are not many teachers who use it and are unable to compete with the lecture method. limitations in the use and weakness of the ability of teachers to create are the main problems in the application of learning media. learning not only memorizes the material in the book but finds and builds its own knowledge, so that the concepts obtained will be embedded in students' memories. teachers are not the only source of learning, therefore teachers must be able to plan and make other learning resources. the effort that can be done to make students have a good understanding of scientific literacy is to use ict media and media props. journal of elementary education volume 2, number 2, september 2018 the effect of the learning media and the ability to think creative of to the ability to science literacy student of elementary school | 81 halidi, husain and saehana (2015: 59) say that ict media is a means that can help teachers to convey messages / information or transfer knowledge knowledge to students. learning that is packaged in such a way makes the learning process more enjoyable. the use of ict-based media has implications for students' motivation in learning and can improve their learning outcomes. meanwhile, according to engkoswara & natawidjaja (1979: 28) teaching aids are aids or complementary tools used by teachers in communicating with students. props can be in the form of behavior or objects, for example leaves, globe, torso and so on. the objects used are complementary or instrumental to the teacher in teaching and not intended to change the role of the teacher. this is supported by apriliyanti, et al (2015: 840) which states that the use of teaching aids in learning has proven to make it easier for students to understand the material, because students feel more happy and interested in learning to use teaching aids. students can be helped in constructing something abstract into reality, including in science learning. another factor that influences scientific literacy is the ability to think creatively. jamaluddin (2010: 204) said that the ability to think creatively is a high-level thinking ability that needs to be developed through elementary science learning. the main objective of learning science is to make students become science literates or scientific literates. for that creative thinking ability is very important to be developed. if students already have the ability to think creatively, they can develop their personality through increasing concentration, intelligence, and confidence. based on the description above, researchers are interested in conducting research on "the influence of learning media and creative thinking ability against the science literacy ability of elementary school students". method the research design used an experimental method with treatment by level 2 x 2. the target population in this study were all fifth grade students in south sumedang elementary school as many as 17 public elementary schools. affordable population of this study are students in grade v of sdn manangga and sdn tenjonagara in the 2016/2017 school year as many as 37 students. so a total of 74 students. results and discussion result based on calculations that have been done manually using two-way anava, analysis is obtained. in the following table: journal of elementary education volume 2, number 2, september 2018 82 | the effect of the learning media and the ability to think creative of to the ability to science literacy student of elementary school table 1: anava results of interaction between learning media and students 'creative thinking ability against students' literacy ability. variant source db jk rjk fcount ftable inter column 1 42.025 42.03 7.96 4.11 inter line 1 27.23 27.23 5.16 4.11 interaction 1 126.02 126.02 23.87 4.11 in 36 190.10 5.28 total reduced 39 385.375 the test results in the four groups using the kolmogorov liliefors test with a significance level α = 0.05 can be presented as follows: a. comparison of abilities science literacy between ict media and props. variant analysis results (anava) in table 1, obtained fcount = 7.96 at ftable (0.05) = 4.11, then h0 is rejected. so, there are differences in students' scientific literacy abilities using ict (a1) media with props (a2). the average value of a group of students using ict (a1) media is xa1 = 20.4 with a group of students using props (a2) is xa2 = 18.35. thus, it can be concluded that students' scientific literacy skills learned through ict media are higher than students who are taught through teaching aids. b. effect of interaction between learning media and students 'creative thinking ability against students' literacy ability. variant analysis results (anava) in table 1, obtained fcount = 23.87 at ftable (0.05) = 4.11, then h0 is rejected. so, there is a very significant interaction effect between learning media and the ability to think creatively on students' scientific literacy abilities. after knowing the interaction between learning media and students' creative thinking skills, further testing is needed, due to the number of subjects, the further test used is the tukey test. with the tukey test it can be stated that there is an influence of the interaction between the provision of learning media and the ability to think creatively. c. differences in science literacy ability between students who have high creative thinking ability who follow learning through ict media with teaching aids. testing uses the tukey test about differences scientific literacy skills students who have high creative thinking skills who are given media learning with students who have high journal of elementary education volume 2, number 2, september 2018 the effect of the learning media and the ability to think creative of to the ability to science literacy student of elementary school | 83 creative thinking skills using teaching aids show that qcount = 7.71 and qtable = 2.042, then h0 is rejected, meaning that there are significant differences in scientific literacy skills in ict media with teaching aids in groups of students who have high creative thinking ability or a1b1> a2b1 because xa1b1 = 23 and xa2b1 = 17.4. thus, it can be concluded that scientific literacy skills of students who have high creative thinking skills using ict media are higher than students who have high creative thinking abilities who use teaching aids. d. science literacy ability of elementary school students who have low creative thinking ability given learning using ict media with teaching aids. testing using the tukey test about differences in scientific literacy skills students who have high creative thinking skills who are given learning to use media with students who have high creative thinking skills using props show that qcount = 2.06 and qtable = 2.042, then h0 is rejected, meaning there are significant differences scientific literacy skills in ict media with teaching aids in groups of students who have high creative thinking ability or a1b2 <a2b2 because xa1b2 = 17.8 and xa2b1 = 19.3. thus, it can be concluded that scientific literacy skills of students who have low creative thinking abilities who use ict media are lower than students who have low creative thinking abilities who use teaching aids. discussion the results of calculations with the tukey test obtained the following findings. there are differences in scientific literacy abilities of students who use ict media and teaching aids that are very significant. scientific literacy skills of students with ict media are higher than students who learn to use teaching aids. this is because ict media is one of the media that is able to display images (audio) and sound (visual) at the same time. the use of ict media complements the delivery of material provided by the teacher. teachers can expand student interest beyond the classroom walls. animals or objects that are large and small can be easily learned and brought into class. likewise, events that are too dangerous to observe, can be studied safely. the use of ict media involves various senses that students have. in line with the development of edgar dale's cone (azhar, 2011: 11) which explains that the more the senses are involved, the more likely the information can be understood and remembered. whereas props are tools used to demonstrate certain places, objects and concepts so that they appear more concrete. unlike the ict media, the teaching aids used journal of elementary education volume 2, number 2, september 2018 84 | the effect of the learning media and the ability to think creative of to the ability to science literacy student of elementary school seem to be rigid and focused only on images (visual), so that the use of all student senses cannot be functioned optimally. the results of the above analysis are strengthened by the results of the calculation of the effectiveness of the use of ict media and teaching aids as a whole obtained fcount = 7.96 at ftable (0.05) = 4.11, then h0 is rejected. so, there are differences in students' literacy skills using ict media with teaching aids. based on statistical analysis of scientific literacy of elementary school students that are influenced by two independent variables in this study, namely, learning media and the ability to think creatively lead to interaction effect s. a teacher must have an understanding of the importance of using learning media. this is to facilitate it in determining which media are considered appropriate in the delivery of learning material in accordance with the learning objectives and conditions of students, including students' creative thinking skills. this is possible because those who have high creative thinking skills are faster in receiving and capturing subject matter. conversely, those who have low creative thinking ability will have difficulties in the learning process. variant analysis results (anava) shows fcount = 23.87 at ftable (0.05) = 4.11, then h0 is rejected. so, there is a very significant interaction effect between learning media and the ability to think creatively on students' scientific literacy abilities. thus it can be concluded that in the provision of learning media must be adapted to the ability to think creatively that will help in improving scientific literacy of elementary school students. in addition, students who have high creative thinking abilities tend to be able to feel and observe problems, make assumptions, assess and test hypotheses, test them and submit conclusions so as to make it easier for them to learn the material presented by the teacher. students with high creative thinking abilities will be more meaningful if given the treatment of learning with ict media. this is because the ict media is able to present actual event documentation in the form of audio and visuals and present them into the classroom, so that it will encourage students to connect the knowledge they get with their daily lives. the products of students who have high creative thinking skills include producing thinking fluently, flexibly, originally and elaboratively. unlike the use of props, students with high creative thinking skills will experience difficulties. in the use of teaching aids, students can only see images that are displayed in 2 dimensions without being able to feel the form or event real. so that students who have the ability to think creatively cannot channel their abilities. the results of the above analysis are journal of elementary education volume 2, number 2, september 2018 the effect of the learning media and the ability to think creative of to the ability to science literacy student of elementary school | 85 reinforced by the overall calculation results that obtained shows that qcount = 7.71 and qtable = 2.042, then h0 is rejected, meaning that there are significant differences in scientific literacy skills in ict media with teaching aids in groups of students who have high creative thinking ability or a1b1 > a2b1 because xa1b1 = 23 and xa2b1 = 17.4. thus, it can be concluded that scientific literacy skills of students who have high creative thinking skills who use ict media are higher than scientific literacy abilities of students who have high creative thinking abilities who use teaching aids. in learning, students who have low creative thinking skills will have difficulty to feel/ observe problems, make assumptions, assess and test hypotheses, test them and submit conclusions. therefore, students who have low creative thinking skills prefer to learn in a simple way. so that students feel more able to understand learning material. students who have low creative thinking skills who learn to use teaching aids can achieve higher success in learning. learning material delivered is simpler and easier to understand by students who have low creative thinking skills. meanwhile, students who have low creative thinking abilities who use ict media will experience difficulties in the learning process. this is because the learning process is only focused on the use of videos displayed by the teacher. in addition, students will feel bored to watch the video delivered so that students do not focus on the learning process. for students who have low creative thinking skills, it will be difficult to describe the number of variables found in complex media. students with low creative thinking abilities have characteristics less able to optimize existing knowledge and understanding as a whole. all information received will be partially digested and even missed. the results of the above analysis are reinforced by the results of calculations that show that qcount = 2.06 and qtable = 2.042, then h0 is rejected, meaning that there are significant differences in scientific literacy skills in ict media with teaching aids in groups of students who have high creative thinking skills or a1b2 <a2b2 because xa1b2 = 17.8 and xa2b1 = 19.3. thus, it can be concluded that scientific literacy of students who are given treatment with ict media that have low creative thinking ability is lower than those who use teaching aids that have low creative thinking abilities. conclusion first, scientific literacy skills of elementary school students who study with ict media are higher than those who learn to use teaching aids. second, there is an effect of journal of elementary education volume 2, number 2, september 2018 86 | the effect of the learning media and the ability to think creative of to the ability to science literacy student of elementary school interaction between the use of learning media and the ability to think creatively on scientific literacy skills of elementary school students. third, elementary school students' scientific literacy abilities between students who study with ict media who have high creative thinking skills are higher than students who learn with teaching aids that have high creative thinking skills. fourth, elementary school students' literacy skills between students who study with ict media who have low creative thinking skills are lower than students who learn with teaching aids that have low creative thinking skills. references apriliyanti, dwi dharis, haryani, sri dan widiyatmoko, arif. (2015). “pengembangan alat peraga ipa terpadu pada tema pemisahan campuran untuk meningkatkan keterampilan proses sains,” unnes science education journal 4 (2), http://journal.unnes.ac.id/sju/index.php/usej (diakses 30 september 2018). aryad. azhar, (2011). “media pembelajaran”. jakarta: rajawali press. bundu, patta. (2006). “penilaian keterampilan proses dan sikap ilmiah dalam pembelajaran sains sekolah dasar”. jakarta : depdikbud. engkoswara & natawidjaja, rochman. (1979). “alat peraga dan komunikasi pendidikan untuk spg” jakarta: deksikbud.. halidi, mahmud hasan., husain, n.sarjan dan saehana, sahrul. (2015). “pengaruh media pembelajaran berbasis tik terhadap motivasi dan hasil belajar ipa siswa kelas v sdn model terpadu madani palu”, e-jurnal mitra sains, volume 3 nomor 1, januari 2015 hlm 53-60, jurnal.untad.ac.id/jurnal/index.php/mitrasains/ article/download/4153/3090 (diakses 30 september 2018). jamaluddin, (2010).“kemampuan berpikir kreatif siswa sd dalam pembelajaran ipa”, jurnal ilmu pendidikan, jilid 17, nomor 3, oktober 2010, hlm. 202-209. kompas, (2016).“literasi sains membaik”. kompas oecd, (2012). “pisa 2012 results in focus what 15-year-olds know and what they can do with what they know”. oecd. samsudin, 2014. “suvervisi akademik pembelajaran ipa melalui ict based lesson study untuk membangun learning community guru sd”, mimbar sekolah dasar; volume 1, nomor 1, april 2014 pgsd upi kampus sumedang, hlm. 77. toharudin, uus., hendrawati, sri dan rustaman, andrian. (2011). “membangun literasi sains peserta didik”. bandung: humaniora http://journal.unnes.ac.id/sju/index.php/usej infinity the use of audio-visual learning media in improving student concentration in energy materials | 17 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 the use of audio-visual learning media in improving student concentration in energy materials nia karlina 1 ruli setiyadi 2 1 sdn babakan loa 2 ikip siliwangi 1 nengniakarlina@gmail.com, 2 setiadiruli@gmail.com abstract learning natural sciences is learning done in elementary schools. during this time, science learning was still difficult for most teachers and prospective elementary school teachers. these difficulties include the difficulties of students in remembering subject matter due to the lack of suitable learning media. in the learning process, teachers should use learning media that can increase students' concentration on the material, in this case, the use of audio-visual media. the purpose of this study was to analyze the difficulties experienced by teachers and prospective teachers in the matter of learning natural science materials. the research method used is quantitative descriptive research method. the study population was 25 elementary school students. the method of data collection is to conduct evaluations conducted in several classroom action research cycles. classroom learning methods are done classically, students learn by cooperative learning methods. the results showed that audio-visual learning media can be utilized optimally to help students achieve learning goals, and the use of audiovisual learning media is basically intended to make learning activities more effective in learning goals can be achieved well. keywords: learning media, audio-visual, memory. abstrak mata pelajaran ipa adalah salah satu mata pelajaran yang diajarkan di sekolah dasar. selama ini beberapa materi pelajaran ipa masih dianggap sulit oleh sebagian besar guru dan siswa-siswi sekolah dasar. kesulitan-kesulitan ini termasuk kesulitan para siswa dalam mengingat materi pelajaran dikarenakan kurangnya media pembelajaran yang cocok, dan juga kurang variatifnya guru dalam menentukan metode atau pendekatan yang digunakan dalam proses pembelajaran ipa. guru sebaiknya menggunakan media pembelajaran yang mampu meningkatkan konsentrasi siswa, dalam hal ini adalah penggunaan media audio visual pada pembelajaran ipa. tujuan dari penelitian ini adalah untuk menganalisis berbagai kesulitan yang dialami oleh para guru dan siswa-siswi dalam hal pembelajaran ipa. metode penelitian yang digunakan adalah metode penelitian deskriptif kuantitatif. populasi dalam penelitian ini adalah siswa-siswi kelas iv yang berjumlah 25 orang. metode pengambilan data adalah dengan penelitian tindakan kelas dalam beberapa siklus. metode pembelajaran dilakukan secara klasikal, para siswa belajar secara cooperative learning. hasil penelitian menunjukkan bahwa media pembelajaran audio visual dapat dimanfaatkan secara maksimal untuk membantu meningkatkan konsentrasi siswa secara signifikan, dan pemanfaatan media pembelajaran audio visual pada dasarnya dimaksudkan agar kegiatan pembelajaran lebih efektif sehingga tujuan pembelajaran dapat tercapai dengan baik. kata kunci: media pembelajaran, audio visual, daya ingat. introduction learning is the process of interaction between individuals with learning resources that results in a change in behavior. gagne (najib 2010: 5) reveals learning is a process of behavioral change that includes changes in human tendencies, such as attitudes, interests, or values and changes in abilities, namely an increase in the ability to perform various types of performance. changes in behavior must be able to serve for a certain period of time. thus, 18 | the use of audio-visual learning media in improving student concentration in energy materials p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 learning can basically be seen as a process of positive-qualitative change that occurs in students' behavior as subjects due to an increase in knowledge, skills, values, attitudes, interests, appreciation, ability to think logically and critically, interactive abilities, and creativity that has been achieved. or permanent. this also applies to every individual who carries out the learning process both in the family or school. the learning process that occurs in schools is a process of interaction between teachers and students. teachers are individuals who are responsible for educating, teaching, and directing students to be able to master certain competencies. as an educator, teachers are required to have various competencies. in law no. 14 of 2005 article 10 concerning teachers and lecturers (asrori 2012: 1) stated that teacher competencies include pedagogic competence, personality competence, social competence, and professional competence. these competencies become guidance for teachers in educating and teaching students. the reality in the field shows that in carrying out classroom learning, teachers often have obstacles that can affect the quality of learning. in the end, teaching and learning activities become less effective and efficient. this can be caused by various factors, both factors related to the teacher and students. both of these factors basically influence learning outcomes, because even though these two factors are objects of learning. factors related to the teacher can be caused by the lack of insight and knowledge of teachers in the teaching method, the selection of learning media that lacks interest and motivation of students to learn, inappropriate learning approaches, lack of teacher creativity and innovation in learning, weak management of teachers in learning, and so forth. while the factors caused by students, among them: lack of memory of students to the material that has been taught, the ability of students below average, lack of interest and motivation of students in learning, student attention is often disturbed, student maturity in learning has not been formed, and willingness students to study seriously are still low. this phenomenon if not immediately addressed will have a negative impact on student learning outcomes so that the quality of education will be lower. thus, the teacher as a scenario holder in learning must immediately find alternative solutions so that these weaknesses can be overcome as optimally as possible. according to the education unit level curriculum (2006: 13) science is "how to systematically find out about nature, so that the science is not just mastery of a collection of knowledge in the form of facts, concepts, or principles but also a process of discovery". furthermore, nash (samatowa, 2006: 2) suggested the understanding of natural science, the use of audio-visual learning media in improving student concentration in energy materials | 19 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 namely: a method or method that observes nature, the way science observes this world is analytical, careful, and connects one phenomenon with another so that the whole forms a new perspective on the object he observed. in permendiknas no.22 of 2006 concerning the content standards put forward regarding the understanding of the natural science, which is ipa "is knowledge related to how to systematically find out about nature, so that the ipa is not only mastering a collection of knowledge in the form of facts, concepts, or principles only but also a process of discovery ". of the several definitions put forward by these experts, it can be concluded that natural science or science is the science that studies the universe and its contents and the events that occur in it are based on scientific processes. the results of observations conducted by researchers in the field indicate that basically teachers rarely use learning media, they are only fixated on the method of lecturing, discussion, question, and answer, or just assignment. in the end, student learning achievement is low and learning is less meaningful. this is as happened in class iv sdn babakan loa, padalarang subdistrict, west bandung regency, 2017-2018 school year, which shows that the average value of the science study area only reaches (55.62). this is due to various factors, including: (i) in general the methods used by the teacher are lecture and discussion methods; (ii) teachers rarely use instructional media in teaching them; (iii) teacher creativity and innovation does not develop; and (iv) the guidance system for teachers is uneven. based on this phenomenon, it is not surprising that the quality of science learning is low and in the end, student learning outcomes are not optimal. firdaus (2015) suggested that energy learning in elementary school was not optimal. for this reason, there needs to be awareness from various parties, especially teachers, that new innovations are needed so that learning outcomes can improve. in science learning, especially about energy material, something concrete is needed. learning energy in primarytherefore, in the process of teaching and learning about energy needs to be used learning media. with the existence of these media, students will learn directly about a phenomenon so as not to verbalism. that is, they feel, implement, and ultimately understand because they are directly involved in the learning process. there are two variables that become the material in this study, namely the dependent variable in the form of student concentration in the learning process of science, while the independent variable is in the form of visual audio media used in science learning in the classroom. 20 | the use of audio-visual learning media in improving student concentration in energy materials p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 based on the description above, the authors are interested in conducting classroom action research with the title "use of audio-visual learning media to improve science learning outcomes about energy (classroom action research in babakan loa elementary school class iv semester ii 2017 academic year -2018 padalarang district, west bandung regency) ". method this type of research is classroom action research. this research is reflective by taking certain actions in order to improve or improve the practices of classroom learning in a more professional manner. classroom action research has a very important and strategic role to improve the quality of learning if it is implemented properly and correctly kusnandar, (2009). in this study, the authors carried out action research to improve children's learning concentration by playing motor sensory. for that class action is carried out in two cycles, each cycle includes four stages of activities, namely: 1) planning, 2) action, 3) observation, and 4) reflection. figure 1. class action research cycle. source: (arikunto, 2010: 17) as explained in the previous chapter that in this study the author uses audio-visual learning media in an effort to improve student learning outcomes of class iv students of energy material, with the assumption that by using audio-visual media the science learning material of abstract energy can be more easily remembered by students use of these media, this is because the learning media with audio-visual media are able to convey information or material that is difficult and able to stimulate their visibility and hearing of the material so that learning will be more effective because students' concentration becomes more increased. planning acting observatio n reflectio n planning acting observat ion reflectio n the use of audio-visual learning media in improving student concentration in energy materials | 21 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 results and discussion this initial observation was used to find out the learning process of students about the learning of natural matter-energy science. this study begins with the observation of researchers collaborating with the fourth-grade teacher of sd negeri babakan loa on the learning process of science, especially in energy material. this observation is carried out to find out the comparison of students' concentration results before and after using audio-visual. from the results of these observations obtained an overview of the learning process before the action is carried out. when learning takes place, most students are preoccupied with their own games and some even joke with other students, thus affecting the students' learning concentration. the media and teaching methods applied by the teacher are also still monotonous, making students feel bored and less interested in taking lessons so that only a small percentage of students pay attention when the teacher explains. students' concentration and understanding in listening to the story are still low. this is indicated by the few students who answer or respond when the teacher asks about energy material, and also the students' difficulties when asked to explain again what they have heard. furthermore, on february 19, 2018, researchers conducted initial data collection as an illustration of students' concentration on learning. of the 25 students who were recorded in the fourth grade of sd negeri babakan loa, all took the pre-action test. furthermore, it can be obtained that the average score of student concentration is in a low category. there are 15 students who are in the low category, 8 students in the medium category, and 2 students in the high category. overall, it can be concluded that the average activeness of fourth-grade students of babakan loa elementary school belongs to the "low" category. this is caused by a monotonous and boring learning approach. based on the description, it can be concluded that the problem faced by teachers in natural science learning is the lack of concentration of students in learning because the use of learning media is less varied so that it has an impact on the low ability of students in understanding the material presented by the teacher. to overcome these problems, researchers try to solve it by trying to apply learning media that can involve students actively in learning, namely by applying science learning using audio-visual. learning science using audio-visual is chosen because the teacher can see directly the activity of students in carrying out learning activities so that it will increase students' concentration on the subject matter delivered. 22 | the use of audio-visual learning media in improving student concentration in energy materials p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 the classroom action research conducted through these two cycles is conducted to find out whether using audio-visual learning media can improve the concentration of natural science learning for fourth-grade students at babakan loa elementary school, padalarang district, west bandung regency. from the results of the study student concentration based on the results of observations starting from the initial score (pre cycle) before the action is taken and after the action in cycle i and cycle ii. there has been a significant improvement, this can be seen as an increase in the score of student learning concentration in improving learning from the beginning before the action is carried out which is 1.9 fewer categories, increasing cycle i to 2.3 medium categories, and an increase back to cycle ii to 3 high category. figure 2. graph of learning concentration score as for the percentage of observations of students' learning concentrations during science learning in energy material using audio-visual learning media in pre-cycle, cycle i and cycle ii can be seen from the following table. table 1. percentage of increased student learning concentration based on observations no activity data percentage pre cycle percentage cycle i percentage cycle ii 1 high 8% 12% 64% 2 midle 32% 50% 28% 3 low 60% 38% 8% the results in the graph above show that student learning concentration has increased from pre-cycle, cycle i and cycle ii. in cycle i student learning concentration increased, namely in the pre-cycle of 8% in the high category, and in the first cycle increased to 12% in the high category. while at the second cycle meeting, it was 64% high category. student learning concentration during learning can be seen in the following information. precycle cycle i cycle ii learning concentration score 1.9 2.3 3 1.9 2.3 3 0 1 2 3 4 learning concentration score the use of audio-visual learning media in improving student concentration in energy materials | 23 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 observation results in the first cycle have increased. this can be seen from the ongoing learning process. the concentration of student learning while following the learning process begins to increase. students who were still rowdy in the learning process became concentrated in taking lessons. student learning concentration can be seen from the number of students who ask and raise their hands to answer questions from the teacher during learning. students also look more eager to take science lessons on energy material, especially when asked to listen to videos with audio-visual learning media. students also have a better understanding and understanding of energy elements. but some students still joked with their friends. teachers also pay attention and guide students who are still noisy in learning. the results of observations in cycle ii show that students' learning concentration has increased. student learning concentration also increased as shown by the increasing number of students who asked, and raised their hands to answer questions from the teacher. according to researchers' observations, at the time before students enter the class, many students are playing with their friends. in this second cycle meeting, students experience an increase in student concentration both in responding to the material, student involvement in learning, and student activity in the learning provided by the teacher. at this meeting, most of the students in the science learning material for energy were very good. almost all students can quickly and precisely find elements of energy and types of energy. the students also looked very enthusiastic and enthusiastic in following the learning process. at this second cycle meeting, there were still two students who had not yet completed. the constraints that led to the incompleteness of the two students were low attention and the ability to accept learning material that was slower than other friends. this can be deduced from the reasons for the two students. when the teacher asks students about what difficulties are still being experienced, the first student says if the video is shown too fast, while the second student argues that the learning material is too much. this proves that the use of learning media in giving material influences students' understanding and classroom atmosphere in learning. in this study, audio-visual learning media proved to be able to help improve the concentration of learning for students. increasing the concentration of student learning in the product is indicated by the acquisition of the average score of students from the pre-cycle, the action of the cycle i, the action of cycle ii which uses audio-visual learning media. the acquisition of the average score of students' learning concentration using audio-visual learning media in science subjects of energy material in the pre-cycle average score of 1.9 with the percentage of the number of students who reached the 24 | the use of audio-visual learning media in improving student concentration in energy materials p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 high category by 8%. while in cycle i experienced an increase in the average value of 1.9 to 2.3 which also increased the percentage of the number of students who reached the high category of 12% and in the second cycle also experienced an increase in the average score of 2.3 to 3 which also increases the percentage of the number of students who reach a high category score of 64%. based on the results obtained in each cycle, it can be said that this research has succeeded in achieving the predetermined indicator that is achieving a score of 3 with a high learning concentration category of students who received a score of 2 from the number of students, so this study was stopped in cycle ii. the increased concentration of student learning that has been experienced by students as described in the results of research and discussion above, proved that using audio-visual learning media is considered successful and can increase student concentration in learning science. conclusion based on the research results obtained as described in chapter iv, it can be concluded as follows: 1. audio-visual learning media can improve student learning concentration so that the acquisition of students' grades in natural science subjects on earth and celestial objects can increase significantly 2. as a learning resource, audio-visual learning media must be able to be utilized optimally to help students achieve learning goals; 3. the use of audio-visual learning media is basically intended to help so that learning activities are more effective at achieving goals and efficient in terms of energy, time and cost; 4. audio-visual learning media not only serves as teaching aids but can also act as a messenger for learning; and 5. on the other hand, the media is only a tool, behind the tool is a teacher who still has a central role in the learning process. acknowledgments researchers want to say thank you as much as possible to the supervisor who has provided input to the author in compiling the report of this research, to the head of sdn babakan loa, teachers and students of grade iv, who have helped in the implementation of the use of audio-visual learning media in improving student concentration in energy materials | 25 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 this research, also to all parties who have been involved in this research. hopefully, the results of this study will be useful for the world of education in indonesia. references arikunto, suharsimi. (2010). penelitian tindakan kelas. jakarta: bumi aksara.arikunto, suharsimi. (2010). penelitian tindakan kelas. jakarta: bumi aksara. arsyad, azhar. (2011). media pembelajaran. jakarta: pt raja grafindo persada. baharudin and esa nur wahyuni. (2010).teori belajar dan pembelajaran. yogyakarta: arruzz media. budi, w. (2008). ilmu pengetahuan alam. surakarta: cv putra nugraha. depdiknas. (2006). kurikulum tingkat satuan pendidikan (ktsp). jakarta: departemen pendidikan nasional. depdiknas. (2006). permendiknas no 22 tahun 2006 tentang standar isi. jakarta: depdiknas. dimyati and mudjiono. (2013). belajar dan pembelajaran. jakarta: rineka cipta. firdaus, a r. (2015). penerapan metode eksperimen untuk meningkatkan hasil belajar siswa pada materi energi. universitas pendidikan indonesia: jurnal pedagogik pendidikan dasar. (60-69) hakim, t. (2002). mengatasi gangguan konsentrasi. jakarta: puspa swara. hamalik, o. (2005). metoda belajar dan kesulitan-kesulitan belajar. bandung: tarsito. kusnandar. (2009). langkah mudah penelitian tindakan sebagai pengembangan profesi guru. jakarta: rajawali press. makmun, a s. (2005). psikologi kependidikan perangkat sistem pengajaran modul. bandung: remadja rosdakarya. nugroho, w. (2007). belajar mengatasi hambatan belajar. surabaya: prestasi pustaka rohani, a. (2010). pengelolaan pengajaran sebuah pengantar menuju guru profesional. jakarta: rineka cipta. samatowa, u. (2006). bagaimana membelajarkan ipa di sekolah dasar. jakarta: direktorat pendidikan nasional. sardiman. (2007). interaksi & motivasi belajar mengajar.jakarta: raja grafindo persada. slameto. (2003). belajar dan faktor-faktor yang mempengaruhinya. jakarta: pt rineka cipta. sumiati. (2012). metode pembelajaran. bandung : cv wacana prima. susilana, r. (2012). media pembelajaran. bandung: cv wacana prima 26 | the use of audio-visual learning media in improving student concentration in energy materials p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 thohir, khafidin, dkk. peningkatan konsentrasi belajar menggunakan metode problem solving, universitas muhammadiyah purworejo, purworejo tim pengembang ilmu pendidikan fip-upi. (2012). ilmu dan aplikasi pendidikan (vol 2). bandung: pt imperial bhakti utama. infinity 28 | implementation of character education strengthening based on local wisdom in sd laboratorium upi tasikmalaya p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 implementation of character education strengthening based on local wisdom in sd laboratorium upi tasikmalaya riga zahara nurani1, hatma heris mahendra2 1 universitas perjuangan tasikmalaya 2 universitas perjuangan tasikmalaya 1 rigazn@gmail.com, 2 hatmahermah@gmail.com abstract this research is motivated by one of the government programs namely strengthening character education (ppk), especially in elementary schools to produce a golden generation in 2045. the characters studied include 5 main characters namely religious, nationalist, integrity, independent, and mutual cooperation. this research will be conducted at the sd laboratorium upi tasikmalaya. in addition to instilling character education in daily activities, in this school, there is also a love for local wisdom. the research method used is a descriptive qualitative method. based on the results of the study, inculcation of character education based on local wisdom in the sd laboratorium upi tasikmalaya was implemented through habituation and through classroom learning. the habituation is done not only in the classroom or in the school environment, but habituation also involves students' parents at home. in the learning process, the inculcation of character education based on local wisdom is applied by the teacher through learning materials, learning media, and also the evaluation of learning used. planting character education is not enough to only be instilled in schools but there must be cooperation with parents of students at home. keywords: character education, local wisdom, upi tasikmalaya laboratory elementary school abstrak penelitian ini dilatarbelakangi oleh salah satu program pemerintah yaitu pendidikan karakter penguatan (ppk) khususnya di sekolah dasar untuk menghasilkan generasi emas pada tahun 2045. karakter yang dipelajari meliputi 5 karakter utama yaitu agama, nasionalis, integritas, mandiri, dan gotong royong. penelitian ini akan dilakukan di sd laboratorium upi tasikmalaya. selain menanamkan pendidikan karakter dalam kegiatan sehari-hari, di sekolah ini juga ada kecintaan terhadap kearifan lokal. metode penelitian yang digunakan adalah metode deskriptif kualitatif. berdasarkan hasil penelitian, penanaman pendidikan karakter berbasis kearifan lokal di sd laboratorium upi tasikmalaya dilaksanakan melalui pembiasaan dan melalui pembelajaran di kelas. pembiasaan dilakukan tidak hanya di ruang kelas atau di lingkungan sekolah, pembiasaan juga melibatkan orang tua siswa di rumah. dalam proses pembelajaran, penanaman pendidikan karakter berbasis kearifan lokal diterapkan oleh guru melalui materi pembelajaran, media pembelajaran, dan juga evaluasi pembelajaran yang digunakan. pendidikan karakter penanaman tidak cukup hanya ditanamkan di sekolah tetapi harus ada kerjasama dengan orang tua siswa di rumah. kata kunci: pendidikan karakter, kearifan lokal, sd laboratorium upi tasikmalaya introduction strengthening character education is one of the government's programs to educate students about the formation of good character as early as possible. elementary school is an educational institution that is first passed by a child. in this elementary school, a child is introduced to learning formally and is educated directly by a professional educator. in addition mailto:rigazn@gmail.com mailto:hatmahermah@gmail.com implementation of character education strengthening based on local wisdom in sd laboratorium upi tasikmalaya | 29 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 to being educated directly by professional educators, students are given learning that is planned and takes place in formal situations. this policy of strengthening character education is integrated into the national mental revolution movement, which is a change in the way of thinking, behaving, and acting for the better (kemdikbud, 2019). this change certainly cannot be made only in a short time, therefore it takes time in the cultivation of character education to the nation's children. this change can be done by way of thinking, sports, if the heart, if the intention. strengthening character education is the first step to creating a golden generation in 2045. it is called the golden generation because in 2045 is the year in which the republic of indonesia is even 100 years old. this year, it is hoped that the creation of a generation capable of developing a better republic of indonesia. therefore, the strengthening of character education began to be instilled in students at the school since now. so, in due course in 2045 students will be of productive age and they will have good character. character education is not taught directly through school subjects. character education is inserted in each subject as a hidden curriculum. nevertheless, the purpose of character education must still be conveyed to students. the teacher planned to design learning that requires students to have these characters. although the inculcation of character education cannot be felt immediately right away, with high consistency it is hoped that someday students will have good character. character building education is a conscious and planned effort to create an atmosphere of learning and learning process so that students actively develop their potential to have spiritual strength, selfcontrol, personality, intelligence, noble character, and the skills needed by themselves, society, nation and state (uu sisdiknas no. 20 tahun 2003). education is not just about knowing what and how deeper than that education is a form of developing the potential that exists in an individual. every individual must carry out education in order to have the skills needed in his life. the purpose of education is to develop the potential of students to become human beings who believe and fear god almighty, have noble, capable, creative, independent, and become citizens of a democratic and responsible country (uu sisdiknas no. 20 tahun 2003). the purpose of this education is the responsibility of educators, how to make students able to develop their potential as optimal as possible. students are expected to not only be 30 | implementation of character education strengthening based on local wisdom in sd laboratorium upi tasikmalaya p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 competent in the field of science, but must be able to be servants of god and also have a noble character or character. character education is an attempt to educate children to be able to make wise decisions and practice them in everyday life so that they can make a positive contribution to their environment (megawati in kesuma, et al. 2011: 5). character education cannot be taught only through theory but must be practiced in daily life. this is because character education is not a lesson to be memorized but must be practiced. thus, character education must be accustomed to being embedded in children. the government through the ministry of education and culture has launched a strengthening of character education as one way to form a good character for students. in addition, the aim of strengthening character education according to the ministry of education and culture (2019) is as follows. 1. build and equip students as the golden generation of indonesia in 2045 to face the dynamics of change in the future 2. develop a national education platform that places character education as the main soul by taking into account the diversity of indonesian culture 3. revitalize and strengthen the potential and competence of the education ecosystem. in school settings, the first goal of character education is to facilitate the reinforcement and development of certain values so that they manifest in the behavior of children, both during the school process and after the school process (kesuma, et al. 2011: 9). education of character in school is not only the responsibility of the teacher but the responsibility of all school members. in the process of inculcating character education for students, it is necessary to collaborate with all school members and consistency in the rules so that character education can be achieved its goals. character education after the school process is the responsibility of parents and the surrounding communities. so that parents and the community cannot fully delegate responsibility for the character education of students to the school alone. local culture local knowledge is a cultural identity or personality of a nation that causes it is able to absorb, even cultivate the culture that comes from outside / other nations be the character and ability of its own (wibowo, 2015: 17). the indonesian nation has its own culture which is an identity or distinctive feature that distinguishes it from other nations. even though it has characteristics that differentiate it from other national cultures, it is possible for indonesians to implementation of character education strengthening based on local wisdom in sd laboratorium upi tasikmalaya | 31 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 adopt other nations' cultures but of course, they are still adjusted to the character and norms of propriety. the scope of local wisdom is knowledge, culture, and intelligence of local knowledge. therefore local wisdom is also known as local knowledge, local wisdom, or local genius (bahardur, 2018). local wisdom in the form of culture is the most contrasting than local wisdom in other forms. this is because the culture is clearly seen, while local wisdom in the form of knowledge and knowledge intelligence is a series of thought patterns of a nation. local wisdom in the form of knowledge and knowledge intelligence is contained in ethics, customs, laws, norms, beliefs, rules, and moral values of a nation. local wisdom in the form of culture, for example, is art, traditional houses, and regional clothing. indonesia is a country that is rich in culture. each region or tribe usually has its own culture. for example just the sundanese tribe in west java there are various kinds of regional dances, regional languages, regional games, and regional specialties. the distinctive characteristics or identity of this tribal area are hereditarily introduced to the people born in this tribe so that the uniqueness of the region remains sustainable. local wisdom has special characteristics in its application. the following are the characteristics of local wisdom according to mungmachon in bahardur (2018). 1. local wisdom must combine virtue knowledge that teaches people about ethics and moral values; 2. local wisdom must teach people to love nature, not to destroy it; and 3. local wisdom must come from older community members method the research method used is a descriptive qualitative method. this research was conducted at the sd laboratorium upi tasikmalaya. data collection techniques used were interviews, observation, and documentation. the research instrument used was an observation sheet and interview guidelines. sources of research data are principals, teachers, students, and several supporting documents. data analysis techniques used are analysis before the field, data analysis during the field which includes data reduction, data presentation, and verification, and finally data analysis after the field. results and discussion the cultivation of character education based on local wisdom at the sd laboratorium upi tasikmalaya involves all the soldering stations ranging from the principal, teachers, community, and students' parents. the principal as the leader in the school supervises directly 32 | implementation of character education strengthening based on local wisdom in sd laboratorium upi tasikmalaya p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 the inculcation of character education which is the vision of the school. teachers in this case not only served as instructors, but teachers also served as role models in instilling character education in schools. in addition to the school principal and teacher, the parents of the students must also supervise and set an example to their children in an effort to instill character education to students by coordinating intensely with the school especially the student class teacher. in practice, the school is very keen to instill sundanese cultural values in its students. the cultural values in question are penance, penance, and penance. that is, the school always strives for the school community to be able to hone each other's abilities, love each other between school members, and guide one another. students as educational objects are expected to be able to have sundanese cultural skills as a form of love for their ancestral heritage, be it the culture that is cognitive, affective, or psychomotor. the process of instilling a love of local culture or local wisdom is integrated into the curriculum used by the school. for example, one of the graduate competency standards (skl) formulated by schools is that students must be able to recognize and sing the poems as sundanese tribal songs. in addition, the teacher in preparing learning plans is always based on local wisdom both in terms of learning materials, learning methods and media, and evaluation of learning. the habit in the learning process is also important in the process of planting character education based on local wisdom at the sd laboratorium upi tasikmalaya. every thursday, all school members are required to wear sundanese clothes, namely kebaya for women and compensation for men. in addition, students are also required to ngawih (singing sunda songs ) first before carrying out the learning process. this activity is a form of planting love for sundanese culture as early as possible. cultivation of character education based on local wisdom in the sd laboratorium upi tasikmalaya was also named in the learning evaluation process. one of the evaluations carried out was to visit the sundanese culture place, naga village. students are taught to live independently and simply in an environment that still holds fast to their regional principles. students are given practical assignments by the teacher such as tutut which is actually an activity that is usually carried out by sundanese children. the purpose of this activity is that students can cognitively know how to teach tutut properly and correctly, affective students can work together with other friends to tutut , and psychomotor students are skilled at speaking according to the steps taught by the teacher . implementation of character education strengthening based on local wisdom in sd laboratorium upi tasikmalaya | 33 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 strengthening the character education launched by the government is focused on five characters, namely religious, nationalist, integrity, independent, and mutual cooperation. sd laboratorium upi tasikmalaya implanted the five characters based on local wisdom that must continue to be preserved. next is the cultivation of character education done. religious religious characters instilled in students by the sd laboratorium upi tasikmalaya include habituating the duha prayer every day before carrying out routine learning in class. duha prayer activity was led by a teacher a gamma or one student appointed by the teacher, while other teachers supervise students so that the activities can proceed smoothly. in addition, students are also accustomed to reading short letters and asmaul husna after the duha prayer is done. especially for fridays, students are guided to read al-kahfi and yasin letters. another religious character instilled in this elementary school is kissing the teacher's hand wherever they are. students are also taught manners to bend down when passing through a crowd and say punten . this habit is indeed carried out by sundanese people if they want to pass other people both those who are older or younger. this is a form of politeness that must be shown to others. even though the sd laboratorium upi tasikmalaya is not a muslim-based school, but this school highly upholds the cultivation of religious character in its students. this school facilitates all students in obtaining religious education more intensively by holding an mda (madrasah diniyah awaliah) or commonly called a religious school. the school provides special teachers to teach in this mda. this religious school is held after every public study on tuesday through friday. as for students who are not muslim, they are served by special teachers and taught about the etiquette of socializing with fellow humans. to bridge the information between the school and parents of students, especially in religious education, the school held a contact book named solah anak. this book contains student worship activities such as prayer five times, tadarus, and other activities. in the fivetime prayer column, parents must record what time their children pray at home and then initial it. in the tadarus column, parents must write down what day the child has read the qur'an and what verse. whereas in the notes column parents must fill in other worship activities carried out by students such as memorizing letters, reading asmaul husna, or other readings. 34 | implementation of character education strengthening based on local wisdom in sd laboratorium upi tasikmalaya p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 figure 1. habituation of duha prayer nationalist the nationalist character is inculcated to students not only by holding flag ceremonies but on other days. every student must memorize the indonesia raya song and other compulsory songs. every day, before the implementation of learning, begins students are played a national compulsory song from speakers who deliberately installed by the school in every corner of the school. with this, students are accustomed to listening to national compulsory songs every day so that it makes it easier for students to memorize the lyrics of the song. figure 2. ceremony activities the nationalist sense is instilled by the school in students starting from the low class. at the end of each semester, students in grades 1, 2, and 3 are included in the state defense education activities which are guided directly by the army. this activity was carried out for 2 days 1 night in the tni ad training environment. in this activity, students are taught to be disciplined, independent, and responsible. students learn discipline in time, discipline in carrying out tasks, and discipline in other daily activities. students are also taught independently, because during this activity parents are not allowed to visit their children. in addition, students are also taught to be responsible for themselves and for their actions. integrity implementation of character education strengthening based on local wisdom in sd laboratorium upi tasikmalaya | 35 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 the character of integrity is instilled by the school directly in the learning process and through habituation. in the learning process, students are taught to be disciplined in time, tasks, attitudes. discipline within example students should come on time to school is at 07.30 am every day. discipline in the task for example students must do the assignments or homework from the teacher well. discipline in attitude for example students must be able to follow the learning process in accordance with school rules and students must follow school rules in socializing with other school members. for students who are successful in discipline, the teacher usually gives them prizes in the form of points or stars as encouragement for other students. integrity instilled by students is not only done in schools, but parents at home are also involved in instilling this character. teachers as parents of students at school work together with parents at home so that good habits that have been taught at school are also instilled at home. this is to build the character's diversity in students so that later what is taught by the teacher in the school carries in everyday life. parents at home must be committed to the rules and habits taught at school, such as the limit on the use of mobile phones to children every day, good behavior in socializing with others, being good in daily life, and so on. figure 3. activities students independent the independent character is instilled by the school in collaboration with parents at home. the school has launched the sugema program (suhud, getol, mandiri). this sugema program involves parents of students directly from waking up to students going to school. suhud is means to wake up in the morning and diligently in indonesian means 36 | implementation of character education strengthening based on local wisdom in sd laboratorium upi tasikmalaya p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 diligent. thus, students must wake up early, be diligent in carrying out activities, and be independent. the teacher provides a daily activity table for students to control this sugema program. parents of students are obliged to upload a student activity table as a report that the student has implemented the sugema program. this program includes dawn prayers, tadarus, making beds, helping parents , and sports. if students do all these activities in the morning before leaving for school, parents check the tables that have been provided by the teacher for later uploading on social media. the sugema program requires the parents' collaboration as the teacher's partner to shape the student's character. figure 4 . sugema program mutual cooperation the character of mutual cooperation is instilled in students through learning and habituation. in the learning process, teachers more often apply cooperative learning or learning models in groups. the process of group formation was carried out randomly so that students would not only want to work in groups with the same students. learning with this model stimulates students to work together with other students to gain knowledge. all students are directly involved in obtaining information and are not only focused on the teacher as the information provider. the process of planting characters in mutual cooperation conducted by sd laboratorium upi tasikmalaya is one of class cohesiveness in caring for and cleaning the classroom. every year, the school holds a class clean-up competition, which is attended by all classes. students must work together in beautifying and cleaning their class so that they become champions in the cleanliness competition. the cleanest and most beautiful class gets prizes provided by the school for all students of the class. implementation of character education strengthening based on local wisdom in sd laboratorium upi tasikmalaya | 37 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 figure 5. classroom cooperation conclusion the cultivation of character education based on local wisdom in the sd laboratorium upi tasikmalaya is carried out through a learning and habituation process. in the learning process, inculcation of character education is outlined in the selection of learning models, the use of instructional media, learning materials, and evaluation of learning used. while the cultivation of character education through habituation is carried out in the school environment with the guidance of the teacher and in the home environment with the guidance of the students' parents. acknowledgments this research is a grant from the universitas perjuangan tasikmalaya. we as the research team would like to thank the moral and material assistance provided by the universitas perjuangan tasikmalaya for the implementation of this research as one of the three pillars of higher education that must be carried out by lecturers. in addition, thanks also to the teachers, students, the principal of sd laboratorium upi tasikmalaya and other parties involved in this research. references arikunto, s. (2010). prosedur penelitian: suatu pendekatan praktik. jakarta: pt rineka cipta. bahardur, i. (2018). kearifan lokal budaya minangkabau dalam seni pertunjukan tradisional randai. jentera: jurnal kajian sastra vol. 7 no. 2 hlm. 145-160 depdiknas. (2003). undang-undang sistem pendidikan nasional. jakarta: pusat dokumentasi depdiknas 38 | implementation of character education strengthening based on local wisdom in sd laboratorium upi tasikmalaya p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 kemdikbud. (2019). cerdas berkarakter. (online). tersedia di: https://cerdasberkarakter.kemdikbud.go.id/?page_id=132 (diakses tanggal 15 maret 2019) kesuma, d., triatna, c., & permana, j. (2013). pendidikan karakter. bandung: pt remaja rosdakarya. lickona, t. (2016). educating for character. jakarta: pt bumi aksara sugiyono. (2010). metode penelitian kualitatif, kuantitatif, dan r and d. bandung: alfabeta. suyitno, i. (2012). pengembangan pendidikan karakter dan budaya bangsa berwawasan kearifan lokal. jurnal pendidikan karakter vol. 2 no. 1. hal. 1-13 wibowo, a. & gunawan.(2015). pendidikan karakter berbasis kearifan lokal di sekolah.yogyakarta: penerbit pustaka belajar https://cerdasberkarakter.kemdikbud.go.id/?page_id=132 infinity improving the ability of private school teachers in making scientific writing through structured assistance | 115 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 improving the ability of private school teachers in making scientific writing through structured assistance rizki pebriana 1 , sylvia rabbani 2 , agni muftianti 3 1 fakultas ilmu pendidikan, ikipsiliwangi 2 fakultas ilmu pendidikan, ikipsiliwangi 3 fakultas ilmu pendidikan, ikipsiliwangi 1 rizkipebriana@ikipsiliwangi.ac.id, 2 sylviarabbani@ikipsiliwangi.ac.id, 3 agni_muftianti@ikipsiliwangi.ac.id abstract in this study the problem arises because of several things as follows: 1). the limited ability of prospective elementary school students to make scientific papers; 2). the limitation of lecturers in processing learning subjects is the technique of writing scientific papers as teaching material. these limitations are feared to cause stagnation in the ability of prospective primary school teachers to make scientific papers. mentoring is a way to overcome problems that can be caused by reduced availability, support, and guidance of lecturers as adults in the lives of many students. the results of this study are that there is an increase in the ability of prospective elementary school students to make scientific papers with structured mentoring. by implementing structured mentoring in the scientific writing technique course, prospective elementary school teacher students are guided to make scientific papers in a structured manner. the quality of scientific papers made by students of prospective elementary school teachers using structured assistance is quite good. this is because students are structured guided to write scientific papers ranging from finding problems to finding solutions and putting them in scientific papers. keywords:scientific papers, structured assistance abstrak dalam penelitian ini permasalahan muncul dikarenakan beberapa hal sebagai berikut: 1). keterbatasan kemampuan mahasiswa calon guru sekolah dasar dalam membuat karya tulis ilmiah; 2). keterbatasan dosen dalam mengolah pembelajaran mata kuliah teknik penulisan karya tulis ilmiah sebagai bahan ajar. keterbatasan-keterbatasan ini dikhawatirkan menyebabkan stagnannya kemampuan calon guru-guru sekolah dasar dalam membuat karya tulis ilmiah. pendampingan adalah cara untuk mengatasi masalah yang bisa diakibatkan oleh berkurangnya ketersediaan, dukungan, dan bimbingan dosen sebagai orang dewasa dalam kehidupan banyak peserta didik. hasil dari penelitian ini adalah terdapat peningkatan kemampuan mahasiswa calon guru sekolah dasar dalam membuat karya tulis ilmiah dengan pendampingan terstruktur. dengan menerapkan pendampingan terstruktur pada mata kuliah teknik penulisan karya tulis ilmiah, mahasiswa calon guru sekolah dasar dibimbing untuk membuat karya tulis ilmiah secara terstruktur. kualitas karya tulis ilmiah yang dibuat oleh mahasiswa calon guru sekolah dasar dengan menggunakan pendampingan terstruktur sudah cukup baik. hal ini disebabkan mahasiswa dibimbing secara terstruktur untuk menulis karya tulis ilmiah mulai dari mencari masalah sampai menemukan solusi dan menuangkanya dalam karya tulis ilmiah. kata kunci: karya tulis ilmiah, pendampingan terstruktur introduction in this study the problem arises because of several things as follows: 1). limitations of the ability of prospective elementary school students to make scientific papers; 2). the limitation of lecturers in processing learning subjects is the technique of writing scientific papers as teaching material. these limitations are feared to cause stagnation in the ability of prospective elementary school teachers to make scientific papers. if this is allowed to mailto:rizkipebriana@ikipsiliwangi.ac.id mailto:sylviarabbani@ikipsiliwangi.ac.id mailto:agni_muftianti@ikipsiliwangi.ac.id 116 | improving the ability of private school teachers in making scientific writing through structured assistance p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 continue to occur, a generation will be formed who will experience delays in completing studies that affect the student and broadly in the study program concerned. therefore, this study will study the subject matter of scientific writing techniques that can be applied to prospective elementary school students in a practical, efficient and effective way that can improve the ability of elementary school prospective student students to be more productive. however, for more in-depth and comprehensive research, the team's initial research will be limited to making scientific papers and scientific publications in national journals that have not been accredited. scientific writing scientific writing is also called scientific work or scientific writing. scientific works are essays of science that present facts and are written according to good and correct writing methodologies (haryanto, 2000). while according to scientific essays is an essay or writing that is obtained in accordance with the nature of science and is based on the results of observations, reviews, research in a particular field, arranged according to certain methods with systematic writing that has language and its contents can be accounted for truth and science (zaenal, 1998). scientific work is a writing that contains a study of a particular problem using scientific rules. scientific rules include the use of scientific methods and the fulfillment of scientific principles, such as: objective, logical, empirical, systematic, straightforward, clear, and consistent. scientific works can be divided into two, (i) scientific works written based on the results of research, and (ii) scientific works written based on the results of serious thought. both types (i) and (ii), in writing still use the method of analyzing problems that are approaching the truth (scientific). scientific works are works that are prepared by paying attention to and using scientific principles, while non-scientific works are written works whose preparation does not or does not fulfill scientific principles. all research results and publications are scientific works. likewise, all papers, papers, or articles are prepared using scientific principles and are based on the results of serious research and or thought in the context of the application or development of science. sukohardjono (2007): scientific papers are various kinds of writing carried out by a person or group using scientific procedures. in other words scientific papers are written reports on the results of scientific activities. scientific articles differ from papers. scientific articles are summaries of research reports, while papers written are not based on the results of the study. scientific articles are usually published in research journals. papers (or non-research articles) are usually published in nonresearch scientific magazines. non-research papers or articles can be descriptive, directive or problem solving. descriptive papers, especially if not accompanied by analysis, are usually only informative so that they can be likened to an advertisement. definition of structured mentoring students need a positive relationship with their lecturers as adults for healthy development. the national association for youth education (2008) has noted that constructive relationships, where a student feels valued, are very important for the development of security, self-esteem, academic achievement, and the ability to interact with others. unfortunately, many students may receive inadequate adult support now than in the past because of changes in family and community norms (jekielek, moore, & hair, 2002; rhodes, reddy, roffman, & grossman, 2005). mentoring is a way to overcome problems that can be caused by reduced availability, support, and guidance of lecturers as adults in the lives of many students. a lecturer can provide caring and supportive relationships, contributing to the experience of improvement for students who may have unsatisfactory relationships with other lecturers / adults in their improving the ability of private school teachers in making scientific writing through structured assistance | 117 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 lives (rhodes, 2005). the mentoring program is intended to facilitate appropriate and meaningful relationships between students as students and lecturers as adults that lead to positive student outcomes such as increased social skills, self-esteem, and literacy skills (dappen & isernhagen, 2005; dubois, neville, parra, & pugh-lilly, 2002). evaluations and research on mentoring programs have occurred since the 1970s, but more other research is needed for possible new findings (dubois, holloway, valentine, & cooper, 2002). while some empirical evidence shows the positive impact of mentoring on lecturers (karcher, 2009; evans, 2005) there seems to be a need to examine more about the motivation and benefits felt by students as students who participate in structured class-based mentoring. benefits of class-based structured assistance (peers) researchers have suggested that classroom / school-based mentoring is associated with increased student self-esteem, attitudes toward class / school, and fellow relationships and parents (hancock, 2003; rhodes et al., 2005). several studies have found that classroom / school-based mentoring is associated with increased academic and student behavior (caldarella, adams, valentine, & young, 2009; keating, tomishima, foster, & alessandri, 2002; rhodes et al., 2005). herrera (1999) found that lecturers as adults encourage more positive relationships between students, their peers, and class / school administration. class / school-based mentoring also seems to be an effective intervention for students who have emotional and behavioral difficulties (caldarella et al., 2009; glomb, buckley, minskoff, & rogers, 2006; herrera, sipe, mcclanahan, arbreton, & pepper, 2000 ) limited research has discussed the impact of classroom / school-based mentoring on apprentice lecturers, but is a positive initial finding. for example, young lecturers who have just served as lecturers report greater benefits related to class and school relevance and selfesteem than the comparison group (karcher, 2009). the positive effects of mentoring were also found on young lecturers who guided students in the p study program, which specifically increased the lecturers' knowledge and understanding of student development and appropriate educational practices (trepanier-street, 2007). at college age, lecturers report that they are also students when they guide youth in cities as part of a community-based mentoring program (kafai, desai, peppler, chiu, & moya, 2008). fresko and wertheim (2006) show that apprentice lecturers can use it. participation in mentoring can increase their sensitivity to students, improve their coping skills, and learn how to deal with and interact with students. others have reported that mentoring allows lecturers to expand their social networks, improve their teaching and training skills, and increase their personal satisfaction (ellis & granville, 1999). in the context of mentoring new teacher candidates, gilles and wilson (2004) also report that mentoring provides several benefits for lecturers including opportunities for professional development, increased self-confidence, and broader networks. however, additional research is needed to better understand the motivations and benefits reported by lecturers who serve as class / school-based friends to students in making scientific work. such research can help increase student productivity which is often the most difficult field in making scientific papers and publishing them in journals. method this study used the experimental method pretest posttest towards the structured assistance class and the conditional mentoring class as the control class, where the pretest was conducted on both classes, then the two classes were given different treatments and posttest was conducted to find out the final ability of students after being treated, especially in writing papers scientific. 118 | improving the ability of private school teachers in making scientific writing through structured assistance p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 the location used in this study is ikip siliwangi which is a private university in the kopertis region iv. the location selection of siliwangi ikip as a research location is because ikip siliwangi has an elementary school teacher education study program that students can interpret as potential elementary school teachers. the subjects to be used are students in the primary school teacher education study program ikip siliwangi with a total of 70 students, consisting of 35 students in the experimental class and 35 students in the control class. the instruments used in this study are of two types. the first test instrument was a description question, this instrument was used to measure the understanding of students of elementary school teacher education ikip siliwangi about scientific writing. the second instrument in the form of a checklist is used to measure the ability of ikip siliwangi students to make scientific writing. all instruments used have been tested by experts. results and discussion results to obtain the results of the student's ability of prospective primary school teachers in making scientific papers, each test consists of 7 description questions and a scientific study instrument consisting of 30 statements about the problem aspects, the contents of the action and writing. instrument ability to make scientific papers is done twice in research, namely before learning (pre-response) and after learning (post-response). pre-response is used to see the student's initial ability, while the posrespon is used to see students' abilities after learning. the pretest and posttest scores of the ability of elementary school prospective students to make scientific papers are used to see the achievement of these abilities. the study instrument for scientific papers is to see the quality of scientific papers made by students. this study instrument is used to see whether the problem, content, actions and writing are good or not. data analysis carried out included pretest and posttest data for students' ability of elementary school teacher candidates in making scientific papers as well as data from instruments reviewed by scientific papers on data processing carried out with the help of spss 23.0 for windows and microsoft excel 2010 software. the following are the results of research and discussion. table 1. average value of understanding scientific papers no skor eksperimen control 1 skor pretest 29,98 32,55 2 skor posttest 73,24 46,26 3. skor gain 0,68 0,18 on the average pretest score the ability to make control class scientific papers have an average value of 32.55 which, if converted in the form of a percentage of the achievement of the control class, only gets 32.55%. on the average pretest score the ability to make a control class scientific paper has an average value of 32.55 and is higher than the average of the experimental class which only has an average value of 29.98 the average difference between the two classes is 2, 57. the difference in achievement between the experimental class and the control class is still relatively low, so the two classes have the ability to make relatively similar initial scientific papers. on the average posttest score the ability to create a control class scientific paper which only has an average value of 46.29 which if converted in the form of a percentage of the achievement of the control class that only obtains. 46.29%. improving the ability of private school teachers in making scientific writing through structured assistance | 119 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 on the average posttest score the ability to make experimental class scientific papers has an average value of 73.24 and is higher than the average of the control class which only has an average value of 46.29 the average difference between the two classes is 26, 98 which when converted into the percentage percentage of achievement of the experimental class is 73.24% or 26.98% higher than the achievement of the control class that only obtains. 46.29%. the difference in achievement between the experimental class and the control class is quite good, both classes have the ability to understand final scientific papers that are relatively different grafik 1. average value of understanding scientific papers on the average gain score the ability to make experimental class scientific papers has an average gain of 0.68 and higher than the average gain of the control class which only has an average value of 0.18 the average difference between the two classes is 0.5. the maximum gain score in the control class is 0.68, while the maximum gain score in the experimental class is 1.00. the minimum gain score in the control class is -0.38, while the minimum gain score in the experimental class is 0.20. the difference in gain scores between the experimental class and the control class is already moderate, so the two classes have gain scores the ability to make relatively different initial scientific papers. grafik 2. the average gain comprehension value scientific papers on the average score of instruments of scientific writing quality in the experimental class has an average value of 73.77, if converted into the percentage of achievement of the experimental class is 73.77%. the achievement of the quality score of scientific papers in the experimental class is quite good. the highest score of instrument for scientific writing quality was obtained by s4 with a score of 98.44, while the lowest score of quality scientific writing instruments was obtained by s25 with a score of 45.31. discussion there are 30 statements presented in determining the quality of scientific work made by students. the introduction that occurs is the works that produce practical class students in education classes / practices in schools. most of the students' work is indeed their experience in improving quality in the classroom. scientific papers made by students and learning 0 20 40 60 80 skor pretest skor posttest eksperimen control 0 0,2 0,4 0,6 0,8 skor gain eksperimen control 120 | improving the ability of private school teachers in making scientific writing through structured assistance p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 processes that occur in the classroom / practice of education in schools. in scientific papers it also applies to solving problems that occur in the classroom / practice of education in schools. looking for answers that can be accepted using methods that are also applied in scientific papers. in scientific papers there are also actions taken by students to collect data. that gives creative and innovative students (a new action that deserves to be replicated). which is different from what is usually done by teachers in previous education practices or practices. the problem examined in kti is a problem that really exists and is expressed by the teacher. work with work (ask permission, make reports, etc.). redesign through (a) planning, (b) action, (c) observation, and (d) reflection. a better solution to the problem is temporary. fill in books written by students. fix problems, problems, and real problems in class / at school. is there anything used to explore or improve the quality, process, input, or results of learning and / or education. problems of theory, literature, arrangements that build and underlie ideas in solving problems or taking actions. all library studies / reviews according to the problems presented. the study / publication of the library contains a description of the process of action from the above instruments the results are obtained that elementary school students can make good quality work. this can be seen from the papers compiled by students in the elementary school class. problems raised are problems in learning. the problem of education in schools is very important for provision as an elementary school teacher, so students can be used to solving problems in elementary school. besides that scientific papers compiled by students are classroom action research in elementary schools. classroom action research aims to improve and improve the quality of learning. if there are problems in the classroom, prospective elementary school teachers must be accustomed to finding the best to improve the quality of learning. classroom action research is also one of the tasks of elementary school teachers to improve the quality of education in elementary schools conclusion the ability to make assignments for students to make written work with structured assistance. by applying mentoring in the scientific writing technique course, prospective elementary school teachers make professional writing. the quality of writing made by students of prospective primary school teachers using structured assistance is quite good. this causes students to be guided to write papers from search results to find solutions and works in scientific papers. acknowledgments thank you to the ministry of research and technology through the directorate of research and community service who has given us the opportunity and trust so that this research can be carried out well. references caldarella, p., adams, m. b., valentine, s., & young, k. r. (2009). evaluation of a mentoring program for elementary school students at risk for emotional and behavioral disorders. new horizons in education, 57(1), 1-16. improving the ability of private school teachers in making scientific writing through structured assistance | 121 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 2, september 2018 clary, e. g., & snyder, m. (1999). the motivations to volunteer: theoretical and practical considerations. current directions in psychological science, 8(5), 156-159. clary, e. g., snyder, m., ridge, r. d., copeland, j., stukas, a. a., haugen, j., & miene, p. (1998). understanding and assessing the motivations of volunteers: a functional approach. journal of personality and social psychology, 74(6), 1516-1530. dappen, l. d., & isernhagen, j. c. (2005). developing a student mentoring program: building connections for at-risk students. preventing school failure, 49(3), 21-25. dubois, d. l., holloway, b. e., valentine, j. c., & cooper, h. (2002). effectiveness of mentoring programs for youth: a meta-analytic review. american journal of community psychology, 30(2), 157-197. dubois, d. l., neville, h. a., parra, g. r., & pugh-lilly, a. o. (2002). testing a new model of mentoring. new directions for youth development, 93, 21-57. ellis, s. w., & granville, g. (1999). intergenerational solidarity: bridging the gap through mentoring programmes. mentoring & tutoring: partnership in learning, 7(3), 181. evans, t. (2005). how does mentoring a disadvantaged young person impact on the mentor? international journal of evidence based coaching and mentoring, 3(2), 1729. fresko, b., & wertheim, c. (2006). learning by mentoring: prospective teachers as mentors to children at risk. mentoring & tutoring: partnership in learning, 14(2), 149-161. gilles, c., & wilson, j. (2004). receiving as well as giving: mentors' perceptions of their professional development in one teacher induction program. mentoring & tutoring: partnership in learning, 12(1), 87-106. hancock, k. (2003). the case for in-school mentoring. education canada, 43(1), 24-25. haryanto, a.g. (2000). metode penulisan dan penyajian karya ilmiah buku ajar untuk mahsiawa. penerbir buku kedokteran egc: jakarta. herrera, c. (1999). school-based mentoring: a first look into its potential. philadelphia: public/private ventures. herrera, c., sipe, c. l., mcclanahan, w. s., arbreton, a. j. a., & pepper, s. k. (2000). mentoring school age children: relationship development in community-based and school-based programs. philadelphia: public/private ventures. jekielek, s., moore, k. a., & hair, e. c. (2002). mentoring programs and youth development: a synthesis. washington, dc: child trends. kafai, y. b., desai, s., peppler, k. a., chiu, g. m., & moya, j. (2008). mentoring partnerships in a community technology centre: a constructionist approach for fostering equitable service learning. mentoring & tutoring: partnership in learning, 16(2), 191204. karcher, m. (2009). increases in academic connectedness and self-esteem among high school students who serve as cross-age peer mentors. professional school counseling, 12(4), 292-299. national association for the education of young children. (2008). overview of the naeyc early childhood program standards. washington, dc: author. rhodes, j. e. (2005). a theoretical model of youth mentoring. in d. l. dubois & m. j. karcher (eds.), handbook of youth mentoring (pp. 30-43). thousand oaks, ca: sage publications, inc. rhodes, j., reddy, r., roffman, j., & grossman, j. b. (2005). promoting successful youth mentoring relationships: a preliminary screening questionnaire. the journal of primary prevention, 26(2), 147-167. walker, h. m., & severson, h. h. (1992). systematic screening for behavior disorders (ssbd): user’s guide and administration manual. longmont, co: sopris west. zaenal. (1998). evaluasi instruksional prinsip-teknik-prosedur. bandung: remadja karya. infinity 74 | the influence of using kit of science for kids to elementary school students’ concept mastery p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 the influence of using kit of science for kids to elementary school students’ concept mastery yosi gumala1, nunuy nurkaeti2, sani aryanto3, ernawulan syaodih4, achmad samsudin5 1 universitas bhayangkara jakarta raya 2 universitas bhayangkara jakarta raya 3 universitas bhayangkara jakarta raya 4 universitas pendidikan indonesia 5 universitas pendidikan indonesia 1yosi.gumala@dsn.ubharajaya.ac.id, 2nunuy.nurkaeti@dsn.ubharajaya.ac.id, 3sani.aryanto@dsn.ubharajaya.ac.id, 4ernawulansyaodih@upi.edu, 5achmadsamsudin@upi.edu abstract this research was conducted to determine the increase in concept mastery of primary school students' teaching material through the use of media kits of science for kids. the research method used was quasiexperimental research using the matching only pretest and posttest control group design. the learning process uses the media kit of science for kids and the traditional learning media is used as a comparison. learning takes place during four meetings, each learning process is carried out observing the implementation of learning activities. research subjects were 55 students consisting of 28 students using the media kit of science for kids and 27 students with traditional learning media. the research instrument uses multiple-choice tests for concept mastery. the data analysis technique used n-gain mean data and non-parametric test t-test. the value of n-gain in class with a kit of science for kids media is 0.47 while in class with traditional learning media is 0.26. the results showed that an increased understanding of the material using the kit of science for kids was higher than students who received traditional learning media. keywords: concept mastery, science media, conceptual change abstrak penelitian ini dilakukan untuk mengetahui peningkatan pemahaman materi ajar siswa sekolah dasar melalui penggunaan media kit of science for kids. metode penelitian yang digunakan adalah eksperimen semu dengan desain penelitian the matching only pretest and posttest control group design. proses pembelajaran menggunakan media kit of science for kids dan media pembelajaran tradisional digunakan sebagai pembanding. pembelajaran berlangsung selama empat pertemuan, setiap pembelajaran dilakukan proses observasi keterlaksanaan kegiatan pembelajaran. subjek penelitian sebanyak 55 siswa yang terdiri dari 28 siswa mengunakan media kit of science for kids dan 27 siswa dengan media pembelajaran tradisonal. instrumen penelitian menggunakan tes pilihan ganda untuk pemahaman materi ajar. teknik analisis data menggunakan data rerata n-gain dan uji non-parametrik uji t. nilai n-gain pada kelas dengan media pembelajaran kit of science for kids sebesar 0,57 sedangkan pada kelas dengan media pembelajaran tradisional 0,28. hasil penelitian menunjukkan bahwa peningkatan pemahaman materi yang menggunakan kit of science for kids lebih tinggi dibandingkan siswa yang mendapatkan media pembelajaran tradisional. kata kunci: pemahaman materi, media pembelajaran ipa, perubahan konsep introduction concept mastery is the ability of a person to understand or understand something after something is known and remembered. a student is said to understand something if he can provide an explanation or give a more detailed description of something using his own words mailto:sani.aryanto@dsn.ubharajaya.ac.id mailto:ernawulansyaodih@upi.edu mailto:achmadsamsudin@upi.edu the influence of using kit of science for kids to elementary school students’ concept mastery| 75 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 (sudijono, 2009). concept mastery is a level of thinking ability that is one level higher than memory or memorization. students' concept mastery in understanding material related to concepts is one part of learning outcomes, namely cognitive aspects. abilities that include cognitive domains by bloom include a variety of behaviors from the lowest to the highest levels, namely knowledge, understanding, application, analysis, evaluation, and creation (warsita & nurjhani, 2018). according to purwandari (2014) the factors that cause the low student learning outcomes in science subjects are as follows: (1) the learning model applied by teachers in science learning is less innovative, (2) science learning activities are less varied so that the lack of activity students, (3) students' interest and motivation in participating in the science learning process is low, (4) the use of media in the science learning process is still limited, making it difficult for students to understand abstract learning material. based on the aforementioned factors, the teacher's skill in selecting and applying learning models that are relevant to the needs of students and the characteristics of natural science subjects is one of the factors that can affect the quality of student learning outcomes. this is supported by the opinion of susanto (2013, p. 166) which states that teachers have not been fully able to carry out science learning actively and creatively in engaging students through the application of learning models that vary based on the characteristics of the subject matter. jenkins (2011) states the causes of students viewing science as an unattractive subject and often lack understanding when studying science because science learning is not relevant to everyday life experiences. based on observation activities found problems from the teacher, students, and learning outcomes. the teacher has not fully mastered a more effective learning model in the delivery of material and increased the ability of students needed at this time one of which is the ability to solve problems. this is proven by the teacher not introducing student material concretely, the media used is less than optimal, more one-way lectures does not vary the learning model, and has led students to find their own understanding through learning experiences. the teacher has not designed the surrounding environment and student experience in daily activities as a source and medium of learning. for elementary school students grade iii, iv, and v whose cognitive development level is at a concrete operational level, the learning model involving experience is very appropriate to apply. according to jarvis (2011) at this stage, students are mature enough to use logical thinking or operations, but only for physical objects that exist today. egocentric students at this stage are reduced and their abilities in conservation tasks become better. but without physical 76 | the influence of using kit of science for kids to elementary school students’ concept mastery p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 objects before them, students at the concrete operational stage still have great difficulty in completing logical tasks. that makes the delivery of science should be done thoroughly by involving concepts, instruments and good conditioning so that it gives a positive influence on learning (l.j grabbau, 2017). implementation in learning by involving experience in primary schools requires media props or real experimental tools. the findings of ningsih (2019) related to the use of educational media in learning in primary schools using practicum methods show that the use of educational tools and media in science learning can make students' understanding more permanent, students gain learning experiences that cannot be obtained in theory, students able to get to know and master the science tools better which ultimately has the knowledge and understanding of teaching material in more depth. akpinar (2009) suggests that science teaching and learning should involve the use of material and media that are more interesting, this can encourage student involvement in learning science at the elementary school level and be able to maintain and expand student knowledge about science. one of the experimental tools or demonstration tools that can be used is the kit ipa. kit is an educational teaching aid packaging system where all components or instruments are arranged in an integrated manner so that it can be used for various experiments by practical. whereas the natural science kit referred to in this study is a kit of science for kids which is a language transfer from kit, while the intended students are specifically for fourth-grade elementary school students. thus the kit of science for kids is a teaching aid or experiment tool that has been designed and compiled by the teacher with items related to the unit of study used in helping students to understand the science material of various objects found in elementary school students. it is expected that through real experimental activities, active involvement of students in learning can improve and understanding related teaching materials can be connected with students' daily lives. in addition to understanding teaching material, learning activities are expected to be able to practice the ability to solve science problems such as understanding the problems faced, providing solutions, giving reasons, and providing alternative solutions. this needs to be given in view of the increasingly rapid development of the times, so students are able to follow global competition (afifah, 2019). with the purpose of this investigation, the researchers required to be acquainted with the consequence of using the kit of science media in the accumulative mastery of concepts. the influence of using kit of science for kids to elementary school students’ concept mastery| 77 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 method the method used in this research is the quasi-experimental method. (gall & borg, 2003, p. 402) say that referring to the limited research related to random samples is called quasiexperimental. the two classes were given different treatments but were given the same pretest and posttest, so the research design used was the matching-only pretest-posttest control group design (fraenkel, 2012, p. 248). furthermore, the score from the pretest results is compared with the posttest score to see the increase or change in the score obtained. in this study, the assessment of teaching material understanding is devoted to aspects of understanding (c2) in the taxonomy of anderon & krathwol such as estimating, explaining, classifying, characterizing, detailing, associating, comparing, calculating, contrasting, changing, maintaining, describing, interweaving, distinguishing, discussing, discussing, explore, exemplify, explain, pattern, expand, conclude, predict, summarize, and describe. but in research, because time and experiments are only relevant to only a few aspects researchers exemplify, classify, compare, explain and interpret. this is adjusted to the assessment in aspects of anderson & krathwohl's understanding. tests conducted to determine the understanding of the material using multiple choices. the multiple-choice test used only focuses on matter and force changes with questions including friction, gravity, and electromagnetic forces. the selection of more specific material is needed so that students are easier to do. this is supported by the opinion of nelson (2014) which states the questions asked to students should be in accordance with the topics and knowledge that have been considered. results and discussion results results to find out whether the treatment is given, namely the kit of science for kids learning media is able to significantly increase students' understanding of teaching material, compared to conventional media. in the elementary school science laboratory, there are various kinds of tools that can support students in conducting various varieties of science experiments, one of which is the kit of science for kids. several categories of science tools are confidential on numerous basis. one classification is based on completeness of comprehensiveness settings. through activities that are designed based on the framework of each proposed step can improve student competency. the kit of science for kids is the designation of the natural science supports used for experiments in learning science in the classroom. in general, the difference 78 | the influence of using kit of science for kids to elementary school students’ concept mastery p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 in the average score of understanding of teaching material obtained by the class with the kit of science for a kid learning model is 0.47 and the conventional learning model class is 0.26. discussion based on the data processing of the results of the pretest understanding of teaching material, it was shown that the class with the kit of science for kids learning media and the class with conventional learning media had different understanding abilities. the test class got the kit of science for kids learning treatment while the comparison class got conventional learning treatment. of the two treatments, both those using the kit of science for kids and conventional learning turned out to both be able to improve teaching material understanding. however, the improvement experienced by students who learn through learning using kits of science for kids is generally higher than students who study with conventional learning. through the statistical analysis, it can be proven that the increase in understanding of teaching materials achieved by the class with the media kit of science for kids is significantly different than what is achieved by the class with conventional learning models. thus, it can be said that learning using the kit of science for kids can make a positive contribution to increasing understanding of teaching material. the provision of learning models that are in accordance with the material effectively can increase the understanding of natural sciences (schiever, 2017). this is because during the learning process students are required to find, process, and form their own theories based on the experiments they do, so they unconsciously practice understanding the teaching material. this is in line with balim's explanation (2009, p. 2) which explains that the discovery of material and ideas in natural science takes place over experiments and investigations of natural phenomena through the media kit of science for kids. while the experiment itself one of them can be done using a kit. as jones et al. (2014, p. 2374) said, kits can involve students in experimental activities to find things related to science material through questions, including some forms of data collection, data interpretation, and assessment after using kit. when viewed from the magnitude of the increase in understanding of teaching materials in general in the classroom with the media kit of science for kids, it can be seen that the average score of teaching material understanding in the pretest is relatively low compared to the acquisition of the final score (posttest) after learning. as for the form of treatment in the classroom with learning media kit of science for kids, while the comparison class students get conventional learning on the concepts of friction, gravity, and electromagnetic forces. in the the influence of using kit of science for kids to elementary school students’ concept mastery| 79 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 class with the media kit of science for kids, if seen from the increase in the average n-gain score, the understanding of teaching material is quite significant, the results can be seen at 0.47 in the medium category, whereas in the class with conventional learning media the average score increase in the nthe gain is 0.26 in the low category. furthermore, when viewed according to the cognitive aspect students still have difficulty in answering the test on the aspect of providing the lowest alternative solution compared to the increase in the average n-gain score of other aspects. while what happens in the classroom with conventional learning media cognitive aspects have increased, all of which are of low category. therefore, it can be concluded that the learning media kit of science for kids can significantly increase the understanding of teaching materials, especially in the mastery of the concept of friction. gravity and electromagnetism. this is relevant to the results of research conducted by purwandari (2014) which results show that there are differences in understanding of the concepts of science and learning processes that prioritize visual, aesthetic and kinesthetic among students who get learning kits of science for kids compared to conventional learning. this is in line with research conducted by purnomo (2017) whose results show that there are differences in student learning outcomes between students who take the media kit of science for kids learning with students who take conventional learning. however, the increase in ngain that occurred in the classroom with the learning media kit of science for kids was only categorized as moderate, this could be due to the learning process at the first meeting there were still obstacles. as for some of the obstacles that become less optimal learning activities are students, teachers, learning time, and textbooks. student factors include lacking student readiness. maharbid (2018) states that readiness is a willingness to respond or react. based on the understanding of readiness expressed by maharbid, it can be said that students who are ready to learn are students who respond or react to learning activities. while in the learning activities carried out there are still many students who are not ready to accept learning, this is still the presence of group members who do not work and help their colleagues both in conducting experiments and answering questions in student worksheets. the teacher factor includes explaining the planned activities to be carried out and the rules for playing in the group. this is supported by the opinion of darmadi (2012, p. 4) which explains that the activities explained in learning aim to help students understand concepts, laws, and procedures. objectively, guide students objectively, guide students to understand questions, increase student involvement, gives students the opportunity to live the reasoning process and 80 | the influence of using kit of science for kids to elementary school students’ concept mastery p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 get feedback on student understanding. this is in line with the opinion of gillespie (2007, p. 5) which states that in order for students to learn effectively through experiments, teachers must pay attention to four things, including the level of guidance provided, students' ability to work independently, plan investigation or experimental steps, the nature of the problem proposed (requires answers), availability of learning resources, and realistic allocation of time for implementation. next is the weakness in guiding students in the discussion equally. evidenced by the reluctance of teachers to go around to guide students in discussions. this is also supported by the opinion of gumala (2016, p. 5) which explains that the components guiding small group discussions include: 1) focusing students' attention; 2) clarify the opinions of students; 3) analyzing student views; 4) increase student contributions; 5) distributing students' views, and 6) closing the discussion. the next factor is the learning time. the allocation of learning time at each meeting is 3x35 minutes predetermined between the researcher and the teacher written in the learning syntax. but it was seized by the noise of students. especially what happens at the first meeting, where students are not familiar with the learning provided (nurkaeti, 2019). where this has an impact on the course of learning that results in less than the maximum in the delivery of learning material (gumala, 2019; syaodih, 2019). the limited availability of learning resources in the form of textbooks also becomes an obstacle. where in learning to use the kit of science for kids there is a learning stage which is the verification stage that requires literary support to confirm the results of experiments and student discussions in each group. conclusion based on the results of research and discussion that has been done, it can be concluded as follows, increased understanding of teaching materials among elementary school students who get media kits of science for kids is higher than elementary school students who learn through traditional learning media. references afifah, r. n., syaodih, e., suhandi, a., maftuh, b., hermita, n., handayani, h., ... & samsudin, a. 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(2014). children’s sequential information search is sensitive to environmental probabilities. cognition, 130, 74–80. ningsih, a. r., afifah, r. n., gumala, y., handayani, h., suhandi, a., syaodih, e., ... & samsudin, a. (2019). a preliminary study: how is extent the fourth-grade students understanding of the magnetic force?. in journal of physics: conference series (vol. 1280, no. 5, p. 052048). iop publishing. nurkaeti, n., aryanto, s., & gumala, y. (2019). read aloud: a literacy activity in elementary school. primaryedu-journal of primary education, 3(2), 5561. 82 | the influence of using kit of science for kids to elementary school students’ concept mastery p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 purwandari, ayu. 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(2018). relationship between students’ concept mastery and the ability to assess source credibility through problem based learning in environmental pollution concept. indonesian journal of biology education, 1(1): 1-7. infinity a contextual problem based of local wisdom improve the ability to solving a word problem mathematics students of elementary school| 55 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 a contextual problem based of local wisdom improve the ability to solving a word problem mathematics students of elementary school riza fatimah zahrah1, winarti dwi febriani2 1 universitas perjuangan tasikmalaya 2 universitas perjuangan tasikmalaya 1 rizafatimah@unper.ac.id 2 winartidwi@unper.ac.id, abstract the background of the study are the results of the study in the year 2013 that has been carried out, the capacity of finishing to solve word problems still a big the difficulties encountered by primary school student on math. first, the students was difficult to understand content from to word problems which it is served. so that it would be a much trouble, students hard to change the words of story into mathematics modelling. the purpose of this research is to had a clear grasp of concerning the improvement of the the ability for solving the word problems mathematics with is using it based math thats why chose without abandoning the local wisdom. a contextual problem of mathematics at class was serve in sunda language and using the game of sunda’s cultured (for example: congklak). this research used a quantitative approach with the methods quasi experiment. the experimental methods specious or quasi experiment use class experimentation and class control. research was implemented in public primary schools 1 suganangan as a class experimentation and public primary schools 2 suganangan as a class control. class experiment given learning with using it contextual mathematics based local with n-gain 0.51 medium category. keywords: contextual problem based on local wisdom abstrak latar belakang dari penelitian ini adalah hasil penelitian pada tahun 2013 yang telah dilakukan, bahwa kemampuan menyelesaikan soal cerita masih menjadi kesulitan yang dihadapi oleh siswa sekolah dasar pada mata pelajaran matematika. kesulitan pertama siswa adalah sulit memahami konten dari soal cerita yang disajikan. sehingga akan melahirkan kesulitan yang selanjutnya yaitu, siswa kesulitan untuk mengubah kalimat cerita menjadi kalimat matematika. pada tahap melakukan operasi hitung juga siswa masih mengalami kesulitan. tujuan penelitian ini adalah untuk memperoleh gambaran tentang peningkatan kemampuan menyelesaikan soal cerita matematika dengan menggunakan masalah kontekstual matematika berbasis kearifan lokal. masalah kontekstual matematika yang disajikan menggunakan bahasa sunda dan dalam pembelajaran menggunakan permainan berbudaya sund a (misalnya: congklak dan enggrang). penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen. metode eksperimen semu atau kuasi eksperimen menggunakan kelas eksperimen dan kelas kontrol. penelitian ini dilaksanakan di sd negeri 1 suganangan sebagai kelas eksperimen dan sd negeri 2 suganangan sebagai kelas kontrol yang berada di desa suganangan kecamatan suganangan kabupaten kuningan. kelas eksperimen diberikan pembelajaran dengan menggunakan masalah kontekstual matematika berbasis kearifan lokal mengalami peningkatan dengan n-gain sebesar 0.51 dengan kategori sedang. kata kunci: ctl, kearifan lokal introduction mathematics is a subjects made some study science like the number of, geometry and data processing taught starting from the level of elementary schools to senior high school. mathematics also be the foundation for the physics, chemical, statistika and other sciences, so mailto:rizafatimah@unper.ac.id 56 | a contextual problem based of local wisdom improve the ability to solving a word problem mathematics students of elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 that of math the science which crucial to the development of the era of globalization and technology development . in zahrah (2016) that one the difficulties encountered of primary school students when studies math is doing the story. students weak in understanding the concept of, as a result wrong have translated questions to students in the model mathematics. and also students would be wrong to do the completion of mathematical model .students experienced difficulty in have translated the content or content of a word problem of mathematics that presented so as to make the planning has resulted in the resolution of problems. this is further strengthened with the results of the study zahrah ( 2013 ) based on the value of god is mathematics second semester with an average 55,4 has not yet reached the value of standart (kkm) and researchers hope, that is 65 and 80 .have been further strengthened with sheets of the answer students who look experienced difficulty on a word problem, this seems to indicate that a student experienced difficulty in resolving problem solving mathematical. in math stressed to apply or implement science in the life. the purpose of mathematics for all primary and secondary level of education is that students be able to: (3) solve the problem which includes the ability to understand the problems, designed a mathematical model, finish, model and interpreting a solution obtained; (depdiknas, 2006). while based on the fact that there are things that are difficult for primary school student. according to a story about abidin (1989: 10 ) with. presented in the form of short stories. the story he can be a life problems. colloquial or other problems. weight problems expressed will affect the long or short story. the greater weight problems, expressed allowing the longer the story presented. meanwhile, according to the story of the research is a math problem shaped story associated with various of subjects of taught in math in fourth grade. according to asih , i .m (2010: 68 ) address about story is finish about through the sequence of steps: understanding about and understands what are asked in about, followed by making model mathematics complete with a logaritm, and then solved computing and the aljabr properly. in line with opinion salma, u. , & amin, s. m.(2014: 175 ): capability of being needed in resolving about story not only on the ability of in skill or algorithm certain. but also needed their ability to drawing up plans or strategy to be used in the resolution. to complete about story, besides students are required aware of information that served must be analyzes information given in about. information analyzed in order to make the choice and decisions will be taken in finish te problem. a contextual problem based of local wisdom improve the ability to solving a word problem mathematics students of elementary school| 57 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 the stages in the completion of a word problem given in conformity to the process of solving a problem according to polya in maier (1995: 87) divided into several stages: the problem solving 1. understanding the problem 2. thinking of a plan (devise a plan for solving it) 3. implementation of the plan (carry out your plan) 4. review (look back to examine your) solution figure 1. problem solving stage pimta, s et al (2009: 381): “mathematical problem is the tool used as not only to help students develop their thinking ability but it also helps them to develop their basic skills of solving the problems especially a problem in daily life. the goal of teaching mathematic to be effective was that the students were able to solve its problems.” a math problem that is a tool that not only used to help students develop their thinking ability but it is also helping them to develop their basic skills of solving problems especially a problem in everyday life.the purpose of teaching mathematika to be that those students were able to solve the problem effectively.in line with the research results of khatimah dan masduki (2016: 3) this means that “problems” in problem solving tend to be complex, non-routine, open-ended, and challenging. nelissen (1997) defines the context as the situation that attracts attention children and which they can be recognize well. according to johnson (2006: 58) that the context of usually likened to the environment, namely the world beyond is communicated through the intimate, space as we use every day, the context of meaningful more than days of that happens at a given place and time. so the context is the situation capable of exciting curiosity boy who is capable of being communicated environment the intimate sederhanya are something that is already known by the students. according to anggo ( 2011: 35 ) that the use of the context in learning mathematics made the concept of an abstract concept understood thought based on certain realistik built of a situation already known well by students. the context in this study, intended as an object, the, fact or concept that already well recognized by students that he was able to raise knowledge about this matter in the form of own working methods. according to pena, tayruakham, and nuangchalerm (2006: 50) contextualized consists of three elements: situated, inquiry us 58 | a contextual problem based of local wisdom improve the ability to solving a word problem mathematics students of elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 researchers, practitioner and community of practice. that the issue of contextual when containing three, this element the conditioned, : investigation as researchers and practitioners. community practice. simply that the issue of contextual should involve learning, investigation and students acting as researchers and there are community learning. so, students will act to conduct investigations into an issue that is presented and brought it obtained from the studies to her group. according to fajarini (2014: 124) local wisdom is a view of life and science as well as various life strategies in the form of activities carried out by local communities in answering various problems in meeting their needs. in a foreign language, it is often conceptualized as a local policy of "local wisdom" or local knowledge "local genious". meanwhile, according to rahyono (2009), local wisdom is human intelligence possessed by certain ethnic groups obtained through the experience of local communities. that is, local wisdom is the result of certain communities through their experiences and not necessarily experienced by other communities. these values will be very strongly attached to certain communities and those values have gone through a long time, throughout the existence of these communities. based on the opinions of experts regarding the contextual problem of mathematics and local wisdom, so it can be concluded that the contextual problem of mathematics based on local wisdom is a problem presented in learning that involves students conducting investigations, and students act as researchers and there is a learning community or learning community by upholding the values and habits of a society, in this study in particular the sundanese. can be in the form of language and the game habits used in contextual mathematics problems. in this study looking for a picture of a significant difference regarding the improvement of the ability to solve story problems between students who get learning using mathematical contextual problems based on local wisdom between control class and experiment class. method this study used a quantitative approach with the quasi experiment .according to saodih (2005: 53) is research which are based on the philosophy that emphasizes positivism fenomena-fenomena objective and examined quantitatively. optimization was objectivity design this research was done using angka-angka, processing statistics, the structure and control experiment . the experimental methods are specious or quasi experiment essentially equal to pure experiment, the difference is in control variables. be only done for only one variable, that is the most dominant variable syaodih (2005 : 59 ). a design used is a contextual problem based of local wisdom improve the ability to solving a word problem mathematics students of elementary school| 59 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 nonequivalentcontrol group design that is according to sugiyono ( 2009: 116 ) this design is similar to that of pretest-posttest control group design, only on this design group and the control group experiment not chosen at random. this design shows that half class (class experiment be treatment that is learning by using learning contextual teaching learning ( ctl) and class control given learning by using learning directly . table 1. design research group pretest treatment posttest experiment o1 x o2 control o1 o2 (sugiono, 2010: 116) description: o1 = pretest o2 = posttest x = treatment ( ctl) the research was conducted in public primary schools a student of class iv sdn 1 suganangan as a class experimentation and sdn 2 sugananganas a class control. research has been underway since july until august 2019. instrument that is used is the test that measures the, namely the ability finish a word problem. results and discussion results the results in this study were carried out with a quasi experimental design. researchers conducted research on two groups of grade iv students as a source of research data at sdn 1 suganangan as an experimental class and sdn 2 suganangan as a control class. the two groups, at the beginning of the research the researcher conducted a pre-test and a post-test then the researcher conducted a homogeneity test on both data in the experimental class and in the control class. the results in this study were carried out with a quasi experimental design. researchers conducted research on two groups of grade iv students as a source of research data at sdn 1 suganangan as an experimental class and sdn 2 suganangan as a control class. the two groups, at the beginning of the research the researcher conducted a pre-test and a post-test then the researcher conducted a homogeneity test on both data in the experimental class and in the control class. to answer the questions in the formulation of the problem, researchers conducted data processing using descriptive statistical tests. beginning the testing process the 60 | a contextual problem based of local wisdom improve the ability to solving a word problem mathematics students of elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 researchers conducted a data normality test to see whether the data from the two groups were normally distributed or not. the initial mastery (pretest) conducted in the experimental class about the ability to solve the story problems of the fourth grade students of sdn 1 suganangan and sdn 2 suganangan is the result of research related to the ability of children before being treated with the application of mathematical contextual problems based on local wisdom. preliminary data about the ability to solve the story questions of the experimental class students with an average of 63.05 while the control class amounted to 46,875. the application of contextual mathematical problems based on local wisdom in the experimental class that has been conducted with the number of the first 3 meetings on 18, 24 and 25 july 2019. to find out the final ability of the fourth grade students in the experimental class and the control class a post-test was conducted on the fractional material. following are the results of the post-test the ability to solve the experimental class story questions with an average value of 84.95 and a control class of 64,625. to see an increase in the ability to solve the students' story problems, an n-gain test pretest-posttest of the experimental class and the control class will be carried out, before conducting the n-gain test previously obtained data about the n-gain itself can be seen in the following table: table 2. eksperimental class n-gain pre-test and post-test name pretest posttest n-gain a1 60 80 0.5 a2 70 82 0.4 a3 80 93 0.65 a4 40 88 0.8 a5 60 81 0.53 a6 60 83 0.58 a7 40 82 0.7 a8 60 80 0.5 a9 67 93 0.79 a10 70 80 0.33 a11 20 88 0.85 a12 40 86 0.77 a13 80 88 0.4 a14 80 85 0.25 a15 80 90 0.5 a16 78 88 0.45 a17 80 85 0.25 a18 40 84 0.73 a19 78 81 0.14 a20 78 82 0.18 average 63.05 84.95 0.51 a contextual problem based of local wisdom improve the ability to solving a word problem mathematics students of elementary school| 61 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 table 3. control class n-gain pre-test dan post-test name pretest posttest n-gain a1 55 66 0.24 a2 55 67 0.27 a3 40 68 0.47 a4 40 66 0.43 a5 40 66 0.43 a6 20 55 0.44 a7 40 60 0.33 a8 45 55 0.18 a9 60 74 0.35 a10 30 60 0.43 a11 35 68 0.51 a12 35 55 0.31 a13 55 61 0.13 a14 80 77 -0.15 a15 40 61 0.35 a16 80 75 -0.25 average 46.875 64.625 0.28 based on table 3.1 and 3.2 shows that the n-gain of the experimental class is 0.51 with the category of sedangan and the control class is 0.28 with the low category. so it can be concluded that the n-gain of the experimental class is higher than the control class. h0: n-gain pre-test and post-test ability to solve mathematical story problems of experimental class and control class students with normal distribution. h1: n-gain pre-test and post-test ability to solve mathematical story problems of experimental class and control class students are not normally distributed. from the results of calculations using spss 20.0 for windows software, the normality test results obtained in table 3.3 are as follows: table 4. normality test n-gain gain pre-test and post-test ability to complete the problem test story students in the control class and experiment class class kolmogorov-smirnov shapiro-wilk statistic df sig. statistic df sig. ngain_persen experimen t 0.104 20 0.2 0.956 20 0.47 control 0.185 16 0.146 0.83 16 0.007 based on table 3.3 showed that the n-gain pre-test and post-test the ability to solve the story questions of the experimental class and control class for the shapiro-wilk normality test had significance values of 0.200> 0.05 and 0.146> 0.05 such that h0 was accepted at the significance level = 0.05. that is, the n-gain pre-test and post-test ability to solve the problem of the experimental class and the control class are normally distributed. 62 | a contextual problem based of local wisdom improve the ability to solving a word problem mathematics students of elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 since the two n-gain values of the control class and the experimental class were normally distributed, to see the significance of this difference the researchers conducted a parametric statistical test with the independent sample t 2 test. t-test results of 2 independent samples of the n-gain value between the experimental class and the control class can be seen in the following table: table 5. t-test 2 independent samples of n-gain data experimental class and independent samples test control class f sig. t df sig.(2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper ngain _pers en equal variances assumed 0.191 0.665 3.245 34 0.003 23.50479 7.24432 8.78256 38.22702 equal variances not assumed 3.248 32.417 0.003 23.50479 7.23653 8.77188 38.2377 based on table 3.4 t test results of 2 independent samples between the n-gain value of the experimental class and the n-gain value of the control class, it can be seen the difference in increased social intelligence between the experimental class sdn 1 suganangan and the dick class sdn 2 suganangan. the t-test results of the 2 independent samples showed a sig value of 0.003 <ɑ (0.05) then ho was rejected and ha was accepted, meaning there was a significant difference in the ability to solve grade iv story questions between the experimental class sdn 1 suganangan and control class sdn 2 suganangan. discussion based on the findings in the field, it can be concluded that the score of the ability to solve experimental class story questions is better than the control class. this is seen from the difference in the average n-gain score obtained, which shows that the use of mathematical contextual problems in learning multiplication and fraction sharing can improve the ability to solve students' story problems. learning activities using this contextual problem are clearer and more meaningful so that it makes it easier for students to solve a problem presented. in accordance with the results of zahrah's research (2019) that students have understood the purpose of the problem so that he is able to make plans, then work on planning the problem solving. when students are able to answer point b, it means students have been able to check back or looking back, which is the last step of the problem solving steps according to polya. a contextual problem based of local wisdom improve the ability to solving a word problem mathematics students of elementary school| 63 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 in carrying out problem solving, steps needed in accordance with the stages of problem solving according to polya in maier (1995, p. 87), namely: (1) understanding the problem (understand the problem); (2) think of a plan (devise a plan for solving it); (3) carry out your plan (carry out your plan); (4) review (look back to examine your solution). by doing this step systematically will direct students to solve the problems presented. if at stage one the understanding of the problem, students still do not understand what is meant by the problem how could students be able to make a plan of resolution. this means that by not being able to pass the first stage, it is not possible to pass the next step correctly. by using the context that is understood by students according to zahrah (2019) able to improve the ability of students to understand the purpose of the story matter. conclusion the next research plan is a study using the contextual problem of mathematics by examining other local wisdom-based mathematical abilities, namely the ability to think creatively, the ability to think critically and the ability to construct a conjecture. in addition to the use of this contextual problem, the researcher plans to test a number of attitudes that arise in mathematics learning such as anxiety. is using contextual mathematics problem based on local wisdom can eliminate student anxiety in the learning process. references abidin, z. (1989). studi tentang prestasi siswa kelas vi sd negeri di kodya banda aceh dalam menyelesaikan soal hitungan dan soal cerita. tesis. malang: pps ikip malang. anggo, m. (2011). pemecahan masalah matematika kontekstual untuk meningkatkan kemampuan metakognisi siswa. edumatica. 01 (02), hlm 35-42. asih, i. m. (2010). peningkatan kemampuan siswa sma negeri 8 denpasar dalam menyelesaikan soal cerita pokok bahasan program linier mata pelajaran matematika.udayana mengabdi 10 (2): 67-71. depdiknas. (2006). panduan penyusunan kurikulum tingkat satuan pendidikan. badanstandar nasional pendidikan: jakarta fajarini, u. (2014). peranan kearifan lokal dalam pendidikan karakter. sosio didaktika: vol. 1, no. 2 des 2014 gandana, g. (2015). meningkatkan kecerdasan emosional anak usia dini melalui permainan tradisonal “kaulinan barudak”. tesis. sps upi. istiandaru, a., istihapsari v., wardono & mulyono. (2015). problem based learning (pbl) dengan pendekatan realistic saintifik dan asesmen pisa untuk meningkatkan kemampuan literasi matematika. edumatica volume 5 (1), hlm 1-11. 64 | a contextual problem based of local wisdom improve the ability to solving a word problem mathematics students of elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 iswinarti. (2010). nilai-nilai terapeutik permainan tradisional engklek untuk anak usia sekolah dasar. naskah publikasi penelitian dasar keilmuan. fakultas psikologi: universitas muhammadiyah malang: malang. johnson, e. b. (2006). contextual teaching and learning. bandung: mlc. khotimah, r. p., & masduki. (2016). improving teaching quality and problem solving ability through contextual teaching and learning in differential equations: a lesson study approach. journal of research and advances in mathematics education 1 (1), hlm.1 maier, h. (1995). kompendium didaktik matematika. bandung: pt. remaja rosdakarya. nelissen. (1997). thinking skill in realistic mathematics. [online]. diakses dari http://www.fi.uu.nl/publicaties/literatuur/6259.pdf pena, e. v., bensimon, e. m., & colyar, j. (2006). contextual problem defning: learning and act. liberal education. hlm 48-55. pimta, s., tayruakham, s., & nuangchalerm, p. (2009). factors influencing mathematic problem-solving ability of sixth grade students. journal of social sciences 5(4): 381-385. thailand. rahyono. f.x. (2009). kearifan budaya dalam kata. jakarta: wedatama widyasastra. salma, u., & amin, s. m. (2014). profil kemampuan estimasi siswa sekolah dasar dalam menyelesaikan soal cerita. jurnal ilmiah pendidikan matematika 3 (1), hlm. 172-180. suharsimi, a. (2013). prosedur penelitian (suatu pendekatan praktik). jakarta: pt rineka cipta. zahrah, r. f. (2013). penerapan model cooperative learning tipe team pair solo untuk meningkatkan kemampuan pemecahan masalah matematis siswa pada materi pecahan. skripsi pada upi bandung: tidak diterbitkan. zahrah, r. f. (2016). peningkatan kemampuan menyelesaikan soal cerita dan motivasi belajar siswa melalui penggunaan masalah kontekstual matematika siswa sekolah dasar. tesis pada sps upi bandung: tidak diterbitkan zahrah, r. f., y. suryana (2019) pendekatan contextual teaching learning (ctl) dalam meningkatkan kemampuan menyelesaikan soal cerita matematika siswa sekolah dasar. tunas bangsa jurnal vol 6 no 1. http://www.fi.uu.nl/publicaties/literatuur/6259.pdf infinity using video to improving listening comprehenssion of fourth grade students | 1 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 using video to improving listening comprehension of fourth grade students vina anggia nastitie ariawan1, endah sulistyani2 1 sd n bantarmangu 01 2 stkip majenang 1 vivianatsir@gmail.com, 2 endahsulistyani28@ymail.com abstract this research aims to test the effect of video on the listening skill of fourth-grade students. the research used a quasi-experimental method with a non-equivalent control group design. therefore, the populations were fourth-grade students of ggugus dewi sartika majenang and the sample of this research based on a purposive sampling technique. in addition, the research sample was selected by two schools with the same number and characteristics of students. furthermore, the data collection technique used a listening skill test. before carrying out the research, the researchers conducted a test of listening skills to be tested for validity and reliability. the results of the validity test showed if the question of the listening skill test in the valid category. the students did a listening skill test and the result was analyzed using inference statistics. the results of the research indicated that students who were treated with video had better listening skills than students who were not treated. moreover, the researcher concludes that the video had an effect on the listening skill of fourth-grade students. keywords: listening skills, media, video. abstrak penelitian ini bertujuan untuk menguji coba pengaruh video terhadap keterampilan menyimak siswa kelas iv. penelitian ini menggunakan metode kuasi eksperimen dengan desain nonequivalent control group. populasi penelitian ialah siswa kelas iv di gugus dewi sartika majenang sedangkan sampel penelitian dipilih berdasarkan teknik purposive sampling. sampel penelitian terpilih dua sekolah yang memiliki jumlah dan karakteristik siswa yang hampir setara sebanyak 55. selanjutnya, teknik pengumpulan data menggunakan tes keterampilan menyimak. sebelum melaksanakan penelitian, peneliti melakukan uji coba soal tes keterampilan menyimak untuk dilakukan uji validitas dan reliabilitas. hasil uji validitas menunjukkan soal tes keterampilan menyimak masuk dalam kriteria valid. dengan demikian, peneliti melakukan tes keterampilan menyimak yang hasilnya dianalisis melalui uji statistic inferensi. hasil penelitian menunjukkan bahwa siswa yang memperoleh perlakuan dengan media video memiliki nilai keterampilan menyimak lebih baik daripada siswa yang tidak memperleh perlakuan. oleh sebab itu, peneliti menyimpulkan bahwa media video berpengaruh terhadap keterampilan menyimak siswa kelas iv. kata kunci: keterampilan menyimak, media, video introduction listening skills is are a basic skill that must be possessed by someone to be able to develop other skills. listening as a learning process is carried out in an integrated manner and gets the same attention as other language skills. listening is one of the skills of the four aspects that must be possessed by students in indonesian learning. listening is distinguished from 2 | using video to improving listening comprehenssion of fourth grade students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 hearing and listening. in this case, hearing is interpreted as capturing sound through the ear without intentional and without planning. listening is an activity of capturing sounds with attention because there is an element of attraction. even so, listeners have no desire to understand further. the word listening has a deeper meaning than hearing. now the word listening is not very well known in indonesian because it often uses the word to hear. listening means paying attention carefully to what people say or read. listening is a series of activities carried out by students to obtain and understand messages, information, and a series of ideas contained in receptive material through teacher guidance, direction and motivation (abidin, 2012). listening skill is a process of listening to oral symbols with full understanding to obtain information through speech or spoken language (tarigan 2008). in fact, most of the listening learning delivered by teachers in primary schools is still often ignored. keating (in erna, 2011) explained the reasons for ignoring listening skill such as (1) listening is developed naturally, (2) teachers getting less training in listening lessons, (3) hidden listening behavior so that it was difficult to observe, and (4) school activities too dense so listening is not noticed. apart from that, listening to learning still gets less attention and is often underestimated by students and teachers. listening activities are still very difficult to apply to elementary school students because they have the power to see which is not good enough. furthermore, mardianti (2015) suggested that the low listening skill of students was caused by several factors including a) the teacher had not used learning media that could attract students' attention due to lack of facilities and infrastructure that supported the learning process, b) students were less actively involved in learning activities, so that they still do not understand the material being studied, c) most students still have difficulty understanding the contents of the short story because students pay less attention to the teacher's explanation regarding the short story material presented, as a result, students have low listening skill. as an effort to improve listening skills, the teacher can use learning media through technology. mustadi (2010) explains that learning media is a tool to assist in adjusting learning objectives with learning products. research by wilis & kirkwood (2014) states that technology can be used to encourage students to engage in learning activities and support student using video to improving listening comprehenssion of fourth grade students | 3 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 development. according to sudjana & rivai (2013), the use of learning media is closely related to the stages of thinking because through learning media abstract things can be concrete and complex things can be simple. learning media used in the form of audiovisuals will be more interesting to be seen and heard by students. the results of the kausar study (2013) revealed that as many as 91% of students at the islamicabad international islamic university, pakistan chose to use audiovisual media to learn languages. students express audiovisual media can help remember new vocabulary in english courses. another study conducted by mathew & alidmat (2013) concluded that audiovisual as a teaching medium was able to stimulate thinking and improve the learning environment in the efl (english as foreign language) class of english language students at aljouf university, saudi arabia. the effectiveness of the use of audiovisual media provides lessons that are varied and not monotonous so students can develop and improve understanding of learning independently. one example of audiovisual media is television. television is a medium that is close to students and almost every time students listen to television shows. nowadays, there is a lot of spectacles that are not in accordance with the development of students in general. many television programs watched by students must be under parental guidance. the chair of the film censorship institute (lsf), titie said stated that the world of television is now threatened by elements of vulgarism, violence, and pornography (kr, 23/9-2003). these three elements are almost a routine presentation on a number of television stations and can be watched freely even by elementary school students. even though the three elements should be prevented from being watched by students given the psychological conditions of those who have not been able to distinguish between positive and negative things from television shows. therefore, it is necessary to watch education so that students do not get carried away in negative terms. in improving listening skills, researchers used upin-ipin videos in which there were educational shows for students. through the use of the upin-ipin video, students are expected to be able to listen to the contents of the video and be able to re-express the contents of the story or moral message from the results of their reading of the upin-ipin video. referring to the background that has been explained, the researcher conducted a quasi-experimental study with the aim of testing the effect of upin-ipin video on the listening skill of fourth-grade students. 4 | using video to improving listening comprehenssion of fourth grade students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 method the researcher used quasi-experimental designs of nonequivalent control group designs. according to syamsudin & damaianti (2011), the form of a quasi-experimental design is the development of true experimental designs that are difficult to implement. the quasiexperimental design has a control group, but it cannot function fully to control external variables that affect the conduct of experiments. the quasi-experimental design was used because, in reality, it was difficult to get the control group used in the study. the research design in this study was made to facilitate researchers in conducting research, namely by sharing questions in the form of questions. the experimental method is related to finding a causal relationship, then the research will disseminate the test before the video is displayed and will be given a question again after the video upin-ipin is displayed. table 1 nonequivalent control group designs group pretest treatment posttest experiment o1 x o2 control o3 o4 information: o: pretest and posttest listening skills x: treatment of the experimental group the experimental group was a group of students who received treatment to improve the listening skills of grade iv elementary school students. meanwhile, the control group is a group of students who participate in expository learning through lectures reading upin-ipin stories. then, both groups were given the pretest and posttest using the test. according to sugiyono (2015) population is a generalization area consisting of subject objects that have certain qualities and characteristics set by researchers to be studied and then conclusions drawn. the population in this study were all fourth grades elementary school students in dewi sartika cluster majenang district. meanwhile, sampling in the study used "purposive sampling". purposive sampling is also known as sampling consideration is a sampling technique used by researchers if researchers have certain considerations in taking samples or determining samples for specific purposes (riduwan, 2013). the sample taken was 55 fourth grade students with different genders. using video to improving listening comprehenssion of fourth grade students | 5 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 the type of test instrument that the researcher used is a listening skill test. the listening skill test is a test used to measure student achievement after listening. consequently, the data obtained can be believed to be validity then before the question is tested on the research sample, it is necessary to test the validity and reliability of the instrument against students outside the study sample. the instrument will first be tested to another group, then the results will be analyzed to determine the validity and reliability of the question. the way to test the validity of the item is by calculating the correlation coefficient from an evaluation tool that will know the validity. data analysis techniques are ways that are used to answer the formulation of a problem or hypothesis. analysis of research data using inference statistics. inference statistics are statistics used to analyze sample data and the results are applied to a clear population or sample (sugiyono, 2015). the researcher analyzed the data with the help of the spss 20.00 program. results and discussion results this study was conducted to test the effect of upin-ipin video on listening skills. the research data used the n-gain value of the experimental class and the control class to measure the influence of video up on the listening skills of students. the researcher conducted a normality test as a test of the research prerequisites whose results are listed in the following table 2. table 2. normality test n-gain class kolmogorof smirnova statistic df sig. value experiment ,289 30 ,000 control ,199 25 ,012 table 2 shows that the significance value of the experimental class is 0,000 while the significance value of the control class is 0.012. the results of the normality test indicate that the significance values of the two classes are smaller than 0.05 so the n-gain value of the experimental class and the control class are not normally distributed. because the n-gain significance value is not normally distributed, the researcher continues to test the hypothesis by mann whitney test. the mann whitney test results are listed in the following table 3. 6 | using video to improving listening comprehenssion of fourth grade students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 table 3. mann whitney test n-gain score mann-whitney u 52,500 wilcoxon w 377,500 z -5,544 asymp. sig. (2-tailed) ,000 table 3 shows the n-gain significance value of 0,000. the significance value is smaller than 0.5 so that h0 is rejected. based on the results of hypothesis testing that has been done, the researcher concludes that there is an effect of upin-ipin video on the listening skills of fourth-grade students. in addition to using the mann whitney test, researchers also calculated the results of the average n-gain in the experimental class. the average results of the experimental class n-gain were 0, 8184. the average value was in high criteria so the researchers concluded that the upin-ipin video had a high influence on the listening skills of fourth-grade students. discussion listening plays an important role in learning and everyday life. listening skills develop since students enter preschool age. according to cigerci & gultekin (2017), listening is a language skill that uses almost 45% of other skills. listening skills are language skills used before students learn reading and writing skills. then, the acquisition of language in each individual begins with listening skills and listening skills become the basis for individuals to master other language skills. learning listening skills needs to be designed attractively so that students are motivated to learn and take listening seriously. especially when teaching listening skills to elementary school students (kim, 2015). the teacher needs to present reconciliation materials that are in accordance with the characteristics of the students so that the power to see students develop better. the use of varied learning models or media can be implemented by teachers to improve students' listening skills. aspects observed in the story using video according to (mardianti, 2015) as follows, 1) figures and characterizations are the accuracies in appointing leaders and figures of characters related to the perpetrators who are told the journey of life in the story through various actions carried out through words and shown in action, 2) background is the accuracy in describing using video to improving listening comprehenssion of fourth grade students | 7 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 the background relating to the clarity of the event that occurred when the time of the story happened by the character and the setting of the event took place, 3) flow is the accuracy in mentioning the storyline relating to the problem of events, characters, conflicts that occur, and finally reach climax, how the story is resolved, and everything that is moved, is told to become a series of integrated and interesting stories, 4) the theme is accuracy in determining themes related to the main ideas or main meanings conveyed in story and the essence of the problem huh want to convey, 5) message or mandate that is accuracy in determining the mandate relating to something that is to be conveyed or suggestions relating to the teachings, is shown clearly through the attitudes and behavior of the characters of the story. one way to develop listening skills is by utilizing technology. teachers need to integrate technology in learning to be utilized in developing listening skills. in addition, the use of technology in learning can introduce digital literacy to students (woottipong, 2014). technological involvement in learning helps students in developing listening skills. in this study, researchers used upin-ipin media in listening skills to elementary school students. there are three stages that must be done by the teacher in conducting this research. the first step is the preparation stage, the second step is the implementation step and the final step is the evaluation step. the preparation phase is an activity carried out to prepare everything that will be used in the form of video updates, lcd projectors, sound systems, question sheets, student answer sheets, and other skills. the teacher is also obliged to check the readiness of students by providing an overview or a little explanation of each video that will be aired. daryanto (2015) states that the first step that must be done is to prepare students mentally so that they can play an active role so that participants can prepare themselves. then ma ke sure that the equipment that will be used to display the program can function skills. the implementation phase is carried out by students by listening to the video being played. the teacher is allowed to give a little explanation when the video is playing. after the video is complete, the teacher asks several students to find out how deeply they listen to the video. the teacher gives a test to find out the value of listening from each student. at this stage, it is slightly different from kurniawan (2015) that the second stage that he did was to ensure that students get a sheet of material while listening to the video in the next step. next, the evaluation stage is that the teacher can explain the purpose of the video being played back so 8 | using video to improving listening comprehenssion of fourth grade students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 that students' understanding can be in line with the contents of the video. this final step is a little different from the evaluation stage according to daryanto (2015) that students must tell a summary of the story, ask questions about things that are considered difficult, give their opportunity to the mutual discussion. the contents of the video without having to be repeated by the teacher. through the use of video in listening activities, students are curious and interested in listening to each video. every day they are always enthusiastic and eager to wait for more videos to be played next. smaldino (2011) states that audio media in the form of recordings can be used to listen to stories, then students associate letter combinations with sound. this technique can improve listening and reading skills. using video in listening activities can help students understand abstract things to be concrete. video also gives a lasting impression and is long remembered by students. besides that, video also gives motivation to students to listen more in a story. sadiman (2012) argues that with the use of video make an attract attention to students, influence attitudes and behavior and the content of the story is more striking, messages that are presented in a concise and lasting impression will be remembered. the use of video also presents listening material that is more fun by watching every event that happens. listening activities like this can also increase eye foresight and sensitivity of the ears in listening to the sound coming out of the video. in addition, the diverse video makes students not easily bored in listening to every video played. the more videos played can make a deep listening ability for each student. by watching videos, upin-ipin can add to learning new languages, namely malay. wahdatin (2015) argued that the advantages possessed by video on listening skill were a) able to concretize abstract material, b) the material presented was far more interesting and enjoyable, c) able to activate sensory devices such as eyes and ears, d) easy use and practical, e) can be rotated as needed, f) the display size and speed of the film is very flexible and can be adjusted according to the needs of the students. video is useful especially in delivering a story. the use of video is closely related to the development of listening skills. in line with keihaniyan’s opinion (2013) that video has a better effect on improving listening skills than listening manually. videos involving graphics, audio, and animation in a video can affect the concentration and attention of students in listening to learning. through the use of videos, using video to improving listening comprehenssion of fourth grade students | 9 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 students not only practice listening skills but other language skills such as speaking and adding vocabulary to student vocabulary (verdugo & belmunto, 2007). the results of this study prove that video has an effect on students' listening skills. this is in line with kim's (2015) research which used video to improve listening skills in learning english in south korean elementary schools. the results of this study are also reinforced by rosiana's (2017) research on the effect of using video on students' listening skills. there was a significant effect by looking at the results of the post-test experimental class greater than the control class 85.3> 77.7 with a difference in an increase of 7, 6. learning media in the form of videos is very helpful for teachers in learning. the choice of the video must also pay attention to the criteria that are good and in accordance with the psychology of student development. the selection of interesting media will also make students more eager to learn. conclusion based on the results of the research described, the researchers concluded that there was an influence of upin-ipin video in improving students' listening skills. this is indicated by the significance of the two classes of 0,000, which is less than 0.05. media video upin-ipin is an alternative media that can be used for indonesian language learning, one of which is listening to skill. this media requires students to be able to grow motivation to learn, especially in terms of listening. in addition, the video also attracts the attention of students by remembering that the contents of the video message are more striking and have a long-lasting memory. references abidin,y. (2012). pembelajaran bahasa berbasis pendidikan karakter. bandung: refika aditama. cigerci, f.m., & gultekin, m. (2017). use of digital stories to develop listening comprehension skills. issues in educational research, 27 (2), pp. 252-268. daryanto. (2015). media pembelajaran. bandung: pt sarana tutorial nurani sejahtera erna, f.a.s. (2011). asesmen dan evaluasi. malang: aditya media publishing. kausar, g. (2013). students’ perspective of the use of audio visual aids in pakistan. journal of education, 68 (3). doi: 10.7763/ipedr. 2013. v68. 3. 10 | using video to improving listening comprehenssion of fourth grade students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 keihaniyan, m. (2013). multimedia and listening skills. international journal of advanced research, 1 (9), pp. 608-617. kim, h.s. (2015). using authentic videos to improve efl students’ listening comprehension. international journal of contents, 11 (4), pp. 15-24. kurniawan, a. (2015). keefektifan penggunaan media video animasi dalam proses pembelajaran keterampilan menyimak bahasa jerman peserta didik kelas x mia sma negeri 1 sedayu bantul. skripsi: universitas negeri yogyakarta: yogyakarta. mardianti, s. (2015). peningkatan keterampilan menyimak cerita pendek menggunakan media vcd film katun pada siswa kelas v sdn 1 pegandekan. skripsi. universitas negeri yogyakarta: yogyakarta. mathew, n. g., & alidmat, a. o. h. (2013). a study on the usefulness of audio-visual aids in efl classroom: implications for effective instruction. international journal of higher education, 2 (2), pp. 86—92. mustadi, a. (2010). peningkatan prestasi belajar mahasiswa melalui metode task based teaching (tbt) pada mata kuliah bahasa inggris di pgsd. jurnal majalah ilmiah pgsd, 1 (1), pp. 42-50. riduwan, m.b.a. (2013). belajar mudah penelitian untuk guru-karyawan dan peneliti pemula. bandung: alfabeta. rosiana, e. (2017). pengaruh penggunaan media video terhadap pembelajaran keterampilan menyimak siswa kelas vii smp plus as-sa’sadatain depok. skripsi. uin syarif hidayatullah jakarta: jakarta. sadiman, a. (2012). media pendidikan. jakarta: raja grafindo persada. sejdiu, s. (2017). are listening skills best enhanced through the use of multimedia technology. digital education, 32, pp. 60-71. smaldino, s.e. (2008). instruction technology and media for learning (9th ed). upper saddle river: merril prentice hall. sudjana, n., & rivai, a. (2013). media pengajaran. jakarta: sinar baru algesindo. sugiyono. (2015). metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan r&d. bandung: alfabeta syamsudin & damaianti, v.s. (2011). metode penelitian pendidikan bahasa. bandung: remaja rosdakarya. tarigan, h.g. (2008). menyimak sebagai keterampilan berbahasa. bandung: angkasa. using video to improving listening comprehenssion of fourth grade students | 11 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 verdugo, d. r. & belmonte, i. a. (2007). using digital stories to improve listening comprehension with spanish young learners of english. language learning & technology, 11(1), 87-101 wahdatin, r. (2013). peningkatan keterampilan menyimak dongeng dengan menggunakan media vcd film kartun pada siswa kelas ii sd negeri 2 wates, kulon progo. skripsi. universitas negeri yogyakarta: yogayakarta. wilis, w., & kirkwood. (2014). bridging the gap: meeting the needs of early childhood students by integrating technology and environmental education. international journal of early childhood environmental education, 2 (1), pp. 139-145. woottipong, k. (2014). effect of using video materials in the teaching of listening skills for university students. international journal of linguistics, 6 (4), pp. 200-212. infinity digital literation through online magazine in learning reading comprehension in elementary school | 97 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 digital literation through online magazine in learning reading comprehension in elementary school ruli setyadi1, uus kuswendi2, muhammad giyats ristiana3 1 institut keguruan dan ilmu pendidikan siliwangi 2 institut keguruan dan ilmu pendidikan siliwangi 3 institut keguruan dan ilmu pendidikan siliwangi 1rulisetiyadi@ikipsiliwangi.ac.id, 2uuskuswendi@ikipsiliwangi.co.id, 3mgristiana@ikipsiliwangi.ac.id abstract the research aims to develop students' reading comprehension skills through the use of online magazines. the choice of online magazines as a source of student reading is because now students prefer to use electronic devices such as cellphones or laptops. the use of online magazines in primary school students can be an effort to instill digital literacy. this study uses a pre-experimental method with post-test only with nonequivalent groups. the study population was grade iv students in the city of cimahi while the selected sample of 28 students used the conventional technique. meanwhile, the data collection technique uses a reading comprehension skills test and a digital literacy level questionnaire. researchers conducted data analysis with inference statistics through the spss 20.0 program. the results indicated that the reading skills of group a students' understanding were better than those of group b. the researchers concluded that the online magazine had an effect on the reading comprehension skills of grade iv students. keywords: digital literacy, online magazines, reading comprehension. abstrak penelitian bertujuan untuk mengembangkan keterampilan membaca pemahaman siswa melalui pemanfaatan majalah online. terpilihnya majalah online sebagai sumber bacaan siswa dikarenakan saat ini siswa lebih menyukai penggunaan perangkat elektronik seperti ponsel atau laptop. penegnalan majalah online pada siswa sekolah dasar dapat menjadi salah satu upaya menanamkan literasi digital. penelitian ini menggunakan metode pra-eksperimen dengan post-test only with nonequivalent groups. populasi penelitian ialah siswa kelas iv di kota cimahi sedangkan sampel yang terpilih sebanyak 28 siswa menggunakan teknik convenience. adapun, teknik pengumpulan data menggunakan tes keterampilan membaca pemahaman serta angket tingkat literasi digital. peneliti melakukan analisis data dengan statistic inferensi melalui program spss 20.0. hasil penelitian mengindikasikan bahwa keterampilan membaca pemahaman siswa kelompok a lebih baik daripada siswa kelompok b. peneliti menyimpulkan bahwa majalah online berpengaruh terhadap keterampilan membaca pemahaman siswa kelas iv. kata kunci: literasi digital, majalah online, membaca pemahaman. introduction in this digital age, computerization has triggered a shift in the world of education, from conventional face-to-face education to more open education. education is flexible and flexible, open and accessible to anyone who wants it regardless of age, type, and previous educational experience. future education will be more determined by information networks that make it possible to interact and collaborate (saputra, 2018). according to uno & lamatenggo (2011), mailto:rulisetiyadi@ mailto:mgristiana@ 98 | digital literation through online magazine in learning reading comprehension in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 there are three trends in the world of education in indonesia in the future. first, the development of open education with distance learning mode. open and distance education needs to be included as the main strategy. second, the sharing of shared resources between educational / training institutions in a network of libraries and other educational instruments (teachers, laboratories) has turned into a source of information rather than just a bookshelf. third, the use of interactive information technology devices, such as multimedia cd-roms, in education has gradually replaced television and video. the development of information technology in the field of education enables the process of distance learning by using internet media to connect between students and lecturers or teachers and students, see grades online, check finances, view class schedules, send assignment files given by teachers or lecturers. traditionally, "literacy" can be interpreted as the ability to read and write. furthermore, the definition of literacy resulting from the meeting of unesco experts at the paris summit suggests that the meaning of literacy is broadening. in this context, literacy is not only related to literacy, but also the ability to identify, understand, interpret, create, communicate, calculate, and use printed and written materials that link to various contexts. literacy involves a continuum of learning that enables individuals to achieve goals, develop their knowledge and potential, and participate fully in society and the wider community (unesco, 2004). associated with the term "digital", the ability to read and write is in the context of using digital technology. with another statement, digital literacy obtains a new meaning that implies an expansion of meaning towards new literacy that is linked to the importance of networking, collaboration, interaction, and creativity supported by technology (hafner, chik, & jones, 2011). digital literacy in this context does not only mean the ability to use computers to write and read as in the context of general literacy, but rather a set of basic skills in the use and production of digital media, information processing and utilization, participation in social networks to create and share knowledge, and various skills professional computing (tour, 2015). mastery of digital literacy in this context boosts 'selling value', 'added value', and one's competence in various dimensions of life. judging from the social dimension, for example, people who are less tech-savvy today are more likely to be excluded from social relations. in the context of learning, digital literacy enables anyone who masters it to obtain knowledge, attitudes, and skills through better, faster, easier and more enjoyable learning activities. various studies in the context of learning show that to be able to effectively utilize information an d digital literation through online magazine in learning reading comprehension in elementary school | 99 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 communication technology (ict), learners do not simply rely on literacy skills but require other supporting competencies such as digital literacy (harjono, 2018). the emergence of digital literacy can be empowered to improve students' reading comprehension skills. at present, most elementary school students are categorized as having low interest in reading. students do not have a tendency to read in spare time but prefer to operate electronic devices. the ease of students accessing electronic devices should be directed towards more useful internet access such as finding the latest information, factual, or entertainment. the teacher as a facilitator can direct students to access sites that are appropriate to their characteristics. although the times continue to experience technological advances, reading is an activity that needs to be carried out continuously even until the end of life. reading comprehension according to mcmaster, espin, & van den broek (2014) is the process of acquiring meaning actively by involving the knowledge and experience possessed by the reader and related to the reading content. reading comprehension in the digital age relates to reading information obtained from online-based mass media. at present, almost all students can access technology in the form of devices or computers. students tend to spend their time accessing game content or applications without supervision. however, they have never accessed the site to find reading material such as newspapers, magazines, or e-books. in line with the previous statement, warsihna (2016) explained that the reality of the current life of society can not escape from technology and the internet. the presence of technology and ease of access to the internet have an impact on literacy that is incre asingly lower. many people worry that the presence of technology causes reading habits to decline. however, there are also those who say that the presence of this technology is expected to encourage increased literacy in reading and writing communities, especially children and adolescents. this is very important because teenagers who are always in touch with technology every day and in the future become a determinant of the nation's progress. therefore, there needs to be an introduction and changing habits for students so that they take time to read. the introduction and changing of habits can be done through learning in school. this research utilizes online magazines to develop the reading comprehension skills of elementary school students. researchers prepare laptops and internet access to introduce students to the online magazine site, the bobo magazine. this study aims to measure students' reading comprehension skills through the use of online magazines.. 100 | digital literation through online magazine in learning reading comprehension in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 group a x o group b o method the study used a pre-experimental method, the design of this study researchers looked at one main group and intervened in it throughout the study time. in the pre-experimental design, there is no control group to compare with the experimental group (creswell, 2016). the study design uses a post-test design for non-equivalent groups or statistic group comparison or posttest only with nonequivalent groups. post-test design only with nonequivalent groups is a pre-experimental research design in the form of treatment in an experimental group and then researchers choose a comparison group to be given post-test (creswell, 2016). figure 1. post-test only with nonequivalent groups design figure 1 shows that group a is the group given treatment while group b is the comparison group. in this study, group b was only used as a comparison group at the time of the post-test without being involved in the pretest and also not being treated. the population of this study is fifth-grade elementary school students in the city of cimahi. the sample of this research was grade v students, amounting to 28 students in one elementary school. the research sample was chosen based on convenience sampling technique. the sample was chosen based on its simplicity and availability. data collection techniques are done using tests. furthermore, the instruments in the study used the reading comprehension skills test by dividing the questions into two types namely literal and inferential questions. the following are examples of literal and inferential questions. table 1. types of questions reading comprehension question category mention the title, character, character, and background of the story you have read! literal explain the mandate contained in the fruit of goodness story! inferential already tika's actions in the good fruit story? if there is a neighbor who is sick and i ask you to help him, do you agree? inferential rewrite the good fruit story briefly in your language style! inferential digital literation through online magazine in learning reading comprehension in elementary school | 101 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 in addition to using tests to measure comprehension reading skills, researchers prepare questionnaires to identify students' skills in operating electronic devices and accessing online magazines. the following questionnaire is used in measuring student digital literacy. table 2. digital literacy instruments no. aspect score descriptors results 1. operate a laptop (open and close windows) 3 if students can operate laptops (open and close windows) without a teacher's guidance. 2 if students can operate laptops (open and close windows) with the teacher's guidance. 1 if students cannot operate laptops (open and close windows) 2 connecting devices to connect to the internet network 3 if students can connect devices to connect to the internet network without teacher guidance. 2 when students can connect devices to connect to the internet network with the guidance of the teacher. 1 if students are unable to connect devices to connect to the internet network. 3 access online magazines 3 if students can access online magazines without a teacher's guidance 2 if students can access online magazines with teacher guidance 1 if students cannot access online magazines the validity of the data in this study uses content validity. content validity indicates the extent to which questions, test items, or instruments are able to represent overall content or material that should be proportionately mastered (bordens & abbot, 2013). therefore, the validity of the contents of a test does not have a certain amount calculated statistically but the test is valid based on the review of the instrument. content validity is based on logical analysis so it does not take the form of a validity coefficient calculated statistically. furthermore, data analysis techniques use inductive statistics (inference). inductive statistics (inference) is a technique of analyzing data on a sample and the results will be generalized to the population of the sample taken (santoso, 2015). results and discussion results at the beginning of the study, researchers conducted a pre-test to measure the reading comprehension ability of elementary school students before treatment after doing the pre-test, students obtained an average reading comprehension skill score of 67.7. then, the researchers gave treatment to group a and then gave a post-test to group a with the comparison group. the average post-test score reading comprehension of group a students increased by 80.2. 102 | digital literation through online magazine in learning reading comprehension in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 next, the researchers conducted a hypothesis test to find out to what extent online magazines affected students' reading comprehension skills. the researcher also described students' digital literacy skills based on a questionnaire. table 3. hypothesis test results type of test significance value results normality test 0,158 normal distributed homogeneity test 0,028 not homogeneous test t ' 0.000 h0 is rejected table 3 shows the results of the normality test obtained a significance value of 0.158, the value is greater than 0.05 so the data is normally distributed. then, the researcher continued the homogeneity test and obtained a significance value of 0.028 so that the data was not homogeneous. similar to the results of the hypothesis test before treatment, the researcher used the t-test because the data were not homogeneous. t 'test results indicate that the significance value of 0,000 is less than 0.05 then h0 is rejected. therefore, the researcher concludes that online magazines influence the reading skills of elementary school students' understanding. next, researchers measure students' digital literacy skills in learning. the observations related to students' digital literacy skills are listed in the following table 4. table 4. student's digital literacy level no. aspect results information 1. operate a laptop (open and close windows) 3 good digital literacy 2 connecting devices to connect to the internet network 3 good digital literacy 3 access online magazines 1 digital literacy is not good table 4 shows that the level of digital literacy is in a good category. students can operate laptops without a teacher's guidance. students can also connect devices or laptops to connect to the internet network independently. however, students still need teacher guidance when accessing online magazines. discussion interest in reading is an important key for the progress of a nation because mastery of science and technology can be achieved with a high interest in reading, not listening or listening activities (kasiyun, 2015). interest in reading is the desire or tendency of a high heart (passion) to read. today information is easy to access anytime, anywhere and by anyone. everyone can access various kinds of information through the gadgets they have through search engine sites such as google, yahoo, and so on with the help of an internet connection. the ease of accessing digital literation through online magazine in learning reading comprehension in elementary school | 103 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 this amount of information makes it difficult for them to get information that suits their needs. this is due to the large amount of false information that is spread on the internet, but not a few also have useful information on it (triatma, 2018). crimes on the internet usually occur frequently, such as hoax news that is rampant among the public. people with little reading interest will be affected by the hoax news so that it is easy for them to spread the hoax news back to many people. if people have a high interest in reading then they will not be affected by the hoax news that is spread. in the context of language learning, listening, speaking, reading and writing skills can be trained with the help of digital technology. for language skills learning, learning resources are not limited to printed materials, but also digital materials and media that can be used more practically and efficiently. learning media are flexible and easy to develop (harjono, 2018). accordingly, this study aims to develop students' reading comprehension skills through online magazines. the choice of the online magazine as a free variable aims to introduce learning that is in line with the development of the current era of the industrial revolution 4.0 or the digital era. elementary school students are no stranger to using devices but the majority of students use them for fun just like playing online games. the introduction of digital literacy needs to be done early so that students can access the internet more wisely. students can also distinguish the sites that they should access from those that should not, so they only access sites that are useful for themselves. digital literacy includes an understanding of the web and search engines. users understand that not all information available on the web has the same quality. thus, users can gradually recognize which websites are reliable and valid and which sites cannot be trusted. in digital literacy, users can choose a site that is good for their information needs. digital literacy cannot be separated from the existence of computers and the internet, because this is closely related to both to communicate information and knowledge effectively in various media and formats (wahono & effrisanti, 2018). the results of this study indicate that if students are able to operate laptops but they are not aware of any online magazine sites. therefore, this research is very appropriate because it introduces students to online magazine sites that are useful for increasing reading interest. if students 'reading interest develops, students' reading comprehension skills can develop better as well. the first step of learning to read comprehension with online magazines is that the teacher asks students to predict the contents of the reading based on the title. the teacher reads one of the titles contained in an online magazine. after mentioning the title of the story, the 104 | digital literation through online magazine in learning reading comprehension in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 teacher gives students the opportunity to guess the contents of the story based on the title. the teacher asks students to record the predictions they have made. in the second step, the teacher teaches students how to access online magazines to find the titles that have been mentioned by the teacher. the teacher asks students to type the address of the online magazine site. after the student successfully accesses the online magazine site, he traces the title of the story that has been determined. then, students read the story the teacher has chosen together with the group. after reading the story, the teacher asks again the prediction the student has noted before reading. the teacher asks students about the accuracy of the predictions and content of the story. next, the teacher gives students the opportunity to ask questions that they do not understand related to the contents of the reading. if students ask questions that are not yet understood, the teacher is obliged to facilitate students' ignorance by explaining them directly. in addition, teachers can ask students to access puebi online so they can translate vocabulary that is not yet known. however, if students do not have questions they will receive worksheets that contain questions about the content of the story. the questions in the worksheet consist of two categories namely literate questions and inferential questions. literal questions are questions whose answers students can look for indirect reading. meanwhile, inferential questions are in the form of questions whose answers need deeper thought because inferential questions are one level higher than literal questions. the selection of online magazines is adjusted to the development of elementary school students. elementary school students love stories that are close to their world, be they stories that display everyday behavior or fictional stories such as fairy tales or fables. the most important component in a child's story is that the contents of the story can be easily interpreted by students. after reading the story, students are expected to be able to infer moral messages. then, the selection of stories that fit the characteristics of students certainly triggers the development of students' interest in reading. in line with this statement, (ariawan & pratiwi, 2017) explained that to present a pleasant reading learning the teacher needs to choose a representative discourse that is the content in accordance with the characteristics of students and inspire students to continue reading. the selection of online magazines as a means of improving students' reading comprehension skills refers to the context of the industrial revolution 4.0. in the industrial revolution 4.0 everything was centered on technology that facilitated human work. meanwhile, the education sector of the industrial revolution 4.0 has a role to facilitate educators and digital literation through online magazine in learning reading comprehension in elementary school | 105 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 students in developing their creativity. therefore, online magazines are used as alternative media in learning to read comprehension. starting with the previous statement, rahman (2018) explained that as an effort to increase students' interest and reading skills by using learning media. in the 21st century, media for developing and improving reading skills is increasingly diverse. reading sources can also be accessed in various forms so reading is not only done through the media of books. reading can be done through features found on smartphones such as through digital storybooks or bamboo apps that are on the rise (rahman, 2018). in addition to accessing online magazines, students can access e-comics or electronic comics as a short source of reading. the e-kompen uses a digital system, where students can read comics through devices. the existence of e-kompen is caused by the low reading capacity of students in indonesia. low student reading ability is shown through the attitude of students who are lazy to read with writing that is quite long. therefore, comics become an alternative because they present readings in the form of short writing. students will be able to capture messages in reading as soon as they finish reading in a short time (nasution & hidayah, 2019). conclusion entering the era of the industrial revolution 4.0, elementary students' reading interest did not show a significant increase. the existence of easy access to technology is increasingly causing students to prefer playing games rather than reading. the use of technology is not appropriate to bring up the term digital literacy. digital literacy is closely related to the reading activity. digital literacy is a behavior that shows the wise and beneficial use of technology. the link between reading and digital literacy lies in how to obtain information that is factual and appropriate to the needs of the internet. researchers chose online magazines as an independent variable with the aim of introducing reading sources through digital media that are in line with the current character of students. the results showed that online magazines have an effect on reading comprehension skills of grade iv students. meanwhile, the level of digital literacy is in a good category. references ariawan, v., & pratiwi, i. m. (2017). implementing joyful learning strategy using treasure clue game method in order to improve reading comprehension skill. jurnal prima edukasia, 5 (2), pp. 203–210. bordens, k.s. & abbot, b. (2013). research design and methods a process approach. new york: mc graw hill education. 106 | digital literation through online magazine in learning reading comprehension in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 creswell, j.w. (2016). research design pendekatan metode kualitatif, kuantitatif, dan campuran. yogyakarta: pustaka pelajar. hafner, c. a., chik, a., & jones, r. h. (2015). digital literacies and language learning. language learning & technology, 19 (3), pp. 1–7. harjono, h.s. (2018). literasi digital: prospek dan implikasinya dalam pembelajaran bahasa. pena: jurnal pendidikan bahasa dan sastra, 8 (1), pp. 1-7. kasiyun, s. (2015). upaya meningkatkan minat baca sebagai sarana untuk mencerdaskan bangsa. jurnal pena indonesia, 1, pp. 79-85. mcmaster, k. l., espin, c. a., & van den broek, p. (2014). making connections: linking cognitive psychology and intervention research to improve comprehension of struggling readers. learning disabilities research and practice, 29 (1), pp. 17–24. nasution, a.e., & hidayah, m.w. (2019). e-kompen (elektronik-komik pendek) sebagai solusi cerdas dalam meningkatkan minat baca masyarakat indonesia di era digital. jurnal iqra, 13 (01), pp. 106-114. rahman. (2018). kecakapan literasi di sekolah dasar. bandung: universitas pendidikan indonesia. santoso, s. (2015). spss pengolah data statistik di era informasi. jakarta: elex media komputindo. saputra, a.w. (2018). literasi digital dengan penggunaan media blog untuk pembelajaran membaca artikel pada siswa smp. wacana : jurnal bahasa, seni, dan pengajaran, 2 (1), pp. 1-8. tour, e. (2015). digital mindsets: teachers’ technology use in personal life and teaching. language learning & technology, 19 (3), pp. 124–139 unesco. (2004). the plurality of literacy and its implications for policies. unesco education sector position paper. (p. 13). retrieved at http://unesdoc.unesco.org uno, b.h., & lamatenggo, n. (2011). teknologi komunikasi dan informasi pembelajaran. jakarta: pt bumi aksara. triatma, n.i. (2016). minat baca pada siswa kelas vi sekolah dasar negeri delegan 2 prambanan sleman yogyakarta. ejurnal prodi teknologi pendidikan, 5, pp. 166-176 wahono, h.t.t., & effrisanti, y. (2018). literasi digital di era millennial. prosiding seminar nasional hasil penelitian pendidikan dan pembelajaran, 4 (1), pp. 186-193. warsihna, j. (2016). meningkatkan literasi membaca dan menulis dengan teknologi informasi dan komunikasi (tik). pusat kurikulum dan perbukuan, kementerian pendidikan dan kebudayaan, pp. 67-80 infinity teacher strategy in development prosocial behavior of students in elementary school | 7 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 teacher strategy in development prosocial behavior of students in elementary school uus kuswendi 1 1 ikip siliwangi 1 uuskuswendi38@gmail.com abstract entering the digital age all information cannot be selectively displayed. freedom in the digital age can affect the behavior patterns of students whether positive behavior or negative behavior. in an effort to prevent the emergence of negative behavior in students, it requires an environment that shapes good behavior such as prosocial behavior. prosocial behavior really needs to be developed to prevent moral degradation. the formation of prosocial behavior can be done in a student environment such as at school. this study aims to analyze the teacher's strategy in developing students' prosocial behavior in religious-based elementary schools. the research applied a qualitative approach within the case study method. the researcher involved the teacher as the research subject who located in the city of bandung. the data collection techniques used observation, interviews, and documentation. then, the validity of the data used triangulation techniques while the data is analyzed through thematic analysis. the finding of the research showed that there is a teacher strategy to develop prosocial behavior of students in religious based elementary schools. giving motivation and modeling strategy are the teacher’s strategy that most widely shown. keywords: elementary school, prosocial, teacher’s strategy. abstrak memasuki era digital segala informasi tidak dapat ditampilkan secara selektif. kebebasan di era digital dapat berpengaruh pada pola perilaku siswa baik itu perilaku positif atau perilaku negatif. sebagai upaya mencegah munculnya perilaku negatif pada siswa maka ia memerlukan lingkungan yang membentuk perilaku baik seperti perilaku prososial. perilaku prososial sangat perlu dikembangkan untuk mencegah adanya degradasi moral. pembentukan perilaku prososial dapat dilakukan di lingkungan siswa seperti di sekolah. penelitian ini bertujuan untuk menganalisis strategi guru dalam pengembangan perilaku prososial siswa di sekolah dasar berbasis agama. penelitian menerapkan pendekatan kualitatif dengan metode studi kasus. peneliti melibatkan guru selaku subjek penelitian yang berlokasi di kota bandung. adapun teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. kemudian, uji validitas data menggunakan triangulasi teknik sedangkan data dianalisis melalui analisis tematik. hasil penelitian menunjukkan bahwa terdapat strategi guru untuk mengembangkan perilaku prososial siswa di sekolah dasar berbasis agama. strategi guru yang paling banyak ditunjukkan yaitu strategi pemberian motivasi dan modelling. kata kunci: sekolah dasar, prososial, strategi guru introduction the educational environment for students in the digital age is no longer limited to school or educational institutions. students may be in a school environment, but now they have access to twine relation with the others and can be joined theirself in another world through the use of technology and information media. at present, the educational environment has a broader definition that is not only where the student or children lives, but also includes where they find their self as a meaningful person. students easily find a different place, atmosphere, 8 | teacher strategy in development prosocial behavior of students in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 environment, and can identify a situation which is suitable or not suitable for themselves (muthohar, 2013). on the other hand, the emergence of the digital era can trigger negative influences on students' lives, especially on character and mental changes. students' aggressive attitudes and physical violence with each other are interconnected phenomena. the preaching of elementary school students who carried out abuse with elements of physical violence often appeared on television and online media as a result of online games with elements of violence. access to pornography and porno-action make students experience alarming mental changes, especially in relationships that lead to free sex (setiawan, 2017). the decline of student values is indeed a serious concern of the government and society. however, the rapid flow of information technology in the digital era which is quite difficult to stem makes the problem not simple. media without control can easily brainwash students through online games. students are more interested in their cellphones than playing traditional games, listening to tales, and singing children's songs that are full of education. furthermore, the advertisements of illicit goods such as alcohol and narcotics are packaged attractively through the internet in the form of online games, adding to the complexity of student morality issues (setiawan, 2017). the issue of morality that is increasingly developing can lead to degradation or decline in students’ moral. the issue of moral degradation is prone to students because they have not been able to filter every case properly in their society (safaria & saputra, 2009). this raises concerns about the behavior of the next generation of low morality. in addition, moral degradation resulted in the loss of mutual cooperation, mutual assistance, greeting, or courtesy. referring to the problems described previously, the researcher concludes that every elementary school needs to be involved to develop students' prosocial behavior. prosocial behavior is a feeling of caring that is demonstrated through various behaviors such as sharing, helping, or cooperating to benefit others or someone in the group (rowley et al., 2014). prosocial behavior aims to help others without expecting rewards (walker & carlo, 2014). prosocial behavior is important to note because prosocial behavior can prevent students from doing deviant or aggressive behavior (carlo, 2014). elementary students like imitating and try new things so prosocial behavior is very important to develop. if students live in an environment that supports prosocial behavior, they will grow into a moral person. therefore, the development of students' prosocial behavior needs to be done to shape the personality of students who are mentally healthy so that the problem of moral degradation decreases. teacher strategy in development prosocial behavior of students in elementary school | 9 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 efforts to develop students' prosocial behavior can be done through school programs. schools have a significant contribution to the development of students' prosocial behavior. schools need to create a conducive environment so students can behave according to religious norms and society. the spread of religion-based schools attracted parents to send their children to school at the school. parents hope that children will receive education in religious based schools so they will prevent them from the magnitude of the negative impact in the digital age today. the religious based school system usually applies full day or one-day school. parents' view of the emergence of the full day school is better for children to spend time in school because their behavior is monitored by school residents. prosocial behavior should indeed be developed sustainably so it will be integrated into students’ behavior. development of prosocial behavior can be done by parents and teachers. this is because parents and teachers have the closest relationship with the children. parents apply prosocial behavior at home and the environment while teachers apply prosocial behavior at school. parents and teachers need to work together in developing prosocial behavior so that children have a role model for prosocial behavior. according to eisenberg & mussen (1997), the teacher's strategy in developing prosocial behavior can be done through motivation, modeling, class or school discipline, and social action. referring to the previous presentation, the researcher is interested in conducting research with the aim of analyzing the teacher's strategy in developing students' prosocial behavior at religious-based elementary schools. method this research used a qualitative research approach with a case study method. qualitative research is carried out because it intends to explore a phenomenon. in line with crowe, et al (2011), the case study method is useful for exploring issues or phenomena in depth in a natural context using various data collection techniques. the issue and phenomenon in this research relate to the teacher's strategy in developing students' prosocial behavior in religiousbased elementary schools. case study research has three types of studies, namely intrinsic case studies, instrumental case studies, and collective case studies (stake, 2005). this research is an intrinsic case study because it aims to understand more deeply about the efforts of teachers to develop prosocial behavior of students in religious-based elementary schools. the research is located in one of the bandung based religious schools. the reason for choosing a religion based elementary school is because the school has a mission to form noble character in students. researcher indicated that the school had strategies related to the development of students' prosocial behavior. 10 | teacher strategy in development prosocial behavior of students in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 furthermore, this research involved the teacher as research subjects. this is because the teacher acts as a base informant who can provide a number of important information about the focus of research studies. the data collection techniques in qualitative research are carried out with natural conditions (jenkins, 2016). moreover, research data collection techniques were participant observation, in-depth interviews, and documentation both from primary or secondary data sources. data analysis in this research used a qualitative approach with thematic analysis techniques. naughton & hughes (2009) states that thematic analysis is a data analysis technique that is carried out by looking at and finding themes and categories obtained in data that has been coded first. the stages of data analysis in this study were (a) preparing raw data; (b) coding; (c) code classification; (d) interpretation of data; (e) presentation of data (creswell, 2013). results and discussion researchers conducted observations, interviews, and documentation studies to identify teacher strategies in developing prosocial behavior in religious-based elementary schools. based on observations, interviews, and documentation studies, the researchers concluded that the teacher's strategy in developing students' prosocial behavior included giving motivation, modeling, enforcing discipline, and social action. the strategy for developing prosocial behavior that emerged in this research refers to the opinion of eisenberg & mussen (1997). the findings of the study on the strategies for developing prosocial behavior of students in religious-based elementary schools are described in table 1 below. table 1. research findings on prosocial behavior development strategies strategy for giving motivation no indicator phenomenon 1. the teacher encourages students to carry out prosocial behavior. a. the teacher gave an explanation of finding an item, it must be returned to the owner. b. teachers explained when doing good then will be rewarded by god and doubled. c. the teacher gave the opportunity for students to tell stories during the end of the holidays. 2. the teacher gives rewards to both material and immaterial to students who are prosocial. a. the teacher gave praise to students who act honestly. b. the teacher bought students food because they have behaved well. teacher strategy in development prosocial behavior of students in elementary school | 11 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 3. the teacher rebukes and advises students who behave antisocially. the teacher advised students who are antisocial modeling strategy no indicator phenomenon 1. the teacher shows learning videos about prosocial behavior. the teacher showed the sacrificial education video. 2. the teacher gives examples of prosocial behavior to students, both in speech and deeds. the teacher shared food with students. strategy for enforcement of rules of procedure no indicator phenomenon 1. the teacher socializes the order. a. the teacher socialized the rules through the parenting program. 2. teachers carry out school rules that are appropriate, consistent, and supervised. a. students were not allowed to take cellphones to school. b. the teacher checked the connecting book. strategy for social action no indicator phenomenon 1. the teacher invites students to set aside part of their money for social donations. a. the teacher invited students to did infaq every friday. b. the teacher invited students to set aside pocket money as a form of condolences. 2. the teacher invites students to visit the orphanage to share happiness. the teacher invited the students to love orphans. the findings of this research are in line with the findings of mccarty et al. (2016) about the efforts made by teachers in developing prosocial behavior which includes (1) socializing the importance of prosocial behavior and working together to develop prosocial behavior with stakeholders; (2) displaying prosocial behavior videos as a form of motivation and modeling; (3) implementing learning that is integrated with character education. the first strategy that often arises in developing students' prosocial behavior is giving motivation. giving motivation is done by the way the teacher gives rewards in the form of praise and invites students to eat together. warneken & tomasello (2008) prove that giving rewards can materially motivate students to behave in ways that help, share, and cooperate. the warneken & tomasello statement is in accordance with the efforts made by the teacher in 12 | teacher strategy in development prosocial behavior of students in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 this study. the strategy by the teacher is to give rewards both material and immaterial to students who have prosocial behavior. giving rewards is categorized into aspects of giving motivation in developing prosocial behavior. the reward given by the teacher has an impact on student behavior. for example, students share food with their friends. such behavior is inspired by the behavior of teachers who sometimes intentionally bring a lot of food to eat together. when viewed from this phenomenon, the role of the teacher as an exemplary figure in school affects the daily behavior of students. correspondingly, mayers & morris (2009) states that prosocial behavior will be formed in schools if the teacher shows prosocial behavior to students. the teacher's strategy in developing the following prosocial behaviors is modeling. modeling is the teacher's effort in developing prosocial behavior through concrete actions so that students can assess and apply these actions in their lives. modeling by the teacher appears in order to celebrate eid al-adha. the teacher displays videos about sacrificial education so students can take lessons from the sacrificial celebration. students watched sacrificial educational videos in the school hall guided by religious teachers. students watched sacrificial animal slaughter until the meat is distributed by the teacher. due to a number of obstacles, to commemorate eid al-adha, the event at the school only shows the eid al-adha activities carried out by the teacher, recitation, and enjoying meals together. the findings of this research are in line with the research of hasegawa, et al. (2016) who found that educational video shows had an impact on the prosocial behavior of elementary school students. hasegawa, et al. (2016) carry out research by filling out questionnaires and observations. students who often watch educational videos show prosocial behavior to their peers. students imitate the scenes in educational videos in real life. students who often watch educational videos show more prosocial behavior than students who rarely watch videos. examples of scenes that students emulate in school are generous behavior. a group of students played together while carrying supplies and they shared their provisions. then, the remaining provisions students share with friends who are playing around it. in line with that, perry & furukawa (in maemun, 2012) states that modeling techniques are a component of a strategy where the counselor provides a demonstration of the behavior that is the goal. furthermore, taufik (2009) suggested that modeling techniques were given by the way clients observe others as models to be emulated. then the client is given reinforcement if he is able to model the given model. this is mainly done to obtain social skills behavior. the results obtained from modeling techniques make students more motivated to be more prosocial teacher strategy in development prosocial behavior of students in elementary school | 13 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 by discussing prosocial topics that have been witnessed from the symbolic models being watched, thus supporting the increase in prosocial behavior of students (putra, gistituati, & syahniar, 2015). the teacher's strategy in developing further prosocial behavior is social action. social action is included in routine programs and annual programs organized by the school. social action as a routine program is conducted once a week on fridays. meanwhile, social action in the annual program is carried out during the eid al-adha celebration and the 10th anniversary of muharram or ashura. during the eid al-adha celebration, the school held a social action activity by distributing sacrificial meat to the community. when the 10th anniversary of muharram school held a social action in the form of compensation for orphans. the research findings are in line with previous studies conducted by alam (2016) on the effect of friday’s infaq activities on prosocial behavior of fifth-grade students of elementary school. the findings of this research showed that friday's infaq activity had an effect on students' prosocial behavior which was generous. students who are accustomed to infaq on friday do not object if they have to set aside their allowance to donate or do social action. students believe that the money they set aside will benefit others so that if there are sudden social actions, they can easily share. enforcement of school discipline is a form of teacher strategy in developing prosocial behavior. enforcement of school discipline aims to make school citizens behave in accordance with the regulations so that the vision, mission, and goals of the school are achieved. enforcement of the first order must be demonstrated by the teacher so that students are motivated to take the same actions as the teacher. enforcement of order is not only socialized to students but to parents so that cooperation between parents and the school is established. one of the rules that aim to develop students' prosocial behavior is the prohibition of taking cellphones to school for students and the prohibition of taking cellphones to class for teachers. the reason students are prohibited from taking cellphones to school is so that students concentrate on learning and increase interaction with those around them. if you are allowed to bring a cellphone to school, students will prefer to play cellphones rather than learning and playing with friends. furthermore, the ban on carrying mobile phones aims to prevent students from cybercrime and prevent students from opening pornographic content. prohibition of bringing cellphones into the classroom applies to teachers so as not to interfere with learning. this ban is imposed because the teacher is the figure who becomes the student role model. if the teacher does not bring the cellphone into the classroom, students will easily accept the 14 | teacher strategy in development prosocial behavior of students in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 prohibition on carrying a cellphone. however, if the teacher is allowed to bring a cellphone, students can sue the school to allow students to bring a cellphone. therefore, the school made an order in the form of a ban on carrying cellphones for students and teachers. students need to be accustomed to prosocial behavior early. students will have good internal control if they are in a school environment with teachers who are full of warmth and love. students will be better if they grow up in an environment with severe physical punishment. this is because there is a crucial pattern of interaction between teachers and students. students who have prosocial behavior are influenced by the prosocial behavior shown by the teacher. therefore, teachers need to be a good model for their students (bashori, 2017). the closeness of the teacher's relation with students has an important role in internalizing prosocial values. the teachers’ authority and closeness to their relationship with students will strengthen their referent power. referent power is a power obtained on the basis of admiration, exemplary, charisma and personality of a figure. if the teachers can portray their self as a prosocial ideal model, it will have a good impact on the development of students' prosocial behavior (bashori, 2017). conclusion prosocial behavior is a feeling of caring that is demonstrated through various behaviors such as helping, helping, or cooperating so as to benefit others or someone in the group. prosocial behavior aims to help others without expecting a reward. prosocial behavior is important to note because prosocial behavior can prevent students from doing deviant or aggressive behavior. various strategies can be carried out to develop students' prosocial behavior such as the strategies carried out by teachers in schools. the results of this study indicate that there are several strategies by teachers in developing students' prosocial behavior in religious-based elementary schools. the strategies carried out by the teacher are motivation, modeling, enforcement of the order, and social action. giving motivation is done by the teacher through reward in the form of praise or material such as inviting students to eat together. then the enforcement strategy is integrated with modeling strategies. in this study, the teacher behaves in accordance with the existing rules in the school so that students also behave according to the order. furthermore, the strategy for social action is carried out through infaq activities on friday and making donations to orphans. the teacher is a figure who is close to students so that their existence can influence their lives. therefore, the teacher acts as a figure for students both in behaving or speaking. teacher strategy in development prosocial behavior of students in elementary school | 15 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 thus, prosocial behavior will be easily embedded in students if the teacher also shows prosocial behavior. acknowledgments thank you to both parents, vina a.n. ariawan, prof. dr. h. disman, m.s. and dr. m. solehuddin, m. pd., m.a who have given prayer, knowledge, guidance, assistance, enthusiasm, motivation, and relentless support so that this research can be completed properly. references alam, r.b. (2016). pengaruh kegiatan rutin infaq setiap hari jumat terhadap perilaku prososial siswa kelas vdi sd negeri bantarkawung 01 tahun pelajaran 2015/2016. universitas peradaban. bashori, k. (2017). menyemai perilaku prososial siswa di sekolah. sukma: jurnal pendidikan, 1 (1): 57-92. carlo, g. (2014). the development and correlates of prosocial moral behaviors. in m. killen & j. g. smetana (eds.), handbook of moral development (2nd ed., pp. 208-234). new york, ny: psychology press. creswell, j.w. (2013). research design: pendekatan kualitatif, kuantitatif, dan mixed. yogyakarta: pustaka pelajar. crowe, s., et al. (2011). the case study approach. bmc medical research methodology, 11(1): pp.100. eisenberg, n. & mussen, p.h. (1997). the roots of prosocial behavior in children. cambridge : cambridge university press. hasegawa, m., et al. (2016). a two-wave panel investigation of the influence of viewing prosocial behaviour on television on the sociality of elementary school children in japan. media asia, 39 (4): 216-228. jenkins, m.p. (2016). problematizing ethnography and case study: reflections on using ethnographic techniques and researcher positioning. ethnography and education, 1-18. maemun, a. (2012). pengembangan model bimbingan kelompok dengan teknik modeling untuk mengembangkan budi pekerti berbasis nilai-nilai humanistik. jurnal bimbingan konseling, i (1): 1-10. mayers, s. & morris, a. (2009). examining associations between effortful control and teacherchild relationships in relation to head start children’s socioemotional adjustment. early education and development, 20: 756–774. mccarty, s., et al. (2016). actively caring to prevent bullying in an elementary school: prompting and rewarding prosocial behavior. journal of prevention & intervention in the community, 44 (3): 164-176. muthohar, s. (2013). antisipasi degradasi moral di era global. nadwa jurnal pendidikan islam, 7 (2): 321-334. naughton, g.m & hughes, p. (2009). doing action research in early childhood studies: a step by step guide. usa: open university press. 16 | teacher strategy in development prosocial behavior of students in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 1, february 2019 putra, h.p., gistituati, n., syahniar. (2015). peningkatan perilaku prososial siswa di sekolah melalui layanan bimbingan kelompok dengan teknik modeling. jurnal konseling dan pendidikan, 3 (2): 31-39. rowley, s. j., et al. (2014). framing black boys: parent, teacher, and student narratives of the academic lives of black boys. the role of gender in educational contexts and outcomes, 47: 301-332. safaria & saputra. (2009). manajemen emosi. yogyakarta : bumi aksara. setiawan, w. (2017). era digital dan tantangannya. seminar nasional pendidikan. universitas muhammadiyah sukabumi. stake r. (2005). qualitative case studies in denzin, n.k. & lincoln, y.s. (eds.) the sage handbook of qualitative research (3rd ed.). thousand oaks/london/new delhi: sage publications. taufik. (2009). model-model konseling. padang: fakultas ilmu pendidikan unp. walker, l. m. p., & carlo, g. (2014). prosocial development a multidimensional approach. oxford : university press. warneken, f., & tomasello, m. (2008). extrinsic rewards undermine altruistic tendencies in 20-month-olds. dev psychol, 44 (6), 1785-1788. infinity 38 | burnout profile of elementary school teacher education students (estes): factors and implication of guidance and counseling services p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 burnout profile of elementary school teacher education students (estes): factors and implication of guidance and counseling services mubiar agustin1, ruli setiyadi2, ryan dwi puspita3 1 universitas pendidikan indonesia 2 ikip siliwangi 3 ikip siliwangi 1mubiar@upi.edu, 2setiyadiruli@ikipsiliwangi.ac.id, 3 dwiryan531@gmail.com abstract this study departs from the discovery of the phenomenon of the burnout of learning experience of students, especially those who are already in the fourth or fifth semester of lecture activities. symptoms of burnout experienced by students are in four areas, namely physical, emotional, intellectual, and low motivation. this study aims to find the profile of students' learning burnout, the underlying factors and their implications for guidance services. the method in this study uses a quantitative approach with descriptive analytic. the sample in this study was 53 randomly assigned estes. the instrument used in this study was a questionnaire to capture data about the learning burnout profile and also the underlying factors. the results showed that 60.38% of students experienced high levels of learning burnout and the rest were low. based on the analysis, the factors that cause students' learning burnout as a result of the study show that the factors that are at a high rate are not able to accept if the grades are not in line with expectations and not confident to consult with lecturers about learning activities. the recommendations of this study are aimed at academic advisors, upt lbk, study programs, and further researchers. keywords: burnout, elementary school teacher education student (estes), guidance and counseling services abstrak penelitian ini berangkat dari ditemukannya fenomena kejenuhan belajar yang dialami oleh mahasiswa khususnya mereka yang sudah berada pada semester ke empat atau ke lima pada kegiatan perkuliahan. gejala kejenuhan yang dialami oleh mahasiswa berada pada empat area yaitu kejenuhan fisik, emosional, intelektual, dan rendahnya motivasi. penelitian ini bertujuan untuk menemukan profil kejenuhan belajar mahasiswa, faktor yang melatarbelakangi serta implikasinya terhadap layanan bimbingan. metode dalam penelitian ini menggunakan pendekatan kuantitatif dengan deksriptif analitik. sampel dalam penelitian ini adalah 53 orang mahasiswa pendidikan guru sekolah dasar yang ditentukan secara acak. instrumen yang digunakan dalam penelitian ini adalah angket untuk menjaring data tentang profil kejenuhan belajar dan juga faktor-faktor yang melatarbelakanginya. hasil penelitian menunjukkan bahwa 60,38 % mahasiswa mengalami kejenuhan belajar yang dengan kategori tinggi dan sisanya rendah. berdasarkan analisis, faktor penyebab kejenuhan belajar mahasiswa hasil penelitian menunjukkan faktor-faktor yang berada pada angka tinggi adalah tidak dapat menerima apabila nilai kuliah tidak sesuai dengan harapan dan tidak percaya diri untuk berkonsultasi kepada dosen. rekomendasi penelitian ini ditujukan untuk dosen pembimbing akademik, upt lbk, program studi dan juga peneliti selanjutnya. kata kunci: kejenuhan belajar, mahasiswa pendidikan guru sekolah dasar, layanan bimbingan dan konseling introduction the main objectives of students entering college, in general, are to get job certainty, develop interests and talents and make friends. these indicators are in line with the results of burnout profile of elementary school teacher education students (estes): factors and implication of guidance and counseling services| 39 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 research conducted by goldsen in the united states which shows that 35% of students come to tertiary institutions with the main objective of learning science, 36% emphasize the development of skills and techniques relevant to future careers and 17% to get along with other friends (supriadi, 2001). based on the objectives of students studying at tertiary institutions, it appears that most students have high expectations of the tertiary institutions they enter. at least this condition reflects that students enter higher education, in addition to obtaining a brighter and promising future they are also expected to have special advantages as a support to be able to compete and have high bargaining power in the work they will pursue in the future. this is in line with the opinion of semiawan, s.c (1999) which states that the new civilization promised by the new 21st century demands the ability of tertiary education graduates to perform so that they can survive (survive) and develop to achieve the actualization of excellence abilities optimally. in line with this opinion, further, alwasilah (2007) states that quality learning activities in higher education should be based on the development of interactions that lead to the development of humanity between individuals (lecturers and students), so as to produce graduates who have the ability to compete in life events real. not all students’ ideals are so high that they can be achieved, especially if the learning system that occurs in higher education tends to be monotonous. on the other hand, students become a cliche, because in general lecture material must be memorized; independence development rarely occurs based on creative activities in the context of explorative types of students. another characteristic of conditions that often occur in classrooms is related to the transmission of knowledge that is “transferring” knowledge that does not give birth to preconditions to develop interest, concentration or readiness to learn (skovholt, 2003, dalton, 2003). the definition of burnout or burnout in psychological research can be interpreted as an affective state consisting of unpleasant feelings, lack of stimulation, and low physiological arousal (pekrun et al., 2010). research on burnout has been conducted by experts including daschmann, goetz, stupnisky (2014) exploring the antecedents of burnout, eren & coskun (2016) the relationship between the level of burnout and student learning outcomes, sharp (2017) characteristics, contributions and consequences of student burnout, cul, yao, zang (2017) the effect of enthusiastic teachers in class who are tired of learning, fatmawati (2018) the relationship between burnout and academic stress, bella & ratna (2018) lazy behavior of students, tam et.al. (2019) implications of teacher learning burnout, student burnout and motivation. 40 | burnout profile of elementary school teacher education students (estes): factors and implication of guidance and counseling services p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 the results of the research of some of the experts above are in line with the results of the researchers’ initial interviews with students who consulted on academic matters, most students who had reached the fifth semester and above generally complained that they experienced burnout and fatigue in learning. some of the factors that trigger this learning burnout include the learning conditions that are dominated by lecturers as a learning center (teacher center), the condition of a learning space that does not change from the side of the seat, paint the room and learning media, the tasks given by the lecturer are partly great forces them to always think logically and systematically, according to students the overly frequent interaction with classmates informal contexts also influences the learning climate, and what makes them more saturated is the learning method which still applies a single learning method namely lecture or discussion. student assessment of the quality of learning activities in most subjects is still considered to be lacking (quality), both in terms of the method, material, and way of teaching lecturers. the number of activities and activities in the classroom, as well as the demands that must be experienced by students, can cause students to feel fatigued in all parts of the senses, and lack of enthusiasm in participating in teaching and learning activities arises burnout, less motivated, less attentive, no interest, and no results. from the symptoms that have been mentioned above shows students are experiencing burnout learning. from the explanation above, learning burnout is defined as a person’s mental condition when experiencing a feeling of burnout and fatigue which is very severe, resulting in the emergence of feeling reluctant, lethargic, not eager to do learning activities (khusumawati, 2014; fatmawati 2018). the conditions that occurred as in the above explanation triggered the emergence of the burnout of learning in college students which were marked by four main symptoms namely physical fatigue, psychological fatigue, intellectual fatigue, and low motivation. obviously, the burnout of learning along with the underlying factors cannot be tolerated. efforts are needed to help overcome them. because learning burnout triggers the occurrence of stress and failure of academic focus and burnout also affects the poor inter and intrapersonal communication of students. the estuary can be a student experiencing academic failure and it can have an impact on other variables in the lives of students themselves. one effort to overcome this is to provide guidance and counseling services with a primary focus on academic and personal social guidance services for students. this tutoring is intended so that students can achieve maximum learning achievement in accordance with their interests and talents. some experts have examined the linkages of burnout profile of elementary school teacher education students (estes): factors and implication of guidance and counseling services| 41 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 burnout with guidance and counseling including dami & styorini (2016) the relationship of tutoring services with learning motivation, mailita, basyir, abd (2016) counseling guidance teacher efforts in dealing with student learning burnout. in dealing with the problem of estes burnout, it is very necessary for the role of guidance and counseling services to help students to be optimal in the learning process. based on the study above, the study of this article focuses on the estes’s burnout profile at the indonesian education university, learning burnout factors and implications on guidance and counseling. method this research was conducted using a quantitative approach with analytic descriptive methods, which describe comprehensively the profile of students’ learning burnout and their areas, as well as the factors triggering learning burnout and then analyze it using relevant theoretical studies and references. the sample in this study was 53 fifth semester estes randomly selected. the instrument used to measure the profile of student learning burnout as well as the contributing factor is the questionnaire that has been tested for validity and reliability. data analysis was performed by mapping the areas of learning burnout based on four areas, namely intellectual, emotional, physical and motivational, and then analyzed their tendencies based on saturated and unsaturated categories. the factors that cause learning burnout are analyzed based on the number of responses on the items causing factors of learning burnout. items with a process of more than 50 percent were included in the high category and displayed in the research findings. results the results of the research conducted showed that pgsd students who experienced burnout are as follows. table 1. student burnout area profile no indicator percentage high low 1 emotional fatigue area 50.94% 49.06% 2 areas of physical fatigue 52.83% 47.17% 3 cognitive fatigue areas 58.49% 41.51% 4 motivation loss area 58.49% 41.51% the results showed that the burnout of estes was 22.64% influenced by factors characteristic of students, 43.40% influenced by learning environment factors and 27.00% influenced by factors of emotional involvement with the learning environment. 42 | burnout profile of elementary school teacher education students (estes): factors and implication of guidance and counseling services p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 a more detailed description of the factors causing the learning burnout of estes is as follows: table 2. indicator of student characteristics no factors causing the learning burnout of estes percentage 1 cannot be accepted if the lecture work is done is considered to be imperfect 37.74% 2 cannot be accepted if the value of lectures does not meet expectations 50.94% 3 never proud of the learning achievements achieved so far 18.87% 4 not able to excel in learning 11.32% 5 not have advantages in the academic field 24.53% 6 offended by friends who provide input, ideas in learning activities 1.89% 7 not confident to consult with lecturers about learning activities 67.92% 8 no the desire to work on college assignments as well as possible 3.77% 9 no encouragement to get a good academic value 5.66% 10 using references for improvised college assignments 37.74% the learning environment indicators can be seen in the table below. table 3. indicators of learning environment no indicators of learning environment percentage 1 felt the lighting of the study room is not good 24.53% 2 friends on campus do not want to be invited to a discussion of the assignments of lectures 7.55% 3 difficulty finding a lecturer to consult 83.02% 4 personal problem with a lecturer 1.89% 5 an academic problem with a lecturer 0% 6 ideas in learning that many have not heard from friends 11.32% 7 learning methods delivered by the lecturer so far, it tends 62.26% 8 difficulty in finding references to complete college assignments 77.36% 9 assignments given by lecturers are too abstract 39.62% 10 difficulty in translating foreign literature 98.11% 11 given by lecturers so far are subjective and tend to be discriminatory 26.42% 12 statements aya to do the work 88.68% the last indicator is indicators of emotional involvement with the learning environment, explanation is in the table below. table 4. indicators of emotional involvement with the learning environment no indicators of emotional involvement with the learning environment percentage 1 being unable to reject a friend's invitation while studying 26.42% 2 happy to end the time to work on college assignments 58.49% 3 concerned with the desires of others rather than their own interests included in learning 22.64% 4 problems in families that interfere with learning activities 18.87% 5 financial shortage for living and learning costs 47.17 6 difficulty dividing study time with busyness outside of learning 54.72% 7 parents never asked for progress and learning problems 28.30% burnout profile of elementary school teacher education students (estes): factors and implication of guidance and counseling services| 43 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 8 feeling forced by the desire of parents to enter the study program/majors currently undertaken 9.43% 9 activities outside of learning that has been undertaken has been most beneficial 35.85% 10 the lecturer does not provide support for success in learning 16.98% 11 achievement achievement will not promise the future, which is better 7.55% discussion the results showed that estes tended to experience high learning burnout and this high category also applies to all areas of learning burnout itself. then when viewed from the point of view the biggest factors causing student burnout are indicators as follows. (1) can not accept if the value of the lecture does not meet expectations; (2) not confident to consult with lecturers about learning activities; (3) having difficulty meeting with lecturers to consult; (4) the learning methods conveyed by the lecturers so far tend to be mention; (5) difficulty in finding references to complete college assignments; (6) difficulties in translating foreign literature; (7) many costs to do the work; (8) happy ending the time to work on college assignments, and (9) difficulty dividing learning time with activity outside of learning. the reality of student burnout along with the factors that influence it confirms that it could be that the learning climate in the higher education scene is not conducive, less accommodating and tends to tend towards intellectual development rather than the emotional and personality development of students themselves. in line with this fact, pham (2007) states "when students don't feel appreciated or receive rewards for hard work, they can be frustrated and this feeling, in combination with other" mismatches "in everyday life, can escalate into burnout". pham's statement indirectly illustrates that the burnout of learning in students occurs because of the many task pressures and lack of appreciation. this means that the touch given by the instructor to students is apparently not enough to be of intellectual development only but an approach that is more psychological in touch with students also needs to be done especially in this period students begin to be demanded to be independent and responsible. it seems that the thoughts of abrams et al. (2005) state that "schools today are called upon to educate an increasing number of students with social and emotional needs that interfere with their academic success." abrams's statement actually emphasizes that academic intake alone is not enough to make students successful but academic intake quality needs to be accompanied by quality emotional and social intake. it turns out that the appreciation and psychological touch is given to someone, whether physical, psychological, or social in nature can help to improve the mental health of individuals including students (yusuf, 44 | burnout profile of elementary school teacher education students (estes): factors and implication of guidance and counseling services p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 2004). the results of this study mean that students who experience academic procrastination on some symptoms are the same as students who experience burnout in learning. liwze (2002) states that: student burnout is on the rise like academic procrastination. two in ten canadian students will experience burnout during their tenure at university according to a 2002 canada health survey that suggests students are feeling pressured to perform at work, at school and socially. the above opinion confirms that the risk of academic disruption in the form of burnout is as dangerous as academic procrastination. the canadian health agency survey results show that two out of ten students experience psychological pressure both in school and social relationships. related to efforts to help overcome the burnout of learning, it seems that pennington (2007) can be considered by higher education institutions stating that although there is no sure cure or solution to make your classes perfect, there are some methods that may offer diversity for both of you and your students that will apply both to the academic classroom as well as the activity class. pennington's statement implies the need to shift the learning method from active teachers towards active students as a solution to reduce the burnout of student learning. this means that the interaction of educators in tertiary institutions no longer only emphasizes the intellectual aspect, but psychological interaction with students also needs to be developed as an effort to help deal with student burnout because under stressful and stressful conditions it is not possible for a student to optimally develop his academic potential. related to efforts to help overcome the burnout, the results of the study of josepha et al. (1999) emphasized the need for non-academic student activities programs to strengthen the relationship between educators and students while helping to dilute previously frozen situations. the program discussed many things related to learning from self-management in learning to effective efforts to adapt to the environment in an effort to help deal with the burnout. this means that one of the efforts to overcome the burnout of student needs guidance and counseling services, especially academic services and social personal services. conclusion the results showed that the majority of estes experienced high levels of learning burnout and the rest were low. the high level of learning burnout experienced by students applies to all areas, namely intellectual, emotional, physical exhaustion and also low motivation. in addition to the area of learning burnout, in terms of the factors that cause student burnout, the following factors are the main factors contributing to the burnout of learning in estes, namely (1) unable to accept if the course grades are not in line with expectations; (2) burnout profile of elementary school teacher education students (estes): factors and implication of guidance and counseling services| 45 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 not confident to consult with lecturers about learning activities; (3) having difficulty meeting with lecturers to consult; (4) the learning methods conveyed by the lecturers so far tend to be monotonous; (5) difficulty in finding references to complete college assignments; (6) difficulties in translating foreign literature; (7) many costs to do the work; (8) happy ending the time to work on college assignments; and (9) difficulty dividing learning time with activity outside of learning. as a suggestion from the research results, it should be followed up immediately by designing an appropriate guidance and counseling service program to deal with students' burnout, especially through academic guidance services and also social personal services. there is also a need to balance the content of lecture material between theoretical and practical matters. it seems that for students who are already in semester 4 and above the content of lecture material the portion of material that is practical in nature needs to be strengthened with assignments that remain measurable and of good quality. and it is necessary to strengthen the relationship between lecturers and students who are more equal, communicative and mutually respectful while maintaining the norms and rules that apply. acknowledgments our gratitude goes to all parties involved in this research. especially to ikip siliwangi’s estes who gave their time in this study. then, our thanks go to the primaryedu journal team who gave us the opportunity to be able to publish in their journals. references abrams, et al. 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(2019). burnout begets burnout: an experience sampling study on the impact of teacher burnout on student burnout and motivation. british journal of educational psychology. accepted 24 july 2019. wahyuni, ervika dewi wahyuni. (2018). faktor-faktor penyebab tingkat kejenuhan belajar pendidikan agama islam (pai) pada jurusan pgsd di universitas islam balitar. konstruktivisme. 10 (2), 154-162. yusuf ln., s. (2004). psikologi perkembangan anak dan remaja. bandung: remaja rosdakarya. infinity how parents education improve student achievement?| 1 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 how parents education improve student achievement? otang kurniaman1, annisa indarni 2, eddy noviana3 1 universitas riau 2 universitas riau 3 universitas riau 1 email-otang.kurniaman@lecturer.unri.ac.id, 2 email-annisaindarni22@gmail.com, 3 email-eddy.noviana@lecturer.unri.ac.id abstract the education in elementary school is a very important factor. because the elementary school level is the foundation for the development of children's thinking and learning abilities influences and influences to the next level. the purpose of this research is to determine the academic achievement of students who are influenced by the parent’s education level. this research used a quantitative approach with a correlation test. the research conducted at elementary school of 105 tampan pekanbaru to all of grade v students, with 150 total students. the researcher used the krejcie and morgan tables sampling with 108 students. based on the results of the correlation test shows that the magnitude of the father's education correlation coefficient on student academic achievement is 0.012 while the correlation of maternal education to student academic achievement is 0.081. both are below the value of the r product moment correlation coefficient table for a sample of 108 with a significance level of 5% that is equal to 0.187. thus the hypothesis h0 is accepted, it means that there is no meaningful relationship between parental education and student achievement. keywords: student academic achievement, parent education abstrak pendidikan di sekolah dasar adalah faktor yang sangat penting. karena level sekolah dasar adalah fondasi untuk perkembangan kemampuan berpikir dan belajar anak yang mempengaruhi dan mempengaruhi ke level selanjutnya. tujuan dari penelitian ini adalah untuk mengetahui prestasi akademik siswa yang dipengaruhi oleh tingkat pendidikan orang tua. penelitian ini menggunakan pendekatan kuantitatif dengan uji korelasi. penelitian dilakukan di sekolah dasar 105 tampan pekanbaru untuk semua siswa kelas v, dengan total 150 siswa. peneliti menggunakan sampel tabel krejcie dan morgan dengan 108 siswa. berdasarkan hasil uji korelasi menunjukkan bahwa besarnya koefisien korelasi pendidikan ayah pada prestasi akademik siswa adalah 0,012 sedangkan korelasi pendidikan ibu dengan prestasi akademik siswa adalah 0,081. keduanya di bawah nilai tabel koefisien korelasi momen produk r untuk sampel 108 dengan tingkat signifikansi 5% yaitu sama dengan 0,187. dengan demikian hipotesis h0 diterima, itu berarti bahwa tidak ada hubungan yang bermakna antara pendidikan orang tua dan prestasi belajar siswa. kata kunci: prestasi akademik mahasiswa, pendidikan orangtua introduction education has a different meaning from schooling. the most essential emphasis of the two words is the education means liberating people from backwardness, ignorance, civilization, freeing humanity from the bonds that bind humanity. while schooling is a tool in education that directs and brings human beings to get that freedom, which leads to motivation so as to be able to develop maximum intellectuals of students (frielinkac & embregts, 2013). the learning process is fully directed at developing these three domains (cognitive, affective, psychomotor) mailto:emailmailto:email-penulis-2@ymail.com mailto:email-penulis-2@ymail.com mailto:email 2 | how parents education improve student achievement? p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 in full, meaning that the development of one domain cannot be separated from the other domains (kurniaman & noviana, 2013). according to the parent education who influence the intelligence of students by providing guidance at home and teachers play in education in schools that are able to provide positive contributions to student intelligence (sakhiyya, agustien, & pratama, 2018). therefore, the low quality of education can be seen from the teacher's teaching style in the class whether it is able to provide learning that is able to increase student change in a positive direction and be able to become a facilitator in learning (bustami, syafruddin, & afriani, 2018). school is the place where the children can learn regularly and children can achieve their desired goals. children are social beings who will be the next generation for the future, children also need other people to care for love and love (hanani, 2013). for this reason family, friends and social environment determine the maturity of children in the future (friedman & spassiani, 2018). school is a strategic vehicle that allows every student, with a diverse socio-cultural background, to interact with each other, to mutually absorb cultural values, and can increase knowledge. schools become a means for each student to learn and play roles and perform functions according to the position and status in the school structure (suharsimi, 2018). parents are role models for their children, so parents must guide and direct them to things that are good and educating. the purpose of basic education is to lay the basis of intelligence, knowledge, personality, noble character, and skills to live independently and follow further education. broadly speaking, it can be concluded as follows, that the implementation of basic education is emphasized in laying the foundation of knowledge and skills where at this level students or children only capture and manage the facts (dewantoro, 2017). education is also influenced by various things including the level of education of the parents of the students themselves. as it is understood that the level of income of the people (especially parents) will influence their motivation in providing education to their children, as well as the children themselves as students. based on this, it is natural that the economic abilities of parents play a role in improving the quality of education, especially for their children. that is, education is not just released, because there are other things where parents also determine success in meeting the needs of their children in education. in this case, parents provide facilities and facilities for their children to learn (dewi & kurniaman, 2019). parents are the parent of learning for a child because the family is the first and foremost place as the child's educational environment. parents have the obligation to care for, care for, and guide a how parents education improve student achievement?| 3 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 child before going to school, children also need positive encouragement from parents to do something. that is part of the way to give mental strength to children (kartika, 2013). the elementary school 105 is not the best school in tampan district. in terms of the number of teachers and students the ratio is 1: 28 means that one teacher serves 28 students. this number falls into the category of both the size of the primary school. these students from sdn 105 tampan amounted to 873 students consisting of grade 1 to grade 6. with an average distribution per class 35 38 people with variations of class a to d. the spread of 873 students was divided into various socio-economic backgrounds of the guardians of his students . with this variation of course the socio-economic abilities of the community will be different in providing learning tools for their children, this difference will affect the academic achievement of their students. because learning is a process of absorption of knowledge that often creates a saturation for children, especially parents who do not pay too much attention to how their children learn. so that it has an impact on children's achievement results. in this case, every parent wants the best for their children, usually anything parents will do to help their child's learning achievements. but it was realized that the low achievement of students in indonesia was one of the factors due to the low awareness and participation of parents. the low awareness of parents of students is also very related to the economic capacity of the community. this study tries to explain how the academic achievements of elementary school students are influenced by parental education? discussing this further, it needs to be understood that the concept of learning is a complex internal process, which is involved in internal processes which include affective elements, in the affective dimension related to attitudes, values, interests, appreciation, and adjustment of social feelings. this means that learning is a change in behavior due to the interaction between individuals in their environment so as to gain experience (ngalimun, 2012; zufriady & kurniaman, 2019). based on the study of several definitions, it can be concluded that learning is a process of activities carried out by someone who produces a new change in behavior as a result of interaction with the environment. this is because education is a human right. human rights are inherent rights to every human being based on their nature that comes from god and cannot be disturbed and sued by anyone. thus human rights are fundamental rights as human beings (noviana and munjiatun, 2015). talking about the indicator output of educational is student academic achievement. this statement was made clear by misyani and antosa (2018) which states that achievement is the result of a person's accomplishments through learning that results in real and new behaviors. 4 | how parents education improve student achievement? p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 while learning achievement is interpreted as a measure of knowledge obtained from formal education and is shown through test scores (tu'us, 2009). according to sukardjo and komaruddin (2012) said: "achievement is the result achieved by someone when working on a task or activity". whereas according to slameto (2013) "learning is a business process carried out by someone to obtain a change in new behavior as a whole, as a result of his own experience in interaction with his environment". meanwhile, it is believed that parents who have a higher level of education and knowledge must have greater advantages in terms of income, time, energy and contact networks, which makes them further monitor their children's education. while parents who have minimal knowledge only give motivation to their children because of limited knowledge possessed by their parents (myklebust, 2007). in addition, the family is responsible for providing funds for children's educational needs because those related to education require no small amount of funds. method this research was conducted at sdn 105 tampan of pekanbaru city, the time the research was held on december 14, 2018 january 16, 2019. the research instrument used questionnaires and observations. the population in this study were all students of class v which numbered 150 students. based on the krejcie and morgan tables with a population of 150 students, the samples were taken as many as 108 students, after the number of samples was known, the samples were taken using a simple random technique. for the category of assessment of the level of education of parents and student achievement measured by the rating scale (rating scale). this rating scale is more flexible not limited to just attitude measurement, but also to measure socio-economic status, education, employment, knowledge, abilities and others (sugiyono, 2010). thus the category of parental education is scaled: bachelor (3), senior high school (2) and junior high school (1). parents is consist of husband and wife, namely the sundent’s father and mother , there is a variation of education between them. to calculate this category the author will add the variations as follows: how parents education improve student achievement?| 5 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 table 1. parent’s education level category no parent’s education level category score score total score father mother 1 bachelor bachelor 3 3 6 2 bachelor senior high school 3 2 5 3 bachelor junior high school 3 1 4 4 senior high school bachelor 2 3 5 5 senior high school senior high school 2 2 4 6 senior high school junior high school 2 1 3 7 junior high school bachelor 1 3 4 8 junior high school senior high school 1 2 3 9 junior high school junior high school 1 1 2 student academic achievement is measured from the total score of all odd semester 2018/2019 academic lessons obtained from each class. then the way to determine the distinguishing power of student academic achievement, according to arikunto (2018), is distinguished between small groups (less than 100) and large groups (100 people and above). the large group is divided into two poles, namely the top 27% as the upper group (ja) and the lowest 27% as the bottom group (jb). because the number of students used as respondents amounted to 108, then 27% of the 108 students who were made into the top group were numbers 1 29, the medium group was numbers 30-79 and the lower group numbers 80 108. so, the authors immediately set: 3 is high ranking , 2 is ranked medium and 1 is ranked low. data collected using questionnaires and documentation analysis of data using descriptive quantitative by calculating the frequency and data mode. variable x (independent) is the level of education of parents of students. the level of education of the parents of these students is quite diverse, but none of them have elementary school education. this shows that the education level of parents lately is better than in the past. however, there is a variation in the level of education of the parents of these students, does it have an influence on the academic achievements of students at elementary school 105 pekanbaru tampan? for this reason, this study will be explained further. while the y variable (dependent) is student academic achievement. this student's academic achievement consists of 3 categories, namely: high ranking, moderate ranking and low ranking. parental education is assumed if the higher education of parents, means the higher 6 | how parents education improve student achievement? p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 the level of care for their children's education, and vice versa. knowledge possessed by parents is predicted to have an influence on his understanding of education in his family which in turn will also affect his child's academic performance. to see the relationship between parents' educational status and student achievement, product moment correlation techniques were used. the reasons for using it are as follows: 1. variables that will be correlated in the form of symptoms that are continuous. 2. the sample studied has a homogeneous or near homogeneous nature 3. the regression is linear regression. the requirements that must be fulfilled if we use this formula are: 1. sampling from the population must be random (random). 2. variation in the score of the two variables to be sought for correlation must be the same. product moment correlation formula as follows: 𝑟𝑥𝑦= 𝑛 ∑𝑥𝑦−(∑𝑥)(∑𝑦) √𝑁 ∑𝑥²−(∑𝑥)²(𝑁 ∑𝑦²−(∑𝑦)² information : ʳxy = correlation coefficient between x and y variables ∑xy = the number of multiplications between the variabels x and y ∑x²= sum of squared x ∑y² = sum of squared y (∑x)² = the number of values of x is then squared (∑y)² = the number of values of y is then squared based on the calculate product moment correlation by using spps software version 24, with a significance level of 5% from the value of the product moment. results and discussion results the results of this study from the number of respondents 108 students found parent data with a general description seen at the age level of parents of students and fifth grade students of sdn 105 tampan as follows: how parents education improve student achievement?| 7 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 table 2. age of parents specified according to student gender gender of the students grade v sdn 105 tampan parent’s age (year) total % 35 – 40 40-45 father mother father mother male 15 25 23 10 73 67.59 female 17 6 8 4 35 32.41 sub total 32 31 31 14 total 63 45 108 percentage 58.33 41.67 100 % the fifth grade students of sdn 105 tampan pekanbaru were targeted for study, the average age of their parents both their father and mother aged 35-40 were 63 people (58.33%), while the parents of students aged 40-45 years were 45 people or 41.67%. the range of age of parents of students between 35-40 years of age with having children who attend school in the fifth grade in elementary schools and aged between 10-11 years is reasonable. thus their average age at marriage is at least 20 years old. furthermore, to see the distribution of student age and gender collected from this study, are as follows: table 3. distribution of student academic achievement and parental education student’s parent education student acadenic achievement total % high achievement (1 – 29) medium achievement (30 – 79) low achievement ( 80 – 108) father mother bachelor bachelor 1 5 1 7 6.50 bachelor senior high school 11 17 13 41 37.96 bachelor junior high school 3 5 6 14 12.96 senior high school bachelor 3 6 0 9 8.33 senior high school senior high school 7 10 7 24 22.22 senior high school junior high school 4 7 2 13 12,03 total 29 50 29 108 percentage 26.85% 46.30% 26.85% 100 8 | how parents education improve student achievement? p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 the results of the research that the authors have done at sdn 105 tampan pekanbaru found academic achievement of class v students consisting of 4 class v study groups a, b, c and d with a total of 108 respondents the average academic achievement of their students was classified as a moderate achievement category (46, 30%). high achievement and low achievement with the same number (26.85%) spread across all class v study groups at sdn 105 tampan pekanbaru. the educational composition of the majority of students' parents is a bachelor-educated father and a high school-educated mother 37.96%, followed by education of fathers and mothers alike with high school education 22.22%. thus father's education is still relatively high compared to mother's education. academic achievements of good students who are categorized as high, medium and low academic achievement are evenly spread among educated parents of undergraduate and high school mothers, even for parents who are equally undergraduate educated with many of their children's academic achievements in the moderate academic achievement category. furthermore, based on the results of the correlation test conducted, find the following results: table 4. correlation test results of parents' education level against student academic achievement parent’s education student achievement parent’s education pearson correlation 1 0.012 sig. (2-tailed) 0.904 n 108 108 student achievement pearson correlation 0.012 1 sig. (2-tailed) 0.904 n 108 108 the results of the correlation test indicate that the magnitude of the correlation coefficient of education of parents (father and mother) of students towards student academic achievement is 0.012. this value turns out to be smaller than the value of the r product moment correlation coefficient table for a sample of 108 with a significance level of 5% that is equal to 0.187. thus the hypothesis h0 which states "there is no effect of parental education on the academic achievement of fifth grade students of sdn 105 tampan pekanbaru " accepted. this how parents education improve student achievement?| 9 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 means that there is no meaningful relationship between parental education and the achievement of class v students of sdn 105 tampan pekanbaru. the results of these statistical tests show that there is no relationship between the level of education of parents on the achievement of class students. thus the level of education of parents does not have a significant effect on student academic achievement. students from parents with high or low education are equally likely to have high or low academic achievements. the assumption that the level of education of parents characterized by the level of education contributes to student achievement. this is because the parents' education is considered as one of the external factors that provide stimulation to student achievement. but the results of the correlation test for each of the parents' education level variables are all below the rejection rate of significance level. discussion the research findings explain that the learning process is held to teach students to achieve their intended goals, so that student achievement will be achieved in accordance with educational goals. the results obtained by students through learning can be said as learning achievement. this is in accordance with the opinion of tu '(2009) that learning achievement is the result of learning achieved by students when following and working on learning tasks at school. it is undeniable that the level of education of children is very closely related to the income / income of the parents they produce from work, parents are obliged to finance all of their children's education needs. in this case the income of parents is one of the factors that influence the level of education of children. income or income is money received by a person or company in the form of salary, rent, wages, interest, and profits in a certain period of time as a form of reward from business activities carried out (fitrianingsih, genjik & rosyid, 2017). the role of parents' education level is very important, because parents will understand the importance of education for their children. this is because parents are the main and first educators for their children, because from them the children first receive education. thus the main form of education is in family life. it is this family that the child gets care from parents towards the direction of his development. from childhood, children are cared for and raised by and in the family. everything in the family, both in the form of objects and people and the rules and customs that apply in the family are very influential and determine the style of development of children. how to educate the prevailing family. such is the way the child reacts to his environment. father and mother in the context of ideal family life, is the figure closest to the 10 | how parents education improve student achievement? p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 child. father and mother are the main role takers as parents to care for their children. especially the closeness of the child to the mother, because the mother is supportive, giving birth and breastfeeding so psychologically has a deeper bond (mediabki, 2017). the suitability of teacher teaching styles with student learning styles becomes an important aspect in creating and implementing learning that will culminate in student academic achievement. the suitability of students' learning styles with the right teaching style will result in successful interactions between teachers and students and their learning outcomes will improve (kurniaman & huda, 2018). when the teacher is able to create learning that is consistent with the tendency of students' learning styles, students will be easy to process information so that eventually they can achieve high learning achievement. it can be seen that subjects experience learning barriers, namely drowsiness when learning is not in accordance with the learning style they have (kurniaman & zufriady, 2019). as a formal environment that provides education for children, schools cannot be excluded from family education and how to apply it. parental support for home learning activities combined with parental involvement in children's schools is very important for the children's education process. growing research shows that building effective relationships between parents, families, and schools to support children's learning can lead to increased learning outcomes. parents are the first teachers and continuously educate children. research also shows that teacher quality, including standards and training, is an important factor that influences the facilitation of parent-educator relations (lia, 2016). conclusion the results of this research about the academic achievement analysis of elementary school students affected by the education of parents in sdn 105 tampan pekanbaru 105. the correlation test results show that the magnitude of the correlation coefficient of parental education on student academic achievement of 0.012 is below the value of the correlation coefficient r product moment table for a sample of 108 with a significance level of 5% that is equal to 0.187. thus the hypothesis h0 which states "there is no difference in achievement of class v students of sdn 105 tampan pekanbaru with the education status of their parents", accepted. this means that there is no meaningful relationship between parental education and the achievement of class v students of sdn 105 tampan pekanbaru. how parents education improve student achievement?| 11 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 references bustami, y., syafruddin, d., & afriani, r. 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(2010). metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan r&d. bandung: alfabeta. suharsimi, a. (2018). dasar-dasar evaluasi pendidikan. jakarta: bumi aksara. sukardjo, m.,&komarudin,u, (2012). landasan pendidikan: konsep dan aplikasinya. jakarta : rajawali pers. tu‟u, t. (2009). peran disiplin pada perilaku dan prestasi siswa. jakarta: grasindo. zufriady, z., & kurniaman, o. (2019). the effectiveness of learning basic concepts of art for primary teacher education students using nomor acak learning model. mimbar sekolah dasar, 6(1), 3242.doi:http://dx.doi.org/10.17509/mimbarsd.v6i1.15241. https://nurulauliamediabki.wordpress.com/2017/06/01/pengaruh-jenjang-pendidikan-orangtua-terhadap-perkembangan-anak/ https://nurulauliamediabki.wordpress.com/2017/06/01/pengaruh-jenjang-pendidikan-orangtua-terhadap-perkembangan-anak/ infinity strategy of digital etiquette education of elementary school students| 43 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 strategy of digital etiquette education of elementary school students akhwani1 1 universitas nahdlatul ulama surabaya 1 akhwani@unusa.ac.id abstract the use of digital technology is an inevitable necessity in the era of the industrial revolution. internet access has supported a new digital lifestyle. digital native easily accesses the internet and uses digital technology. navigating the internet is a daily necessity for digital native. they seemed addicted to the internet. unfortunately, digital natives are not aware of digital traces left behind which can deduce dangerous risks. progressive education in the era of the industrial revolution is important to develop the concept of character education in accordance with the era. this study aims to find elementary school strategies informing digital etiquette. the method used in this research is qualitative method. data collection is done through observation, interviews and documentation. the study involved the principal and the teacher as research subjects at the surabaya city elementary school. the results show that there are three frame approaches developed by schools to embed digital etiquette in elementary schools. student learning academic performance, school environment and school behavior and student life outside the school environment. the three frames are used to provide the norms and responsibilities for using digital devices. keywords: digital etiquette, education, elementary school abstrak penggunaan teknologi digital merupakan keniscayaan yang tidak terhindarkan di era revolusi industry. akses internet telah mendukung gaya hidup baru yang serba digital. digital native dengan mudah mengakses internet dan menggunakan teknolgi digital. menavigasi internet menjadi kebutuhan seharihari bagi digital native. mereka seolah kecanduan dengan internet. sayangya, digital native tidak menyadari jejak digital yang ditinggalkan dapat menimpulkan risiko yang membahayakan. pendidikan progresif di era revolusi industry penting untuk menyusun konsep pendidikan karakter yang sesuai dengan zamannya. penelitian ini bertujuan untuk mencari strategi sekolah dasar dalam membetuk etiket digital. metode yang digunakan dalam penelitian ini adalah metode kualitatif. pengumpulan data dilakukan melalui observasi, wawancara dan dokumentasi. penelitian melibatkan kepala sekolah, dan guru sebagai subjek penelitian di sekolah dasar kota surabaya. hasil penelitian menunjukan bahwa ada tiga bingkai pendekatan yang dikembangkan sekolah untuk menanamkan etiket digital di sekolah dasar. student learning academic performance, school environment and school behavior dan student life outside the school environment. ketiga bingkai tersebut digukan untuk membekali norma-norma dan tanggung jawab dalam menggunakan perangkat digital. kata kunci: etiket digital, pendidikan, sekolah dasar introduction the digital age gives a different color. in spite of providing many conveniences, the digital age also carries negative effects and impacts. there are many problems that arise from the existence of technology in the digital age (mcgillivray, et al., 2015). moreover, internet access is very easy to get. children can access anything using only their smartphone. it is natural that children spend a lot of time everyday with the internet. in the digital age toddlers are able to operationalize devices, they are very comfortable playing devices. strangely, they mailto:akhwani@unusa.ac.id 44 | strategy of digital etiquette education of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 will cry if the device in their hand is taken by their parents. this is what was later called by rye (2016) that children are addicted to the internet. the phenomenon that must be realized is that not all content available on the internet is suitable to consume. especially, consumed by elementary school-age children. there should be restrictions regarding which content, suitable and not suitable to consume by children. until now there has been no decent differentiation of content for children, adults, parents and all ages as well as television broadcasts. the internet is still open to the public, so it can have a negative influence on children's development. it does not matter if the devices are used by the children to access learning materials or to carry quality information. the problem is, the device which is facilitated by the internet, is used to play online games, either doing narcissistic on social media such as instagram, whatsapp and facebook. in a study, which was conducted by thorson (2014) such actions were inappropriate actions. digital technology should be used wisely. actually there are certain age restrictions to be able to register on social media, but these restrictions are ignored by children. research conducted by young (2016) of elementary school-age children states that they are unaware that the digital footprint left behind is very risky. children do not understand, and assume the actions taken on the internet are all safe. habits such as posting, downloading and sharing with friends are considered normal and not harmful. through actions like this can be dangerous. not all things deserve to be posted publicly. likewise information that is not necessarily correct is not properly shared with other users. data from the ministry of education and culture (2016) shows that the process of cybercrime numbers continues to increase year to year. cyberbullying is a scourge for students today. not to mention other problems such as pornography addiction, online games addiction and so forth. this issue continues to develop like a snowball. efforts are needed to close the gaps in the problems that arise in the digital age. it means to solve the problem wisely as the saying goes "if your nails are long, cut off their nails, don't cut off their hands". the above expression can be used as a foothold in developing strategies to close the gap digital problems. the act of closing digital access certainly cannot be justified, because digital access is life in the digital age. the problems mentioned above have long been recognized. choi (2016), rye (2016) and ribble & bailey (2007) have suggested implementing digital citizenship education in schools. this program aims to form digital etiquette of students in schools. on several strategy of digital etiquette education of elementary school students| 45 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 occasions the ministry of education and culture has also responded to this step, such as a digital literacy program. this is very reasonable considering character education in the digital age, is not a separate topic from the curriculum. ethics and character education has mandated national education goals. this means that the program to strengthen digital ethics in schools is an important step in the context of character education in the digital age. schools actually have the responsibility to teach digital citizenship. digital ethics cultivation strategies need to be applied in schools. in practice schools actually have realized the importance of this. elementary schools in particular have organized contemporary programs to educate students according to their times. real ethics is not only taught in the real world, but needs attention in cyberspace also. given the current intensity of investment in cyberspace is increasing. not to mention the new types of problems that arise in cyberspace continues to increase. times have changed, the strategy of educating children must also be adjusted to the era. elementary school -age children today are very different with elementary school-age children ten or twenty years ago. elementary school children that we currently meet are familiarly called digital natives. (sophia., et al., 2016). they were born and grew up in the digital age, gadgets and other digital devices become everyday toys. as digital natives, navigating the internet and using social media are daily activities. they have left the traditional game. this phenomenon cannot be considered trivial. if education does not provide a portion in favor of the digital age it is not impossible that new types of problems will emerge. seeing the digital phenomenon that is rolling rapidly, ethics in the digital age needs to be given to students from an early age. digital ethics education from an early age will have a positive influence as well as underpin the formation of children's digital etiquette. digital etiquette education is a choice because if ethics is the life of one's behavior. if the child ethics is good, the behavior will be automatically good as well. closing digital access is impossible because the times are already digital, so the right strategy is to base elementary school-age children with good digital ethics as a provision to navigate the internet. method this research is a qualitative research. qualitative research was chosen because the purpose of this study was to uncover the phenomenon of how the strategy of strengthening the digital etiquette of elementary school students. facts in the field will guide researchers to find an outcome that will be assembled into a conclusion. data collection methods were 46 | strategy of digital etiquette education of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 observation, interviews and documentation. observations were made during the study by directly observing the phenomenon at the study site. data were analyzed by comparing the data of observations made by the interviewer with the results of interviews from informant sources. in addition the interviewer also compared what was conveyed by one informant with other informants to strengthen the information. to check the truth of the interview results are also compared with the contents of a document. data from the schools that are the locations of the research are collected and then reduced to be sharpened to be classified between the data needed and supporting data that are deemed unnecessary. after that the data was presented by compiling a report on the strengthening of digital etiquette in elementary schools, the appropriate strategies have been carried out. at the last stage was concluding. data analysis was performed by qualitative analysis. results and discussion results in the past, a child could read, write and count (calistung) considered sufficient to become a citizen. with this ability, people can already communicate and seek information as citizens. in contrast to current conditions, these traditional skills are no longer relevant to being able to live in the digital age. all people must have the skills and ability to use all types of technology. elementary students in the current era need to be directed to have literacy in navigating the internet wisely and responsibly. digital etiquette becomes an important study in addition to digital literacy. schools are generally aware of the presence of the digital age. school is not free from responsibility but the school seeks to provide education in accordance with the demands of the times. schools should prepare for generations to come. children ,who are now digital natives, need to be directed to have responsibilities in interacting with their digital devices. do not let the child develop without guidance and direction from the teacher or parents. in supporting students who have ethics and skills in the era of the industrial revolution the school has strived in accordance with the objectives to be achieved. schools begin to prepare human resources (hr) that are responsive to the development of digital technology. responsive hr will guide students in developing their potential. the intended human resources are all school residents, especially teachers. digital literacy is important to be mastered by strategy of digital etiquette education of elementary school students| 47 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 school residents. without digital literacy, it will be difficult to instill digital etiquette to students. the digital response taken by the school also leads to physical activities. the school seeks to prepare the infrastructure needed to grow and develop children's potential. generally the steps given are facilitating schools with computer laboratories. this laboratory serves to support children's potential as well as to familiarize children using digital devices wisely and responsibly. in addition, the classroom has also been provided with an lcd to support the achievement of learning objectives. basically, schools have tried to bring children closer to a digital-friendly life. elementary schools basically do not have special nomenclature related to the digital etiquette program or digital special character education. this program is integrated with the programs implemented in schools. schools generally implement digital etiquette programs by integrating with other programs. nevertheless, values and ethics in navigating the internet are not abandoned. schools can insert digital etiquette programs through school programs, computer extracurriculars, full day school programs, online learning applications. school strategies and programs are the policies of each school. digital etiquette strengthening programs between schools and schools are not the same. the needs and conditions of schools greatly affect the implementation of school programs. the objectives achieved are the same, but the implementation in each school is different. schools along with student guardians continue to communicate to realize the mandate of the national education goals. after conducting analysis and data reduction studies, schools generally carry out digital etiquette strengthening programs arranged in three frames. the frames are arranged based on the program's implementation space. the three frames are student learning academic performance (strengthening digital etiquette through teaching and learning activities), school environment and school behavior (strengthening digital etiquette in the school environment) and student life outside the school environment (strengthening digital etiquette outside of school). 48 | strategy of digital etiquette education of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 picture 1. digital etiquette strategy in elementary school (akhwani, 2019) the three frames above are strategies to strengthen digital etiquette in elementary schools. in each frame the approach contains programs that are implemented in each school. first, in the frame of teaching and learning activities. this approach consists of a digital literacy program and a seminar or outreach program. in digital literacy activities, schools have a role to ensure digital skills for all school members. this means that the objectives of this program are not limited to students. while the seminar program or school socialization held socialization related to ethics navigating the internet. in the second frame, the frame outside the classroom learning. there are three programs conducted by schools. the implementation programs are monitoring students while in the school environment; limiting the use of devices; and forming digital friendly schools. students strategy of digital etiquette education of elementary school students| 49 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 are monitored while in school, what activities are carried out while in class. this supervision can be done by anyone, both teachers and other school residents. in addition, students are also limited in using devices. this means that while in the school environment, the gadgets are operated productively. in addition to learning, it is not allowed to use devices. the last program of the school environment is creating a comfortable and safe school atmosphere for digital learning. the final frame in shaping digital etiquette is the approach taken outside of school. the school synergizes with student guardians to make good communication for student success. the easiest collaboration is to form a whatsapp group between the homeroom teacher and the student guardian. good communication will support the implementation of good education. the third frame is done to provide monitoring to children in addition to at school as well as at home. thereby minimizing opportunities for children to do bad actions. discussion the urgency of digital etiquette for digital natives education should be adapted to the era. education will be left behind if it still uses the old strategy. in the digital age schools need to develop children's potential to answer the challenges of the times. schools have an important role in providing education and the proper use of digital devices for students (ribble, 2012; ribble, m.s., & bailey, g.d. 2007). schools need to realize that the use of digital devices has touched in the field of education. various educational applications are now available. learning resources on the internet have been abundant. elementary school students in ancient times navigating the internet would have been difficult, nowadays navigating the internet for elementary school-age children is important. elementary students in the digital age already understand how to operate digital devices, but many of them do not understand how to use them wisely. moreover, if it has been linked to privacy laws, the right of access and use of information (young, 2016; jones & mitchell, 2015). privacy law, access rights and use of information (young, 2016; jones & mitchell, 2015). the school has a strategic position in developing students' digital etiquette. some figures in education in the digital era such as choi (2016) and rye (2016) have suggested schools to organize ethics education in the digital age. primary school-age children are very familiar with devices in the digital age. began to wake up until i was going to sleep 50 | strategy of digital etiquette education of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 again. it is not impossible that there are inappropriate children's activities while operating the device. device addiction seems to be prevalent in every child in the digital age. the reason for digital etiquette education has been conveyed by ribble (2012) in advance. ribble has explained that digital etiquette should be given in school. the reasons that reinforce his opinion include: many school children spend time with the internet; it is important for students to be aware of the long-term impact of internet use; in the digital age internet access is very easy to obtain; besides that the demands of the 21st century all students must have digital skills and the last is the number of new types of cases that appear after the internet. the implementation of school programs in accordance with the era is a demand in the era of the industrial revolution. digital etiquette programs in primary schools are not programs that contradicted with national education goals. but it actually strengthens so that the mission runs in accordance with the ideals desired because education must be in accordance with the times. one indicator of the successful development of students' digital etiquette at school is that students have responsibility for actions taken with their digital devices. the age gap between parent and child and between teacher and student needs attention. times have changed education also needs to be adjusted. sophia (2016) called the gap between the two generations with the terms of digital immigrant and digital natives. digital immigrants are people who know digital technology, not from birth or know the internet after the digital era. these people include teachers and parents. while digital natives are children who are born, grow and develop in the digital age. this generation are children who are currently sitting as elementary school students. education in schools should move quickly to prepare future generations who have different challenges. preparing a digital generation cannot be compared to preparing a digital immigrant. this means that there needs to be a redesign of the school program. implementation of the program according to the needs of children in the future is absolutely done. digital etiquette education is the first step that underlies children to have norms and responsibilities in navigating the internet wisely. implementation in primary schools be aware that teaching attitude is different from teaching knowledge. developing ethics requires strategy and time that is not short. success in one place may not necessarily be successful in another. schools certainly have their own strategies or methods in developing digital etiquette for students in their schools. schools do not want their students to be troubled strategy of digital etiquette education of elementary school students| 51 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 in the future because of their digital ethics. the right implementation will encourage the realization of children who are able to answer the challenges of the times. the school's implementation is formed in three frames. the frame is the result of reduction from programs that have been held in elementary schools. schools carry out starting from activities that are integrated into teaching and learning activities in the classroom, then developed outside the classroom or in the school environment. also in the outer frame of the school. the program implemented is through synergy with parents. even though the scope is outside the school, it remains the responsibility of the school program. the first frame is student learning academic performance activities (strengthening digital etiquette through teaching and learning activities). strengthening strategies carried out together with learning carried out between educators and students. its implementation is in accordance with the needs and programs of the school. students get digital etikey material in classrooms, but there is no specific material related to digital etiquette. digital etiquette education through teaching and learning activities is more on the hidden curriculum. thus not taking time from other subjects, but supporting each other. in the frame of student learning academic performance, there are two strategies that can be implemented in schools in teaching and learning activities in schools, namely digital literacy and digital etiquette seminar / socialization. digital literacy means that the school ensures digital skills for all school members. schools have realized that times have changed, so the competencies of school residents must change as well. creative and innovative teachers are needed in this frame. the goal is students have positive digital literacy that will begin their skills. the skill to operate the device for digital natives is the main thing that must be mastered. the way to live in the digital age is digital prowess. students need to get guidance from teachers and school residents to become a generation that has norms and ethics. at elementary school age instilling digital literacy tends to be easier than when it is grown. providing positive literacy will guide children to behave positively as adults later. the second academic learning student performance frame is through socialization or seminars. the seminar was held in order to provide direction for students to be aware of the digital era. students are guided to ensure the digital footprints that are elevated while navigating the internet are safe. generally they only use it without realizing that not all conte nt on the internet is safe for children to consume (nordin, et al., 2016). by giving direction earlier students are expected to be aware of the role of their responsibilities. 52 | strategy of digital etiquette education of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 socialization can be given according to the needs of the school. generally, socialization is given generally not only to certain materials, but together with other activities. for example at the beginning of the admission of new students, digital etiquette material can be inserted. socialization can be given at the time of receipt of report cards or learning outcomes. at that time, guardians of students and class teachers can provide socialization and evaluation of student activities for one semester. thus the digital etiquette strengthening program does not feel heavy and disrupts the activities that have been running. the second frame is the school environment and school behavior. there are three programs that can be run. namely monitoring student activity, restrictions on the use of devices and digital friendly schools. the first program of the school environment and school behavior is to ask students. students during their activities at school are monitored by the teacher and the school community. what activities are carried out. if it is found that students carry devices while at school and are in conflict with school policies, they need to be guided and directed. in addition, if a child's activity is found that is not in accordance with the norm, it will be easy for the teacher to respond. the second program, namely, restrictions on the use of devices. restrictions are not the same as prohibitions. the policy of bringing devices or forbid bringing devices while at school is entirely a school policy. if the policy is to allow devices to be carried out, the school needs to be responsible for the devices that are carried while at school. schools can limit their use when searching for material or activities that do require devices. problems will arise when learning takes place but the child is more focused on the device so that it interferes with the learning process. it is different if the school provides a policy of allowing students to carry their devices while at school. schools must facilitate children to communicate with their parents. all activities that support the implementation of digital-based education must be able to cover with school facilities. especially related to the needs of learning resources. restrictions on the use of devices are more likely to use devices effectively and efficiently to support learning goals rather than interfere with learning objectives. in addition, the next school has the responsibility to support a digital friendly school atmosphere. this means that internet access and all the needs that support the development of digital etiquette in schools need attention. students are cultured by using digital technology wisely and responsibly. the teacher provides tangible experiences in the school environment related to digital etiquette. digital friendly atmosphere will shape the character of children strategy of digital etiquette education of elementary school students| 53 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 because of daily habits. a small example is the manners of digital communication. courtesy and respect for others on the internet is the key to safety on the internet (jones & mitchell, 2015). student life outside the school environment is the third frame. this strategy is a program that exists outside of school. the school works closely with parents in monitoring children through wa groups or the like. the school interacts with student guardians regarding the condition of their children. in the scope of children's school, it is the responsibility of the parents, but at home the child becomes the responsibility of the parents. these two things need to be integrated because the gap will occur if the school and parents are not compact. this synergy has generally been carried out by schools, between homeroom teachers and teachers. digital communication becomes important because in the view of ribble (2004) digital communication is an integral part of the formation of digital citizenship. communication becomes a means of exchanging information between the school and the student's guardian, besides that the activities and activities that are personally related to the child can be communicated directly without having to meet with the child. preparing for the digital generation is the right step to prepare the future generation. there are definitely new types of problems caused by digital technology. therefore compiling a program for students in elementary schools to be right before students get into trouble due to the use of digital technology. internet users are important to have the ability to use the internet safely and responsibly (mcgillivray, et al, 2015). this means that school strategies to develop children's potential in the digital age become a necessary. there is no reason to delay kindness. conclusion education must be adapted to the era. educating children's ethics at an early age will be more appropriate than when adults. strategies for strengthening digital etiquette are efforts to educate children's ethics in the digital age. the strategies that have been prepared are experience programs that have been carried out by schools. this means that there are still many other programs that could be more appropriately implemented in schools. schools can take the programs that have been described in accordance with the needs and conditions of the school. the success of the implementation of school digital etiquette cannot be separated from the school's commitment in shaping the character of children in the digital age. programs that are run with the commitment of various parties will have a significant influence on students 54 | strategy of digital etiquette education of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 compared to good programs but are not accompanied by commitments. good intentions for the future need to be planned before future problems come. references choi, m. (2016) a concept analysis of digital citizenship for democratic citizenship education in the internet age. theory & research in social education, 1-43. jones, l.m., & mitchell, k.j. (2015). defining and measuring youth digital citizenship. new media & society, 1–17. kemendikbud. (2016). paparan menteri pendidikan dan kebudayaan 25 januari 2016 tentang pencegahan dan penanggulangan tindakan kekerasan di lingkungan satuan pendidikan. diambil dari www.kemdikbud.go.id/main/files/.../045778be5c791af7d8d59e460827bd75.pdf mcgillivray, d., et al. (2015). young people, digital media making and critical digital citizenship. leisure studies, 1-15. nordin, m.s., et al. (2016). psychometric properties of a digital citizenship questionnaire. international education studies, 9, 71-80. ribble, m. (2012). digital citizenship for educational change. kappa delta pi record, 484, 148-151. ribble, m.s., & bailey, g.d. (2007). digital citizenship in schools. washington. international society for technology in education (iste). ______. (2004). digital citizenship focus question for implementation. learning & leading with technology, 32, 13-15. rye, s.a.. (2016). young people’s construction of global citizenship through internet use. dalam nicola ansell, natascha klocker & tracey skelton (eds.), geographies of global issues change and threat. singapore: springer. sophia, d., et al. (2016). the campaign for digital citizenship. lawrence and wishart, 62, 107120. thorson, k. (2014). facing an uncertain reception: young citizens and political interaction on facebook. information, communication & society, 17, 203-216. undang-undang sistim pendidikan nasional nomor 20 tahun 2003 young, a. (2016). a 21st-century model for teaching digital citizenship. educational horizons. 92, 9-12 http://www.kemdikbud.go.id/main/files/.../045778be5c791af7d8d59e460827bd75.pdf infinity the effect of realistic mathematics education (rme) on the understand mathematical concepts skills of elementary students using hypothetical learning trajectory (hlt)| 89 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 the effect of realistic mathematics education (rme) on the understand mathematical concepts skills of elementary students using hypothetical learning trajectory (hlt) febriani, winarti dwi1, sidik, geri syahril2 1 universitas perjuangan tasikmalaya 2 universitas perjuangan tasikmalaya 1 winartidwi@unper.ac.id, 2 geri.syahril.unper@gmail.com abstract the background of this research is the difficulty in teaching mathematics concepts to fourth graders in elementary school. so we need activities that can bridge the initial abilities of students with abilities that must be mastered by students. one of the alternatives to learn mathematical concepts is by implementing realistic mathematics education (rme) learning using hypothetical learning trajectory (hlt). the research is aimed to describe and analyze the existence of significant differences in improvement of students’ understanding mathematical concepts skills who learned and not learned used rme with hlt. this research method is quasi-experimental with the pretest-postest nonequivalent design. the data collection instrument used was a understanding mathematical concepts skills test. the population of this research is all fourth grade students in one elementary school, district of tawang, tasikmalaya. the results showed that based on the data analysis n-gain scores understanding mathematical concepts skills using the mann-whitney u test, the increased understanding the mathematical concepts skills of the experimental class is higher than the control class. it can be concluded that there is a significant difference in improvement students’understanding mathematical concepts skills who learned and not learned used rme with hlt. keywords: mathematics; realistics mathematics education, understanding mathematical concepts skills; elementary education. abstrak latar belakang penelitian ini adalah masih sulitnya mengajarkan konsep matematika kepada siswa kelas iv sekolah dasar. maka dibutuhkan aktivitas yang dapat menjembatani kemampuan awal siswa dengan kemampuan yang harus dikuasai oleh siswa, salah satu alternatif untuk mempelajari konsep matematika adalah dengan menerapkan pembelajaran realistic mathematics education (rme) yang menggunakan hypothetical learning trajectory (hlt). tujuan penelitian ini adalah untuk mengetahui gambaran dan menganalisis tentang adanya perbedaan peningkatan yang signifikan kemampuan pemahaman konsep matematis siswa sd menggunakan hlt dengan yang tidak menggunakan hlt dalam pembelajaran rme. penelitian ini menggunakan pendekatan kuantitatif dengan menggunakan metode eksperimen kuasi. desain penelitian yang digunakan adalah the pretest-postest non-equivalent design. instrumen pengumpul data yang digunakan adalah tes kemampuan pemahaman konsep matematis. populasi penelitian ini adalah seluruh siswa kelas iv di sdn dadaha, kecamatan tawang, kota tasikmalaya. hasil penelitian menunjukkan bahwa berdasarkan pada analisis uji data skor n-gain kemampuan pemahaman konsep matematis menggunakan uji mann-whitney u, peningkatan kemampuan pemahaman konsep matematis kelas eksperimen lebih tinggi dibandingkan kelas kontrol. disimpulkan bahwa terdapat perbedaan peningkatan kemampuan pemahaman konsep matematis antara siswa yang mengikuti dengan yang tidak mengikuti pembelajaran rme menggunakan hlt. keywords: matematika; realistic mathematic education; pemahaman konsep matematis; pendidikan dasar. mailto:winartidwi@unper.ac.id mailto:geri.syahril.unper@gmail.com 90 | the effect of realistic mathematics education (rme) on the understand mathematical concepts skills of elementary students using hypothetical learning trajectory (hlt) p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 introduction the ability to understand mathematical concepts is one of the most important abilities to master by students in 21st century education. thus, learning is required to teach the concept of mathematics to be a concrete for students. in addition, elementary school students must be able to understand the mathematical concepts for learning mathematics in the next level. this is in accordance with the regulation of the minister of national education (permendiknas) no. 20 year 2006 on the standard of contents regarding mathematics learning objectives and national council of teachers of mathematics (nctm, 1989) about the process standards in mathematics learning, including: 1. understand the mathematical concept, explain the interconcept linkage and apply the concept or alotgaritma, efficiently, and precisely, in problem solving. 2. communicating ideas with symbols, tables, or other media to clarify circumstances or problems. based on the permendiknas and the nctm above, the elementary school students must be able to develop the ability to understand concepts and can communicate mathematical concepts both orally and in writing. the understanding of the concept according to killpatrick, swafford, & findell (2001) is the ability to understand concepts, operations and relationships in mathematics. based on exploration study by conducting observations to class iv in one of elementary school in tasikmalaya city, the ability to understand the students ' mathematical concept of fractional numbers is not maximized. this is due to the ability of diverse students, there are students who can quickly and there are students who are slow in receiving information and understand a concept and communicate it. however, the study plan provided is still lacking in facilitating students who are slow in understanding a concept. understand mathematical concepts is the primary basic in mathematics learning. according to sadirman (2010, pp. 43) understanding can be interpreted to master something with the mind. meanwhile, according to donovan, bransford, & pellegrion (jbeili, 2012) stated that conceptual understanding refers to the ability of students to connect new ideas in mathematics with ideas they know, to describe mathematical situations in different ways and to determine differences between representations this. the concept of mathematics is all things in the form of new notions that can arise as a result of thought, including definitions, meanings, special characteristics, the nature, and content of mathematical material. based on some of these meanings, the understand mathematical concepts is to master something with a mind that https://dictionary.cambridge.org/dictionary/english-indonesian/the 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categories of stimuli that have general characteristics. in studying mathematics, understand mathematical concepts is very important for students. because mathematical concepts are related to one another so to learn it must be coherent and continuous. if students have understood mathematical concepts, it will be easier for students to learn mathematical concepts that are more complex next. according to gulo (2008) abilities that are classified in the understanding of a concept from the lowest to the highest are translation, interpretation, and extrapolation. the ability to be examined in this study is interpretation, namely the ability to explain the meaning contained in symbols (verbal and non-verbal). in this ability, a person can compare, differentiate, or contrast with something else and extrapolate, that is the ability to see the tendency or direction or continuation of a finding. for example: in a series of rectangular drawings, students are able to express the meaning of fractions and can show names of fractions and worth fractions, and so on. indicators that show understand mathematical concepts include: restatement of a concept; classifying objects according to certain properties; give examples and non-examples of concepts; presenting concepts in various forms of mathematical representation; and, apply the concept or problem-solving algorithm. understand mathematical concepts that need to be maximized in mathematics learning is in the subject of fraction numbers. the prerequisite material students have about integers and count numbers, fractions are prerequisites for further mathematical concepts. in connection with the above, we need an effective learning design that can be applied by the teacher to maximize the ability to understand students' mathematical concepts. one learning design that is thought to be able to improve students' understanding of mathematical concepts is the realistic mathematics education (rme) learning using hypothetical learning trajectory (hlt). rme is learning that connects student experience with the subject matter that is obtained. according to hadi in (budiyono, kusumaningsih, & albah, 2019) the real world can be used as a starting point for the development of mathematical ideas and concepts in the rme approach. rme learning uses hypothetical learning trajectory (hlt). intended to bridge students' initial knowledge with knowledge that students must master in the learning process. sarama & clements (2009) states that the goals or learning objectives to be achieved; levels of teaching or levels of thinking from easy to complex; and instructional task or set of instructional tasks that can help students understand a concept from one level to the next. 92 | the effect of realistic mathematics education (rme) on the understand mathematical concepts skills of elementary students using hypothetical learning trajectory (hlt) p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 therefore, the purpose of this study is to find out the picture and analyze the differences in the significant improvement in the ability to understand mathematical concepts in elementary students using hypothetical learning trajectory (hlt) with those who learn and not learn used realistic mathematics education (rme) with hypothetical learning trajectory (hlt). the research question of this study is “is there an increase in understand mathematical concepts skills between students who learn and those not learn used realistic mathematics education (rme) with hypothetical learning trajectory (hlt)?”. the research hypothesis is "there is an increase in the understand mathematical concepts skills between students who learn and those not learn used realistic mathematics education (rme) with hypothetical learning trajectory (hlt)." method the research approach used is a quantitative research approach using a quasiexperimental method. the research design used was the pretest-posttest non-equivalent design (cohen, 2007, p. 283), with the following pattern: figure 1. research design the subjects in this study were iva and ivb grade students at sdn dadaha located on dadaha street, tasikmalaya city. the iva class at sdn dadaha as an experimental class and treated with realistic mathematics education (rme) learning uses the hypothetical learning trajectory (hlt), while all ivb class students are the control class with direct learning. learning instruments in the form of rme-based learning implementation plans (rpp); set of instructional assignments or hypothetical learning trajectory (hlt). instruments that used is instrument test the ability of understanding mathematical concepts ability tests; observation instrument; and, documentation. data collection techniques used were test techniques of pretest and posttest tests for the ability to understand mathematical concepts; non-test techniques in the form of observation to determine the process during the treatment carried out; and, documentation in the form of supporting documents for evidence of research implementation. the effect of realistic mathematics education (rme) on the understand mathematical concepts skills of elementary students using hypothetical learning trajectory (hlt)| 93 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 data processing was carried out with the help of spss 21 and microsoft excel 2007. software processing and analysis of the results of this research data are as follows: calculate student pretest and posttest scores according to the scoring rubric used; minimum score; maximum score; average, and, standard deviation. calculate the magnitude of the score increase understand mathematical concepts with the formula meltzer (2002), namely: n-gain (g)= ( 𝒑𝒐𝒔𝒕𝒆𝒔𝒕 𝒔𝒄𝒐𝒓𝒆 ) − ( 𝒑𝒓𝒆𝒕𝒆𝒔𝒕 𝒔𝒄𝒐𝒓𝒆 ) ( 𝒎𝒂𝒙.𝒔𝒄𝒐𝒓𝒆 )–( 𝒑𝒓𝒆𝒕𝒆𝒔𝒕 𝒔𝒄𝒐𝒓𝒆 ) conduct normality tests and homogeneity tests on research data in the form of scores increasing understand mathematical concepts. conduct a difference test of two averages using the independent t-test to prove the hypothesis of this study. make conclusions and generalizations from the results of the hypothesis test of this research. results and discussion results the results of data acquisition pretest understand mathematical concepts skills of students in the experimental class (rme) and the control class. pretest data analysis was conducted to determine differences in the acquisition of understand mathematical concepts skills among students in two classes before receiving treatment ( treatment ). the following are the results of the normality test scores of students' understand mathematical concepts skills tests between the experimental class and the control class can be seen in table 1 below. table 1. pretest score class student score min. score max. average std. dev. experiment 28 17 58 35,417 10,786 control 30 8 58 34,722 14,614 based on table 1, it can be seen that the difference in the average score of the pretest understand mathematical concepts skills between the experimental class and the control class respectively 35,417 and 34,722. from these data, a prerequisite test is used to test the normality before testing the research hypothesis. the hypotheses tested in the normality test are: h0: the pretest score of students' understand mathematical concepts skills is normally distributed. ha: the pretest score of students' understand mathematical concepts skills is not normally distributed. the test criteria using the kolmogorov-smirnov test are if the sig value. > the level of sig. (𝛼 = 0.05) then h0 is accepted, if the value of sig. <the level of sig. (𝛼 = 0.05) then h0 is 94 | the effect of realistic mathematics education (rme) on the understand mathematical concepts skills of elementary students using hypothetical learning trajectory (hlt) p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 rejected. the following are the results of the normality test of the pretest score of students' understanding of mathematical concepts between the experimental class and the control class can be seen in table 2 below. table 2. normality test result based on table 2, it can be seen that the normality test with the kolmogorov-smirnov test at the significance level ( 𝛼 = 0.05), the experimental class (rme) obtained the significance value of the calculation results of 0,066 and the control class obtained a significance value of 0,059. it can be concluded that the data is normally distributed. then the test continued with the independent test sample t-test to see the difference in understand mathematical concepts skills between the experimental class (rme) with the control class before receiving treatment. the results of the t-test are as follows. table 3. independent t-test result levene's test of equality of variances t-test equality of means f sig. t df sig. (2tailed) mean difference std. error difference equal variances assumed 4.408 .040 .421 58 .676 1.464 3.479 equal variances not assumed .430 52.743 .669 1.464 3.479 based on table 3, the value of sig. (2-tailed) equal variances assumed at 0.676 and 0.669 higher than the significance level ( α = 0.05) then h 0 accepted. so it can be concluded that there is no difference in understand mathematical concepts skills between students who take and who do not take learning realistic mathematics education (rme) using hlt before receiving treatment ( treatment ). analysis of the effect of rme on increasing understand mathematical concepts skills using n-gain scores of understand mathematical concepts skills in the experimental class (rme) and in the control class. the mean n-gain score illustrates the improvement in mathematical communication skills after learning. this analysis is to test the second research class kolmogorov smirnov statistic df sig. experiment .165 28 .066 control .156 30 .059 the effect of realistic mathematics education (rme) on the understand mathematical concepts skills of elementary students using hypothetical learning trajectory (hlt)| 95 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 hypothesis. before testing the hypothesis, the prerequisite test is performed first, the normality test. the normality test results are as follows. h0: the n-gain score of students' understand mathematical concepts skills is normally distributed. ha: the n-gain score of students' understand mathematical concepts skills is not normally distributed. the test criteria using the kolmogorov-smirnov test are if the sig value. > the level of sig. (𝛼 = 0.05) then h0 is accepted, if the value of sig. <the level of sig. (𝛼 = 0.05) then h0 is rejected. the normality test results are as follows. table 4. normality test result based on table 4, the value of sig. experimental class 0,000 and control class 0.019 smaller than the significance level (𝛼 = 0.05), then h0 is rejected. therefore, the n-gain score of students' mathematical concept understanding ability is not normally distributed. the next step, to test the research hypothesis using a nonparametric test, namely the mann-whitney u test. hypothesis research work 1, "there is a difference in the increase in the understand mathematical concepts skills between students who learn and not learn in realistic mathematics education (rme) using hypothetical learning trajectory (hlt) ". formally h0 and ha, as follows. h0 : 𝜇1 = 𝜇2 h1 : 𝜇1 ≠ 𝜇2 the hypothesis testing criteria is if the value of sig. > significance level (𝛼 = 0.05) then h0 is accepted. if the value of sig. < significance level (𝛼 = 0.05) then h0 is rejected. the results of the mann-whitney u test output are: figure 2. mann-whitney u test result class kolmogorov smirnov statistic df sig. experiment .266 28 .000 control .176 30 .019 96 | the effect of realistic mathematics education (rme) on the understand mathematical concepts skills of elementary students using hypothetical learning trajectory (hlt) p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 based on figure 2, the value of sig. 0.033 is less than the significance level (𝛼 = 0.05) then h0 is rejected and ha is accepted. so, it can be said that the increased understand mathematical concepts skills of the experimental class is higher than the control class. t can be concluded that there is a difference in the increase in the understand mathematical concepts skills difference between students who learn and not learn realistic mathematics education (rme) using hypothetical learning trajectory (hlt) . discussion discussion of research results is based on data that has been analyzed. the first discussion, seen from the improvement of students' understand mathematical concepts skills, is shown in the average n-gain score data obtained in the experimental and control classes, as follows. table 5. n-gain interpretation score (g) interpretation 0.71 – 1.00 high 0.31 – 0.70 medium 0.00 – 0.30 low increasing the n-gain score in understand mathematical concepts skills in the experimental class is included in the high category, which is 0,753. from the calculation of ngain data understand mathematical concepts skills, that of 28 students in the experimental class, 16 students included in the high category normalized gain and 12 students included in the medium category normalized gain. that is, 16 students experienced an increase in understand mathematical concepts skills are high. increasing the n-gain score in understand mathematical concepts skills in the control class included in the medium category, namely 0,667. from the calculation of n-gain data understand mathematical concepts skills, that of 30 control class students, 8 students included in the high category normalized gain, 16 students included in the medium category normalized gain, and, 6 students included in the low category normalized gain. that is, 8 students experienced an increase in the comprehend high mathematical concepts skills. therefore, based on an analysis of the results of the n-gain score and hypothesis testing, it can be concluded that there is a difference in the increase in the understand mathematical concepts skills difference between students who learn and not learn realistic mathematics education (rme) using hypothetical learning trajectory (hlt) . the effect of realistic mathematics education (rme) on the understand mathematical concepts skills of elementary students using hypothetical learning trajectory (hlt)| 97 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 this research was also analyzed based on the implementation of the learning process. the results of the data analysis showed that there were differences in increase understand mathematical concepts between students learn and not learn rme using hlt. the implementation of learning at the time of the study was 4 times each in the experimental class and the control class, and twice for the implementation of the pretest and posttest. class iva as an experimental class and class ivb as a control class. the learning process uses rme with the help of hlt, the focus of its activities is on the activities carried out by students in solving the problems raised and on the problems faced by students in accordance with the material being studied. the implementation of learning using rme in the experimental class, begins with apperception to find out the student's initial knowledge before learning fractions of class 4 semester 1 material. then, communicate the learning objectives and inform the material to be learned. at the core activities, the rme learning steps are carried out. the first step, namely filing a group problem regarding the material fractions. submitting this group problem, the teacher presents a contextual problem, such as "miss has a rectangular paper. try who can divide the paper into two equal parts in different ways? ". the use of this contextual problem refers to the characteristics of rme according to treffers. the task of the teacher here is as a guide and director. that is, when students have difficulty in solving problems, the teacher provides feedback questions that lead students to find further clues in solving individual problems. then, the third step, interactivity: submitting group problems. in this third step students are grouped 3-5 people in each group to work on the problem problems proposed by the teacher listed in the student activity sheet (lks). the lks is made in the form of a hypothetical learning trajectory or a planned learning path regarding fractional material. by grouping, this aspect of interactivity in rme learning helps students to be able to interact, exchange ideas, and discuss with group friends, so they can find ways to solve these problems. next, in the fourth step, which is concluded. after discussing the group, the student representatives present or communicate the results of the answer questions to the worksheet and each student pays attention and is involved in class discussion. the fifth step, namely the confirmation and assignment of tasks. after students discuss and communicate the results of the answers to problems, then the next step is to equalize the perceptions of each student, so students know the essence of the fractional material being studied. and to develop students' thinking skills, 98 | the effect of realistic mathematics education (rme) on the understand mathematical concepts skills of elementary students using hypothetical learning trajectory (hlt) p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 given the problem of other problems and students work individually, to find out whether each student has understood or has understood the fraction material being studied. the implementation of learning in the control class is not treated. that is, learning done is learning that uses conventional learning models. the learning steps are as follows. the first step is to convey the learning objectives and the material to be learned. then, the teacher makes apperception to find out the students' abilities and initial information related to the material to be studied. the second step, demonstrating. the teacher gives the material and demonstrates the concept of fraction kepasa students. in the implementation there is a question and answer process between the teacher and students in this second step. then, the third step is guiding the practice. students are given a worksheet containing fractional problems. next, the fourth step is understanding and feedback, students progress one by one to answer the questions in the worksheet and discuss it together with other friends and teachers. the fifth step, which is to provide opportunities for further training and implementation. at this stage, individual students are given evaluation questions from the teacher. conclusion the learning process using the rme with the help of hlt is already very good. learning focus is on activities undertaken by the students in solving the problems posed and the problems faced by students individually appropriate material fractions. the conclusion from the study is that there is a difference in the increase in the understand mathematical concepts skills between students who learn and not learn realistic mathematics education (rme) using hypothetical learning trajectory (hlt) . acknowledgments this research article is an outcome of research funded by dikti research grant. references budiyono, a., kusumaningsih, w., albab, i. u. (2019). desain pembelajaran luas lingkaran dengan konteks explore dapur berbasis realistic mathematics educatio (rme) di kelas viii sekolah menengah pertama (smp). imajiner: jurnal matematika dan pendidikan matematika, 1(4). 37-44. depdiknas. (2006). standar isi mata pelajaran matematika sd/mi. jakarta: depdiknas. cohen, et al. (2007). research methods in education. (sixth edition). new york: routledge. the effect of realistic mathematics education (rme) on the understand mathematical concepts skills of elementary students using hypothetical learning trajectory (hlt)| 99 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 gulo, w. (2008). strategi belajar mengajar. jakarta:grafindo. jbeili, ibrahim. (2012). the effect of cooperative learning with metacognitive scaffolding on mathematics conceptual understanding and procedural fluency. spring: international journal for research in education (ijre), 60. killpatrick, j., swafford, j., & findell, b. (2001). adding it up: helping children learn mathematics. washington, dc: national academy press. nctm. (1989). curriculum and evaluation standards for school. reston, va: nctm. sadirman, a., m. (2010). interaksi dan motivasi belajar mengajar. jakarta: pt. raja grafindo persada. sarama, j., & clements, d., h. (2009). teaching math in the primary grades the learning trajectories approach. [online]. diakses dari: www.naeyc.org/files/yc/file/primary_interest_btj.pdf (08 april 2018) microsoft word 6 1616.docx 172 | speech delay therapy for children using the aac method p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 speech delay therapy for children using the aac method natalina purba1, mira kusumo astuti2 1universitas hkbp nommensen pematangsiantar 2universitas negeri jakarta 1natalinapurba@aol.com, 2admirals_secret@yahoo.com abstract the purpose of this study (1) the factors that cause speech delay in early childhood (2) the treatment given by permata diakonia and parents? (3) the impact of speech therapy performed by permata diakonia using the aac (augmentative alternative communication) method. methods: this study used a case study method with one child data analysis used qualitative data analysis with miles and huberman methods. results: sensory therapy that was given every day since the child was diagnosed late speaking had a very significant impact on the child's environmental response. a good response to this environment is a sign that the child can be given speech therapy using the aac method which is given twice a week. from this study, it can be concluded that speech therapy using the aac method significantly improves children's speaking ability. it should be noted that the key to success in this therapy is not changing therapists. implication: speech therapy using the aac method has implications for new ideas that will give new ideas to new approaches to enrich speech therapy. keywords: aac, sensory integration therapy, speech delay, and speech therapy abstrak tujuan penelitian ini (1) faktor-faktor yang menyebabkan keterlambatan bicara (speech delay) pada anak usia dini (2) perlakukan yang diberikan oleh permata diakonia dan orang tua? (3) dampak dari terapi bicara yang dilakukan oleh permata diakonia dengan menggunakan metode aac (augmentative alternative communication). metode: penelitian ini menggunakan metode studi kasus dengan satu orang anak, analisis data menggunakan analisis data kualitatif metode miles dan huberman. hasil: terapi sensori yang diberikan setiap hari sejak anak didiagnosa terlambat bicara berdampak sangat signifikan terhadap respon lingkungan anak. respon yang baik terhadap lingkungan ini sebagai pertanda anak dapat diberikan terapi wicara dengan menggunakan metode aac yang diberikan dua kali seminggu. dari penelitian ini dapat disimpulkan terapi wicara menggunakan metode aac signifikan meningkatkan kemampuan berbicara anak. perlu diperhatikan kunci sukses dalam terapi ini adalah tidak berganti-ganti terapis. implikasi : terapi wicara dengan menggunakan metode aac berimplikasi pada ide baru yang akan melahirkan pendekatan baru untuk memperkaya terapi wicara. kata kunci: aac, sensori integrasi, keterlambatan bicara, terapi wicara introduction communication is the right of every individual no one can take that right. it is inconceivable if humans cannot communicate with the people around them, surely the world will feel lonely. communication is one of the most basic human needs and must be fulfil. since a long time ago, humans have used verbal and non-verbal communication when conveying messages to others. communication will be very meaningful when the message that is delivered is well received by the recipient of the message, the 2-way communication is going speech delay therapy for children using the aac method| 173 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 well. if communication does not work properly, especially in early childhood whose language skills are still developing, there will be communication problems in children. when a child can express what he wants, the child can be taught to communicate. when communication is hampered, the child must be given a series of interventions so that the child can communicate with other people, at least other people understand what the child is saying. unicef says that communication is a child's right, therefore do not take away the child's right to communicate. to help children practice speaking, they need a method that can help children to be able to communicate. one special method for teaching children to communicate is the picture exchange communication system (pecs). the use of this method allows children to quickly learn to communicate. this is evidenced by the research conducted by suchowierska and friends, which is a method that has been specially made for individuals who have difficulty in language development. this method is evidence-based to teach how to communicate effectively and efficiently (suchowierska et al., 2013). this is based on skinner's thinking about behavior analysis so that children will be able to socialize with their peers. in line with the research of suchowierska and friends, ganz and his friends also found pecs to be effective in improving asd (autism spectrum disorder) speaking ability (ganz et al., 2015). research has been carried out from year to year to determine the effectiveness of pecs, either by case studies or by meta-analysis, both of which show that pecs is effective for children with special needs, so this method is the choice in therapy for children with special needs. but what about speech delay children, is this pecs method appropriate to be applied? walaupu is essentially aac (augmentative alternative communication) which is designed to improve functional communication between individuals with asd (autism spectrum disorders) and other developmental disabilities who have significant communication disorders (flores et al., 2012). this aac is visual-based for strengthening expressive and receptive communication and other behavioral principles. users are trained to communicate via pictures and pecs using low-cost materials that are relatively easy to manufacture so that they can be applied in schools with minimal skills. this aac method will be applied to children with special needs, one child who has a disability or additional functional disorder such as speech delay at permata diakoni using the case study method, and the formulation of the problem as follows (1) what factors what causes 174 | speech delay therapy for children using the aac method p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 speech delay in early hildhood? (2) the treatment given by permata diakonia and parents? 3) impact of the speech therapy program on speech delay using aac? method the research approach used in this research is a qualitative approach with the strategy or method used is the case study method. a case study according to stake is a research strategy or method in which researchers carefully investigate a program, event, activity, process, or group of individuals (crowe, 2011). the research site was conducted at permata diakonia in 2019. the steps of this research consisted of 7 (seven) stages, namely: (1) identification of cases; (2) case selection; (3) selecting a research phenomenon or issue; (4) choosing the forms of data to be collected; (5) collecting information, data and documents directly in the field using the data collection instruments prepared in the previous step; (6) interpretation; (7) prepare reports on the results of case studies (creswell, 2014, creswell, 2009). data and data sources the data to be collected in this case study are: 1. words, opinions, or ideas are gathered either through structured or unstructured interviews (usually in-depth interviews). 2. notes and writings collected from notes or diaries, official letters, books. 3. images or photos collected from photo tools (camera) and sketches. the data sources of this research come from primary data sources and secondary data sources. primary data sources are data obtained directly from parents, teachers, and child therapists who have difficulty communicating with others. secondary data is data collected to complement primary data related to the problem under study. secondary data sources include notes or diaries, official letters, books, archives, and photographs. data collection techniques and procedures data collection techniques in this study were interviews, observation, documentation, and field notes. 1. interview, conducted in a structured and unstructured manner. 2. observation, carried out to obtain the data or information needed with regard to research problems. 3. documentation is done by collecting and studying data from both official and unofficial documents related to the research subject, such as research results, official letters, books, archives, notes or diaries, and photos (corbin & strauss, 2010, sutton & austin, 2015) data analysis procedure speech delay therapy for children using the aac method| 175 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 data analysis in qualitative research is included in case studies carried out before entering the field, during the field, and after the data collection process. since the data analysis model used in this study is the model of miles and huberman and both argue that the qualitative data analysis process is divided into two stages, namely when and after the data collection process, the data analysis procedure of this study also consists of two stages as stated by miles and huberman. the data analysis procedure according to miles and huberman was carried out interactively and continuously until it was complete and the data was saturated. the data analysis procedure includes: (1) data reduction focusing on simplification, abstracting and transformation of crude data that emerges from written notes in the field; (2) data presentation (data display) the activity of compiling a ak of information, thus giving the possibility of drawing conclusions and taking action; and (3) conclusion drawing and verification of conclusions or verification carried out by researchers continuously while in the field (onwuegbuzie & weinbaum, 2016). of the three stages of the data analysis procedure, the presentation of the data took the most time and attention of the research team. data validity check this step is important in order to ascertain whether the interpretation and research findings are accurate or the research credibility can be achieved. checking the validity of the data in this study was carried out by triangulation (mertens & hesse-biber, 2012). triangulation is a data validity checking technique that uses something other than the data for checking purposes or as a comparison to the data. there are three forms of triangulation, namely triangulation of sources, triangulation of techniques, and triangulation of time. results and discussion results based on data analysis carried out in stages starting from domain analysis, taxonomic analysis, component analysis, and theme analysis, to the research sub-focus, various findings were found, including: 1. factors of speech delay analyzed medical records showed that ak had no abnormalities from the time of the womb to the birth process. however, it is necessary to pay attention to the 'ngences' phase (saliva coming out of the mouth) experienced by ak in a fairly long period of time, namely 6 years 7 months. furthermore, the authors conducted in-depth interviews with ak's 176 | speech delay therapy for children using the aac method p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 grandmother from her mother and father. this was intended to dig deeper into other influences that made ak late in speaking. 2. the treatment given by permata diakonia and parents as soon as she was diagnosed with a speech delay, the mother prepared steps to catch up with ak's speech development. these steps are often consulted by a psychologist. after consulting with psychologists at permata diakonia, it was agreed that the first therapy given was sensory integration. it aims to stimulate children's ability to process stimuli through the five senses (perkins, 2011), this therapy aims to improve children's language skills and learning abilities. in addition, sensory integration therapy also aims to see children's responses to the surrounding environment (tung et al., 2012). after ak was able to give an appropriate response to the response given, then ak was given speech therapy. this is supported by research conducted by falkus et al, that the positive effect of interacting parents with children with speech delays will accelerate the language development of their children (falkus et al., 2016) that the bond between parents and children will certainly be stronger. due to intense interactions. 3. impact of a speech therapy program conducted using the aac method the place for learning and therapy is the permata diakonia and parents also call private tutors to their homes. therapeutic activities in two areas are permata diakonia and private at home. this is indicated by the high frequency of therapy carried out in these two places. in addition, ak's parents, along with psychologists and therapists, always discuss to formulate therapeutic activities that ak will carry out and the goals to be achieved. so with this process, parents hope that ak will be able to catch up with his language development. speech therapy is carried out using a pecs (schreibman & stahmer, 2014). pecs training rules are designed to systematically construct one learned behavior in order to achieve more freedom of communication (boesch et al., 2013). this proves that ak is very helpful with this pecs method. this is also supported by research conducted by natalina purba and her friends through the effectiveness test of the vocabulary card which is very effective in improving the speaking ability of children with special needs, in this case mentally retarded children are able to train (purba et al., 2019). the pictures used for ak's speech therapy program are of course very varied with very attractive pictures and colors so that ak does not get bored quickly when he is running the talk therapy program which lasts 90 minutes. this is supported by research conducted by natalina purba and friends that the thing that must be considered when choosing an image is color (purba speech delay therapy for children using the aac method| 177 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 et al., 2018). these colors, shapes, sizes, positions, background images, and textures are things -things that must be considered and the main focus of choosing a vocabulary card is the color. discussion 1. factors that cause speech delay in children based on the results of medical records during pregnancy to birth ak: a. from the time of pregnancy to the birth of ak, mother had no health complaints that could lead to an emergency. so that akh's health check has no problem, b. ak also can only chew rice at the age of 2 years. based on the results of interviews with ak's maternal and paternal grandmother. ; a. the maternal grandmother explained that the maternal family experienced a phase of normal language development starting from the mother of ak and her siblings, nephews to grandchildren, b. grandmother on her father's side explained that ak's father experienced a significant delay in speaking because he was only able to speak at the age of 5 years, c. the paternal grandmother also explained that currently one of the grandchildren who is now 2 years old is still unable to speak. based on observational records for the first two years: a. the author does not find significant obstacles in communicating within the family which is done only in indonesian, b. the ak likes cognitive stimulating games such as stacking blocks and geometry. c. ak also likes outdoor activities and often visits the playground. based on observations of notes on language development from a cognitive aspect: a. the author looks at the 0-6 month phase, ak has been able to: ak pay attention to the activities of those around him; sweet ak to indicate hunger, fatigue, and pain; ak likes to be carried by his parents; ak watched the person calling his name; ak likes to see the faces of those around him; ak often expresses himself by laughing or crying, b. the author found that at the age of 7-12 months, ak likes to stomp his feet or hands to show something; ak glanced at the objects carried by those around him; ak yelling or tugging at the clothes of those around him for attention; the ak can show dislike or anger by shouting, c. the author found that at the age of 13-18 months, ak pointed at the object he wanted; ak can resist by shaking his head or moving away from objects that he does not like, d. the author found that sat the age of 19-24 months, ak had his own designation for the object he pointed at; aks tend to use body language to communicate with those around them. 178 | speech delay therapy for children using the aac method p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 mcdevitt and ormrod explain that speech development begins long before children are able to pronounce their first words (mcdavitt & omrad, 1989). in addition, parents have also tried to improve ak's interaction skills by inviting ak to outdoor activities and having a fixed schedule for visiting the playground. this is related to stimulating the ak to interact in a wider environment but in a relaxed and relaxed context because it is packaged as a vacation vehicle. however, the semantic, syntactic, and articulation aspects have not developed at all in the 024 month age phase. for vocabulary, ak, at the age of 3 to 4 years, has not been able to use two words, even he has not been able to use verbs. by the third year, a child has mastered 900 to 1000 words. at the age of 6 years, a person has been able to apply expressive speaking using a vocabulary variation of 2,600 words and has understood more than 20,000 words (melby-lervåg et al., 2012). with the help of processes in elementary to high school, children are able to master and understand 80,000 words. the process of mastery of vocabulary is supported by the ability of "quick mapping" which is owned by a child where this ability is used by a child to understand the meaning of a word when hearing the word spoken in the context of a conversation. research shows that children under 3 years are able to quickly map the use of certain verbs so that they can be placed in other sentences. many 3 to 4-year-olds are able to use two words that refer to the same object or action. for grammar and syntax, ak has understood the concept of sentences but still cannot express it. the way children combine syllables into words and words that make perfect sentences, this development occurs starting from the age of 3 years. although it is still too generalizing a language rule. at the age of 5 to 7 years, children can speak like adults (papalia et al., 2009). they speak using longer and more complex sentences. even though children at this age speak fluently, comprehensively and grammar correctly, there are some language points that they have not mastered such as the concept of passive sentences and conditional sentences. pragmatic devices are limited to short sentences and using gestures. papalia and her friends explained that the more children learn vocabulary, grammar, and syntax, the more competent they are in pragmatics (papalia et al., 2009). pragmatics is linguistic knowledge about how to use language for communication. this includes understanding how to ask questions, how to tell a funny story, and how to start a conversation. with pronunciation and grammar skills, it makes it easier for others to understand what kids say. most 3-year-olds are speech delay therapy for children using the aac method| 179 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 active speakers. if other people do not understand what he said, they will try to explain again what they said. pronunciation skills continue to develop during the elementary school phase. children cannot master all phonemes until the age of 8. in childhood, children have difficulty pronouncing r and th. many children can master pronunciation at the age of 6 but they still have difficulty pronouncing diphthongs: such as str, sl, and dr (mcdavitt & omrad, 1989), with diligence and discipline ak can pronounce diphthongs well even though there are still diphthongs unclear. 2. care provided by permata diakonia and parents after agreeing that integrated sensory therapy would be the initial therapy given to ak. the parents tried to cooperate with permata diakonia. integrated sensory therapy includes tactile, vestibular, proprioceptive, visual, auditory, olfactory, and taste aspects. ak underwent sensory integration therapy from 2 years and 26 days of age. the authors note that the program is thoroughly designed to stimulate the sensory integration of ak. besides, to maximize the results of sensory integration therapy, ak's parents requested 5 integrated sensory therapy times a week according to the therapy record table presented in the findings. ak's parents usually make a schedule 2 times a week to invite ak to do outdoor activities. also, ak is free to do exercises related to sensory integration therapy performed at home. then, speech therapy began to be given by ak at the age of 5 years 5 months at permata diakonia pematangsiantar. however, integrated sensory therapy is not immediately eliminated because the frequency of therapy is given 2 times talk therapy and 2 times integrated sensory therapy each week. 9 months later, when ak was 6 years and 4 months old, his parents started to intensify speech therapy at home 6 times a week. 3. impact of the speech therapy program provided using the aac method this integrated sensory therapy became ak's footing before entering speech therapy. focus learning, sit quietly, and process the information around them through integrated sensory therapy that is guided by a therapist and supervised by the mother and assisted by two caregivers. furthermore, the impact of ak's speech therapy is divided into four aspects, namely semantic, syntactic, pragmatic, and articulation aspects. speech therapy with the pecs method is very effective in improving his speaking skills. although more evidence is needed for this, pecs remains the main choice in learning new vocabulary for children, this is supported by lerna and her friends that pecs remains the main choice for children with communication disabilities (lerna et al., 2012). the ak with 180 | speech delay therapy for children using the aac method p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 very minimal skills at the start of therapy both syntactically, practically, articulated, and semantically, at the end of therapy using the aac method has tremendous progress. figure 1. advances in speech therapy (tw) using the aac method the graphic above shows the tremendous progress made by ak, slowly but surely ak has mastered the syntax, can place words well. pragmatic is developing well when ak is hungry, ak will say "mam" (eat) meaning that ak wants to eat. articulation had tremendous progress after ak underwent si, almost all the words spoken were heard clearly. semantics also makes progress when meeting a cat, ak will imitate his voice, meow. it is proven that si accelerates ak's speech therapy by using the aac method. conclusion children diagnosed with speech delay that was first given were sensory integration (si) than speech therapy (tw). the si and tw programs provided require collaboration with parents so that progress and maximum results are achieved. the drilling method is very effective so that children speak quickly. a therapist who does not change is one of the keys to the success of speech therapy. the aac method is very effective in improving speaking skills. although more evidence is needed for this, aac remains the main choice. 0 0,5 1 1,5 2 2,5 3 3,5 4 4,5 5 1 2 3 4 5 6 advances in speech therapy (tw) using the aac method syntax pragmatic articulation semantically speech delay therapy for children using the aac method| 181 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 acknowledgments principal of permata diakonia pematangsiantar school, dr. mira kusumo astuti and her son. references boesch, m. c., wendt, o., subramanian, a., & hsu, n. 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(2012). sensory integration dysfunction affects efficacy of speech therapy on children with functional articulation disorders. neuropsychiatric disease and treatment, 9(1), 87–92. https://doi.org/10.2147/ndt.s40499 infinity 62 | a lesson design of algebraic thinking in elementary school as an efforts to develop mathematical literation in industrial era 4.0 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 a lesson design of algebraic thinking in elementary school as an efforts to develop mathematical literation in industrial era 4.0 vira pratiwi1, laely farokhah2, zaenal abidin3 1 universitas bhayangkara jakarta raya, universitas muhammadiyah jakarta2, universitas muhammadiyah surakarta3 1 vira.pratiwi@dsn.ubharajaya.ac.id 2laely.farokhah@umj.ac.id 3za825@ums.ac.id abstract algebraic thinking is one of the abilities needed in the industrial era 4.0. the efforts to instill algebraic thinking need to be done since elementary school students. before students learn about algebra, they must have a lot of experience in making representations, abstractions, and generalizations. the ability to represent data using tables and diagrams is one indicator of algebraic thinking. this research was conducted discovery of learning obstacles thinking algebra by representing data using tables and diagrams in elementary school. learning obstacles include ontogenical obstacles, epistemological obstacles, and didactical obstacles. therefore, it is necessary to develop didactic designs to overcome these learning obstacles. the research method used was didactical design research (ddr). this research was conducted by analyzing learning obstacles that were found to be used as the development of learning trajectories. the analysis process produces alternative didactic situations that can overcome obstacles in thinking algebra. given that algebraic thinking in the curriculum in elementary schools is still implied, it is necessary to develop a comprehensive lesson design to facilitate students in developing algebraic thinking. the ability to think algebra is the high order thinking skills, they need to face various challenges today. keywords: algebraic thinking, didactic design, industrial era 4.0, elementary school. abstrak berpikir aljabar merupakan salah satu kemampuan yang dibutuhkan di era revolusi industri 4.0. upaya menanamkan berpikir aljabar perlu dilakukan se-jak siswa sekolah dasar. sebelum siswa belajar tentang aljabar, siswa harus memiliki banyak pengalaman dalam melakukan representasi, abstraksi, dan generalisasi. kemampuan representasi data menggunakan tabel dan diagram merupakan salah satu indikator berpikir aljabar. penelitian ini dilakukan karena ditemukannya learning obstacles berpikir aljabar dengan merepresentasikan data menggunakan tabel dan diagram di sekolah dasar. learning obstacles tersebut meliputi ontogenical obstacles, epistemological obstacles dan didactical obstacles. maka dari itu, perlu adanya pengembangan desain didaktis untuk mengatasi learning obstacles tersebut. metode penelitian yang digunakan adalah didactical design research (ddr). penelitian ini dilakukan dengan cara menganalisis learning obstacles yang ditemukan untuk dijadikan sebagai pengembangan learning trajectory. proses analisis tersebut menghasilkan alternatif situasi didaktis yang dapat mengatasi hambatan dalam berpikir aljabar. mengingat bahwa berpikir aljabar pada kurikulum di sekolah dasar masih tersirat, maka perlu pengembangan lesson design secara komprehensif untuk memfasilitasi siswa dalam mengembangkan berpikir aljabar. kemampuan berpikir aljabar merupakan berpikir tingkat tinggi yang dibutuhkan siswa untuk menghadapi berbagai tan-tangan yang dihadapi saat ini. kata kunci: berpikir aljabar, desain didaktis, era industri 4.0, sekolah dasar. mailto:vira.pratiwi@dsn.ubharajaya.ac.id a lesson design of algebraic thinking in elementary school as an efforts to develop mathematical literation in industrial era 4.0| 63 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 introduction industry era 4.0 is here to replace the old order that is not following the demands of technological developments. this era is the beginning of the birth of a new model of interaction that is more innovative and massive. the scope of change is very broad, from the business world, banking, transportation, social, to education. therefore this era provides two important choices namely lagging behind or following changes. shifting the phenomenon of society that shifts activities that were originally carried out in the real world, into cyberspace. likewise in the field of education that began to integrate the latest technology with learning. learning in an era of disruption requires students to have critical thinking competencies and problem-solving abilities (effendy, 2019). the ability to think critically and the ability to solve problems is closely related to the ability of mathematical literacy, where good literacy skills will certainly help students to think critically and solve problems found in everyday life. these competencies are not only needed in the daily interaction of students with their environment, but also the interaction of students by sharing the kinds of technologies they use. critical thinking and problem solving skills can be familiarized through learning algebraic thinking since elementary school. thinking algebra is different from thinking about aljabar. algebra is studied after arithmetic starts at the junior high school level, but that is not the case with algebraic thinking (hernandez, et al, 2010). algebraic thinking in elementary schools is conceptualized more broadly so that the emphasis on algebra shifts from symbol manipulation activities towards algebraic reasoning or algebraic thinking. the scope of elementary school algebraic thinking includes generalization based on patterns, facts, phenomena or existing data, solving problems and communicating ideas through symbols, tables, diagrams, or other media to clarify the situation or problem (alghtani and abdulhamied, 2010). the habit of algebraic thinking needs to be done early because based on the results of several studies indicate that algebra is one of the materials that is difficult for middle school students. preliminary research results show high school students have difficulties in learning the concepts and operations of algebraic arithmetic (hidayati, 2010; marsetyorini & murwaningtyas, 2012; herutomo and saputro, 2014; permatasari, et al., 2015). kilpatrick, et al. (2001) argue that in elementary and middle school mathematics curriculum must prepare students to learn algebra so that it includes attention to other mathematical domains. therefore, through the habit of thinking algebra which since elementary school, is expected to reduce difficulties when studying algebra formally. algebraic thinking is a thought activity that has 64 | a lesson design of algebraic thinking in elementary school as an efforts to develop mathematical literation in industrial era 4.0 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 proven difficult for students, and it is now widely recognized that students need earlier opportunities to engage in algebraic reasoning in elementary schools (nctm, 2000; kaput, 1999). the development of elementary school algebra in different countries. research conducted in america (moyer, huiker, & cai, 2004), singapore (fong, 2004), russia (schmittau and moris, 2004), korea (lew, 2004), china (cai, 2004), australia (booker and windsor, 2010) shows that the elementary school mathematics curriculum varies from country to country. some countries that already have algebra started elementary school. elementary school mathematics curriculum in indonesia does not yet contain algebra but there are already some materials that can give rise to students' algebraic thinking in elementary schools (pratiwi, herman, & suryadi, 2017; pratiwi, herman, & suryadi, 2019). kilpatrick (2001) adds that before students arrive at formal learning about algebra, students must have a lot of experience in making representations, abstractions, and generalizing the relationship between numbers and arithmetic operations. students must be familiar with algebraic ways of thinking to be proficient in manipulating algebraic symbols. in addition, students also need to learn the concepts of space, size, data, and opportunity in a way that connects them. there need to be activities to train algebraic thinking, one of which is through the experience of data representation. at this time elementary school students can do the data presented in the form of tables and diagrams there is a thought process of students in presenting data into other representative forms. in addition, there is also an abstraction process from presentation in the form of tables to line diagrams. algebra thinking activities can be done since elementary school students. previous studies have shown that students have been able to develop algebraic thinking in elementary school. booker & windsor's (2010) research results on seven-year-old elementary school students find those representation activities and problem solving with solutions obtained by students themselves in various steps in preparing to think algebra. another way to develop algebraic thinking is by making generalizations from the solutions obtained. mestre & oliviera (2012) show that fourth grade students have begun to develop algebraic thinking. the development of algebraic thinking begins with expressing generalizations of numerical relations in various representations. radford research (2010; 2011; 2012a; 2012b) found that non-symbolic algebraic thinking began to be exhibited by students at the age of seven to eight years. a lesson design of algebraic thinking in elementary school as an efforts to develop mathematical literation in industrial era 4.0| 65 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 based on the results of several other studies, learning about algebraic thinking can begin at the elementary school level. in the elementary school curriculum, especially the 2013 mathematics curriculum for elementary schools relating to algebraic thinking has not been listed in writing. however, algebraic thinking can explicitly be developed starting from generalizing, patterning and solving problems. algebraic thinking that occurs in elementary school age, starting from second grade and deepened to sixth grade. the trail is a good time to develop algebraic thinking in solving mathematical problems. a preliminary study was also carried out on 40 students in grade fifth and grade sixth of elementary school. found several learning obstacles that are grouped into several types, namely wrong in adding up scores and placing the results, less effective in making tables, mistakenly in concluding the contents of tables, do not know the concept of picture diagrams, obstacles in modeling into the form of images, wrong in interpreting problems, erroneous in determining the sequence of horizontal and vertical lines of information, do not know the concept of a line diagram, erroneous in predicting patterned growth, erroneously inferring the contents of a line diagram, and erroneous in choosing the right modeling. based on the causes of the obstacles, learning obstacles that are found belong to the types of ontogenical obstacle, epistemological obstacle, and didactical obstacle. in addition, the obstclaes that occur are still conceptual and instrumental. these obstacles must be minimized by maximizing the learning process. the teacher has an important role in the learning process, especially in overcoming obstacles experienced by students. the teacher can determine learning activities in class that can facilitate students in developing algebraic thinking skills. learning that consists of a series of processes of preparation, implementation and evaluation must be carefully prepared. through design based on research, it becomes an alternative to develop a design of students' algebraic abilities in elementary schools through a didactic situation analysis process, methadactic analysis and retrosfective analysis which is done in cycles. suryadi (2010) states that there are two fundamental aspects in the process of learning mathematics as stated above, namely the relationship of students with the material and the relationship of teachers and students, in fact it can create a didactic or pedagogical situation that is not simple even often very complex. therefore, as a preparation of teaching materials must be designed so that students find concepts, procedures, or principles not directly but through correct ways of understanding. thus, didactic activities that facilitate students to develop algebraic thinking and overcome student learning obstacles. 66 | a lesson design of algebraic thinking in elementary school as an efforts to develop mathematical literation in industrial era 4.0 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 learning obstacles experienced by students can be predicted when the teacher designs the learning that will be presented. in addition, the teacher needs to analyze the difficulties in thinking algebra that is found. by analyzing learning obstacles faced by students, the teacher can present didactic designs in the form of hypothetical learning trajectory (hlt) that can help students to develop algebraic thinking in accordance with learning sequences. learning obstacles and learning trajectory are produced from a series of processes of interpretation of the meaning of a reality which is the impact of a didactic situation based on the hermeneutic paradigm. design development is also produced by understanding meanings based on experience or phenomenology paradigms. thus, concrete efforts to interpret learning obstacles are found by developing a learning design that can develop algebraic thinking skills. one indicator of algebraic thinking is modeling mathematical problem situations using objects and representing using tables and diagrams, etc. development of learning activities using didactic design research methods about thinking algebra in elementary schools that pay attention to learning obstacles. then a study entitled " “algebraic thinking in elementary school as an efforts to develop mathematical literacy in industrial era 4.0”. method the research method used was didactical design research. suryadi (2010) explains that there are three stages in didactic research as follows, including prospective analysis including didactic situation analysis before learning in the form of a didactic design hypothesis including adp, metape-didactic analysis, when implementing learning by taking into account the relationship of the right triangle, and retrospective analysis retrosfective analysis that is analysis that links the results of the didactic hypothesis of the situation analysis with the results of the metric-tactical analysis. this research was conducted in three elementary schools in the city of bandung and garut regency. the participants in this study consisted of students from grade fifth and grade sixth. in this research, as many as 35 students from grade fifth as participants in the development of didactic designs and 50 students from grade sixth were involved in the preliminary study. results and discussion results a lesson design of algebraic thinking in elementary school as an efforts to develop mathematical literation in industrial era 4.0| 67 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 learning obstacles found in students are analyzed and used as a basis for developing lesson design. the results of the analysis are alternative didactic situations. learning obstacles identified are ontogenical obstacle, didactical obstacle, and epistemological obstacle. ontogenical obstacle is found because students do not understand the concept of the table or referred to as the conceptual ontogenical obstacle. another ontogenical obstacle that is found is the lack of accuracy in adding and not understanding the use of commas in the problem. these errors are categorized as epistemological obstacle instrumental. in addition, there is an epistemological obstacle as happened to students in drawing diagrams. students understand the concept of picture diagrams, but when they get a new story situation, the data does not make a picture diagram correctly and is limited to the concept of bar charts, so when it comes to making other diagrams students are confused. the students' mistakes are conceptual epistemological types. meanwhile, didactical obstacles occur in students because they do not experience learning to simplify the tension in the vertical and horizontal lines in the bar diagram. in addition, students lack experience in solving problems. this can be seen from the textbooks that are used not to facilitate students to do this and almost all students tend to do the same. in detail the learning obstacles found in students are as in table 1. table 1. analysis of learning obstacles no identified difficulties types of learning obstacles alternative didactic situations 1 mistaken in adding the value and placing the result. ontogenical obstacle and didactical obstacle students analyze the appearance of tables and gain experience reading tables found in everyday life 2 less effective in making tables ontogenical obstacle students gain experience in how to read appropriate tables and analyze parts of tables and make tables based on the data provided. 3 mistaken in concluding the contents of the table ontogenical obstacle students gain experience interpreting the data in the table and infer the overall message from the table. 4 do not know the concept of a picture diagram, obstacles in modeling in the form of images epistemological obstacle students build knowledge of the concept of drawing diagrams and their functions with the proper meaning. students do modeling activities from the simplest thing to the complex thing. students model one person with one animated picture. then, two people with one animated picture, etc. so students understand the meaning of the representation of the number of several people by one animated picture. 5 mistaken in interpreting the problem ontogenical obstacle the teacher facilitates students to interpret the questions in each sentence carefully. 6 mistaken in determining the order of information of horizontal and vertical lines. ontogenical obstcacle students analyze the meaning of number lines and their rules. students analyze the ideal bar charts found in daily life. the teacher facilitates students to 68 | a lesson design of algebraic thinking in elementary school as an efforts to develop mathematical literation in industrial era 4.0 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 no identified difficulties types of learning obstacles alternative didactic situations conduct in-depth analysis, so that there are rules in making bar charts. 7 don't know the concept of line charts epistemological obstacle students build knowledge of the concept of line diagrams and their functions with the proper meaning 8 mistaken in predicting patterned growth didactical obstacle the teacher facilitates students to do activities that can improve the ability to make geometric and numerical patterns. then, present the results obtained in various contexts. 9 mistaken in concluding the contents of the line diagram ontogenical obstacle students gain experience interpreting the data in line charts and infer the overall message from the table. 10 mistaken in choosing the right modeling epistemological obstcacle students analyze the functions of tables and diagrams. and conclude the effectiveness of the table and each diagram in certain situations. lessons design consists of didactic situations, prediction of student responses, didactic anticipation, and assessment processes. lesson design is designed in four meetings, the duration of each meeting is 2 x 35 minutes. the complete lesson design can be seen in the appendix. the main purpose of designing didactic design is to provide algebraic thinking experience by modeling problem situations using tables and diagrams. lesson designs are designed to pay attention to the modeling process from the most concrete to the abstract. the modeling begins with the process of changing mathematical situations or mathematical problems using tables, then using picture diagrams, bar charts to line charts. the design lessons designed have been applied as a whole. the implementation was carried out in four meetings over two days. the implementation found no significant obstacles. however, the set time duration is too short and needs to be added.. discussion overall, the results of student test answers show that the material on tables and diagrams is difficult and not maximally mastered by students. after analysis, the causal factor arises from the ability of students who have not mastered the prerequisite material, teaching material that has not met the learning criteria according to several theories of learning situations. on the other hand, didactic obstacle is also caused by learning that does not pay attention to wrinkles (learning trajectory) in terms of the appropriate stages of thinking. this can be a barrier for students to learn. in addition, the complexity of the material also determines the success of learning. the material is sorted from simple materials to complicated material (suryadi, 2010). a lesson design of algebraic thinking in elementary school as an efforts to develop mathematical literation in industrial era 4.0| 69 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 one of the characteristics of a didactical obstacle is that most students tend to make the same mistakes. on the other hand to trace the occurrence of learning obstacles, an analysis of learning is conducted by paying attention to the pedagogical philosophical theory of harel (2008) which includes mental acts, ways of thinking and ways of understanding. in addition, an analysis of learning trajectories is also carried out by paying attention to the material wrangling, the material before and after it. thus, learning is seen from various viewpoints of relevant theories. based on the results of the analysis, learning that occurs has not facilitated students to form a scheme. schemas for certain pieces of mathematics are individual collections of actions, processes, objects, and other schemes that are linked in a framework to the individual mind in dealing with a mathematical problem. schemes that are formed through a process. in addition, learning should contain for the unity, flexibility and coherence that is summarized in methadacttive activities. there are student and teacher activities during the discussion of the material, response prediction and anticipation designs that are flexible to the didactic and pedagogical situations that occur, and the ability of the teacher to maintain the hd, mobile, and adp relationships in the didactic triangle remain consistent and coherent in dynamic learning (suryadi, 2012). didactical obstacles are found by analyzing teaching materials which do not include validation and institutional activities as one aspect of didactic situation theory by brosseau (2002). this situation gives value to the truth of the knowledge learned in class. this is related to concepts, symbols, and knowledge that might be used at different times and for different purposes. the teaching material used contains action situations and formulations. ontogenical obstacle that is found dominant is conceptual and a small part is instrumental. learning obstacles that are conceptual include students not being able to make tables. figure charts, bar charts and line charts. this is due to the limitations of students in knowing the concept of data representation using tables and diagrams. this type of obstacle is commonly found in students. while learning instrumental obstacles include students being less thorough in adding upgrades, mistaken in reading questions, etc. this type of error is caused because students feel rushed in working. some students also felt that the time allotted to do some activities in doing worksheets was too short, for example in working on problem solving problems, making tables or even in discussions. 70 | a lesson design of algebraic thinking in elementary school as an efforts to develop mathematical literation in industrial era 4.0 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 the epistemological obstacle that occurs is conceptual. errors experienced by students include in making diagram drawings and in solving problems related to line diagrams. errors found in students who make diagram drawings occur because students do not know the representation in the form of diagram drawings. the most important thing in data representation is to display it in another form without reducing the quantity of data and becoming more effective for the public to read. students have been able to display in other forms without reducing the quantity, but the representations made have not been effective and in accordance with the rules of the drawing diagram. while in the process of solving problems, ob-stacles that occur students can not determine the representation in accordance with the context of the story contained in the problem. although data can be represented in various forms, students must understand and be able to determine the right and most effective form of representation. didactical obstacle was found to be instrumental. students cannot make effective tables and cannot solve problem solving related to bar charts. students feel there is nothing wrong in making tables, because students get material from the learning process. this was found when analyzing the learning process in the class. in addition, students are not accustomed to working on problem solving problems in the learning process, so students cannot work on the problems given. both of these things happen to some students who work on test questions. the results of the analysis of the causes of learning obstacles are used as alternative didactic situations in the development of lesson design. commonly produced didactic alternatives include reading tables and diagrams, interpreting data, creating, implementing them in solving mathematical problems related to tables and diagrams. this didactic situation is the basis for developing lesson de-sign at a later stage. learning trajectories that are designed based on learning obstacles are found and the confusion between the material. after knowing the material wrinkles, then determined some of the material that is raised and explored more deeply to bring up learning situations that can develop the ability to think algebraic. in addition, material tables and diagrams are designed from the most concrete to the most abstract so that students can interpret gradually based on the conditions of thinking of elementary school students. the learning trajectory that is designed consists of prerequisite materials, core material and further related material. understanding that learning between materials is interrelated and a lesson design of algebraic thinking in elementary school as an efforts to develop mathematical literation in industrial era 4.0| 71 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 relevant, the learning trajectory is arranged comprehensively and meaningfully. paying attention to various aspects of compiling learning trajectories is expected to be developed into didactic designs of algebraic thinking that can be used in general. material that is a prerequisite is the concept of integers and number lines, the concept of vertical and horizontal lines, and the concept of rectangular flat shapes, as well as po-la. the prerequisite material must be mastered by students before lesson design is implemented. the core material to develop the ability to think algebra in material tables and diagrams is the representation of data using tables, picture diagrams, line diagrams, and line diagrams. the flow of thinking that is built is the ability of students to model problem situations in tabular form. at the beginning of modeling, students move data from the form of stories into tabular form. table representation is the beginning of a simple equality way of thinking. students create other forms of existing data without reducing the amount of quantity in a more effective form. this way of thinking occurs when students draw pictures, bar charts, and line charts. in addition, representation is made from the semi-abstract form of the table, then into the form of a diagram of an image that begins modeling in the form of images, then modeling the shape of the bar to form a line diagram. learning paths formed from the start of representation using tables to line diagrams, each move from one data representation to another is interspersed with problem solving related to the material. this is done as a process of institutionalization in didactic situation theory that seeks to be applied in learning. material related afterwards includes pie charts, mean, median, and other introductory statistics. this material will be mastered by students if the data representation using tables and diagrams has been mastered by students. therefore, it is important to know the material before and after the core material to be connected in full learning. the connections that are made between material will form knowledge that is useful and useful for the life of students. basically the development of design lessons to one to four has the same pattern. only finish the conversation discussed at the obstacle that happened. the lesson design consists of some exercises, introductory discussions, formulation of steps, open questions or problem solving and closing activities including connecting with further material. each design lesson begins with a discussion held to motivate students and gain experience about tables and diagrams in daily life. for school-age students this is very 72 | a lesson design of algebraic thinking in elementary school as an efforts to develop mathematical literation in industrial era 4.0 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 important. given the psychological condition of elementary school students. readiness to learn and accept lessons depends on the material that students are interested in. in addition, in each lesson design there are also activity formulation steps in either making tables or diagrams. the formulation is the culmination of learning stages in tactical situation theory that allows students to understand certain concepts. students discover their own concepts that are formulated by mutual agreement after going through the discussion process. concepts that are successfully formulated by students themselves can last longer than instant concept support by teachers (harel, 2008). other didactic situations that exist in each design lesson are carried out open ended problems or problem solving. secondly expect this to have more people thinking about algebra (suherman, et al, 2003). one indicator is modeling. modeling problems through tables and diagrams can be explored through open ended questions and problem solving. conclusion learning obstacles identified are ontogenical obstacle, didactical obstacle, and epistemological obstacle. therefore a learning trajectory was arranged which was designed as a basis for developing didactic designs of algebraic thinking. the learning path that is designed consists of prerequisite materials, core material, and further related material. understanding that learning between materials is interrelated and relevant, learning trails are arranged comprehensively and meaningfully. paying attention to various aspects in compiling the learning trajectory is expected to be developed into a didactic design of algebraic thinking that can be used in general. lessons design consists of didactic situations, prediction of student responses, didactic anticipation, and assessment processes. the lesson design is designed in four meetings, the duration of each meeting is 2 x 35 minutes. the complete lesson design can be seen in the appendix. the main purpose of designing didactic design is to provide algebraic thinking experience by modeling problem situations using tables and diagrams. the lesson design are designed to pay attention to the modeling process from the most concrete to the abstract. the modeling begins with the process of changing mathematical situations or mathematical problems using tables, then using picture diagrams, bar charts to line charts. the design lessons designed have been applied as a whole. the implementation was carried out in a lesson design of algebraic thinking in elementary school as an efforts to develop mathematical literation in industrial era 4.0| 73 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 four meetings over two days. the implementation found no significant obstacles. however, the set time duration is too short and needs to be added. acknowledgments we would also like to show our gratitude to the corespondent authors for sharing their pearls of wisdom with us during the course of this while writing the article, and we thanks to teachers in elementary school. we are also immensely grateful to primaryedu journal for their comments on an earlier version of the manuscript, although any errors are our own and should not tarnish the reputations of these esteemed persons. references alghtani, o.a. & abdulhamied, n.a. 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(2019). algebraic thinking obstacles of elementary school students: a hermeneutics-phenomenology study. iop publishing journal of physics: conference series. 1157 (3) 032115 http://repositorio.ul.pt/bitstream/10451%20/7087/1/mestre_oliveira_icme12.pdf http://repositorio.ul.pt/bitstream/10451%20/7087/1/mestre_oliveira_icme12.pdf a lesson design of algebraic thinking in elementary school as an efforts to develop mathematical literation in industrial era 4.0| 75 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 3, number 2, september 2019 radford, l. (2010). elementary forms of algebraic thinking in young students. in m. f. pinto. & t. f. kawasaki (eds.). proceedings of the 34th conference of the international group for the psychology of mathematics education, vol. 4, pp. 73-80. belo horizonte, brazil: pme. radford, l. (2011). embodiment, perception and symbols in the development of early algebraic thinking. in ubuz, b. (ed.), proceedings of the 35th conference of the international group for the psychology of mathematics education (vol. 4, pp. 17-24). ankara, turkey: pme. radford, l. (2012a). early algebraic thinking epistemological, semiotic, and developmental issues. 12th international congress on mathematical education, seoul, south korea. suherman, e., dkk. (2003). strategi pembelajaran matematika kontemporer (common text book edisi revisi). bandung: jica suryadi, d. (2010). didactical design research (ddr) dalam pengembangan pembelajaran matematika1. seminar nasional pembelajaran mipa di um malang, 13 november 2010 semnas mipa 2010 utama, (november), 1–75. infinity 12 | development of inqury-based student worksheet (lkpd) on mathematics subject in the material of cubes and cuboids to improve mathematical understanding of slow learner children p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 development of inqury-based student worksheet (lkpd) on mathematics subject in the material of cubes and cuboids to improve mathematical understanding of slow learner children rina kurnia 1, yeti nurhayati 2 1 univeristas langlangbuana 2 univeristas langlangbuana 1 rinakurnia1751990.rk@gmail.com, 2 yetinurhayati78@gmail.com abstract this research based on the most slow learner is still have difficulties to define a concept of cube and block with verbal or writing. this research purpose is to developing lembar kerja peserta didik (lkpd) based with an inquiry of mathematic cubes and block subject for a slow learner and to knowing about increasing mathematical competency on a slow learner child after applying inquiry based methods. this research is implemented at sdn margahayu 08 at bandung district by using research and development methods. lkpd is developed from identifying problems, collecting data, designing lkpd, validating, revising design and doing lkpd trial. the result of the analysist using several stage test such as prerequisite test (normality and homogenity test) and paired sample test with analyzing the result of pre test and post test conducted individually on slow learner child about the abiity to understand the mathematical concept of cube and block. the result shown that lkpd is appropriate to use in a study methods of inquiry based on mathematical concept of cube and block for slow learner and have the increased effect by using lkpd and study methods with inquiry based keywords: development of lkpd, inquiry, understanding of mathematical concepts. abstrak penelitian ini dilatarbelakangi oleh sebagian besar slow learner masih kesulitan dalam mendefinisikan konsep kubus dan balok secara verbal maupun tulisan. penelitian ini bertujuan untuk mengembangkan lembar kerja peserta didik (lkpd) berbasis inkuiri pada mata pelajaran matematika materi kubus dan balok untuk anak slow learner dan mengetahui peningkatkan kemampuan pemahaman matematis anak slow learner pada materi kubus dan balok setelah diterapkan model pembelajaran berbasis inkuiri. penelitian ini dilaksanakan di sdn margahayu 08 kabupaten bandung, menggunakan model research and development. lkpd dikembangkan dengan tahapan melakukan identifikasi masalah, pengumpulan data, mendesain lkpd, melakukan validasi, revisi desain, dan melakukan uji coba lkpd. hasil analisis menggunakan beberapa tahap pengujian yaitu uji prasyarat (uji normalitas dan homogenitas) dan uji t (paired sample t test ) dengan terlebih dahulu dilakukan analisis data hasil tes (pre-tes dan post tes) yang dilakukan secara individual terhadap anak slow learner tentang kemampuan pemahaman konsep matematis materi kubus dan balok. hasil penelitian menunjukan bahwa lkpd layak digunakan dalam pembelajaran anak slow learner materi kubus dan balok dengan berbasis inkuiri dan terdapat peningkatan kemampuan pemahaman konsep matematis anak slow learner dengan menggunakan lkpd dan dengan menerapkan model pembelajaran berbasis inkuiri. kata kunci: pengembangan lkpd, inkuiri, pemahaman konsep matematis introduction in elementary school, the students' comprehension abilities are not the same, some are fast and some are slow. children who are slow in learning are said to be slow learners. slow learner children have the same demands as other students, which must achieve predetermined mailto:rinakurnia1751990.rk@gmail.com mailto:yetinurhayati78@gmail.com development of inqury-based student worksheet (lkpd) on mathematics subject in the material of cubes and cuboids to improve mathematical understanding of slow learner children| 13 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 competencies. slow learners are slow children in the learning process, so they need more time compared to other students who have normal intellectual potential levels. children who are slow to learn are also part of students who are less able to master knowledge within a specified time limit because there are certain factors that influence it. students who are slow to learn cause low achievement. this can be caused by iq factors. according to the research of binet and simon, mentally weak children have iqs between 50 to 69 and are classified as slow learner children. they are very difficult to be educated. if it is possible to be educated they need a considerable amount of time to understand the lesson even though in the end the achievement is not as optimal as students in general. in elementary school, slow learner children are required to have understanding abilities, including mathematical understanding abilities. understanding is different from memorizing. understanding the learning process is a process of understanding knowledge that is more than memorizing. the most important understanding ability possessed by slow learner children in elementary school is the ability of mathematical understanding. the ability of mathematical understanding is the ability to explain, apply, prove, associate a concept with other concepts in the mathematical process. in elementary school, the ability of mathematical understanding is given to students in mathematics. however, most students in elementary schools, especially slow learners, still experience difficulties in learning mathematical material, especially cubes and cuboids. this is supported by the results of initial observations by researchers in the field which show that most slow learner children do not understand the concept of building volume of cubes and cuboids. slow learner children still have difficulty in defining the concept of cubes and cuboids in oral and written ways, so that slow learner children have difficulty in solving the problems of cubes and cuboids which are connected with daily life. slow learner children need more time in the learning process. the learning process of slow learners has not used learning aids that can help slow learner children be actively involved as subjects of learning, so that they can discover their own concepts, and build their knowledge based on their experiences. a concrete tool that can help slow learners find concepts is a student worksheet (lkpd) based on inquiry. inquiry-based student worksheet (lkpd) is one of the facilities to help and facilitate teaching and learning activities so that effective interaction is formed between students and educators, and can increase the activities of students in improving learning achievement. thus learning presented by using inquiry-based lkpd can motivate students in learning mathematics and make competencies in mathematics subject to be 14 | development of inqury-based student worksheet (lkpd) on mathematics subject in the material of cubes and cuboids to improve mathematical understanding of slow learner children p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 achieved optimally, which ultimately students are skilled in applying the concepts learned in everyday life. according to the ministry of national education (2008) lkpd are sheets containing tasks that must be done by students. the activity sheet is usually in the form of instructions, steps to complete a task. the role of students is to find and find their own subject matter, while educators act as facilitators and guide students to learn. another advantage of using lkpd is that it makes it easier for educators to carry out learning, for students to learn independently and learn to work on written assignments. student worksheet (lkpd) is one of the learning resources that can be developed by educators as facilitators in learning activities (wina, 2008). lkpd that is prepared can be designed and developed according to the conditions and situations of learning activities that will be encountered. student worksheet (lkpd) can be in the form of guidelines for developing cognitive aspects of training and guidelines for developing all aspects of learning in the form of experimental or demonstration guides (trianto, 2017). lkpd contains a set of basic activities that must be carried out by students to maximize understanding in an effort to form basic abilities according to indicators of learning achievement that must be taken. suedi ahmad (2011) revealed the benefits gained by using lkpd in the learning process are as follows: 1. activating students in the learning process. 2. helping students develop concepts. 3. train students in finding and developing process skills. 4. as a guide for educators and students in implementing the learning process. 5. helping students obtain notes about the material learned through learning activities. helping students to add information about concepts learned through systematic learning activities based on the above background, researchers conducted a study entitled "development of student worksheets (lkpd) based on inquiry in mathematics subjects cubes and cuboids to improve mathematical understanding of slow learner children. the problem in this research are (1) how to develop student inquiry worksheet (lkpd) based on inquiry in mathematics subject matter cubes and cuboids in slow learner children ?; (2) is there an increase in the ability of slow learner children's mathematical understanding of cube and cuboid material after using inquiry-based lkpd? the purpose of this study is to develop an inquiry-based student worksheet (lkpd) development of inqury-based student worksheet (lkpd) on mathematics subject in the material of cubes and cuboids to improve mathematical understanding of slow learner children| 15 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 on mathematics subjects in cubes and cuboids in slow learners and to learn to improve the mathematical understanding abilities of slow learners in cubes and cuboids after using inquirybased lkpd. method type of research this type of research is research and development. development research is carried out with reference to the research & development (r&d) procedure. research and development are research methods used to produce certain products and test the effectiveness of these products. in this research, researchers aim to produce or develop a product, namely lkpd that is in line with the inquiry learning model. the stages of the research consist of: identifying problems, collecting data, designing lkpd, validating, revising designs, and conducting lkpd trials. 1. identification of the problem: identify the problem by studying the lkpd that is already available in the 2013 curriculum book, which is the lkpd in the thematic book as one of the references for the preparation of lkpd based on the inquiry model. then the researchers conducted interviews with mathematics subject teachers, alfiah, s.pd, as well as conducted learning practiced by the teacher in class. 2. data collection: data collection is done by collecting data and scores of slow learner students during the 54th grade of elementary school which will be used as research subjects during the implementation test. 3. designing student worksheets (lkpd): based on the results of a preliminary study and data collection, the researcher then compiles an inquiry-based lkpd design from the inquiry learning model step namely the orientation step, the step formulating the problem, the step of submitting a hypothesis, the step of collecting data, the step of testing the hypothesis up to the step of formulating a conclusion. the next step is to plan the development of learning tools and instruments, both the lkpd assessment instrument based on the inquiry model and the test instrument. lkpd assessment instruments based on the inquiry model in the form of an instrument of validation assessment by experts and instruments provided to students. 4. validation: at this stage, validation of inquiry-based lkpd is carried out by providing lkpd assessment sheets to experts who are competent in their fields, to teachers at sdn margahayu 08 bandung regency, and to students who are considered slow learners. the 16 | development of inqury-based student worksheet (lkpd) on mathematics subject in the material of cubes and cuboids to improve mathematical understanding of slow learner children p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 inquiry-based lkpd that has been validated is then continuously revised according to the advice and input of competent experts, educators, and students. 5. design revision: in the design revision stage, the researcher carries out an analysis of the inquiry-based lkpd assessment sheet given to the expert. in addition, researchers made revisions in accordance with the results of the assessment on the validation sheet by students. any matter that is suggested by experts and students is revised properly according to the validation sheet assessment. revision of the lkpd based on inquiry is carried out continuously until it is approved by the expert. 6. trial: product trial in this case the revised lkpd is carried out by testing it during the implementation of learning in the class of slow learner children in the form of mathematics learning (cube and cuboid material) with inquiry-based lkpd. research instruments the instruments used in this study were learning instruments and research instruments. the learning instrument consists of a learning implementation plan (rpp) using an inquirybased learning model and an inquiry-based student worksheet (lkpd). the instrument of data collection was in the form of pre-test and post-test questions to find out the increase in the ability of mathematical understanding of slow learner children after learning using inquirybased lkpd. data collection techniques data collection techniques in the preparation of inquiry-based lkpd, namely by: 1. analyze and pay attention to the syntax or stages in the learning of inquiry models that are used when learning mathematics about cubes and cuboids in slow learner children. 2. lkpd validation data based on the inquiry model obtained through filling in the assessment and validation sheets in the form of a questionnaire with a likert scale by experts, educators, and students. the assessment and validation sheets are given directly to the validator along with the inquiry-based lkpd to then be assessed by the validators. the assessment sheet is also in the form of a questionnaire given to the students and teachers in sdn margahayu 08 of bandung regency. revisions are made by observing the results of the evaluation by the validator. 3. data on the implementation of lesson plans using inquiry-based learning models. 4. trial data of lkpd products using tests. the test is used to measure the mathematical understanding ability of slow learner children. the test is given at the end of the inquirybased learning material. the test given at the end of learning aims to find out the development of inqury-based student worksheet (lkpd) on mathematics subject in the material of cubes and cuboids to improve mathematical understanding of slow learner children| 17 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 improvement of the ability of slow learner's mathematical understanding of cube and cuboid material using lkpd after inquiry-based learning is implemented. data analysis techniques analysis of learning instruments the instrument used and submitted to experts in the lkpd validation test was a likert scale questionnaire with 4 scales, namely very good, good, fairly good, and poor. the teacher's response questionnaire instrument was in the form of a questionnaire which was then given to educators who were considered competent in elementary mathematics education. the questionnaire instrument in the form of lkpd assessment for students is given to students who are slow learners with different abilities. questionnaire in the form of a likert scale with a rating of 4 scales in the category of very good, good, fairly good, and poor. the data obtained in the form of expert assessment score data from the validation sheets filled out by experts were analyzed with a reference adapted using a likert scale with 4 scales which will be described qualitatively. scoring categories and score intervals for each category are shown in the following table 1. table 1. score intervals for each score category. no score category score interval 1. very good (s min + 3p) ≤ s ≤ s maks 2 good (s min + 2p) ≤ s ≤ (s min + 3p – 1) 3 fairly good (s min + p) ≤ s ≤ (s min + 2p – 1) 4 poor s min ≤ s ≤ (s min + p – 1) source: khayati (2015: 63) s : s min s maks p : respondent score : lowest score p : highest score : length of interval the steps of compiling the assessment criteria above are a) determine the number of intervals, i.e. 4 b) determine the range of scores, i.e. maximum and minimum scores. c) calculate class length (p), which is the range of scores divided by the number of classes. d) arrange interval classes starting from the lowest to the highest score. analysis of improvement of mathematical understanding ability of slow learner children the instrument at the time of the fieldwork test consisted of tests of mathematical understanding ability. the mathematical understanding ability test is used to measure the improvement of the mathematical understanding ability of slow learner children on cube and 18 | development of inqury-based student worksheet (lkpd) on mathematics subject in the material of cubes and cuboids to improve mathematical understanding of slow learner children p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 cuboid material using lkpd after inquiry-based learning model is implemented. in the data analysis technique of mathematical understanding ability of slow learner children, the prerequisite test analysis is the normality and homogeneity test, while the hypothesis test is used to find out the improvement of the mathematical understanding ability of slow learner children in cube and cuboid material after using inquiry-based lkpd. the instrument that was analyzed by the expert was then revised according to the advice and input from the expert. rpp using inquiry learning model is appropriate to be used to improve mathematical understanding of students in class v sdn margahayu 08 on the subject of the volume of cubes and cuboids. then the test questions are worth testing to find out the level of validity and reliability. validity test of the question items uses the pearson product moment correlation test with the help of spps software version 24.0 for windows. the formula used to calculate the coefficient of empirical validity is the product moment correlation formula using raw numbers. the results of the validity test of each item about the mathematical understanding ability test items are stated valid. reliability test is carried out to find out the level of stability. the instrument reliability test uses the alpha cronbach reliability coefficient. table 2. calculation results of questions reliability of mathematical understanding ability test cronbach's alpha n of items .733 16 based on table 2 above, the calculation with the help of spps software version 24.0 for windows uses the alpha cronbach formula, the reliability test of the mathematical understanding ability test has a score of 0.733 which means that the degree of stability is relatively high. data collection techniques in this study were in the form of a test item in the form of a description to measure mathematical understanding of slow learner students on the subject of the volume of cubes and cuboids. the description test is used to find out the answers of respondents who are open in nature and analyzed the level of mathematical understanding of the sample under study. the instrument used was a question sheet in the form of a description test used for pre-test and post-test. data analysis was performed on the results of tests (pre-test and post-test) conducted individually on slow learner students in class v at sdn margahayu 08 (10 slow learner children) about the ability of mathematical understanding in the subject matter of the volume development of inqury-based student worksheet (lkpd) on mathematics subject in the material of cubes and cuboids to improve mathematical understanding of slow learner children| 19 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 of cubes and cuboids. then the statistical analysis is managed using spps software version 24.0 for windows in several stages of testing, namely the prerequisite test (normality test and homogeneity test), t-test (if sample normality and homogeneity are met) or mann whitney test (if sample normality and homogeneity are not met ) and gain test. results and discussion result development of inquiry-based lkpd based on the results of expert validation and the implementation of inquiry-based learning models in slow learner children, it was found that lkpd was appropriate to be used in either category. the implementation of the learning model in this case using an inquirybased lkpd is considered appropriate for use in learning because in all three meetings using an inquiry-based lkpd the implementation of the activity reaches 80%. the data on the implementation of inquiry-based learning models using lkpd on learning cubes and cuboids in slow learner children are used to describe the results of observations of the implementation of learning conducted by the teacher. the results of the test of inquiry learning model can be seen in table 3 below. table 3. implementation of inquiry learning stages of cube and cuboid material in slow learner children no stage of inquiry learning strategy observed aspect observation score result 1st 2nd 3rd 1. orientation explain the topic, objectives and learning outcomes that are expected to be achieved by students 3 3 4 explain the main activities that must be carried out by students to achieve goals 4 3 4 explain the importance of topics and learning activities 4 3 3 2. formulating problem problem formulation is formulated by the students themselves 2 3 3 the formulation of the problem is examined and contains puzzles with definitive answers 2 3 3 concepts in a problem are concepts that are already known to students. 3 4 4 3. proposing hypothesis asking questions that can encourage students to be able to formulate temporary answers 3 4 4 formulate various estimates of possible answers to a problem being studied 2 5 5 4. collecting data asking questions that can encourage students to think in search of the information needed. 3 4 5 20 | development of inqury-based student worksheet (lkpd) on mathematics subject in the material of cubes and cuboids to improve mathematical understanding of slow learner children p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 5. testing the hypothesis determine acceptable answer in accordance with the data/information obtained based on data collection. 2 4 5 6. formulating conclusions describe the findings obtained based on the results of hypothesis testing 2 4 4 able to show students relevant data 3 3 4 total 33 43 48 percentage 55% 72% 80% based on table 3 above, the recapitulation results of the analysis of teacher activities in implementing the steps of inquiry learning each meeting have increased so that they reach 80% at the last meeting in either category. therefore, the implementation of learning with the development of lkpd with the steps of inquiry learning is carried out by the teacher properly. improving mathematical understanding ability of slow learner children the ability to understand mathematics is the ability to accept, absorb, understand mathematical concepts systematically, logically, and hierarchically from the simplest to the complex. understanding and mastery of a material or concept is a prerequisite for mastering the next material or concept. low mathematical understanding ability can cause difficulties in learning mathematics. the following results of the pretest and posttest results of mathematical understanding of slow learner class v students at sd margahayu 08 can be seen in table 4. table 4. pre-test and post-test results of mathematical understanding of slow learners in class v sdn margahayu 08 no research subject pre-test post-test total score total score 1 sis 26 52 28 56 2 s2 12 24 35 70 3 s3 7 14 20 40 4 s4 8 16 38 76 5 s5 13 26 33 66 6 s6 13 26 23 46 7 s7 1 2 40 80 8 s8 15 30 28 56 9 s9 8 16 34 68 10 s10 10 20 30 60 average 22,6 61,8 lowest score 1 40 highest score 52 80 based on table 4 above, the pretest results show the highest value is 52, the lowest value is 2, and the average value is 22.6. sdn margahayu 08 sets the kkm score in mathematics as 70. there are no students who score above the kkm, almost all of them are below the kkm. this shows that all class v students of sdn margahayu 08 who are slow learner children have a low mathematical understanding on the subject of the volume of cubes and cuboids. therefore development of inqury-based student worksheet (lkpd) on mathematics subject in the material of cubes and cuboids to improve mathematical understanding of slow learner children| 21 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 we need an effort through the development of student worksheets (lkpd) on inquiry-based learning to improve mathematical understanding of slow learner children. based on table 4 above, after being treated with the application of inquiry-based learning, the results obtained post-test which showed the highest value was 80, the lowest value was 40, and the average value of 10 students was 61.8%. to prove that there is an increase in mathematical understanding between slow learner children in class v sdn margahayu 08 on the subject matter of the volume of cubes and cuboids after applying inquiry-based learning, it is necessary to test normality and homogeneity as a precondition for knowing the increase in mathematical understanding of slow learners children using lkpd after applying learning inquiry-based. the following are tests of normality and homogeneity of the pre-test and post-test scores. normality test normality test is performed to determine whether the pre-test and post-test scores of the population is normal or not. the formulation of the hypothesis is: h0 : the pretest and post-test scores of mathematical understanding are normally distributed. h1 : the pretest and post-test scores of mathematical understanding are not normally distributed. the statistical test used was a normality test using shapiro wilk with a significance level (α) of 0.05. test criteria, namely: if the significance value (α)> 0.05 then h0 is accepted if the significance value (α) ≤ 0.05 then h0 is rejected the normality test results of the pretest and posttest scores can be seen in table 5 below, table 5. the results of tests of normality of pre-test and post-test scores kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. pre_test .197 10 .200* .914 10 .312 post_test .130 10 .200* .970 10 .895 based on table 5. above, the pre-test significance value of 0.200 is obtained and the post-test has a significance value of 0.200. because the significance value is greater than 0.05, according to the h0 test criteria, which means the pre-test and post-test mathematical understanding scores are normally distributed. homogeneity test based on the results of the normality test of mathematical understanding above, it has a normal distribution. homogeneity test is done to find out whether each data obtained has a homogeneous population variance (the same) or not. the formulation of the hypothesis is: 22 | development of inqury-based student worksheet (lkpd) on mathematics subject in the material of cubes and cuboids to improve mathematical understanding of slow learner children p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 h0 : σ1 2 = σ2 2, the pretest and post-test scores of mathematical understanding have homogeneous variance h1 : σ1 2 ≠ σ2 2, the pretest and post-test values of mathematical understanding data do not have homogeneous variance the statistical test used was the levene test with a significance level (α) of 0.05. the test criteria, namely: if the significance value (𝛼) > 0,05 then h0 is accepted if the significance value (𝛼) ≤ 0,05 then h0 is rejected table 6. results of homogeneity test levene statistic df1 df2 sig. .114 1 18 .740 based on table 6. above, a significance value of 0.740 is obtained. because the significance value is more than 0.05, h0 is accepted. this shows that the data of pre-test and post-test of mathematical understanding derived from homogeneous variance. paired sampel t-test analysis paired sample t-test analysis is a hypothesis testing method with the data used are not free (in pairs). pairing characteristics include a sample of the study conducted two different treatments, namely before and after inquiry-based learning to measure the increase in mathematical understanding ability. the statistical hypothesis is used as follows. ho : 𝜇1 = 𝜇2 : there is no increase in mathematical understanding ability hi : 𝜇1 ≠ 𝜇2 : there is an increase in the ability of mathematical understanding. if, sig < 0,025 then h0 is rejected, while sig > 0,025 then h0 is accepted. the results obtained based on the calculation of the model obtained the results of the pre-test and post-test of homogeneity test in the following table 7. table 7 test results of paired sample t-test paired differences t df sig. (2tailed) mean std. deviatio n std. error mean 95% confidence interval of the difference lower upper development of inqury-based student worksheet (lkpd) on mathematics subject in the material of cubes and cuboids to improve mathematical understanding of slow learner children| 23 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 pair 1 pre_ test post _tes t 39.20000 21.35832 6.75409 54.47882 23.92118 -5.804 9 .000 based on table 7 above, the value of sig. (2-tailed) of 0,000 <0.025, meaning h0 was rejected, concluded that there was an increase in capacity. there is an increase in the ability to understand mathematical concepts of slow learner children who apply inquiry-based learning models compared to slow learner children who learn without using inquiry-based lkpd. discussion mathematical understanding is one of the competencies in mathematics that must be mastered by elementary school students, including slow learners. mathematical understanding is a mental process to absorb, understand ideas, describe an understanding, so that it can communicate a meaning contained in information into other forms that are more meaningful. understanding and mastery of a material or concept is a prerequisite for mastering the next material or concept. therefore, the ability to understand mathematics is very fundamental in learning mathematics so that learning becomes more meaningful. the purpose of this study was to develop an inquiry-based student worksheet (lkpd) on the mathematics subject matter of cube and cuboid in slow learners and to learn improving the mathematical understanding ability of slow learners in cube and cuboid material after the implementation of inquiry-based lkpd. learning with the development of inquiry-based lkpd is a way and art of learning that emphasizes the process of thinking critically and analytically based on curiosity to seek and find the concept of subject matter to achieve meaningful learning outcomes. the steps of developing lkpd with inquiry-based learning are orientation, formulating problems, proposing hypotheses, collecting data, testing hypotheses, and formulating conclusions. the orientation step, the teacher explains the topics, objectives, and learning outcomes to be achieved, explains the main activities that must be carried out, and explains the importance of topics and learning activities. the step of formulating a problem is a step to bring slow learner students to a problem that contains a puzzle. it is said riddles in the formulation of the problem that you want to study due to the problem certainly have answers and slow learner students are encouraged to find the right answer. the process of finding answers is very important in inquiry strategy. 24 | development of inqury-based student worksheet (lkpd) on mathematics subject in the material of cubes and cuboids to improve mathematical understanding of slow learner children p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 to answer the problems that have been formulated, the teacher stimulates slow learner students with questions contained in the student worksheet at the stage of proposing a hypothesis. to answer these questions and test the hypotheses put forward, the slow learner students in groups manipulate the lkpd that has been provided with guidance contained in the steps of collecting data. collecting data is an activity to capture the information needed to test the proposed hypothesis. the process of collecting data not only requires strong motivation to learn, but also requires determination and the ability to use its thinking potential. the next step in testing the hypothesis is by asking slow learner students to calculate the entire contents in the building space and multiplying the length, width and height. finally, conclude that by multiplying the length, width, and height are the same as the volume (cube and cuboid). the formula they find themselves from the information obtained. through the steps of the inquiry learning strategy, it is hoped that it can improve the mathematical understanding of slow learner children. the development of lkpd in inquiry-based learning was implemented in the class of slow learners of 10 people. before it is given treatment, it is given a pre-test. pre-test results show the highest value is 52, the lowest value is 2, and the average value is 22.6. sdn margahayu 08 sets the kkm value of mathematics subjects to be 70. based on normal and homogeneous data processing and analysis. next, test the increased ability to understand mathematical concepts of slow learner children who apply inquiry-based learning models. based on the results of testing the hypothesis it was concluded that the inquiry learning strategy can improve the mathematical understanding of slow learner students. conclusion conclusion based on the stated research objectives and the results of data analysis, the conclusions of this study are as follows: 1. inquiry-based lkpd is appropriate to be used in slow learner children's learning on cube and cuboid material. 2. there is an increase in the ability to understand mathematical concepts of slow learner children who use lkpd by applying inquiry-based learning. suggestion based on the findings obtained in this study, the researcher provides suggestions to the teacher and subsequent researchers, as follows. development of inqury-based student worksheet (lkpd) on mathematics subject in the material of cubes and cuboids to improve mathematical understanding of slow learner children| 25 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 1. inquiry-based lkpd can improve students' slow learner mathematical understanding ability, it is better that lkpd can be used in mathematics learning besides cube and cuboid material. 2. we recommend that in learning mathematics, teachers are more innovative in making lkpd in accordance with the subject so that it can bridge the mindset of students, especially those who are slow learners with abstract subjects so that mathematical understanding of students can increase. 3. the results of this study can be used as a reference for other researchers to conduct further research with different variables acknowledgments alhamdulillahi rabil 'alamin, the researcher expressed his highest gratitude to allah subhanahu wa ta'ala for blessings, love, opportunity, health, and grace to complete the research of beginner lecturers, this study entitled "development of student based worksheet (lkpd) based on inquiry in mathematics subjects cubes and beams to improve mathematical understanding of children slow learners. this research is one type of lecturer research funded by the ministry of research, technology and higher education, with the name of the research jneis that is a beginner lecturer research. in compiling this research, many people have provided motivation, advice, and support for researchers. in this valuable opportunity, researchers intend to express their gratitude and appreciation to all of them. first, the deepest appreciation from researchers is given to our family who always support all our activities. the researcher expresses his sincere appreciation to dr. h mumun syaban m.sc as the head of the langlangbuana university research institute of bandung who has given us the opportunity to carry out research in this case the research of budding lecturers, in addition to that we also express our gratitude to the rector of the university of langlangbuana bandung dr. h. r. ar. harry anwar, s.h., m.h and mrs. dean of the teaching and education faculty of langlanbuana university dr. hj euis eka pramiarsih., dra., m.pd for the motivation, advice, guidance and opportunities that have been given to us to conduct this research. we don't forget to thank margahayu 08 elementary school in bandung regency for allowing me to do research there and also for the teacher class mrs. alviah s.pd who allowed 26 | development of inqury-based student worksheet (lkpd) on mathematics subject in the material of cubes and cuboids to improve mathematical understanding of slow learner children p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 me to do this beginner lecturer research in her class. i would never have been able to solve this without their help. thank you very much also to the head of education program of elementary school teacher teacher training and education, university of langlangbuana and all the lecturers who have motivated and provided input to complete this beginner's dossier study. finally, i would like to thank all those who are important for the successful realization of this beginner lecturer research. this research is far from perfect, but is expected to be useful not only for researchers, but also for readers. for this reason, constructive suggestions and critical criticism are welcomed. references ahmad, suedi (2011). media pembelajaran, alat peraga, dan alat bantu belajar. [online]. tersedia: http://suediguru.blogspot.com. [26 maret 2016] lestari, karunia eka, dan yudhanegara, mokhammad ridwan. (2017). penelitian pendidikan matematika. bandung: pt. refika aditama. mangunsong, frieda (2009). psikologi dan pendidikan anak berkebutuhan khusus. jilid ke satu. jakarta: lpsp 3 fakultas psikologi ui. prastowo, andi, (2015). panduan kreatif membuat bahan ajar inovatif. yogyakarta. diva press. pujiati (2004). penggunaan alat peraga dalam pembelajaran matematika smp. [online]. tersedia: http//p4tkmatematika.org/downloads/smp/alatperagamatematika.pdf.[24 maret 2016] rahadi, aristo (2003). media pembelajaran. departemen nasional. direktorat jenderal pendidikan dasar dan menengah direktorat tenaga kependidikan. ruseffendi, e. t. (1992). pendidikan matematika 3. jakarta: depdikbud. sanjaya, wina. (2008). strategi pembelajaran berorientasi standar proses pendidikan. jakarta: kencana prenada media group. sugiyono. (2008). metode penelitian kombinasi (mixed methods). bandung: alfabeta. sugiyono. (2015). metode penelitian dan pengembangan research&development). bandung: alfabeta. sukmadinata, n.s. 2012. pendekatan penelitian pendidikan. bandung: pt.remaja rosdakarya. susanto, ahmad. (2013). teori belajar dan pembelajaran di sekolah dasar. jakarta: kencana prenada media group. http://suediguru.blogspot.com/ development of inqury-based student worksheet (lkpd) on mathematics subject in the material of cubes and cuboids to improve mathematical understanding of slow learner children| 27 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 trianto, (2017), mendesain model pembelajaran inovatif progresif dan kontekstua, gramedia digital. wena, made. (2010). strategi pembelajaran inovatif kontemporer. jakarta: pt. bumi aksara. infinity 100 | science learning in primary school in the perspective of nature of science: a case study in the fifth grade p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 science learning in primary school in the perspective of nature of science: a case study in the fifth grade linda hania fasha1 1 ikip siliwangi 1 lindahania@ikipsiliwangi.ac.id abstract the case study of elementary school science learning is performed in the fifth grade of a primary school located in bandung. the study aims to describe the extent to which the nature of the sains principle is identified through classroom learning. in this study, the data used include the document of learning draft, teacher’s point of view towards science and its learning, learning activities documentation, and school principal’s point of view about learning in general including the expectation towards science learning. in terms of the main objective of science learning, students’ initial ideas about science triggered in the context of learning problems used can be explored properly through answers to questions raised by the teacher as well as students’ conclusions or statements on the studied problem. the study has successfully identified seven aspects of the nature of science in learning, although the depth and wholeness of these aspects still need further development in the future. based on the result of the study, it is concluded that a progressive effort is still needed to improve teachers’ beliefs system and their learning. keywords: nature of science, science process skills, teachers’ beliefs system abstrak studi kasus pembelajaran sains sekolah dasar ini dilaksanakan di kelas lima sekolah dasar di kota bandung. penelitian ini bertujuan menggambarkan sejauh mana prinsip hakikat sains teridentifikasi dalam pembelajaran di kelas. data yang digunakan meliputi dokumen rancangan pembelajaran, pandangan guru tentang sains dan pembelajarannya, rekaman aktivitas pembelajaran, dan pandangan kepala sekolah tentang pembelajaran secara umum serta harapannya tentang pembelajaran sains. ditinjau dari tujuan utama pembelajaran sains, ide-ide awal dari anak tentang sains yang dipicu konteks masalah pembelajaran yang digunakan, dapat tereksplor dengan baik ditunjukkan melalui jawaban atas pertanyaan yang diajukan guru serta kesimpulan atau pernyataan anak atas masalah yang sedang dikaji. penelitian ini berhasil mengidentifikasi tujuh aspek hakikat sains dalam pembelajaran, walaupun kedalaman serta keutuhan aspek hakikat sains masih perlu dikembangkan lebih lanjut. hasil penelitian juga menyimpulkan bahwa masih diperlukan upaya lebih progresif untuk memperbaiki sistem keyakinan guru tentang sains dan pembelajarannya. kata kunci: hakikat sains, keterampilan proses sains, sistem keyakinan guru introduction science learning in primary school has strategic roles in raising awareness about nature including its empowerment and preservation. this awareness is highly important for young generations as they will be responsible for preserving nature in the future (tytler, 2010; lamanauskas, 2009). nature is god-made with its limitation, thus preservation and empowerment issues should turn to be a positive cultural attitude of society. without collective awareness, the future generation will encounter fundamental difficulties with at least three types of crises, namely energy crisis, food and occupancy crisis, and natural environment crisis. these problems become collectively responsible for society including the education science learning in primary school in the perspective of nature of science: a case study in the fifth grade | 101 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 circumstance. therefore, the awareness towards natural environment crises has to be raised as early as possible through the education process including a primary school. even science education is viewed as important and strategic for human life, though in practice many problems are found. it is depicted by the result of the study performed by pisa (the programme for international student assessment) showing that many students in several countries have low interest in learning science (thomson & de bortoli, 2008). on the other hand, the traditions of science learning widely developed at school, including primary school, tend to be more oriented to implement knowledge transfer activity and its context is irrelevant to daily life (aikenhead, 2006). aikenhead also found in his study that the effort in developing science learning which concerns more on the nature of science principles is not considered as a serious remark yet. this fact is represented by the previous study held in one of a primary school located in bandung. the analyzed data of the previous study is obtained from the documentation of science learning about electricity recorded in the fifth grade. concisely, nature of science, according to harlen and qualter (2004), comprises eight aspects as follows: (1) scientific investigation using the varied method, (2) scientific knowledge based on empirical evidence, (3) scientific knowledge is open for revision, (4) scientific model, law, mechanisms, and the theory explains the scientific phenomenon, (5) science is a way to understand, (6) scientific knowledge assumes an organized and consistent system, (7) science is human’s effort, (8) science always give questions about nature and the world. those eight aspects of the nature of science are important references in science learning, including in primary school, with several premises. first, the development of science learning for children needs to be undertaken through an effective process so the learning experience can provide a deep meaning about the natural phenomena and raise awareness and wise attitude. second, the learning experience through a proper science process, as expected like science, can stimulate scientific thinking skills which are very useful for life as well as the further learning experience. third, the experience of science learning which considers the principles of nature of science potentially impacts students’ awareness about the position and role of a human being in empowering nature’s potential as well as the preservation effort. according to the above background of the study, the formulation of the problem is as follows: “what is the profile of science learning in primary school, in terms of the principles of the nature of science?” since the research is conducted in the fifth grade of gagas ceria primary school bandung, the formulated problem is elaborated into the following questions: 102 | science learning in primary school in the perspective of nature of science: a case study in the fifth grade p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 (1) what are the characteristics of learning plan in terms of principles of nature of science? (2) what is the teacher's view of the nature of science and its learning? (3) what are the characteristics of the science learning process? (4) what are the principal’s views and expectations about science learning? theoretical framework the expected contribution of primary school science learning towards science literacy encompasses three points, namely attitude development (admiration, enthusiastic, and interested), ideas development (understanding important ideas and its explanation framework), and process skill development (science inquiry procedures) (millar & osborne, 1998; oecd, 2003; harlen & qualter, 2004). piaget (1929) is a pioneer in learning children's development using a clinical interview approach. many of the science education experts have adapted this clinical interview to learn children's ideas in depth in the context of science learning (osborne & freyburg, 1985; posner & gertzog, 1982). science learning implemented by teachers may not necessarily effective in influencing children's conception of science without any convincing evidence. moreover, the conception that has been formed a long time through learning experiences certainly requires an effort to turn it into a new conception that is more scientifically accountable by presenting more convincing evidence for children (osborne dan freyburg, 1985). to help to raise and increasing skills in bringing up science ideas, there has been a lot of relevant learning strategies developed for science learning. three of the strategies are (1) learning cycle strategy (lawson, abraham, & renner, 1989), (2) analogy strategy (stavy, 1991), and (3) the use of oral and written language strategy (fellows, 1994). the three strategies have been implemented by many researchers to help teachers overcome science misconceptions. besides, science literacy sees the importance of process skill and attitude development as well as the ability to link learning experience with the outside world (harlen dan qualter, 2004). in line with the nature of science, the science education literature believes that teacher's and student's understanding of the nature of science (nos) is a central point in its relation to science literacy (mc. donald, 2008). teacher's understanding and beliefs about nos form the part of “the hidden curriculum” which is highly influencing the way they teach. however, most science teachers have a mistaken understanding of it (lunn, 2002). remembering the facts and algorithms or procedures for solving a problem is a common picture seen in science learning science learning in primary school in the perspective of nature of science: a case study in the fifth grade | 103 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 activities, tobbin and mcrobbie’s study succeed in identifying the misunderstanding and misinterpretation of a middle school teacher in their science learning. teacher's view about nos is also variously identified in the many teaching materials they use. (harlen dan holrod, 1997). the result of the study performed by stein, barman, and larrabee (2007) shows that children's misconceptions about science are caused by the learning process implement by their teacher. although teachers have a good understanding of nos, the way they teach science can also result in misconceptions (mcdonald, 2008). scientists and science teachers in the united states agree that science is a way to explain the natural world. the most important part of science education according to the next generation science standards (ngss) is science learning, practical science engineering, and development of science concept knowledge which is the basis of scientific knowledge. in the education environment, the learners have to develop an understanding of science as a while through admiration or interest, eagerness to investigate, inquire, conduct data or fact collection, also analyzing the obtained data or fact. to achieve those objective ngss formulated the meaning of nature of science as follows: a scientific investigation using various methods; scientific knowledge is always based on empirical evidence; scientific knowledge is open for revision if a new stronger and more accurate evidence exists; scientific model, law, mechanism, and theory are explaining natural phenomenon; science is a way of knowing; scientific knowledge is assumed as an organized and consistent nature system; science is human’s effort, and science always inquire about nature and world. the implementation of various investigation method enables the student to be accustomed to seeing scientific phenomenon using a different point of view. a different way to seeing differently allows the growth of critical thinking power which in turn (with the facilitation of the teacher) can improve the conceptions that have been formed previously. the studies conducted by posner, et al (1982) and lin (2016) shows that the improvement of science conceptions can be encouraged by a different way of seeing, including the implementation of the various method. in those studies, the use of various ways of seeing can trigger cognitive conflict which facilitates the change of student's conception. besides, learning does not stop as the conception is formed, but significantly the development of abstraction, generality, and metacognition ability. scientific knowledge is developed based on empirical evidence. the evidence is observed aiming to see whether there is a pattern or no from the obtained data. for this purpose, ngss suggests the utilization of technology in the measurement process to generate more 104 | science learning in primary school in the perspective of nature of science: a case study in the fifth grade p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 accurate data. as proposed by aaas (1993), science is partly based on real-world observation, thus gradually, the claim validity in science refers to observation results towards the natural phenomena observed. nevertheless, lederman, abd-el-chalik, bell, and schwartz (2002) states that scientists do not own direct access to most of the natural phenomena they observe. therefore, instruments or equipment (technology) is used to help in conducting observation or measurement towards the natural phenomenon. as a result, in the context of science learning, accustoming students in making an inference based on empirical evidence gained from observation results (including a particular instrument) is a fundamental aspect of science learning. concerning the importance of empirical evidence in science learning lederman, lederman, and antink (2013) highlights the meaning of observation and inference which should be the science teacher's main concern. lederman et al views observation as a descriptive natural phenomenon that can be directly accessible by human senses such as throwing on top of the soil will fall on to the soil. while inference is a statement about natural phenomena that cannot be directly described tangible things, such as a statement that ‘an object tends to fall on top of the soil surface is caused by gravitation’. this idea about gravitation is not simple because generating inference requires facts of observation results which portrays the causeeffect relation from the existence of attractive force between natural objects. nature is a system in which its components have linkage one to another. consequently, many natural events can be predicted such as weather, eclipse, and time. likewise, natural events causing many victims such as floods and landslides over time. accordingly, knowing and learning nature as an orderly system is very crucial for humans so that they can benefit from each of these events and orders. for this reason, one of the studies contained like science is related to nature as a regular system so that natural laws understood by humans will be similar everywhere (bybee, 1997; khisfe & abd-el chalick, 2002; lederman, 2007). one of the aspects contained like science is that human effort, including its learning. there are various ways to introduce it through education that has been widely studied (lederman, 2007). based on lederman, many efforts have been made to develop aspects of the nature of science (nos), but at the beginning, nos was seen as an implicit part of science. based on the analysis result of several previous studies, lederman (2007) concludes that the result of nos learning implicitly is not effective. a study conducted by abd-el halick & lederman (2000) assumes that students will know the nature of science through science learning activity implicitly. this study explains that the more students involved in a science learning activity, the more likely science learning in primary school in the perspective of nature of science: a case study in the fifth grade | 105 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 they are to know and understand the nature of science. nevertheless, several studies conducted later, it is found the fact that explicit and reflective learning is given more prospects to the understanding of the nature of science (khisfe & abd-el chalick, 2002; scharmann, smith, james, & jensen, 2005). the introduction of the nature of science (nos) has been recommended through explicit and reflective learning through direct interaction with nature. it is stated in a research conducted by liu & lederman (2002) through science camp program held in taiwan. similarly, mc comas has conducted the program in 1998. the two studies convey the importance of an explicit approach to introduce the nature of science (nos) through direct interaction with nature so that students have the opportunity to interpret the phenomena related to science concept understanding through a reflective thinking process over the problems contained therein, especially those related to everyday life. abd-el chalick (2012) emphasizes the further result of his study, that nos can be introduced in two contexts as a way to understand nature (teaching with nos) and learning the nature of science itself (teaching about nos). this result of the study explains further that nos as a way to understand nature has a role in providing students experiences through the science process directly so gradually formation of an understanding of the evidence-based science conception is obtained through the learning process. hence, the epistemological aspect of scientific knowledge formation is ensured through a process of direct experience, and the constructed conclusion of the process is based on observational data. the nature of science (nos) as a learning focus also has an important role, particularly in directing the learning process following nos principles as stated previously. thus, teachers who always make efforts to innovate in each of their learning, tend to always develop their type of craft knowledge. meanwhile based on the study result of pajares (1992) found strong evidence that a person’s beliefs that have been formed through a long process of experience will usually find it difficult to change in adulthood. this research indicates the importance of establishing a teacher belief system that was formed at a young age through a research civilizing process for teachers. the practical knowledge as explained by van driel, beijaard, & veloop (2001), is teacher knowledge formed based on the work experience as a teacher integrating experiential knowledge, formal knowledge, and personal beliefs. this explanation is almost similar to feldman’s (2000) statement about the meaning of practical theory, namely the occurrence of 106 | science learning in primary school in the perspective of nature of science: a case study in the fifth grade p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 conceptual changes that occur to the teacher based on his practical experience in conducting daily learning. personal pedagogical knowledge, according to morine-dershimer and kent (1999), is the result of interactions between personal practical experiences, belief systems, and perceptions. these are explained to distinguish it from the knowledge formed by formal learning experiences. meanwhile, shulman (1986) uses the term pedagogical content knowledge (pck) to describe the type of knowledge teachers have so that they can help the student learn the content knowledge well. according to magnusson, krajcik, and borko (1999), pck needed to create better science learning includes five components, namely: (1) orientation towards science learning, (2) knowledge and beliefs about science curriculum, (3) knowledge and beliefs about students’ understanding of certain science topics, (4) knowledge and beliefs, and (5) knowledge and beliefs about science learning strategies. method this qualitative research is related to the existence of science learning in the fifth grade of gagas ceria primary school in bandung. ary, jacobs, and sorensen (2010), states that qualitative research cannot be separated from the context and meaning problems. in this research, the problem context which becomes the focus of the observation is learning that includes the characteristics of science teaching materials, teachers’ views on science learning, science learning process, and principal’s view on science learning and science learning. while the meaning that is the focus of attention is the extent to which the aspects observed are related to the basic principles of the nature of science. the data used include (1) learning design documents, teaching materials developed by teachers, (2) results of interviews with the teachers and school principal, (3) video of learning as the observation result and its transcripts. the data are analyzed through several stages including organizing and interpreting data, characterizing and reducing data, as well as the data presentation and interpretation. (ary, jacobs, dan sorenses, 2010). results and discussion results as stated by harlen and qualter (2004), the main purpose of science learning at schools is similar to science literacy. harlen and qualter (2004) define science literacy as a fundamental understanding of science that must be part of science education, which includes: (1) the ability to use scientific knowledge concerning scientific aspects about the surrounding environment, science learning in primary school in the perspective of nature of science: a case study in the fifth grade | 107 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 (2) the ability to see things from the scientific point of view, and (3) have an awareness about the nature of science and the role of the scientific knowledge value for its generation. the results showed that there were efforts made both by school principal through the development of policies about the learning quality improvement and by teachers who had direct or indirect relations with the purpose of science learning stated above. in terms of the school principal’s policy, the efforts made to conduct professional development through various means including training and lesson study, are an indication of concerns for the quality of learning. on of the learning meanings conveyed by the principal, is how students able to master the knowledge and its application in overcoming everyday problems. it shows that science learning in this school is not only directed at the knowledge acquisition, but also on its interpretation for the students’ life in creating, innovating, and contributing to the interest of the environment. the principal encouragement to create more explorative learning so that students can learn to generate thinking or something creative, innovative, and contributive, implies that science learning has to be oriented towards the skill development which is beneficial for the nature empowerment so that it has benefit value for its generation. based on the teacher’s side, the efforts made to become a professional educator were shown by active involvement in some activities held by the school including attending training and lesson study. the engagement in the educator's community to make collaborative efforts in developing the quality of learning is also a prominent feature of the teachers’ efforts in this school environment. the result of these activities is shown through the seriousness in preparing learning design, media and experimental tools used in learning, teaching materials in the form of a worksheet, and the learning process that tends to be more explorative. teacher’s encouragement in building knowledge and skills of the scientific process through developed learning is shown through exploratory attempt through experiments, utilizing students’ experience and knowledge actively by asking questions, as well as efforts to encourage students to be actively involved throughout the learning process. in every observed science learning process, the teacher always encourages students to associate what is being learned with the surrounding environment known to the student. the urge to submit their conclusions in learning shows that the teacher is trying to help children see the phenomena faced from a scientific point of view. besides, according to the context studied, many teachers also encourage students to build their awareness related to nature in terms of the nature of science aspects so that it can be beneficial for themselves and the surrounding environment. 108 | science learning in primary school in the perspective of nature of science: a case study in the fifth grade p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 based on the result of the research previously presented, seven aspects of the nature of science were identified in observed learning, namely: (1) scientific investigation using varied methods, (2) scientific knowledge based on empirical evidence, (3) scientific knowledge is open for revision, (4) science is a way to understand nature, (5) science begins with the assumption that nature is patterned and orderly, (6) science is human effort, and (7) science talks about nature and the world. although the first aspect, scientific investigation uses varied methods has not been prominently used, the efforts in that direction have begun to be seen, namely in the experiments using several different substances to see the effects on fish life. the way of seeing in various ways is important because it can encourage students to be accustomed to seeing scientific phenomena by using a different perspective. using a different point of view can be useful in refining the conception or sharpening the way of seeing a problem the existence of a different point of view allows the student to use critical and creative thinking skills, so their new understanding, knowledge or conception can always be constructed. this is closely related to the development of student's conception development about science. posner, et al. (1982) and lin studies (2016) show that the improvement of science conception can be driven by the use of different perspectives, including the use of varied methods. in both studies, the use of varied ways of seeing can trigger a cognitive conflict that can facilitate changes in students’ conception. besides, learning does not only stop at the formation of conceptions, but more importantly is the development of abstraction, generalization, and metacognition. the next identified aspect of the nature of science is that scientific knowledge is open for revision. as previously stated, scientific knowledge is subjective (depending on one’s theoretical perspective) (lederman, 1999; lederman, lederman, and antink, 2013). because of its subjective nature, the process of developing scientific knowledge is highly influenced by theoretical views that are believed, experience, prior knowledge, as well as expectation towards natural phenomena being observed. in the context of science learning, both teacher’s and students’ good background knowledge has a very important role in interpreting a phenomenon being faced. thus, not only improving their knowledge continuously, but teachers also have to find out the extent to which students’ knowledge and experience are related to the phenomenon being studied. from some of the learning being observed, the findings revealed that students are more easily convinced by using observational data, especially direct observation. empirical evidence used to develop children’s scientific knowledge can be continually improved by presenting other evidence of new convincing evidence. thus, the efforts to obtain better science learning in primary school in the perspective of nature of science: a case study in the fifth grade | 109 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 evidence by looking better, measuring better, and explaining better are crucial to interpret the view that scientific knowledge is open for revision or improvement. from one of the studies observed, the fact that too many aspects were carried out caused children to become less focused so that the experiment process become less accurate. for this reason, the experiment process should consider more on observation quality aspects which can generate better empirical evidence. through caution and accuracy in conducting experiments, students are expected to be more focused on producing data so that the subsequent inference performed further will produce better knowledge for the students. discussion as stated in the results of this study, the object of study that is the subject of discussion in every science learning, especially those observed in this study, is related to humans and the surrounding environment. teachers' efforts in presenting natural phenomena, making observations of these phenomena, collecting data as needed, analyze data, and submitting conclusions from the results of the analysis are essentially how humans understand nature. the limited ability to carry out scientific processes in children can be facilitated by the strategy of asking both exploratory and directing questions. although the children in the findings of this study still seem to have difficulty in carrying out scientific procedures or processes, however, the strategy can be integrated to focus the child's thinking based on life experience and observations of its symptoms, nature is constantly changing, such as the weather cycle, the quality of the environment, water, forests, and many that change. as a result, science has a very important role in understanding various natural phenomena. the efforts to generate new knowledge related to the dynamics of natural change are very important in learning science. some examples of studies indicating the importance of this include the one conducted by arkerson and donnelly (2010) about the importance of learning the nature of science in schools starting from kindergarten; akerson and hanuscin (2007) about the importance of inquiry in science learning; and akerson and volrich (2006) about the importance of learning the nature of science explicitly for prospective teachers. new knowledge gained based on science learning is expected to improve one's attitude in interpreting natural phenomena, because science is essentially a way to understand nature and its changes. some of the lessons observed in this study indicate that many life problems are closely related to natural events such as floods, landslides, drought, and food difficulties. those are closely related to human’s efforts in finding solutions to the problems faced. the scientific approach to understanding nature and its effects as a result of humans behavior is very 110 | science learning in primary school in the perspective of nature of science: a case study in the fifth grade p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 important in science learning. it shows that science is essentially an attempt by a human to understand nature and use the knowledge to empower nature positively. conclusion based on the results and discussion of the research presented in the previous chapter, the following conclusions can be made. judging from the main objectives of science learning, especially in elementary school, can be concluded that within certain limits, the initial student ideas about science that are triggered in the context of the problem of teacher creation learning, can be explored well demonstrated through answers to questions raised by the teacher and conclusions or student's statement on the problem being studied. the scientific phenomena displayed by the teacher accompanied by the strategy of asking are directing and exploring, which can help children's learning processes interpret the concepts and processes of science well. science process skills and values developed through learning are also identified as developing well in context-rich problems (students are very well acquainted with the context of the problem being raised). the meaning of science learning is more fully illustrated when students are invited to try to relate it to the problems of everyday life. although the observed cases of science learning indicate seven aspects of the nature of science identified in the study being observed, the depth and integrity of the nature of science still need to be further developed. the aspects of the nature of science do not stand alone but are interrelated with one another. for example, the view that scientific investigations use varied methods has to do with other aspects such as the importance of empirical evidence in building scientific knowledge and empirical evidence resulting from the way data is collected, creating space for new arguments that impact on improving children's conceptions of science. the consistency between the teacher's view of the nature of science and its learning and the real practice of learning developed by the teacher is the ideal thing that is the aim of the teacher's professional development. in this case, the results of the study conclude that more progressive efforts are needed regarding scientific knowledge for the sake of learning towards teachers' beliefs about science and learning. the quality of learning science from the perspective of the nature of science is certainly very closely related to the teacher's belief system about science and learning. based on the results of this study, several implications can be put forward as follows. improving the quality of learning science in the perspective of the nature of science requires the presence of teaching materials with a rich context; carrying capacity of a management science learning in primary school in the perspective of nature of science: a case study in the fifth grade | 111 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 1, february 2020 system that is substantial, touches on the issue of learning directly including increasing the professionalism of the teacher; and efforts to change the mindset or views of teachers about science and learning continuously. the implications of further research can be focused on efforts to improve the learning of science both concerning the management system in managing academic policy, and increasing understanding of the nature of science through reflective efforts undertaken collaboratively in the teacher community. the results of this study recommend the following. first, there is a need for institutional efforts from schools to focus on increasing teachers' understanding of the nature of science and learning. second, reflective studies on learning that have become a tradition in the school environment, in addition to continuing, also need to be improved, especially for science learning, by presenting the issue of the nature of science explicitly. acknowledgments this research is a research conducted based on upi postgraduate student assignments. therefore we thank dr. wahyu sopandi, lecturer in education at the university of indonesia. also, we would like to thank all those who have been involved in this research. references aaas (1993). american association for the advancement of science. benchmarks for science literacy. new york: oxford university press. abd-el halick, f., & lederman, n. g. 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(2010). ways forward for primary science education: a review commissioned by the swedish national agency for education. melbourne: deakin university. infinity 80 | digital literation proficiency of elementary school students in the era of the industrial revolution 4.0 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 digital literation proficiency of elementary school students in the era of the industrial revolution 4.0 dede hadiansyah1, wawan setiawardani2, muhammad sholeh3 1stkip nahdlatul ulama indramayu 2 stkip nahdlatul ulama indramayu 3 stkip nahdlatul ulama indramayu 1 dedehadiansah9@gmail.com, 2 wawansetiawardani@stkipnu.ac.id , 3 sholehmuhammad23@yahoo.co.id abstract students at the age of primary education are faced with a challenge in using digital technology, namely (a) the ability to sort information that is suitable for use and follow; (b) addiction to digital technology and the internet; and (c) changes in behavior and character. the purpose of this study is to identify: (a) obtaining information from digital media by elementary school students; (b) the use of information from digital media by elementary school students using; (c) the challenges faced by elementary school students in obtaining information using digital media; (d) the expectations of elementary school students regarding learning using digital media. the research method used is the phenomenological research method. the results of the research, some students use digital literacy only to find information. meanwhile, a few elementary students have carried out the learning process in the form of products from the use of digital literacy. digital literacy can be a suitable learning medium in the era of the industrial revolution 4.0, but its use must be monitored and limited. keywords: education, industry 4.0, digital media. abstrak siswa pada usia pendidikan dasar dihadapkan pada tantangan dalam menggunakan teknologi digital, yaitu (a) kemampuan memilah informasi yang sesuai untuk digunakan dan diikuti; (b) kecanduan teknologi digital dan internet; dan (c) perubahan perilaku dan karakter. tujuan dari penelitian ini adalah untuk mengidentifikasi: (a) memperoleh informasi dari media digital oleh siswa sekolah dasar; (b) pemanfaatan informasi dari media digital oleh siswa sekolah dasar; (c) tantangan yang dihadapi siswa sekolah dasar dalam memperoleh informasi dengan menggunakan media digital; (d) harapan siswa sekolah dasar tentang pembelajaran dengan menggunakan media digital. metode penelitian yang digunakan adalah metode penelitian fenomenologi. hasil penelitian, beberapa siswa menggunakan literasi digital hanya untuk mencari informasi. sementara itu, sebagian kecil siswa sd telah melaksanakan proses pembelajaran berupa produk dari pemanfaatan literasi digital. literasi digital bisa menjadi media pembelajaran yang cocok di era revolusi industri 4.0, namun penggunaannya harus dimonitor dan dibatasi. kata kunci: pendidikan, industri 4.0, media digital. introduction the industrial revolution 4.0 is known as the era of digitalization in different life (suwardana, 2017: 103), including in the education sector. the effects that occur include literacy skills. literacy skills in the era of industrial revolution 4.0 emphasize reading, writing, and numeracy skills and emphasize the importance of digital literacy skills, technological literacy, and human literacy (suwardana, 2017: 107; yahya, 2018: 13-14). digital literacy is the ability to read, analyze, and use digital information. technological literacy is concerned digital literation proficiency of elementary school students in the era of the industrial revolution 4.0| 81 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 with increasing expertise in machines and technological applications. human literacy is the ability to communicate and socialize well. the industrial revolution is a change in which the production of goods has added commercial value in nature with the efficiency of time and labor. suwardana (2017: 13). we are currently entering the era of the industrial revolution 4.0, an era in which the digital industry has become a paradigm and reference in today's life system. the age of the industrial revolution 4.0 coincided with the period of disruption. to face the industrial revolution 4.0 or the era of disruption, "new literacy" is needed in addition to old literacy. old literacy today is used as capital to take part in people's lives (fitriyani.y & aziz.a.i, 2019: 100). firman explained that one way to improve the quality of education through information technology is by organizing digital literacy in schools. digital literacy can understand and operate digital technology optimally (herlina et al., 2019: 2). in indonesia's context, the flow of technological development must be translated by changing learning systems and patterns in schools. indah kurniasih explained that the advancement of information technology and the internet today has resulted in various and abundant digital-based information narratives (anggraeni.h, et al., 2019: 191) so that digital learning is a must and cannot be avoided. therefore, learning activities that are still dominated by conventional models, textual using books/books as the main reference must be implemented by making maximum use of digital media (digital-age literacy). the 4.0 industrial revolution also presents opportunities and challenges for education, including challenges for students who have not been able to appropriately use the information and digital technology. therefore, a study of students' digital literacy skills is needed to understand how they use digital technology and process digital information and what challenges they face in processing this information. this research is entitled "digital literacies skills for elementary school students in the industrial revolution era 4.0". besides, this study seeks to holistically understand how students' literacy skills are one of the six basic literacy skills expressed in world economic forum 2015. this research is also expected to make challenges for education in the digital era to improve the quality of education. method the method used in this research is a phenomenological study. phenomenological studies seek answers to the meaning of a phenomenon. phenomenological research describes several individuals' general meaning to their various life experiences related to concepts or phenomena 82 | digital literation proficiency of elementary school students in the era of the industrial revolution 4.0 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 (cresswel, 2014, p. 105). the phenomenological research method is used because it is relevant to this study, which seeks to identify elementary school students' digital literacy skills based on their experience in obtaining and using information from digital media. research is conducted in several public or private elementary schools in indramayu. the research subjects were elementary school students. the flow of phenomenological research according to stevick, colaizzi, and keen (hasbiansyah, 2008, pp. 171-172) is the determination of the scope of the phenomenon to be studied, the preparation of a list of questions, data collection, data analysis, the essence description stage, and the reporting of research results. as stated by stevick, colaizzi, and keen (hasbiansyah, 2008, pp. 171-172), the steps of the phenomenological research method analysis consist of the initial stage, the horizontalization stage, and the cluster of the meaning stage. results and discussion results research findings include: 1) elementary school students' digital literacy skills: acquiring information through digital media; 2) elementary students' digital literacy skills: use of digital media; 3) challenges of elementary students in digital literacy; 4) digitalization of education 4.0: learning achievement through elementary school students' digital literacy. a. primary school student digital literacy ability regarding the digital literacy of elementary school students, based on the new interviews results, it includes the use of digital literacy as information seeking. there is still a need for a process to train digital literacy from an early age. the cellphone is only used for legendary mobile games and watching youtube. used to learn only when assigned by the teacher. for example, assigned to find information about bones. then i wrote, just like that. so, if you have a math lesson, i usually look for it on youtube once. (sc-1) search on google if there is a difficult lesson like a math assignment. but sometimes see it on the internet or in textbooks. (cs-2) ever done his job on google about learning prime numbers. i have also searched youtube for prime numbers in mathematics lessons. only once if you have an assignment. (ld-4) digital literation proficiency of elementary school students in the era of the industrial revolution 4.0| 83 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 school assignments are usually searched on google, not on youtube. i can only find assignment information, though. (pt-5) based on the interview above, it can be concluded that the average elementary school student is still limited to searching for information through digital literacy using google and youtube. also, they are still limited to using digital literacy if assigned to them by the teacher, while digital media such as cellphones are used for games and watching youtube only. b. use of digital media if you usually see dances like black pink on youtube, keep looking for decorations to write about hehe. sometimes search for assignments on google if something is just as difficult as multiplication. (cs-3) the task of making slime from youtube. it is also seen again when it is just being made. (ld-4) based on the interview results, it can be concluded that elementary school students usually use interesting digital literacy such as youtube with the aim of learning while watching youtube shows. youtube is used as a learning medium to make learning easier for elementary students, such as imitating pictures, imitating dances, or imitating mathematical formulas. meanwhile, google media is used only when students find it difficult to do assignments such as mathematics. c. digital literacy challenges for elementary students often used to play mobile legends, watch youtube channel games. (sc-1) i often see free fire on youtube, and the channel mother is mindful of gaming. sometimes i play tiktok, i see, i don't imitate the styles. (kr-2) i often see youtube, play tiktok, and then send whatshap status. (ld-4) usually, play legendary mobile games, watch youtube exo (pt-5) based on the interview above, the challenge faced is the readiness of elementary schoolage students who have not been able to sort out digital media as a learning medium. they still use digital media to find entertainment or games, which results in internet addiction and changes in the students' characteristics. 84 | digital literation proficiency of elementary school students in the era of the industrial revolution 4.0 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 d. achievement of digital literacy for elementary school students from some of the interview results mentioned above. the achievement of the digital literacy of elementary school students is still limited to seeking information. it has not been able to produce a product that can be developed by students. the use of digital media from an early age is still used only for entertainment and games, which results in changes in students' characteristics. students' addiction to games such as mobile legends, watching youtube shows, or even playing tiktok is currently happening. discussion it is necessary to act together about control of digital media in the industrial era 4.0 by preparing superior human resources and the mental and character readiness of the students themselves so that the achievement of using digital literacy media can function properly in the hope of achieving learning goals. although the industrial revolution comes with digital developments that provide opportunities for students, on the other hand, some challenges come along with the emergence of these various opportunities. the challenge is that students have not been able to sort wisely, which ones are good or bad, which ones are appropriate to be followed or not, which ones they can access or not, for example, the frequent use of digital media as a vehicle for recreation such as playing games or watching videos (sc-1, kr-2, cm3, ld-4, pt-5). therefore, students tend to imitate what they get from digital media and the internet. what they imitate can be either positive or negative. it takes a process to maximize digital literacy in the industrial era 4.0 as a learning medium to improve students' ability to use digital technology. digital technology in the era of industrial revolution 4.0 has become an important part of modern society. therefore, it is necessary to collaborate and improve the education system that leads to a new development process in the era of digital technology without forgetting the preparation for students' characterization, which is the most important part of the goals and functions of education. education should not only develop the potential for thinking (isfironi, 2015: 331; koni, 2014: 184; sujarwo, 2006: 156) but also be directed at shaping attitudes, behavior, and personality (sujarwo, 2006: 156), including moral development for learners. actually, teachers and students can use many digital media in the implementation of learning, such as applications for smartphones that provide videos and e-books or articles for student learning. these applications are available in indonesian and english, including the digital literation proficiency of elementary school students in the era of the industrial revolution 4.0| 85 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 guru room, udemy, khan, and coursera. the content provided varies from learning content in schools to other knowledge, such as general knowledge, language, art, and technology. although digital technology and the internet are useful when used in learning, its use must be limited and supervised by educators. conclusion elementary school-age students can already use social media as the use of digital media such as social media such as tiktok, whatsapp, or youtube media and have even been frequently used for games such as mobile legends. elementary school-age students use digital media or the internet, such as google, whatshap, and youtube media only used if given an assignment by the teacher. the rest of elementary school students use digital media as a medium for recreational entertainment such as playing games and watching videos. it takes maturity from various parties to further maximize the development of the use of digital media as a learning medium that can improve student skills and use of information technology in the era of the industrial revolution 4.0 by further improving human resources, facilities, and the role of parents to supervise elementary students in the use of digital media. actually, teachers and students can use many digital media in the implementation of learning, such as applications for smartphones that provide videos and e-books or articles for student learning. these applications are available in indonesian and english, including the guru room, udemy, khan, and coursera. the content provided varies from learning content in schools to other knowledge, such as general knowledge, language, art, and technology. although digital technology and the internet are useful when used in learning, its use must be limited and supervised by educators. acknowledgments anggraeni.h, dkk. 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(2018). era industri 4.0: tantangan dan peluang perkembangan pendidikan kejuruan indonesia. universitas negeri makasar, fakultas teknik, makasar. infinity prevention of corruption behavior in sd children through 7 poe atikan character education: qualitative study | 45 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 prevention of corruption behavior in sd children through 7 poe atikan character education: qualitative study deri fadly pratama1, jajang bayu kelana2, galih dani septian rahayu3 1 institut keguruan dan ilmu pendidikan siliwangi 2 institut keguruan dan ilmu pendidikan siliwangi 3 institut keguruan dan ilmu pendidikan siliwangi 1 de_fadz@ikipsiliwangi.ac.id, 2 jajang-bayu@ikipsiliwangi.ac.id, 3 galih040990@ikipsiliwangi.ac.id abstract this research was conducted in general with the aim of analyzing the 7 poe atikan of character education in elementary schools in an effort to prevent corrupt behavior in elementary school children. the specific purpose of this study was to find out all students who know about corruption in elementary school-age children and to know the impact of character education on corrupt behavior among elementary school students. this research was conducted using a qualitative descriptive method with instruments used in the form of questionnaires and interviews. the subjects in this study were 30 students of grade v sdn 8 ciseureuh kahuripan pajajaran. the results of this study indicate that grade v students have seen several activities in daily life including positive and negative attitudes related to corrupt behavior and character education which have a positive impact on students 'understanding related to students' understanding of corrupt behavior and methods. avoid the behavior. the conclusion from this research is that 7 points of character education can have a positive impact in preventing corrupt behavior among elementary school students. keywords: corruption, character education, 7 poe atikan abstrak penelitian ini dilakukan secara umum bertujuan menganalisis penerapan pendidikan karakter 7 poe atikan di sekolah dasar (sd) dalam upaya mencegah perilkau korupsi pada anak sd. tujuan khusus penelitian ini yaitu untuk mengetahui seberapa besar siswa mengetahui tentang perilaku korupsi yang dilakukan pada anak usia sekolah dasar dan untuk mengetahui dampak dari pendidikan karakter terhadap pencegahan perilaku korupsi pada siswa sd. penelitian ini dilakukan dengan menggunakan metode deskriptif kualitatif dengan instrumen yang digunakan berupa angket dan wawancara. subjek pada penelitian ini adalah 30 siswa kelas v sdn 8 ciseureuh kahuripan pajajaran. hasil penelitian ini menunjukan bahwa siswa kelas v sudah mengetahui beberapa kegiatan dalam kehidupan sehari-hari yang termasuk pada sikap positif dan sikap negatif berkaitan dengan perilaku korupsi serta pendidikan karakter memberikan dampak positif terhadap pemahaman siswa terkait dengan pemahaman siswa tentang perilaku korupsi dan cara-cara menghindari perilaku tersebut. simpulan dari penelitian ini yaitu pendidikan karakter 7 poe atikan mampu memberikan dampak positif dalam pencegahan perilaku korupsi pada siswa sd. kata kunci: korupsi, pendidikan karakter, 7 poe atikan introduction education is an experience or learning that is not only limited to schools but in various environments, both family, school and community (andresen, boud, & cohen, 2020); (liepa & špona, 2015). education can last a lifetime and affect individual development (turner, 46 | prevention of corruption behavior in sd children through 7 poe atikancharacter education: qualitative study p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 2018). education is a lifelong process in which school is only a small but necessary part (hanemann, 2015); (buli-holmberg & jeyaprathaban, 2016);(kelana &wardani, 2021). in the educational process, it is necessary to have a disciplined attitude that is embedded in students, teachers, and school officials. therefore, discipline must be applied to every school so that learning in schools can run according to the school's vision and mission (baumann & krskova, 2016) (anyon et al., 2016). the teacher is a measure for the creation of discipline for students. therefore, teachers must be able to apply discipline well, both in learning and in student behavior (gregory, clawson, davis, & gerewitz, 2016). discipline can be interpreted as a form of self-awareness that appears in the form of encouragement to follow and obey the rules and values and laws that apply in a certain environment (mukodi, burhanuddin, & haryono, 2019); (sarmini, made swanda, & nadiroh, 2018). thus, the discipline has a very important role in the process of forming children's character. one example of behavior in everyday life that is related to discipline is that in play activities children often forget time, forget to eat, forget to go home, forget to do assignments, and so on (alexander, naylor, & saunders, 2013 ). if this happens too often, it will become a bad habit in children's development (grusec, danyliuk, kil, & o'neill, 2017); (wang & kenny, 2014). if a disciplined attitude has been well instilled in children since childhood, when they grow up, they will indirectly become obedient and obedient to the rules that apply either in the family, school, or community environment (lansford & deater-deckard, 2012). likewise, if a child is not instilled in a disciplined attitude since childhood, when he grows up he will become someone who leads to behavior that violates the rules in other words leading to corrupt behavior (gershoff et al., 2010). because corruption is not only related to stealing money, but every rule that is violated is a form of corrupt behavior, including often arriving late, playing until forgetting time, neglecting duties, cheating is the seeds of corrupt behavior. thus, the importance of instilling the value of discipline from an early age starting from the family environment, the school environment, and the community environment to form children or individuals who are obedient and obedient to the rules and values that apply so that they can stay away from all forms that lead to corrupt behavior (naylor & saunders, 2009). another thing that underlies this research is the results of previous research such as research by sakinah & bakhtiar (2019) with the title of the anti-corruption education model in elementary schools in realizing a clean generation and integrity from an early age with qualitative research methods whose research results are based on the results of a literature prevention of corruption behavior in sd children through 7 poe atikan character education: qualitative study | 47 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 review. anti-corruption education models can be developed with various methods of learning. the second research, namely research by mustofa & akhwani (2019) on the strategy of inculcating anti-corruption values in elementary schools (sd) with the results of the research is that there are three strategies for cultivating anti-corruption values in elementary schools, namely integration with subjects, habituation in students' daily lives. , and by modeling by teachers. the third research is research by (izzah, 2019) with the title of fostering anticorruption values in children to shape character through seedling games at mdta pekanbaru, whose research results are changes in behavior in a positive direction such as discipline in clean saturday activities, decreasing the number of students who is late, and the emergence of the students' self-confidence when carrying out tests and competitions. based on the results of these studies, there are still gaps regarding research related to anti-corruption in elementary schools such as in the first and second research, namely the research is still a literature study, the second research was carried out on elementary schoolaged children but not in the elementary environment, therefore research with the title of prevention was carried out. corrupt behavior in elementary school children through character education to analyze the application of 7 points of character education to prevent anticorruption behavior at sdn 8 cisereuh kahuripan pajajaran. method this type of qualitative research is used which is located at sdn 8 cisereuh kahuripan pajajaran purwakarta. qualitative research is a method used by researchers (fauzia & kelana, 2020). the subjects of this study were 30 students of class v. the instruments used in this study were questionnaire sheets and interview sheets. on the questionnaire sheet, there are 20 checklist-form statements and there are three alternative answers to each statement, namely "often, sometimes, and never". in each statement is divided into positive statements and negative statements. the data analysis technique carried out in this research is descriptive qualitative by describing the data and making conclusions that are interpreted in the form of a sentence statement. 48 | prevention of corruption behavior in sd children through 7 poe atikancharacter education: qualitative study p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 results and discussion a. analysis and problem solving of corruption in elementary school children based on the results of research through questionnaires and interviews, almost all students know about the behavior of corruption, but what they know is only corruption in the form of money, while acts of corruption in simple matters they do not know about it even without realizing it has been done. forms of behavior that lead to seeds of corruption in elementary school-age children, such as the habit of littering, cheating, arriving late, having disagreements with friends, and so on (izza, 2019); (collins, mcmullen, & reutzel, 2016). based on the results of the data obtained through a questionnaire that has been filled by students, it reflects the existence of positive attitudes and negative attitudes towards anti-corruption behavior of elementary schoolaged children. following the data obtained based on statements related to anti-corruption behavior in elementary school-aged children, there was 98.61%, namely the behavior of students who often participated in flag ceremonies every monday. this shows that the fifthgrade students of sdn ciseureuh 8 kahuripan pajajaran purwakarta regency have a high sense of nationalism and fulfill their duties as a student in carrying out flag ceremonies every monday. judging from the negative side, 52.78% of students' discipline attitude is still low in playing until they forget time. seeing the results of the observations, the fifth-grade students of sdn ciseureuh 8, purwakarta regency, it is necessary to instill the value of anti-corruption education from childhood to form the personality of children who behave anti-corruption starting from the family environment, school, and the general environment. anti-corruption behavior cannot be instilled if it is not set by example or by example. this exemplary not only comes from the family environment but from the government also plays a role in instilling anticorruption behavior (howe, 2016); (sutherland & markauskaite, 2012). for example, through a school curriculum that includes character subjects because educating is not only to make students smart in their cognitive ways but to have noble character. following are the results of the diagram of the results from the questionnaire sheets that have been filled in by grade v sdn ciseureuh 8 purwakarta regency: prevention of corruption behavior in sd children through 7 poe atikan character education: qualitative study | 49 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 figure 1. diagram of the results of the student behavior questionnaire b. efforts to improve discipline of elementary school children in playing activities based on the observations of grade v sdn ciseureuh 8, purwakarta regency, the level of student discipline is still low at 52.78% in terms of playing and forgetting time. therefore, there needs to be an effort to improve children's discipline. the things that affect the low level of discipline of children in playing are environmental factors or social factors and parenting styles. environmental factors greatly affect children in playing and electronic media such as the internet also affects them as a means of playing so that children forget time, forget about their duties, forget to do homework, and so on (pea et al., 2012); (liu & wang, 2016). a discipline is a form of obedience and obedience to applicable regulations without coercion. however, in reality, many students behave in a disciplined manner based on the rules that restrict them. the result of this research is the low level of student discipline. the attitude of discipline can shape the individual's psyche to understand the rules so that he will understand when is the right time to obey the rules. therefore, efforts to educate children to have a disciplined attitude must fulfill the disciplinary elements as stated by (hurlock, 2014) as follows: 1. regulations 2. punishment 3. awards 4. consistency after the disciplinary elements are fulfilled at home or school, it will be easier to form a child's personality to have a disciplined attitude because the child is accustomed to disciplinary matters. thus, there is a need for habituation in educating children to achieve disciplined personalities. 50 | prevention of corruption behavior in sd children through 7 poe atikancharacter education: qualitative study p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 c. the importance of play activities for children playing activities are a necessity for children so that children cannot be separated from playing activities (bobby saragih & tedja, 2018). through play, children can develop their creativity and abilities and explore new things according to their experiences because children can build their knowledge through social interactions (smart, 2012) (kelana & pratama, 2019). thus, playing is very necessary for children, but it cannot be separated from the role of parents who must always pay attention to every child's play activities so that they are not excessive and children can still play but still have a disciplined attitude that has been embedded through habitual disciplinary behavior. conclusion based on the results of research on the fifth-grade students of sdn ciseureuh 8, purwakarta regency, there are three things to be concluded: first, the importance of planting the value of anti-corruption education in children. if a child has been instilled in anti-corruption behavior from a young age, then when he grows up he will have anti-corruption behavior so he knows right and deviant behavior. second, efforts to improve students' disciplinary attitude in playing activities both at home and at school. a disciplined attitude needs to be instilled in the child to form a person who is obedient and obedient to the rules with full awareness without any element of coercion. third, the importance of play activities for children is an activity that can never be separated from children. through play, children will be able to explore and even develop their abilities by playing through social interactions with both peers and adults. it's just that there needs to be attention and supervision from parents so that children keep playing but not too much. the recommendations for further research are expected to be carried out with more diverse subjects and with more in-depth data collection so that the research results can be generalized more broadly and it is hoped that the results of this study will become a reference source for further research so that there is research in the form of giving treatment especially in preventing corrupt behavior in students. sd. acknowledgments thanks to ristekdikti for providing research funding through the beginner lecturer research program (pdp) so that this research can be carried out smoothly according to targets and objectives. prevention of corruption behavior in sd children through 7 poe atikan character education: qualitative study | 51 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 references alexander, r., naylor, b., & saunders, b. j. 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(2014). longitudinal links between fathers’ and mothers’ harsh verbal discipline and adolescents’ conduct problems and depressive symptoms. child development. https://doi.org/10.1111/cdev.12143 infinity analysis of need for development of hots-based mathematics teaching material in elementary schools| 13 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 analysis of need for development of hots-based mathematics teaching material in elementary schools vivi astuti nurlaily 1, husna imro’athush sholihah 2 1 stkip muhammadiyah blora 2 stkip muhammadiyah blora 1 viviastutinurlaily@gmail.com, 2 husna.azka@gmail.com abstract one of the 2013 curriculum transformation elements in elementary schools is strengthening the learning process and familiarizing the development of higher-order thinking skills (hots) for students. this needs to be supported by teaching materials to support hots-based learning.this research aims to analyze the need for hots-based mathematics teaching materials in elementary schools. this research uses a descriptive approach. the subjects of this research were fourth-grade students of public elentary school in tunjungan blora area. the data collected in this research uses observation sheets, interviews, and document studies. observations and interviews were carried out to teachers and fourth-grade students. otherwise, the document studies were carried out on learning resources used in mathematics learning. the validity test data was conducted by using triangulation techniques. the results showed that: first, the characteristics of mathematics teaching materials used in elementary schools of blora regency have not described the hots material. second, the need for teachers shows that the problems faced by teachers in learning mathematics have limited learning resources. third, the student's need toward teaching material products is shown by the low interest of students in learning mathematics. fourth, students have not been invited to think critically in learning mathematics. keywords: elementary school, hots, mathematics, teaching material. abstrak salah satu elemen transformasi kurikulum 2013 di sekolah dasar adalah penguatan proses pembelajaran dan pembiasaan pengembangan keterampilan berpikir tingkat tinggi (hots) bagi siswa. hal itu perlu didukung sebuah bahan ajar untuk menunjang pembelajaran berbasis hots. penelitian ini bertujuan untuk menganalisis kebutuhan bahan ajar matematika berbasis hots di sekolah dasar. penelitian ini menggunakan pendekatan deskriptif. subjek penelitian ini adalah siswa kelas iv sd negeri di daerah tunjungan blora. data yang dikumpulkan dalam penelitian ini menggunakan lembar observasi, wawancara, dan studi dokumen. observasi dan wawancara dilakukan kepada guru dan siswa kelas empat. sedangkan studi dokumen dilakukan terhadap sumber belajar yang digunakan dalam pembelajaran matematika. uji validitas data dilakukan dengan menggunakan teknik triangulasi. hasil penelitian menunjukkan bahwa: pertama, karakteristik bahan ajar matematika yang digunakan di sd kabupaten blora belum mendeskripsikan materi hots. kedua, kebutuhan guru menunjukkan bahwa permasalahan yang dihadapi guru dalam pembelajaran matematika memiliki keterbatasan sumber belajar. ketiga, kebutuhan siswa terhadap produk bahan ajar ditunjukkan dengan rendahnya minat siswa dalam belajar matematika. keempat, siswa belum diajak berpikir kritis dalam pembelajaran matematika. kata kunci: bahan ajar, hots, matematika, sekolah dasar. introduction teaching materials are one of the components that play an important role in the learning process. the use of teaching materials as a learning resource aims to facilitate the preparation and delivery of learning materials used by teachers to achieve learning objectives. according mailto:viviastutinurlaily@gmail.com mailto:husna.azka@gmail.com 14 | analysis of need for development of hots-based mathematics teaching material in elementary schools p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 to samuel (2009) the use of instructional materials in teaching/learning process exposes the learner to primary experiences and this enriches learning. prastowo (2013) explained that teaching materials are all materials (both information, tools, and texts) that are arranged systematically, which the full figure of competencies that will be mastered by learners and used in the learning process with the aim of planning and studying the implementation of learning. the content of the subject matter contained in the teaching material can be distinguished into four, namely: facts, concepts, procedures and principles. facts are the nature of symptoms, objects or events whose form can be captured by the senses. facts are simple subject matter because they only remember specifics. concepts are all things in the form of new understandings that can arise as a result of thought, including definitions, understandings, special characteristics, nature, core, and so on (prastowo, 2013). a procedure is a subject matter related to a student's ability to systematically explain steps about something. the relationship between two or more empirically tested concepts is called generalization which can then be drawn into principle (sanjaya, 2008). the main purpose of the preparation of teaching materials is to activate students during the learning process that suits the needs of the school, the residence and the needs of the students. teaching materials can also facilitate teachers in the process of presenting learning materials that will be given in the classroom. the ministry of national education (departemen pendidikan nasional, 2013) argues that teaching materials have several characteristics, namely self-instructional, self-contained, stand-alone, adaptive, and user friendly. teaching materials have various types, some are printed and non-printed. printed teaching materials that are often found include handouts, books, modules, brochures, and student worksheets. problems related to mathematics are still the main problems that occur in the world of education. the results oecd (2018) showed that indonesian students' ability in mathematics achieved an average score of 379 with an oecd average score of 487. it makes indonesia ranked 72 out of 78 pisa participating countries. the low math ability of students is influenced by several factors, one of which is the condition of the teaching material. the problems in question are quite diverse ranging from low student learning interest, lack of motivation to learn mathematics, low math learning achievement, low ability to understand math concepts, problem solving ability. this is due to many factors such as students' disinterest in mathematics, the way teachers convey inappropriate materials, the methods used are not yet appropriate, learning resources are less supportive, and other causes. analysis of need for development of hots-based mathematics teaching material in elementary schools| 15 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 one element of the changes in the 2013 curriculum at the elementary school level is the strengthening of the learning process. through strengthening the learning process is expected to improve the quality of learning more effectively, efficiently, fun, and meaningful, so as to improve the quality of achievement of learning outcomes and put forward students critical thinking (not just conveying factual). teachers must be able to develop and convert from lower order thinking skills (lots) to higher order thinking skills (hots). higher order thinking skills is a process of thinking of learners at a higher cognitive level developed from a variety of cognitive concepts and methods and learning taxonomy such as problem solving methods, bloom taxonomy, and taxonomy of learning, teaching, and assessment (saputra, 2016). higher order thinking skills include problem solving skills, creative thinking ability, critical thinking, argumenting ability, and decision making ability. according to newman and wehlage (widodo, 2013) with higher order thinking learners will be able to distinguish ideas or ideas clearly, argue well, be able to solve problems, be able to construct explanations, be able to hypothesize and understand complex things more clearly. according to vui (kurniati, 2014) higher order thinking skills will occur when someone associates new information with information that has been stored in his memory and/or reorganizes and develops the 10 information to achieve a goal or find a solution to a difficult situation to solve. the main purpose of higher order thinking skills is how to improve the thinking ability of learners at a higher level, especially with regard to the ability to think critically in receiving various types of information, creative thinking in solving problems using their knowledge and making decisions in complex situations (saputra, 2016). national centre for competency training (2007) in prastowo (2013) explained "teaching materials are all forms of materials used to help teachers or instructors in carrying out the learning process in the classroom, the material can be either written or unwritten materials". when the goal is learning that leads to high-level thinking skills then it is necessary to arrange teaching materials that are hots charged. meanwhile, pratiwi (2018) explained that hots teaching materials proved effective in improving students' learning outcomes in the study results glazed in the results of the study hots teaching materials are one of the alternatives to teach learners to be able to develop high-level thinking skills. method this research uses a descriptive approach. gay, mills, & airasian, (2012) said that descriptive research determines and describes the things are. this study describes the analysis 16 | analysis of need for development of hots-based mathematics teaching material in elementary schools p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 of the needs of math teaching materials in elementary school. the subject of the study was a grade 4 teacher at publick elementary school in the tunjungan subdistrict, blora. data collection in this study using observation sheets, interviews, and document studies. observations and interviews were conducted to teachers and students in grade iv elementary school. observation is a method of observing the learning process of natural and artificial environmental social sciences by applying problem-based learning models observed by researchers. interviews are methods used to obtain data by conducting oral question and answer processes between researchers as interviewers to students and classroom teachers as informants. interviews are conducted individually with each informant and interviewed directly by researchers in depth, free, clear and without any interference from others. in addition, document studies are conducted on learning resources used in mathematics learning. data validity check according to sugiyono (2015) is one way to account for the accuracy of the data obtained. data validity test is done using triangulation technique. triangulation of data collection techniques is carried out to test the credibility of data done by checking the same data source with different techniques. after the data needed in this research is collected, then the organization and systematization of the data before being used as analysis material. triangulation techniques used in this research are interviews, document analysis and observation. the data analysis techniques used are interactive analysis of miles and huberman models (soegiyono, 2015) through data collection, data reduction, data presentation, and data verification. the results of the analysis of the research data were presented using qualitative descriptive with narrative text for the needs of hots-based mathematics teaching materials in elementary schools. results and discussion based on observations during mathematics learning, data are obtained as stated in table 1. learning observations. table 1. learning observation results no. observation results 1. students' low interest in math learning analysis of need for development of hots-based mathematics teaching material in elementary schools| 17 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 2. learning resources used by students and teachers in learning are still very limited 3. most students are not very active in the learning process and still tend to be passive 4. there are some students who talk to their friends during the learning process 5. teachers are still the main learning resource in learning 6. students have not been involved in critical thinking activities in mathematics learning 7. the textbooks used have not led students to think highly 8. students still have difficulty in solving problems related to learning materials 9. the teacher has not given any reflection on the learning the observations showed that the math teaching materials used by the school were books from the government. during the lesson, the teacher is only fixated on the material listed in the teaching book used. judging from the learning methods used by teachers, classroom learning is still dominated by lectures and question and answer activities. in addition, the activities carried out by students during the learning process focus on individual work such as working on evaluation questions provided by teachers. therefore, students become less interested and easily bored with learning. this is supported by mutholib's opinion (2017) which states that teachers are an important factor in the implementation of the curriculum. therefore, the way teachers teach related to the use of teaching books that are not maximal in mathematics learning will affect students' understanding. so teachers need to make learning planning by paying attention to learning resources and teaching materials that can be used so that learning can be carried out to the maximum to achieve learning goals. the following data of the results of interviews with teachers are shown in table 2. the results of the teacher's interview. table 2. teachers interview results no. question indicator teachers response 18 | analysis of need for development of hots-based mathematics teaching material in elementary schools p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 1. teacher's experience in teaching mathematics grade iv using the lecture method by providing material explanations to students sourced from books and sheets. 2. curriculum used in schools and barriers experienced by teachers during this time the curriculum that is used in grade iv is the 2013 curriculum. obstacles in the application of this curriculum to the assessment of learning. 3. types of mathematical teaching materials that have been used books used in mathematics learning are books from the government and books sheets. 4. assumptions about existing/used mathematical teaching materials the material is not very broad and does not cause students curiosity. in addition, if from lks the material displayed is less interesting because it is not colored. 5. student response to teaching materials that currently exist/are used students get bored quickly because the books used have not provided guidelines for activities or activities that students can do to make them happy. 6. advantages of existing/used math teaching books the existing book is simple and does not complicate its application. 7. lack of existing/used math textbooks the material is not extensive and only a little practice problem. 8. implementation of mathematics learning in schools learning with lecture methods and students easily bored and sleepy at the time of learning. 9. obstacles in mathematics learning activities students are not interested, speak for themselves, curiosity is low, learning resources are limited, supporting teaching materials do not yet exist. 10. factors that cause the occurrence of such obstacles learning is dominated by teachers, teachers only use government-sourced resources and teaching materials. 11. evaluation of math defense applied by teachers practice, daily replays. interviews at this stage aim to gather information about the condition of mathematics teaching materials and the need for hots-based math teaching materials in the field. based on the results of the interview obtained the following data: the learning resources used by teachers at the time of mathematics learning are still limited to teacher books and student books obtained from the government, the math material contained is still very limited, students' math scores are lower compared to other subjects, most students still have difficulty learning math materials, teachers have never used hots learning in mathematics , after the teacher learns about hots-based learning, the teacher argues the need to develop the learning to improve students' ability to think critically and creatively and be able to solve problems. analysis of need for development of hots-based mathematics teaching material in elementary schools| 19 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 based on the results of the interview that has been conducted in accordance with the theory of higher order thinking skills is a thought process of learners at a higher cognitive level developed from various concepts and methods of cognitive and taxonomy of learning such as problem solving methods, bloom taxonomy, and taxonomy of learning, teaching, and assessment (saputra, 2016:91). higher order thinking skills include problem solving skills, creative thinking ability, critical thinking, argumenting ability, and decision making ability. in table 3. presented the results of document studies conducted in mathematics learning grade iv. table 3. document study results no. indicators document study results 1. syllabus there is a syllabus document. 2. rpp there are rpp documents although incomplete. 3. learning media the media used is still limited, utilizing objects in the classroom and around the students. 4. evaluation tool for daily activities teachers use the questions in the book, for daily replays teachers make questions independently, and in midterm and final semester assessment teachers use questions from the government. 5. teaching materials teaching materials used are still limited, there is no other supporting teaching material other than government books, the characteristics of mathematical teaching materials used have not elaborated the material that is hots. 6. assessment document the teacher has recapitulated the student's grades. document analysis is carried out to find out the content and scope of materials contained in learning resources that have been used by teachers and students in mathematics learning so far. the learning resources analyzed were curriculum books 2013. the results of the document analysis are as follows: the 2013 curriculum has used a scientific approach, so that there are already substances that invite students to be more active, the math material contained in the teaching book is still limited and not yet in-depth. judging from the teacher's book and student book, the demonstrations and questions contained are still few and limited, so the students' thinking activities are still not optimal. this is a guideline on the need for teaching materials to support the learning process. according to sunendar (2008) that teaching materials have several roles, among others: 1) reflect a sharp and innovative point of view on teaching and demonstrate its application in teaching materials presented; 2) present 20 | analysis of need for development of hots-based mathematics teaching material in elementary schools p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 a source of problem that is rich, easy to read and varies according to the interests and needs of learners; 3) provide a neatly arranged and gradual source; 4) presenting teaching methods and means to motivate learners; 5) to support practical exercises and tasks; 6) presents materials / means of evaluation and remedial that are harmonious and appropriate. prastowo (2013) explained that the manufacture of teaching materials includes four main things, namely: 1) helping students in learning something, 2) providing various types of teaching materials options, thus preventing the onset of boredom in students, 3) making it easier for students to carry out learning, 4) to make learning activities more interesting. the usefulness of teaching materials is actually inseparable from the purpose so that learning becomes more meaningful. effective teaching materials should be able to help students to perform certain activities so that students can master the learning objectives. based on the results of the analysis above, which is derived from observations, interviews, and document studies, it can be concluded that the use of mathematics teaching materials in the classroom is still limited to books derived from the government. the teaching materials actually have substances that invite students to be more active, using a scientific approach so that there are 5m activities in them. however, the mathematical material contained in the teaching material is still limited and not yet in-depth. the math material listed in the book is only limited to the delivery of concepts and there have been no activities that spur critical thinking skills and problem solving for students. the methods used by teachers are still limited to lectures and question and answer questions, so students' learning outcomes are still relatively low. based on these results, there needs to be development of hots-based math teaching materials that are able to attract students so as to encourage students to be more active during learning and able to encourage students to think critically. conclusion based on the results of the analysis of the data that has been described can be concluded, namely the results of the study showed that: first, the characteristics of mathematics teaching materials used in elementary schools in blora district have not described hots material. second, the needs of teachers show that the problems faced by teachers in mathematics learning are limited in learning resources. third, students' need for teaching materials products is indicated by the low interest of students to learn mathematics. fourth, students have not been invited to think critically in math learning. this study is part of the initial study of the development of hots-based math teaching materials in elementary schools. the results of this research are analysis of need for development of hots-based mathematics teaching material in elementary schools| 21 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 expected to be an evaluation material of various parties in organizing mathematics learning in elementary schools. this research is also expected to be a study material for other researchers in analyzing and developing hots-based math teaching materials in future learning. acknowledgments the researcher would like to thank all those who have supported the research and preparation of the article. research can take place because of the help of several contributing parties, namely teachers and students from the schools used in the research sample, as well as university leaders who always provide support and enthusiasm for completing research. references departemen pendidikan nasional. (2013). dokumen kurikulum 2013. depdiknas. depdiknas. (2008). kurikulum tingkat satuan pendidikan. depdiknas. gay, l. ., mills, g. e., & airasian, p. (2012). educational research: competencies for analysis and applications. kurniati, d., harimukti, r., & jamil, n. a. (2016). kemampuan berpikir tingkat tinggi siswa smp di kabupaten jember dalam menyelesaikan soal berstandar pisa. jurnal penelitian dan evaluasi pendidikan, 20(2), 142–155. https://doi.org/10.21831/pep.v20i2.8058 mutholib, a. a., sujadi, i., & subanti, s. (2017). mathematics teachers’ beliefs about scientific approach (sa) and implementation in mathematics learning. aip conference proceedings, 1868(august). https://doi.org/10.1063/1.4995163 oecd. (2018). pisa 2018 result: what students know and can do-student performance in reading, mathematics and science. oecd-pisa. prastowo, a. (2013). panduan kreatif membuat bahan ajar inovatif. diva press. pratiwi, w., & alimuddin, j. (2018). pengembangan bahan ajar bermuatan high order thinking skill ( hots ) pada pembelajaran tema persatuan dalam perbedaan. prosiding seminar nasional unimus, 1, 531–538. samuel, a. w. (2009). the importance of instructional materials in our schools an overview. researchgate, 2(march), 61–63. sanjaya, w. (2008). perencanaan dan desain sistem pembelajaran, bandung : kencana. kencana prenada media group. saputra, h. (2016). no titlepengembangan mutu pendidikan menuju era global: penguatan mutu pembelajaran dengan penerapan hots (high order thinking skills. smile’s publishing. 22 | analysis of need for development of hots-based mathematics teaching material in elementary schools p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 sugiyono. (2015). metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan r&d. alfabeta. sunendar, d. (2008). strategi pembelajaran. remaja rosdakarya. widodo, t., & kadarwati, s. (2013). to improve learning achievement. cakrawala pendidikan, 32(1), 161–171. microsoft word 2 1891.docx journal of elementary education volume 4, number 2, september 2020 p-issn: 2580-9326 e-issn: 2580-7714 124 | effectiveness of piano virtual media on the pgsd students retention in basic piano theory effectiveness of piano virtual media on the pgsd students retention in basic piano theory rudi akmal1, ani yanti ginanjar2, euis shintawati3 1primary teacher education, fpik, garut university 2primary teacher education, fpik, garut university 3sdn 036 ujungberung, department of education bandung 1rudiakmal@uniga.ac.id, 2aniyanti21@gmail.com, 3shintawati24@gmail.com abstract this study was conducted to determine the effectiveness of virtual piano media on pgsd students' memory on scale material. this study used a quasi-experimental one-group pretest-posttest design method. this study did not use a comparison class but already used a preliminary test so that the effectiveness of virtual piano media can be ascertained with certainty. in this study, the research subjects were first given a pretest to determine the extent of students' understanding before being given treatment using virtual piano media. the subjects in this study were 35 students. this research uses to test and non-test instruments. the non-test form includes distributing questionnaires. the data analysis technique used a parametric test for n-gain improvement and paired samples test spss version 25. the results proved that there was a significant difference between the pretest score and the posttest score after treatment with a 2-tailed sign value of 0.000 ≤ 0.05. then there is a significant increase in the memory of students who use learning with virtual piano media rather than direct learning. it can be seen that learning with virtual piano media provides a significant increase with an average n-gain of 0.72 and is included in the high category. keywords: basic piano theory, memory, scale, virtual piano media. abstrak penelitian ini dilakukan untuk mengetahui efektivitas media virtual piano terhadap daya ingat mahasiswa pgsd pada materi tangga nada. penelitian ini menggunakan metode kuasi eksperimen one group pretest-posttest design. penelitian ini tidak menggunakan kelas pembanding namun sudah menggunakan tes awal sehingga besarnya efektivitas media virtual piano dapat diketahui secara pasti. dalam penelitian ini, subyek penelitian terlebih dahulu diberikan tes awal (pretest) untuk mengetahui sejauh mana pemahaman mahasiswa sebelum diberikan perlakuan dengan menggunakan media virtual piano. subjek pada penelitian ini sebanyak 35 mahasiswa. penelitian ini menggunakan instrumen tes dan nontes. adapun bentuk nontes dengan penyebaran angket. teknik analisis data dengan menggunakan tes parametik peningkatan n-gain dan paired samples test spss versi 25. hasil penelitian membuktikan bahwa terdapat perbedaan yang signifikan antara skor pretes dengan skor postes setelah perlakuan dengan nilai sign 2-tailed 0,000 ≤ 0,05. kemudian terdapat peningkatan yang signifikan terhadap daya ingat mahasiswa yang menggunakan pembelajaran dengan media virtual piano daripada pembelajaran langsung. terlihat bahwa pembelajaran dengan media virtual piano memberikan peningkatan yang signifikan dengan rataan n-gain sebesar 0,72 dan masuk pada kategori tinggi. kata kunci: teori dasar piano, daya ingat, tangga nada, media piano virtual introduction in the 21st century, technology and communication have developed very rapidly, including smartphone technology (husain, 2014). smartphones have various operating systems and one that is in demand today is android. android is an operating system based on open source (maiyana, 2018). android which is open source makes it easy for users to create and install applications on a smartphone. this can be used in the field of education, especially to mailto:1rudiakmal@uniga.ac.id mailto:1rudiakmal@uniga.ac.id mailto:3shintawati24@gmail.com journal of elementary education volume 4, number 2, september 2020 p-issn: 2580-9326 e-issn: 2580-7714 effectiveness of piano virtual media on the pgsd students retention in basic piano theory | 125 develop learning media that can be installed on smartphones with the android operating system. the learning media in this smartphone is more interesting because it can contain learning material with additional images, sounds, or animations. the use of media in the learning process is an effort to create more meaningful and quality learning. learning media serves as a tool to convey learning messages in the hope that after carrying out the learning students will have a strong understanding and memory. this is one aspect of the cognitive realm. according to (syafrina & farhan, 2016), one of the efforts to improve the learning process is the use of media effectively to enhance the quality of learning. memory is something that forms human identity and differentiates humans from other living things. furthermore, according to (suparmi, 2010) memory is the basic foundation for human psychological activities. with this memory, the human mind's life becomes rich with shadows and descriptions of everything it observes, whether everyday events, objects, or events in the past. according to (sari & grashinta, 2015) memory is a psychic ability to receive, store, and bring back stimuli or events that someone has experienced. it can be concluded that memory is one of the cognitive functions that play a lot in the process of thinking, problem-solving, and intelligence (intelligence). almost all human behavior is influenced by memory. one application that can be used as a learning medium that can be used in scale material is the virtual piano application. virtual piano is an imitation musical instrument that is an application or software on android and can be played with your fingers by pressing keys starting from the lowest note located on the left in sequence to the highest note on the right. as one of the most popular musical instruments, according to research conducted by (wiraguna et al., 2014), several obstacles become obstacles because the piano is not as practical as other musical instruments. the piano is so large that it is very difficult to carry. usually, the piano is only kept at home and played at home. musicians usually only take the piano out to play at certain events. besides, according to (fadhilah et al., 2016), many people are hampered in learning this instrument because the price of the piano is quite expensive. if someone takes piano lessons, it will hinder their learning. but if you have a personal musical instrument, you will be able to master the instrument faster because you can keep repeating the material. according to (wiraguna et al., 2014) if a musical instrument is made virtual it will be very helpful and answer problems as described above. therefore, a virtual application of a piano musical instrument is made that implements the musical tone into the application system according to the notes on the actual musical instrument. so that in addition to being practical and can be carried everywhere, a virtual piano can make it easier for students to learn and journal of elementary education volume 4, number 2, september 2020 p-issn: 2580-9326 e-issn: 2580-7714 126 | effectiveness of piano virtual media on the pgsd students retention in basic piano theory remember the theory of scales, can be used as an alternative musical instrument, and become a learning medium in school or college. in line with (rahmawati & lakoro, 2017) research, in learning so that one's memorization and memorization power becomes strong in learning musical instruments, it is necessary to have learning media accompanied by the sound of instruments. learning the art of music, especially the piano, the basic theory that must first be learned is memorizing and practicing scale fingering. allen winold in (wajongkere et al., 2019) argues that the tones as part of the scale are sounds that have high and low levels, which are regular and standardized vibrations. currently used in the international tone system there are 12 standardized main tones, namely c, c #, d, d #, e, f, f #, g, g #, a, a #, and b, these notes can be arranged into a ladder. tone by specifying a note as a tonic and entering the scale-forming intervals. the scales that are widely known and used internationally are the major and minor diatonic scales. in this study, it focuses on 7 major diatonic scales, namely: c, d, e, f, g, a, and b. in connection with the above problems, the researchers are interested in testing how effective virtual piano learning media is on pgsd student memory on scale material. as stated by (wiraguna et al., 2014) who reveals that if a musical instrument is made virtual it will be very helpful and answer problems such as difficulty understanding basic tones. the importance of this study is to provide an idea whether the memory of students who use virtual piano media in learning scales can increased. likewise in schools or colleges that do not have good facilities, especially in the learning process. there are other alternatives by taking advantage of existing technological advances, and which are easier to implemen method this study did not use a comparison class but already used a preliminary test so that the effectiveness of virtual piano media can be ascertained with certainty. in this study, research subjects were first given a pretest to determine the extent to which students' memory abilities were given before being treated using virtual piano media. after being given the initial test, then the student was given treatment, using virtual piano media. then students are given a final test (posttest) to determine the extent of the effectiveness of the virtual piano media against the memory of basic piano theory or scales. the type of design used is experiment with one group pretest and posttest design. according to (sugiyono, 2012) one group pretest and posttest design is a technique to journal of elementary education volume 4, number 2, september 2020 p-issn: 2580-9326 e-issn: 2580-7714 effectiveness of piano virtual media on the pgsd students retention in basic piano theory | 127 determine the effects before and after treatment. the data obtained are quantitative data and qualitative data, in the form of test results of students' memory skills on the basic theory of piano on the scale material. then for qualitative data using the non-test, the researcher distributed questionnaire responses to students about the effectiveness of virtual piano media on scale material. from the data obtained, this study is continued by analyzing the data and then concluding using parametric statistics. tests carried out with the normality test using the kolmogorov-smirnov test with the help of spss version 25. the hypotheses in this study include h0: there is no positive and significant effect of the effectiveness of virtual piano media on the understanding and memory of pgsd students in theory piano basics and h1: there is a positive and significant effect on the effectiveness of virtual piano media on the understanding and memory of pgsd students on theory basic piano. the results of normality were then tested with the homogeneity test, but in this study, it was certainly homogeneous because the test was carried out on one sample. then the t-test was carried out which was used to determine the effect of the treatment used. hypothesis testing uses the t-test with the help of the spss 25 program. the t-test is a test using the t distribution on the significance of differences in certain mean values of two unrelated sample groups. the case study used the paired sample t-test. according to (singgih, 2014) paired sample t-test is a test conducted on two paired samples. paired samples can be defined as samples with the same subject but undergoing two different treatments. testing to determine whether there is an increase in using the n-gain test. results and discussion results based on the results of data analysis from statistical data processing in the form of pretest, posttest, and n-gain scores. the following is a description of the pretest, posttest, and n-gain data in the control and experimental groups. table 1. descriptive statistics of memory pretest and posttest class kolmogorov-smirnov conclusion information statistik df sig. eksperiment .269 35 .001 ho rejected not normally distributed eksperiment .163 35 .045 ho rejected not normally distributed journal of elementary education volume 4, number 2, september 2020 p-issn: 2580-9326 e-issn: 2580-7714 128 | effectiveness of piano virtual media on the pgsd students retention in basic piano theory based on table 1, it can be seen that the significance value of the pretest data test results for the experimental class students' memory score is 0. 001 <α = 0.05 so it can be concluded that ho is rejected, meaning that the pretest score data for the experimental class is not normally distributed. then the results of the post-test data test results of students' memory in the experimental class were 0. 045 <α = 0.05, so it can be concluded that ho was rejected, meaning that the pretest score data for the experimental class was not normally distributed. so it can be concluded that the pretest and posttest score data are not normally distributed. because the sample used is one, it does not need to be tested for homogeneity. for this reason, the next test to determine whether or not there is a change in the experimental class is used the paired samples test. table 2. result of paired samples test score of pretest posttest retention pretest-postest information paired samples test (sign 2-tailed) 0,000 ho rejected note that the value of sig. 2-tailed 0.000 ≤ 0.05. therefore, the statistically significant test results reject ho. this means that there is a significant difference between the average pretest memory score of the experimental class and the post-test score before being given the action. table 3. results of mean and n-gain classification retention group n-gain mean classification experiment 0,72 high in table 3 above, it can be seen that learning with virtual piano media provides a significant increase with an average n-gain of 0.72 and is included in the high category. then the changes that occur in the experimental class after being given action have a significant effect on student memory. discussion the memory skills that students must have in the material of scales in this study are that students must be able to generate or recall information that has been explained during learning, by practicing or playing 7 scales. in measuring the assessment of this memory test using a rubric with the following criteria: high, medium, and low. journal of elementary education volume 4, number 2, september 2020 p-issn: 2580-9326 e-issn: 2580-7714 effectiveness of piano virtual media on the pgsd students retention in basic piano theory | 129 figure 1. student memory assessment rubric therefore, to create learning that is expected to improve student memory, learning alternatives that can be used by using virtual media. according to research by (kaledasa, 2016), which states that memory must improve students themselves not only at school but also at home regularly and gradually to get maximum results. for this reason, in learning scales students are required to practice regularly and get used to playing a piano instrument in the learning stage to remember the material scales well. (dharmawan, 2016) explains that memory starts from short-term memory which is then repeated to remember all the information that can be. so, it becomes a long term memory. (widyarsi, 2018) describes the stages in memory. figure 2. stages of memory the picture above explains that there are three stages of remembering, starting from entering information (learning), storing (retention), and recalling (remembering). this process is not independent or isolated, but interrelated and dependent on one another. (suhadianto, 2016) explains that memory is an element of cognitive development, which contains all situations in which individuals store information received at all times. in research (julianto, 2017) memory refers to an individual's ability to have and retrieve information as well as the structures that support it and a form of competence, memory also allows individuals to have their personality. the importance of memory as a mental function that captures information from stimuli, and it is a storage system, namely a storage system for information and knowledge contained in the human brain. here, memory is the working system of the human brain to journal of elementary education volume 4, number 2, september 2020 p-issn: 2580-9326 e-issn: 2580-7714 130 | effectiveness of piano virtual media on the pgsd students retention in basic piano theory capture and store knowledge. tulving reveals that memory is how individuals can retain and draw experiences from the past to be used today (king, 2014). meanwhile, (amrizal, 2014) explains that memory is the ability to remember what is already known. a person's memory can be improved by various factors. one of them is by increasing effective learning. therefore, the use of learning media can make it easier and help students convey information or bring back experiences, symbols, images that will be reappeared with consideration of their situation and condition. in the use of this media, students are treated as learning subjects where learning is emphasized on student activities (student-centered). the improvement of students' memory was obtained from the pretest and posttest score data. then, the two scores were determined by the n-gain score data. this n-gain data is then analyzed to determine whether the increase that occurs is better than before being given treatment in the experimental class. the average memory improvement or n-gain in the experimental class was 0.72. the criteria for improving the memory of students who take lessons using virtual media are high. the classification of the n-gain level after treatment underwent a change, where the experimental class had a higher n-gain after treatment. learning with virtual piano media has a higher impact on improving student memory. the experimental class after treatment is better than before treatment because when students learn by learning using virtual media, the students are easier to remember the basic notes that can be heard and practiced immediately, students can understand and remember the functions of the seven main tones plus the five insert tones, scales these are called diatonic scales which can help when you want to make music or music arrangements. with this application, it can support piano learning activities such as increasing tone sensitivity, both theoretically and practically. like the results of (melian & hermawan, 2014) research study which revealed that if a musical instrument is made virtual it will be very practical and can provide convenience in learning music because it is not limited by time and place. improving the memory of students who get learning with virtual piano media shows that by getting students to learn by remembering what was learned first and then practicing what they understand and remember, it will be easier to practice the scale material. in line with research conducted by (wiraguna et al., 2014) that virtual musical instruments will be very helpful and answer problems such as difficulty understanding and remembering basic tones. for this reason, with virtual media, the piano facilitates learning activities to make it easier for students to understand the functions of the scales and can immediately practice them. as stated in research (lesmideyarti et al., 2018) virtual media can improve understanding, memory, and journal of elementary education volume 4, number 2, september 2020 p-issn: 2580-9326 e-issn: 2580-7714 effectiveness of piano virtual media on the pgsd students retention in basic piano theory | 131 make it easier to learn the basic theory of music. reasoning ability in music is an element that supports students' ability to play a musical instrument because in playing a musical instrument, students need to link concepts with reasoning activities and present ideas through practice in playing musical instruments. this virtual media has been designed so that it fits the learning objectives. then the effectiveness of this virtual piano media can be felt by students when operating, so that students can understand abstract and concrete things, and can increase motivation to learn because the media display is like real objects so that it can help in understanding concepts correctly or can relate concepts to reality (contextual). so that in practice or practice it can generate new desires and interests which are used in providing a meaningful learning experience. the virtual piano can be accessed and downloaded via the app play store application on a smartphone or android, by searching for the keyword real piano. when using a virtual piano, many things need to be considered when playing in a classroom, so that the sound produced by this virtual piano media can be heard properly, then additional tools are needed in the form of active speakers that are connected to each communication device. so that the sound that is issued is maximized and feels really like the original musical instrument. the following is an example of an image from the virtual piano android media screen used in this study: figure 3. virtual piano based on the results of the memory test on the scale material using virtual piano media, the average student memorized c, g, and a notes faster. because the notation fingering was easier and pressed a lot of white keys. it's different from the scales d, e, f, and b. the difficulty with this notation is that it puts more emphasis on black keynotes. in this case, habituation is needed so that the fingers are weaker and not stiff. unless some students have more interest and can play a musical instrument at an earlier level, they will be quicker to remember scales and adjust their hand fingers. journal of elementary education volume 4, number 2, september 2020 p-issn: 2580-9326 e-issn: 2580-7714 132 | effectiveness of piano virtual media on the pgsd students retention in basic piano theory conclusion based on the results of research and discussion of improving the memory of students who use virtual piano media, it is higher than students before using virtual piano media. this is because by using virtual piano media, students get used to learning by understanding first then remembering and practicing what they understand and remember. the effectiveness level of virtual piano media is very high, this can be seen from the results of student questionnaires. the statement that has been chosen is that the virtual piano media is very suitable for learning objectives, the virtual piano media is easier to operate, is able to understand abstract and concrete things, the media display is like real objects and can be played like the original object, besides the virtual piano media used can help in understanding the concept properly. so that the level of effectiveness of virtual piano media on student memory is very high. acknowledgments alhamdulillahi rabil 'alamin, the researcher conveyed the highest gratitude of allah subhanahu wa ta'ala for his blessings, love, health, and mercy even though the situation is currently in a pandemic like this. effectiveness of piano virtual media on the pgsd students retention in basic piano theory this research is a type of lecturer research funded by the ministry of research, technology, and higher education, with the name genius research, namely novice researchers. in compiling this research, many parties have provided motivation, input, and support for researchers. in this valuable opportunity, researchers would like to thank and appreciate all of them. first, the deepest appreciation of researchers given to our family who always support all of our activities. the researcher expressed his great appreciation to mrs. maryati puspitasari, m.p as the chairperson of the garut university research institute for allowing us to research novice lecturers' research, besides that we also thank the chancellor of the university of garut dr. ir. h. abdusy syakur amin, m.eng, and the dean of the faculty of islamic education and teacher training, university of garut dr. hj. hilda ainissyifa, m.ag for the motivation, advice, guidance, and opportunities that have been given to us to carry out this research. references amrizal. (2014). peranan musik klasik dan musik pop dalam pembelajaran. jurnal pengabdian kepada masyarakat. dharmawan, t. (2016). musik klasik dan daya ingat jangka pendek pada remaja. jurnal ilmiah psikologi terapan, 3(2), 370–382. journal of elementary education volume 4, number 2, september 2020 p-issn: 2580-9326 e-issn: 2580-7714 effectiveness of piano virtual media on the pgsd students retention in basic piano theory | 133 fadhilah, r. f., suciati, n., & khotimah, w. n. (2016). rancang bangun aplikasi piano virtual menggunakan teknologi augmented reality dan vuforia sdk. jurnal teknik its, 5(2), a359–a363. husain, c. (2014). pemanfaatan teknologi informasi dan komunikasi dalam pembelajaran di sma muhammadiyah tarakan. jurnal kebijakan dan pengembangan pendidikan, 2(2). julianto, v. (2017). meningkatkan memori jangka pendek dengan karawitan. indigenous: jurnal ilmiah psikologi, 2(2). kaledasa, r. p. a. (2016). model 3 in 1 pada pembelajaran piano bagi siswa tingkatpemula di sekolah musik indonesia yogyakarta. institut seni indonesia yogyakarta. king, l. a. (2014). psikologi umum: sebuah pandangan apresiatif (terjemahan). jakarta: salemba humanika. lesmideyarti, d., sarimuddin, s., & supria, s. (2018). virtual musik gamelan dengan menggunakan sensor kinect. inovtek polbeng-seri informatika, 3(1), 9–15. maiyana, e. (2018). pemanfaatan android dalam perancangan aplikasi kumpulan doa. jurnal sains dan informatika: research of science and informatic, 4(1), 54–65. melian, l., & hermawan, h. (2014). aplikasi mobile piano, gitar, dan drum virtual berbasis android (studi kasus: purwacaraka music studio). jati-jurnal teknologi dan informasi unikom, 1(4). rahmawati, l., & lakoro, r. (2017). perancangan media digital interaktif gamelan jawa timuran sebagai wadah pengenalan alat musik tradisional untuk anak usia 9-10 tahun. jurnal sains dan seni its, 6(1), f74–f79. sari, a. p., & grashinta, a. (2015). pengaruh jenis musik terhadap performa kognitif yang menuntut ingatan jangka pendek pada anak-anak usia 7-11 tahun. jurnal psikologi ulayat: indonesian journal of indigenous psychology, 2(2), 450–460. singgih, s. (2014). statistik multivariat edisi revisi konsep dan aplikasi dengan spss. jakarta: pt elex media komputindo. sugiyono, s. (2012). metode penelitian kuantitatif kualitatif dan r&b. bandung. indonesia: alfabeta. suhadianto, s. (2016). pengaruh musik mozart terhadap memori pada pelajaran menghafal di smp taâ€tm miriyah surabaya. persona: jurnal psikologi indonesia, 5(02). suparmi, s. (2010). studi meta analisa: strategi rehearsal dan memori jangka pendek. jurnal psikologi tabularasa, 5(2). syafrina, a., & farhan, a. (2016). efektifitas media animasi dalam pencapaian nilai kriteria ketuntasan minimal. jurnal pesona dasar, 2(4). wajongkere, y., titaley, j., & langi, y. a. r. (2019). fungsi transposisi modulo dan penerapannya pada pencarian susunan tangga nada dan tingkatan akor. d’cartesian, 8(1), 11–17. widyarsi, a. h. (2018). pengaruh bermain musik terhadap kemampuan mengingat anak usia 3-4 tahun (penelitian eksperimen di playgroup sakinah rawamangun). universitas negeri jakarta. wiraguna, j., trisnadoli, a., & dewi, m. (2014). virtual alat musik keyboard 3d. proceeding applied business and engineering conference, 87–92. infinity synchronous and asynchronous with flipped learning environment in primary school| 33 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, september 2021 synchronous and asynchronous with flipped learning environment in primary school ida rindaningsih1, yulian findawati2, wiwik dwi hastuti3, eni fariyatul fahyuni4 1 muhammadiyah university of sidoarjo 2 muhammadiyah university of sidoarjo 3 state university of malang 4 muhammadiyah university of sidoarjo 1rindaningsih1@umsida.ac.id, 2 yulianfindawati@umsida.ac.id, 3 wiwik.dwi.fip@um.ac.id, 4eni.fariyatul@umsida.ac.id abstract the challenges of learning during the pandemic are currently a big task for the world of education. the unpreparedness of school institutions, students, and parents in facing changes in the distance learning system has an impact on the implementation of learning during the covid-19 pandemic. for this reason, it is necessary to have a learning solution that can answer the challenges of learning using digital-based learning. this research aims to develop a model of the reverse learning environment. this development research examines various aspects of the needs of the student learning environment during the covid-19 pandemic. the subjects of this study were school principals, deputy principals, and elementary school teachers who have implemented the 2013 curriculum. the results of this study show that the synchronous and asynchronous framework with the reverse learning environment approach is proven valid and feasible applied to learning covid-19. the findings synchronous, and asynchronous that are implemented efficiently by the teacher, and applications will continue to be developed. keywords: synchronous, asynchronous, flipped learning abstrak tantangan pembelajaran di masa pandemic saat ini menjadi tugas besar bagi dunia pendidikan. ketidaksiapan lembaga sekolah, siswa dan orangtua dalam menghadapi perubahan sistem pembelajaran jarak jauh berdampak bagi pelaksanaan pembelajaran di masa pandemic covid-19. untuk itu perlu adanya solusi pembelajaran yang mampu menjawab tantangan pembelajaran di masa pandemic menggunakan pembelajaran berbasis digital. tujuan penelitan ini adalah mengembangkan model lingkungan flipped learning. penelitian pengembangan ini mengkaji berbagai aspek kebutuhan lingkungan belajar siswa pada masa pandemi covid-19. subject penelitian ini adalah kepala sekolah, wakil kepala sekolah dan para guru sekolah dasar yang telah menerapkan kurikulum 2013. hasil penelitian pengembangan ini menunjukkan kerangka sinchronous dan asinchronous dengan pendekatan lingkungan flipped learning yang diterapkan terbukti valid dan layak diterapkan pada pembelajaran di masa pandemic. temuan dalam penelitian ini kerangka sinchronous dan asinchronous yang mudah dipahami guru dan akan terus dikembangkan aplikasi pembelajaraannya. kata kunci: sinchronous, asinchronous, flipped learning introduction changes in learning during the covid-19 pandemic. becomes a challenge as well as an opportunity for teachers to continue to upgrade and innovate in learning.(daniel, 2020). learning in the classroom shifts to synchronous, and learning outside the classroom shifts to asynchronous and projects by maximizing the immediate environment. the emphasis of learning always follows advances in educational technology; researchers believe that the learning environment is one of the factors to meet the diverse needs of students. (murphy, mailto:1rindaningsih1@umsida.ac.id mailto:yulianfindawati@umsida.ac.id mailto:wiwik.dwi.fip@um.ac.id 34 | synchronous and asynchronous with flipped learning environment in primary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 rodríguez-manzanares, & barbour, 2011). students must take advantage of a self-contained learning environment with learning awareness settings on learning speed, information flow, selection of learning activities, and time management. personalization of the learning environment emphasizes individuals who are valid during the learning process increasingly important when distance learning is digital (shahabadi & uplane, 2015). the need for a combination of synchronous and asynchronous to create an ideal learning environment (perveen, 2016). distance learning becomes a problem in student learning styles. research in india, found to prefer assimilation and divergent types, while asynchronous learners prefer conformity and convergent types (shahabadi & uplane, 2015). the need for a combination of synchronous and asynchronous to create an ideal learning environment (perveen, 2016). in the philippines, learning model developed that focused on diverging and converging in facing the new normal (gonzales, 2020). educators who have studied in depth how to teach appropriate learning modeling for times of pandemic covid-19 (bakker & wagner, 2020). few information is available for schools to develop learning policies and procedures. additional research and guidance is needed to assess the appropriateness and effectiveness of school practices for improving learning with students while maintaining social distancing. (uscherpines et al., 2020). use of seamless mobile media with teachers who integrate islamic values and science is one of the supporting efforts government programs by implementing childfriendly learning aims to facilitate and assist the learning of students who are noble, productive, creative, innovative and able to contribute to society, nation, state, and world (fahyuni & et al., 2020). the learning design can meet the learning needs of a pandemic covid-19 to learn instruct outside the classroom. there is collaboration between online or synchronous arrangements with asinchronous activities, before and after a framework session that takes time for collaboration, discussion, problem management and applications. teachers when in class to provide support to help students' difficulties in understanding the material (chrissi, 2020). students, when in class, are motivated to reflect on and consolidate learning. and outside the classroom, students learn about teacher-provided videos (bergmann & sams, 2012). in the philippines, based on the survey results, it was found that flipped learning and enriched virtual learning were effective learning models during a pandemic covid-19 (gonzales, 2020). recent research shows that learning to flip and prepare peers can be a valuable strategy to reward students who are active and deeply involved in the learning process at all levels in synchronous and asynchronous with flipped learning environment in primary school| 35 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, september 2021 higher education (chrissi, 2020). therefore, it is essential to do this research to develop a synchronous and asynchronous framework with a reverse learning environment approach. this will provide a learning model solution for teachers and further develop a flipped classroom application that can be used by teachers and students both during the pandemic and during the pandemic era covid-19. an asynchronous environment provides material for students in the form of audio/video, leaflets, articles, and power point presentations. this material can be accessed anytim,e, anywhere,, through the learning management system (lms) (perveen, 2016). therefore, learning needs to be student-centered (murphy et al., 2011). virtual synchronous is a place for teachers and students to access and collaborate in real-time using the class discussion feature packaged online via the internet. lessons can be added to the electronic library. synchronization mode instills a sense of community through collaborative learning (teng, chen, kinshuk, & leo, 2012) synchronous virtual classrooms are places for instructors and students to be accessed and collaborated in real time. using a web camera and class discussion features, traditional class, except that all participants access it remotely via the internet. lessons can be added and added to the electronic library (perveen, 2016). figure 1. models of technology use for instruction (bergland, 2020) based on the figure 1, it explains reverse learning, including the mixed learning section that uses the synchronous and asynchronous approaches. 36 | synchronous and asynchronous with flipped learning environment in primary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 flipped learning improves home-to-class learning. so usually in the classroom, students who listen to lectures and instructions from the teacher then go home to complete all assignments from school, but by reversing the learning, it becomes upside down between activities at home and at school. students when at home they have studied the material for tomorrow by reading literature, assimilating the material through the next video the next day when in class, students are active in presenting and already have a provision of knowledge about the problems that are guided by the teacher through analysis and discussion (nouri, 2016). in australia, it has been found that it requires criticality on the part of teachers to identify whether reverse learning would be the most suitable approach to use in certain situations. it is crucial for teachers and students to familiarize themselves with flipped learning to get maximum learning outcomes and learning independenc (findlay-thompson & mombourquette, 2014). research on learning in the covid 19 era shows that there is a need for pragmatic guidance to teachers, heads of institutions, and state officials who must step up education from this crisis. guidelines include: preparations made by the system, student needs at various levels and stages, guarantees for students and teachers, straightforward approaches to distance learning, measurement, sustainability after covid 19, and useful resources (daniel, 2020). figure 2. flipped learning (lo & hew, 2017) in figure 2, the strategy outside the classroom uses direct instruction (bishop & verleger, 2013) focuses on the level of understanding of remembering and understanding (lai dan hwang 2016). the classroom learning carried out by the teacher is to explain the meaning of the assignment in the video to find out students' knowledge as well as to clarify misunderstandings (desantis, curen, putsch, & metzger, 2015). students can study groups based on the material on the video with the support of teachers and peers.(lo & hew, 2017). synchronous and asynchronous with flipped learning environment in primary school| 37 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, september 2021 cognitive achievement in the taxonomy develops a revised edition, where students build their knowledge from c1 and c2 and when students are outside the classroom or at home, build their knowledge with attainments c3 to c6.(kvashnina & martynko, 2016). the teacher's role is to help students become independent in learning and be able to foster themselves to learn. teachers must design and implement effective strategies that facilitate learning by creating a supportive environment, one that fosters independence, not dependency (chrissi, 2020). today's revolutionary learning environment is one that is smart and provides new suggestions for technology solutions. flipped learning can be an alternative in the perspective of a smart learning environment in the future (kinshuk, chen, cheng, & chew, 2016). flipped learning can increase learning independence for low achieving students. the results showed that students value learning using video material, learning opportunities at their own pace, more flexibility and mobility of learning that is easy and effective for students to access. (nouri, 2016). method this research includes developmental and quantitative research which begins in the first year of developing instructional designs using r & d (dick, w dan carey, 2009). the second year the instructional design trials. for the effectiveness of the synchronous and asynchronous framework with a flipped learning environmental approach, the research team conducted 3 data methods, namely triangulation, and fgd in the first year and the second year, the researcher started with a focus on observing teacher performance in the reversing learning model so that this data would be carried out. further research related to student learning. based on preliminary data, the researcher used a population of 70 teachers, and it was obtained that 96% of the teachers did not understand synchronous and asynchronous. to apply the flipped learning model, researchers used respondents as many as 20 teachers from 5 schools who focused on grade 3, 4 and 5 teachers in elementary schools. furthermore, the research team provided training related to activities in the flipped learning model for 2 weeks. the questionnaire consisted of 15 questions about the effectiveness of the learning model for teachers during the pandemic. data analysis obtained quantitative data in the form of each item of the instrument using a likert score of 1 5. the researcher served a number of teachers when processing at asynchronous and synchronous indicator to see the effect of reversing learning models on teacher performance. 38 | synchronous and asynchronous with flipped learning environment in primary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 figure 3. flipped learning design with synchronous dan asynchronous based on figure 2, there are parents or communities who take lessons outside the classroom or at home. students are actively involved in asynchronous learning as well as synchronous learning. meanwhile, the teacher plays an active role in classroom learning as a facilitator. learning starts outside the classroom and at home. during the process of understanding the material to analyzing the material, a learning environment has been created that supports learning. internet support is used wisely and supervised by parents and teachers. learning outcomes for students are c1 c3. therefore the teacher prepares material in the form of video learning, handouts, and educational games packaged digitally. the limitations of the teacher in understanding documentation technology in a professional manner are that the teacher provided with training in communication and professional shooting for video learning. the teacher also provides training for adequate material preparation for students. also, the teacher is given instruction in presenting the content to make it enjoyable. even the teacher provides training in making game education. after the teacher upgrades their competence, then the teacher uploads material in the form of videos, handouts, modules, and synchronous and asynchronous with flipped learning environment in primary school| 39 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, september 2021 educational games. the teacher does not play an active role when it is asynchronous, but the teacher suggests providing scaffolding and giving proper instructions. learning is carried out in a full student center, for that teachers must be able to build an active, interactive, and fun learning atmosphere. also, it takes teacher skills in using the right combination of strategies and learning models. furthermore, the teacher prepares to give questions and be a listener of the presentation and material presented by the students. to be able to implement synchronous and asynchronous framework with the flipped learning approach, the researcher can arrange the instruments as follows: table 1. synchronous and asynchronous with flipped learning asynchronous synchronous 1. tasks that support literacy, collaboration, learning awareness, and learning independence. 2. video / audio learning that is simple, interesting and interactive 3. evaluation of learning both online and offline 1. online learning strategies 2. presentation of online material that is attractive, concise and clear 3. mastering online teaching skills to be effective and efficient results and discussion results the results of the study show the high category of performance in asynchronous teacher performance because the teacher is familiar with the assignment and preparation of tests when in physical classes with exam papers or student worksheets which are then converted into assignments and tests in virtual form. the existence of new experiences in presenting videos is a motivation for teachers to always improve their competence. the results of teacher performance at synchronous can be categorized as high, although not significant. teachers have tried to adapt to virtual learning and position themselves as facilitators. when meeting online, the teacher has been able to make students actively present their previous learning results. high student enthusiasm shows that the teacher is ready to improve higher skills. the main difficulty, both synchronous and asynchronous, is when the teacher has to face the monitor screen through the camera. teachers are still not familiar with students through monitors and are not used to changing physical classroom learning to using video. the focus of this research is to collect observations of teacher performance using an inverted learning model through a synchronous and asynchronous framework. the following are the responses. 40 | synchronous and asynchronous with flipped learning environment in primary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 figure 4. teacher performance with flipped learning (asynchronous) figure 4 shows that the teacher's performance is a high category with asynchronous activities. the results of the analysis showed that the exposure to the video in the high grade was 65%, the arrangement of the task in the high grade was 80%, and the preparation of the high category test was 90%. however, there is still a percentage of performance in the medium and low categories, although not significant. the cause of the low grade in video presentation is because teachers are not used to teaching in virtual classes, so there are still teachers who take too long in greetings and greetings for up to 3 minutes and are still monotonous in delivery, there is no intonation and variations in video display that are interesting and fun. figure 5. teacher performance with flipped learning (synchronous) 18 90 16 80 13 65 2 10 4 20 4 20 0 0 0 0 3 15 0 20 40 60 80 100 (f) (%) (f) (%) (f) (%) p re p a ra ti o n o f te st s a rr a n g e m e n t o f ta sk s v id e o e xp o su re asynchronous low medium high 13 65 14 70 12 60 6 30 5 25 6 30 1 5 1 5 2 10 0 10 20 30 40 50 60 70 80 (f) (%) (f) (%) (f) (%) o n lin e cl a ss e s p re se n ta ti o n o f th e m a te ri a l te a ch in g sk il ls synchronous low medium high synchronous and asynchronous with flipped learning environment in primary school| 41 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, september 2021 in figure 5. shows that teacher performance at synchronous can be categorized as quite good. the results of the analysis show that online teaching skills are 60% in the high category, the presentation/discussion of online material is 70% in the high grade, and online learning strategies are 65%. the reason why online teaching skills are still not maximal is that teachers are not used to communicating with students in front of the screen and are still stuttering "mute", sharing materials and initial instructions that should be built so that students are not busy alone or indifferent when online. discussion teachers begin to be able to adapt when classroom learning is transformed into online learning by using zoom or filling google and including synchronous. understanding when learning outside the classroom is more than at home, it does not mean homework from the textbook. still, the teacher has adjusted that the teacher can send learning videos and assignments that are relevant to the video given. researchers found that recorded teacher performance verification was significantly reversed against the reverse learning model when it was asynchronous and synchronous. during the current health crisis, many teachers have had to improvise fast online learning solutions (hew et al., 2020). the trend in reverse learning studies shows that this method is very effective. reverse learning has played an important role in traditional educational methods being replaced by non-traditional technology-based methods. the challenge in flipped classroom is the use and management of technology (rindaningsih et al., 2019).students find active learning pedagogy to be an effective method in the classroom. this method also has a positive effect on student achievement, attitudes, cognitive skills, and soft skills because they are more responsible for their own learning (birgili et al., 2021). this model is expertly applied by the teacher because when students are at home, they are maximally studying the material and assignments given through videos. furthermore, when meeting teachers online with limited time, students can be more active and interactive in presenting and answering teacher questions, even understanding teacher explanations. similar to the findings on the flipped classroom continuum, which is to prepare the teacher to assess all possible uses of video in the flippedclassroom in order to identify experiences and exploration of subsequent learning (tomas et al., 2019). that the hardest part of flipped learning is changing the traditional learning process to the use of videos, online discussion participation, online tests to increase motivation, and students' curiosity races. this process takes quite a long time with quality teachers (limniou, 42 | synchronous and asynchronous with flipped learning environment in primary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 schermbrucker, & lyons, 2018). flipped learning should start with the teacher summarizing the topic for learning and briefly presenting the activity design, providing examples, and describing the activity model carried out by students (schoolnet, 2013). flipped learning is an alternative learning solution during a pandemic. stacking teachers in active independent education to increase students' sense of responsibility with the support of their learning environment and technology (chrissi, 2020). conclusion during a pandemic with no known end, it is necessary for the world of education to change the appearance of learning from physical to virtual classrooms. the findings in this study are the percentage of teacher performance is higher in asynchronous than synchronous. this is because the technology factor teachers are not used to all the time, both in digital learning and distance learning classes. the learning model is reversed; the teacher plays a significant role in the teaching process that uses modern technology. the problem of teachers who are still not technology-savvy affects the learning design, both synchronously and asynchronously. the issue of instruments with medium and low categories is based on the adaptation to technology that has not been optimal because they are used to physical classes and schools that lack technology. thus, the primary solution is support from the government for the internet network and the transfer of physical development to the fulfillment of technology. the challenge for teachers in the reverse learning model in a pandemic is to create a learning environment with learning resources through virtual platforms. further research, namely, designing a platform that makes it easier for teachers and students to determine learning resources with distance learning conditions. references bakker, a., & wagner, d. (2020). pandemic: lessons for today and tomorrow? educational studies in mathematics, 104(1), 1–4. https://doi.org/10.1007/s10649-020-09946-3 bergland, j. (2020). blended, flipped, and remote learning_ what’s the difference. technotes blog. bergmann, j., & sams, a. (2012). flip your classroom. iste. bishop, j. l., & verleger, m. (2013). the flipped classroom : a survey of the research the flipped classrom : a survey of the research. birgili, b., nevra, f., & ebru, s. (2021). between 2012 and 2018 : a descriptive content analysis. journal of computers in education, 4. https://doi.org/10.1007/s40692-021-00183-y chrissi, n. (2020). the use of peer instruction and flipped learning to support flexible blended learning during and after the covid-19 pandemic . 7, 184–195. daniel, s. j. 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(2017). a critical review of flipped classroom challenges in k-12 education: possible solutions and recommendations for future research. research and practice in technology enhanced learning, 12(1), 4. https://doi.org/10.1186/s41039-016-0044-2 murphy, e., rodríguez-manzanares, m. a., & barbour, m. (2011). asynchronous and synchronous online teaching: perspectives of canadian high school distance education teachers. british journal of educational technology, 42(4), 583–591. https://doi.org/10.1111/j.1467-8535.2010.01112.x nouri, j. (2016). the flipped classroom: for active, effective and increased learning – especially for low achievers. international journal of educational technology in higher education, 13(1). https://doi.org/10.1186/s41239-016-0032-z perveen, a. (2016). synchronous and asynchronous e-language learning: a case study of virtual university of pakistan. open praxis, 8(1), 21–39. https://doi.org/10.5944/openpraxis.8.1.212 rindaningsih, i., hastuti, w. d., & findawati, y. (2019). desain lingkungan belajar yang menyenangkan berbasis flipped classroom di sekolah dasar. proceedings of the icecrs, 2(1), 41. https://doi.org/10.21070/picecrs.v2i1.2452 schoolnet, e. (2013). what is the flipped classroom model, and how to use it? 44 | synchronous and asynchronous with flipped learning environment in primary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 shahabadi, m. m., & uplane, m. (2015). synchronous and asynchronous e-learning styles and academic performance of e-learners. procedia social and behavioral sciences, 176, 129–138. https://doi.org/10.1016/j.sbspro.2015.01.453 teng, d. c. e., chen, n. s., kinshuk, & leo, t. (2012). exploring students’ learning experience in an international online research seminar in the synchronous cyber classroom. computers and education, 58(3), 918–930. https://doi.org/10.1016/j.compedu.2011.10.018 tomas, l., evans, n. (snowy), doyle, t., & skamp, k. (2019). are first year students ready for a flipped classroom? a case for a flipped learning continuum. international journal of educational technology in higher education, 16(1). https://doi.org/10.1186/s41239-019-0135-4 uscher-pines, l., schwartz, h. l., ahmed, f., zheteyeva, y., meza, e., baker, g., & uzicanin, a. (2020). school practices to promote social distancing in k-12 schools: review of influenza pandemic policies and practices. bmc public health, 18(1), 1–13. https://doi.org/10.1186/s12889-018-5302-3 the relationship between fifth grade students’ number sense and their mathematical problem solving | 66 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 the relationship between fifth grade students’ number sense and their mathematical problem solving annisa mutmainnah1, zetra hainul putra2, syahrilfuddin3 1 universitas riau 2 universitas riau 3 universitas riau 1mutmainnahannisaa@gmail.com, 2zetra.hainul.putra@lecturer.unri.ac.id , 3syahrilfuddin@lecturer.unri.ac.id abstract this research was aimed to find out the relationship between the fifth grade students’ number sense and their mathematical problem solving. the participants of this study were 73 fifth grade students from a private islamic school in pekanbaru, indonesia. the research method used is in the form of quantitative methods. the instrument in this study is a test, where the data collected by distributing a test about students’ number sense and their mathematical problem solving. number sense indicators consist of number concepts, multiple representations, effects of operations, equivalent expressions, and computing and counting strategies. the problem solving materials consist of numbers, fractions, geometry, and measurements. the data analysis technique is done by presenting data, normality test, linearity test, linear regression test, and hypothesis testing using the pearson product moment correlation. the results showed that there was a significant correlation between students’ number sense and their mathematical problem solving. after that, a correlation test is performed between all number sense indicators with mathematical problem solving materials. the indicator of computing and counting strategies has high correlation with measurement. keywords: correlation, number sense, problem solving abstrak penelitian ini bertujuan untuk mengetahui hubungan antara kemampuan number sense dan kemampuan pemecahan masalah matematika siswa kelas v. partisipan penelitian ini berjumlah 73 siswa kelas lima dari sebuah sekolah islam swasta di pekanbaru, indonesia. metode penelitian yang digunakan berupa metode kuantitatif. intrumen dalam penelitian ini adalah tes, dimana data dikumpulkan dengan mendistribusikan tes tentang kemampuan number sense dan kemampuan pemecahan masalah matematika mereka. indikator kemampuan number sense terdiri dari konsep angka, representasi ganda, efek operasi, persamaan ekspresi, dan strategi komputasi dan penghitungan. materi tes pemecahan masalah terdiri dari bilangan, pecahan, geometri, dan pengukuran. untuk teknik analisis data dilakukan dengan penyajian data, uji normalitas, uji linieritas, uji linier regresi, dan uji hipotesis yang dilakukan dengan menggunakan korelasi pearson product moment., hasil penelitian menunjukkan bahwa terdapat korelasi yang signifikan antara kemampuan number sense dan kemampuan pemecahan masalah matematika siswa. setelah itu, uji korelasi juga dilakukan antara semua indikator kemampuan number sense dengan seluruh materi pemecahan masalah matematika. korelasi tertinggi yang diperoleh yaitu korelasi antara indikator komputasi dan penghitungan dengan materi pengukuran. kata kunci: korelasi, number sense, kemampuan pemecahan masalah introduction mathematics in primary school has a scope that includes numbers, geometry, measurements, and data processing. numbers are the basic components of mathematics because of the basis of mathematics (purnomo, 2013). it is important to master the numbers in mailto:mutmainnahannisaa@gmail.com mailto:zetra.hainul.putra@lecturer.unri.ac.id mailto:syahrilfuddin@lecturer.unri.ac.id the relationship between fifth grade students’ number sense and their mathematical problem solving | 67 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 learning mathematics. it does not only recognize numbers and is skilled in counting, but also understands the properties of numbers, has a good intuition about numbers, and also knows the relationships between numbers. this sensitivity to numbers and calculations is known as the ability of number sense. number sense can be defined as a student's understanding of numbers and number operations with the ability to use these understandings flexibly in making mathematical decisions and developing useful and efficient strategies in managing questions related to numbers (mcintosh, bana, & farrell, 1997; mcintosh, reys, & reys, 2005). correspondingly, dehaene (in tonra, 2016) states that humans must have an understanding of number sense and must be nurtured to assist and support the future development of mathematical thinking and its application. so, the ability to number sense, which if properly trained and developed, will be beneficial for students because it is terrific to support students' intelligence thinking. students with a good number sense ability will be skilled in solving math problems. they can do the calculations according to the needs and practical calculations, not only encouraged by using routine calculations, but also to use their understanding of numbers to solve mathematical problems that are not limited by traditional algorithms or procedures (safitri, mulyati, & chandra, 2017). several previous studies have shown that students’ ability of the number sense was low (safitri et al., 2017; witri, putra, & nurhanida, 2015). students have lack of understanding related to numbers and operations and had lack of understanding of the relationship between the context of the problem and the calculations needed and no awareness of some efficient strategies and methods in solving math problems. witri et al., (2015) found that fifth-grade students had low number sense abilities, especially in the concept of fractions. in this study, we are interested in studying students' ability of number sense and its relation to their ability to solve mathematical problems. by following what was explained by safitri et al., (2017) that the ability of a good number sense can help students be skilled in solving math problems by making calculations more effective. problem-solving is one of the abilities that students must master. soedjadi (2000) explains that the ability to solve mathematical problems is a skill in students to be able to use mathematical knowledge (including numbers) to solve problems in mathematics, problems in other sciences and also problems in everyday life. in this case, number sense provides an essential role in solving these mathematical problems. someone with excellent number sense abilities will eventually be able to utilize their knowledge of numbers in various situations, especially in solving mathematical the relationship between fifth grade students’ number sense and their mathematical problem solving | 68 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 problems. thus, the research question for this study is to what extend the relationship between students’ number sense and their mathematical problem solving? number sense number sense is a student's understanding of numbers and number operations in the ability to use that understanding flexibly to make mathematical decisions and develop strategies that are useful in solving problems related to numbers (mcintosh et al., 1997, 2005). another definition is also explained by yang and hsu (in habibah, 2016) which states that number sense refers to a person's general understanding of numbers and their operations and ability to deal with everyday situations related to numbers. this ability is divided into the ability to use strategies that are useful, flexible, and also efficient in making calculations and estimates to deal with numerical problems. amirulloh and budiarto (2013) explain some of the benefits of number sense, namely: 1) understand the numbers thoroughly, namely understanding numbers starting from the definition, how to represent numbers, the relationship between numbers, and knowing the number system, 2) understanding number operations, that is understanding the definition of number operations and the use of number operations correctly in everyday life. 3) resolve problems quickly, namely, students who have good number sense will affect the smoothness of calculations and make thought for problem-solving for the better. in general, there are five components to measure the ability of students’ number sense (mcintosh et al., 2005). the five components are used as instructional in this study, namely: 1. understand the meaning of numbers, number operations and relationships between numbers. 2. able to use various representations and number operations. 3. get to know the relative size of numbers. 4. being able to decompose and compose numbers flexibly. 5. being able to decide wisely the results of calculations through different strategies. from the components of number senses described by mcintosh et al., (2005) and yang, hsu, and huang (2004), we develop number sense ability indicators, where the indicators are used as a reference for this study. the relationship between fifth grade students’ number sense and their mathematical problem solving | 69 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 mathematical problem solving problem solving is defined as an activity carried out by changing one's perspective on the problem to identify the problem, which is then decided on how to solve the problem (polya, 1983; robson & polya, 1946). according to polya, the solution provided is not only an answer to solve a problem but also contains a procedure that must be done to get an answer. for this reason, the answer giver or the one who resolves the problem must provide detailed resolution steps. there are four steps students must take to solve a given problem, namely: : (1) understanding the problem, (2) devising a plan, (3) carrying out the plan that has been made, and (4) looking back at all the processes carried out. the ability to solve mathematical problems is a skill in students to be able to use mathematical activities to solve problems in mathematics, problems in other sciences and also problems in daily life (putra, darmawijoyo, putri, & den hertog, 2011; putra & witri, 2019; soedjadi, 2000). posamentier and krulik (2009) in his book entitled problem solving in mathematics grades 3-6 explains that problem solving strategies have been divided into nine strategies. something similar is explained in syahlan (2017) syahlan (2017) and umar (2016) which are as follows: organizing the data, intelligent guessing and testing, solving a simple, equivalent problem, acting it out/ simulating the action, working backward, finding a pattern, logical reasoning, making a drawing, and adopting a different point of view. method the type of research used in this study is a quantitative research method, specifically the correlational method. the correlational study is research that is intended to determine whether there is a relationship between the two variables used, namely the ability of number sense as an independent variable (x) and the ability to solve mathematical problems as a dependent variable (y). the population in this study was 73 students in the fifth grade from a a private islamic school in pekanbaru, indonesia. furthermore, the sample was taken using a saturated sample technique where all members of the population were sampled namely 73 students consisting of 38 male students and 35 female students. the age of the sample students ranged from 11 to 12 years, all of whom were born in 2008 and 2009. in mathematics learning, the sample students had learned about numbers, number operations, different types of fractions, fraction operations, measurements (length, time, and weight), get up flat and build space. the relationship between fifth grade students’ number sense and their mathematical problem solving | 70 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 the first step taken by researchers is to prepare research instruments in the form of number sense ability test questions and mathematical problem solving ability test questions. the first researcher tested the problems to 10 non-sample students and conducted a semistructured interview to get an insight of their difficulties and challenges in solving those tasks. then, the instruments was revised with the expert team. the number sense ability test instrument that were tested on sample students was developed based on the number sense indicator and also seen from previous studies conducted by nurhanida, witri, and alpusari (2017) and witri et al., (2015) where there were 20 questions in the form of objective. as for tests of mathematical problem-solving abilities, researchers adapted posamentier and krulik's questions (2009) and also designed our own questions, which included 4 mathematical learning content, namely numbers, fractions, measurements, and geometries, with a total of 20 questions and essays. data analysis techniques in this study are using statistics with the following stages: (a) presentation of data, after obtaining data on a number sense ability test and a mathematical problem solving ability test, the researcher then performs a scoring and recapitulates, (b) calculates the mean, standard deviation, median, minimum and maximum values, and (c) percentage of number sense abilities and mathematical problem solving. further analysis prerequisite tests were conducted including: (a) normality test, normality test using the kolmogorov smirnov technique (sugiyono, 2014) with the help of spss version 25 computer program. data are stated as a normal distribution if the probability value is above a significant level of α = 0.05. (b) linearity, the testing criteria is if the significant coefficient of linearity is less than 0.05, then the linearity test is suitable for use in linear regression. the linearity test uses the help of spss version 25. the data analysis in this study include: (1) product moment correlation test. product moment correlation test is used to determine whether there is a correlation between two interval type variables (misbahuddin, 2013; sugiyono, 2014). the product moment correlation test is performed using tthe spss version 25 assistance. (2) coefficient of determination, to express the small contribution of variable x (number sense ability) to variable y (mathematical problem solving ability).(3) significance test, the significance test is carried out to find out the magnitude of the relationship between independent variables using the t-test, in this study the t-test uses spss version 25. with the testing rule that is if t-count ≥ t-table then accept the hypothesis that there is a significant correlation between students’ number sense and their mathematical problem solving abilityand (4) analysis of linear regression test conducted to the relationship between fifth grade students’ number sense and their mathematical problem solving | 71 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 test whether or not the relationship between two variables is significant through its regression coefficient. in this study the linear regression test was carried out using the spss version 25 computer program. results and discussion results students’ number sense students’ number sense was measured based on the five indicators. the summary of students’ number sense was presented in table 1 as follows: table 1. students’ number sense based on the five indicators number sense indicators average score number concept 51 multiple representation 35 effect of operations 59 equivalent expressions 23,6 compulating and counting strategies 47,6 from the five indicators of number sense ability, the ability of effect of operations is the ability with the highest test score. this was indicated by the questions regarding assessing whether the numbers obtained as a result of operations make sense, there are more than 70% of students who answered correctly. however, the indicator of the ability of number sense to get the lowest value is the ability of equivalent expressions with the acquisition of an average value of only 23.6. it was indicate that more than 50% of students cannot answer correctly the four questions given. less than 20% of students can answer correctly. this happens because students have difficulty recognizing and determining other expressions that are equivalent to given mathematical expressions. especially for the question where students incorrectly determine the same result of 0.5 x 720, they on average answer option choice d which is 0.50 x 72, while the correct answer is option c which is 720 ÷ 2. the average score of students’ number sense was 43.15 and the standard deviation of 16.43. the score ranges between 10 to 85. we present the detailed results on table 2 bellow : the relationship between fifth grade students’ number sense and their mathematical problem solving | 72 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 table 2.category of students’ number sense ability category value frequency percentage% very high (advance) 75 < n ≤ 100 1 1,37 height 64 < n ≤ 75 8 10,96 medium (intermediate) 53 < n ≤ 64 13 17,81 low 0 ≤ n ≤ 53 51 69,86 total 73 based on table 2, it shows that students’ number sense is in a low category. the students only could give correct answers to a half of the number sense tasks. students’ mathematical problem solving students’ mathematical problem solving was measured using 20 open-ended questions. the questions consist of four mathematics domains, namelly numbers, fractions, geometry , and measurements. we present the summary of students’ mathematical problem solving on the table 3 bellows: table 3. students’ mathematical problem solving based on four mathematichal domains the mathematical domains of prolem solving average score number 65 fractions 49 measurement 37 geometry 31 from table 3, it is obvious that students’ problem solving on the domain of numbers has the highest average score of 65, where the average student has been able to solve the problem with the existing steps regarding numbers. however, students’ problem solving on the domain of geometry has the lowest score, which is only 31. this happens because the average student does not know the formula and how to solve problems related to geometry. the relationship between fifth grade students’ number sense and their mathematical problem solving | 73 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 students’ mathematical problem solving scores between 7.89 and 81.58. the average score of students’ mathematical problem solving was 46.03 and the standard deviation (sd) of 17.33. we present the detailed results on table 4 bellows: table 4. categories of students’ mathematical problem solving category value frequency percentage% very high (advance) 75 < n ≤ 100 3 4,11 height 64 < n ≤ 75 11 15,07 medium (intermediate) 53 < n ≤ 64 12 16,44 low 0 ≤ n ≤ 53 47 64,38 total 73 100 based on table 4, it shows that students’ mathematical problem solving is in a low category. most students could only solve less than a half of the problems. hypothesis test hypothesis testing in this study uses the pearson product moment correlation test. the correlation test result using spss version 25 can be seen in table 5 below . . table 5. the correlation test results for students’ number sense (x) and their mathematical problem solving (y) mathematical problem solving number sense person correlation sig. (2-tailed) n .634** .000 73 based on table 5 the results of the correlation test obtained rcount of 0.634. this result indicates that there is a high correlation at the 0.01 level between students’ number sense and their mathematical problem solving. to find out the significance of the correlation coefficient of students’ number sense with their mathematical problem solving, we present the result on table 6 below. the relationship between fifth grade students’ number sense and their mathematical problem solving | 74 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 table 6. test results significance of number sense ability with mathematical problem solving ability number sense ability with mathematical problem solving ability tcount ttable determination coefficient (%) remarks 6,91 1,66 40,20 there is a significant correlation table 6 shows the results of the significance test of students’ number sense with their mathematical problem solving. tcount (6.91) is greater than ttable(166), and it can be concluded that there is a significant correlation between students’ number sense and their mathematical problem solving. table 6 also shows the results of the coefficient of determination between students’ number sense their mathematical problem solving. the result shows that the students’ number sense contributes to their mathematical problem solving by 40.20% and the remaining 59.80% is determined by other factors. beside looking the main correlation between students’ number sense and their mathematical problem solving, we also investigate the correlation each number sense indicator with four mathematical domains of problem solving. we present the results on table 7 bellow table 7. correlation test results for number sense ability indicators with mathematical problem solving ability material number sense indicators the correlation coefficient (rxy) with content mathematical problem solving capabilities numbers fractions measurements geometries number concept 0,168 0,331** 0,385** 0,430** multiple representation 0,218 0,303** 0,315** 0,353** effect of operations 0,136 0321** 0,172 0,042 equivalent expressions 0,026 0,249* 0,159 0,201 counting and compulating strategies 0,503** 0,542** 0,566** 0,385** the relationship between fifth grade students’ number sense and their mathematical problem solving | 75 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 based on the table 7, the correlation indicator ability number sense has the lowest level of correlation coefficient with the ability to solve mathematical problems is the number material, where the average number sense ability indicator does not have a significance level with the number material except counting and compulating indicator strategies that have values correlation of 0,503 with a significant level is quite high. while the correlation indicator ability number sense has the highest level of correlation coefficient with the ability to solve mathematical problems is fraction material, where the overall indicator ability number sense has a significance level with fraction material. the highest correlation indicator between the 20 correlation tests of all number sense ability indicators and all material problem solving abilities that have the highest correlation value is the strategic counting and compulating correlation indicator with measurement material, where the correlation value obtained is 0.566 ** with quite high interpretation. while the one with the lowest value is the equivalent expression indicator correlation test with material numbers, the correlation value obtained is only 0.026 with very low interpretation. linear regression analysis linear regression test is performed to test whether or not the correlation between two variables is significant through its regression coefficient (misbahuddin and iqbal, 2014). regression analysis is intended to determine the extent to which a variable influences other variables or several other variables (suntoyo, 2013). the results of the linear regression test between students’ number sense and their mathematical problem solving are presented on figure 1 bellows: figure 1. graph of regression linearity test results the relationship between fifth grade students’ number sense and their mathematical problem solving | 76 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 based on figure 1, the regression equation between students’ number senseand their mathematical problem solving can be modelled as y = 17,105 + 0,669x. with these equations it is known that students’ mathematical problem solving well can be estimated if the ability of a good number sense. the value of b = 0,669 means that each 1% increase in the level of students’ number sense (x), then students’ mathematical problem solving (y) will increase by 0.669 . this linear line equation shows that the regression coefficient value is positive (+) so it can be said that students’ number sense (x) has a positive effect on their mathematical problem solving (y). discussion based on the results of research and data analysis, it can be seen that the fifth grade students have low number sense abilities and math problem solving , where students’ number sense has an average of 43.18, and their mathematical problem solving has an average of 46.03. this is illustrated from the number sense ability test given, students can only work on questions in the form of numbers but when given a variety of questions they have difficulty in doing it. the reason for the weak ability of students’ number sense because learning in primary school is more emphasis on calculation than on understanding the number and concepts themselves. this finding is in line with what cross et al (in susilowati, 2015) said that, numbers sense is expressed as the linkage of knowledge about numbers and their operations where it occurs due to a combination of a person's basic number sense knowledge which then increases due to experience and teaching. while students’ mathematical problems is low due to the inability of students to understand the purpose and objectives of a given problem so they cannot determine the steps of solving problem solving by indicators of problem solving steps. the result of this study also indicates that there is a positive correlation between students’ number sense and their mathematical problem solving. the two variables have a high correlation. this study also shows that an increase in students’ number sense will be followed by an increase in their mathematical problem solving (the higher the number sense ability, the higher the ability of solving mathematical problems) and vice versa. this means that students 'mathematical problem solving can be improved through students' number sense. this is also reinforced by the opinion of safitri et al., (2017) who say that students who have good number sense abilities will be able to use their understanding of numbers to solve mathematical problems that are not limited by traditional algorithms or procedures. the relationship between fifth grade students’ number sense and their mathematical problem solving | 77 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 the results of the study showed that there was a positive relationship between number sense ability and mathematical problem solving abilities, where the number sende ability and the mathematics problem solving ability of fifth grade elementary school students were still the same in this low category in line with previous research. among them is research conducted by nurhanida et al., (2017) which focuses on the number sense ability of fifth grade elementary school students which shows that the number sense ability of students is in the low category with an overall percentage of 49.88%, especially in deciding wisely from the results of calculations through different strategies. . in addition, trisnawati (2017) also conducted research that focused on the mathematics problem solving abilities of fifth grade students in elementary schools with the results showing that students' math problem solving abilities were still low with an overall score of less than 68. of the test of correlation between each indicator of students’ number sense and each domain of problem solving task that has been explained previously, the indicator of students’ strategic computing and counting has the highest correlation to students problem solving in the domain of measurement. moreover the one with the lowest correlation is the indicator of students’ equivalent expressions with their problem solving in the domain of numbers. the students are less able to do mathematical reasoning so that they are complicated to solve mathematical problems, especially the problem solving of mathematical numbers. conclusion number sense is believed to be capital important for supporting the future development of students’ mathematical thinking and its application. students’ low number sense could be a problem for the students to learn more advance mathematical problems, including mathematical problem solving. through this study, we have shown that fifth grade students have difficulties to solve the tasks related to number sense and problem solving on four domains, numbers, fractions, geometry, and measurement. students’ low number sense affects their performance on mathematical problem solving task. therefore, we like to suggest further study to develop and design a learning trajectory that could support students’ number sense because students’ number sense has a positive correlation to their mathematical problem solving. the relationship between fifth grade students’ number sense and their mathematical problem solving | 78 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education 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(1983). how to solve it. new jersey: princeton university press. posamentier, s. a., & krulik, s. (2009). problem solving in mathematics, grades 3 6. united states of america: sage. purnomo, y. w. (2013). mental computing to support smooth counting of addition and subtraction operations in elementary school students. in national seminar on mathematics and mathematics education. fmipa uny. putra, z. h., darmawijoyo, d., putri, r. i. i., & den hertog, j. (2011). supporting first grade students learning number facts up to 10 using a parrot game. journal on mathematics education, 2(2), 163–172. putra, z. h., & witri, g. (2019). scientific contexts in pre-service elementary teacherdesigned mathematics picture books. in journal of physics: conference series (vol. 1351, pp. 1–7). https://doi.org/10.1088/1742-6596/1351/1/012053 robson, a., & polya, g. (1946). how to solve it. the mathematical gazette, 30(290). https://doi.org/10.2307/3609122 safitri, a. s., mulyati, s., & chandra, t. d. (2017). kemampuan number sense siswa sekolah menengah pertama (smp) kelas vii pada materi bilangan. in prosiding si manis (seminar nasional integrasi matematika dan nilai-nilai islami) (pp. 270–277). soedjadi, s. (2000). kiat pendidikan matenatika di indonesia. jakarta: dirjen dikti depdiknas. sugiyono. (2014). metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan r&d. bandung: penerbit alfabeta. the relationship between fifth grade students’ number sense and their mathematical problem solving | 79 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 susilowati, t. (2015). the ability of number sense through the method of learning by playing. jurnal pendidikan dasar, 6(2), 324–335. https://doi.org/https://doi.org/10.21009/jpd.062.14 syahlan, s. (2017). sepuluh strategi dalam pemecahan masalah matematika. indonesian digital journal of mathematics and education, 109–116. tonra, w. s. (2016). pembelajaran number sense untuk meningkatkan hasil belajar siswa sekolah dasar pada materi pecahan. matematika, delta-pi: jurnal matematika dan pendidikan, 5(2), 109–116. trisnawati, t. (2017). analisis kemampuan pemecahan masalah matematis siswa tingkat sekolah dasar di kotamadya yogyakarta. science tech: jurnal ilmiah ilmu pengetahuan dan teknologi, 3(1), 1–10. umar, w. (2016). strategi pemecahan masalah matematis versi george polya dan penerapannya dalam pembelajaran matematika. kalamatika: jurnal pendidikan matematika, 1(1), 59–70. witri, g., putra, z. h., & nurhanida, n. (2015). analisis kemampuan number sense siswa sekolah dasar di pekanbaru. in mahdum, s. s. achmad, a. r. ahmad, m. h. m. yasin, d. a. natuna, & suarman (eds.), proceeding 7th international seminar on regional education (vol. 2, pp. 755–762). pekanbaru. yang, d. c., hsu, c. j., & huang, m. c. (2004). a study of teaching and learning number sense for sixth grade students in taiwan. international journal of science and mathematics education, 2(3), 407–430. https://doi.org/10.1007/s10763-004-6486-9 infinity 54 | analysis of needs in the development of teaching materials basic concept of social studies for primary school teacher education p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 analysis of needs for development of basic concept social studies teaching materials in primary school teacher education college students muhammad aunur rofiq1, ika nurwulandari2 1program studi pendidikan guru sekolah dasar stkip muhammadiyah blora 2program studi pendidikan guru sekolah dasar stkip muhammadiyah blora 1 muhammadaunurrofiq075@gmail.com, 2 ikanurwulandari123@gmail.com abstract this study aims to analyze the students' needs for teaching materials in the basic concepts of social studies at stkip muhammadiyah blora. social studies basic concept courses are subjects that must be implemented by first-semester students of the pgsd stkip muhammadiyah blora study program. currently, the teaching materials used are simple teaching materials made by lecturers without paying attention to student needs. this study uses descriptive qualitative data analysis, namely analyzing the results of observations, interviews, and user questionnaires about the basic concepts of social studies teaching material needs. the research was conducted at the pgsd stkip muhammadiyah blora study program. the subjects of this study were the first semester students with a total of 47 students, primary school teacher education study program, basic concept of social sciences courses. the results of data collection indicate that the teaching materials that need to be developed in the basic concepts of social studies course for pgsd students are textbooks in the form of modules. the development of teaching materials is based on the needs of students, namely on aspects of content/material, aspects of the feasibility of presenting teaching materials, and aspects of language feasibility. keywords: analysis, primary school teacher education, social studies, teaching materials abstrak penelitian ini bertujuan untuk menganalisis kebutuhan mahasiswa akan bahan ajar pada mata kuliah konsep dasar ips di stkip muhammadiyah blora. mata kuliah konsep dasar ips merupakan mata pelajaran yang harus dilaksanakan oleh siswa semester satu program studi pgsd stkip muhammadiyah blora. saat ini bahan ajar yang digunakan adalah bahan ajar sederhana yang dibuat oleh dosen tanpa memperhatikan kebutuhan mahasiswa. penelitian ini menggunakan analisis data deskriptif kualitatif yaitu menganalisis hasil observasi, wawancara dan angket pengguna tentang konsep dasar kebutuhan bahan ajar ips. penelitian dilakukan di program studi pgsd stkip muhammadiyah blora. subjek penelitian ini adalah mahasiswa semester satu dengan jumlah 47 mahasiswa, program studi pendidikan guru sekolah dasar mata kuliah konsep dasar ilmu sosial. hasil pengumpulan data menunjukkan bahwa bahan ajar yang perlu dikembangkan dalam mata kuliah konsep dasar ips untuk mahasiswa pgsd adalah buku teks dalam bentuk modul. pengembangan bahan ajar didasarkan pada kebutuhan siswa yaitu pada aspek isi / materi, aspek kelayakan penyajian bahan ajar, dan aspek kelayakan kebahasaan. kata kunci: analisis, bahan ajar, ips, pgsd introduction the development of science and technology must be followed by an increase in the quality of education. education is a means of developing science and technology that must continue to be developed following the times. the development of models, methods, strategies, mailto:muhammadaunurrofiq075@gmail.com mailto:ikanurwulandari123@gmail.com analysis of needs in the development of teaching materials basic concept of social studies for primary school teacher education | 55 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 learning media, and teaching materials is mostly carried out by educators, education students, and education practitioners and aims to improve the quality of learning and the quality of education. current learning patterns are different from past learning patterns and are not effective in implementation. the current development affects changes in the mindset and needs of society. the output of the implementation of learning in schools must be adjusted to the needs of the community. the quality of students can be seen from how they respond to a situation or problem encountered in their environment (salam et al., 2017). many problems in society must be resolved by using critical and creative thoughts. for this reason, the quality of students must be improved through learning in higher education by applying higher order thinking skills (hots). the social studies basic concept is a compulsory subject that must be taken by students of the primary school teacher education study program. social science (ips) is a subject that examines a set of events, facts, concepts, and generalizations related to social issues (badan standar nasional pendidikan (bsnp), 2006). ips has a very complex purpose and scope. social studies learning aims to ensure that students have the ability (1) to recognize concepts related to community life and their environment; (2) has the basic ability to think logically and critically, curiosity, inquiry, solve problems, and skills in social life; (3) having commitment and awareness of social and human values; (4) can communicate, cooperate and compete in a pluralistic society, at local, national and global levels. an effort is needed so that the social studies learning objectives can be achieved. one of these efforts is the use of teaching materials. teaching materials are an important component in learning that can help students learn. teaching materials are all forms of materials used to assist teachers in carrying out learning activities (muhaimin, 2009). teaching materials are all forms of materials, information, tools, and texts used to assist teachers/instructors in carrying out teaching and learning activities (majid, 2007). the materials in question can be written or unwritten materials. teaching material is a material used to assist teachers in carrying out teaching and learning activities in the classroom (prastowo, 2012). teaching materials consist of knowledge, skills, and attitudes that students must learn to achieve predetermined competencies (kristanto, 2011). teaching materials consist of two types, namely printed teaching materials (books, printed modules, student worksheets, brochures, leaflets) and non-printed materials (audio, visual, audiovisual, and multimedia). 56 | analysis of needs in the development of teaching materials basic concept of social studies for primary school teacher education p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 teaching materials are very important in learning activities. for educators, the use of appropriate teaching materials can save time in teaching and can change the role of educators from being a teacher to being a facilitator and can improve the learning process to be more effective and interactive. for students, teaching materials can help students to become independent learners and can be used to measure competencies that have been mastered (irawati & saifuddin, 2018). in learning, student interest and motivation can be increased through interesting teaching materials. however, based on the facts, there has been no significant increase in the ability of students, both in terms of knowledge, attitudes, and skills. the expected achievement in the basic concepts of social studies course is not following what is found in learning. the results of the author's interviews with students stated that the basic concepts of social studies course material were still abstract, students had difficulty understanding and applying the knowledge they had learned to solve existing social problems. teaching materials are very influential in building understanding because through teaching materials students can re-understand the lecture material given by the lecturer (dewi & afrizon, 2018). there is no teaching material for the basic social studies concept that is easy to understand and relevant to the abilities they want to achieve. in addition to obtaining material on the basic concepts of social studies from lecturers' explanations in class, students only use teaching materials in the form of textbooks and the internet which are still abstract and difficult to understand. besides, the examples of problems and assignments provided in the textbook are not following the field of education. so, the teaching materials used by students have not been able to help them understand the basic concepts of social studies properly. based on the interviews and observations that have been made, another problem that must be considered is the ability of students to solve problems. this can be seen from the low ability of students in analyzing and completing assignments given by lecturers. in general, students have difficulty in carrying out a proper analysis of the problems that are raised in structured assignments, so that the structured assignments have not helped students understand and apply the material. the solution to overcome this problem is to develop social studies basic concepts teaching materials that are easy to understand, attractive, and appropriate to students' thinking abilities. the teaching materials to be developed contain strategic learning steps that can improve students' ability to solve problems with the right process. the teaching materials developed have characteristics that are relevant to student learning, containing balanced analysis of needs in the development of teaching materials basic concept of social studies for primary school teacher education | 57 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 concepts, principles, and application of concepts. this teaching material will also contain structured assignments that students can do for problem-solving exercises. teaching materials that are following the conditions of students will provide meaningful learning experiences for students (perwitasari et al., 2018). as a basis for developing teaching materials that contain high-order thinking skills, it is necessary to analyze the teaching material needs needed in learning. the consequences of not discussing social environmental issues in learning result in students not understanding in-depth the real problems. this is exacerbated by the low ability of students' higher order thinking skills. hots is very necessary for environmental learning because environmental problems are complex problems so students need the ability to analyze, evaluate, and create (ichsan et al., 2019). students who are taught to develop creative insights into solving problems are better at more complex problem-solving than those who are not (yee et al., 2015). through these results, it can be seen what needs to be developed and improved from the teaching materials that have been used. the results of the analysis form the basis for developing better teaching materials. method this study uses research and development, which is research to make products through testing the effectiveness of these products (sugiyono, 2012). development method which adapted into four stages, namely the exploration, model development, model testing, and model dissemination and implementation stages (sukmadinata, 2013). the research procedure carried out by the researcher in this development was adapted from the development steps developed by borg & gall with restrictions. research procedures make it possible to limit research to a small scale, including limiting the steps of the study (emzir, 2013). in this article, the research stage is limited to the needs analysis stage only. based on this, this article was used to analyze the need for teaching materials for the basic concepts of social studies for students of the primary school teacher education study program. the data analysis method in this research is using qualitative descriptive data analysis, namely analyzing the results of observations, interviews, and user questionnaires on the basic concepts of social studies teaching material needs. the research was conducted at the primary school teacher education of stkip muhammadiyah blora study program which was conducted in the even semester of the 2019/2020 school year. the research subjects were 47 students of stkip muhammadiyah blora who had followed the basic concept of social studies course. 58 | analysis of needs in the development of teaching materials basic concept of social studies for primary school teacher education p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 questionnaires are used to determine student needs for the basic concepts of social studies course. this questionnaire contains how far the learning competencies have been achieved through learning activities so far and students' expectations so that the learning process becomes more effective and efficient. needs analysis observation sheet the development of teaching materials contains the following questions; a. how do react students towards the learning process in class? b. what are the deep constraints of basic concepts of social sciences lectures? c. how the learning strategy is applied to learning the basic concepts of social studies? d. what study materials have been used on learning the basic concepts of social studies? e. what is the opinion of mr / ms. lecturer if there is a development of teaching materials that are of a nature independent? f. in the opinion of mr / ms. lecturer what by developing independent teaching materials can add insight and understanding student concept? the needs analysis questionnaire development of teaching materials for students contains questions as follows; a. what are your sources of learning use to learn the basic concepts of social studies? b. how about a source of learning that siblings want to support learning the basic concept of ips? c. how the learning strategy is applied in the basic concepts of social sciences lectures? d. are the books/study resources that our siblings use today accompanied by pictures interesting and easy to understand? e. what are your suggestions for material development to teach to easily understand the material? after data analysis was carried out, the author simplifies the development research model in three steps, namely "preliminary study, model development, and model testing. the preliminary study begins with an analysis of the basic concepts of social studies teaching material needs for students. needs analysis is carried out to obtain information about teaching materials following student needs. furthermore, the stages in product development consist of four stages, namely; (1) the exploration; (2) model development; (3) model testing; model dissemination, and implementation stages (4) the final stage is product testing. results and discussion results analysis of needs in the development of teaching materials basic concept of social studies for primary school teacher education | 59 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 this search aims to analyze the needs of students for the basic concepts of social studies teaching materials. textbooks are a type of teaching material that can be used as a guide for students and lecturers in lecturing activities. the development of textbooks is tailored to the curriculum and the needs of students, uses language that is easy to understand, and there is a feedback mechanism from students. teaching materials are a set of learning tools or tools that contain learning materials, methods, limitations, and ways of evaluating which are designed systematically and attractively to achieve competencies or sub-competencies with all their complexities (ruhimat, 2011). based on data collection in the form of observations and questionnaires, the results are obtained; 1) some students are not active in learning; 2) learning centered on lecturers; 3) lecturers do not have handbooks as teaching materials; 4) the source of student learning comes from presentation papers and the internet; 5) students have not focused on the learning process because they do not have a reference book to use. the factor causing the above is that students have not used the teaching materials used by students for learning. the nothing of teaching materials makes students not pre-pare material to be discussed in learning, so the students are not active in discussions or questions and answers. also, the results of observations about the types of learning resources used by students were only presentation papers and the internet. furthermore, filling out a questionnaire about the type of student teaching materials desired by students showed that 30.97% wanted modules, 36.56% wanted textbooks, 22.38% wanted handouts, 10.09% wanted student worksheets. next, students fill out a questionnaire about the teaching materials needed by students. the need for developing these teaching materials is explained as follows. a) content / material aspects in the aspect of content/material feasibility, students want social studies basic concepts teaching materials that contain the following content/material. 1) material resources the material sources come from various sources, in the form of existing reference books and from the internet. 2) coverage of material the scope of material includes basic social science concepts, values, attitudes, and skills in social studies, facts, concepts, and generalizations. 60 | analysis of needs in the development of teaching materials basic concept of social studies for primary school teacher education p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 3) introductory material introductory material serves to provide an initial description of the material to be studied. 4) type of material the type of material students want is material that trains students to think critically (higher-order thinking skills). 5) material characteristics the characteristics of the material are easy to understand, interesting, and motivate students to learn. 6) content of the material the material in teaching materials is accompanied by examples and exercises in the form of additional information related to problems in the community and the surrounding environment so that it can train students to think critically. b) presentation aspects of the material from the aspect of the feasibility of content, students want social studies basic concepts teaching materials that contain the following contents 1) presentation systematic students want a systematic and coherent presentation of teaching materials. the presentation systematic includes titles, introductions, manuals for the use of books, table of contents, introduction, material, examples, exercises, and bibliography. 2) presentation of instructions for use students want instructions for use to guide them when studying. the presentation of these manuals includes manuals for the use of books and book concept maps. the teaching material is also equipped with pictures of instructions. 3) presentation of illustrations students want to present illustrations that include illustrations in the form of stories and pictures. the presentation of the stories and pictures must be relevant and can support student understanding. with illustrations, descriptions can be made shorter, clearer, focused, and interesting. 4) presentation of the material students want the presentation of material that is coherent, easy to understand, interesting, and creative. analysis of needs in the development of teaching materials basic concept of social studies for primary school teacher education | 61 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 5) presentation of examples students want examples of material in the environment. this is intended so that students understand better the material being studied. these examples can provide a real picture for students so that they can apply the material in real life. the number of samples that students want is adjusted to the material. 6) presentation of evaluation evaluation is given to measure student learning outcomes in both the cognitive and psychomotor domains. 7) presentation of terms the presentation of the terms used in teaching materials according to students is explained directly in the material. also, to make it easier to find the meaning of the terms used in teaching materials, a glossary is added at the end of the book. 8) presentation of bibliography the bibliography is part of the completeness of the contents of the book. a list of references to material sources used in teaching materials in the bibliography. it is intended that users, both students and lecturers, and other parties, can find out what sources of material are used. in teaching materials, the bibliography is presented at the end of the book. 9) presentation of author biographies this author's biography contains background information about the author of the book. it is intended that readers can find out the information about the author of the book. this author's biography is presented at the end of the book after the presentation c) the aspect of language eligibility the aspects of linguistic feasibility in developing teaching materials for the basic concepts of social studies are described as follows. 1) the language used is following the level of knowledge and the development level of students' thinking abilities (clear vocabulary, correct diction, and correct spelling). 2) the language used in creative writing material is following the socio-emotional situation of students 3) the material is written following the rules of indonesian which are good and correct 4) the material is written by paying attention to the rules of sentence structure. 5) the material is written using effective sentences. 6) the language used is communicative. 62 | analysis of needs in the development of teaching materials basic concept of social studies for primary school teacher education p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 7) the terms used are easy to understand. discussion this discussion is about the findings and results of the analysis of teaching material needs. basic concepts of social sciences at primary school teacher education stkip muhammadiyah blora students. based on observations, the results obtained that 1) some students are not active in learning; 2) learning centered on lecturers; 3) lecturers do not have handbooks as teaching materials; 4) the source of student learning comes from presentation papers and the internet; 5) students have not focused on the learning process because they do not have a reference book to use. teaching materials can act as independent learning materials if they are developed completely (hernawan et al., 2012). teaching materials are equipped with learning objectives, learning materials described in learning activities, media illustrations, learning procedures, exercises equipped with answer signs, formative tests with answer keys, feedback, and bibliography. to increase the effectiveness of its users, teaching materials musthave criteria that must exist (widodo, 2008). based on research data, it is necessary teaching materials are developed in the form of modules. the module was chosen because it can facilitate students to study with an educator or independently. the module is one of the teaching materials designed systematically based on certain curriculum and packaged in units the smallest learning and can be learned independently in a certain time unit (purwanto, aristo r., 2007). modules are teaching materials arranged systematically by topic discussion and competence that must be achieved in learning (ardiansyah et al., 2016). learning systems using modules will make learning more effective, efficient, and relevant (made, 2011). learning by modules self-learning which provides student opportunities to manage study time and understand the lecture material independently. modules being developed educators adapted to the characteristics of students, such as the social, cultural, geographic, initial skills mastered, interests, as well as student backgrounds. the development of this module can answer and solve the problem in learning. some material learning is often difficult to understand it is understood by students. this difficulty can also occur due to abstract material. as well as complicated material, it can be explained in a way that simple, according to the level of thinking of students. the module can facilitate students (students) more interested in learning and can improve learning outcomes (depdiknas, 2008). the use of teaching materials in the learning process has an important role. this role includes roles for teachers, students, in classical, individual, and group learning (belawati, analysis of needs in the development of teaching materials basic concept of social studies for primary school teacher education | 63 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 2003). to obtain a clearer understanding, each role will be explained as follows: for the teacher; teaching materials for teachers have a role, namely: 1) save teacher time in teaching the existence of teaching materials, students can be assigned to study the topic or material to be studied in advance so that the teacher does not need to explain in detail anymore; 2) changing the teacher's role from being a teacher to being a facilitator. the existence of teaching materials the role of the teacher is to facilitate students as the delivery of subject matter; 3) improve the learning process to be more effective and interactive. with teaching materials, learning will be more effective because teachers have a lot of time to guide their students in understanding a learning topic, and also the methods they use are more varied and interactive because teachers do not tend to lecture. for students; teaching materials for students have a role, namely: 1). students can learn without the presence / there must be a teacher; 2) students can study whenever and wherever they want; 3) students can learn at their own pace; 4) students can study in the order of their choosing; 5) helping the potential to become independent learners. in classical learning, teaching materials have roles, namely: 1) can be used as an inseparable material from the main book; 2) can be used as a complement to the main book; 3) can be used to increase student motivation; 4) can be used as a material that contains an explanation of how to find applications, relationships, and linkages between one topic and another. in individual learning; teaching materials have a role, namely: 1) as the main media in the learning process; 2) tools used to compile and supervise the process of students obtaining information; 3) supporting other individual learning media. in group learning; teaching materials have a role, namely: 1) as an integrated material with the group learning process; 2) as supporting material for the main learning material. teaching material is a set of subject matter that refers to the curriculum used to achieve predetermined competency standards and basic competencies (ika lestari, 2013). conclusion the conclusion from this research is that the obstacles faced in learning the basic concept of social studies course are that no teaching material can be used as a guide in the learning process. teaching materials that need to be developed in the basic concepts course for elementary school teacher education students are textbooks. the development of teaching 64 | analysis of needs in the development of teaching materials basic concept of social studies for primary school teacher education p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 materials is based on student needs, namely in the content/material aspect, the feasibility aspect of the presentation of teaching materials, and the aspect of linguistic feasibility. acknowledgments our gratitude goes to all parties involved in this research especially to kementerian riset pendidikan tinggi. our thanks also go to stkip muhmammadiyah blora who gave their time in this study. then, our thanks go to the primaryedu journal team who allowed us to be able to publish in their 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(2008). panduan menyusun bahan ajar berbasis kompetensi. elex media komputindo. yee, m. h., jailani, m. y., widad, o., razali, h., tee, t. k., & mohaffyza, m. m. (2015). the effectiveness of higher order thinking skills for generating idea among technical students. recent advances in educational technologies. infinity critical pedagogy in the era of the industrial revolution 4.0 to improve digital literacy students welcoming society 5.0 in indonesia| 107 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 critical pedagogy in the era of the industrial revolution 4.0 to improve digital literacy students welcoming society 5.0 in indonesia wawan setiawardani1, babang robandi2, as’ari djohar3 1 stkip nahdlatul ulama indramayu 2 universitas pendidikan indonesia 3 universitas pendidikan indonesia 1 wawansetiawardani@stkipnu.ac.id, 2 brobandi@upi.edu, 3 asaridjohar@upi.edu abstract society 5.0 is a condition of society that is integrated with technology. this is closely related to the 4.0 industrial revolution which is also known as the disruption era. this reality is both a challenge and an opportunity for educators as part of society 5.0 in improving the quality of education as a vehicle for building a critical, cultured, creative, and futuristic generation. based on these thoughts, the long-term objective of this study is to build futuristic pedagogical competencies. the specific target of this research is to find a pedagogical best practice to increase students' digital literacy in the digital era in welcoming society 5.0 in indonesia. the research model used in this study is a mixed-methods research model. the sample of this research is students of the university of pendidikan indonesia in the semester i with 25 respondents. the research instrument was the test material (pretest-posttest) and semistructured interview guidelines. from the data analyzed, that the significant value of 0.000 <0.050 (h0 is rejected). this shows that the mean pretest score is significantly smaller than the average posttest score. in line with this, the results of the interviews show that students are more careful with information obtained from the internet after treatment in learning. in other words, the application of a critical pedagogic model has an impact on improving students' digital literacy. keywords: critical pedagogy, industrial revolution 4.0, digital literacy abstrak society 5.0 merupakan kondisi masyarakat yang terintegrasi dengan teknologi. hal ini terkait erat dengan revolusi industri 4.0 yang juga dikenal dengan era disrupsi. realitas ini sekaligus menjadi tantangan sekaligus peluang bagi pendidik sebagai bagian dari masyarakat 5.0 dalam meningkatkan kualitas pendidikan sebagai wahana membangun generasi yang kritis, berbudaya, kreatif, dan futuristik. berdasarkan pemikiran tersebut maka tujuan jangka panjang dari penelitian ini adalah membangun kompetensi pedagogik futuristik. sasaran khusus dari penelitian ini adalah menemukan best practice pedagogis untuk meningkatkan literasi digital mahasiswa di era digital dalam menyambut masyarakat 5.0 di indonesia. model penelitian yang digunakan dalam penelitian ini adalah model penelitian metode campuran. sampel penelitian ini adalah mahasiswa universitas pendidikan indonesia semester i sebanyak 25 responden. instrumen penelitian berupa tes materi (pretest-posttest) dan pedoman wawancara semi terstruktur. dari data yang dianalisis diperoleh nilai signifikansi 0,000 <0,050 (h0 ditolak). hal ini menunjukkan bahwa rata-rata skor pretes secara signifikan lebih kecil daripada ratarata skor postes. sejalan dengan hal tersebut, hasil wawancara menunjukkan bahwa siswa lebih teliti dengan informasi yang diperoleh dari internet setelah dilakukan perlakuan dalam pembelajaran. dengan kata lain, penerapan model pedagogik kritis berdampak pada peningkatan literasi digital siswa. kata kunci: pedagogik kritis, revolusi industri 4.0, literasi digital introduction society 5.0 or better known as society 5.0 is a concept initiated by the japanese government. according to skobelev & borovik (2017), the concept of society 5.0 seeks to mailto:wawansetiawardani@stkipnu.ac.id mailto:brobandi@upi.edu mailto:asaridjohar@upi.edu 108 | critical pedagogy in the era of the industrial revolution 4.0 to improve digital literacy students welcoming society 5.0 in indonesia p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 solve social problems with the help of the integration of physical and virtual spaces, not just a manufacturing problem. integration between technologies from big data, iot, and artificial intelligence occurs in society 5.0 (rokhmah, 2019; özdemir, 2018). this further emphasizes the concept of technology that seeks to facilitate human life for the better (mathews, 2019). the more rapid development of technology in indonesia indicates that indonesia is welcoming a society 5.0. indonesia is one of the largest countries in internet usage. according to the indonesian internet service providers association (apjii), in 2018 the total number of internet users in indonesia reached 171.17 million people. then in 2020, there are 196.71 million internet users in indonesia from a total population of 266.91 million people (apjii, 2020). the internet is in demand by almost everyone in the world because, with the internet, all information in digital form can be accessed easily. the internet as a result of the development of the digital world provides all the facilities for accessing information or communicating. however, the development of the digital world does not always have a positive impact, such as easy access to information, but the development of the digital world presents challenges related to the development of digital literacy. the impact of rapidly advancing internet technology has and will change the pattern of human life (ancok, 2000; setiawan, 2018). the challenge, in this case, relates to the large number of young people accessing the internet. it cannot be denied that the younger generation from elementary to tertiary age have the ability to access the internet. most of them spend their time accessing the internet, in various forms such as games, social media, e-commerce, etc. based on the results of the study, most of them access the internet for 5 hours per day, so this raises concerns. based on data, indonesian children's access to pornographic content per day reaches an average of 25 thousand people. another challenge is the large number of unhealthy internet behavior which is shown by the prevalence of fake news or hoaxes, hate speech, and bullying (kemendikbud, 2017). this challenge characterizes the low level of digital literacy skills, especially for students at every level of formal education as the young indonesian generation. digital literacy is defined as the ability to understand and use various forms of information from various sources through electronic devices (bawden, 2010; lee, 2014; kurnianingsih, 2017). meanwhile, according to gilster (1997), digital literacy is the ability to understand and use information obtained from various sources in any form that is accessed via a computer. from some of these understandings, it is concluded that digital literacy is a skill in which a person can receive, understand, disseminate and use information from a computer or critical pedagogy in the era of the industrial revolution 4.0 to improve digital literacy students welcoming society 5.0 in indonesia| 109 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 internet device. given the challenges of using the internet today, an understanding of digital literacy skills needs to be added to the ability to sort old and factual news based on trusted sources and demonstrate positive internet behavior by avoiding bullying, avoiding access to pornographic content, and other challenges. which has been mentioned. this challenge needs to be faced by parents and educators who have an important responsibility and role in preparing indonesia's young generation in the 21st century which is very important to have digital competence. based on the data presented, many challenges must be faced in the current digital era. this challenge shows the low level of digital literacy in indonesia. however, this challenge is not an excuse to shut out all developments in the digital world. today, even though the internet presents challenges for educators and parents, students still need the internet because the growth of today's young generation coincides with the development of the digital world. the two cannot be separated, because digital literacy skills need to be improved so that existing challenges can be minimized. also, with the increase in digital literacy, internet users, especially students in indonesia, can optimize the benefits of advancing the digital world properly. digital literacy for students needs to be improved through a critical pedagogical paradigm, namely digital student learning. as is known, pedagogy is the science of how to educate and humanize humans based on theory, philosophy, psychology, sociology, and other humanities principles (hendriani, et al., 2018). critical pedagogy examines education more deeply, according to theilin (2005), critical pedagogy is not about the polemic of teacher knowledge in the classroom. critical pedagogy involves students sharing responsibility when experiencing problems based on their experiences in dealing with social realities from existing problem conditions. according to freire (2008), critical pedagogy does not want the idea that students are active listeners but rather critical researchers who collaborate with teachers in obtaining learning. based on these two expert statements, it can be concluded that critical pedagogy, focuses on the teacher's ideas in learning by placing students as a learning center to gain knowledge, not just how teachers teach and students only listen. in critical pedagogy, the goal is not only limited to students being able to think critically but has a goal to create a more democratic and humanist society, namely by preparing individuals who have critical awareness, are aware of problems, identify causes, take action. and uphold ethics and morals. (robandi, 2018). 110 | critical pedagogy in the era of the industrial revolution 4.0 to improve digital literacy students welcoming society 5.0 in indonesia p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 critical pedagogy deals with how students can become individuals who can survive problems that arise in the social reality around them. one of the problems in question is the problem in the current digital era. the challenges of the digital age that were mentioned earlier are problems that need to be resolved by students. efforts to overcome problems that arise in the digital era can be done with a critical pedagogy based on digital learning, namely learning using digital media such as blogs, social media, applications that facilitate virtual learning, etc. digital learning is used because of the problems in this case. learning is a low level of digital literacy, therefore digital learning will be contextual to this problem. this study aims to examine relevant sources or literature regarding critical pedagogy based on digital learning as an effort to increase digital literacy. method the research model used in this study is a mixed-methods research model. the mixedmethods model is a research model that is applied when the researcher has questions that need to be tested in terms of outcomes and processes and involves a combination of quantitative and qualitative models in one study. the division of types in mixed methods research can be divided into four, namely embedded, explanatory, exploratory, and triangulation types (cresswell, 2007). of the four types of research design above, the author prefers to use an explanatory type design. the subjects of this study were students of the university of education of indonesia who contracted basic education subjects. the sample selection was carried out by random area sampling. the quantitative data produced in this study are data related to the proposed hypothesis, namely students' literacy abilities. meanwhile, qualitative data is generated from in-depth interviews and finding the meaning of the answers obtained to confirm the findings of the quantitative data. results and discussion in this study, critical pedagogy is an educator's point of view in designing learning to be more meaningful. in learning, researchers apply three methods. first, contextual learning. in its implementation, educators strive to present an environment that is relevant to the lives of students. second, learning about problems. students are invited to find issues that are relevant to lecture content and reflect on them. third, dialogue. educators build a learning environment critical pedagogy in the era of the industrial revolution 4.0 to improve digital literacy students welcoming society 5.0 in indonesia| 111 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 that is comfortable and interwoven with mutual trust so that students intrinsically enjoy expressing opinions and asking questions during each lecture process. results 1. descriptive statistics table 1. descriptive statistics statistik pretest posttest 𝑛 25 25 �̅� 51,08 56,04 min. 41 50 mak. 57 60 𝑠2 3,85 2,65 𝑠 14,82 7,04 table 1. descriptive statistics. gave information about 25 respondents that the average value of the digital literacy level was higher posttest than pretest. then the posttest digital literacy score interval is wider than the pretest. meanwhile, the standard deviation and variance of the pretest digital literacy values were higher than the posttest literacy values. 2. normality test the normality test aims to determine whether data is normally distributed or not, in other words, data from samples that have been taken come from the same population. the normality test in this study was assisted by the spss for windows program with a significance level of 5%. the normality test is carried out with the following hypothesis. h0 : sig. > α=0,05 (normally distributed data). h1 : sig. < α=0,05 (data is not normally distributed). the statistical normality test using spss produces the kolmogorov-smirnov and shapirowilk statistical tests which are presented in the normality test table. table 2. test of normality kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. pretest .105 25 .200* .952 25 .280 postest .134 25 .200* .959 25 .395 *. this is a lower bound of the true significance a. lilliefors significance correction 112 | critical pedagogy in the era of the industrial revolution 4.0 to improve digital literacy students welcoming society 5.0 in indonesia p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 based on the test of normality table. the significant value of kolmogorov-smirnov pretest was 0.200> 0.050 (h0 accepted) and posttest control class 0.200> 0.050 (h0 accepted). these results indicate that the pretest data and posttest data are normally distributed. this shows that the normal data assumptions are fulfilled as a prerequisite for parametric statistical analysis. 3. homogeneity test the homogeneity test aims to determine whether the data variance is homogeneous or not, in other words, the data from the samples that have been taken come from the same population. the normality test in this study was assisted by the spss for windows program with a significance level of 5% where the results of the normality test with the hypothesis testing were as follows. h0 : 𝜎1 2 = 𝜎2 2 or sig. > α=0,05, (both variances are homogeneous). h1 : 𝜎1 2 ≠ 𝜎2 2 or sig. < α=0,05, (both variances are not homogeneous). the data homogeneity test using the levene statistic test is presented in the test of homogeneity of variance table. table 3. test of homogeneity of variance score levene statistic df1 df2 sig. 3.955 1 48 .052 based on the test of homogenity of variance table. significant value levene statistic posttest = 0.052> 0.050 (h0 accepted). these results indicate that the data before / pretest and data after / posttest have a homogeneous variation. this shows that the assumption of homogeneous variance data is fulfilled and can be analyzed parameterically. 4. hypothesis testing (paired sample t-test) after fulfilling the assumptions to perform paramteric testing, a paired sample t-test is performed. this is to determine the effect of implementing a critical pedagogic model on improving student digital literacy. with the following hypothesis. critical pedagogy in the era of the industrial revolution 4.0 to improve digital literacy students welcoming society 5.0 in indonesia| 113 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 h0 : 𝜇1 = 𝜇2 or sig. > α=0,05, (the average pretest results are the same as the average posttest results) h1 : 𝜇1 < 𝜇2 or sig. < α=0,05, (the average pretest class results are smaller than the average posttest results) the paired sample t-test was conducted through spss for windows with a 95% confidence level presented in the paired samples correlations table and the paired samples test table. table 4. paired samples correlations n correlation sig. pair 1 pretest & posttest 25 .306 .137 in the paired samples correlations table. shows a correlation value of 0.306, which means that the pretest and posttest data have a positive relationship. when the value of digital literacy is initially higher, literacy after learning will increase. table 5. paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference pair 1 pretest posttest 4.96000 3.95264 .79053 6.59157 3.32843 -6.274 24 .000 paired samples test table. provides information that a significant value of 0.000 <0.050 (h0 is rejected). this shows that the mean pretest score is significantly smaller than the average posttest score. the application of a critical pedagogic model has an impact on improving students' digital literacy. 5. qualitative data the implementation of critical pedagogic-based learning has an impact on student knowledge regarding the use of digital information media. with this knowledge, they use digital information media to find assignments, watch k-pop, short films, motivational vlogs, search for recipes, cook tutorials, find song lyrics and so on (sa3, 78, 81; so4, 33, 39; er3, 148150). this is in line with supratman (2018, p. 52) who explains that digital natives use social 114 | critical pedagogy in the era of the industrial revolution 4.0 to improve digital literacy students welcoming society 5.0 in indonesia p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 media to get information, communicate virtually, explore hobbies, get entertainment, support lecture assignments, carry out online learning, and adopt fashion styles and lifestyles. meanwhile, if you look at the social media owned by students, there is data that students are active in using various social media, such as whatsapp, facebook, instagram, twitter, youtube, and tiktok (nna1, 34; gn2, 15; so4, 18; sa3, 84 ; er3, 35). social media itself is an intermediary on the internet that allows users to present themselves and interact, collaborate, share, communicate with other users virtually (nasrullah, 2015). according to sanggabuwana and andrini (2017, p. 172) there are various kinds of social media, ranging from social networks (facebook, linked-in, whatsapp, line, instagram), personal social networks (yammer, social cast, jive), content sharing sites. (youtube, flicker), to wiki blogs (wikipedia) (blogger, word press), and micro blogs (twitter). the use of social media by students is considered quite wise, they use social media as a place to interact, socialize, find information, and share information. social media as a place to promote something, stalking instastory, reading threads on twitter, entertainment, sharing information about sexual harassment and information (nna1, 36-37; so4, 19, 27, 28, 31; gn2, 18-21; so4 , 36; er3, 94; sa3, 41-42). online learning itself can be defined as an activity or teaching and learning process carried out by teachers and learners by utilizing internet networks and digital information media. therefore, the application of online learning is expected to improve students' digital literacy competencies. student digital literacy is the ability to understand and use information in various forms from a very wide variety of sources (paul gilster, 1997). students seek, process, and double-check information by utilizing digital media such as google, google scholar, garuda portal, and youtube as sources of information (nna1, 42; so4, 46; er3, 134, 142; sa3, 156158; gn2 , 23). discussion literacy skills in the era of the industrial revolution 4.0, not only emphasize reading, writing and numeracy skills, but also emphasize the importance of digital literacy skills, technological literacy, and human literacy (suwardana, 2018; yahya, 2018, pp. 13-14) . these competencies or skills need to be built and accustomed to. this habit can start from the classroom in lectures. efforts to build this habit need to go through specific approaches to learning. furthermore, hobbs (2018) formulates practical digital literacy instructions in education. hobbs starts from the first, getting used to recording activities in using media. by making it a habit to take notes in using the media, it allows students to evaluate and build critical pedagogy in the era of the industrial revolution 4.0 to improve digital literacy students welcoming society 5.0 in indonesia| 115 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 awareness in their habit of looking for and sharing information. second, develop strategies in finding, evaluating and sharing content that is relevant to your needs. third, interpret reading texts actively and make correlations in life. four, get used to being careful and encourage students to ask questions critically in representing an issue and understanding the goals of the author. five, invites students to compare two similar texts, by analyzing them based on genre, purpose, form and content. sixth, engaging in fun activities with the aim of building imagination, creativity and decision-making skills, and consequences. seven, get used to creating messages with message composition using a combination of language, pictures, sound, music, interactive special effects so as to provide a real experience. as well as being able to collaborate in solving problems. learning is an interaction between students, students with educators, students with learning resources in a learning environment. according to nurwati (2009) the interaction process plays a very important role in social dynamics and increased achievement. the interactions that occur are carried out in order to convey messages in the form of knowledge that must be mastered by students through the learning process so that their behavior changes in a positive direction. social interaction develops over time. the role of technology also changes the way humans interact socially. the industrial revolution 4.0, which is an era of digital transformation and an era of disruption, the role of educators in conveying knowledge (transfer of knowledge) can be replaced by digital technology so that educators can optimize their role in guiding, motivating, directing, and facilitating students during learning. learning in the era of digital transformation which is an era of disruption will be very dangerous for students if educators do not practice learning with compassion and love by always trying to find out their needs, providing something useful and needed, and trying to make them independent. conclusion critical pedagogy is not limited to making participants think critically in class, but also provides the knowledge and skills needed by students to expand their competence or capacity. that is, critical pedagogy not only trains students to think critically in the classroom, but also aims to form a democratic and humanist society by preparing individuals (students) who are full of critical awareness, sensitive to problems, can identify problems and take action. to solve problems and uphold ethics and morals. 116 | critical pedagogy in the era of the industrial revolution 4.0 to improve digital literacy students welcoming society 5.0 in indonesia p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 digital literacy is not limited to accessing and using digital media only. however, it is more about how internet users, users of digital sophistication use their thinking so that they are critical of what they get from digital sophistication. therefore, through digital-based critical pedagogical learning will be able to foster digital literacy skills. acknowledgments the author would like to thank the indonesian university of education postgraduate school for providing research funding assistance. we would also like to thank the research team who helped researchers in the data collection process to data processing, so that this research could run well. thank you too, the author would like to extend to the editorial board of primaryedu journal who carefully examined this article with suggestions for improvement, the review process and gave us the opportunity to publish this paper. references ancok, djamaludin. 2000. “psikologi dan tantangan milenium ketiga: dampak 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(2018). era industri 4.0: tantangan dan peluang perkembangan pendidikan kejuruan indonesia. pidato pengukuhan penerimaan jabatan professor tetap dalam bidang ilmu pendidikan kejuruan fakultas teknik universitas negeri makassar. 14 maret 2018 microsoft word 5 1774 .docx 146 | influence of creative problem solving to study result social sciences study as reviewed from the multicultural attitude of students class v elementary south kuta p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 influence of creative problem solving to study result social sciences study as reviewed from the multicultural attitude of students class v elementary south kuta andi wapa1 1 universitas bakti indonesia 1andiwapa933@yahoo.com abstract this research aims to describe the effect of creative problem solving learning implementation on social science learning results reviewed from multicultural attitudes. the research design uses posttest only control group design. the primary school student research population is 401 students. the sample consisted of 120 students divided into two experiment classes and two control classes with random sampling group techniques. data analysis is done with anava. the results showed: a) the results of social science study between students who participated in creative problem solving learning and students who participated in conventional learning with a score of f!"# 22,284 > f$"% (3,93), b) influence between the application of creative problem solving learning and multicultural attitude to social science learning results with a score of f!"# 66,428 < f$"% (3.97), c) social science learning results between students who participate in creative problem solving and students who follow conventional learning, in students who have a high multicultural attitude with a score of f!"# 31,396 < f$"% (4,11), d) the results of social science studies between students who follow creative problem solving learning and students who follow conventional learning, students with a low multicultural attitude with a score of f!"# 9,928 < f$"% (4.11). keywords: creative problem solving, learning outcome of social science study, multicultural attitude. abstrak penelitian ini bertujuan untuk mendeskripsikan pengaruh implementasi pembelajaran creative problem solving terhadap hasil belajar ilmu pengetahuan sosial ditinjau dari sikap multikultural. rancangan penelitian menggunakan posttest only control group design. populasi penelitian siswa sekolah dasar sejumlah 401 siswa. sampel terdiri dari 120 siswa yang dibagi menjadi dua kelas eksperimen dan dua kelas control dengan teknik group random sampling. analisis data dilakukan dengan anava. hasil penelitian menunjukkan : a) hasil belajar ilmu pengetahuan sosial antara siswa yang mengikuti pembelajaran creative problem solving dan siswa yang mengikuti pembelajaran konvensional dengan nilai f!"# 22,284 > ftab (3,93), b) pengaruh antara penerapan pembelajaran creative problem solving dengan sikap multikultural terhadap hasil belajar ilmu pengetahuan sosial dengan nilai f!"# 66,428 < ftab (3,97), c) hasil belajar ilmu pengetahuan sosial antara siswa yang mengikuti pembelajaran creative problem solving dengan siswa yang mengikuti pembelajaran konvensional, pada siswa yang memiliki sikap multikultural tinggi dengan nilai f!"# 31,396 < ftab (4,11), d) hasil belajar ilmu pengetahuan sosial antara siswa yang mengikuti pembelajaran creative problem solving dengan siswa yang mengikuti pembelajaran konvensional, pada siswa yang memiliki sikap multikultural rendah dengan nilai f!"# 9,928 < ftab (4,11). kata kunci: hasil belajar ilmu pengetahuan sosial, creative problem solving, sikap multikultural. introduction one of educational objectives in primary school in particular is to help students understand the problem that occur in the environment around the students or in daily life. in influence of creative problem solving to study result social sciences study as reviewed from the multicultural attitude of students class v elementary south kuta | 147 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 various education levels are taught certain subjects that can provide knowledge, so that can be used as reference in dealing with problems in everyday life. social science is study of human behavior or human group meaning that a discipline that examines the behavior of human beings or human groups in society is categorizes social science. sciense ips is about social science that is directed to the occurrence of the students to themselves and the community environment (lasmawan, n.d.) the social science study in elementary school became indispensable to the development of the current era. in addition, it can give a better understanding of the character and attitude that students have in the future to live a pluralist life. the nation of indonesia is a nation whose people are compounds or pluralists (mahfud, 2016). recognizing the importance of the social science study, the government has made many efforts to improve the quality of education, especially in the field of ips education, including: (1) to make changes and improvements to the 1994 curriculum to 2004, then the education unit level curriculum year 2006, and lately the government is implementing a curriculum 2013 in several schools, (2) increasing the education budget through the allocation of budget (20%), (3) improving the competency of teachers through certification , and (4) procurement and improvement of school facilities and infrastructure through the school operational assistance fund. at least with the changes made by the government, can be a dynamic quality of education both in a wide and ecslative, so that education in the country is no longer harassed by other countries (jamal ma’ruf asmani, 2014). he quality of social sciences in indonesia has not been said to be improved. this can be characterized by a number of conflicts that occur, which is not only happening in society but the student level also often do different students brawl of school. because there is an immature attitude among students as the attitude of tolerance has become reduced. and they felt that the school that was occupied was more than the other school. seeing from the incident was very clear that the education of ips is closely related to the attitude in societal. so there needs to be an attitude of consciousness and mutual respect of the differences to avoid conflict that arise in society (rufaida, 2017). it is also supported by observations and interviews conducted in the v-class teacher at elementary school group ii in south kuta. observation of observation during the learning process of ips in class, obtained the following results. 1) teaching teachers use the usual approach of teacher-centered approaches, without actively involving students, 2) students have not been able to determine the relation between social science study concept that one with the 148 | influence of creative problem solving to study result social sciences study as reviewed from the multicultural attitude of students class v elementary south kuta p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 other social science study concept, 3) students can not explain back about the concept of learning materials that have been studied, 4) when the teacher gave a problem, students are still confused in finding the subject matter and what steps must be taken in finding answers to the question , 5) students often ask to be led to solve a problem or do something and very rarely have students have their own initiative when they are about to study. moreover, based on the observation done in the south kuta cluster ii, the acquisition of data archive of the student exam semester results on the social science study, especially in class v, the average value of the social science study of the students obtained only reached an average of 70 while the prescribed kkm is 75. this indicates that the learning results of social science study can not be managed successfully. the results of the observation are in line with the results of interviews. the interview was conducted with teachers of caregivers study in social science study, presented with interviews, (1) teachers claimed to have difficulties in applying suitable models when conducting learning activities, (2) often students can not find the aspect of the problem in the problem given by the teacher, teachers realize this because students are rarely trained on problem-based problems so that students feel confused when meeting such activities , (3) students also have not been able to apply the concept of lessons with their lives, it is very apparent that lack of thought process ability can relate between real life and learning process, (4) in the learning process is also a teacher often use a direction learning process and does not relate real life to the learning process, so that the teacher is more dominant in the learning process than his. based on the problem found at elementary school cluster ii in south kuta, it needs improvement and renewal in the learning. this can be accomplished by applying learning that requires students to be directly involved in learning so that the learning outcomes in the ips lessons are better. one of the alternatives in the improvement and renewal of the learning model that corresponds to the problem is to use the model creative problem solving (cps). the concept of creative problem solving (cps) is not a new skill, but it does take into account the role of creativity in solving a problem. this is proven true as there is a link between human thinking and the context of life in which knowledge and skills in solving a problem can be developed and channelled through the application of daily life (amran et al., 2019). this model allows the differences in learning results with the previous because students involve lanngsung on the subject of (malahayati, 2017). students in the learning process can face the problem and make students grow in creativity. (malahayati, 2017) stated, "cps is a influence of creative problem solving to study result social sciences study as reviewed from the multicultural attitude of students class v elementary south kuta | 149 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 variation of the learning problem solving through systematic techniques in organizing creative ideas to menyelessaikan a problem". with this model students will be involved directly and exist in solving the problems faced in real. this is in agreement with (mudjiono, 2010) explaining about the matter in question being real or a suor which becomes a quaint question for the student. these problems can train and experience the direct social activities are influential in the learning results of social science study in school. this is in line with the opinion of pepkin (in yanti, 2017) the cps learning model students are required to be able to find solutions that focuses on teaching and problem solving skills, followed by strengthening the creativity of the problem study model solving very potential to train students creative thinking in the face of various problems, whether it is personal problems or group issues to be held on their own or together. the process should be made as interesting as it may depend on a teacher. teachers play an important role in creating learning atmosphere that appeals to students (mudjiono, 2010). the cps model has several characteristics that distinguish it from other models of learning. a prominent characteristic in this model is using problems as a source of learning and learning is conducted in a discussion group. (kusuma, 2010) stated that broadly, cps requires three processes of thought analysis, creative, and critical. the key is to adapt the three in the right order to resolve the problem. learning with a cps model begins with several problems, then students choose what will be discussed in the learning activities so as to determine the subject matter. the problem that is used as a learning focus can be solved through group work so that it can provide diverse learning experiences to students such as cooperation and interaction in the group. then students look for problems that have been provided so that they can determine the solution of a problem that has been determined. the situation shows that the cps model in the learning demands readiness, both from the teacher and the student. teachers act as facilitators and advisers, while students must be actively and independently involved in learning by optimizing their thinking skills. in other words, the use of cps can improve student intelligence and can foster a bold attitude in presenting themselves to the learning of social science study. through cps students are required to be skilled in choosing the problem, to be able to determine the solution in the learning activities, so that activities can affect the outcome of learning in the classroom. this is in line with the research conducted by (widiani, 2016) and 150 | influence of creative problem solving to study result social sciences study as reviewed from the multicultural attitude of students class v elementary south kuta p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 (jauhar, 2017) which states, there are significant positive influences of cps implementation towards students learning in addition (eksan et al., 2015) in its research using cps can increase the learning results reviewed from the student motivation. the same opinion conveyed by in his research to declare cps more effective than conventional learning in mathematics lessons. through this statement, students progress in thinking cratif in the study problem of social science study learning students. in addition blank (rufaida, 2017) says, the education value in the school has some positive elements. first, the field of value is so broad and so important that the school has a responsibility to engage in it. secondly, there is a need in our community for more reflection on value, and the school can help its citizens to acquire the knowledge, skills and habits necessary to reflect it. this is in accordance with the lessons of ips that are always related to the life of individuals or groups or people. in line with supardan (rufaida, 2017) stated the powerful social science study according to ncss has characteristics such as, meaningful, integrity, value-based, challenging, and activating. so in the above opinion need a multicultural attitude in learning activities that can certainly influence the results of social science study. method this research is a pseudo experimental research (quasi experiment), this research draft is an experimental study designed with 2x2 factorial design. in this study uses three variables consisting of one free variable, one bound variable and one moderator variable. the free variable in this study is the learning model of creative problem solving (cps) (a) as the variable of treatment, the bound variable is the outcome of learning (y) and the moderator variables in this study are the multicultural attitude (b). population is the totality of all possible values, whether calculating or measuring, quantitative or qualitative, than the specific characteristics of a complete and clear set of objects. the population in the study consisted of 401 students. samples are determined by random sampling techniques. a research sample of 120 students was obtained by conducting equality tests in each class, one class as an experimental class, the other as a control class and an experimental class. the data collection method used is to provide multicultural attitude questionnaires before cps learning treatments and conventional learning for research samples. meanwhile, to get data on the learning outcomes of social science students obtained by providing questionnaire learning results after the enactment of cps learning and conventional learning. influence of creative problem solving to study result social sciences study as reviewed from the multicultural attitude of students class v elementary south kuta | 151 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 the data has been collected and analyzed using prerequisite tests and hypothesis tests using anava ab. thus, the data in this study is grouped into (1) the results of learning social science study of students who follow the cps learning model, (2) the results of social science study learning that follow conventional learning, (3) the results of learning social science study students who follow a cps learning model that has a high multicultural attitude, (4) the results of learning social science study students who follow the model of , (5) the results of learning social science study students who follow conventional learning that has a high multicultural attitude, (6) the results of learning social science study students who follow conventional learning that has a low multicultural attitude. the entire analysis process is assisted by the spss 16.00 for windows application. results and discussion results the object in this study is the difference in learning results of social science students as a result of the treatment between the implementation of creative problem solving model and conventional learning by considering students ' multicultural attitudes. calculation of the central size (mean), data spread size (standard deviation), table 1. calculation of the results and social science study learning score statistic statistik a1 a2 a1b1 a2b1 a1b2 a2b2 mean 83,97 77,69 91,55 80,05 77,50 71,79 standar deviasi 7,86 6,60 5,74 7,04 6,74 4,22 varians 61,84 43,55 32,89 49,61 45,42 17,84 maximum score 100,00 89,00 100,00 89,00 89,00 79,00 minimum score 68,00 65,00 83,00 69,00 68,00 65,00 range 32,00 24,00 17,00 20,00 21,00 14,00 description : a1 : learning results of social science study students who follow cps learning. a2 : learning results students who follow conventional learning. a1b1 : learning results of social science study students who follow the cps learning wich has a high multidiciplinary attitude. a1b2 : learning results students who follow the cps learning that has a low multicultural attitud. a2b1 : results of learning social science study student who follow conventional learning that has a high multicultural attitud. a2b2 : results of learning social science study student who follow conventional learning that has a high multicultural attitud 152 | influence of creative problem solving to study result social sciences study as reviewed from the multicultural attitude of students class v elementary south kuta p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 the average learning outcomes score for students following cps (a1) is 83.96 categorized as very high. the average learning outcome that follows conventional learning (a2) is 77.68 including high catagories. on average, the results of ips learning that follows cps learning that has a high multicultural attitude (a1b1) is 91.55, including very high category. the average learning score of ips that follows cps learning that has a low multicultural attitude (a1b2) is 77.50 including high category. the average learning results score that follows conventional learning that has a high multicultural attitude (a2b1) is 80.05 in very high category. the average learning results score that follows conventional learning that has a low multicultural attitude (a2b2) is 71.78 included in the high category. the test results of the normality of data spread tested by the technique kolmogorovsmirnov help spss 16.00 for windows has significance numbers greater than 0.05. thus, all data spreads according to the normal distribution learning model. test the homogeneity of the learning results resulted in a significance value of 0.403, a study result with a high multicultural attitude resulted in significance numbers of 0.235. and results belajara learn that has a low multicultural attitude to finish the significance number of 0.063. based on the results the analysis appears that the resulting significance number is greater than 0.05. thus it can be concluded that the learning variables of social science study, learning outcomes that have a high multicultural attitude, and the resultant learning that has a low multicultural attitude is homogeneous. the hypothesis test in this study was conducted through statistical methods using anava ab formula. furthermore, if there is a interaction between the multicultural attitude of the students to the learning results of social science study, it is represented by the tukey test to determine the effect of the interaction which is better. anava ab calculation result is done using spss 16.00 program. discussion the results of anava ab's analysis with assisted spss 16.00 for windows shows first hypothesis testing, rejected nul hypotheses and alternative hypotheses received (analysis results: the significance value of "model" (a) = 39.508) (sig. < 0.050)). this means there is a significant difference in the results of the ips learning between students who follow cps learning higher than those who follow conventional learning in ips learning. second hypothesis testing, nul hypothesis rejected and alternative hypotheses received (results of analysis: the significance value "model * multicultural attitude" (a * b) = 4.468 (sig. < influence of creative problem solving to study result social sciences study as reviewed from the multicultural attitude of students class v elementary south kuta | 153 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 0.050)). this means there is a significant influence of interaction between learning models in ips learning and the multicultural attitude of students to the learning outcomes of ips students. the third hypothesis test, the nul hypothesis was rejected and the alterlnative hypothesis was received (qtabel (0.050) = 4.11, qcount = 8.518, qcount > qtable). this means there is a significant difference between the learning outcomes of ips students who have a high multicultural attitude when they are given treatment using cps learning and conventional learning. fourth hypothesis testing, the nu hypothesis was rejected and alternative hypothesis was received (qtabel (0.050) = 4.11, qcount = 4.237, qcount > qtable). this means there is a significant difference between the learning outcomes of ips students who have low multicultural attitudes when they are given treatment using cps learning and conventional learning. based on the results of the analysis, it is theoretically said that the cps model is a learning that is used to stimulate students ' thinking in situations that are oriented towards realworld problems, because the first thing that is done in dealing with the problem is to deal with it in order to define it and gather data related to the problem (kusuma, 2010). this learning provides a meaningful experience such as solving problems by giving students the freedom to choose actions and analyse actions through discussions so as to build knowledge in themselves, understand each other's disagreements, decide the best decision and can influence the results of the social science study learning. the cps learning model is: a). give learners the opportunity to understand concepts by resolving a problem, b). making learners active in learning, c). develop learners ' thinking skills because they are presented with problems at the beginning of learning and give students more flexibility to find their own completion directions, d). develop learners ' ability to solve problems, collect data, analyze data, build hypotheses, and experiment to solve a problem, e). making learners can apply the knowledge they already have into new situations. the findings in this study are in line with the results of the research conducted by (widiani, 2016) on the learning model of creative problem solving to improve activity in citizenship education class iv courses of orange juice. it was concluded that the percentage of the number of students who successfully reached the research success indicator experienced an increase from the pre action of 0% of students, i/1 cycle was only 7.14% students, cycle i/2 to 28.57% students. on cycle ii/1 as much as 64.29% students then cycle ii/2 to 100% students. the (jauhar, 2017) in his research shows, the learning of ips by using the problem solving 154 | influence of creative problem solving to study result social sciences study as reviewed from the multicultural attitude of students class v elementary south kuta p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 model is better in improving student learning outcomes compared to conventional learning. referring to the findings and results of relevant research, it is evident that cps is more effective than conventional learning towards ips learning outcomes in elementary schools. learning with a cps model will enable students to engage in a variety of learning resources in the form of courage, confidence, and multicultural attitudes and learning freedom to achieve optimal learning outcomes. the results showed that the average student learning value that used a cps learning model of 83.97 was higher than the value of student learning that used a conventional model of 77.69. anava test results show that the value of f count is 22.284 > f table of 3.93 which indicates that there is a significant difference in the results of the ips learning between the groups that follow the creative problem solving learning model with groups of students who follow conventional learning models. looking at the results of the research, theoretically, the multicultural attitude of the pin is very influential in the learning outcomes of ips students, both in the cps learning and on conventional learning. because the lack of multicultural attitudes that are owned by the students will also affect the learning outcomes. learning with a cps model in the social science study subject is much longer remembered and understood because students of the problems used are contextual and in solving students ' problems independently can solve it by thinking logically based on existing learning resources. the learning process will be more meaningful when the student is in control of his or her own knowledge and experience directly from what he learns. cps learning in the process, students can select several subject matter then students collectively group discussions to determine the problem and look for solutions. a student-centered learning system will be more experienced and feel more direct learning so that students can build their own knowledge. the findings in this study are in line with the results of research conducted by (rufaida, 2017) which indicates that there is a influence of multiticulural attitudes of students on the learning results of ips. differences in the results of social science study between students who follow creative problem solving model with students who follow conventional learning model in students who have high multicultural attitude this is evidenced by the value f count of 31.396 > 4.11 and the average value also shows that the value of student learning that uses creative problem solving learning model is higher than 91.55 of the control class which uses conventional learning model with average of 80.05. influence of creative problem solving to study result social sciences study as reviewed from the multicultural attitude of students class v elementary south kuta | 155 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 multicultural attitude is a development process that does not recognize the partition in human interaction. as a potential development attraction, multicultural attitude is an attitude that appreciates heterogeneity and plurality, education that upholds the value of culture, ethnicity, ethnicity, and religion. multicultural attitude is one of the important components in the learning process, especially in the content of social science study. by having a multicultural attitude students will grow several dimensions namely: (1) dimension of content integration/material (content integration), (2) knowledge construction dimension, (3) prejudice reduction dimension, (4) equal/fair education dimension (equitable pedagogy), (5) dimension of school culture empowerment and social structure (empowering school culture and social structure) (mahfud, 2016). differences in the results of social science study learning between students who follow creative problem solving model with students who follow conventional learning model in students with low multicultural attitude this is evidenced by the value f count of 9.928 > 4.11 and the average value also shows that the student learning value using the creative problem solving learning model is higher than 77.50 of the control class that uses conventional learning model with an average of 71.79. conventional learning models emphasize the teacher's role as an informed teacher centered. in the process of learning the teacher does not act as a facilitator and mediator but as a holder of authority in learning, so the learning process on conventional learning models takes place under the control of teachers so that students are passive and inactive in learning activities. students only act as recipients of knowledge informed by the teacher and then memorize it. the learning process tends to take one direction, which is from teacher to student. for students with low multicultural attitudes able to absorb and receive learning with this conventional model. learning with the creative problem model solving requires students to be active in the learning process. students are given the opportunity to assimilate information by exploring a draft investigate concept then accommodating the information obtained with the introduction of the concept. students with a low multicultural attitude are difficult to absorb learning by using this learning model. because students who have low multicultural attitudes in general are passive, less curious, less critical, not diligent, easily bored and unmotivated in the learning process. the results showed students ' learning outcomes with a creative problem solving model that had a low multicultural attitude had a higher average value compared to the value of student 156 | influence of creative problem solving to study result social sciences study as reviewed from the multicultural attitude of students class v elementary south kuta p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 learning outcomes with conventional models. this is because the model of creative problem solving able to encourage students with a low multicultural attitude to contribute to improve the learning outcomes because they want to not want students to follow the learning process. so that the average value of students with a creative problem solving model is higher than the average value of students with conventional models. conclusion this research is a pseudo experiment research (quasai experiment) with draft research posttest only control group design population in this research is a student of class v in south kuta group ii consisting of 6 classes with a total of 401 people. through the group random sampling technique, selected va class sd no. 6 benoa and class v sd no. 2 tanjung benoa as experimental class (with creative problem solving) class vb sd no. 6 benoa and vc class sd no. 2 tanjung benoa as the control class (with conventional learning). the data collected in this research is the result of learning social science study and multicultural attitudes of students. in this study, the learning results of social science study are defined as skills in the social science study field in the students ' own affective area after receiving the social science study learning experience based on the prescribed learning objectives. the results of the ips study were measured using the social science study learning questionnaire compiled based on freedom of independence and maintaining independence. the questionnaire developed in this study was a questionnaire that numbered 20 items. multicultural attitudes instruments consist of 30 positive statements. this instrument uses a likert scale consisting of five response options. the design of the data analysis used is the descriptive analysis and analysis of anava ab. prior to the hypothesized test, a prerequisite analysis test was conducted, namely the normality test and homogeneity test. based on the results of the research and the discussion that has been outlined in this thesis is there are several conclusions obtained. the following conclusions are obtained from the research results: there are differences in the results of the social science study learning between groups of students who follow cps learning with groups of students who follow conventional learning. there is a influence on the interaction of cps learning model with conventional learning is reviewed from the student's multicultural attitude towards the learning outcomes of social science study. influence of creative problem solving to study result social sciences study as reviewed from the multicultural attitude of students class v elementary south kuta | 157 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 there are differences in the results of the social science study learning, among groups of students who follow the cps learning with groups of students who follow conventional models in students who have high multicultural attitudes. there are differences in the results of the social science study learning, among groups of students who follow the cps learning with groups of students who follow conventional models in students who have high multicultural. acknowledgments this research is conducted at a self-cost, without the use of any party sponsor. references amran, m. s., kutty, f. m., & surat, s. (2019). creative problem-solving (cps) skills among university students. creative education, 10(12), 3049–3058. eksan, m. b. s., wiguna, f. a., & wahyu, n. (2015). penerapan creative problem solving (cps) dan ideal problem solving berbasis pengalaman nyata (experiencing) ditinjau dari motivasi belajar mahasiswa. jurnal kependidikan, 3(1), 58–67. jamal ma’ruf asmani. (2014). 7 tips aplikasi pakem. dive pres. jauhar, s. (2017). penerapan model pembelajaran problem solving dalam meningkatkan hasil belajar ips siswa sd. jikap pgsd: jurnal ilmiah ilmu kependidikan, 2(1), 141. kusuma, y. (2010). creative problem solving. tanggerang selatan. jelaja nusa. lasmawan, w. (n.d.). pembelajaran ilmu pengetahuan sosial dengan model. singaraja. undiksha. mahfud, c. (2016). pendidikan multikultural. yogyakarta. pusaka belajar. malahayati, e. n. (2017). pengaruh lembar kerja siswa (lks) berbasis creative problem solving (cps) pada materi keanekaragaman hayati untuk meningkatkan berpikir kritis dan hasil belajar siswa kelas x sman 4 blitar. konstruktivisme, 9(2), 147–158. mudjiono, d. (2010). belajar dan pembelajaran. jakarta. renika cipta. rufaida, h. (2017). menumbuhkan sikap multikultural melalui internalisasi nilai-. sosio didaktika: social science education journal, 4(1), 14–24. widiani, n. (2016). penerapan model pembelajaran creative problem solving untuk meningkatkan keaktifan siswa dalam pembelajaran pkn. jurnal pendidikan guru sekolah dasar edisi 11, 11(5), 62–73. microsoft word 10 1837 belum halaman.docx 220 | the relationship of scout extracurricular on the students’ discipline p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 the relationship of scout extracurricular on the students’ discipline nureva1, ahmad tohir2 1stkip al islam tunas bangsa 2stkip al islam tunas bangsa 1 nureva.2981@gmail.com, 2 ahmadtohir182@gmail.com abstract this study aims to determine the relationship between scout extracurricular activities on student discipline. this research is quantitative descriptive. the population in this study were all students who joined the scout extracurricular at sdn 2 way huwi, namely 24 students. the research sample was taken using a total sampling technique, so that a sample of 24 students was obtained. data collection techniques are observation, interviews, and questionnaires. data analysis techniques used the correlation pearson product-moment with the help of the spss program. based on the results of research and discussion, it can be concluded that there is a positive and significant relationship between scout extracurricular activities and student discipline in sdn 2 way huwi with a significance value (0,000 <0.05). based on the results and discussion, it can be concluded that there is a positive and significant relationship between scout extracurricular activities and student discipline in sdn 2 way huwi with a significance value (0,000 <0.05). student discipline must be considered because discipline is the initial key to the formation of other characteristics for students, the discipline taught in scouting activities has an important role in shaping students. discipline in scouting activities is shown by students by always being present in scouting activities on time so that students can be role models for others. keywords: discipline, scout extracurrucular, student abstrak penelitian ini bertujuan untuk mengetahui hubungan antara ekstrakurikuler pramuka terhadap kedisiplinan siswa. penelitian ini merupakan penelitian deskriptif kuantitatif. populasi dalam penelitian ini ialah seluruh siswa yang mengikuti ekstrakurikuler pramuka di sdn 2 way huwi sebanyak 24 siswa. sampel penelitian diambil menggunakan teknik total sampling, sehingga diperoleh sampel berjumlah 24 orang siswa. teknik pengumpulan data yaitu observasi, wawancara, dan angket. teknik analisis data menggunakan korelasi pearson product moment dengan bantuan program spss. berdasarkan hasil penelitian dan pembahasan, dapat disimpulkan bahwa terdapat hubungan yang positif dan signifikan antara ektrakurikuler pramuka dengan kedisiplinan siswa di sdn 2 way huwi dengan nilai signifikansi (0,000< 0,05). kedisiplinan siswa memang harus diperhatikan karena kedisiplinan merupakan kunci awal pembentukan krakter yang lainnya bagi siswa, kedisplinan yang diajarkan dalam kegiatan pramuka memiliki peranan penting dalam membentuk siswa. disiplin dalam kegiatan kepramukaan ditunjukkan siswa dengan selalu hadir dalam kegiatan kepramukaantepat waktu sehingga siswa pun bisa menjadi teladan bagi yang lainnya. kata kunci: disisplin, siswa, ekstrakurikuler pramuka introduction education is basically all forms of activities of a learning process regarding knowledge, skills, and habits carried out by some people which will be passed on to the next generation. education is a process of changing attitudes and behavior of a person or group of people through teaching and training efforts, while teaching or training is a process, method, act of teaching or training (departemen pendidikan nasional, 2008). the relationship of scout extracurricular on the students’ discipline | 221 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 building smart education starts from discipline, discipline that is applied by a student without realizing it will get very valuable benefits from the discipline that is applied. discipline reflects behavior that obeys and complies with applicable rules, norms or ethics. examples of undisciplined are skipping school and being late for school. it can be seen from this example that lack of discipline can be detrimental to others and especially to oneself. with education it is expected that students can build this nation into a more disciplined nation, respected by other countries without leaving the norms prevailing in society (ulwiyah & praditasari, 2017). education is not just an academic aspect, many things can be taught, for example education in an activity or education that is concerned with the character of students. many activities can be used as a forum for developing student character, one of the activities is boy scout extracurricular activities. scout extracurricular is currently included in the 2013 curriculum as a compulsory extracurricular, the scout movement can function as a forum for coaching and developing the younger generation. the implementation is adjusted to the conditions, interests, and development of the indonesian nation and society (nuh, 2013). based on the results of an interview with the principal of way huwi state elementary school 2, scout extracurricular was required from grade 3 to grade 6. it was even included in the learning activities of the school. this is because scouting activities teach students to become disciplined humans. previous research conducted by prihanawati & hidayah (2018) with the title the effect of participating in scout extracurricular activities on the independence of fifth grade students of sd negeri cibuk lor seyegan sleman in the 2017/2018 school year. the results showed that there is a positive and significant influence on the activity of extracurricular scouts on the independence of students of grade v sd negeri cibuk lor seyegan sleman with a positive coefficient value of independence. this can be shown on the value of determinant coefficient (r2) of 0.409, tcount of 3.429 and significance value of 0.003. because the significance value shows the number <0,05 then it can be concluded that the activity follows extracurricular scout have positive effect on independence. then, research conducted by (trianawati et al., 2013) which was entitled planting the value of responsibility through scouting extracurricular activities at smp negeri 13 semarang. the results showed that the various responsibilities of the instilled through scouting in smp negeri 13 semarang is the responsibility of self, responsibility for others , responsibility for nature and responsibility to god almighty. the method used to instill responsibility is with the purification method value (giving advice, and awarding punishment / reward) , an exemplary method (exemplary builder), method of active 222 | the relationship of scout extracurricular on the students’ discipline p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 students (giving tasks and achievements sku and skk). supporting factor is the attitude , knowledge and experience possessed by the builder, self-awareness and motivation of students in participating in extracurricular scout, funds, facilities and infrastructure that support the activities, the support of parents and the support of the surrounding community. inhibiting factor is the lack of student interest in the scouts , the influence of friends who invite students to play truant and weather factors. because someone has examined the attitude of independence and the value of responsibility, this research examines the extracurricular relationship with disciplinary attitudes. scout extracurricular according to asmani (2012) the function of extracurricular activities is the development of students' independence and happiness which is useful for themselves, their families, and society. the same thing was also expressed by wiyani (2013) which stated that the function of extracurricular activities itself was to develop the potential, talents and interests of students optimally and to foster independence and happiness which would later be useful for themselves and those around them. the scout movement aims to educate indonesian children and youth. using the basic principles of the scout education method, the implementation of which is adapted to the interests and development of the nation. the activity aims to make young people have; high mental and good morals, have noble character, uphold mutual cooperation in their environment; high intelligence and have volunteerism in devoting energy in the form of actions; have skills that are ready to be given to foster siblings. scout extracurricular activities are educational processes in the form of activities that are fun for young people or students aiming to form a skilled, tough, loving homeland, responsible, and self-sacrificing attitude in accordance with dasa dharma and tri satya (bahri & fibrianto, 2018) mario (al azizi, 2018) in the scout movement there is a scout code of honor consisting of promises called satya and moral provisions called dharma. scout satya is used as a personal binder to voluntarily practice it and is used as a starting point to enter the scouting education process. darma pramuka serves as a means of achieving the goals of scouting education whose activities encourage participants to be united with the community, democratic attitude, mutual respect, and a sense of togetherness and mutual cooperation. scouting education has the goal of developing the potential of students as individuals and independent community members, the relationship of scout extracurricular on the students’ discipline | 223 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 who are ready to help others, be responsible and committed. so with this scouting education it is hoped that it can produce good young people. discipline according to tu’u (2004) discipline is a condition that is created and formed through a process of a series of behaviors that show the values of obedience, obedience, loyalty, orderliness, and attachment. in line with that, pratiwi (2020)states that discipline is one of the means in the effort to establish an orderly personality in doing something, discipline can also be in the form of time, in carrying out activities and others. according to narwanti (2011) writes that discipline is an act that shows obedient and orderly behavior in various rules and regulations. in line with the opinion of aqib (2012) ,discipline is an action that shows an orderly and obedient behavior in various rules and regulations. school discipline is closely related to the craft of students in school and in learning. discipline applied by the school affects the attitude of students in learning and their sense of responsibility as a student in school. discipline of students in a school is also influenced by the discipline of all school staff including the principal and teachers. therefore, for students to be disciplined, the teacher and other staff must also be disciplined (slameto, 2003). according to sofyan (2013) ,discipline concerns the vigor of a business and meeting the right time center target. this means discipline in work and time discipline. discipline is an action that shows order and complies with various rules and regulations. discipline means an attitude that shows to help someone in facing various challenges and demands that exist in their environment. discipline can also be interpreted as a condition that is responsible, orderly and obedient in carrying out their duties and obeying rules without coercion or through self-awareness that they have wholeheartedly and seriously. discipline is an orderly and orderly state that must be possessed by students at school, without any violations made and detrimental either directly or indirectly (handoko, 2016). the character of discipline can be formed in various ways, one of which is to impose sanctions or penalties for any mistakes. these sanctions or penalties must contain an element of education so that learners in addition to having a deterrent effect also get lessons from any mistakes made. the formation of disciplinary character is the process of providing guidance to students to be able to become fully human beings and be able to face the challenges of the times and technology that is increasingly large (supiana et al., 2019). 224 | the relationship of scout extracurricular on the students’ discipline p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 method this research is quantitative descriptive. this type of research is correlation. the population in this study were all students who joined the scouts extracurricular at sdn 2 way huwi, namely 24 students. the research sample was taken using a total sampling technique, so that a sample of 24 students was obtained. data collection techniques are questionnaires. data analysis techniques used the correlation pearson product-moment with the help of the spss program. the hypothesis of this research: h0 : there is no significant relationship between scout extracurricular and students’ discipline ha : there is a significant relationship between scout extracurricular and students’ discipline results and discussion results the results of this study consisted of independent variables namely scout extracurricular (x) and dependent variables namely discipline (y). based on the results of the bivariate correlation test calculations using the pearson correlation, obtained data as follows: table 1. results of pearson correlation analysis scout extracurricular discipline scout extracurricular pearson correlation sig. (2-tailed) n 1 24 .904 .000 24 discipline pearson correlation sig. (2-tailed) n .904 .000 24 1 24 based on the table above, the correlation between scout extracurricular and student discipline is 0.904. this shows that there is a strong relationship between scout extracurricular activities and student discipline. furthermore, the significance of the correlation coefficient test is used to test whether the relationship that occurs is valid for the population or not. the testing steps are as follows: 1. determine the hypothesis h0 : there is no significant relationship between scout extracurricular and students’ discipline ha : there is a significant relationship between scout extracurricular and students’ discipline the relationship of scout extracurricular on the students’ discipline | 225 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 2. determine the level of significance test using a 2-tailed test with a significance level of a= 5%. 3. testing criteria h0 is accepted if the significance> 0,05 h0 is rejected if the significance< 0,05 4. compare significance the significance value is 0,000 < 0,05, then h0 is rejected. 5. conclusion of the test because the significance value (0,000 <0.05) then h0 is rejected, meaning that there is a significant relationship between scout extracurricular and student discipline. because the correlation coefficient is positive, scout extracurricular is positively and significantly related to student discipline. discussion based on the results of the study, showed that there is a positive and significant relationship between scout extracurricular activities and student discipline at way huwi 2 public elementary school, south lampung regency. the results of this study are supported by research conducted by rahman & anggrianti (2020) , scout extracurricular has an effect on student discipline in all students in sma negeri 8 kota serang. the success of scout extracurricular activities in the experimental group is because students more easily understand and extracted scout extracurricular values that can apply student disciplinary attitudes such as coming to be on time, trained in leadership attitudes, trained for nationalism attitudes, maintaining school infrastructure and adhering to school rules. in addition, the research results of adlya et al (2020) stated that based on the results of the research, there is a significant contribution of self control to students' discipline which is 34.8% with a significance of 0,000. thus, self control gives a significant impact to students' discipline. this finding is based on data analysis score which r score is 0.590; means there is a strong relationship between self control and students' discipline. therefore, the more someone has strong self control, the better their ability in improving and building their discipline behavior. scout extracurricular is an extracurricular activity which is now required in schools as a process to shape character and shape student disciplinary behavior both at school and outside of school. scout extracurricular activities at school now in its application have referred to the 2013 curriculum, so that once a week at school there are scout extracurricular activities. the 226 | the relationship of scout extracurricular on the students’ discipline p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 application of scouts at school does not always run smoothly, many students lack the discipline to take part in extracurricular scouts at school. in addition, the process of learning activities in schools today, we can find a lot of student discipline that is increasingly diminishing. therefore in the new curriculum that is in school has to require the scout extracurricular as forming the character of discipline that must be followed by students in addition to that good character can also support and shape the way of thinking of good students so that students' learning achievement in school becomes better. to achieve this goal, activities carried out in the school environment and outside the school to be shown as a process to strengthen student character so that it has a strong discipline character and has a strong pancasila spirit. through scout education will lead to a sense of help, responsibility, and have a personality both in school and outside of school (jatmiko et al., 2020). scout extracurricular goals as an inseparable to realize national goals, as stated in the opening of the 1945 constitution, namely "protect all indonesian people and all indonesian spilled blood and realize public welfare, educate the nation's life and participate in carrying out world order based on lasting peace, independence and justice social". scout activities can also provide valuable provisions for the creation of a strong young generation. because, this extracurricular activity is able to educate children in forming discipline. being disciplined is very necessary for the realization of a good learning process. learning with directed discipline can avoid feeling lazy and arouse students 'enthusiasm in learning, which in turn will be able to increase students' learning abilities. discipline is the key to success and success. therefore scout extracurricular activities are very important so that students are accustomed to being educated with a disciplined attitude (dhahirah et al., 2017). the character of discipline is an important thing that must be instilled in students. discipline means obeying and obeying something that has been agreed upon. one of the scout extracurricular scouting has an important role in improving the discipline character of students. scouting activities do not only study lines, semaphores or ciphers, but in scout extracurricular activities, there are various types of education taught, one of which is religion, health, the environment, social activities and so on. scout extracurricular also teaches students the importance of being punctual in their daily activities. on time is a simple example that needs to be instilled early on with students. if students are accustomed to carrying out various activities in a timely manner, there will be a growing nature of awareness without even being instructed, students have realized that this is a necessity that needs to be carried out. the impact of extracurricular activities to improve the character of students' discipline through the relationship of scout extracurricular on the students’ discipline | 227 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 extracurricular activities can also be seen through the reduced level of student violations. in addition, the concrete evidence is that students are accustomed to implementing and complying with the rules that are made, the level of discipline of students also increases in terms of daily activities of students such as being on time, obeying existing regulations and cultivating queuing in various activities (supiana et al., 2019). student discipline must be considered because discipline is the initial key to the formation of other characteristics for students, the discipline taught in scouting activities has an important role in shaping students. sulistyowati (2001), suggests that an indicator of a student can learn well, he must be disciplined, especially discipline in the following matters: discipline in keeping the study schedule, discipline in overcoming all the temptations that will delay learning time, self-discipline alone to be able to foster a willingness and enthusiasm for learning both at school such as obeying the rules, as well as discipline at home such as regularly studying, being disciplined in maintaining physical condition to keep it healthy and fit by eating regularly and nutritionally and exercising regularly. discipline in scouting activities is shown by students by always being present in scouting activities on time so that students can be role models for others. this is supported by a schedule of scouting activities carried out after school so that students are ready for school before the activity begins. even in scouting activities, students show a disciplined attitude by carrying out assignments on time in accordance with the agreement with the scout coach. discipline is obedience to respect and implement a system that requires people to comply with applicable decisions, orders and regulations. in other words, discipline is the attitude of obeying the rules and regulations that have been set in a selfless manner. discipline is very important for students, discipline is not only to run all the rules in accordance with the time but to increase a high level of success. for example time discipline, a student who runs activities with discipline. he tends to respect the time and work on assignments according to the time set. discipline in learning, students will share learning schedules effectively, so that in carrying out learning activities, students can divide which ones are prioritized. for this reason students are required to make discipline a culture of success. in cleanliness is also seen when students are disciplined in disposing and managing waste to be more useful (kharisma & suyatno, 2018). 228 | the relationship of scout extracurricular on the students’ discipline p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 conclusion based on the results and discussion, it can be concluded that there is a positive and significant relationship between scout extracurricular activities and student discipline in sdn 2 way huwi with a significance value (0,000 <0.05). student discipline must be considered because discipline is the initial key to the formation of other characteristics for students, the discipline taught in scouting activities has an important role in shaping students. discipline in scouting activities is shown by students by always being present in scouting activities on time so that students can be role models for others acknowledgments thank you to all stkip al islam tunas bangsa academics and sd way 2 huwi who have supported this research so that this research can be carried out and process well. references adlya, s. i., yusuf, a. m., & effendi, m. (2020). the contribution of self control to students’ discipline. journal of counseling and educational technology vol. 3(1), 1–5. https://doi.org/10.32698/0791 al azizi, n. q. u. (2018). kegiatan ekstrakurikuler kepramukaan terhadap pendidikan karakter kedisiplinan. jurnal pendidikan luar sekolah vol. 12(2), 40–50. aqib, z. (2012). pendidikan karakter di sekolah membangun karakter kepribadian anak. bandung: yrama widya. asmani, j. m. (2012). buku panduan internalisasi pendidikan karakter di sekolah. yogyakarta: diva press. bahri, s., & fibrianto, a. s. (2018). hubungan kegiatan ekstrakurikuler pramuka dengan tingkat religiusitas siswa sma negeri 1 tangen (perspektif teori sistem sosial talcott parsons). jurnal sosiologi agama vol. 12(1), 67–84. http://dx.doi.org/10.14421/jsa.2018/121-04.67-84 departemen pendidikan nasional. (2008). berbagai pendekatan dalam proses belajar mengajar. jakarta: bumi aksara. dhahirah, s. a., elly, r., & awaluddin. (2017). pengaruh kegiatan ekstrakurikuler pramuka dalam kurikulum 2013 terhadap kedisiplinan siswa kelas v di sd negeri 10 banda aceh. jurnal ilmiah pendidikan guru sekolah dasar vol. 2(2), 92–102. handoko, t. h. (2016). manajemen. yogyakarta: bpfe. jatmiko, t. a., supriyanto, h. a., & nurabadi, a. (2020). hubungan keikutsertaan ekstrakurikuler pramuka dengan tingkat kedisiplinan siswa. jamp: jurnal administrasi dan manajemen pendidikan vol 3(1), 11–18. the relationship of scout extracurricular on the students’ discipline | 229 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 kharisma, c., & suyatno. (2018). peran guru dalam menanamkan karakter disiplin siswa di sekolah dasar negeri bleber 1 prambanan sleman. jurnal fundamental pendidikan dasar vol. 1(2), 131–139. narwanti, s. (2011). pendidikan karakter. yogyakarta: familia. nuh, m. (2013). peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 81a tahun 2013 tentang implementasi kurikulum. kemdikbud. pratiwi, s. i. (2020). pengaruh ekstrakurikuler pramuka terhadap karakter disiplin siswa sd. edukatif: jurnal ilmu pendidikan vol 2(1), 62–70. prihanawati, d. r., & hidayah, n. (2018). pengaruh keaktifan mengikuti ekstrakurikuler pramuka terhadap kemandirian siswa kelas v sd negeri cibuk lor seyegan sleman tahun ajaran 2017/2018. jurnal fundamental pendidikan dasar vol 1(1), 35–44. https://doi.org/10.12928/fundadikdas.v1i1.68 rahman, a., & anggrianti, d. (2020). pengaruh ekstrakurikuler pramuka terhadap disiplin siswa (study expost facto). jurnal pelita bumi pertiwi vol 4(1), 16–26. slameto. (2003). belajar dan faktor-faktor yang mempengaruhinya. jakarta: rineka cipta. sofyan, s. (2013). psikologi pendidikan. bandung: alfabeta. sulistyowati, s. (2001). cara belajar yang efektif dan efisien. pekalongan: cinta ilmu. supiana, hermawan, a. h., & wahyuni, a. (2019). manajemen peningkatan karakter disiplin peserta didik melalui kegiatan ekstrakurikuler. jurnal islamic education manajemen vol. 4(2), 193–208. trianawati, p., rachman, m., & sumarto, s. (2013). penanaman nilai tanggungjawab melalui ekstrakurikuler kepramukaan di smp 13 semarang. unnes civic education, vol . 2(2), 67–76. tu’u, t. (2004). peran disiplin pada perilaku dan prestasi siswa. jakarta: grasindo. ulwiyah, n., & praditasari, s. (2017). pengaruh kegiatan kepramukaan terhadap disiplin siswa di madrasah tsanawiyah darul ulum bandung diwek jombang tahun pelajaran 2016-2017. jurnal pendidikan islam vol. 1(2), 235–257. wiyani, a. n. (2013). konsep, praktik, dan strategi membumikan pendidikan karakter di sd. yogyakarta: ar-ruzz media. infinity 146 | the effectiveness of learning writing observation report text in class vi cidadap state elementary school 010 using blended learning of distance learning p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 the effectiveness of learning writing observation report text in class vi cidadap state elementary school 010 using blended learning of distance learning via nugraha1, asep muhamad sobur2, ratih sapdiani3 1 istitut keguruan dan ilmu pendidikan siliwangi 2 sekolah menengah pertama negeri 2 cimahi 3 sekolah menengah pertama negeri 2 cimahi affiliation 1vianugraha@ikipsiliwangi.ac.id, 2asepsobur46@guru.smp.belajar.id, 3ratihsapdiani@gmail.com abstract this research was made in the condition of distance learning (pjj). this condition requires that the effectiveness of learning is maintained. for this reason, a learning model that combines online (online) learning with face-to-face learning is chosen, known as blended learning. this research is aimed to: 1) create blended leaning learning scenarios, and 2) implement these scenarios in the material for writing a text report on observation for grade vi elementary school. the research method used is quantitative by choosing the experimental type pretest-posttest control group design. thus, the experimental class and the control class were selected, each of which consisted of 30 students of the 010 cidadap public elementary school. the results of the study were calculated using spss with the final nonparametric mann whitney test results in both classes showing a significance of 0.000 or <0.05. this means that both classes experienced an increase in writing text. however, the effectiveness of blended learning is greater than online learning alone. this can be seen from the results of the ngain in the experimental class with an average n-gain value of at least 24.22% and a maximum of 92.01% or in the quite effective category. the control class is in the less effective category with a minimum n-gain value of 7.32% and a maximum of 75.33%. keywords: observation report text, blended learning abstrak penelitian ini dibuat dalam kondisi pembelajaran jarak jauh (pjj). kondisi tersebut mengharuskan efektivitas pembelajaran tetap terjaga. untuk itu, dipilih model pembelajran yang memadukan dalam jaringan (daring) dengan pembelajaran tatap muka atau dikenal dengan blanded learning. penelitian ini ditujukan untuk:1)membuat skenario pembelajaran blanded leaning, dan 2) mengimplementasikan skenario tersebut dalam materi menulis teks laporan pengataman kelas vi sekolah dasar.metode penelitian yang digunakan adalah kuantitatif dengan memilih eksperimen tipe pretest-posttest control group design. dengan demikian, dipilih kelas eksperimen dan kelas kontrol yangmasing berjumlah 30 siswa sekolah dasar negeri 010 cidadap. hasil penelitian dihitung menggunakan spss dengan hasil uji akhir non parametric mann whitney pada kedua kelas menunjukkan signifikasi 0,000 atau <0,05. artinya, kedua kelas mengalami peningkatan dalam menulis teks. namun demikian, efektifitas blanded learning lebih besar dibandingkan dengan pembelajaran daring saja. hal tersebut dapat dilihat dari hasil n-gain kelas eksperimen dengan nilai rata-rata n-gain minimal 24,22% dan maksimal 92,01% atau berada pada kategori cukup efektif. adapun kelas kontrol berada pada kategori kurang efektif yakni dengan nilai n-gain minimal 7,32% dan maksimal 75,33%. kata kunci: teks laporan pengamatan, blended learning introduction the effectiveness of learning writing observation report text in class vi cidadap state elementary school 010 using blended learning of distance learning| 147 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 distance learning is instructed in permendikbud in march 2020. according to the ministry of education and culture regulation no. 19 of 2020 and the ministry of religion circular no. b-699/dt.ll/pp.03/03/2020, it is stated that in essence learning should not be done face-toface, it must be distanced, remote or online to prevent the spread of covid 19. therefore, learning is carried out remotely in a network or online.the condition of distance learning (pjj) is certainly not the same as face-to-face learning. many preparations have not been maximized by teachers, because this pjj has only been implemented in an emergency condition of the covid-19 pandemic. meanwhile, learning objectives must still be achieved both from the cognitive, affective and psychomotor aspects. to achieve the learning objectives, juliawati (2015, p. 2) said that in learning indonesian there are four skills that must be mastered by students, namely listening skills, speaking skills, reading skills and writing skills. elementary school subjects which are now thematically based still contain elements of separate material in them although they are still related to each other. one of these subjects is indonesian. the material is writing test report text. writing is lowering or painting graphic symbols that describe a language that a person understands so that other people can read the graphic symbols which contain the message the author brings (nurhayati, 2019, p. 81). the condition of distance learning (pjj) is certainly not the same as face-to-face learning. many preparations have not been maximized from teachers, because this pjj has only been implemented in an emergency condition of the covid-19 pandemic. meanwhile, learning objectives must still be achieved both from the cognitive, affective and psychomotor aspects. to achieve the learning objectives, juliawati (2015, p. 2) said that in learning indonesian there are four skills that must be mastered by students, namely listening skills, speaking skills, reading skills and writing skills. elementary school subjects which are now thematically based still contain elements of separate material in them although they are still related to each other. one of these subjects is indonesian. the material is writing report text. writing is describing or picturing graphic symbols that describe a language that a person understands so that other people can read the graphic symbols which contain the message the author brings (nurhayati, 2019, p. 81). 148 | the effectiveness of learning writing observation report text in class vi cidadap state elementary school 010 using blended learning of distance learning p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 learning conditions and objectives depend on the teacher when choosing a learning model (sapdiani, 2019, p. 30). the model must be in accordance with the learning material to be delivered (sapdiani, 2019, p. 30). one of the thematic materials for class vi sd, especially indonesian, relates to the text of the experimental report. the text is a factual text (kosasih, 2016, p. 44). meanwhile, dewi, (2015, p. 3) grouped the text into factual in which there are subgroups of report and procedural texts as well as response texts. furthermore, kosasih (2016, p. 48) explains that the text of the report has a text character that explains a phenomenon as clearly as possible to the reader. the explanation in the text of the observation report aims to provide the reader with the clearest knowledge or information (prasetyo, 2016, p. 35). it is the same with other subjects that have peculiarities such as mathematics, as expressed by rohaeti (2012, p. 187) that mathematics is a science that is always evolving, both in terms of material and benefits for society. therefore, language is also dynamic and will develop from time to time. schools as homes in carrying out formal learning have the responsibility to foster and cultivate students' language skills (sudrajat & wuryani, 2019, p. 30). in view of the need for achievement in these competencies in pjj, it is necessary to select methods and models that will be delivered during learning. during pjj, the government also provides space for face-to-face meetings with students although it is not the same as meeting in class. the meeting can be held in a limited manner, following health protocols and not in a covid-19 dangerous zone. meanwhile, the effectiveness of learning also needs to be considered because when online the possibility of the lecture method used is very high so that students' abilities are not explored as well as in class. most students only get information and explanations given by the teacher during lectures (ramdan, 2018, p. 173) the method that is widely used in generation z learning is blended learning. blended learning described by wardani (2018, p. 14) is a learning model that combines face-to-face learning with e-learning. furthermore, sjukur (2012, p. 370) explains that the term blended learning was originally used to describe subjects that tried to combine face-to-face learning with online learning. in addition to blended learning, there are other terms that are often used, including blended learning and hybrid learning which have the same meaning, namely blending, mixing or combination of learning (sjukur, 2012, p. 370). blended learning is a term for mixing conventional learning models which are usually done face to face with internetbased learning models commonly known as e-learning (uno in purnomo, 2016, p. 71). based the effectiveness of learning writing observation report text in class vi cidadap state elementary school 010 using blended learning of distance learning| 149 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 on this explanation, this study aims to describe the implementation of blended learning in learning to write experimental report texts in class vi. method one of methods that can be used in research is experimentation. it was chosen in this study. it is included in the type of quantitative research, namely research that seeks the effect of a treatment implemented on a certain sample (sugiyono, 2016, p.33). thus, the type of experiment used is pretest-posttest control group design, which is making research in the control and experimental groups by giving tests at the beginning and at the end of learning (sugiyono, 2016, p. 34).this study used two classes, namely experimental and control class vi students of the state elementary school 010 cidadap. the two classes have 30 students each. the experimental class and the control class were given a pretest and posttest, respectively. the difference is, the experimental class is given blended learning treatment, while the control class is only in the form of online learning. these activities are illustrated in the following table. table 1. pretest, treatment, and posttest on the experimental and control class experimental class pretest treatment experimental class posttest experimental class t1 e x t2 e control class pretest control class posttest control class t1 k x t2 k results and discussion results the research was conducted in the sixth grade of elementary school by creating learning scenarios using the blended learning method in the experimental class. implementation is then carried out based on the scenario that has been made, namely for four meetings. similar to the 150 | the effectiveness of learning writing observation report text in class vi cidadap state elementary school 010 using blended learning of distance learning p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 experimental class, the control class was made scenarios and implemented for 4 meetings.the results of the pretest and posttest in the non-parametric mann whitney test showed that both classes experienced an increase in the posttest results. however, the results are quite effective, obtained by the experimental class with an average n-gain value of at least 24.22% and a maximum of 92.01%. it is different with the control class with an n-gain value with a minimum of 7.32% and a maximum of 75.33% or in the less effective category. discussion the first step the researcher took was to create a learning scenario. the first one is for the experimental class. it was created by combining online and face-to-face meetings. online meetings are held at the first and third meetings, while face-to-face meetings are held at the second and fourth meetings.the next step is to create a learning scenario in the control class. it is different with the experimental class, in this class only online learning is carried out. this is done because the control class functions as a comparison class. however, both classes were given a pretest as well as a posttest regarding the text material being studied.the scenarios that have been created for both classes are then implemented. the control class only conducts online learning and does not do face-to-face. meanwhile, the experimental class combines in a network and face-to-face what we know as blended learning.the scenario in the experimental class was then implemented in four meetings, two online meetings and two face-to-face meetings. the first meeting began with the teacher and students greeting each other and conditioning the class. the step at the core meeting requires students to make basic concepts of report text material and give assignments regarding the study of an observation report text. the following are the results of observations at the first meeting. the effectiveness of learning writing observation report text in class vi cidadap state elementary school 010 using blended learning of distance learning| 151 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 the second meeting was conducted with the introduction. in the preliminary process, students and teachers condition a face-to-face meeting. the core activity begins with the exchange of knowledge between students. face-to-face meetings during the covid-19 pandemic are certainly different from classroom meetings. in a pandemic, teachers hold faceto-face meetings within a certain time limit with 5-6 students. meetings are held at students' homes. after that, the teacher will move to another student with the same number of students as before. and so on until all students are given the same treatment. observations were made at the second meeting with the following results.similar to the first meeting, this meeting was conducted on the wag network. for this reason, in core activities students are given treatment starting from the concept of the problem, defining the problem to independent learning. the results of the third meeting observation are as follows: figure 1. students with their respective performance results the fourth meeting was again carried out face to face in turns from house to house. the number of students in each house is the same as the second meeting. the following are the 152 | the effectiveness of learning writing observation report text in class vi cidadap state elementary school 010 using blended learning of distance learning p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 results of the observations of the fourth meeting.this fourth meeting is also the last concept of blended learning which is implemented in learning the observation report text material. after learning in both classes up to the posttest, the results of the scores in both classes were calculated using spss data. the data is calculated in order to obtain the empirical value of the study.the results of the pretest calculations in both classes were then calculated in the normality test with the following results table 2. normality test method kolmogorov-smirnova statistic df sig. prettest experimental .336 30 .012 control .249 30 .010 the test results above show that the experimental class that uses blended learning has a significance of 0.012 and the control class that uses only the network has a significance of 0.010. both are significant < 0.05, meaning that both data are not normally distributed. therefore, the next step will continue to test the significant difference between the two non parametric mann whitney means table 3. the non-parametric mann whitney test prettest mann-whitney u 441.380 wilcoxon w 817.540 z -1.213 asymp. sig. (2-tailed) .175 the results of the pretest with the non-parametric mann whitney test can then be seen at the 2-tailed significance or the two-party test with a significance of 0.175. the significance is > 0.05, meaning that h0 is accepted. thus, it can be concluded that there is no difference in ability between the experimental class and the class. therefore, the next step is to directly process the posttest data. table 4. normality test kolmogorov-smirnova the effectiveness of learning writing observation report text in class vi cidadap state elementary school 010 using blended learning of distance learning| 153 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 method statistic df sig. posttest experimental .248 30 .000 control .211 30 .000 the normality test carried out on the posttest data was significant at 0.000 in the experimental class and significant at 0.000 in the control class. in other words, the data is not normally distributed. then the next step is to test the significant difference between the two mann whitney means. table 5. the non-parametric mann whitney test posttest mann-whitney u 311.350 wilcoxon w 816.500 z -2.865 asymp. sig. (2-tailed) .010 monte carlo sig. (1tailed) sig. .000b 95% confidence interval lower bound 0.000 upper bound .057 the non-parametric mann whitney test above shows that the posttest value in the monte carlo sig table. 1 tailed or one-sided test with a significance of 0.000. thus, the result is <0.05, then h0 is rejected (there is a comparison between the experimental class and the control class). from these calculations, it can be concluded that blended learning is more effective than just online.measuring effectiveness in the control and experimental classes is not enough. the calculation is continued by finding the n-gain on the results of the acquisition of the value of the two classes. the first test to find n-gain is the normality test with the following results: table 6. normality test method kolmogorov-smirnova statistic df sig. 154 | the effectiveness of learning writing observation report text in class vi cidadap state elementary school 010 using blended learning of distance learning p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 gain score experimental .316 30 .000 control .332 30 .001 based on the normality test on the gain value, it can be seen that each class is significant. the experimental class using blended learning has a significance of 0.000. meanwhile, the control class that uses online only has a significance of 0.001. both classes have significant data <0.05. therefore, it can be said that the data are not normally distributed. the non-parametric mann whitney test was then carried out with the following results. table 7. non-parametric mann whitney test gain score mann-whitney u 217.000 wilcoxon w 528.000 z -2.123 asymp. sig. (2-tailed) .001 monte carlo sig. (1tailed) sig. .000b 95% confidence interval lower bound 0.000 upper bound .051 mann whitney test of gain score in the experimental class and control class can be seen from the two-party or 1-tailed test. the significance of the test is 0.000, it can be said that <0.05. so it can be concluded that h0 is rejected. this means that there is an increase in good learning, in the experimental class and the control class.the following table summarizes the results of the gain values in the experimental class. table 8. table of experimental class n gain score result summary restult of n gain score calculation test names experimental class n-gain score n-gain score (%) the effectiveness of learning writing observation report text in class vi cidadap state elementary school 010 using blended learning of distance learning| 155 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 student 1 0.78 78.05 student 2 0.74 73.81 student 3 0.74 73.81 student 4 0.71 71.05 student 5 0.73 73.21 student 6 0.35 35.42 student 7 0.79 78.57 student 8 0.69 68.57 student 9 0.58 58.14 student 10 0.78 78.05 student 11 0.74 73.81 student 12 0.74 73.81 student 13 0.74 73.81 student 14 0.71 71.05 student 15 0.73 73.21 student 16 0.35 35.42 student 17 0.79 78.57 student 18 0.69 68.57 student 19 0.58 58.14 student 20 0.74 74.42 student 21 0.74 74.42 student 22 0.73 73.17 student 23 0.73 73.17 student 24 0.69 68.57 student 25 0.58 58.14 student 26 0.74 74.42 student 27 0.74 74.42 student 28 0.73 73.17 student 29 0.73 73.17 student 30 0.73 73.17 means 0.6855 68.05 minimal 0.24 24.22 maimal 0.92 92.01 based on the n-gain score test results, the means for the class of experiment is 0.6855 or 68.05%. so with the results of 68.05%, it is categorized as quite effective with a minimum of 24.22% and a maximum of 92.01%.the summary table for the control class n-gain is as follows: table 9. summary of control class gain score result the result of n gain score test calculation 156 | the effectiveness of learning writing observation report text in class vi cidadap state elementary school 010 using blended learning of distance learning p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 names control class n-gain score n-gain score (%) student 1 0.68 68.42 student 2 0.1 9.52 student 3 0.08 8.11 student 4 0.64 64.29 student 5 0.68 68.42 student 6 0.26 25.58 student 7 0.18 18.42 student 8 0.42 42.11 student 9 0.61 60.53 student 10 0.68 68.42 student 11 0.71 70.73 student 12 0.73 73.17 student 13 0.74 73.81 student 14 0.71 71.05 student 15 0.69 68.75 student 16 0.35 35.42 student 17 0.68 68.42 student 18 0.69 68.57 student 19 0.07 7.32 student 20 0.63 63.41 student 21 0.76 76.32 student 22 0.73 73.17 student 23 0.69 68.75 student 24 0.35 35.42 student 25 0.68 68.42 student 26 0.69 68.57 student 27 0.07 7.32 student 28 0.63 63.41 student 29 0.76 76.32 student 30 0.69 68.75 means 0.4327 43.27 minimal 0.07 7.32 maximal 0.75 75.33 based on the results of the calculation of the n-gain score test, it shows that the average value of the n-gain score for the control class is 0.4327 or 43.27% or is included in the less effective category with a minimum of 7.32% and a maximum of 75.33%. .the results of the above calculations can show the results empirically. the two models used are indeed able to improve students' pretest results during the posttest. however, the effectiveness of the two classes can be seen the difference through the n-gain test. the control class is in the less effective category, while the quite effective category is obtained by the experimental class.the the effectiveness of learning writing observation report text in class vi cidadap state elementary school 010 using blended learning of distance learning| 157 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 results of this study provide educators with an understanding that distance learning is indeed less effective if only done online. distance learning should be managed by combining it faceto-face or blended learning. however, it is not easy to condition it considering we are still in the middle of the covid-19 pandemic. conclusion learning scenarios are made for students of grade vi sd for distance learning. the scenario was made for four meetings that combined online learning and face-to-face learning. face-to face learning is of course different from normal conditions in the classroom. therefore, in its implementation, the teacher visits students from house to house in turns and in groups. the effectiveness of the use of blended learning in the observation report text material for class vi in the experimental class showed quite effective results with the minimum n-gain that reached 24.22% and its maximum that reached 92.01%. meanwhile, the n-gain for the control class is considered as less effective category, showing that its minimum value is of 7.32% and its maximum is of 75.33%. acknowledgments we would like to thank the principal of the cidadap state elementary school, the sixth grade teacher and the school's students. we also do not forget to thank the journal of elementary education which has provided space for researchers to submit this journal. thus, it is hoped that this journal will become a reference for the development of educational science for further researchers. references dewi, n. p. e. p., sutama, i. m., & sriasih, s. a. p. (2015). analisis penerapan model pembelajaran problem based learning pembelajaran menulis teks laporan hasil observasi kelas x iis.1 sman 1 mendoyo. journal universitas pendidikan ganesha 3(1):1–12. 158 | the effectiveness of learning writing observation report text in class vi cidadap state elementary school 010 using blended learning of distance learning p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 juliawati, n. k., sutama, i. m., & gunatama, g. (2015). pembelajaran menulis teks laporan hasil observasi berbasis kearifan lokal pada siswa kelas vii a4 smp negeri 1 singaraja. journal jurusan pendidikan bahasa dan sastra indonesia undiksha 3(1):1–10. kosasih, e. (2016). jenis-jenis teks dalam mata pelajaran bahasa indonesia sma. ma/smk/mak. bandung: yrama widya. nurhayati, e., sapdiani, r., sudrajat, r. t., & farihah, z. l. (2019). pengaruh tabungan literasi terhadap pembelajaran menulis teks tanggapan di sekolah menengah pertama negeri 2 cimahi. diglosia: jurnal pendidikan, kebahasaan, dan kesusastraan indonesia 3(2). prasetyo, b., & baehaqie, i. (2016). pengembangan media video animasi untuk pembelajaran memproduksi teks laporan hasil observasi. jurnal pendidikan bahasa dan sastra indonesia 6(2):44–59. purnomo, a., ratnawati, n., & aristin, n. f. (2016). pengembangan pembelajaran blended learning pada generasi z. jurnal teori dan praksis pembelajaran ips 1(1):70–76. ramdan, z. m., veralita, l., rohaeti, e. e., & purwasih, r. (2018). analisis self confidence terhadap kemampuan pemecahan masalah matematis siswa smk pada materi barisan dan deret. aksioma: jurnal program studi pendidikan matematika 7(2):171. rohaeti, e. e. (2012). analisis pembelajaran konsep esensial matematika sekolah menengah melalui pendekatan kontekstual socrates. infinity journal 1(2):186. sapdiani, r. (2019). implementasi model pembelajaran role playing dalam meningkatkan kemampuan menulis teks prosedur pada siswa kelas vii sekolah menengah pertama (smp). jurnal akrab juara, 4(1), 29-40. sjukur, s. b. (2012). pengaruh blended learning terhadap motivasi belajar dan hasil belajar siswa di tingkat smk. jurnal pendidikan vokasi 2(3):368–78. sudrajat, r. t., & wuryani, w. (2019). model pembelajaran kalimat menggunakan pendekatan kooperatif berbasis karakter di ikip siliwangi-bandung. semantik 8(1):29. sugiyono. (2016). open library metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. wardani, d. n., toenlioe, a. j., & wedi, a. (2018). daya tarik pembelajaran di era 21 dengan blended learning. jurnal kajian teknologi pendidikan (jktp) 1(1):13–18. table 1. pretest, treatment, and posttest on the experimental and control class figure 1. students with their respective performance results table 2. normality test table 3. the non-parametric mann whitney test table 4. normality test table 5. the non-parametric mann whitney test table 6. normality test table 7. non-parametric mann whitney test table 8. table of experimental class n gain score result summary table 9. summary of control class gain score result microsoft word 9 1912 .docx 208 | realistic mathematics education approach in a multiple intelligences perspective of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 realistic mathematics education approach in a multiple intelligences perspective of elementary school students sukma murni1, siti ruqoyyah2 1institut keguruan dan ilmu pendidikan siliwangi 2institut keguruan dan ilmu pendidikan siliwangi 1sukmamurni19@gmail.com, 2sitiruqoyyah13@gmail.com abstract the background of this research is that thinking skills and awareness of the importance of mathematics need to be taught and trained to students from an early age because in everyday life many things are related to thinking skills and awareness of the importance of mathematics. the purpose of this study was to determine the effectiveness of teaching materials using the rme approach in the perspective of elementary school students' multiple intelligences. the method used is descriptive qualitative research with the study population is all elementary schools in the city of cimahi. the instruments used in this study were written tests, observation, and documentation which were carried out at the pretest and posttest stages. the results of the research achieved were an increase in thinking skills and awareness of elementary students in learning mathematics and the availability of teaching materials using the rme approach. keywords: mathematics learning, multiple intelligences, realistic mathematics education abstrak latar belakang penelitian ini adalah keterampilan berpikir dan kesadaran terhadap pentingnya matematika sangat perlu diajarkan dan dilatihkan kepada siswa mulai sejak dini karena dalam kehidupan sehari-hari banyak hal yang berkaitan dengan keterampilan berpikir dan kesadaran akan pentingnya matematika. tujuan penelitian ini adalah untuk mengetahui keefektivitasan bahan ajar menggunakan pendekatan rme dalam perspektif multiple intelligences siswa sekolah dasar. metode yang digunakan merupakan penelitian kualitatif deskriptif dengan populasi penelitian adalah seluruh sd yang berada di wilayah kota cimahi. instrumen yang digunakan pada penelitian ini adalah tes tertulis, observasi dan dokumentasi yang dilaksankan pada tahap pretes dan postes. hasil penelitian yang dicapai adalah adanya peningkatan keterampilan berpikir dan kesadaran siswa sd pada pembelajaran matematika, dan tersedianya bahan ajar menggunakan pendekatan rme. kata kunci: realistic mathematics education, multiple intelligences, pembelajaran matematika. introduction the legislation in the country of indonesia concerning the national education system emphasizes that mathematics is one of the mandatory lessons that must be taken by all students at every level. the demand for students' abilities in mathematics is logical and critical reasoning ability in problem-solving, not just having the ability to count alone. the purpose of the mathematics lessons mentioned is so that students can understand, use reasoning, solve problems, communicate, and have an attitude of respect for mathematics. solving this problem is more to the problems faced daily, not just problems in the form of routine problems. skills in thinking are needed to find and overcome a problem. when a person is faced with a problem that must be resolved, then at that moment thinking skills will emerge. thinking skills needed realistic mathematics education approach in a multiple intelligences perspective of elementary school students| 209 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 in solving problems are thinking critically, systematically, logically and creatively. the ability is essential so that students can acquire, manage and utilize information that is always changing. one of the efforts to achieve these goals is through the learning of mathematics ((murni et al., 2020)(rohaeti et al., 2019)(apino & retnawati, 2017)(p. h. d. and h. w. hendriana h, 2019)(p. r. c. i. and h. w. hendriana h, 2019)(hendriana et al., 2018)(sari & hidayat, 2019)(hidayat & aripin, 2019)(hidayat et al., 2018)). gardner has emphasized that every individual has 8 intelligences, summarized in multiple intelligences (gardner, 1998). namely, linguistic, mathematical, spatial, musical, kinesthetic, interpersonal, intrapersonal, and naturalist intelligence. thinking skills and awareness of the importance of mathematics really need to be taught and trained to students from an early age because in everyday life many things are related to thinking skills and awareness of the importance of mathematics in everyday life. the rme approach is expected to minimize the problems described above because it is in accordance with the characteristics of elementary school students who are still happy to play and in accordance with technological developments that have started to spread to elementary school children. therefore, the title of this study is "realistic mathematics education approach in a multiple intelligences perspective of elementary school students”. the specific objectives in this study were to make teaching materials using the rme approach, the availability of teaching materials using the rme approach, and to find out the effectiveness of teaching materials using the rme approach in the perspective of primary school students' multiple intelligences. mathematics learning in primary schools education has an important role in preparing quality human resources and competing in the development of science. education must be encouraged as best as possible. this can be achieved through timely education to realize learning objectives, which is carried out in the form of a learning process which is the implementation of the school curriculum through teaching activities. mathematics is an important part that cannot be separated from human life. in the world of education, mathematics is often found in other subjects. thus, mathematics is called applied science. one of the goals of studying mathematics is to educate the nation's life. things to consider in mathematics are interest and willingness, and hard work in thinking (chotimah et al., 2018). 210 | realistic mathematics education approach in a multiple intelligences perspective of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 mathematics is a subject that is closely related to real life. none of the little things and problems around us require mathematics. the ministry of national education (chotimah et al., 2018) said that mathematics has an important role in developing human thinking so that mathematics becomes the foundation for the development of modern technology. likewise according to (ruqoyyah, 2018), mathematics is a science that stands alone but has an important role for other sciences and mathematics is a basic science in the creation of modern and sophisticated technology.mathematics equips students to have logical, analytical, systematic, critical, and cooperative skills. therefore, mathematics lessons should be given to all students for every level of education, from elementary to university level. the scope of mathematics subjects are numbers, data processing, math story problems, geometry, and measurement. based on the scope of the mathematics subject, the scope of mathematics is an important part that cannot be separated from human life. teaching materials teaching materials are a set of learning tools or tools that contain learning materials, methods, media, and ways of evaluating which are designed systematically and attractively in order to achieve the expected learning objectives, namely achieving competence or subcompetence with all its complexity. based on this understanding, it is emphasized that the teaching materials will be more meaningful if they are designed with instructional principles by paying attention to competencies and materials that come from the curriculum, are effective, interesting, and involve students. the ministry of national education ((departemen pendidikan nasional, 2013)) argues that teaching materials have several characteristics, namely self-instructional, self-contained, stand-alone, adaptive, and user friendly. teaching materials have various types, some are printed and non-printed. printed teaching materials that are often found include handouts, books, modules, brochures, and student worksheets. student worksheets are teaching materials that have been packaged in such a way that students are expected to be able to learn the teaching material independently. in the lks, students will get material, summaries, and assignments related to the material. the use of the rme approach in research has been widely implemented, but the use of the rme approach in the perspective of multiple intelligences in elementary mathematics learning is very rare and may not even exist so that in this study as an alternative in improving thinking skills / multiple intelligences and students' awareness of the role of mathematics in life, materials are used. teaching in the form of worksheets using the rme approach. realistic mathematics education approach in a multiple intelligences perspective of elementary school students| 211 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 multiple intelligences gardner has emphasized that every individual has 8 intelligences, summarized in multiple intelligences ((gardner, 1998)). namely, linguistic, mathematical, spatial, musical, kinesthetic, interpersonal, intrapersonal, and naturalist intelligence. according to jasmine, multiple intelligences are the highest validation of the idea that individual differences are important. its use in education is very dependent on recognizing, recognizing, and appreciating each or the various ways students learn, their interests, and talents (jasmine, 2007). fathani emphasized that multiple intelligences exist in every individual, but each individual has only one or more levels of multiple intelligences. however, in the practice of learning in schools, it is appropriate for a teacher to have data on the level of tendencies for each student's multiple intelligences (fathani, a., 2013). society today is required to be able to develop knowledge optimally so that it is smarter and more critical in receiving and processing information. because this is very important to support solving increasingly complex problems. to answer the needs and demands of the times, education plays an important role in preparing competent future generations, one of which is mastery and understanding of mathematics holistically. mathematics is used as the foundation for various other scientific developments, especially science and technology. every individual has a unique intelligence called multiple intelligences, not perfect if you do not have adequate mathematical skills. we must be able to take advantage of mathematics not only theoretically, but also applicatively. all who join mathematics education must continue to make great efforts to improve their mathematical abilities. realistic mathematics education the rme approach is an approach that is oriented towards the mathematicalization of everyday experiences and the application of mathematics in everyday life. then by exploring real situations students reinvents the mathematical concepts learned. there are two main perspectives in rme and three main principles (feudenthal, in (murni, s., & sugandi, 2018)). the rme perspective is: mathematics must be linked to reality and mathematics must be seen as a human activity; and the three principles are: guided reinvention, didactic phenomenology, and self-developed models. travers and gravemeijer (murni, s., & sugandi, 2018) suggest that rme has five principles, namely: a) utilizing context, b) implementing a model in a mathematization 212 | realistic mathematics education approach in a multiple intelligences perspective of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 progressive; c) make use of student constructs; d) interactive; and e) are intertwined. furthermore, treffer (as quoted in fathurrohman, 2015, (murni, s., & sugandi, 2018)) proposes that in solving math problems there are two types of mathematization, namely: horizontal and vertical mathematization. similar to the teaching approach, rme has advantages and disadvantages. suwarsono (murni, s., & sugandi, 2018) provides several benefits of rme such as a) to link mathematics and activities of daily life, b) mathematics is built and improved by students themselves; c) mathematics is an open process; d) rme combines the advantages of other approaches based on the philosophy of constructivism such as problem-based learning, problem-based environments, and contextual teaching. meanwhile, some of the weaknesses of rme include a) finding good contextual problems is not easy for certain mathematical topics; b) assessment in rme is more complicated than in conventional teaching; c) to choose the relevant learning media must be careful so that it helps students think. method this research is a descriptive qualitative study that aims to determine the effectiveness of teaching materials using the rme approach in the perspective of elementary school students' multiple intelligences. withney ((winarni, e., 2011)) states that descriptive research is appropriate to take a picture of a situation or event. in addition, sukmadinata ((sukmadinata, n., 2011)) said that descriptive research is the most basic form of research that aims to describe existing phenomena. research stages the steps for research activities that will be carried out are as follows: 1. formulate problems, develop thinking skills assessment, and students' awareness of the importance of mathematics in everyday life. 2. provide an overview of the research activities to be carried out. 3. reflect and discuss various learning activities. 4. collaborating with elementary schools that will be used as research subjects online. 5. develop instruments by doing field validation and expert validation. 6. implementation of learning activities using teaching materials with the online rme approach. realistic mathematics education approach in a multiple intelligences perspective of elementary school students| 213 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 7. evaluation of learning activities using teaching materials with the rme approach with written tests, observations, and documentation which are carried out in the pretest, implementation, and posttest. everything is done online. 8. withdrawing conclusions from the results of the analysis and data processing obtained in this study. research subjects and locations the population in this study were all fifth-grade students in the city of cimahi. the reason for choosing a school in the city of cimahi is that most of the students in sd cimahi come from various regions in indonesia so it is assumed that it is appropriate to analyze and improve students' thinking skills and awareness of the importance of mathematics in the perspective of multiple intelligences with daily life. the sample in research on the analysis of multiple intelligences is class v sdn setiamanah mandiri 1 cimahi and sdn cibabat mandiri 1, the number of students is 20 students and is assumed to have relatively the same homogeneous level in terms of location, school culture and the average grade v grade in mathematics learning. while the sample for the mathematics logic intelligence test was 10-grade students of sdn setiamanah mandiri 1 cimahi. research design the research design in this study is as follows: 1. planning stage a. analyzing teaching materials, especially teaching materials with the rme approach, which will be used in the learning process. b. analyzing multiple intelligence thinking skills. c. develop research instruments. d. develop learning tools e. making teaching materials using the rme approach. 2. implementation stage a. carry out the multiple intelligence thinking skills pretest on the research subject. b. implement learning using teaching materials using the rme approach. 3. completion stage a. collecting research data the data collected is data related to students' multiple intelligence thinking skills. 214 | realistic mathematics education approach in a multiple intelligences perspective of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 b. analyze research results the results analyzed were the results of the evaluation of students' multiple intelligence thinking skills. c. draw conclusions drawing conclusions based on the results of the analysis from data processing. results and discussion results the 3 types of intelligence and each the indicators consists of 7 statements presented in table 1. the questionnaire consists of five rating scales: rarely, sometimes, often enough, often, and always. the range of scales used is 1 5, so the lowest score of a student is 7 (7 × 1 = 7) and the highest score is 35 (7 × 5 = 35). therefore, the median is (7 + 35) / 2 = 21. table 1. questionnaire grilles type of intelligence indicator number statement logical mathematical calculate, measure, and consider propositions and hypotheses and complete mathematical operations. 1, 4, 7, 10, 13, 16, 19 intrapersonal understand yourself from the desires, goals, and emotional systems that emerge clearly in his work. 2, 5, 8, 11, 14, 17, 20 interpersonal understanding and communicating with others is seen from differences, temperament, motivation, and ability. 3, 6, 9, 12, 15, 18, 21 the logical-mathematical, intrapersonal, and interpersonal intelligence questionnaire scores were categorized on a scale of 5 using the normative reference assessment approach presented as follows table 2. table 2. multiple intelligences category score interval score information 29 and above a very high 22 28 b high 15 21 c medium 8 14 d low 7 and below e very low realistic mathematics education approach in a multiple intelligences perspective of elementary school students| 215 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 the following is a recapitulation of the results of the analysis of 3 intelligences, namely logicalmathematical, intrapersonal, and interpersonal. table 3. recapitulation of multiple intelligences analysis results score interval score information logicalmathematical frequency percentage (%) intrapersonal frequency percentage (%) interpersonal frequency percentage (%) 29 and above a very high 2 10 2 10 2 10 22 28 b high 5 25 4 20 3 15 15 21 c medium 10 50 10 50 6 30 8 14 d low 2 10 2 10 6 30 7 and below e very low 1 5 2 10 3 15 based on the calculation of the average value of the questionnaire score of 17.5 are in the moderate category and 17.33 are in a low category compared to the intrapersonal intelligence category, then the average value of the majority is in the moderate and low category. so, it can be concluded that the intrapersonal intelligence of elementary school students is in medium and low categories. it can be seen that the test scores of each intelligence vary. observing this, mathematical thinking skills have greater variation influenced by different combinations of intelligence in each individual. there is no individual in the same combination of intelligence. gardner (gardner, 1998) says that we are all so different mainly because we all have different combinations of intelligence. in addition, the results of research conducted by kartikasari and widjajanti (kartikasari & widjajanti, 2017) showed that at the 5% significance level, learning by problem-based learning approach based on gardner's multiple intelligences effective in terms of student’s achievement, the mathematical connection capability, and self-esteem of students. however, although there are some problems have been effective on achievement tests and mathematical connection test result which have low achievement. after analyzing the students' multiple intelligences, then before and after being given learning using the rme approach, students were given a pretest and posttest to find out to what extent they could solve the questions before and after learning was applied by the teacher. the multiple intelligence indicator taken in this pretest and posttest is mathematical logic intelligence, with a total of 10 questions. the following is the recapitulation, 216 | realistic mathematics education approach in a multiple intelligences perspective of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 table 4. recapitulation of logical-mathematical pretest-posttest results number name pretest posttest percentage 1 s1 41 84 43 2 s2 27 76 49 3 s3 22 66 44 4 s4 23 70 47 5 s5 29 84 55 6 s6 27 79 52 7 s7 24 73 49 8 s8 27 77 50 9 s9 23 72 49 10 s10 28 80 52 average 27,1 76,1 49 based on table 4, it can be seen that all students experienced an increase in the achievement of test scores from pretest to posttest. the average pretest and posttest results are 27.1 and 76.1, this indicates that there is an increase in achievement by 49%. this means that learning using rme approach teaching materials from the perspective of sd students' multiple intelligences is very effective to apply. discussion before carrying out the research, researchers conducted a survey of elementary schools in cimahi city. then prepare the tools for conducting research, such as making teaching materials, making instruments, validating instruments, making lesson plans, and others. furthermore, the researcher conducted an analysis of multiple intelligences for elementary school students in two schools, namely the fifth-grade students of sdn setiamanah mandiri 1 cimahi and sdn cibabat mandiri 1, each of which was taken 10 students. the results of the analysis have been previously explained, then the researchers compiled the teaching materials using the rme approach from the perspective of multiple intelligences before carrying out the learning. the following are the stages of preparing teaching materials using the rme approach in the perspective of students' multiple intelligences in mathematics learning in elementary school: 1. create a concept for the preparation of teaching materials 2. collect literature studies 3. develop teaching materials realistic mathematics education approach in a multiple intelligences perspective of elementary school students| 217 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 4. expert validation of the teaching materials that have been prepared 5. editing of validated teaching materials 6. creating a cover design for teaching materials 7. print teaching materials 8. registering teaching materials to the isbn 9. publish teaching materials that have an isbn 10. registering intellectual property rights (hki) from the teaching materials that have been prepared. the school that was taken for the next implementation was sdn setiamanah mandiri 1 cimahi with a total of 10 students. a pretest was carried out before the implementation of learning activities, with results that were still low because students had never received the material tested. after that, learning was carried out with teaching materials using the rme approach from the perspective of multiple intelligences. the last activity is post-test, post-test results show improvement and better overall achievement. conclusion based on the results of the study it can be concluded that: (1) mathematical logic intelligence based on multiple intelligences of elementary school students in cimahi in 2020 is in the sufficient category. it is also known that students' mathematical thinking skills vary greatly, due to a combination of different bits of intelligence between one student and another student; (2) intrapersonal intelligence based on multiple intelligences of elementary school students in cimahi in 2020 is in the sufficient category; (3) interpersonal intelligence based on multiple intelligences of elementary school students in cimahi 2020 is in the moderate and low categories; (4) learning using rme approach teaching materials in the perspective of sd students' multiple intelligences is very effective to apply. acknowledgments we would like to thank the ristek-brin and lppm ikip siliwangi for supporting us to take part in this journal published. references apino, e., & retnawati, h. (2017). developing instructional design to improve mathematical higher order thinking skills of students. journal of physics: conference series. https://doi.org/10.1088/1742-6596/812/1/012100 218 | realistic mathematics education approach in a multiple intelligences perspective of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 chotimah, s., bernard, m., & wulandari, s. m. (2018). contextual approach using vba learning media to improve students’ mathematical displacement and disposition ability. journal of physics: conference series. https://doi.org/10.1088/1742-6596/948/1/012025 departemen pendidikan nasional. (2013). dokumen kurikulum 2013. depdiknas. fathani, a., h. (2013). gaya belajar siswa dalam menyelesaikan masalah matematik ditinjau dari tingkat kecenderungan kecerdasan matematik dan linguistik. prosiding seminar nasional matematika dan pendidikan matematika, 18 mei 2013. gardner, h. (1998). multiple intelligences: the theory in practice. basicbooks. hendriana, h., hidayat, w., & ristiana, m. g. (2018). student teachers’ mathematical questioning and courage in metaphorical thinking learning. journal of physics: conference series. https://doi.org/10.1088/1742-6596/948/1/012019 hendriana h, p. h. d. and h. w. (2019). how to design teaching materials to improve the ability of mathematical reflective thinking of senior high school students in indonesia? eurasia j. math. sci. technol. educ., 15(1790). hendriana h, p. r. c. i. and h. w. (2019). the innovation of learning trajectory on multiplication operations for rural area students in indonesia. j. math. educ, 10, 397– 408. hidayat, w., & aripin, u. (2019). the improvement of students’ mathematical understanding ability influenced from argument-driven inquiry learning. journal of physics: conference series. https://doi.org/10.1088/1742-6596/1157/3/032085 hidayat, w., wahyudin, & prabawanto, s. (2018). improving students’ creative mathematical reasoning ability students through adversity quotient and argument driven inquiry learning. journal of physics: conference series. https://doi.org/10.1088/17426596/948/1/012005 jasmine, j. (2007). professional’s guide: teaching with multiple intelligences. terjemahan oleh purwanto (panduan praktis mengajar berbasis multiple intelligences). nuansa. kartikasari, a., & widjajanti, d. b. (2017). the effectiveness of problem-based learning approach based on multiple intelligences in terms of student’s achievement, mathematical connection ability, and self-esteem. journal of physics: conference series. https://doi.org/10.1088/1742-6596/812/1/012097 murni, s., & sugandi, a. i. (2018). the role of mathematics realistic education approach on students’mathematical critical thinking and resiliency. jiml-journal of innovative mathematics learning, 1(1), 41–52. murni, s., bernard, m., ruqoyyah, s., & chotimah, s. (2020). pgsd student’s mathematical creative thinking skills judging from creativity quotations by making vba-based teaching. journal of physics: conference series. https://doi.org/10.1088/17426596/1521/3/032040 rohaeti, e. e., nurjaman, a., sari, i. p., bernard, m., & hidayat, w. (2019). developing didactic design in triangle and rectangular toward students mathematical creative thinking through visual basic for powerpoint. journal of physics: conference series. https://doi.org/10.1088/1742-6596/1157/4/042068 ruqoyyah, s. (2018). meningkatkan kemampuan komunikasi matematik siswa ma melalui contextual teaching and learning. p2m stkip siliwangi, 5(2), 85–99. realistic mathematics education approach in a multiple intelligences perspective of elementary school students| 219 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 sari, v. t. a., & hidayat, w. (2019). the students’ mathematical critical and creative thinking ability in double-loop problem solving learning. journal of physics: conference series. https://doi.org/10.1088/1742-6596/1315/1/012024 sukmadinata, n., s. (2011). metode penelitian pendidikan. rosdakarya. winarni, e., w. (2011). penelitian pendidikan. fkip unib. infinity the application of social and environment care character education through learning of social education in elementary school of nanggung district| 187 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 the application of social and environmental care character education through learning of social education in elementary school of nanggung district m. dahlan r. 1, de ajeng ayu priatna 2, yono 3 1 universitas ibn khaldun 2 universitas ibn khaldun 3 universitas ibn khaldun 1 dahlan@uika-bogor.ac.id, 2 ayupriatna.1119@gmail.com, 3 yono@fai.uika-bogor.ac.id abstract this research was conducted to describe the application of social and environmental care character education in social science learning in elementary schools. this study uses qualitative methods with data collection techniques in the form of interviews, observations, and documentation. the primary data in this study were fourth-grade teachers at the nanggung district elementary school. based on the results of the research conducted, data obtained that there is an application of social and environmental care character education that is integrated into social science learning. the application of social and environmental care character education in addition to social studies learning is assisted through school programs that serve as supporters in the formation of social and environmental caring characters. the impact of implementing social and environmental care character education that is integrated into social studies subjects students are accustomed to loving environmental cleanliness by disposing of garbage in its place, being able to maintain environmental integrity by maintaining plants around schools, preserving the environment by planting trees around empty places and having sensitivity to give and help people in need by sharing each other in the form of support and materials and visiting sick friends. keywords: character education, social and environmental character, social sciences abstrak penelitian ini dilakukan dengan tujuan untuk mendeskripsikan penerapan pendidikan karakter peduli sosial dan lingkungan dalam pembelaran ilmu pengetahuan sosial di sekolah dasar. penelitian ini menggunakan metode kualitatif dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. data primer pada penelitian ini guru kelas iv di sekolah dasar kecamatan nanggung. berdasarkan hasil penelitian yang dilakukan, diperoleh data bahwa terdapat penerapan pendidikan karakter peduli sosial dan lingkungan yang diintegrasikan pada pembelajaran ilmu pengetahuan sosial. penerapan pendidikan karakter peduli sosial dan lingkungan selain dalam pembelajaran ips dibantu melalui program sekolah yang dijadikan sebagai pendukung dalam pembentukan karakter peduli sosial dan lingkungan. dampak dari penerapan pendidikan karakter peduli sosial dan lingkungan yang diintegrasikan pada mata pelajaran ips siswa terbiasa mencintai kebersihan lingkungan dengan membuang sampah pada tempatnya, mampu memelihara keutuhan lingkungan dengan memelihara tanaman di sekitar sekolah, melestarikan lingkungan dengan cara menanam pohon di sekitar tempat yang kosong dan mempunyai kepekaan untuk memberi dan membantu orang yang membutuhkan dengan cara saling berbagi berupa support dan materi serta menjenguk teman yang sakit. kata kunci: pendidikan karakter, karakter peduli sosial dan lingkungan, ilmu pengetahuan sosial introduction 188 | the application of social and environment care character education through learning of social education in elementary school of nanggung district p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 the moral decline that occurs in the world of indonesian education is very concerning (julaeha, 2019). there have been many attitudes that have been lost during indonesian society, including social and environmental care. humans are creatures who cannot possibly live alone without the help of other humans in some circumstances, every human being must need each other. therefore, humans are said to be social creatures (bali, 2017). as social beings, we need to have high social awareness which will later create humans who have compassion, respect, humanity, feelings of empathy, and sympathy. "according to taufik in lestari, social care is defined as attitudes and actions in the form of assisting people in need" (wibowo, 2020). social care is a form of human awareness as social beings. the hallmark of the indonesian nation is a society that has a high sense of social care. however, the current situation shows that the decline in awareness of the importance of having a social caring character has resulted in rampant bullying, ignorance, loss of the tradition of cooperation, and many other social deviations. this deviation occurs due to a decrease in the character of social care among others. among the impacts of humans do not have the character of social care, one of which is indifferent. if humans are indifferent to other humans, then this will also have an impact on ignorance of the surrounding environment. living things can meet all their needs from the environment in the form of natural resources on land and at sea. "however, this has not been balanced with the awareness and sense of human responsibility for the environment" (irfianti, et al. 2016). lack of awareness and human responsibility towards the environment causes deviations such as littering, illegal cutting of trees, forest fires, air pollution, ecosystem damage, and many other environmental damages. the low sense of social and environmental care that occurs today, then the two characters become part of the goals that cannot be forgotten from an education. because education is something that cannot be separated from human life. "education is expected to be able to bring change and progress in humans" (masrukhan, 2016). education is also an effort to shape human personality and intelligence, develop abilities and shape the character and civilization of a nation that is increasingly dignified to educate the nation's children (helmawati, 2017). this can be developed and implemented in both formal and non-formal educational institutions. educational institutions hold the main key in character building. schools have a great responsibility in shaping all their students to become students in addition to having intellectual intelligence but also having a positive character as expected by parents and the nation, because that, character education appears and develops which characterizes character development the application of social and environment care character education through learning of social education in elementary school of nanggung district| 189 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 specifically (law no. 20 of 2003, 2003). 2003). according to berkowitz & bier, character education is the creation of a school environment that can shape students to develop ethically and responsibly through example and teaching good character through universal values (wulandari & kristiawan, 2017). character education aims to improve the quality of implementation and educational outcomes that focus on building the character and noble character of students as a whole, integrated, and balanced under the competence of graduates (kurniasih & sani, 2017). through character education, it is hoped that students can grow independently, increase their knowledge, and practice character values and noble character so that they can be applied in everyday life. almost all educational institutions direct their educational goals to the character even though the institution does not characterize as a character education institution, character education is carried out through the learning process of subjects in the school, one of which is social sciences. social studies learning in elementary schools have an important role in character building to improve the quality of education. the term ips is a translation of "social studies" which is a scientific discipline that studies all aspects of human life and society (hasyim, 2019). according to sapriya (rosidah, 2017) argues that social science is a science that studies areas of human life in society, as well as studying social symptoms and problems that occur in certain parts of life. social studies learning also plays a role in producing students with character and quality. social studies learning is learning that develops students' knowledge, values and attitudes, and skills. social studies learning also plays a role in shaping the character of students. the formation of social and environmental care attitudes through social studies learning is carried out at sdn parakanmuncang 03 and sdit al-munawar. the school seeks to form an attitude of social and environmental care through learning, especially social studies learning with the aim that students can apply social and environmental care values in everyday life. the thing that underlies this research is the results of previous relevant studies. as the results of ashwan hamzah's research (2020) that the process of implementing character education in shaping students' environmental care attitudes through social studies learning for class viii a mts al-ittihad poncokusumo is carried out by making habits in every social studies learning takes place and also when in the school environment, and clean the classroom before social studies learning takes place. evaluation of the implementation of character education used by schools is carried out every 3 months by teachers and also principals and is also carried out properly. furthermore, the second research, namely research conducted by choirun nisak 190 | the application of social and environment care character education through learning of social education in elementary school of nanggung district p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 (2019) the results of this study indicate that (1) implementation of classroom-based social care and environmental care character education through the integration of social care and environmental care character values in learning, classroom management, use of methods learning that encourages students to actively participate in learning, and implementing learning evaluations (2) implementation of character education for social care and environmental care based on school culture in madrasah tsanawiyah negeri 1 blitar city through several activities, including: routine activities, spontaneous activities, exemplary, activities extracurricular activities, and school literacy movements (3) implementation of communitybased social care and environmental care character education through the involvement of parents of students in supporting programs related to the implementation of social care and environmental care character education, implementation of social services to underprivileged areas, character education seminars, implementation of socialization, development of superior local plant cultivation, and tourist visits. these activities are implemented through collaboration between the school and the community, both individually and institutionally. based on the results of the study, the researcher tried to research with a focus on describing the implementation of social and environmental care character education through social studies learning at elementary school in nanggung sub-district.nanggung. method this study uses a qualitative method with a field study approach (field research). in agung's opinion, the research design of field studies is data collection directly in the field (kamidah & yuliaswati, 2019). this research was conducted at sdn parakanmuncang 03 and sdit al-munawar which are located in the district of nanggung. the primary data sources in the study were eight people consisting of fourth-grade teachers, school principals, curriculum representatives, and fourth-grade students in both schools. these eight sources are people who are competent and directly involved in learning at school and the instrument in this research is the researcher himself. data collection techniques used in the study; observation, interview, and documentation. the validity of the data was checked by using the source triangulation technique. the data analysis procedure of this research refers to the miles and huberman model, namely: data collection, data display, and conclusion drawing/verification data (sugiyono, 2018) the application of social and environment care character education through learning of social education in elementary school of nanggung district| 191 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 results and discussion results the results of research conducted at sdn parakanmuncang 03 and sdit al-munawar showed that researchers found that schools had implemented social and environmental care character education. from the results of documentation, observations, and interviews it was found that the implementation of social and environmental care character education was carried out in several stages: table 1. research result no research instruments research result 1. process: what curriculum does the school use? the curriculum used at sdn parakanmuncang 03 and sdit almunawar uses the 2013 curriculum. what is the school's strategy in shaping the character of social and environmental care for students? the school's strategy in shaping the character of social and environmental care is in the form of integrating the subjects as outlined in the lesson plan. what are the functions and objectives of inculcating social and environmental care characters? the purpose and function of character education for social and environmental care in the two schools is so that students have a positive attitude and good character. in addition, it instills a caring spirit and responsibility for the environment, fosters student sensitivity to conditions in the surrounding environment, and as a provision for students to get used to and instill positive attitudes as a provision for life in the future. in the application of social and environmental care characters that are integrated into subjects. what subjects does the school choose? the subjects selected by the school in the application of social and environmental care character education are integrated into social science subjects why was social science chosen for the application of social and environmental care character education? because the characteristics of social science learning examine social problems that occur in society. in addition, the compatibility between social science learning materials regarding caring for the environment and living things is related to social and environmental care attitudes. does the school work with parents? the school cooperates with the parents of students by holding a meeting at the beginning of the school year to socialize the programs designed by the school for 1 school year. the school also has whatsapp groups together with parents to make it easier to communicate. 2. implementation 192 | the application of social and environment care character education through learning of social education in elementary school of nanggung district p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 what is the strategy for implementing social and environmental care character education that is integrated into social science subjects? the strategy for implementing social and environmental care character education that is integrated through social science learning is carried out by the teacher through the use of learning methods. lecture, discussion, and assignment methods are methods commonly applied by teachers. when using the lecture method, the teacher advises on the importance of having social and environmental care characters and the impact of not having these characters. the selection of the lecture method by the teacher is based on the fact that it is easier for students to understand the aims and objectives conveyed by the teacher. the method of discussion and assignment of individuals and groups is intended so that students can respect the opinions of others, interact with fellow friends and be responsible for the tasks given by the teacher. what are the obstacles felt by teachers in implementing social and environmental care character education that is integrated into social science subjects? the obstacle in planting social and environmental care character education through social studies learning that is felt by the teacher is that there are differences in the character of each child. not all children when the teacher instills character are immediately followed, there are children whose actions are still deviant and not under the teacher's expectations. usually, if they encounter problems like this, the teacher applies rewards and punishments. what is the teacher's role in the application of social and environmental care character education? informing the character of social and environmental care, the teacher provides an example for students. fourth-grade teachers at sdn parakanmuncang 03 and sdit al-munawar set an example in the form of good words, attitudes, and actions, and teachers participated in sharing activities. the teacher's example aims for students to follow the good things that the teacher does. what are the supporting programs made by teachers and schools to help implement the social and environmental care character? in addition to integrating subjects, the two schools are trying to instill character education for social and environmental care in activities made by schools such as routine activities. routine activities are activities that are carried out continuously and consistently. routine activities in inculcating social and environmental care characters in the two schools are in the form of first, class picket. this activity is carried out by students aiming to maintain the cleanliness of the classroom. this activity is carried out by students according to a schedule determined by the teacher, class picket activities include: sweeping and mopping the classroom, taking out the trash, and watering the plants. in this activity, students instill in themselves in maintaining the cleanliness of the classroom environment. second, friday infaq. this activity is in the form of sincere charity activities given by students. the money collected on friday's infaq will be donated to orphans and communities in need. this activity can instill a spirit of sharing with others. third, clean friday. this activity is in the form of cooperation which is carried out by students on fridays before sports. these activities include: cleaning the field and the yard around the school. this can be learned from this activity, students are taught how to care for and love the environment, and can work together with friends at school. fourth, compensation. this activity is the application of social and environment care character education through learning of social education in elementary school of nanggung district| 193 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 carried out once a year, carried out before the month of ramadan and on eid for orphans which fall on the 10th of muharram. compensation activities are given to students and orphans and underprivileged communities. the purpose of this activity is that students are trained to share and help others. furthermore, there are spontaneous activities carried out to inculcate social and environmental caring characters such as visiting friends or school residents who are sick, raising funds for disaster victims, and reprimanding students who deviate. 3. evaluation: how to evaluate the implementation of social and environmental care character education? the evaluation used by the fourth-grade teacher at sdn parakanmuncang 03 and sdit al-munawar was in the form of an attitude assessment book. the book is used by the teacher to find out the progress and deviations made by students which then the attitude assessment book will be a guide in the final assessment. in addition, all teachers will evaluate at the end of the month in the form of a meeting. the meeting will discuss one of them is the development of the character of students, if it is felt that the deviations made by students are too serious, the teacher will follow up on the problem by calling the parents of the students concerned. discussion based on the results of data collection in the form of observations, documentation, and interviews conducted by researchers, the results of the data found that the formation of social and environmental care characters was carried out through three stages: first, the process of character education for social care and the school environment implemented the 2013 curriculum wherein the 2013 curriculum learning does not only lead only to the cognitive domain, but to the formation of student attitudes (affective). the application of character to students is outlined in the lesson plans made by the teacher. this means that learning is designed in the formation of student character. as stated by wiyani (2012) in (rosad, 2019) that the application of character values is integrated into each subject of each subject. these values are included in the syllabus and lesson plans designed by the teacher. second, the implementation of social and environmental care character education is integrated into social science learning where the teacher chooses the right learning method so that learning objectives can be achieved. selection of learning methods such as the lecture method, question and answer, and discussion. the selection of this method helps in the application of social and environmental care character education in learning. meanwhile, in its implementation, the school seeks to shape the character of social and environmental care assisted by the example of teachers, class picket activities, clean fridays, friday infaq, and compensation. third, 194 | the application of social and environment care character education through learning of social education in elementary school of nanggung district p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 evaluation. evaluation is used to determine the success rate of applying social and environmental care characters through social studies learning in the form of observations made by teachers regarding the characters applied to students. this answers the successful application of the character. teachers also hold monthly meetings to find out obstacles and successes in the application of character as well as a follow-up if there are serious problems that the school does as a form of evaluation in inculcating social and environmental care characters. according to (fathurrohman, et al., 2017) the application of character education does not go through the process, implementation, and evaluation but is class-based, school management-based, and extracurricular-based. conclusion from the results of the exposure of research data and data analysis that has been described, it can be concluded as follows: implementation of social and environmental care character education is integrated through social science learning during the learning process before it starts, implementation in class and evaluation while in school, and is supported with support activities designed by the school; class picket, friday infaq, clean friday, and compensation. acknowledgments thank you to sdn parakanmuncang 03 and sdit al-munawar who have been the subject of research and related parties so that this research can be carried out and completed according to the previously planned time. references bali, m. m. e. i. 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data about these matters. this study uses a quantitative approach with descriptive methods with 34 teachers as respondents. areas that become indicators are mastery of identification and assessment of students, the ability of teaching theories & principles of educational learning, and the development of learning tools with instructional learning principles. the results showed that in the mastery of identification and assessment, most of the students were in the less competent category, a few were competent, and the rest were less skilled. the ability to master learning theory and educational learning principles shows that most of them are in the competent category and the rest are in the weak and incompetent category, while the ability to develop learning tools following nuanced learning guidance is mostly in the category of resting competent very competent, incompetent and less competent. based on the data obtained in the research results, it shows that the competence of elementary school class teachers is extraordinary in carrying out guided learning and shows excellent competence so that it still requires development assistance using various techniques, methods, strategies, and appropriate approaches. keywords: competence of classroom teachers in extraordinary primary schools, guided learning. abstrak penelitian ini beranjak dari fakta bahwa pembelajaran bernuansa bimbingan di sekolah dasar luar biasa (sdlb) masih belum banyak dilakukan sehingga tujuan penelitian ini adalah untuk menemukan data hal tersebut. penelitian ini menggunakan pendekatan kuantiaitif dengan metode deskriptif dengan jumlah reponden sebanyak 34 orang guru. area yang menjadi indikator kompetensi guru kelas dalam pelaksanaan pembelajaran bernuansa bimbingan di sdlb yaitu menguasai identifikasi dan asesmen peserta didik, menguasai teori belajar & prinsip-prinsip pembelajaran yang mendidik, dan mengembangkan perangkat pembelajaran yang sesuai dengan prinsip-prinsip pembelajaran bernuansa bimbingan. hasil penelitian menunjukkan bahwa dalam penguasaan identifikasi dan penilaian siswa sebagian besar pada kategori kurang kompeten, sebagian kecil kompeten dan sisanya kurang kompeten. pada kemampuan penguasaan teori pembelajaran dan prinsip-prinsip pembelajaran yang mendidik menunjukkan bahwa sebagian besar berada pada kategori kompeten dan sisanya pada kategori kurang dan tidak kompeten, sedangkan kemampuan mengembangkan perangkat pembelajaran mengikuti bimbingan bernuansa pembelajaran adalah sebagian besar pada kategori istirahat kompeten sangat kompeten, inkompeten dan kurang kompeten. berdasarkan data yang diperoleh dalam hasil penelitian menunjukkan bahwa kompetensi guru kelas sd sangat luar biasa dalam menyelenggarakan pembelajaran bernuansa bimbingan dan menunjukkan kompetensi yang baik sehingga masih memerlukan bantuan pengembangan dengan menggunakan berbagai teknik, metode, strategi, dan pendekatan yang tepat. kata kunci: kompetensi guru kelas di sdlb, pembelajaran bernuansa bimbingan. competency of class teachers in the implementation of guidelines demands in extraordinary elementary schools | 115 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 introduction getting quality educational services is the right of every child, both normal children and special needs. students with special needs or children with disabilities, including those at the extraordinary primary school, have the same basic needs and rights to grow and develop as other children according to their potential. even armstrong (2006) asserts that all children are talented. each child is born into a world with unique potential, which, if properly nurtured, can contribute to a better world. the biggest challenge is to get rid of large stones that block their paths in finding, developing, and celebrating their gifts. the perspective of the al-quran, it is even emphasized that humans were created in the best and good form (qs.at-tiin: 4-6). all potential learners with special needs should be developed. to develop the potential of students with special needs holistically, learning services through instructional approaches or learning in the classroom is not enough, but requires learning in the nuances of guidance. the paradigm that occurs in special education and special services education, which was originally based on a fatalistic philosophy, becomes a philosophical perspective. this has an impact on the existence of children with special needs having a good future perspective. thus, if children with special needs obtain quality and meaningful educational services by taking into account all the potentials and obstacles they have, the child's potential will develop optimally. guidance education is the main thing in optimizing children's potential. the school environment is a place for students with special needs to learn about many things. counseling guidance as an integral part of education should be able to help students with special needs in understanding themselves and their environment if special school teachers have competence in carrying out guidance and counseling. previous research by hernawati (2000), soendari t, (2002, 2011), liando (2003), and mahmud (2004) concluded that the implementation of counseling guidance services for children with special needs in schools, including those in extraordinary primary schools, was not optimal. among the contributing factors is due to the absence of special counselors for children with special needs, the unavailability of special programs, the absence of optimal cooperation between the school and parents of students with special needs in carrying out guidance and counseling services in schools. furthermore, sunardi (2005) emphasized that the activities of guidance and counseling services in extraordinary schools and also extraordinary primary schools were not optimal due to the lack of competent human resources so that the guidance and counseling service activities became undirected and did not have a clear workflow because it was immediately carried out by classroom teachers who do not have a background in scientific guidance and counseling. guidance and counseling services 116 | competency of class teachers in the implementation of guidelines demands in extraordinary elementary schools p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, february 2020 should be done professionally to produce optimal services. they can help all students including those in extraordinary primary schools to create an atmosphere of learning that is fair and nondiscriminatory (granello, f. paul & hanna, j. fred (2003), spangenberg, j. judora (2003) in this context the presence of qualified and competent extraordinary primary school teachers is a necessity and a demand because competent teachers play a very significant role in creating a meaningful and enjoyable learning atmosphere. meaningful learning can be realized if professional educators do it. republic of indonesia government regulation number 19 of 2005 concerning national education standards in chapter vi article 28 paragraph 1, states that "educators must have academic qualifications and competencies as agents of learning, be healthy physically and spiritually, and have the ability to realize national education goals". the competencies in question are competencies that have been set by the government, including pedagogical competencies, personal competencies, social competencies, and professional competencies. the quality of classroom teachers has so far remained an important and crucial issue. this also happened to teachers who worked in an extraordinary elementary school. extraordinary elementary school teachers as class teachers have an obligation to carry out guidance and counseling, as mentioned in the minister of education regulation number 35 of 2010 concerning technical implementation guidelines for teacher functional position and credit score. however, in general, special school teachers do not have an educational background in counseling guidance. when completing education at the s1 / bachelor level in special education in higher education, the teachers only get 2 (two) sks courses for introduction to counseling guidance. thus extraordinary school teachers solve problems that occur in class or develop the potential of students in their own ways. there is no standard operating procedure that must be done by the teacher when going to implement guidance and counseling. elsewhere, law no. 14 of 2005 concerning teachers and lecturers mandates that teachers are professional educators with the main task of educating, teaching, guiding, directing, training, evaluating, and evaluating students in early childhood education through formal education, basic education, and middle education. based on the problems developed above, this article focuses on the study of the competence of class teachers in the implementation of guided learning in extraordinary primary schools, analysis of the profile of teachers' ability in identifying and assessing learners, mastering learning theory and principles of educating learning, and developing learning tools. competency of class teachers in the implementation of guidelines demands in extraordinary elementary schools | 117 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 methods this research was conducted through a quantitative approach with a descriptive method that is to describe the behavioral tendencies of a population quantitatively by examining the population sample (creswell, w. j (2009). in this study, the description is the competency of elementary school teachers in conducting nuanced learning guidance that includes the competence of identifying and assessing students, mastering learning theories and principles of learning that educate, and developing learning tools. the subjects in this study were 34 teachers in bandung district who served in extraordinary schools both extraordinary elementary schools, schools extraordinary junior high school and extraordinary senior high school by using a thematic approach in learning caused by teaching in the lower class (class iiv for the types of extraordinary impairment of the blind (a), deaf (b) and deaf (d) or due to obstacles in this intellectual education unit for specific types of mental retardation (c) and autism with certain constraints. the instrument needed in data collection is a questionnaire that refers to permendiknas number 32 of 2008 concerning academic qualification standards and special education teacher competencies. results and discussion result the results of the study are related to the competence of elementary school teachers in the form of (1) the ability of teachers to identify and assess students, (2) master the learning theory and principles of educating learning, and (3) develop the learning tools described as follows. 1. special school teacher competency profile in mastering student identification and assessment. table 1. competency of identification and assessment no statement i nc c vc f % f % f % f % 1. develop informal identification and assessment instruments for learning 6 17.7 8 23.6 20 59 0 0 2. conduct informal identification and assessment for learning. 4 11.8 4 11.8 24 70.8 2 5.9 3. prepare reports on the results of identification and informal assessment for learning. 6 17.7 8 23.6 18 53.1 2 5.9 total 16 15.7 20 19.7 62 60.9 4 3.9 note: i = incompetent; nc= not competent; c = competent; vc = very competent based on table 1 above, obtained information about the competence of elementary school teachers in mastering the identification and assessment of learners in a variety ranging from 118 | competency of class teachers in the implementation of guidelines demands in extraordinary elementary schools p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, february 2020 (tk) not competent to (sk) very competent. based on the above table, it was revealed that the indicators mastered the identification and assessment of students with the three statements examined, as follows: (1) developing identification and assessment instruments for learning, the results obtained were 17.7% of teachers in the incompetent category, 23.6% of teachers were in the category less competent, 59.0% are in the competent category, and 0% are in the very competent category. (2) identifying and evaluating informally for learning, the results obtained are 11.8% of teachers in the category of incompetent, 11.8% of teachers are in the category of less competent, 70.8% are in the competent category, and 5.9% are in the highly competent category. (3) prepare reports on the results of identification and informal assessment for learning, the results obtained are 17.7% of teachers in the category of incompetent, 23.6% of teachers are in the category of competent, 53.1% are in the category of competence and 59% are in the category of very competent. 2. special school teacher competency profile in mastering learning theory and principles of learning that educate table 2. competency of mastering theory and principles of educating learning no statement i nc c vc f % f % f % f % 1. planning learning activities that are interrelated with each other, taking into account the learning objectives and learning process of students 2 5.9 4 11.8 24 70.8 4 11.8 2. they are providing opportunities for students to master learning materials according to their potential, abilities, obstacles, and learning needs through the arrangement of various learning processes and activities. 2 5.9 12 35.4 18 53.1 2 5.9 3. ensuring the level of students' understanding of certain learning materials and adjusting subsequent learning activities based on that level of understanding. 0 0 12 35.4 20 59 2 5.9 4. explain the reasons for carrying out the activities/activities carried out, both appropriate and different from the learning plan, related to the success of learning. 2 5.9 12 35.4 16 47.2 4 11.8 5. we are using various techniques to motivate student learning. 0 0 10 29.5 18 53.1 6 17.7 6. pay attention to the responses of students who have obstacles in understanding the learning material being taught and use them to improve learning designs. 0 0 12 35.4 20 59 2 5.9 total 6 2.95 62 30.5 116 57 20 9.8 note: i = incompetent; nc= not competent; c = competent; vc = very competent based on table 2 above, obtained information about the competence of special school teachers in mastering the theories and principles of learning that educate in a variety ranging from (tk) not competent to (sk) very competent. based on the table above it is revealed that the competency of class teachers in the implementation of guidelines demands in extraordinary elementary schools | 119 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 indicators master the theory and principles of learning that educate with the six statements examined, as follows: (1) planning learning activities that are interrelated with each other by paying attention to the learning objectives and learning processes of students, the results obtained 5.9 % of teachers are in the category of incompetence, 11.8% of teachers are in the category of less competent, 70.8% are in the category of competence and 11.8% are in the category of highly competent. (2) allowing students to master learning materials according to their potential, abilities, obstacles and learning needs through varied learning process settings and activities, the results obtained 5.9% of teachers are in the category of incompetent, 35.4% of teachers are in the category of less competent, 53.1% are in the competent category, and 5.9% are in the very competent category. (3) ensure the level of students' understanding of certain learning materials and adjust the subsequent learning activities based on the level of understanding, the results obtained 0% of teachers are in the category of not competent, 35.4% of teachers are in the category of less competent, 59.0% are in the category of competent and 5.9 % is in the very competent category. (4) explains the reasons for carrying out the activities/activities that are carried out, both those that are appropriate and different from the learning plan, related to the success of learning, the results are obtained 5.9% of teachers are in the category of incompetent, 35.4% of teachers are in the category of less competent, 47.2% are in competent category and 11.8% are in the very competent category. (5) using various techniques to motivate learners' learning, the results obtained 0% of teachers are in the category of not competent, 29.5% of teachers are in the category of not competent, 53.1% are in the competent category, and 17.7% are in the category of very competent. (6) pay attention to the responses of students who have obstacles in understanding the learning material being taught and use it to improve learning design. the results obtained 0% of teachers are in the category of incompetent, 35.4% of teachers are in the category of less competent, 59.0% are in the category of competent and 5.9% are in the category of very competent. 3. extraordinary primary school teacher competency profile in developing learning tools table 3. competencies of developing learning devices no statement i nc c vc f % f % f % f % 1. adjusting the curriculum based on the results of identification and assessment for the development of lesson plans or ppi 2 5.9 10 29.5 20 59 2 5.9 2. choosing learning materials that are following the learning objectives, appropriate and up-to-date, according to the needs and level of students' learning 2 5.9 10 29.5 20 59 0 0 120 | competency of class teachers in the implementation of guidelines demands in extraordinary elementary schools p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, february 2020 abilities, can be implemented in the class, and accordance with the context of students' daily life 3. develop learning outcome assessment instruments by paying attention to indicators, materials, and abilities of students. 0 0 10 29.5 22 64.9 2 5.9 total 4 3.9 30 29.5 62 60.9 4 3.9 note: i = incompetent; nc= not competent; c = competent; vc = very competent based on table 3 above, information about slb teacher competencies in developing learning tools varies from (tk) incompetent to (sk) very competent. based on the table above, it was revealed that the indicators for developing learning tools with the three statements examined were as follows: (1) adjusting the curriculum based on the results of identification and assessment for the development of rpp or ppi, the results obtained 5.9% of teachers were in the category of not competent, 29.5% of teachers were in the less competent category, 59.0% were in the competent category and 5.9% were in the very competent category. (2) choosing learning materials that are by the learning objectives, appropriate and up-to-date, according to the needs and level of learning ability of students, can be implemented in the classroom, and under the context of students' daily lives, obtained 5.9% of teachers are at incompetent category, 29.5% of teachers are in the less competent category, 59.0% are in the competent category, and 5.9% are in the very competent category. (3) compile an instrument for evaluating learning outcomes by taking into account the indicators, materials, and abilities of students. the results obtained 0% of teachers are in the category of not competent, 29.5% of teachers are in the category of not competent, 64.9% are in the competent category, and 5.9% are in the category of very competent. discussion the results showed that the ability of special elementary school teachers to conduct assessments was generally in the category of less competent towards competent. this shows that sdlb teachers still need help to develop their ability to conduct assessments. the assessment is critical to achieve quality education for students with special needs, ranging from instrument development, implementation of reporting. the principle of assessment for children is the process of understanding the level of development and growth of the child's ability to continuously by collecting data through observation, recording, recording, of the behavior displayed in rasyid, 2012 (in zainal alimin 2007). every child must experience growth and development in his life series. assessment is the process of measuring something compared to something that has been standardized. as mentioned by godwin & godwin (wortham, 2005) drawing an assessment or measurement is "the process of determining, competency of class teachers in the implementation of guidelines demands in extraordinary elementary schools | 121 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 through observation or testing, individual traits or behavior, a program's characteristics, or the properties of some other entity, and then assigning a number, rating, or score to that determination. "according to james e johnson (in uyu wahyudin & mubiar agustin, 2011) assessment or assessment is' in general, evaluation is the process of selecting, gathering, and interpreting information to make personal decisions or two from judgment about the worth of product or program or about the value of an approach to solve a problem or accomplish an objective '. assessment or assessment is the process of selecting, collecting, and interpreting information to make decisions or to make judgments about the weaknesses of a product or program, or about the extent to which the success of the approach that has been done can solve the problem so that it can perfect a goal or goal. as for competence in mastering learning theory and the principles of learning that educate, it appears that this competency tends to be in the category of competent towards very competent. even though it looks positive it does not mean that sdlb teachers do not need self-development in this competency. mastering learning theory and teaching principles of learning are essential. with this ability, educators will be able to carry out learning by the level of development of students. one example of student development is intellectual development. teachers who master the theory of intellectual development will be able to adjust learning that starts from the sensorimotoric, preoperational, concrete operational, and formal operational stages, as revealed in piaget's learning theory. mastering learning theory will have an impact on various things that teachers do from approaches, strategies, methods, facilities, and facilities used and learning techniques that lead to the quality of gdpk learning outcomes. the following are some of the results of research related to learning (situmeang and hamid (2015). besides, mastery of sdlb teachers on learning theory will help them to create an atmosphere of learning in more pleasant and meaningful interactions (agustin, m 2017, agustin, m et al. 2020). associated with the competence of developing learning tools the results of research show quite diverse achievements even though in general in the category of competent leads to very competent developing learning tools is necessary for a teacher starting from planning, implementation to evaluation, learning tools will greatly help teachers in conveying the process seeking knowledge to students borich (2007) states "planning is the systematic process of deciding what and how your students should learn." planning is a systematic process of deciding what and how students should learn so that quality and pro learning ductivity. conclusions 122 | competency of class teachers in the implementation of guidelines demands in extraordinary elementary schools p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, february 2020 the results showed that the teacher's ability in identifying and assessing students, mastering learning theory and principles of learning that educate, and develop learning tools tend to be in the category of competent towards very competent. this shows that extraordinary elementary school teachers still need assistance either in the form of supervision or education and training activities to develop the three competencies so that practical and accommodative guidance learning activities can be achieved for the needs of every child in school. on the other hand, extraordinary elementary school teachers also need to be given skills that can make them more confident in doing learning activities with children in the class. extraordinary elementary school teachers also need to be equipped with maximum insight and knowledge and skills to develop their abilities in their experience-based research activities in conducting classroom nuanced learning activities. acknowledgments thanks to the indonesian education university and the west java provincial education office for providing support so that this research is carried out well. references agustin, m (2017) mengajar yang menyenangkan dan bermakna bagi anak. edena ciptawira. bandung. agustin, m et al. (2020)" burnout profile of elementary school teacher education." students (estes): factors and implication of guidance and counseling service". journal of elementary education volume 4 number 1. february 2020. page 38-47. alimin, z. (2007). modul hambatan belajar dan perkembangan 1, bandung: pascasarjana prodi pendidikan khusus upi. armstrong, t (2006) the best schools. mendidik siswa menjadi insan cendekia seutuhnya. penerbit kaifa. bandung. borich, g.d., 2007. effective teaching methods research-based practice sixth edition new jersey: pearson merrill prentice hall. creswell, w.j (2009). research design qualitative, quantitative, and mixed methods approaches. third edition. sage publications. thousand oaks, california. hernawati, t. (2000). program layanan dasar bimbingan dalam mengembangkan perilaku sosial sswa tunarungu di slb. tesis pada pps upi bandung: tidak diterbitkan. granello, f. paul & hanna, j. fred (2003) "inceacerated and court-involved adolescents: counseling an at-risk population." jcd journal of counseling & development volume 81, number 1 winter 2008. liando, y. (2003). kesesuain antar pelaksanaan bimbingan oleh guru dengan harapan orang tua. tesis pada pps ikip bandung: tidak diterbitkan. competency of class teachers in the implementation of guidelines demands in extraordinary elementary schools | 123 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 mahmud, m. (2004). layanan bimbingan bagi anak tunagrahita di sd. jurnal ilmu pendidikan pedagogia, vol 2 no 1 tahun 2004. issn: 1693-5276. hal. 33-45. peraturan menteri pendidikan nasional nomor 16 tahun 2007 tentang standard kualifikasi akademik dan kompetensi guru. peraturan menteri pendidikan nasional republik indonesia nomor 32 tahun 2008 tentang standar kualifikasi akademik dan kompetensi guru pendidikan khusus. peraturan menteri negara pemberdayaan aparatur negara dan reformasi birokrasi (permenagpan rb) nomor 16 tahun 2009 tentang jabatan fungsional guru dan angka kreditnya. permendiknas nomor 35 tahun 2010 tentang juknis pelaksanaan jabatan fungsional guru dan angka kreditnya. spangenberg, j. judora (2003) "the cross-cultural relevance of person-centered counseling in postapartheid south africa."". jcd journal of counseling & development volume 81, number 1 winter 2008. soendari, t. (2002), pemahaman dan penerapan konsep-konsep dasar bimbingan dalam proses belajar mengajar di slb-c. tesis pada pps upi: tidak diterbitkan. soendari, t. (2011). model bimbingan dan konseling kolaboratif dalam pengembangan perilaku adaptif anank tunagrahita ringan di sekoah dasar. disertasi pada pps upi: tidak ditebitkan. sunardi (2005). pedoman pelaksanaan program layanan bimbingan dan konseling di sekolah luar biasa. bandung: universitas pendidikan indonesia. wortham, c.s (2005) assessment in early childhood education. fourth edition. pearson prentice hall. united state. wahyudin, u & agustin, m. ( 2011). penilaian perkembangan anak usia dini. bandung: refika aditama. microsoft word 11 1942.docx 230 | development of teaching materials using a realistic mathematics education approach in a multiple intelligences perspective of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, february 2020 implementation of teaching materials using a realistic mathematics education approach in primary student mathematics communication sylvia rabbani1, agni muftianti2 1institut keguruan dan ilmu pendidikan siliwangi 2institut keguruan dan ilmu pendidikan siliwangi 1sylviarabbani@gmail.com, 2agnimuftianti@gmail.com abstract the main problem in this study is the lack of student communication skills and the lack of rme-based teaching materials that use used goods as a learning medium. the purpose of this study was to obtain an overview of : 1) learning steps rme using teaching materials and 2). barriers are felt when learning using these teaching materials. and 3). overview of mathematics communication skill primary teacher education students uses a realistic mathematics education approach with the help of teaching aids made from used materials. the method used is qualitative descriptive. this research was conducted in class a1 and a2 class 2018 for elementary school teacher education students at ikip siliwangi for 6 meetings. data collection techniques in this study were written tests, observations, questionnaires and interviews. in this study, the data analysis technique used is the inductive analysis approach.the results of this study were the steps for implementing elementary mathematics teaching materials in mathematics communication for primary teacher education students.the conclusion from the research that we have done is that there is primary school mathematics learning teaching materials based on the rme approach in elementary mathematics learning courses in fostering mathematical communication skills of primary teacher education students keywords: mathematics communication, realistic mathematics education, teaching materials abstrak masalah utama dalam penelitian ini adalah kurangnya kemampuan komunikasi siswa dan kurangnya bahan ajar berbasis rme yang menggunakan barang bekas sebagai media pembelajaran. tujuan dari penelitian ini adalah untuk mendapatkan gambaran tentang: 1) langkah-langkah pembelajaran rme dengan menggunakan bahan ajar dan 2). hambatan dirasakan saat pembelajaran menggunakan bahan ajar tersebut. dan 3). gambaran umum keterampilan komunikasi matematika siswa pendidikan guru sekolah dasar menggunakan pendekatan pendidikan matematika realistik dengan bantuan alat peraga yang terbuat dari bahan bekas. metode yang digunakan adalah deskriptif kualitatif. penelitian ini dilaksanakan di kelas a1 dan a2 kelas 2018 pada siswa pendidikan guru sekolah dasar di ikip siliwangi sebanyak 6 kali pertemuan. teknik pengumpulan data dalam penelitian ini adalah tes tertulis, observasi, angket dan wawancara. dalam penelitian ini teknik analisis data yang digunakan adalah dengan pendekatan analisis induktif. hasil penelitian ini adalah langkah-langkah penerapan bahan ajar matematika sd dalam komunikasi matematika untuk siswa pendidikan guru sekolah dasar. kesimpulan dari penelitian yang telah kami lakukan adalah adanya bahan ajar pembelajaran matematika sekolah dasar berbasis pendekatan pendidikan matematika realistik pada mata kuliah pembelajaran matematika sd dalam membina keterampilan komunikasi matematis siswa pendidikan guru sekolah dasar. kata kunci: komunikasi matematika, realistic mathematics education , bahan ajar introduction mathematics learning is one of the subjects that is very important and close to our daily lives. this can be seen from all daily activities related to mathematics. according to de lange (de lange, 2004)mathematics ould be seen as the language that describes patterns – both implementation of teaching materials using a realistic mathematics education approach in primary student mathematics communication | 231 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 patterns in nature and patterns invented by the human mind. those patterns can either be real or imagined, visual or mental, static or dynamic, qualitative or quantitative, purely utilitarian or of little more than recreational interest. they can arise from the world around us, from depth of space and time, or the inner workings of the human mind. from the above explanation, we can see that mathematics consists of abstract and concrete concepts that are created from patterns that exist in nature or patterns made by humans. mathematics is felt to be very close to our daily lives. besides, mathematics is also a main subject in formal schools, including elementary schools. some years ago mathematics thematically presented along with several other subjects. however, this year, mathematics in elementary school is partially presented and becomes an independent subject. these changes have an impact on mathematics back into a subject that is considered difficult and frightening by most students, especially elementary students. some of the problems that occur are low understanding of concepts, problem solving abilities, reasoning skills, and one of them is mathematical communication skills. in line with the results of the study that (anisa, 2014) students' mathematical communication skills. communication is the sending and receiving of messages between two or more people so that the message in question can be understood. meanwhile, schoen, bean, and ziebarth (ansari, 2003)suggest that mathematical communication skills are students 'abilities in terms of explaining algorithms and unique ways of solving problems, students' abilities to construct and explain presentations of real-world phenomena in graphs, words or sentences, equations, tables and representations physically. from the above statement, this mathematical communication describes and explains mathematical problems into a more tangible or concrete presentation. this is in line with the objectives of learning mathematics according to the 2013 curriculum (kemendikbud, 2013), namely: increasing intellectual abilities, especially highlevel abilities of students, forming students' abilities in solving problems systematically, obtaining high learning outcomes, training students in communicating ideas, and developing student character. from the explanation above that the benefits of us learning mathematics are not only cognitive or knowledge and affective or attitude. in the above statement, it is stated that mathematical communication skills are one of the high-level intellectual abilities of students. this communication skill is also considered very important for students in solving math problems. 232 | development of teaching materials using a realistic mathematics education approach in a multiple intelligences perspective of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, february 2020 this communication ability is also the student's ability to connect real objects, pictures, and diagrams into mathematical ideas; explain ideas, situations and mathematical relations either orally or in writing in the form of pictures or graphics; explain and make questions about mathematics that are learned from a given situation (elida, 2012). in this case, it is explained that this communication skill can be seen from how students can describe a mathematical situation in pictures, graphs, diagrams and others. also, communication skills can be seen how students explain mathematical situations orally and in writing. there are several problems (alamiah & afriansyah, 2018) in elementary schools that must be addressed immediately, namely those related to the low mathematics communication skills of elementary school students. this also happens to prospective primary teacher educationstudents. ratnaningsih (2008) suggests various mathematical learning models that facilitate students in developing mathematical thinking skills such as reasoning, communication, connection, representation, critical, creative, and problem-solving. . from this statement it can be seen that mathematical learning models facilitate the development of mathematical thinking skills, one of which is student mathematics communication (rokhmani, 2016). one of the learning models commonly used in mathematics learning in primary school and primary teacher education is realistic mathematics education. the orientation of rme is: reinvention, the introduction of concepts through concrete issues, or around the student's environment (pasaribu et al., 2018). rme is a learning process that focuses on the introduction of concrete issues in the environment. in line with although "realistic" situations in the meaning of "real-world" situations are important in rme, "realistic" has a broader connotation here. it means students are offered problem situations which they can imagine (tandililing, 2003). from the above statement, it is stated that this realistic condition is explained more broadly when students can imagine the mathematical problems as well as including the mathematical realistic conditions. realistic mathematics education was developed by frudental (streefland, 1991)and streefland (streefland, 1991)on mathematics connected reality, mathematics as a human activity and more focused on the substitute of mechanical learning mathematics to be realistic. gravemeijer (gravemeijer. k.p.e, 1994) says that mathematics should be cultivated close to the student and must be linked to everyday life. students are allowed to do the mathematization . it can be concluded that this rme connects the real conditions with the mathematics learning presented by the teacher. it is further revealed that mathematics learning designed by the teacher must be related to the daily lives of students. one of the teacher's efforts in presenting implementation of teaching materials using a realistic mathematics education approach in primary student mathematics communication | 233 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 meaningful and close to everyday life is the teaching cloth. therefore, the teacher must be able to design a teaching material that is structured with the rme approach so that the learning presented feels close to students teaching materials are a set of materials that are systematically arranged both written and unwritten to create an environment / atmosphere that allows students to learn (jasmaniah; fachrurozi; yeni, 2015). teaching materials in this research are printed teaching materials in the form of student worksheets. the scope of teaching materials to be produced includes (1) title of teaching materials; (2) learning indicators; (3) learning objectives; (4) description of the material; (5) learning activities; and (6) student activity sheets. good teaching materials range from building student knowledge based on experiences in everyday life to finding a mathematical concept (putri, 2019). modules are an important component in learning because they are used to help obtain information on the subject matter (parmin, & peniati, 2012). from the statement above, we can see how important the teaching material is to become a medium or bridge in learning to create meaningful learning with a specific purpose. teaching materials that are arranged must be structured and systematic. this aims to make it easier for students to understand what material is in the book. teaching materials should also be equipped with teaching materials, evaluation, group worksheets, and individual worksheets. this is done so that the teaching materials prepared are rich in material and evaluations that can measure the extent to which students understand the material presented . the learning materials are prepared using the realistic mathematics education (rme) approach, beginning with the posing of problems related to the real world of students (sunismi, 2015). through real-world problems that students have known, students can find the concepts or principles being studied so that students will better understand the concepts/principles being learned . the teaching materials that are designed begin with contextual problems that are close to everyday life. this is done so that they feel close to the problem and need to solve the problem. with this problem, they were invited to find their concept . therefore, researchers research implementation of instructional materials approach using realistic mathematics education in communication skills mathematics student of primary teacher education. the results of this study are expected to foster the communication skills of the students of the primary teacher education ikip siliwangi in particular and all the students of the ikip siliwangi in general. method 234 | development of teaching materials using a realistic mathematics education approach in a multiple intelligences perspective of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, february 2020 this research is a qualitative descriptive study that aims to determine the objective description of the situation regarding the class conditions with all its characteristics. according to sugiyono (sugiyono, 2006)that descriptive qualitative research is a research method based on the usual postpositivism philosophy. it is used to investigate under natural objective conditions where the researcher acts as a key instrument. in this descriptive study the teacher/researcher objectively describes the student's abilities, student learning methods , student learning interests, and so on. the subjects in this study were the a1 class of 2018 class a1 students of primary teacher education ikip siliwangi, totaling 35 female students and 5 male students. the students are divided into 3 categories: 1). students who are active and interested in all things new. 2). students who can follow the lecturer instructions in learning. 3). less active students. the instruments used in the study were 1). questionnaire to measure the description of concern for the environment, 2) observation to see the learning situation using teaching materials, 3) interviews to dig deeper information from students about learning using teaching materials in learning environmental awareness. results and discussion results in this section will be exposed right research is done to the student of primary teacher education siliwangi teachers' training college. this research uses descriptive research in which the researcher is required to be able to extract data based on what the data sources say , feel, and do. in qualitative research, the researcher is not what the researcher thinks should be but based on what is happening in the field, experienced, felt, and thought by the data source. by researching approaches descriptive investigator must explain, explain, describe the data that has been obtained by researchers through interviews with informants, as well as through observation and tests. at the planning stage, this research was conducted in the elementary school mathematics learning course. at this planning stage, the researcher made a lesson plan by adjusting the realistic mathematics education learning steps using the teaching materials for 6 meetings. however, the planning that has been made face-to-face must be turned into an online meeting. this is because of the covid-19 pandemic , the meeting is made online. during a pandemic that is being felt by the whole world, especially indonesia. all who are involved in the world of education do home learning (bdr). this resulted in this research being implementation of teaching materials using a realistic mathematics education approach in primary student mathematics communication | 235 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 conducted online with class a1 class 2018 students. this research was conducted using google classroom, google meet and zoom. this research lasted for 1 month in 4 meetings online (online). there are several materials discussed in these 4 meetings, among others, learning to build flat and building a room for elementary students. before researching class, our research team made preparations such as consulting with the supervisor of the course, prof. josua sabandar. we conduct online discussions about the research we are going to carry out. also, we also prepare and compile teaching materials that will be given to students. we provide these teaching materials when learning takes place as a guide and reference in learning. the first meeting was started by giving a preliminary test on the mathematics communication skills of primary teacher education students. this test aims to measure students' initial communication skills before learning is given. the test contains 10 questions arranged based on indicators of mathematical communication. students take the test online using google classroom. lecturers can also monitor who has taken the test through the goolge classroom through the lecturer's account. meetings 2 to 5 are conducted online using google meet and google classroom. learning to use rme approach with the following steps, giving the problem, explain the problem, complate the problem, compare and discuss answers and concluded (hobri, 2010). each meeting is divided into 3 sessions, the first is an exploration session, in this session the lecturer provides problems, descriptions and simulations on how to provide mathematics learning for elementary students for certain materials. after that students are asked to study the teaching materials that have been given. the second session is the design stage, students are invited to explain problems, solve problems and create or modify examples of learning mathematics, by changing the steps of learning, media or learning resources. stages of the design are done outside the network (offline), self-designing media learning of student and ways how to apply them in learning. at this stage students can look for ideas in the teaching materials that are presented. in the teaching material contains learning steps using media made from unused materials. the last stage is allot, students are asked to share the results of their designs on social media so that they can be seen by lecturers and their friends in particular and all circles in general. for an overview of the learning steps in each meeting , the researcher conducted online learning using google's google meet on monday april 6 2020 at 13.00-14.40. the initial step of learning discusses the identification of spatial structures such as cubes and blocks . before 236 | development of teaching materials using a realistic mathematics education approach in a multiple intelligences perspective of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, february 2020 0 20 40 60 80 100 120 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 results of students' mathematical communication skills postes score pretes score the first meeting we already provide information to the students to bring used goods such as food used cardboard, cardboard former soap, toothpaste cardboard used tools such as scissors, rulers and run. students are given directions on how to teach elementary school children to teach space identification material . the lecturer invites students to observe objects around in the form of cubes and blocks. m hey also asked to complete the worksheet shortly geometrical identification . they were also directed to identify the characteristics of ballasts and cubes. it can be seen from the number of sides, corner points and edges. peacock must also look for other used items in the form of cubes and blocks that are around them. stronger assorted waking up space of used cardboard materials are also suggested by the lecturer. how can they turn unused waste into learning media? after the lecturer gives build space araha about it, students are required to create and change the media which has been demonstrated in a lecture earlier . students are required to be creative in creating learning media innovations from waste. the results of these innovations must be shared on their respective youtube channels . in this pandemic period, this is one way to evaluate a hang learning te l ah we give. also, this is very useful for other colleagues who need information about mathematics learning media. these activities are carried out until the 4th meeting with different materials each week. judging from the results of the pretest and posttest of the primary teacher education students at the ikip siliwangi in mathematics communication skills, there was an increase in the results. it can be seen from the pretest average value of students' mathematics communication skills is 61.25. after participating in the learning process , the posttest average score of mathematics communication ability is 75.53. besides that, it can be seen the results of the pretest and posttest mathematics communication skills of 40 students in the diagram below. figure 1. the results of the pretest and posttest of students' mathematical communication skills implementation of teaching materials using a realistic mathematics education approach in primary student mathematics communication | 237 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 perceived barriers to researchers in conducting online learning and ofline learning during this pandemic are the unstable signal constraint. primary teacher education ikip students of the siliwangi come from various bloodlines in west java and its surroundings. the different situations and conditions in each region also greatly affect the smoothness of this research. sometimes some students have to move places when carrying out lectures online. this is indeed a new thing and we must get used to adapting to technology that makes it easier for us to learn in this pandemic. lecturers and students are also still groping in using the video conference application which is our media in this research. for that we tried it first before carrying out the research. in this case, ikip siliwangi makes it easy to access google meet by using an email account affiliated with the campus. apart from that, the students' diverse conditions in terms of intellectual and understanding were a barrier in itself. some students use teaching materials that can immediately understand and make innovations in media making. some use teaching materials still feel confused about how to create learning media for learning mathematics. therefore lectures are conducted by video conferencing via google meets and online discussions via google classroom. these two media are quite helpful in the implementation of online lectures in elementary school mathematics learning for primary teacher education students at ikip siliwangi. discussion in primary school mathematics learning course learning goes well and meaningfully by implementing teaching materials and the realistic mathematics education approach. the results of this study are not only theoretically proficient students but also work made to hone their skills in making learning media. this teaching material based on realistic mathematics education is indeed very useful for prospective elementary school teachers because it can become their reference in designing mathematics lessons for elementary school students. in this case the lecturer also previously provided an overview of how to teach some of the material taught in elementary schools . this is in line with the opinion that (hobri, 2010)teachers are advised to pay attention to every activity so that all students are actively involved in learning. in addition to lecturers, students also active in creating and recreating their creations according to the notion that they have in designing a learner a mathematical media from recycled materials. by the opinion (manopo et al., 2018) students can interact and communicate their ideas. students communicate the mere idea k a search for learning design and media as diverse 238 | development of teaching materials using a realistic mathematics education approach in a multiple intelligences perspective of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, february 2020 as each student has different ideas and unique. in this case, students are required to have high communication skills in solving the mathematical problems presented. judging from the mathematics communication ability of the primary teacher education students at the ikip siliwangi there is an increase from the pretest to posttest results. there are several indicators of mathematical communication skills that are developed into a research instrument. sumarmo (sumarmo, 2002) explained that mathematical communication includes students' abilities: (1) connecting real objects, pictures, and diagrams into mathematical ideas; (2) explain mathematical ideas, situations and relations, orally and in writing with real objects, pictures, graphics and algebra; (3) declare everyday events in language or mathematical symbols; (4) listening to, discussing, and writing about mathematics; (5) reading with the understanding of a written mathematics presentation; (6) make conjecture, preparing arguments . of the six indicators, the results of the pretest and posttest indicator number 3 are the indicators that get the highest score. this is because in rme learning, it focuses on learning that is close to everyday events (ubaidillah et al., 2014). there are several obstacles to the implementation of learning use will include instructional materials, facilities and infrastructure constraints a are the supported implementation eye learning mathematics elementary school in this online. this is in line with pangondian (pangondian, r. a., santosa, p. i., & nugroho, 2019)which states that among the factors that are the main key to the success of learning in the network is the existence of facilities and infrastructure. (murni et al., 2019) university and lecturer support is an important factor that supports the success of online learning. this has been done by ikip siliwangi by supporting lecturers in carrying out online learning and facilitating lecturers to easily access virtual learning applications. (rusdiana, e., & nugroho, 2020)this online learning is a process of transforming conventional education into digital form so that it has its challenges and opportunities. (suryani, 2010)the existence of obstacles in the learning process can reduce student interest in learning conclusion the conclusion from the research that we have done is that there is primary school mathematics learning teaching materials based on the realistic mathematic education approach in elementary mathematics learning courses in fostering mathematical communication skills of primary teacher education students. learning using these teaching materials is going well even though it runs online. the obstacle that occurs is related to the implementation of teaching materials using a realistic mathematics education approach in primary student mathematics communication | 239 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 signal quality of each student, which is different because they conduct online lectures from various regions. acknowledgments thanks to the ministry of research, technology and higher education which has provided funding for beginner lecturer research grants (pdp) and who have supported the implementation of this research so that this research can run well references alamiah, u. s., & afriansyah, e. a. (2018). perbandingan kemampuan komunikasi matematis siswa antara yang mendapatkan model pembelajaran problem based learning dengan pendekatan realistic mathematics education dan open-ended. mosharafa: jurnal pendidikan matematika. https://doi.org/10.31980/mosharafa.v6i2.308 anisa, w. (2014). peningkatan kemampuan pemecahan masalah dan komunikasi matematik melalui pembelajaran pendidikan matematika realistik untuk siswa smp negeri di kabupaten garut. jurnal pendidikan dan keguruan, 1(1), 209668. ansari, b. i. (2003). menumbuhkembangkan kemampuan pemahaman dan komunikasi matematik siswa sekolah menengah umum (smu) melalui strategi think talk write. upi. de lange, j. (2004). mathematical literacy for living from oecd-pisaperspective. oecdpisa. elida, n. (2012). meningkatkan kemampuan komunikasi matematik siswa sekolah menengah pertama melalui pembelajaran think-talk-write (ttw). infinity journal, 1(2), 178. https://doi.org/10.22460/infinity.v1i2.17 gravemeijer. k.p.e. (1994). developing realistics mathematics educations. cdpress. hobri. (2010). metodologi penelitian pengembangan [aplikasi pada penelitian pendidikan matematika]. pena salsabila. jasmaniah; fachrurozi; yeni, e. m. (2015). bahan ajar problem solving berbasis openended pada pembelajaran matematika untuk mengembangkan kemampuan penalaran mahasiswa pgsd. jurnal penelitian pendidikan. kemendikbud. (2013). matematika untuk sd/mi kuikulum 2013. depdikbud. manopo, m., sudirman, s., & sulandra, i. m. (2018). pengembangan bahan ajar materi perbandingan bercirikan realistic mathematics education. jurnal pendidikan: teori, penelitian, dan pengembangan. murni, s., rabbani, s., & hendriaana, h. (2019). pendampingan penyusunan bahan ajar dengan tema “ penerapan pembelajaran realistic mathematic education menggunakan barang bekas ” pada guru sekolah dasar bantaran sungai citarum ( program pengabdian di desa dayeuhkolot kecamatan dayeuhkolot kabupaten daye. 02(d), 140–146. pangondian, r. a., santosa, p. i., & nugroho, e. (2019). faktor-faktor yang mempengaruhi kesuksesan pembelajaran daring dalam revolusi industri 4.0. seminar nasional teknologi komputer & sains, 1. parmin, & peniati, e. (2012). pengembangan modul mata kuliah strategi belajar mengajar ipa berbasis hasil penelitian pembelajaran. jurnal pendidikan ipa indonesia, 1, 8–15. 240 | development of teaching materials using a realistic mathematics education approach in a multiple intelligences perspective of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, february 2020 pasaribu, i., siagian, p., & amry, z. (2018). the differentiation of improved communication mathematic and disposition skill through problem based learning and realistic mathematication education. 200, 76–80. https://doi.org/10.2991/aisteel-18.2018.16 putri, d. p. (2019). pengembangan bahan ajar matematika berbasis rme untuk mahasiswa pgmi di iain curup. eduma : mathematics education learning and teaching. https://doi.org/10.24235/eduma.v8i1.4046 ratnaningsih, n. (2008). berbagai keterampilan berpikir matematik. seminar pendidikan matematika di universitas siliwangi tasikmalaya. rokhmani, t. a. (2016). implementasi pendidikan karakter peduli lingkungan. jurnal pendidikan guru sekolah dasar. rusdiana, e., & nugroho, a. (2020). respon mahasiswa pada pembelajaran daring bagi mahasiswa mata kuliah pengantar hukum indonesia unesa. integralistik, 31, 1–12. streefland, l. (1991). realistics matematics education in primary school. frudenthal institute. sugiyono. (2006). metodepenelitian kuantitatif kualitatif dan r&d. alfabeta. sumarmo, u. dkk. (2002). alternatif pembelajaran matematika dalam menerapkan kurikulum berbasis kompetensi. seminar tingkat nasional fpmipa upi bandung. sunismi, s. (2015). pengembangan bahan ajar geometri dan pengukuran berbasis realistic mathematics education (rme) untuk siswa smp kelas viii. jpm : jurnal pendidikan matematika. https://doi.org/10.33474/jpm.v1i1.404 suryani, y. e. (2010). kesulitan belajar. magistra, 22, 33–40. tandililing, e. (2003). implementasi realistic mathematic education di sekolah. jurnal matematika. https://doi.org/10.1007/978-94-007-4978-8_170 ubaidillah, m. f., subanji, & sa’dijah, c. (2014). bahan ajar berbasis realistic mathematic education (rme) materi opersi hitung untuk siswa sekolah dasar. pascasarjana universitas negeri semarang. infinity 44 | the effectiveness of manipulative media on understanding the concept of multipling grade ii in madrasah ibtidaiyah p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 6, number 1, february 2022 the effectiveness of manipulative media on understanding the concept of multipling in grade ii madrasah ibtidaiyah syafira nugroho1, linda indiyarti putri2, asma’ul husna3 1 wahid hasyim university, indonsesia 2 wahid hasyim university, indonsesia 3 wahid hasyim university, indonsesia 1nugrohosyafira@gmail.com, 2lindaputri5@gmail.com, 3asma.husna9@gmail.com, abstract the purpose of the study was to find out how effective the use of manipulative media was for understanding the multiplication concept of class ii at mi gisikdrono semarang in 2020/2021. the design of this study used a quasi-experimental method with a pretest posttest control group design. the sample of this study was 23 students of grade iia as the experimental class and 27 students of class ii b as the control class. sample selection using simple random sampling technique. the results of statistical analysis show that by using manipulative media there is an effect on learning outcomes. this is evidenced by the results of the analysis of the n-gain score test which shows the average value of the experimental class of 0.68 or 68% which is included in the moderate or quite effective category. furthermore, the acquisition of the count using the paired samples statistics test stated that there was a difference in the average paired sample from the experimental class with the pretest of 59.13 < posttest 87.17, which means that there was a difference in the average results of the pretest and posttest of the experimental class. keywords: learning effectiveness, manipulative media, multiplication. introduction one of the lessons that can support the logical thinking of students at school is mathematics. until now there is no specific definition for mathematics. at the basic level, mathematics is termed as a lesson in counting or what is known as mathematical arithmetic operations. in accordance with piaget's theory, elementary level students in the age range of 7 to 12 years, their cognitive thinking patterns are still in the concrete operational phase where children already know mathematical symbols but have not been able to deal with abstract things (muhsetyo & dkk, 2008). the important role of mathematics, among others, can provide knowledge and form attitudes and form a logical and systematic mindset. as stated in the regulation of the minister of education of the republic of indonesia number 22 of 2006, that one of the goals of mathematics subjects at the elementary, junior high, high school and vocational school levels is for students to have the ability to understand mathematical concepts, explain the relationship between concepts and apply concepts or logarithms. flexibly, accurately, efficiently and precisely in problem solving (kusrini, 2014). the effectiveness of manipulative media on understanding the concept of multipling grade ii in madrasah ibtidaiyah| 45 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 6, number 1, february 2022 mathematics is important to be taught from an elementary age because this lesson will be needed in everyday life. mathematics is a basic science in various disciplines so that understanding concepts must be mastered by students (fadil & amran, 2020). not only that, the rapid developments in the field of information and communication technology today cannot be separated from the results of mathematical developments. therefore, the teaching really needs foresight or seriousness so that students really master mathematics lessons (nurfiyanti, 2019). the quality of learning can be seen in terms of the process and in terms of results (guslinda & munjiatun, 2021). effective learning is learning that is able to actively involve all students. learning is said to be ideal if it succeeds in achieving the learning target by empowering all potential learners to master the expected competencies (nurmutiatun, 2018). students will be able to respond in the form of self-exploration if the teacher provides a stimulus through apperception of the material according to the needs of students. indicators of the success of the mathematics teaching and learning process are marked by changes in the realm of knowledge, attitudes, and behavior in students (handayani & syahrini, 2019). changes can be shown in various forms such as: growth of knowledge, growth of attitudes and behavior, skills, abilities, and abilities, as well as changes in other aspects that exist in students. therefore mastery of mathematics is absolutely necessary and mathematical concepts must be understood correctly and correctly from an early age. the introduction presents the purpose of the studies reported and their relationship to earlier work in the field. it should not be an extensive review of the literature. use only those references required to provide the most salient background to allow the readers to understand and evaluate the purpose and results of the present study without referring to previous publications on the topic. the introduction describes the background of the problem solved, the issues related to the problem solved, if there are any previous research reviews by other researchers relevant to the research undertaken. this ideal condition has not yet been found at mi gisikdrono semarang. grade ii students are still unable to complete mathematical materials that require the concept of multiplication quickly and precisely. multiplication material is one of the basic materials for mathematical arithmetic operations. in class ii mi, multiplication material is introduced, so that understanding the multiplication concept must be strong. in the multiplication learning process, in general, students are given a multiplication table and the teacher asks to memorize 46 | the effectiveness of manipulative media on understanding the concept of multipling grade ii in madrasah ibtidaiyah p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 6, number 1, february 2022 the multiplication of integers from 1 to 10. often students are not taught the basic concepts of multiplication, so it is often found that students cannot solve problems related to multiplication. the importance of understanding multiplication material for class ii mi students is as a foundation or introduction to learning the next material. for example, the material for measuring time, weight, and length. difficulties are still felt by students, from the results of formative and summative tests involving multiplication the results are still not satisfactory, meaning that they are still far from the minimum completeness value both individually and classically (asfiah, 2010). from the results of initial observations in the last two years the grade ii math test scores have not reached classical completeness of 80% of the minimum completeness criteria (kkm) of 70 multiplication materials. therefore, the presence of learning media is needed to help improve students' understanding (andrianto, 2017). several previous studies have proven that the strategy of using congklak games in improving numeracy skills has succeeded in increasing numeracy skills (lubis, 2016). thus, this study supports previous research that the pipolondo board learning media provides a solution to help students understand the concept of multiplication. for this reason, the researchers took the initiative to provide a solution in learning mathematics with multiplication material by using manipulative media in the form of a pipette board as an alternative learning medium. manipulative media is media that can be manipulated by hand, rotated, held, flipped, moved, arranged, and even cut into pieces. the research focused on the effectiveness of using manipulative media in understanding the concept of multiplication at the basic level of grade ii with multiple choice questions at mi gisiskdrono semarang in the 2020/2021 school year. this study aims to determine how effective the use of manipulative media is to understanding the multiplication concept of class ii mi gisikdrono semarang in 2020/2021. the results of this study are expected to be able to add insight to knowledge related to the importance of using manipulative media props in the form of a pipolondo board. method this study used a quasi-experimental design. the two variables in this study can be measured using the pretest posttest instrument, so that the total data can be analyzed using statistical procedures (creswell, 2019). furthermore, to fulfill the needs analysis, the sample will be divided into two classes, namely the control class and the experimental class. the population of this study were all students of mi gisikdrono semarang for the academic year 2020/2021, while the sample of class iia students was 23 people as the the effectiveness of manipulative media on understanding the concept of multipling grade ii in madrasah ibtidaiyah| 47 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 6, number 1, february 2022 experimental class and class iib students totaled 27 people as the control class. the sample selection uses a simple random sampling technique or sampling in a simple random way to determine the class that is treated (experimental) and the class that is not treated (control) which requires a homogeneous population (sugiyono, 2019). the data collection technique used multiple choice questions item test for pretest and posttest. the homogeneity test (variance) uses levene's test to find out the research sample is homogeneous. normality test with kolmogorov-smirnov to show the data in a normally distributed state. the data analysis technique uses parametric statistics which assumes the data is normally distributed and homogeneous. parametric statistics use the right-hand side one-tailed t test to determine the effect and the n-gain test to determine the increase in students' cognitive abilities. the t-one tailed test uses spss 16 software in the data analysis process. test the hypothesis by looking at the value of sig. obtained from the analysis through the spss 16 program. the category of increasing students' quick and precise arithmetic skills is seen by using the n-gain equation as follows: (meltzer, 2002). 𝑁 − 𝐺𝑎𝑖𝑛 = posttest score − pretest score maximum possible score − pretes score table 1. n-gain clasification score n-gain clasification 0,70 < n-gain ≤ 1,00 high 0,30 < n-gain ≤ 0,70 medium n-gain ≤ 0,30 low meanwhile, the distribution of the n-gain category in percent according to richard r. hake can be seen in the table below: (hake, 2007) table 2. classification of n-gain in percent score n-gain (%) classification < 40 ineffective 40 – 55 less effective 56 – 75 effective enough >76 very effective 48 | the effectiveness of manipulative media on understanding the concept of multipling grade ii in madrasah ibtidaiyah p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 6, number 1, february 2022 results and discussion the initial ability of students was obtained from the pretest scores before the two groups received treatment. the average pretest results of the two sample groups can be seen in table 3 below: table 3. average pretest results for the experimental class and the control class class n mean std. deviation std. error mean pretes 1,00 23 59,1304 5,36236 1,11813 2,00 27 58,3333 6,20174 1,19352 based on the output of group statistics, the average value of the experimental class is 59.13 while the control class is 58.33. thus, statistically descriptive, there are differences in the average learning outcomes between the two classes. furthermore, to prove the difference is significant or not, further analysis is to calculate the homogeneity of the data. determination of the sample by looking at the homogeneity of the population. homogeneity in the population was seen by levene's test, normality test, and one way anova test. the results of the homogeneity test are presented in table 4 below: table 4. homogeneity test results levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper score equal variances assumed 0,192 0,663 14,438 44 0,000 -22,17391 1,53579 25,26910 19,07873 equal variances not assumed 14,438 43,842 0,000 -22,17391 1,53579 25,26941 19,07841 based on the output table, it is known that sig. levene's test for equality of variances is 0.663 > 0.05, which means that the data variance between the control and experimental classes is homogeneous or the same. the next step is to calculate normality using the kolmogorov-smirnov test. from the statistical output of the calculation of the normality of the control class and experimental class data, it can be seen in table 5 below: the effectiveness of manipulative media on understanding the concept of multipling grade ii in madrasah ibtidaiyah| 49 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 6, number 1, february 2022 table 5. normality test results kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. learning outcomes 0,191 50 0,082 0,904 50 0,064 a. lilliefors significance correction based on the output table for calculating the normality of spss data, the value of sig. of 0.082 > 0.05, then according to the basis for decision making in the kolmogorov-smirnov normality test, it can be concluded that the data is normally distributed. reinforced by the results of the shapiro-wilk sig test analysis. of 0.064 > 0.05 so that it can be concluded that the data of students who use the abacus are normally distributed. furthermore, to determine the effectiveness of the treatment given in the experimental class, a follow-up test was carried out using the right-hand one t-test. one-party t-test was carried out through the spss 16 program. the results of the analysis can be seen in the following table 6: table 6. the results of the average test of the experimental class mean n std. deviation std. error mean pair 1 post 87,1739 23 3,93876 0,82129 pre 59,1304 23 5,36236 1,11813 from the output of the paired samples statistics table, there are differences in the results of the calculation of the average paired sample from the experimental class, this can be seen in the pretest table of 59.12 < posttest 87.17, which means that there is a difference in the average results of the pretest and posttest of the experimental class. then to see the effect of learning using manipulative media, it can be seen in the following table 7: table 7. results of the analysis of the influence of experimental class learning. mean std. deviation std. error mean 95% confidence interval of the difference t df sig. (2tailed) lower upper pair 1 postpre 28,04348 5,98087 1,24710 25,45716 30,62980 22,487 22 0,000 50 | the effectiveness of manipulative media on understanding the concept of multipling grade ii in madrasah ibtidaiyah p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 6, number 1, february 2022 based on table 7, it can be seen that the value of sig. (2-tailed) of 0.000 which means it is smaller than the significance level of 5% or 0.05. that is, the formulation of the alternative hypothesis is accepted and the null hypothesis is rejected. so it can be concluded that there is an effect of using manipulative media in increasing understanding of the multiplication concept given in the experimental class. the effectiveness of using manipulative media in improving students' understanding of the multiplication concept can be seen from the results of the n-gain test scores of pretest and posttest between the experimental class and the control class. the results of the analysis are presented in table 8 below: table 8. results of the n-gain analysis for the experimental class and the control class statistic std. error n gain eksperimental class mean 0,6843 0,02123 95% confidence interval for mean lower bound 0,6403 upper bound 0,7284 5% trimmed mean 0,6878 median 0,7000 variance 0,010 std. deviation 0,10184 minimum 0,43 maximum 0,88 range 0,45 interquartile range 0,12 skewness -0,730 0,481 kurtosis 0,794 0,935 n gain control class mean 0,09090 0,01928 95% confidence interval for mean lower bound 0,0509 upper bound 0,1309 5% trimmed mean 0,0941 median 0,1100 variance 0,009 std. deviation 0,09249 minimum -0,14 maximum 0,25 range 0,39 interquartile range 0,13 skewness -0,547 0,481 kurtosis 0,195 0,935 based on the results of the calculation of the n-gain score test, it shows that the average ngain score for the experimental class (using manipulative media) is 0.68 or 68% including in the medium category or quite effective in improving the basic concept of multiplication at the class level. ii at mi gisikdrono semarang. the effectiveness of manipulative media on understanding the concept of multipling grade ii in madrasah ibtidaiyah| 51 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 6, number 1, february 2022 whereas in the control class, the n-gain value differs by 0.10 or 10% which is included in the low category, therefore it can be concluded that conventional learning (without using manipulative media) improves understanding of the multiplication concept. conclusion the use of manipulative media has proven to be effective in helping to improve the ability to understand multiplication concepts for class ii students at mi gisikdrono semarang, this is evidenced by the results of the n-gain score test showing the average n-gain score for the experimental class (using ethnomathematical-based abacus media) is 0,68 or 68% included in the moderate category or quite effective. acknowledgments we would like to thank the leadership of wahid hasyim university, especially the dean of the faculty of islamic religion, for their support until our research is published in the primaryedu journal volume 6 number 1 in february 2022. references andrianto, r. (2017). pengembangan alat peraga edukatif mistar bilangan bulat (misbilbul) mata pelajaran matematika untuk kelas iv sdn golo. e journal, vi, 536–544. asfiah, i. (2010). mengajarkan perkalian di kelas ii sd/mi dengan strategi permainan. al bidayah: jurnal pendidikan dasar islamah, desember 2(2), 231–254. creswell, j. w. (2019). research design pendekatan metode kualitatif, kuantitafif, dan campuran. pustaka pelajar. fadil, k., & amran. (2020). pengaruh model savi terhadap keterampilan proses sains dan penguasaan konsep pada pembelajaran ipa. 10(4). guslinda, & munjiatun. (2021). the effectiveness of implementing discussion method to improve pre-service elementary teachers ’ activeness in social science learning. journal of teaching and learning in elementary education (jtlee), 4(1), 110–121. hake, r. r. (2007). design-based research in physics education research. nsf grant due. handayani, n. p., & syahrini, t. i. (2019). peran komunikasi guru terhadap motivasi belajar matematika. diskusi panel nasional pendidikan matematika, 5(1), 189–194. kusrini, dkk. (2014). strategi pembelajaran matematika. universitas terbuka. 52 | the effectiveness of manipulative media on understanding the concept of multipling grade ii in madrasah ibtidaiyah p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 6, number 1, february 2022 lubis, n. f. (2016). peningkatan kemampuan berhitung anak usia 5-6 tahun melalui permainan congklak di tk aisyiyah 19 medan. elementary school journal (esj), 5(2), 106. meltzer, d. e. (2002). the relationship between mathematics preparation and conceptual learning gain in physics : a possible “hidden variable” in diagnostic pretest score. am.j.phy, 70((12) desember american association of physics teachers. departement of physics and astronomy, lowa state university). muhsetyo, & dkk. (2008). pembelajaran matematika sd. universitas terbuka. nurfiyanti, d. (2019). efektivitas media sempoa dalam meningkatkan keterampilan berhitung siswa pada mata pelajaran matematika di sd negeri 2 borobudur. universitas muhammadiyah magelang. nurmutiatun. (2018). pengembangan alat peraga garis satuan panjang pada siswa kelas iv sd negeri i kutoarjo. 19–24. sugiyono. (2019). metode penelitian kuantitatif kualitatif dan r&d. alfabeta. infinity critical pedagogy: the role of student digital literacy in understanding critical pedagogy | 223 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 critical pedagogy: the role of student digital literacy in understanding critical pedagogy ade apriyanto1, wawan setiawardani2, eri yusron3 1stkip nahdlatul ulama indramayu 2 stkip nahdlatul ulama indramayu 3universitas negeri yogyakarta 1 ade.apriyanto@stkipnu.ac.id, 2 wawansetiawardani@stkipnu.ac.id, 3 eyusron98@gmail.com abstract technological developments encourage students to adapt and must be able to control technology with digital literacy. critical pedagogy understanding can be the basis for students in developing pedagogy mindsets and skills. the purpose of this study is to explore how digital literacy influences students' critical pedagogy understanding. the method in this research used an exploration method with a quantitative approach. the sample in this study was student at one of the universities in west java. the instrument used is a questionnaire instrument containing students' digital literacy and a test instrument containing students' critical pedagogical abilities. the instruments used have gone through expert validation. the analysis in this study used sem (structural equation modeling) which can provide information about the effect of a variable with a complex model. the results of the analysis show that digital literacy has a significant influence on students' critical pedagogical understanding abilities. the influence is represented by the dimensions of access, evaluate and share. although the results of the study show a positive value, there needs to be an in-depth study of how these dimensions can have an effect. keywords: digital literacy, critical pedagogy, sem abstrak perkembangan teknologi mendorong mahasiwa untuk beradaptasi dan harus mampu mengendalikan teknologi dengan literasi digital. pemahaman pedagogi kritis dapat menjadi landasan bagi mahasiswa untuk mengembangkan pola pikir dan keterampilan pedagogi. tujuan dari penelitian ini yaitu mengeksplorasi pengaruh literasi digital pada pemahaman pedagogi kritis mahasiswa. metode pada penelitian ini menggunakan metode eksplorasi dengan pendekatan kuantitatif. sampel pada penelitian merupakan mahasiswa di salah satu universitas di jawa barat. instrumen yang digunakan yaitu instrumen kuesioner yang berisi tentang literasi digital mahasiswa dan instrumen tes yang berisi tentang kemampuan pedagogi kritis mahasiswa. instrumen yang digunakan sudah melalui validasi ahli. analisis pada penelitian ini menggunakan sem (structural equation modeling) yang dapat memberikan informasi mengenai pengaruh suatu variabel-variabel dengan model yang kompleks. hasil analisis menunjukkan bahwa literasi digital mempunyai pengaruh yang signifikan pada kemampuan pemahaman pedagogi kritis mahasiswa. pengaruh tersebut diwakili oleh dimensi access, evaluate dan share. meskipun hasil penelitian menunjukkan nilai yang positif namun perlu adanya pendamalam menganai bagimana dimensi-dimensi tersebut bisa berpengaruh. kata kunci: literasi digital, pedagogi kritis, sem introduction the era of the industrial revolution 4.0 has changed world civilization in various sectors. in the education sector, era of 4.0 has massively affected the activities and arrangements of the education system to be more advanced. easy access to information and knowledge makes education experience a very great disruption followed by the proliferation of computers and mailto:ade.apriyanto@stkipnu.ac.id mailto:wawansetiawardani@stkipnu.ac.id 224 | critical pedagogy: the role of student digital literacy in understanding critical pedagogy p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 automation of records that have used digital concepts. by these changes, the younger generation in the future must be ready and able to develop themselves to have digital literacy skills to be able to survive in the era of the industrial revolution 4.0. digital literacy is a person's skill, attitude and interest in using digital technology and communication tools to obtain, manage, integrate, analyze and evaluate information, build new knowledge, and communicate with others as a form of effective participation in society. (setyaningsih et al., 2019). the concept of digital literacy itself was first introduced in 1997 by paul gilster in a book entitled digital literacy. in his book, gilster defines digital literacy as the ability to understand and use information from a variety of digital sources. bawden (in nurjanah et al., 2017) argue that develop a new understanding of digital literacy based on the conceptualization of digital literacy which consists of four things, namely basic digital literacy (underpinning), background knowledge of information (background of knowledge), main digital literacy competencies (central competencies), as well as attitudes and perspectives regarding information. students as agents of change have a big role and responsibility in determining the flow of the nation's future civilization. as seeds of productive age, students are expected to be able to improve the quality of various sectors in life through skills, abilities and synergies that are in line with the zeitgeist (spirit of the times) in the 4.0 era. some of the demands of the industrial era 4.0 are the demands to have basic literacy, technological literacy, digital literacy, human literacy, cultural, economic and social literacy, having career and life skills, as well as leadership and responsibility (astini, 2019). by improving the quality of oneself to master these various skills, the demographic bonus which will experience its peak in 2030-2040 will bring a golden age to indonesian civilization. based on data from apjii (2020), the young generation of indonesia today seems to be accustomed to digital technology, this is evidenced by the penetration of internet users who are dominated by millennials. this is evidenced by the increase in the number of penetration of indonesian internet users based on data apjii (2020) which has increased from 64.8% in the 2018 period to 73.7% in the 2019-2020 period. however, despite the increase, the data does not guarantee that internet users in indonesia have been wise in using the internet. this is because various cases of internet abuse are rife along with the increase in the number of internet user penetrations, for example, the case of web defacement (website hacking) which has occurred as many as 88,414,296 cases during the january-april 2020 period (tobing, 2020), and 5,156 recorded cases of spreading hoaxes that occurred during the period august 2018 – critical pedagogy: the role of student digital literacy in understanding critical pedagogy | 225 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 march 2020 (kominfo, 2020). if traced from its roots, a number of these cases stem from one thing, namely the low digital literacy of the indonesian people. for the students themselves, apjii data shows that based on the job category, students are in the sixth rank of internet users (3.7%) with the first rank of internet users being dominated by students (>9.3%). if examine the data, it can be concluded that the level of digital literacy of students in indonesia itself is still low. the development of digital technology has become a social phenomenon for students. in this case, it is necessary to develop digital literacy skill. gilster (1997) defines digital literacy as the skill to understand and use information in various formats with an emphasis on critical thinking on using information and communication technologies. digital literacy can be considered as a framework of skills, knowledge, and ethics (calvani et al., 2008). in the case, martin (2008) describes a digitally literate person as someone with the skill to identify, access, manage, integrate, evaluate, analyze, and synthesize digital resources. meanwhile, some authors emphasize cognitive and socio-emotional aspects while others focus on technical skills (eshet, 2004). referring to the explanation above, digital literacy is not enough to be interpreted as skill in using digital technology in finding sources of information, but also needs to be critically aware to be able to interpret literacy well and reflect behaviours that uphold values and morals. based on the explanation above, it is necessary to have digital literacy skill that are the basis for the community, especially students. students in the current era are accustomed to using smartphones to access and find the information they need. however, the many sources of information available on digital sources are not all able to have a positive impact. based on this, it is necessary to have essential competencies in digital literacy. (hobbs, 2010) formulate five essential competencies of digital literacy, namely act, access, analyze, create, & reflect. the five competencies work complementary in a digital literacy circle, supporting the community's active participation in lifelong learning through the process of consumption and message creation. this approach is in line with constructivism education described by brazilian education fighter paolo freire, he conveys "the concept of women and men as conscious beings ... and by putting forward the human problem in relation to the world" (hobbs, 2010). the level of mastery of digital literacy is not determined by how often students interact with digital technology. based on research on digital literacy assessment in the united states conducted on final year students of a regional university by murray & pérez (2014) it can be seen that the level of understanding of students' digital literacy cannot be equated with the 226 | critical pedagogy: the role of student digital literacy in understanding critical pedagogy p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 intensity of student interactions with digital technology on a daily basis. it was only 12% of the total students in the study were able to correctly answer 80% of the assessment questions regarding digital literacy. this results show that there are several other factors that can affect student digital literacy. one of bawden's conceptualizations of digital literacy that affects a person's level of digital literacy is the possession of basic digital literacy skills. nurjanah et al. (2017) said, the basic digital literacy skill in question are reading comprehension skill, writing, understanding symbols to represent language, numerical calculations, and basic computer skill in using software and hardware devices. these basic skill are influenced by the educational background obtained. research conducted by urbančíková et al. (2017) argues that the factors that can affect digital literacy are a person's background which includes age, education, income, family, place of residence and gender. fox (2016) in his research also suggests that there is a digital literacy gap that is motivated by the economic status of students, where students with a poor economic status background have the opportunity and scope that is too narrow to learn the concept of digital literacy. in the explanation above, it turns out that digital literacy plays an important role in student life. however, we do not yet know how the role of student digital literacy in the process of students' critical pedagogical skills. in terms of terminology and methodology, pedagogy is the science of educating/educational science that provides guidance to educators to be able to deliver students to become whole human beings who are able to exist in harmony with the values of life that develop normatively and progressively. the term pedagogy was chosen with the aim of obtaining a wider scope of educational praxis from the philosophical level to the practical level. in this research, the type of pedagogy choosen is critical pedagogy. critical pedagogy is a combination of educational praxis with critical social theory (dehler et al., 2001; leonard & mclaren, 2002). durst (2006) explained critical pedagogy is not about polemics or preaching one's politics in the classroom. rather, it involves authorizing students to share responsibility for their education while posing problems based in students' collective experience in the world around them. critical pedagogies challenge the status quo both in content and method. referring to durt's opinion, it can be concluded that critical pedagogy is not about polemics in the political debate of education or preaching some knowledge in a classroom dominated by educators. on the other hand, critical pedagogy involves students' autonomy to share responsibility when facing problems based on their collective experience of critical pedagogy: the role of student digital literacy in understanding critical pedagogy | 227 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 the social realities they face. it means that critical educators always have a desire to improve their capabilities as educators, both in content and strategy. he fights for change and does not want to be a perpetuator of the status quo, he moves from his comfort zone. in a practical level, critical pedagogy aims to raise awareness or is called conscientization. in the process, conscientization begins with a dialogue about contradictory human problems, then educators and students simultaneously reflect by looking for the causes of these problems and move on to take cultural action with transformative power. according to (nevin et al., 2008) conscientization is a process in which humans have a critical awareness so that they are able to see critically the social contradictions that exist around them and actively move to change them. critical awareness is the basis for constructing strategies and implementing new learning patterns in responding to new challenges (imron, 2020). this critical awareness must be supported by the pedagogical basis of the teacher in carrying out the implementation of learning with critical pedagogy (murtadho, 2020). these relevant studies form the basis of critical pedagogy that is driven by students' digital literacy skill. therefore, this study aims to see how students' digital literacy determines critical pedagogical skills. method this research was an exploratory research with a quantitative approach. the purpose of this study is to determine the influence of a digital literacy dimension of students on the ability to understand critical pedagogy. this research will explore the role of digital literacy in building critical pedagogy of students. the sample selected from the faculty of education and teacher training students and teacher training at a university in west java. the sample were 64 students that studying pedagogy subject. the process of collecting data used questionnaires and tests. the questionnaire instrument contains the dimensions of digital literacy developed from various theories. in the process of developing the instrument, several dimensions were produced which were considered to be able to provide an overview of students' digital literacy. the dimensions in question are the dimensions of access, evaluate, and share/product. digital literacy questionnaire instrument showed in table 1. 228 | critical pedagogy: the role of student digital literacy in understanding critical pedagogy p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 table 1. digital literacy questionnaire instrument dimension question access i do study using a laptop. i do college assignments using smartpone. i search for referral sources using google search engine. i search for an understanding of the material on youtube first before google. evaluate i use google scholar in search of credible referral sources. i use one source that i believe to be true. i seacrh for other reading resources as a comparison. share/product i write assignments from reading results. i use personal understanding and data from the sources i read in writing tasks. i make sure my writing is nothing wrong before collecting. i collected the task on time correctly. then, the test instrument was test instrument is a tactile understanding instrument related to critical pedagogy. this instrument was developed and validated by experts. the test instrument contains an assessment of pedagogical knowledge regarding understandings that lead to the assessment of critical pedagogical knowledge. structural equation modeling (sem) is an analytical technique used in this study. sem has characteristics that are able to determine the magnitude of the correlation and the effect of a latent variable that is explained by the observed variables simultaneously. the first step of analysis data is normality test. testing the normality of the data using skewness and kurtosis (bai & ng, 2005). this normality test was carried out on univariate and multivariate data. the data criteria that are considered normal are p-value more than 0.05. then after testing the normality, it can be determined the estimate used to perform the sem test. in sem data analysis, when the data is normal, the maximum likelihood (ml) estimate can be used, but if the data is not normal, the generalized least-squares (gls) estimate can be used. (widhiarso, 2012). interpretation of data analysis is seen first for the fit of the model and then seen the influence between variables. the criteria for testing the model are 2df > chi-square, p-value > 0,05, rmsea ≤ 0.08, gfi ≥ 0,90, agfi ≥ 0,90, nfi ≥ 0,90, cfi ≥ 0,95, ifi ≥ 0,95 (marsh et critical pedagogy: the role of student digital literacy in understanding critical pedagogy | 229 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 al., 2005). then to see influence between variables by looking at the t-value with the criteria tvalue > 1.996 has a significant effect. results and discussion results the results of the analysis provide some information about the results of testing the normality of the data, the fit of the model and the influence between the variables. the results of the normality test of univariate and multivariate data with skewness and kurtosis showed that the p-value was 0.001. these results indicate that the data in this study is not normal. when the data is not normal then sem data analysis is carried out using the gsl estimation method. then the data analysis using the gls method and the suitability of the analysis model. the results of the overall model fit analysis are based on the results of the analysis. the model fit test can be done by looking at the value of chi square, p-value, and rsmea. the criteria for testing the model are 2df > chi-square, p-value > 0.05 and rmsea 0.08. the results of the overall model fit analysis show that the resulting model is fit. tabel 2. goodness of fit indicator criteria value decision chi-square < 2df 80,29 < 2(82) good fit p-value ≥ 0,05 0,532 good fit rsmea ≤ 0,08 0,000 good fit gfi ≥ 0,90 0,911 good fit agfi ≥ 0,90 0,915 good fit nfi ≥ 0,90 0,902 good fit cfi ≥ 0,95 0,953 good fit ifi ≥ 0,95 0,951 good fit table 2. shows that the 9 criteria used to test the fit of the model indicate a good goodness of fit decision. this indicates that the developed model has a suitable model. so these results can support the influence of digital literacy on critical pedagogical abilities. 230 | critical pedagogy: the role of student digital literacy in understanding critical pedagogy p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 figure 2. sem results of the gls estimasi estimation method figure 1. explains about the estimation results with the gls model. the estimation results shows that the dimensions of digital literacy have a good and positive influence on understanding critical pedagogy. this is supported by the large number of observable variables that have a positive value on the latent variable. however it can be concluded that understanding critical pedagogy gets good support from digital literacy. then the significance of a variable is in good validity on the construct or latent variable if the t-value of the loading factor is greater than the critical value (≥1.96 for a significance level of 5%). table 3. result of t-value variabel t-value access critical pedagogy 1,99 evaluate critical pedagogy 2,12 share critical pedagogy 2,09 based on the analysis, it shows that the access variable, the evaluate variable, and the share variable have an influence on the critical pedagogical variables. in the t-value estimation, each variable relationship has a positive value relationship and has a loading factor > 1.96. this shows that each variable has an influence on other variables according to the developed model. discussion based on the results of the study, it shows that there are three important variables that can see the dimensions of students' digital literacy, namely access, evaluation, and share critical pedagogy: the role of student digital literacy in understanding critical pedagogy | 231 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 variables. this access variable is the ability to search and select information that has been obtained (hague & payton, 2010). this ability requires caution in the process of seeking information and using it selectively. this is supported by research conducted in the cities of bandung, surabaya, and pontianak which shows that teenagers already have a high ability to access digital information. (nugroho & nasionalita, 2020). not only in these three cities, teenagers in bandung regency also have high abilities in the acces variables skills (nasionalita & nugroho, 2020). the next variable after the access digital information skill is the evaluation variable which is a continuation process from the information that has been obtained so that the information is not only accepted but also critically analyzed for its truth and contribution. (hague & payton, 2010). this variable is an important capability for digital literacy practices in selecting, controlling, and selecting digital information and content (iordache et al., 2017). the results of the study show that adolescents with the ability to critically evaluate digital information are more likely to become active learners compared to adolescents who do not have this ability (kim & yang, 2016). another important aspect of digital literacy is not only simply evaluating digital information, but also being required to take action as a form of evaluation results (talib, 2018). digital information that has been selected is safe to be shared with the public as valid information. this can support a sense of social connection and increase students' creativity in expressing themselves (frechette, 2014). however, in its implementation, of course, it must still be monitored by a special government agency so that it does not cross the line and remains safe for distribution. based on the results of the study, it shows that there is a positive relationship between the three digital literacy variables on students' critical pedagogical skill. this is supported by indramayu's research which shows that critical pedagogical models have an impact on increasing students' digital literacy (setiawardani et al., 2021; yuniarti et al., 2021). this skill is one of the preparations for future generations, especially students in facing society 5.0. social media is the most commonly used digital media by students, not only as a learning tool, but also as a critical analysis subject (funk et al., 2015) (pangrazio et al., 2020). critical pedagogy is a natural ally of digital literacy because it can encourage students to develop critical awareness and integral outcomes based on digital information and 232 | critical pedagogy: the role of student digital literacy in understanding critical pedagogy p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 content.(talib, 2018) the low ability to access, evaluate and provide information for a prospective educator indicates a low level of critical awareness so that it also has a negative impact on critical pedagogic abilities. conclusion the results of the study show that digital literacy is influenced by access, evaluate, and share. these results show that these dimensions can provide an overview of digital literacy abilities, especially students' digital literacy. then it turns out that students' digital literacy affects students' critical pedagogy understanding. this influence has a positive value both from access, evaluate and share. this positive influence illustrates the role of student digital literacy in understanding students' critical pedagogy. these results can be used as a reference to improve the quality of students' critical pedagogical understanding. it also needs to be considered regarding other variables that affect critical pedagogical understanding. acknowledgments we thank the chairman of stkip nahdlatul ulama indramayu and lldikti iv west java and banten provinces who have provided support for this research activity. we also thank the ministry of cultural education, research, and technology through directorate general of education high, research, and technology for funding support so that this research can be carried out properly. references apjii. 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(2021). eksplorasi pembelajaran matematika secara daring dalam dimensi pedagogik. naturalistic : jurnal kajian penelitian pendidikan dan pembelajaran, 5(2), 856–871. https://doi.org/10.35568/naturalistic.v5i2.1208 microsoft word 3 1775.docx 134 | analysis of character values in the traditional games collection of seren taun custom rituals: an etnographic study p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 analysis of character values in the traditional games collection of seren taun custom rituals: an etnographic study gilang kripsiyadi praramdana1, febby fajar nugraha2 1universitas kuningan 2universitas kuningan 1gilang.kripsiyadi@uniku.ac.id, 2febbyfajar@uniku.ac.id abstract character education has a major aim to develop quality and excel the human resources. it is based on the republic of indonesia's national education objectives. the values of this nation's character education are embedded in the ancestral heritage, one of them is a traditional game. the descriptiveanalytic method with an ethnographic approach that we used in this study was to analyze and describe the phenomena. therefore, we chose the spradley ethnographic method (cognitive anthropology) as a method with phased progressive research (the developmental research sequence). based on 15 traditional games in the ritual adatserentaun in cigugur, we have classified potential major character values which include: (1) five (33%) types of games have independent major character values; (2) seven (46%) types of games have gotongroyong major character values; and (3) four (27%) types of games have integrity major character value. while both religious and nationalist major character values have not been found based on our analysis of 15 types of games in this study. keywords: charactervalue, traditional games, serentaun abstrak pendidikan karakter memiliki tujuan utama untuk mengembangkan sumber daya manusia yang berkualitas dan unggul. hal ini dilatarbelakangi dari tujuan pendidikan nasional republik indonesia. nilai-nilai pendidikan karakter bangsa ini tertanam dalam warisan leluhur, salah satunya permainan tradisional. metode deskriptif analitik dengan pendekatan etnografi yang kami gunakan dalam penelitian ini untuk menganalisis dan mendeskriptifkan fenomena. oleh karena itu, metode etnografi spradley (antropologi kognitif) kami pilih sebagai metode dengan alur penelitian maju bertahap (the developmental research sequence). berdasarkan 15 permainan tradisional di ritual adat seren taun di cigugur, kami telah mengklasifikasikan potensi nilai karakter utama yang meliputi: (1) lima (33%) jenis permainan memiliki nilai karakter utama mandiri; (2) tujuh (46%) jenis permainan memiliki nilai karakter utama gotong royong; dan (3) empat (27%) jenis permainan memiliki nilai karakter utama integritas. sedangkan nilai karakter utama reigius dan nasionalis belum ditemukan berdasarkan analisis kami terhadap 15 jenis permainan dalam penelitian ini. kata kunci: nilai karakter, permainan tradisional, seren taun. introduction the influence of technological developments in the industrial era 4.0 is very obviousespecially in devices or smartphones consumption. moreover, there are claims saying that young generation more often play gadgets in their spare time. it is feared that this phenomenon will only produce generation with high individualism attitude but low socialization ability, and consequently, the indonesian people’s typical traditional games (local wisdom of noble heritage) are increasingly forgotten. furthermore, in comparison to other physical activities, the phenomenon of using devices/smartphones entrenched in the past 5 analysis of character values in the traditional games collection of seren taun custom rituals: an etnographic study| 135 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 (five) years is also very tangible, creating more intense cultural shift. through this phenomenon, the influence of globalization is increasingly eroding the awareness of indonesians’ young generation on the heritage of noble cultural traditions, so that we need more solutions to re-introduce indonesian cultural heritage (wibowo, 2008). the above phenomena reflect that, in the current condition, there has been decreased awareness of the existence of indonesia's cultural heritage, especially traditional games and activities. in fact, these traditional games activities have positive values such as the superiority of physical activity, like training fine & gross motor skills, besides, that in traditional games, there is absolute value of cooperation (one of the character values), dexterity and integrity values (character), and the potential value of other characters. one of ethnic groups still preserving cultural values is the sundanese in the cigugur region of kuningan regency with its culture, serentaun traditional ritual. in essence, serentaun traditional ritual deals with gratitude for the abundant harvest expressed in a traditional ritual (adisaputri & widiastuti, 2015; holilah, 2015; kurnia, 2014; subiantoro, 2017). this traditional ritual in cigugur kuningan district is closely related to the relationship between humans and their environment. the environment must always be maintained and preserved for the sake of inheritance to future generations. cigugur community preserves the environment by instilling local cultural values which are then bequeathed from generation to generation. then, aditya (2013) states that the formation of students’ character can be done by introducing them to local cultures. that is because the traditions carried out by local people contain wisdom values or morality as in children traditional game in the customary procession of serentaun in which there is the value of character establishment, for example, in bebentengan kaulinan (sundanese children traditional game broadly divided into two groups), there is the value of cooperation and responsibility. several ethnographic studies in the past research have been carried out e.g.: a) kamarusdiana (2019) with a research focus entitled "ethnographic studies in the framework of society and culture", the purpose of this research is to implement ethnographic studies to discuss cultural aspects that exist in our archipelago's society. and how important is the study/ethnographic approach as an alternative form in carrying out cultural research in this society, and b) hemafitria (2019) with the title of the study "character values based on local wisdom tradition of tepung segar in the sambas malay ethnic" based on her findings that the tepung segar tradition has character values based on the local wisdom of the sambas malay community, which includes the tradition of the tepung segar creates: (1) religious 136 | analysis of character values in the traditional games collection of seren taun custom rituals: an etnographic study p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 values, gratitude can be contextualized into a religious character, (2) the value of unity with nature can be contextualized into a character of responsibility and discipline, and (3) social values, love, and compassion, also because safety and a good life can be contextualized into characters of love, care, and cooperation. based on this explanation and for the sake of this study, the researcher tries to focus on the application of the ethnographic approach as a "knife" in collecting data empirically, starting from the investigation of the cigugur indigenous people and their seren taun culture, to particularly the character values or morality in the collection of traditional games in the traditional rituals of seren taun. then the writer focuses on the values of character in seren taun traditional ritual procession where there are values that can be adapted into learning in order to instill the values of characters. in addition, this research also supports the wealth of local culture to be preserved through formal learning later. method in general, suyatna (2007) explains that descriptive research method is a mixture of basic data, descriptive, has one hypothesis, does not make predictions or look for implications. the method used in this study is descriptive analytic method with ethnographic approach in the form of descriptive phenomenology and evidence. the ethnographic method used in this study is spradley ethnographic method, namely cognitive anthropology known as the phased forward research flow method (the developmental research sequence) (spradley, 2007). the cigugur custom in the seren taun ritual is strengthened by the data collection methods used were qualitative, namely in the form of interviews and participant observation. while the data source obtained in this study is one of the traditional leaders of seren taun in cigugur, by means of comprehensive interviews focusing on traditional games, and the data is also supported by existing libraries, both in the form of related books and journals that have correlation with the problems. relevant to the theory of emerson, fretz, & shaw (1995), "ethnographic field research involved study of groups and people as they go about their everyday lives". generally, ethnographic research has the potential to produce two different activities. first, we tried to enter the social setting and deepens knowledge about the cigugur indigenous people who routinely carried out the seren taun tradition every year. therefore, we intimately participates in the daily routine of several traditional seren taun leaders, so that they could coincide with traditional observations (traditional games within the community). furthermore, the data already obtained is then analyzed in depth in order to look for character values in it. then we record or writes the results research periodically, in a systematic analysis of character values in the traditional games collection of seren taun custom rituals: an etnographic study| 137 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 way from things that were observed and studied. the final stage of the researcher was to make an accumulation of what has been experienced in the field by transforming ideas according to field conditions, especially the potential or interpretation of character values in traditional games.. results and discussion results character values the definition of character, according to the language center of the ministry of national education (kemdiknas, 2010), is innate, heart, soul, personality, trait, behavior, personality, temperament and nature. someone having character is he or she that has personality, behavior, trait, and nature. lickona (2012)explains the definition of good character as living life with truth. the truth is related to attitudes toward self and others. ministry of national education (kemdiknas, 2010) now known as the ministry of education and culture (ministry of education and culture) divides character values into 18, including: (1) religious, (2) honest, (3) tolerance, (4) discipline, (5) hard work, ( 6) creative, (7) independent, (8) democratic, (9) curiosity, (10) nationalism, (11) loving motherland, (12) appreciating achievement, (13) friendly/communicative, (14) loving peace, (15) reading fondness, (16) caring environment, (17) social care, (18) responsibility. in the meantime, the five main values of character (kemdikbud, 2014) are not values that stand and develop individually but values that interact with others, which develop dynamically and form personal wholeness. the five main values of the intended national character are as follows: 1) religious; reflecting faith in god almighty which is manifested in the behavior of implementing religious teachings and beliefs that are held, respecting religious differences, upholding a tolerant attitude towards the implementation of religious worship and other beliefs, living in harmony and peace with followers of other religions, 2) nationalists; a way of thinking, behaving, and acting that shows loyalty, care and high respect for the language, physical environment, social, cultural, economic, and political of the nation, placing the interests of the nation and state above self and group interests, 3) independent; an attitude and behavior that does not depend on others and uses all energy, thoughts, time to realize hopes, dreams and ideals, 4) mutual cooperation; reflects the act of appreciating the spirit of cooperation and working hand in hand to resolve common problems, establish communication and friendship, provide assistance/help to people in need and 5) integrity; a value that underlies behavior based on efforts to make oneself a 138 | analysis of character values in the traditional games collection of seren taun custom rituals: an etnographic study p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 person who can always be trusted in words, actions, and work, has commitment and loyalty to human values and morals (moral integrity). from the descriptions of character values above, what are character values and how character values manifested in the values of ancient traditions, such as traditional games, maybe traditional arts we thought. finally, we were focused on studying traditional games in the traditional rituals of seren taun in the indigenous cigugur community which potential character values within as explained below. traditional games in cigugur seren taun custom rituals 1. seren taun custom rituals the term seren taun is originally derived from sundanese language word seren which means "handover/turn over" and taun which means "year". seren taun is a manifestation of the west java farmer community in gratitude for all agricultural products carried out this year while hoping for increased agricultural harvest in the following year (subiantoro, 2016). gratitude is directed towards god almighty for the gifts that have been received and trying to implement that gratitude by maintaining balance and preserving the natural environment (aditya, 2013). the celebration is held when the harvest season arrives. as the tradition in other agrarian ethnic groups, the harvest season is always something that everyone longs for and is seen as a result of collaboration of trust and hard work (kurnia, 2014). seren taun custom rituals involve various aspects of ritual to foster harmonious relations between humans and god, nature, and others (subiantoro, 2016). the sundanese culture of cigugur community is inseparable from its development in the past until it remains sustainable until now. that is because it is a form of community efforts to preserve sundanese culture as an identity of community group. serentaun in kuningan is created as a tradition in the sunda djawa religion or sundanese wiwitan by its founder, pangeran sadewa madrais alibasa kusuma ningrat (here in after referred to as kyai madrais) around the end of nineteenth century. kyai madrais is a descendant of pangeran gebang, which is a fractional region of cirebon sultanate which is now the kuningan regency. in addition, kyai madrais is also a muslim teacher who teaches islam with many philosophical elements from their own cultural roots as a sundanese. the spiritual teachings of kyai madrais and how he struggled during the colonial period are inseparable. seren taun was born due to dutch pressure which then fostered a high sense of nationalism. seren taun became a symbol of expression to live the values of nationality and humanity as non-physical resistance to dutch colonial era (holilah, 2015; kurnia, 2014; subiantoro, 2016; suhaenah, rohaeni, & listiani, 2017). the form of serentaun ritual in cigugur according to research (royyani, 2008) reveals the meaning of 22nd date of analysis of character values in the traditional games collection of seren taun custom rituals: an etnographic study| 139 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 rayagung(one of islamic calendar months) chosen as the peak day of seren taun custom ritual. rayagung month was chosen as the symbol of the celebration of the greatness of god. the number 22 has a symbolic meaning which when divided into two parts is a fraction and a unit. fraction of number 20 has the meaning of character that living creatures have. these 20 characteristics are blood, flesh, feathers, nails, hair, skin, veins, brain, lung, liver, spleen, subconscious, gall, bones, marrow, fat, stomach, intestine, kidney and heart. in the meantime, number 2 means balance, because everything always consists of two elements, for example positive-negative, day-night, and male-female. in addition, the number 22 is then used as the amount of weight of the harvested rice (22 kilos) which will be pounded and then the rice is distributed to people who need 20 kilos and the other 2 kilos are used as the seeds to be planted. seren taun traditional ritual which is actually a form of gratitude for agricultural products and "moral appeal" to humans to respect nature then uses the attributes of materials from nature during the process. the handover of various agricultural products produced, especially rice, is a form of this gratitude expression (royyani, 2008). a series of traditional rituals are intended to uphold the interaction of fertility symbols believed by cigugur people in kuningan, attached to the mother goddess, nyi pwah aci sang hyang asri, also known as dewi sri (adisaputri & widiastuti, 2015). based on the results of primary interviewees by the researchers, seren taun procession is carried out in four ritual activities for seven days as follows: a. the ritual begins on the 18th of rayagung, which is an opening ritual called damarsewu which means a thousand lanterns, to light the soul. b. the second ritual is on the 19th of rayagung, which is a dadung party which is an expression of the activity of farmers' love in working and praying, in managing rice fields and livestock from all kinds of disturbances (pests). c. the third ritual is on 21st ofrayagung, which is a spiritual hymn night as the spiritual activities of various religions, customs and beliefs. the last ritual as the top of serentaunison 22nd of rayagung. the peak of seren taun consists of presenting art; among others are: (a) ngajayak, as an offering of agricultural harvested products (various fruits and seeds), (b) babarit, as a series of spiritual songs and prayers or mantras called rajah pwahaci. then, it proceeds to pounding rice, and it is ended by the party or eat together. 2.traditional games traditional games are actually not only inherent with seren taun traditional ritual procession, but also with children daily lives since the old times. purwaningsih (2006) put it 140 | analysis of character values in the traditional games collection of seren taun custom rituals: an etnographic study p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 that traditional games are all forms of games that have existed since the old times and have been bequeathed from generation to generation. butinequality occurs when the younger generation does not preserve it, which may be caused by the times. in fact, according to nur (2013), returning children's traditional games today can be an alternative to creating a generation of superior character. furthermore, traditional games have several benefits of traditional games in shaping children's characters, which are as follows (andriani, 2012): a. through traditional games, children will always create nuances of joy b. they build the game together c. children's skills are always honed, they are accustomed to make games from various materials around them d. the use of game materials is always inseparable from nature e. such a close relationship creates appreciation of human life reality f. through games, children begin to get to know participatory education models 3. traditional games of serentaun custom ritual in cigugur kuningan regency from the results of the field interviews, through a comprehensive interview and documentation technique, to one of primary sources of serentaun traditional performers, it is found that there are 15 (fifteen) traditional games often raised or documented in every rayagung22nd of seren taun ritual procession in cigugur kuningan regency, among others: (1) ambil-ambilan, (2) ayang-ayanggung, (3) babandringan, (4) cingcangkeling, (5) egrang, (6) endeuk-endeukan, (7) gatrik, (8) hahayaman, (9) ) het-het embe janggotan, (10) maen rebutan (panjat pinang), (11) oray-orayan, (12) pacici-cici putrid, (13) paciwit-ciwit lutung, (14) perengket jengkol, (15) saptonan/equestrian spearhead. and following is the description of pattern and shape of the game: a. ambil-ambilan. this is actually a (sundanese folk song) or accompaniment kakawihan and the way children play is in the form of dialogue between someone against a person or group against a group (children who are playing in groups) while singing (cured) x: ambil-ambilan, turktukhayamsamantu y: saha nu diambil kami mahteubogaincu, bogaogeanakpahatu x: pahatugedaekpurahnutu, purahngejo, purahngasakanbaligo y: nyerieunsukuna, kacugakkukaliage x: ayaubarnakulitmundingcampuragetigulingnyocolandage b. ayang-ayanggung: this song is commonly used in children's games, which have an understanding of cooperation (rosidi, 2000) analysis of character values in the traditional games collection of seren taun custom rituals: an etnographic study| 141 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 c. babandringan: type of child game for pitting yarn strength: now using glazed yarn, formerly using ramatcau (banana fiber) d. cingcangkeling: this song is commonly used in children's games (kakawihan) for 8-12 years old. children sing the faster the tempo is faster, there is no complete explanation, but based on meaning is a together song, e. egrang: this is the children game that uses a modified pole or stick media with a footrest as high as 30-50 cm above ground level, with the aim of maintaining balance. and do games when free time in groups f. endeuk-endeukan: in the past, it was a children's game of shaking the branches they were sitting on, while singing the barahututan (kakawihan), usually having the meaning of togetherness, g. gatrik (tokle): this is children's play, using two sticks of wood / bamboo or rattan, one long and one short, a short size of 10-12.5 cm, a length of 30-37.5 cm, and a diameter of 1-2 cm. and other equipment, two bricks installed at a distance of 7-10 cm, where to place the short bamboo keratin. then how to play it. each group/individual takes a suten, which wins a suten/suit, starts first. putting shorter wood to be hit/pruned with long bamboo to be thrown as far as possible, and the loser tries to catch the thrown wood, if the one who catches gets 10 points, and if not must throw the bamboo/short wood in the direction of two brick, if the brick is successfully nudged he takes over the game, and so on. h. hahayaman: this is the children's play, depicting a chicken being chased by a weasel in a cage-shaped cage keeper holding hands, and determining the child to be a weasel or a chicken in a lottery, and other children who not elected to form a circle to become a cage, chickens try not to be caught by the weasel and play areas in and out of the circle formed, until caught and or the weasel is exhausted and gives up unable to catch the chicken. previously this game was played on a bright full moon in front of the yard of the house which was quite relieved and more often in the afternoon. i. het-het embe janggotan: this is the children sundanesesong (kakawihan), usually sung when they gather and play in the house with salendro notation, has the meaning of togetherness. j. maen rebutan (panjat pinang): this game is played in an arena of agility with the number of players per group of 4-5 people, with the number of players two groups with a total of 8-10 people scrambling with each other, the media areca or bamboo lodong (kind of sundanese bamboo) with 8-10 meter long, where on it has been saved a variety of prizes 142 | analysis of character values in the traditional games collection of seren taun custom rituals: an etnographic study p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 scramble, areca nut / bamboo stained with oil, in this game dexterity, integrity and mutual cooperation is very reliable. k. oray-orayan: this is the children's games imitating the behavior of snakes looking for prey, and housed in the yard or yard, played by children with a total of 10-20 people or more. by the rules of the game the leader or head of the snake is sought for the biggest child (snake's head) while on his hips, followed by the other children behind by holding the shoulder of the snake's head (the foremost child) to form a snake pattern, usually the youngest child becomes a tail/snake tail, after the formation they sang the same orayorayan kakawihan (sundanese song) at the same time and the snake head (the front child) tried to catch the snake tail (the last child) with the code saying "kok ... kok ... kok ..." the tail or most child the back must be prepared to avoid the head of a snake, with a note that the snake body should not be separated. l. pacici-cici putri: this is the children's games and chants that use the lyrics of the song pacici-cici daughter. this game is held at leisure, usually in the afternoon between 16:00 to 17:00 and is played by girls between 4-8 people, and the lyrics are as follows: pacicicici putri…serelek kembang celempung…ali-ali pamadatan…goring adat tigrubas…kalau mau kembang apa ?, then the child who is asked to answer "kembangpacar". and other children must simultaneously sing rampak: manona ... manona ... si (the child's name). m. paciwit-ciwit lutung: this is the children's play, ciwit which means pinching, paciwitciwitlutung (black-haired monkey pinching) is not pinching to make friends hurt, but putting hands on the back of his hand like pinching, this game is done by two people one child or more hands pinching each other's backs of his friend's hands until the hands are piled up, while singing: paciwit-ciwit lutung… si lutung pindah ka luhur…, when it said "pindahkaluhur" the lower hand moved upwards and so on. n. perepet jengkol: boys playing while singing kakawihanperepetjengkol, moving each of them using one foot, performed at the home or school. and this game can be a race if played by many groups to maintain their unity not to break or break the link kai-foot, and the longest to be the winning group. how to play each child chooses his group, then holds each other's hands and backs to each other, then the left or right leg of each child is connected to the hand that is holding followed by the other legs which lock together, so that the legs are not easily separated, then standing and tiptoeing on the spot while singing kakawihanperepetjengkol while maintaining the foot so it does not come loose with the group foot. analysis of character values in the traditional games collection of seren taun custom rituals: an etnographic study| 143 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 o. saptonan: this is the game and tradition of the kuningan regency ancestors, which is still performed in every cigugurseren ritual, with a different pattern, each male participant must be able to ride and be given a spear by the committee, with a hole to throw the spear, this game trains the agility of the player, played versus or in a group on the field. discussion from the results of the above description in a comprehensive manner, it is found that there are 15 (fifteen) traditional games often raised or documented in the ritual procession of serentaunheld on rayagung 22nd in cigugur, kuningan regency, including: (1) ambilambilan, (2) ayang-ayanggung, (3) babandringan, (4) cingcangkeling, (5) egrang (jajangkungan), (6) endeuk-endeukan, (7) gatrik, (8) hahayaman, (9) het-het embejanggotan, (10) maen rebutan (panjat pinang), (11) oray-orayan, (12) pacici-ciciputri, (13) paciwitciwit lutung, (14) perepet jengkol, (15) saptonan/penombak berkuda. from these 15 (fifteen) traditional games, it turns out that each game has a classification of main character values consisting of (1) religious, (2) nationalist, (3) independent, (4) mutual cooperation (cooperation), and (5) integrity. classification of character values in the collection of traditional games in traditional rituals of serentaunncigugurkuningancanbe seen in the table below: table 1. character value data analysis of traditional games in seren taun custom rituals no traditional games in serentaun custom rituals classification of five main character values (kemendikbud) a b c d e 1 ambil-ambilan ü 2 ayang-ayanggung ü 3 babandringan ü 4 cingcangkeling ü 5 egrang (jajangkungan) ü 6 endeuk-endeukan ü 7 gatrik (tokle) ü 8 hahayaman ü 9 het-het embejanggotan 10 maenrebutan (panjat pinang) ü ü ü 11 oray-orayan ü 12 pacici-ciciputri ü 13 paciwit-ciwitlutung ü 14 perepetjengkol ü 15 saptonan (menombakdanberkuda) ü notes: (a) religious, (b) nationalist, (c) independent, (d) mutual cooperation (cooperation), (e) integrity, 144 | analysis of character values in the traditional games collection of seren taun custom rituals: an etnographic study p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 it is found that of the 15 traditional games often raised or documented in the ritual procession of serentaunheld on rayagung 22ndin cigugur, kuningan regency, the researchers gain the following interpretations: 5 (five) types of games have the potential value of independent characters including: (1) egrang, (2) hahayaman, (3) maenrebutan (panjatpinang), (4) pacici-ciciputri, and (5) paciwit-ciwitlangur. whereas the traditional games that have the potential value of the mutual cooperation characters are identified as many as 7 (seven) games including: (1) ambil-ambilan, (2) ayang-ayanggung, (3) cingcangkeling, (4) endeuk-endeukan, (5) maen rebutan, (6) oray-orayan, and (7) perepet jengkol. and the games classified as having main character value of integrity are as many as 4 (four) games including: (1) babandringan, (2) gatrik, (3) maen rebutan, (4) saptonan (menombak & berkuda). in the meantime, from the 15 traditional games in serentauncustom ritual, the researchers do not find the categorization of the character values of religious or nationalist. conclusion the main objective of character education is to create quality and superior human resources based on the national education goals of the republic of indonesia. it turns out that the values of character education in one of the ancestral heritages, such as traditional games that have existed since long time ago and were passed down from generation to generation, have implied values of character education. but inequality occurs when the younger generation does not preserve it, which may be caused by the times. in fact, traditional children's games can be an alternative to creating a generation of superior character. furthermore, from the 15 traditional game sets in the serentaunofcigugur traditional ritual, after the classification of the potential values of the main characters, the findings are as follows: (a). 5 (five) types of games have potential value of main independent character or as many as 33%, (b). 7 (seven) games have main character value of mutual cooperation or as many as 46%, and (c). 4 (four) types of games havemain character value of integrity or as many as 27%. in the meantime, the value of religious main characters and nationalist main character values of some games in serentaun traditional ritual are not yet included in that category. acknowledgments this research activity is sponsored by lppm kuningan university in the program of penelitian dosen pemula (pdp) of the 2019/ 2020 budget year and funded by the directorate and community service of directorate general of research and development of the ministry of research, technology, and higher education for the 2020 budget year. references adisaputri, y. d., & widiastuti, i. (2015). territorial identification of vernacular settlement cigugur through the practice of seren taun ritual in kuningan, west java. procedia social and behavioral sciences, 184(august 2014), 196–205. aditya, y. a. (2013). nilai-nilai kearifan lokal masyarakat cigugur-kuningan dalam analysis of character values in the traditional games collection of seren taun custom rituals: an etnographic study| 145 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 pelestarian lingkungan hidup sebagai sumber belajar geografi. jurnal gea, 13(2), 20–32. andriani, t. (2012). permainan tradisional dalam membentuk karakter anak usia dini. sosial budaya, 9(1), 121–136. retrieved from http://ejournal.uinsuska.ac.id/index.php/sosialbudaya/article/view/376/358 emerson, r. m., fretz, r. i., & shaw, l. l. (1995). writing ethnography fieldnotes. chicago: the university of chicago press. hemafitria. (2019). nilai karakter berbasis kearifan lokal tradisi tepung tawar pada etnis melayu sambas. jurnal pendidikan kewarganegaraan, 3(2), 121–132. holilah, m. (2015). kearifan ekologis budaya lokal masyarakat adat cigugur sebagai sumber belajar ips. jurnal pendidikan ilmu sosial, 24(2), 1–16. kamarusdiana. (2019). studi etnografi dalam kerangka masyarakat dan budaya. salam: jurnal sosial dan budaya syar-i, 6(2), 113–128. kemdikbud. (2014). konsep dan implementasi kurikulum 2013. jakarta. kemdiknas. (2010). pengembangan pendidikan budaya dan karakter bangsa. jakarta: balitbang puskur kemdiknas. kurnia, l. (2014). “ seren taun ” between hegemony and culture industry. wacana, 15(2), 300–313. lickona, t. (2012). mendidik untuk membentuk karakter. jakarta: bumi aksara. nur, h. (2013). building children’s character through traditional games. junal pendidikan karakter, 3(1), 87–94. purwaningsih, e. (2006). permainan tradisional anak: salah satu khasanah budaya yang perlu dilestarikan. jantra, 1(1), 40–46. rosidi. (2000). ensiklopedia sunda alam, manusia, dan budaya: termasuk budaya cirebon dan betawi (cetakan pertama). jakarta: pt dunia pustaka jaya. royyani, m. f. (2008). upacara seren taun di cigugur, kabupaten kuningan, jawa barat: tradisi sebagai basis pelestarian lingkungan. jurnal biologi indonesia, 4(5), 399–415. spradley, j. p. (2007). metode etnografi. yogyakarta: tiara wacana. subiantoro, i. h. (2016). estetika, seren taun antara seni, ritual, dan kehidupan. panggung, 26(4), 407–419. https://doi.org/10.26742/panggung.v26i4.212 subiantoro, i. h. (2017). pergelaran ritual seren taun di cigugur kabupaten kuningan jawa barat. patrawidya, 18(1), 41–55. suhaenah, e., rohaeni, a. j., & listiani, w. (2017). rekontruksi pikukuh tilu dalam manajemen babarit pada upacara serentaun cigugur kuningan. panggung, 27(2), 168– 176. suyatna, a. (2007). modul model-model pembelajaran. bandar lampung: universitas lampung. wibowo, a. (2008). kajian tentang perilaku pengguna sistem informasi dengan pendekatan technology acceptance model (tam). konferensi nasional sistem informasi 2008: indonesia modern dalam budaya informasi. yoogyakarta: universitas sanata dharma yogyakarta. optimalizing the use of go reading digital library in increasing student's reading interest in online learning| 1 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 optimalizing the use of go reading digital library in increasing student's reading interest in online learning tustiyana windiyani 1 , yuli mulyawati 2 , putri nabila 3, , diani ranti 4 1 universitas pakuan, indonesia 2 universitas pakuan, indonesia 3 universitas pakuan, indonesia 3 universitas pakuan, indonesia 1tustiyana@unpak.ac.id, 2yuli_mulyawati@unpak.ac.id, 31607putrinabila@gmail.com, 4dianrati1@gmail.com abstract during the current covid-19 pandemic, students are required to be more independent in learning, especially increasing interest in reading because reading is a gateway to find information. this study aims to increase interest in reading through a digital library application called go reading. with go reading students can easily access reading anytime and anywhere, without having to bother carrying piles of books. the research method used is research and development. research and development was modified by researchers only up to 6 steps. based on the results of interviews and the distribution of response questionnaires to the use of the go reading digital library application to increase reading interest, the results with high criteria indicate that the use of the application can be categorized as optimally increasing students' reading interest. the conclusion is that in optimizing digital libraries, students must be actively involved in increasing their learning independence, and there is awareness in students and the role of parents and teachers in directing, supervising, guiding, and motivating students in optimizing the role of digital libraries in online learning. keywords: digital libraries, reading interests, online learning introduction interest in reading means the attention or inclination of the heart to read. indonesian people's interest in reading, especially children, is still very low. the low interest in reading in indonesian society makes education in indonesia less than expected. reading habits need to be started from an early age both at home and at school. interest in reading fosters a great interest in finding various information related to the current situation. interest in reading grows from each person's personality, so as to increase interest in reading, awareness of each other's needs. based on the research results, the alibaca index shows that the average number of the national alibaba index is in the low literacy activity category, which is 37.32. the score consists of four-dimensional indices, including the proficiency dimension index 75.92; access dimension index 23.09; alternative dimension index of 40.49; and the cultural dimension index of 28.50. (wiratno et al., 2017) the lowest dimensions and related to the current situation are the dimensions of access and the dimensions of culture. in today's digital era, access and cultural dimensions should be more easily improved by utilizing technology, tools, or devices mailto:tustiyana@unpak.ac.id mailto:yuli_mulyawati@unpak.ac.id optimalizing the use of go reading digital library in increasing student's reading interest in online learning| 2 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 that can be easily accessed by everyone. currently, our society tends to prefer watching tv and playing with gadgets rather than reading or being literate, so reading interest in indonesia is still very low. the causes of the low interest in reading include 1. educational facilities and infrastructure that are less supportive, especially libraries. 2. lack of library management and varied book collections, the number of books in the library is far from sufficient for reading needs. 3. advances in technology. the development of increasingly attractive technology and information centers, the internet, the development of entertainment venues, or television shows, have reduced the status and position of libraries, as well as the image of libraries in the eyes of the public. 4. lack of family support. unfavorable family conditions, especially most parents who are not very close to students so it is impossible to exemplify the love of reading to their children, accompanied by a lack of parental attention and supervision of their activities. (nurhaidah, 2016) according to akhtar & khan (2019 )in their research, they found that students' interest was correlated with their father's interest in reading and books available at home or places closest to their homes. it is recommended that students be given reading material in the nearest place and parents should also show an interest in reading so that children can follow it well. currently, during the covid-19 pandemic, learning is done online to suppress the spread of the virus in indonesia. online learning, online learning or distance learning itself aims to meet educational standards by utilizing information technology by using computers or gadgets that are interconnected between students and teachers as well as between students and lecturers so that through the use of technology the teaching and learning process can still be carried out. done right. (pakpahan & fitriani, 2020) based on the results of interviews with several students at sdn empang 02 bogor city, several factors causing the problem of lack of interest in reading include motivation from parents and teachers. parents sometimes pamper their children by giving them the freedom to use cell phones or watch television (tv). for this reason, it is necessary to make efforts to increase interest in reading both in class and at home by utilizing digital technology so that students are motivated to read. currently, gadgets are one of the tools that are expected to provide convenience and can support daily activities for the wearer. for that we need several applications that can be applied to mobile phones. wijaya et al. (2009) the use of android-based devices with the creation of a digital library is expected to make it easier to access book literature so that students optimalizing the use of go reading digital library in increasing student's reading interest in online learning| 3 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 do not experience difficulties in finding books to read. parekh et al. (2019)a digital library is a system that provides users with coherent access to a very large and organized repository of information and knowledge. digital library is a global virtual library. collection of graphic images and others. disseminated in the digital library without limitation of place and space in all digital forms via the internet which are accessed by network services provided to users. regarding the use of digital libraries, there are results of prawesti (2014) research "there is an influence between the variables of using digital reading applications (x) on the variable level of student interest in reading (y)". this conclusion is based on the acquisition of the tcount coefficient which is greater than the ttable coefficient (9.849 > 1.987) with a significance level of 0.05, then h0 is rejected, so there is an influence between the use of digital reading applications (x) on the level of reading interest (y) among university students. airlanga. the influence between the x and y variables is a significant influence, because the significance value is < 0.05 (0.000 < 0.05), and is classified as a strong influence with a positive direction, where the pearson correlation coefficient obtained is 0.705. the magnitude of the effect of the variable using digital reading applications (x) on the variable level of interest in reading (y) is 49.7%. while the remaining 50.3% is influenced by other factors not mentioned in this study. based on this, it can be seen that there is a positive effect of using digital reading applications on students' reading interest. based on the results of the study, currently digital libraries can affect reading interest among students because they are not limited by time and space. the use of digital library applications based on the results of research conducted by asari et al. (2021) it was found that the implementation and development of slims in the mi nurul islam library in terms of the quality of the system was quite good because it could always display updated information so that it could foster reading interest. has a fairly fast response time and time for feature changes, the information displayed is always accurate, features complete, easy to operate and can be accessed using ethernet and internet networks, making it easier for users to get information and having an impact on increasing user interest in reading. then in terms of information quality, slims can provide accurate and complete information. based on this, that with a digital library students will get information and also a view that is always up to date so that it motivates students to be even more active in reading because there is a lot of up-to-date information. with the background of the research results, the researchers are interested in making a digital library application that can increase reading interest among elementary school students, especially grade 3 students at sdn empang 02 bogor city. digital library application optimalizing the use of go reading digital library in increasing student's reading interest in online learning| 4 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 development researchers named it go reading. the go reading application is a digital library application that is easy to download and implement. the benefit of the go reading application is that it makes it easier for students or the public to read anywhere and anytime without having to carry books. therefore, in the go reading application there are various types of reading, both stories, fairy tales, poetry, and even elementary school thematic books that can make it easier for elementary school students to read thematic books according to their class. the go reading application is also one way to reduce the inappropriate use of cell phones by children. go reading provides an alternative for teachers in providing teaching materials or materials at school so that students will be more interested in reading and learning. based on the above, the formulation of the problem "can the use of the go reading digital library application optimally increase reading interest in empang 02 elementary school students, bogor city? while the purpose of this study was to determine the optimization of the use of the go reading library application in increasing reading interest in online learning. the go reading digital library application is needed by students because with go reading students can read anytime and anywhere without having to bother carrying books or other reading materials. according to the researcher, this research must be carried out because if left unchecked, the students' low interest in reading will have an impact on learning situations and conditions so that it will affect student learning outcomes. method the methods this study uses the research and development media development method from borg and gall which was modified by the researcher only in 6 stages because (sugiyono., 2016) was modified by the researcher. the method used to convey ideas through several well-organized systematic steps. the steps to be implemented include: 1. needs analysis and looking for tutorials. 2. drill and practice. 3. simulation. 4. experiment or experiment. 5. use of go reading. 6. increased reading interest. optimalizing the use of go reading digital library in increasing student's reading interest in online learning| 5 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 figure 1. research and development step results and discussion results 1. needs analysis and looking for tutorials. looking for a guide in making applications that become a reference in making go reading and how to apply them based on literacy results. in making this application, researchers look for guidebooks, guides on youtube in the form of tutorials on making applications on the appsgeyser platform which can be made into various applications that support the learning process. 2. drill and practice. application development design and testing of the go reading application several times to reduce trial and error. researchers designed the application according to the manual and guidelines in the appsgeyser application itself. when the go reading application was first made, it failed twice, this is because when the application was made it required internet with a very large bandwidth and all materials to be included in the go reading application must be available, experiment 1. the researcher opened the application and did a series on the application because at the time of the trial the researcher had not prepared many books to be included and then the researcher left the application, but when the researcher re-entered the go reading application all the books were already in soft form, the files entered were lost. and the application hangs. experiment 2. the researcher provides a soft file of books that will be entered into the go reading application, the entry of book material to be read later has been carried out and succeeded, but because it is still in the experimental stage, not much material has been entered, the researcher will add it by editing it, however, after trying it, it turns out that if needs analysis and looking for tutorials drill dan practice simulation experimen use of go reading increased reading interest optimalizing the use of go reading digital library in increasing student's reading interest in online learning| 6 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 it is considered complete then the bookkeeping is considered complete, so it cannot be edited to add or reduce books that are already in the application. this is a weakness. 3. simulation. enter various data or documents needed in the go reading library so that it can be realized in the use of online and offline reading. after the go reading application is considered to have met the expected criteria, then the results of the manufacture are simulated to the research team themselves, and teachers so that teachers are motivated to create digital teaching materials that can be stored in the go reading application. 4. experiment. testing the results of making and inputting documents in go reading to teachers to test the level of usefulness and speed in accessing go reading. the application that has been made is retested and asks for feedback from the teachers regarding this go reading application. the response from the teacher got very good results. 5. use of go reading. the application of go reading in learning. after the go reading application got very good assessment results from the teachers, then this application was used as a medium for teaching materials by teachers to students by sending a link from the go reading application to 41 students who were used as respondents. based on the results of the questionnaire given to students regarding the use of the go reading digital library application in online learning, the following results were obtained: table 1. the results of student questionnaires using the go reading digital library application in online learning no statement description strongly disagree disagree agree strongly agree 1 learning to use the go reading digital library helps me understand the general description of the material in learning 1 25 15 2 learning to use the digital library go reading helps me understand the content of the material that has been delivered. 2 19 20 3 i am more motivated to do reading when i use the library in digital go reading 21 20 optimalizing the use of go reading digital library in increasing student's reading interest in online learning| 7 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 4 by opening the go reading digital library application, it increases my curiosity about the material. 2 20 19 5 the use of go reading digital libraries increases my motivation to pay attention to learning 4 18 29 6 i mean it when i read the books in the digital library go reading 13 28 7 i like to answer questions in the go reading digital library because it will increase my knowledge regarding the material presented. 3 14 26 8 go reading digital library helps me to think critically 1 18 22 9 reading in the go reading digital library helps me remember the material that has been conveyed 20 21 10 i feel challenged to work on the questions in the go reading digital library 20 21 the results of the questionnaire above when made into the form of a histogram diagram will look like the following: figure 1. the results of student questionnaires using the go reading digital library application in online learning based on these data, it appears that the use of the go reading digital library application helps students increase interest in reading and learning. if it is seen that the use of the go reading digital library application has a positive influence on student learning, this application is considered optimal in increasing students' reading interest in online learning. 1 2 2 4 3 1 25 19 21 20 18 13 14 18 20 20 15 20 20 19 29 28 26 22 21 21 0 5 10 15 20 25 30 35 f re q u e n cy statement description strongly disagree do not agree agree strongly agree optimalizing the use of go reading digital library in increasing student's reading interest in online learning| 8 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 this can be seen from the results of student responses after the average score obtained the following results: figure 2. student responses to optimizing the go reading digital library application based on the histogram diagram above, it can be explained the results of student responses to the use of the go reading application that the highest number of frequencies is in the range 103 – 108 as many as 7 students (17.07%) and the lowest frequency is in the range 73 – 78 as many as 1 student (2.44 %), it means that students respond that the go reading library application helps students in online learning optimally so that students' reading interest and learning outcomes increase. 6. increased reading interest. based on the results of research on indicators of reading interest, among others: 1). enjoyment of reading books on the go reading application. 2). the desire to always read books because there is no need to carry a lot of books everywhere 3). interest in reading books because of the large selection of books 4). the desire to always look for reading books on the go reading application 5). take time to read books more relaxed 6). take time to find a book you like. 1 4 11 12 16 7 0 2 4 6 8 10 12 14 16 18 81,5-88,5 88,5-95,5 95,5-102,5 102,5-109,5 109,5-116,5 116,5-123,5 optimalizing the use of go reading digital library in increasing student's reading interest in online learning| 9 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 figure 3. increasing student interest in reading based on the histogram diagram above, it can be explained that the highest number of frequencies is in the range 98 104.5 as many as 11 students (26.83%) and the lowest frequency is in the range 63 69 as many as 2 students (4.88%), it means that students feel that reading on the go reading library application they can enjoy it well, the desire to always read books because of the ease of reading books without the need to carry many books everywhere, always interested in reading books because of the large selection of books, the many variations of books in the application the go reading library raises the desire to always look for reading books on the go reading application, the convenience of the go reading digital library is in a gadget, this makes it possible to have free time to read books and will be more relaxed, with this application there is also more free time in finding the books you like. discussion the discussion digital library is a system that has various services and information objects that support access to these information objects through digital devices (subroto, 2009) growing digital library may be just a text-based information system distributed distributed collection of spaces, and multimedia information systems. this provides access to a very large amount of information where the book collection can support user-friendly multimedia content and support advanced search and retrieval of information (parekh et al., 2019) research results by kustandi & situmorang (2013) students in providing library materials, and lecture materials. green & jones (2014) state that digital libraries offer many options for school librarians to partner and collaborate with students and teachers, promoting student learning across the 2 4 6 9 9 11 0 2 4 6 8 10 12 68,5-76,5 76,5-84,5 84,5-92,5 92,5-100,5 100,5-108,5 108,5-116,5 optimalizing the use of go reading digital library in increasing student's reading interest in online learning| 10 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 curriculum. it is mentioned that digital libraries can create potential spaces to cultivate lifelong reading habits and develop digital literacy. according to subroto (2009) some of the advantages of digital libraries are as follows: 1) first, long distance service, meaning that with digital libraries, users can enjoy as much service as they want, anytime and anywhere. 2) easy access. access to digital libraries is easier than conventional libraries, because users do not need to be bothered by searching the catalog for a long time. 3), cheap (cost effective). digital libraries don't cost much. digitizing library collections is cheaper than buying books. 4), prevent duplication and plagiarism. digital libraries are more “secure”, so they will not be easy to plagiarize. if the library collection is stored in pdf format, the library collection can only be read by the user, without being able to edit it. 5), publication of works globally. with the digital library, works can be published globally throughout the world with the help of the internet. apendi (2020) libraries play an important role in learning, because the function of the library as a learning resource is very prominent. libraries are not only useful as learning resources, but also provide references to improve student learning processes. libraries need to be revived by building more modern systems and excellent service. to the readers, the library, campus or public library for the community needs to be improved, both physically and complementing popular books, and making the application online, accessible wherever the readers are. according to buchanan et al. (2015 ) the use of digital libraries must pay attention to a clear relationship between device choice, location selection, reading material, time management, and reading tasks or goals in order to increase reading interest. interest in reading is one of the factors that have an important role in reading activities, in our society especially interest in reading tends to be small when compared to the role of other interests such as interest in extracurricular activities in informal schools in particular. interest in reading is a reading activity that is carried out by someone to get information. (meliyawati, 2018) a digital library as a supporter of distance learning during the covid pandemic, it acts as a learning resource, as a provider of teaching and learning materials that must provide excellent and maximum service and complete its book collection in order to fulfill the needs and information for its users to achieve learning goals during the pandemic. covid-19 (mubarok, 2021) go reading's digital library makes it easy for students to be able to read anywhere and anytime and without having to bother carrying lots of books, just with an android-based device optimalizing the use of go reading digital library in increasing student's reading interest in online learning| 11 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 reading activities can be done. this is certainly expected to increase interest in reading among students. setiyadi et al. (2019) interest in reading is a high desire or tendency to read. nowadays information is easily accessible anytime, anywhere, and by anyone. everyone can access various kinds of information through their gadgets through search engine sites such as google, yahoo, and so on with the help of an internet connection. to optimize digital libraries, students must be actively involved in increasing their learning independence, and there is awareness in students and the role of parents in directing, supervising, guiding, and motivating students so that there is good collaboration between students, parents and teachers in optimizing the role of students. digital library in online learning. thus it will create interest in reading students on their own awareness and will further support the effectiveness and efficiency in learning online learning during the covid-19 pandemic. conclusion the conclusion the go reading application is an application that makes it easy for readers to read anywhere and anytime. making this application so that the reading interest of students or the community can increase. this application can be accessed using an androidbased cellphone that can be used and carried by everyone. the benefit of the go reading application is that it makes it easier for students or the public to read anywhere and anytime without having to carry books. because in the go reading application there are various types of reading, whether it's stories, fairy tales, poetry, and even thematic books for elementary school learning that can make it easier for elementary school students to read thematic books according to their class. the go reading app is also one way to reduce bad phone usage. to optimize digital libraries, students must be actively involved in increasing their learning independence, and there is awareness in students and the role of parents in directing, supervising, guiding, and motivating students so that there is good collaboration between students, parents and teachers in optimizing the role of students. digital library in learning optimalizing the use of go reading digital library in increasing student's reading interest in online learning| 12 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 acknowledgments place acknowledgments, thank you to the pakuan siliwangi foundation, pakuan university, and lppm pakuan university who have provided research funds through the internal applied research (pt) grant so that this research can be carried out properly and smoothly according to its goals and objectives. references akhtar, n., & khan, m. a. 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(2017). indeks aktivitas literasi membaca 34. in mobile devices: tools and technologies (issue 2). https://books.google.co.id/books?hl=id&lr=&id=xss9dwaaqbaj&oi=fnd&pg=pa1& dq=pengertian+unity&ots=8jixmjqv6g&sig=f762zzvggq1rzoddvqmgtpskmce&r edir_esc=y#v=onepage&q&f=false%0ahttp://repositori.kemdikbud.go.id/13033/1/puslit jakdikbud_indeks aktivitas litera infinity teacher’s strategy in developing environmental care through simple science experiment towards elementary students| 133 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 teacher’s strategy in developing environmental care through simple science experiment towards elementary students mubiar agustin1, deni nurdiansyah2, sabila idzni suryana3, teti sobari4 1universitas pendidikan indonesia 2sd negeri ciketa 3universitas pendidikan indonesia 4institut keguruan dan ilmu pendidikan siliwangi 1 mubiar@upi.edu, 2 deninurdiansyah@upi.edu, 3 sabila.idzni@upi.edu, 4 tetisobari@ikipsiliwangi.ac.id abstract this research was conducted since the decline of sense of responsibility and the concern towards environment. the emergence of natural disasters is caused by the hands of human in taking advantage of natural environment. the objective of this research to reveal the teacher’s strategy in developing environmental care through simple science experiment. this research uses quantitative approach with survey method regarding to nature of science, simple science experiment, and caring attitude towards the environment. the research data were obtained online using google form. there were 224 of elementary school teacher as respondents that become sample, the teachers were from different schools in west java. the instruments used in this research are questionnaire related to implementation of nature of science and caring attitude towards the environment. the results showed that environmental care attitude to students that had been carried out frequently by the teacher through simple science experiment scored average value 38.5 %. moreover, the research indicates there were several teachers had never developing environmental care attitude to their students scored 5.25%. it shows that it is necessary to conduct alternative activity as an improving effort through teacher’s strategy in developing environmental care attitude towards elemntary school through simple science experiment. keywords: nature of science, simple science experiment, environmental care, elementary school. abstrak penelitian ini beranjak dari menurunnya kecenderungan rasa tanggung jawab dan kepedulian terhadap lingkungan. munculnya berbagai bencana alam salah satunya disebabkan oleh ulah manusia dalam memanfaatkan lingkungan alam. tujuan penelitian ini adalah berupaya mengungkap strategi guru dalam mengembangkan peduli lingkungan melalui percobaan sains sederhana. pendekatan yang digunakan dalam penelitian adalah kuantitatif dengan metode survey terkait dengan hakikat sains, percobaan sains sederhana, serta sikap peduli terhadap lingkungan. data penelitian diperoleh secara online menggunakan media google form. dalam penelitian ini jumlah responden yang menjadi sampel dalam penelitian ini adalah 224 guru sd yang tersebar di wilayah jawa barat. instrumen yang digunakan dalam penelitian ini adalah angket mengenai penerapan hakikat sains dan sikap peduli lingkungan. hasil penelitian menunjukkan bahwa sikap peduli lingkungan pada siswa sudah sering dilakukan oleh guru melalui percobaan sains sederhana dengan rata-rata nilai sebesar 38.5%. selain itu, penelitian mengindikasikan adanya sebagian guru yang belum pernah mengembangkan sikap peduli lingkungan terhadap peserta didiknya dengan persentase sebesar 5.25%. hal ini yang membuat perlunya dilakukan alternatif kegiatan sebagai upaya perbaikan melalui strategi guru dalam pengembangkan sikap peduli lingkungan pada siswa sekolah dasar melalui percobaan sains sederhana. kata kunci: hakikat sains, percobaan sains sederhana, peduli lingkungan, sekolah dasar. mailto:deninurdiansyah@upi.edu mailto:email-penulis-3@ymail.com 134 | teacher’s strategy in developing environmental care through simple science experiment towards elementary students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 introduction human and natural environment are two elements that affect each other. environment is a place of the whole living being on the face of earth, such as human, animals, and plans. environment has important roles for living things survival, then it is a must for us to keep it sustainable because if the environment is damaged, it is going to be so difficult for the living things to survive (mardiyani et al., 2020). suntainability of environment will decide the life of human itself and another living things, so vice versa that human have ability to determine the condition of their environment. the problem of environment becomes very important for the life of human beings that interact each other. in that interaction, human always try to control their environment with all the power and effort they have. the implementation of suntainable development and controlled utilization of natural resources are the goals of management of environment (herlina, 2015). lately, indonesia has experienced a lot of natural disasters that caused by the mistakes and the treament way of human towards the environment such as flood, landslide, and etc. the disasters happened because of so many factors, one of them is environmental damage. human tend to exploit environment for their own appointment without concerning the environmental sustainabilty. one of the ways to keep the environmental sustainability is to instill environmental care attitude. environmental care is a common attitude towards the quality of environment that can be idealized through self-willingness to declare actions that can increase and sustain the quality of environment in every behavior which has relation with its environment. environmental care attitude also can be concluded as someone’s reaction towards his environment by not harming the environment. by instilling environmental care attitude, it will be created a clean and beautiful environment (tamara, 2016). character instilling since early stage can be strong basic for instiling environmental care character, so that the youth generation will have provision of understanding about environment (lestari, 2018). environmental care character is one of the characters that must be developed is school (jeramat, mulu, jehadus, & utami, 2019). the character of environmental care can be instilled according to the school curriculum nor planned programs by school. according to ismail (2021), he mentioned that to instill the environmental care behavior towards student can be started from keeping class and school clean by throwing garbage in its place, conducting class picket, taking care of plans, and etc. furthermore, it also can be started by getting students used to wash their hand during break hours, washing hand before and after eating, and washing hand after sport lessons. students also get used to teacher’s strategy in developing environmental care through simple science experiment towards elementary students| 135 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 care about surrounding environment. it is also expected as an effort to prevent environmental damage and a development to fix natural damages that have happened (lestari, 2018). since the implementation of the online learning system in order to break the chain of the spread of covid-19, the trend of environmental care behavior has decreased. this can happen because the implementation of environmental education practices in schools cannot be carried out as usual. in this new normal era, the government makes policies that require teachers and students to reduce face-to-face social contact so that the implementation of environmental education is less effective (hidayah & baedowi, 2020). this can be handled by implementing an environmentally friendly attitude from home that can be linked to science learning. science is a group of knowledges or knolwledge as product of science, the way of thinking or knowledge as scientific product and the way of investigating or science as scientific process (hermansyah & witarsa, 2017). science learning in elementary school have a strategic role to in increasing the awareness about nature and sustainability of environment (fasha, 2020). in line with (lestari, 2018) stated that science learning can direct students to understand the importance in taking care of environment. through science learning, students can experiment, explore, and observe surrounding environment (wahid & suyanto, 2015). specific characteristic possessed in science material is to study factual phenomena of nature, either it is a reality or incident and the relation of cause and effect. other than that, science lesson is not theoretical only, but alsorelated to the problems that happened in real life (pamungkas, subali, & linuwih, 2017). proper science lesson to do in time of online learning is through simple science experiment. simple science experiment is an experimental method that uses simple tools and materials that can be obtained easily and takes advantage of home tools and materials. the process of simple science experiment can help students to start thinking critically and logically. in this method, the whole students are involved in doing, proving, and drawing conclusion about an object by themselves, or about specific process (subekti & ariswan, 2016). based on the problems above, so this research focuses the study on the teacher’s strategy in developing environmental care through simple science experiments towards elementary school students. in addition, this study also aims to see the effect of the nature of science on increasing environmental care attitudes in students. this research was conducted on elementary school teachers in several schools in west java. 136 | teacher’s strategy in developing environmental care through simple science experiment towards elementary students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 method the method used in this research is survey method by quantitative approach. survey method in this research is more focus on the explanation quantitatively regarding the trend of individual behavior by researching its individual sample. survey research seeks to describe quantitatively the tendencies, attitudes, or opinions of a particular population by examining a sample of that population (creswell, 2009). this research analysed teacher’s strategy in developing environmental care behavior of elementary students through simple science experiment. simple science experiment in question is simple practices in elementary school students’ lesson by taking advantage of tools and materials that can be obtained easily around their surrounding environment. the questionnaire is a data collection technique by giving a set of questions or written statements to respondents to answer them (sugiyono, 2010). the questionnaire used by the researcher as a research instrument, the method used is a closed questionnaire. the questionnaire instrument must be measured for the validity and reliability of the data so that the research produces valid and reliable data. a valid instrument means that the instrument can be used to measure what should be measured, while a reliable instrument is an instrument that, when used several times to measure the same object, will produce the same data. the instrument used to measure the variables of this study was using a 5-point likert scale (ukkas, 2017). the 5-point likert consists of (1) ss: very often, (2) s: often, (3) j: rarely, (4) p: once, (5) tp: never. the amount of respondents that became sample in this research is 224 teachers who were consist of 129 female teachers and 95 male teachers around west java. the instruments used in this research are questionnaire regarding to the conducted strategy by the elementary school teacher in developing elementary school students’ environmental care behavior through simple science lesson. there are two instruments, they are indicator, it is the area of environmental care behavior (by the statement number 1-8) and area of nature of science and simple science experiment in elementary school (by the statement number 9-20). the data collecting and processing used docs.google.com system. the document directly produced data description according to the answered question by the respondents. respondents' answers obtained are categorized into a predetermined 5-point likert scale. then, the average value of the data is calculated to see the largest and smallest percentage values for each region. teacher’s strategy in developing environmental care through simple science experiment towards elementary students| 137 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 results and discussion results the research results about elementary school teacher’s strategy in developing environmental care attitude towards the elementary students are explained on the tabel 1. according to the results, it can be seen that the development of environmental care attitude to the elementary school students had done frequently by the teacher with the highest average of percentage, it is 38.5%. meanwhile, the lowest average percentage is 5.25% in the never been done category. tabel 1. area of environmental care behavior no statement percentage (%) vo o r e n 1 reminding the students to throw the garbage in its place. 33.5 26.8 17.9 14.3 7.6 2 reminding the students to keep the water clean. 23.7 40.2 17.4 13.4 5.4 3 reminding the students to keep the fertility of the soil. 17.9 41.5 20.5 15.2 4.9 4 inserting values about environment in every lesson. 17 43.3 21 14.7 4 5 guiding the students to identify the various of pollution 7.6 42.9 24.1 20.1 5.4 6 explaining the impact of pollution to the living beings. 12.9 40.6 26.8 16.5 3.1 7 conducting investigation to figure out the impact of pollution to the environment. 9.8 33 29.5 21.9 5.8 8 communicating the results of investigation about the impact of pollution to the environment. 7.1 40.2 27.7 19.2 5.8 notes: vo: very often, o: often, r: rare, e: ever, n: never. the results regarding to implementation of nature of science in the elementary school are explained on the tabel 2. tabel 2. area of nature of science and simple science experiment no statement percentage (%) vo o r e n 1 implementing nature of science (scientific product, scientific process, and scientific attitude) during science activity in progress. 17 38.4 25.4 17.4 1.8 2 taking advantage of nature resources of surrounding environment in the implementation simple science experiment (e.g: mixing colors, measuring things). 14.3 43.7 27.2 12.9 1.8 3 preparing the condition of existing school environment in order to support the convenience of learning teaching activity. 13.8 52.2 21.4 10.3 2.2 138 | teacher’s strategy in developing environmental care through simple science experiment towards elementary students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 4 setting learning objectives and skill of science process that want to be achieved (including observing skill, classifying, predicting, measuring, communicating, concluding). 8.9 48.7 25.4 13.8 3.1 5 proposing somekind of problem that must be solved by the students. 12.1 42.9 23.7 16.1 5.4 6 preparing worksheets to guide the students in conducting science process. 7.1 40.6 30.8 14.7 6.7 7 guiding the students during science process activity. 10.3 45.5 19.2 15.6 9.4 8 guiding students in finding answers or the results of science process. 9.8 42 23.7 18.8 5.8 9 guiding students in grouping observed object according to the similarity or difference. 7.6 47.3 24.1 15.6 5.4 10 guiding students to predict upcoming events orally or written. 8.9 37.5 31.3 16.1 6.3 11 guiding students to deliver information in form of tabel, graphic, or diagram. 2.7 35.7 34.4 23.7 3.6 12 guiding students to decide an object situation or phenomenon based on fact, concept, and known pronciple. 7.6 42.4 28.1 17.4 4.5 notes: vo: very often, o: often, r: rare, e: ever, n: never. according to the research result, it can be found that the implementation of nature of ecience in science learning process in the elementary school have done by the teachers scored the highest average percentage, it is 43%. meanwhile, the lowest average percentage is 4.6% in the never category. discussion teacher is one of influence aspects that can affect learning process. in conducting the process of simple experiment, teacher needs to pay attention on seceral aspects, such as giving guidance, let the students to improve their ability to work independently, planning the experimental steps will be doing, giving problems that need to be solved through the experiment, availability of learning resources, and realistic time alocation in conducting the experiment (gumala, nurkaeti, aryanto, syaodih, & samsudin, 2020). hence, the teacher’s strategy needs to be noticed in developing environmental care attitude towards elemtary school students. environmental care is an action and attitude to prevent the damage in surrounding natural environment and developing efforts that can be done to fix the happened natural damage (kasi, sumarmi, & astina, 2018). environmental care character according to kemendiknas (in al-anwari, 2014) is an act and attitude that always try to prevent the environmental damage and its surrounding and developing efforts to fix happened natural damage. ecological intelligence is needed in growing and developing envinronmental care to teacher’s strategy in developing environmental care through simple science experiment towards elementary students| 139 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 the students. it is line with (rahmawati & rahayu, 2021) that ecological intelligence is human skill in implementing what they have learned and known to the caused impact for the surrounding environment, so that way human can choose to use a product which is considered safe without causing side effect and will get used to do things that friendly to the environment. the goal of development of environmental care attitude towards the students is to give them habit support in managing environment, avoiding the damaging environment behavior, cultivating sensitivity to the surrounding environment, and to become an example of student of environment savior (purwanti, 2017). here are the categories about what make students being claimed to care about environment, they are throwing garbage in its place, do not do any activity that can harm or damage the environment, being able to sort out and choose between organic and anorganic trash, preparing organic and anorganic trash can, take advantage of garbages through recycle. the process of environmental care attitude towards the students is more precise if the learning process is being related to aspects of nature of science. the implementation of nature of science explicitly and reflectively in learning process through direct interaction with the nature already recommended by liu and lederman in taiwan. this can give chance to the students to interpret phenomena as an concept of understanding through problems directly that happened in daily life. this is also strengthened by abd-el chalick who states that nature of science can be used to understand the nature where students can have experience through science process directly which is expected can give understanding science concept through the process. moreover, nature of science also can be given to study the essence of knowledge itself (fasha, 2020). the nature of science itself is a knowledge that gives explanation regarding how science works and how a scientist conducting a research to gain new knowledges (listiani & kusuma, 2017). the learning of nature of science is very important to study by teachers nor students because by understanding science, they can have important background and detailed about how science and scientist work, how knowledge can be created, how knowledge is being validated, and how knowledge is influenced. still they will be able to have right view about what science is, what kind of questions that can be anwered through science, the difference between science and another knowledge, advantages and limitations of scientific knowledge, and be able to recognize dan refuse the scientific products in daily life (adi & widodo, 2018). according to harlen and qualter, nature of science have eight aspects, they are (1) in scientific investigation, different kinds of methods are used, (2) scientific 140 | teacher’s strategy in developing environmental care through simple science experiment towards elementary students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 knowledge is based on empirical prove, (3) scientific knowledge is opened to be revised, (4) method, law, process, and scientific theory exlplain about scientific phenomena, (5) science is a way to understand, (6) scientific knowledge describes an organized and consistent system, (7) science is the result of human effort, and (8) science always gives statement reagarding to nature and universe. those aspects are important reference for science lesson in elementary school (fasha, 2020). there are three main focuses that need to noticed in science learning in elemntary school. first, the process of science learning development for kids must go through effective process so that science learning experience can give more meaningful and deeper impression about phenomena of nature and it is expected can increase the awareness and wisdom. second, experience through the right science process, as expected of science learning can stimulate the skill of thinking scientificly that is going to be very useful for the life and learning experience. third, the experience of science learning by considering nature of science’s principles can give awareness to the students about human possition and role in empowering the potential of nature and its preservation efforts (fasha, 2020). in science learning process, determination of method is one of important things. in this aspect, teacher must be able to determine the right method so that the learning objectives can be achieved. one of the methods that can implement the essecnce of science’s aspects is experimental method. experimental method is an activity that give more attention to the process and results of an experiment. through experimental method, it is expected that the kids will be able to develop the whole aspects of their development, especially their cognitive development (wahyu, debita, & rohmalina, 2019). simple experimental method is an experimental method by taking advantage of existing tools and materials around the students environment in learning activity. this will be more meaningful for the kids because the directly experience what they are learning. thus, to develop environmental care attitude, in the learning process needs to be connected with nature of science’s aspects because essensce of science can give awareness to the students about empowering potential of nature and its preservation efforts, one of them is by caring towards surrounding environment. the development process of environmental attitude is based on essence of the most approriate science’s aspects that is conducted through experimental method because this method can involve every existing aspect in nature of science. the kinds of good experiment for elementary students is a type of simple experiment teacher’s strategy in developing environmental care through simple science experiment towards elementary students| 141 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 because it uses tools and materials that easily to obtained, they can be found in daily life and not dangerous for the students, in table 1 is explained about the development of environmental care attitude of the elementary students that is incliding to the one of nature of science’s aspects, it is aspect of attitude. according to the research result in tabel 1, it can be seen that the development of environmental care attitude have been done by the teachers frequently. it is also strengthened by the answer of question number 1-3 where it proves that in the aspect of teacher’s moral knowing oftenly reminds the students to throw the garbage in its place, to keep the water clean, and to keep the soil fertility. the character itself consists of three parts, moral knowing, moral feeling, moral behavior. the good character consists of knowing the good, desiring the good, and doing the good. hence, it needs an habituation in thinking (habits of mind), habits of the heart, habits of the action (cahyaningrum, sudaryanti, & purwanto, 2017). as well as the answer of question number 4 and 5 where it proves that on the aspect of moral feeling which is trully implemented in the science learning in elementary school with the highest percentage in every statement, it is the ‘often’ choice. the assessment of aspect of moral behavior is stated through the statement number 6-8 that concern about the impact and influence of pollution towards environment and how to deliver the result of investigation in form of tabel, graphic, or diagram, and being validated after with the concept and fact that have learned. in tabel 2 is explained about the implementation of another aspects of nature of science, they are aspect of product and process in science learning in elementary school as an effort to develop environmental car attitude. based on the results in the table 2, it can be seen that the nature of science had been implemented oftenly by the teacher. it is also strengthened by the the answer of question number 9 which proves in accordance to the answer of question number 9-20 where it proves that nature of science was trully implemented in the science learning in science learning in the elementary school with the highest percentage to each statement, it is on ‘often’ choice. the nature of science itself consists of three important aspects, they are product, process, and behavior (sardinah, tursinawati, & noviyanti, 2012). the assessment of aspect of product towards nature of science is stated through the statement number 16, 19, and 20 that concern about the determination of answer or the results of science process that had been conducted and how to deliver the result in form of tabel, graphic, or diagram, and validate the results by the concept or fact that have been learned. the assessment of aspect of process to the nature of science is 142 | teacher’s strategy in developing environmental care through simple science experiment towards elementary students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 stated through the statement number 14, 15, 17, and 18 that concern about processes will be going through by the students during the experiment. meanwhile, aspect of attitude in nature of science is stated through the statement number 13 which concerns about giving a problem to the students that can be solved through experiment. the goal is to increase the curiousity of students. still, there is also aspect of behavior which is developed, it is nature of science in elementary school learning that have been analyzed through in tabel 1. according to the results of this research as a whole, it can be found that teachers in elementary school students in west java have implemented the nature of science through simple experiment to increase the environmental care attitude of the students. however, there were still few teachers who had never implement the nature of science, never conducting simple experiment, and never developing environmental care attitude to the students. it describes that the awareness of teachers towards the thing is still not equally spread in west java. then, there must be done alternative activities, such as socialization or training to the elementary school teachers evenly about how important to determine the right method in science learning, the implementation of nature of science in science learning process, and the development of environmental care attitude. furthermore, by conducting alternative activity also is expected to increase the awareness to the teachers in elementary school to always implement nature of science in process of science learning and the development of environmental care attitude in learning activity at schools. conclusion environmental care is how to grow and develop the act and attitude as an effort to prevent the surrounding damage of nature and also to fix the damage of nature. one of the teacher’s strategies in developing environmental care attitude is by connecting nature of science to involved through simple science learning because the nature of science can give awareness to the students regarding to empowering of natural’s potency and its conservation efforts, one of them is by caring towards the environment. one of the learning method that can include aspects of nature of science is experimental method. the results of this research show that the implementation of nature of science through simple science experimental in science learning process at elementary school had been carried out oftenly by the teachers by looking carefully at careness towards environment with average value 38.5%. besides of it, this research also indicates there were few teachers who had not and even never conduct teacher’s strategy in developing environmental care through simple science experiment towards elementary students| 143 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 simple science experiment and develop environmental care attitude to the students with average score 5.25%. hence, there needs to do alternative activity to improve it through teacher’s strategy in developing environmental care attitude towards elementary shool students through simple science experiment. acknowledgments the researcher would like to thank the journal manager who has helped in the process of publishing this journal. in addition, the researcher would also like to thank the teachers who have become the subjects of research in this journal for the data support and time support that has been given so that this research journal becomes a 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(2019). meningkatkan kemampuan kognitif anak melalui pembelajaran tematik dengan metode eksperimen bercocok tanam di kelompok b. jurnal ceria, 2(4). infinity 236 | application of realistic mathematics approach to improve students problem-solving ability in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 application of realistic mathematics approach to improve students problem-solving ability in elementary school teten ginanjar rahayu1, tatang herman2, anggy giri prawiyogi3, galih dani septiyan rahayu4 1program studi pendidikan dasar, sekolah pascasarjana, universitas pendidikan indonesia 2program studi pendidikan dasar, sekolah pascasarjana, universitas pendidikan indonesia 3program studi pedidikan guru sekolah dasar, universitas buana perjuangan 4program studi pendidikan guru sekolah dasar, ikip siliwangi 1teten.ginanjar.r@student.upi.edu, 2tatangherman@upi.edu, 3anggy.prawiyogi@ubpkarawang.ac.id, 4galih040990@ikipsiliwangi.ac.id abstract this research is motivated by the low level of problem-solving ability of grade iv students of sdit cendekia purwakarta, from 30 students only 5 students who only get the percentage of learning mastery 16,6%. one alternative approach to learning that can be used to improve students' problem-solving skills is by applying realistic mathematics education (rme). this approach in learning can relate learning to the real world and a problem imagined in the minds of students to be the starting point of learning so that abstract learning can be made real by the students. this study aims to improve students' problemsolving skills of grade iv sdit cendekia purwakarta on the implementation of research by applying realistic mathematics education. the research method used is classroom action research with kemmis and mc. taggart. instruments used are student and teacher observation sheets and test problemsolving abilities. based on the results of research for 2 cycles obtained results on the cycle i percentage mastery learning students reached 56.6% with many students who complete 17 students and on the second cycle increased to 27 students who complete learning with a large percentage of 90%. therefore, it can be concluded that the application of realistic mathematics education can improve the problemsolving ability of elementary school students. keywords: approach, realistic, problem solving abstrak penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemecahan masalah siswa kelas iv sdit cendekia purwakarta, dari 30 jumlah siswa hanya 5 orang yang hanya memperoleh presentase ketuntasan belajar 16,6%. salah satu alternatif pendekatan pembelajaran yang dapat digunakan untuk meningkatkan kemampuan pemecahan masalah siswa adalah dengan menerapkan pendekatan matematika realistik (pmr). pendekatan dalam pembelajaran ini dapat mengkaitkan pembelajaran dengan dunia nyata dan suatu permasalahan yang dibayangkan dalam pikiran siswa menjadi titik awal pembelajaran, sehingga pembelajaran yang abstrak dapat dibuat nyata oleh siswa. penelitian ini bertujuan untuk meningkatkan kemampuan pemecahan masalah siswa dan aktivitas siswa kelas iv sdit cendekia purwakarta pada pelaksanaan penelitian dengan menerapkan pendekatan matematika realistik. metode penelitian yang digunakan adalah penelitian tindakan kelas (ptk) dengan model kemmis dan mc. taggart. instrumen yang digunakan yaitu soal tes kemampuan pemecahan masalah. berdasarkan hasil penelitian selama 2 siklus diperoleh hasil pada siklus i persentase ketuntasan belajar siswa mencapai 56,6% dengan banyak siswa yang tuntas belajar 17 siswa dan pada siklus ii meningkat menjadi 27 siswa yang tuntas belajar dengan besar presentase 90%. oleh karena itu, dapat disimpulkan bahwa penerapan pendekatan matematika realistik dapat meningkatkan kemampuan pemecahan masalah siswa sekolah dasar. kata kunci: pendekatan, realistik, pemecahan masalah mailto:teten.ginanjar.r@student.upi.edu mailto:tatangherman@upi.edu mailto:galih040990@ikipsiliwangi.ac.id application of realistic mathematics approach to improve students problem-solving ability in elementary school| 237 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 introduction mathematics is one of the subjects taught at every level of education, including in elementary school. the importance of mathematics being taught in elementary schools is to provide provisions for students to live in society and be able to continue to a higher level, this is intended so that students are not only skilled in using mathematics, but can provide provisions for students in the application of mathematics in everyday life in the midst of in the community where he lives (susanto, 2013). considering mathematics as basic science, learning mathematics needs serious attention. however, based on observations at school, many consider that mathematics is a difficult and scary subject. according to kline in (setiawan, p., i dewa nyoman s., 2018) states that "mathematics is not knowledge that can be perfect because of itself, but its existence to help humans understand, master social, economic and natural problems". mathematics is useful in everyday life. all fields of study require mathematical skills and a teacher is obliged to teach them properly and correctly to students. in order for the teaching and learning process to run effectively, the teacher needs to pay attention to how to create a pleasant atmosphere for the teaching and learning process and choose the right learning approach in accordance with the development of a child. in addition, a teacher who will teach mathematics to students, should know and understand the object to be taught, namely mathematics (rahmah, 2013). because in learning mathematics in elementary school according to misel (2016) in (suandito, 2017) explains that, "concepts in abstract mathematics arranged in tiers and sequences still require special proofs, so that in studying mathematics the previous concepts must be mastered because they are prerequisites for continuing the next concept”.therefore, to teach mathematics in elementary schools, teachers must master the teaching materials to be taught and preferably in stages, starting from simple ones to more difficult ones. along with the development of an increasingly complex era, these problems also appear and are increasingly diverse. in everyday life, we are often faced with problems that need a way to solve them. this condition requires problem-solving skills for students to be able to solve various problems in mathematics. a math problem usually depends on each individual itself, a math problem can really be a problem for someone, but it can also not be a problem for someone else. in everyday life, 238 | application of realistic mathematics approach to improve students problem-solving ability in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 problems related to mathematical concepts are often encountered (suryadinata, n., & n. farida, 2016). problem solving is a natural extension of learning the rules. in problem solving, the process is mainly located within the learner (nasution, r., & halimah, s, 2016). that is, that in solving mathematical problems, it is not only transferring formulas into answers, but more than that it is necessary to expand thinking to solve a problem. problem solving ability is very important for students and their future, learning experts agree that problem solving abilities within certain limits can be formed through the fields of study and disciplines taught (nababan, 2019). to be skilled in solving problems requires various abilities, namely knowledge, attitudes , and skills. thus it is not easy to solve a problem because it involves various abilities of reasoning/thinking from low to high level. one of the main problems in learning in formal education (schools) is the low absorption of students. this encourages students to have abilities that require critical, creative, logical thinking, and the willingness to work together so that they are able to solve the problems they face (muslim, 2015). problems that require critical, creative, logical, and cooperative thinking are presented in the form of non-routine problems. but the problem obtained is a non-routine problem category. non-routine problems are problems whose settlement procedures require completion planning, not just using formulas, theorems, or theorems (lestari, k. e. & yudhanegara, m. r., 2015). to solve the problem required various stages of problem solving. one of the stages of solving mathematical problems that is often referred to is the polya stage, which suggests four stages that need to be done, namely: (a) understanding the problem; (b) make a settlement plan; (c) implement the plans that have been made; (d) looking back or double-checking the answers obtained (sholihah, 2016). the mathematical material in this study is the operation of calculating the addition of fractions. fractions can be interpreted as part of a whole thing that can be symbolized 𝑎 𝑏 , a is called the numerator and b is called the denominator. where a and b are integers and b is not equal to 0. the form 𝑎 𝑏 can also be interpreted as a: b (a is divided by b) where a is not divisible by b (unaenah, 2019). in this study, problems often arise in everyday life that requires the ability to solve them. teachers must be able to find a learning approach that is in accordance with the problems in the arithmetic addition of fractions in improving problem-solving skills. based on the results of the problem-solving ability pre-cycle test conducted in grade iv sdit cendekia purwakarta, students had difficulty understanding the meaning of a problem application of realistic mathematics approach to improve students problem-solving ability in elementary school| 239 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 solving story given by the teacher, many students had difficulty identifying what was asked and what to look for. often students are only fixated on the formula that has been determined by the teacher. this problem can be seen from the results of the pre-cycle problem-solving ability test, that the classical class learning completeness only reaches 16.6% or only 5 out of 30 students whose problem-solving ability test scores are above the kkm. this is because students are not used to getting questions about problem-solving. in addition, based on the results of observations, the lack of student activity in the classroom is caused in the learning process the learning approach used is teacher-centered so that it does not involve students to be active in learning activities. the lack of interest, motivation, and student learning attitudes towards mathematics is thought to be caused by the use of conventional methods when learning mathematics, and learning materials are still abstract and less related to everyday life. therefore, this problem requires a solution to make it easier for students to solve fractional addition arithmetic operations in order to apply them in everyday life. one solution that can be applied to these problems is to be able to relate lessons to reality or convey something abstract starting with something concrete so that lessons can be conveyed properly. the learning process that links lessons with reality can use a realistic approach. according to wijaya in (astari, 2017) "a realistic approach is an approach to learning mathematics that refers to realistic mathematics education (rme) which uses realistic problems as a starting point for learning. realistic mathematics education (rme) or realistic mathematics education (pmr) from the netherlands has been developing since the 1970s. hans freudenthal". an example of horizontal mathematization is formulating everyday problems into mathematical form. while vertical mathematization is related to the process of reorganizing the knowledge obtained in more abstract mathematical symbols (shoimin, 2014). in realistic mathematics, mathematical problem solving is presented in the form of horizontal mathematization and horizontal mathematization. an example of horizontal mathematization is formulating everyday problems into mathematical form. while vertical mathematization is related to the process of reorganizing the knowledge obtained in more abstract mathematical symbols (shoimin, 2014). in horizontal mathematization, students use mathematics to transform realistic problem situations into mathematical situations in the form of mathematical models; and in vertical mathematization, students work in the world of mathematics through a process of model reorganization until problem solving is found (sohilait, 2021). 240 | application of realistic mathematics approach to improve students problem-solving ability in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 this approach is considered capable of solving the problems in this study, because mathematics in schools is implemented by placing students' realities and experiences as the starting point of learning. realistic problems are used as a source for the emergence of mathematical concepts that can encourage problem-solving activities, problem-solving, and organizing the subject matter (lestari, k. e. & yudhanegara, m. r., 2015). the application of this realistic mathematical approach to the completion of fractional addition arithmetic operations provides an opportunity for students to learn to understand mathematical problems and relate them to more complex real situations so that students will use their minds to solve a problem related to everyday life. according to ananda (2018) stating that the operation of adding fractions with a denominator is not the same as the realistic mathematical education (rme) approach can improve student learning outcomes. to solve a problem, in addition to requiring comprehensive skills, such as observing, analyzing, reading, calculating, and concluding skills, knowledge and sharpness of reasoning are also needed. learning is not just an individual activity, but something that happens in society and is directly related to the sociocultural context (shoimin, 2014). therefore, in learning, students must be given the opportunity to exchange ideas, argue, and so on. to provide opportunities for students to exchange ideas and argue with their friends, in the application of a realistic mathematical approach a group discussion method is needed. this group discussion method can make students more actively involved in their lessons, and provide opportunities for students to use questioning skills more in discussing a problem (heriawan, a., d.,& senjaya, a., 2012). however, the problems faced must be gradual from simple to higher levels, so that slowly students will be able to understand the problem well. as prospective teachers, they must be able to prepare humans who are superior in their fields and able to compete in a complex life. in connection with the background that has been described, it is hoped that a realistic mathematical approach can improve students' problemsolving abilities in elementary schools. based on this, the researcher feels the need to conduct classroom action research with a research entitled "application of realistic mathematics approaches to improve students' problem-solving ability in elementary schools". method this research is classroom action research (car). car is action research that is carried out in the classroom when learning takes place with the aim of improving or improving the quality of learning (supardi & suhardjono, 2012). the design used in this study uses a spiral application of realistic mathematics approach to improve students problem-solving ability in elementary school| 241 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 model from kemmis & mc. taggart. the model proposed by kemmis & mc. taggart (kusumah, w. & dwitagama, d., 2010) is essentially in the form of devices or strands with one device consisting of four components, namely: planning (plan), action (action), observation (observation), and reflection (reflection). the four components are seen as one cycle, for actual implementation the number of cycles is very dependent on the problems that need to be solved. the instruments needed in classroom action research (car) must be in line with car procedures and steps. the instruments used in this study were observation sheets, test sheets, and documentation. then whether or not a question in the research that will be given to students can be known by testing the instrument first, the test questions carried out in this study are given to class vi students. after the test instrument was tested, each item was analyzed to determine the validity of the question. the questions that will be given to students should be tested for validity first to find out whether the questions are valid or not. then, the instrument was tested for reliability. the consistency of an instrument in a study can be known by conducting trials on the instrument so that it can measure students' mathematical problem solving abilities. after being tested for validity and reliability, the questions are seen to the level of difficulty. to calculate the level of difficulty of the test, the researcher uses the formula for finding the difficulty index according to arikunto (2012), which is as follows: information : p = difficulty index b = number of students who answered the question correctly js = total number of students taking the test data collection techniques are the most strategic step in research, because the main purpose of research is to obtain data. without knowing data collection techniques, researchers will not get data that meets the standards set (sugiyono, 2016). data collection techniques are carried out by sorting out data sources, types of data, and instruments used. data related to problem solving abilities were collected through tests, data related to learning activities were collected through observation activities. the data collected will be meaningless without being analyzed, that is, processed and interpreted. data analysis according to bogdan (sugiyono, 2016), is the process of systematically searching and compiling data obtained from interviews, field notes, and other 242 | application of realistic mathematics approach to improve students problem-solving ability in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 materials, so that they can be easily understood and the findings can be informed to others. the data processing and analysis techniques are as follows: 1) data analysis of problem solving ability test results. the form of calculation of students' problem solving ability test results can be seen through the scores obtained by students through the scoring guide proposed by (ekawati, e., & sumaryanta., 2011) as follows: table 1. scoring guide criteria 0 1 2 understanding the problem don't understand the problem don't understand the problem able to understand the problem develop a settlement plan unable to plan solution able to draw up a plan of completion, but not exactly able to draw up a plan of completion appropriately carry out the completion plan unable to carry out the settlement plan able to carry out the plan of completion, but not right able to carry out the plan of completion appropriately check again not checking back checked again, but the answer is not correct check back and all completion correct then calculated the percentage of student learning completeness classically with the following formula: student learning completeness = the number of students who scored >= 65 total number of students x 100% after that, to find out the increase in students' problem solving abilities at the beginning and end of the test, you can use the gain formula according to lestari and yudhanegara (2015). 𝑁𝑜𝑟𝑚𝑎𝑙𝑖𝑧𝑒 𝐺𝑎𝑖𝑛 (𝑔) = 𝑆𝑐𝑜𝑟𝑒 𝑜𝑓 𝑃𝑜𝑠𝑡𝑒𝑠𝑡 − 𝑆𝑐𝑜𝑟𝑒 𝑜𝑓 𝑃𝑟𝑒𝑡𝑒𝑠𝑡 𝐼𝑑𝑒𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 − 𝑆𝑐𝑜𝑟𝑒 𝑜𝑓 𝑃𝑟𝑒𝑡𝑒𝑠𝑡 the gain categories are as follows: ng < 0.3 : low 0.3 < ng < 0.7 : medium ng 0.7 : high observations made in this study consisted of two types, namely observations of student activities and teacher activities during learning. the data from the observation of student and teacher activities during learning through a realistic mathematical approach were observed by asking for help from the observer, namely the class teacher, then recorded on the observation sheet. the data obtained are interpreted and used as reflection material to improve learning in application of realistic mathematics approach to improve students problem-solving ability in elementary school| 243 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 the next cycle, so that the data presented is qualitative. the results of the above formula calculations are then converted into the following form: table 2. student activity assessment percentage criteria 86,65% ≤ p ≤ 100% very active 73,32% ≤ p ≤ 86,65% active 59,99% ≤ p ≤ 73,32% quite active 46,66% ≤ p ≤ 59,99% less active 33,33% ≤ p ≤ 46,66% not active this study aims to determine the improvement of the problem-solving ability of fourthgrade students of sdit cendekia purwakarta in learning mathematics, the subject of arithmetic operations, addition of fractions after applying a realistic mathematical approach. results and discussion before using a realistic mathematical approach, initial data is needed to determine the extent to which students of sdit cendekia purwakarta class iv have problem-solving abilities. researchers give problem-solving ability test questions to students. based on the results of the initial analysis, the highest score obtained was 79 and the lowest score was 12. classical student learning completeness reached 16.6% or only 5 people whose scores reached the minimum competency criteria of the total number of students, namely 30 students. the evaluation results are very far from what is expected because the completeness of individual learning outcomes obtained by students has not fully reached the predetermined minimum competency criteria value of 65 and has not achieved classical learning completeness, which is 85% of all students scored above or equal to the minimum competency criteria value. based on this fact, this is the basis for conducting classroom action research efforts in order to improve the mathematical problem-solving abilities of fourth-grade students of sdit cendekia purwakarta. this classroom action research was carried out in 2 cycles. in the results of the problem-solving ability test in the first cycle, there was an increase in students who reached the kkm. in the pre-cycle test results, the highest score was 79 and the lowest was 12. while in the first cycle evaluation test, there was an increase for the highest score reaching 91 and the lowest score 33. the average score in the first cycle increased from 36 (pre-cycle 244 | application of realistic mathematics approach to improve students problem-solving ability in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 average ) to 63 (the average in the first cycle). classical student learning completeness reached 56.6% or only 17 people whose scores reached the kkm out of 30 people, and still lacking the classical completeness criteria of 85%. based on this, classically students have not finished learning because they have not reached the specified criteria, so improvements are needed in cycle ii. furthermore, the results of the pre-cycle test with the results of the first cycle evaluation test obtained were then analyzed to determine the improvement of problem-solving using normalized gain. following are the results of normalized gain in cycle i. table 3. improving student problem solving ability test results cycle i category n percentage high 0 0% middle 22 73,33% low 8 26,66% average n-gain 0,41 category middle based on the table, the results of the first cycle of normalized gain were obtained for individuals with a low category of 8 people or a percentage of 26.66%, a medium category of 22 people with a percentage of 73.33%, and a high category with a percentage of 0%. so that the average normalized gain in the first cycle is 0.41 in the medium category. the average normalized gain is obtained from the total gain obtained by each student, then the total gain for all students is averaged and the average normalized gain is obtained in the first cycle. the planning stage in cycle ii refers to the results of the reflection of a cycle i. the steps of this planning activity are not much different from cycle i. prior to the implementation of the learning process using a realistic mathematical approach, several stages of preparation for the implementation of learning related to devices and instruments are carried out. the results of the problem-solving ability test increased in students who reached the minimum competency criteria. in the results of the evaluation test cycle ii, the highest score reached 100 and the lowest score was 45. the average score in the second cycle increased from 63 (the average in the first cycle test) to 80 (the average in the second cycle test). the table above shows a significant increase. it is recorded that 27 students have reached the minimum competency criteria or about 90% of the 30 people, meaning that there are 3 (10%) students who have not finished their studies or have not reached the minimum competency criteria. because the classical completeness criteria are 85%. based on this, classically students application of realistic mathematics approach to improve students problem-solving ability in elementary school| 245 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 complete their studies because they have reached the specified criteria, so these results indicate that researchers have succeeded in improving students' problem-solving abilities. furthermore, the results of the first cycle evaluation test with the second cycle evaluation test results obtained were then analyzed to determine the improvement of problemsolving using normalized gain. following are the results of normalized gain in cycle ii. table 4. improving student problem solving ability test results cycle ii category n percentage high 8 26,66% middle 13 43,33% low 9 30% average n-gain 0,51 category middle based on the table above, the results of the second cycle of normalized gain can be obtained for individuals with a low category of 9 people or a percentage of 30%, a medium category of 13 people with a percentage of 43.33%, and a high category of 8 people with a percentage of 26.66%. so that the average normalized gain in the second cycle is 0.51 in the medium category. the average normalized gain is obtained from the total gain obtained by each student, then the total gain for all students is averaged and the average normalized gain is obtained in cycle ii. after making observations in the classroom while learning with the realistic mathematics approach, then the next step is to reflect on the symptoms of something that has been done in cycle ii at the 1st meeting and 2nd meeting. this reflection has the aim of conducting an evaluation of the learning process in cycle ii. in the implementation of the second cycle, the following results were obtained. 1) some students have started to get used to solving problems in the form of problem-solving with appropriate steps and 2) overall learning mathematics with realistic mathematics approach (pmr) to improve students' problemsolving ability in cycle ii has increased compared to cycle i. it can be seen from the percentage of complete learning that most of them have reached the expected target. of the 30 students in the second cycle, there are 27 students who have achieved the meanwhile, based on the percentage of classical learning completeness, an increase in problem-solving abilities in the pre-cycle, cycle i, and cycle ii is presented through the following diagram: score with the percentage of classical learning completeness reaching 90% and the remaining 3 students have not achieved the meanwhile, based on the percentage 246 | application of realistic mathematics approach to improve students problem-solving ability in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 of classical learning completeness, an increase in problem-solving abilities in the pre-cycle, cycle i, and cycle ii is presented through the following diagram: score with the percentage of learning incompleteness that is 10%. meanwhile, based on the percentage of classical learning completeness, an increase in problem-solving abilities in the pre-cycle, cycle i, and cycle ii is presented through the following diagram. figure 1. percentage of improvement in class average score based on a diagram the results of classical learning completeness of all students reach the minimum competency criteria value or equal to the minimum competency criteria and have reached 85%. so the action research class with the realistic mathematics approach to improve students' problem-solving ability which was carried out in class iv sdit cendekia purwakarta has been successful. conclusion this research on the application of a realistic mathematical approach to improving students' problem-solving abilities in elementary schools (class action research on operational counting addition of fractions class iv sdit cendekia, purwakarta district, purwakarta regency) resulted in the conclusion that students' problem-solving abilities in learning mathematics with the application of the mathematical approach realistics (pmr) have improved. the level of mastery learning outcomes has increased from cycle i to cycle ii. in the implementation of a cycle i the average value obtained by students has not reached the predetermined standard, then improvements are carried out in cycle i. through the implementation of corrective actions in cycle ii, an increase can be seen, students have 36 63 80 0 10 20 30 40 50 60 70 80 90 pre-cycle cycle ii cycle ii application of realistic mathematics approach to improve students problem-solving ability in elementary school| 247 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 achieved classical completeness, the average value of the solving ability test student problems has reached the specified standard. acknowledgments thank you to sdit cendekia, purwakarta for giving permission to carry out research so that this research can run well. references astari, t. (2017). pengembangan lembar kerja siswa (lks) berbasis pendekatan realistik untuk meningkatkan hasil belajar siswa sd kelas iv. jurnal pelangi, 9(2), 150-160. ekawati, e., & sumaryanta. (2011). pengembangan instrumen penilaian pembelajaran matematika sd/smp. yogyakarta: pusat pengembangan dan pemberdayaan pendidik dan tenaga kependidikan (pppptk) matematika. lestari, k. e. & yudhanegara, m. r. (2015). penelitian pendidikan matematika. karawang: aditama. muslim, s. r. (2015). pengaruh penggunaan metode student facilitator and explaining dalam pembelajaran kooperatif terhadap kemampuan pemecahan masalah matematik siswa smk di kota tasikmalaya. jp3m (jurnal penelitian pendidikan dan pengajaran matematika), 1(1), 65-72. nababan, s. a. (2019). penerapan model pembelajaran problem solving untuk meningkatkan hasil belajar matematika siswa sd negeri aceh barat. maju: jurnal ilmiah pendidikan matematika, 6(1), 113122. nasution, r., & halimah, s. (2016). upaya meningkatkan kemampuan pemecahan masalah dan kemampuan berpikir kreatif matematika dengan menggunakan pendekatan open ended pada siswa di kelas viii smp muhammadiyah 02 medan tahu ajaran 2015/2016. axiom: jurnal pendidikan dan matematika, 5(2), 280-288. rahmah, n. (2013). hakikat pendidikan matematika. al-khawarizmi :jurnal pendidikan matematika dan ilmu pengetahuan alam, 1(2), 1-10. setiawan, p., i dewa nyoman s. (2018). penerapan model pembelajaran kontekstual untuk meningkatkan hasil belajar matematika. jurnal ilmiah pendidikan profesi guru, 1(2), 164-173. shoimin, a. (2014). 68 model pembelajaran inovatif dalam kurikulum 2013. yogyakarta: arruzz media. sholihah, u. (2016). membangun metakognisi siswa dalam memecahkan masalah matematika. ta’allum: jurnal pendidikan islam, 4(1), 83-100. sohilait, e. (2021). pembelajaran matematika realistik. 248 | application of realistic mathematics approach to improve students problem-solving ability in elementary school p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 suandito, b. (2017). bukti informal dalam pembelajaran matematika. al-jabar: jurnal pendidikan matematika, 8(1), 13-24. suryadinata, n., & n. farida. (2016). proses berpikir anak berkebutuhan khusus (abk) terhadap masalah matematika. prosiding seminar nasional sains matematika informatika dan aplikasinya iv: fakultas mipa universitas lampung, 4(4), 49-58. unaenah, e. &. (2019). analisis pemahaman konsep matematis siswa kelas 5 sekolah dasar pada materi pecahan. jurnal basicedu, 3(1), 106-111. infinity 176 | using kit for kids at discovery learning model to increase interest toward science elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 using kit for kids at discovery learning model to increase interest toward science elementary school students sigit setiawan1 1universitas sultan ageng tirtayasa 1sigitwan@untirta.ac.id abstract this research was conducted to determine the increase of interest toward science at elementary school students through the use of kits for kids in the discovery learning model. the research method used is a quasi-experimental research design with the matching only pretest and posttest control group design. the learning process in the experimental class applies a kit for kids-assisted discovery learning model, while the control class applies traditional learning. the research subjects were 23 students in the experimental class and 22 students in the control class. the research instrument uses an attitude scale for interest in science. the attitude scale of interest in science was modified from the attitude toward science in school assessment (atssa) which measured aspects of interest in science. the data analysis technique of each student's interest attitude scale towards science was answered to get a score of 1 and those who were not answered a score of 0 for each statement. the results showed that of the student's interest in science attitude scale in the experimental class showed a better improvement after receiving discovery learning treatment using kit for kids compared to students in the control class who received traditional learning treatment. keywords: discovery learning, kit for kids, interest in science abstrak penelitian ini dilakukan untuk mengetahui peningkatan minat terhadap sains siswa sd melalui penggunaan kit for kids pada model discovery learning. metode penelitian yang digunakan adalah eksperimen semu dengan desain penelitian the matching only pretest and posttest control group design. proses pembelajaran pada kelas eksperimen menerapkan model discovery learning berbantuan kit for kids sedangkan pada kelas kontrol menerapkan pembelajaran tradisional. subjek penelitian pada kelas eksperimen 23 siswa dan pada kelas kontrol 22 siswa. instrumen penelitian menggunakan skala sikap untuk minat terhadap sains. skala sikap minat terhadap sains dimodifikasi dari attitude toward science in school assessment (atssa) yang mengukur aspek minat terhadap pembelajaran sains. teknik analisis data setiap skala sikap minat terhadap sains siswa yang dijawab memperoleh skor 1 dan yang tidak dijawab diberikan skor 0 untuk setiap pernyataannya. hasil penelitian menunjukkan bahwa sikap minat terhadap sains siswa di kelas eksperimen menunjukkan peningkatan yang lebih baik setelah mendapatkan perlakuan pembelajaran discovery menggunakan kit for kids dibandingkan dengan siswa di kelas kontrol yang mendapatkan perlakuan pembelajaran tradisional. kata kunci: discovery learning, kit for kids, minat terhadap sains introduction natural sciences, hereinafter referred to as ipa or science, is a human effort in understanding the universe through precise observations on the target, using procedures, and explained by reasoning so as to get a conclusion. in this case, teachers, especially those who teach science in elementary schools, are expected to know and understand the nature of science learning, so that in science learning teachers have no difficulty in designing and implementing learning. students who do learning also have no difficulty in understanding science concepts. using kit for kids at discovery learning model to increase interest toward science elementary school students | 177 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 the nature of science is seen as a process, product, attitude, and application. as a process, science is defined as a scientific activity to improve knowledge about nature and to discover new knowledge. as a product, science is defined as the result of a process, in the form of knowledge taught either inside or outside school or as reading material to spread knowledge. as an attitude, in addition to scientific activities, science also has a scientific nature (scientific attitudes) so that the results achieved in scientific activities are in line with expectations. as an application, science is seen as a science whose application is in accordance with life (mariana and praginda: 2009). the discovery learning model is based on constructivist theory which emphasizes the need for students to investigate their environment and construct knowledge. this gives students the opportunity to explore the environment around them. so it is hoped that the knowledge gained by students can be constructed by themselves based on the discovery activities carried out in learning activities. in the learning process, bruner emphasizes the active participation of each student, and is well acquainted with the differences in abilities. to support the learning process, the environment needs to facilitate students' curiosity at the exploration stage. this environment is called discovery learning environment. discovery learning environment is an environment where students can explore, new discoveries that are not yet known or understanding similar to those already known. agree with njoo, 1994; de jong & van joolingen, 1998 in balim (2009) which explains that in discovery learning, students construct knowledge based on new information and data collected by them in an explorative learning environment. this kind of environment aims to make students in the learning process run well and be more creative. so, to facilitate a good and creative learning process, it must be based on the manipulation of learning materials according to the level of students' cognitive development. this indicates that in learning, especially science learning, a teaching aid or experimental tool is needed which in this study is called a kit for kids. kits are science teaching aids that are intentionally designed, made, compiled, or compiled by the teacher with items related to the unit of study used to help students understand science material from various objects found in the environment and students' daily lives (iswadji, 2003). kit is an educational teaching aid packaging system where all components or instruments are arranged in an integrated manner so that it can be used for various experiments by practical (gumala et.al, 2020). while the kit for kids is a translation of the kit for children. the children here are shown in elementary school children. in this study, the primary school children were the students in the fifth grade of elementary school. 178 | using kit for kids at discovery learning model to increase interest toward science elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 starting from a positive outlook, something can be learned more easily. likewise studying science or science, interest in science is expected to be positive so that students can easily learn and appreciate science. students who have an interest in certain subjects will tend to be more diligent in learning so as to achieve satisfactory achievements (sonia, 2013). students who have positive thoughts about science usually say that, "i like science or science subjects". this is what is needed in studying science or science. this positive view can impress students when science learning designed by the teacher involves students actively in discovering science material based on experiments by utilizing objects in their environment. the results of previous studies have shown that it is related to the application of discovery learning models and kits. the results of research by kadri and rahmawati (2015) entitled the effect of discovery learning models on student learning outcomes on the subject matter of temperature and heat. the results showed that the posttest average value of the experimental class was 72.50 and the control class was 64.00. these results indicate that there are differences in the effect of the discovery learning model on student learning outcomes. furthermore, research by arnyana et al. (2013) entitled the effect of the numbered head together (nht) type cooperative learning model with the aid of a science kit on creativity and student learning outcomes in science subjects for fourth grade elementary school shows the results; first, there are differences in the creativity of students in science learning between students who take numbered head together (nht) learning assisted by science kits and students who take conventional learning. second, there are differences in science learning outcomes between students who take numbered head together (nht) learning assisted by science kits and students who take conventional learning. based on this description, it can be said that research related to the use of discovery learning models and science kits has been done a lot. however, these studies were carried out partially. this means that the research is only focused on discovery learning models or science kits. therefore, researchers are encouraged to use discovery learning models and science kits in research. based on this description, the formulation of the research problem is "how is the increase in interest in science for elementary school students who get a discovery learning model using kits for kids compared to elementary school students who get traditional learning?" while the purpose of this study is "to get an overview of the increased interest in science for elementary school students who get a discovery learning model using kits for kids compared to elementary students who get traditional learning". using kit for kids at discovery learning model to increase interest toward science elementary school students | 179 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 method the method used in this research is a quasi-experimental method. quasi-experimental research is a research in which research subjects are not grouped randomly, but accept the state of the subject as it is (ruseffendi, 2006). this study uses two classes, namely the experimental class where students learn using kit for kids on the discovery learning model and the control class where students learn using traditional learning or learning as usual. this is based on the opinion of fraenkel et al., (2012) which says that research that tests the effectiveness of a new method in teaching at least one group is given the treatment of the new method compared to a comparison who learns as usual by the teacher. the two classes were given different treatment, but were given the same pretest and posttest, so the research design used was the matchingonly pretest-posttest control group design (fraenkel, et al., 2012). the population determined in this study was the number of fifth graders who were members of cluster i in the schools studied in cinangka district, serang regency, namely 9 classes (study groups) from 7 elementary schools in the school cluster. this is because the characteristics of the schools in cluster i are relatively similar in applying science learning. the samples that were set were only 2 classes, namely class v a with a total of 23 students and class v b with a total of 22 students in a cluster i school in cinangka district, serang regency. determination of sampling is determined by purposive sampling technique. purposive sampling is taking the object of research based on the purpose or adapted to the purpose of the study (sukmadinata, 2011, p. 254). furthermore, arikunto (2006, p. 135) explains that the purposive sampling technique is a technique of taking samples not based on random, regional or strata, but based on considerations that focus on certain goals. the instrument used in this study is an attitude scale for interest in science. the attitude scale of interest in science was modified from the attitude toward science in school assessment (atssa) which measured aspects of interest in science or science learning (interest in science). the students' interest in science attitude scale used in this study consisted of 14 statements, 10 positive statements and 4 negative statements. 180 | using kit for kids at discovery learning model to increase interest toward science elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 table 1. science attitude scale no statement +/sa a da sda 1 science is fun + 2 i don't like science and i find it very difficult to learn science 3 i am interested/enthusiastic about taking science lessons + 4 i want to study science more deeply + 5 if i'm told that i won't be taking science lessons anymore, i feel sad + 6 science is interesting and i can enjoy this subject + 7 science makes me uncomfortable, restless and uncomfortable 8 science is interesting and fun + 9 my feeling towards science is a good feeling + 10 when i hear the word science, i have a feeling of dislike 11 science is a subject that i enjoy studying + 12 i'm comfortable with science and i really like it + 13 i have a very positive reaction to science + 14 science is boring the data on the attitude scale of interest in science only shows the dimensions of the direction and intensity of the attitude, namely; strongly agree (sa), agree (a), disagree (da), and strongly disagree (sda). however, in calculating respondents' responses, the four categories were simplified into two categories, namely first, the agree category (a) which is a combination of the strongly agree (sa) category with the agree (a) category and second, the disagree (da) category which is a merger from the disagree (da) category to the strongly disagree (sda) category. data analysis techniques for each student's attitude of interest in science were answered with a score of 1 and those who were not answered were not given a score for each statement. furthermore, the percentage of respondents' responses is obtained by the following formula. information: p : percentage of respondent responses r : number of respondents who answered (sa/a) or (da/sda) tr : total number of respondents furthermore, the results of the calculations in each statement are added up (adjusting negative statements) which are then averaged to determine the interpretation of responses from 𝑷 = 𝑹 𝑻𝑹 𝑿𝟏𝟎𝟎% using kit for kids at discovery learning model to increase interest toward science elementary school students | 181 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 respondents. the interpretation of the results of the attitude scale analysis can be determined in table 2. table 2. interpretation percentage of respondents response (rr) rr (%) interpretation rr=0 none of the respondents 0 < rr < 25 few respondents 25 < rr < 50 almost half of the respondents rr = 50 half respondents 50 < rr < 75 most respondents 75 < rr < 100 almost all respondents rr = 100 all respondents results and discussion results the data collection on the scale of interest in science/science learning for the experimental class and control class was carried out before and after being given treatment. the data in table 2 is a recapitulation of 14 statements of the attitude scale of interest in science from the two research classes. the recapitulation of the results of data analysis can be seen in table 2. table 3. recapitulation of interest attitude scale results for science in control class and experiment class statements control class experiment class pre-test % post-test % pre-test % post-test % sa/a da/sda sa/a da/sda sa/a da/sda sa/a da/sda 1 55 45 55 45 52 48 83 17 2 59 41 41 59 35 65 22 78 3 64 36 55 45 57 43 74 26 4 59 41 64 36 61 39 83 17 5 73 27 77 23 70 30 87 13 6 59 41 68 32 57 43 91 9 7 45 55 36 64 39 61 9 91 8 68 32 68 32 65 35 96 4 9 32 68 73 27 57 43 83 17 10 45 55 32 68 39 61 4 96 11 45 55 45 55 57 43 78 22 12 64 36 68 32 61 39 83 17 13 32 68 55 65 52 48 78 22 14 36 64 36 64 35 65 13 87 total % 55 45 63 37 60 40 85 15 182 | using kit for kids at discovery learning model to increase interest toward science elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 based on table 3 in the control class the results of the attitude scale of interest in science show the results of the pre-test categories agree 55% and disagree 45%. while the results of the posttest category agree 63% and disagree 37%. furthermore, in the experimental class the results of the attitude scale of interest in science showed the results of the pre-test categories agreed 60% and disagreed 40%. while the results of the post-test category agree 85% and disagree 15%. furthermore, the results of the scale of interest in science (strongly agree and agree) are interpreted into the interpretation of the percentage of respondents' responses which can be seen in table 4. table 4. attitude scale recapitulation interest in science class total of responses of students who are interested in learning science/science (%) increasi ng (%) prescore interpretation postscore interpretation experiment (discovery learning using kit for kids) 60 most respondents 85 almost all respondents 25 control (traditional learning) 55 most respondents 63 most respondents 8 based on table 4. shows that the state of interest in science/science learning before treatment, the percentage of the initial score of respondents' responses between the experimental class that applied discovery learning using kits for kids and the control class that applied traditional learning showed the same interpretation, namely that most of the respondents were interested in learning science. where the experimental class obtained an initial score percentage of 60%, while the control class obtained an initial score percentage of 55%. that means that before the treatment was given, the two classes were not much different in obtaining the percentage of respondents' responses in terms of interest in learning science. the application of learning in the experimental class can increase interest in learning science/science more than the application of learning in the control class. this can be seen from the results of the percentage in the experimental class obtained by the final score percentage of 85% with the interpretation of almost all respondents after being given discovery learning treatment using kits for kids. this means that there is an increase in the percentage of 25% from before treatment. while in the control class after being given treatment, the final score using kit for kids at discovery learning model to increase interest toward science elementary school students | 183 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 percentage was 63%. that means there is a percentage increase of 8%. this increase is relatively low when compared to the increase that occurred in the experimental class, which is three times lower. even though it has increased, the interpretation after being given treatment is still the same as the interpretation before being given treatment, that is, only most of the respondents agree in terms of interest in learning science/science. this indicates that students in the control class who applied traditional learning assessed the learning that had been done as well as the previous learning, the learning seemed ordinary, monotonous, and less meaningful. the percentage increase in the experimental class which is higher than the control class proves that discovery learning using kits for kids has a positive impact on interest in science/science learning. this is because learning can increase motivation and make it easier for students to understand the concept of electrical energy transfer and change. in addition, the learning carried out is a new learning for students, which can provide opportunities for them to learn the material by finding their own through a series of experiments. discussion interest in science is something that science teachers really need to pay attention to. students' interest in science can affect learning activities and the achievement of learning outcomes. interest in science is a person's interest in things related to science which is based on a person's view of science. thus, if a student has an interest in science, of course, the student will say that learning science is fun learning. research conducted by cracker (2006) shows that attitudes toward science change according to exposure to that science, learning environment, and learning methods. based on the findings of the researchers in this study, almost all students actively participate in learning. they follow the lesson well even though there are some students who do not understand the syntax of the kit for kids-assisted discovery learning model, so that during the learning process, there is little noise. but this only happened at the first meeting. for the next meeting, students have begun to understand what must be done in the learning process. in principle, the discovery learning model using kits for kids provides advantages such as students can be motivated to understand that science is not an abstract and difficult subject to understand, but science can also provide direct learning experiences that will be useful for their lives in the future. this also proves that kits can help teachers improve conceptual understanding, science process skills, and students' interest in science (jones 2014, p. 2376). 184 | using kit for kids at discovery learning model to increase interest toward science elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 conclusion based on the results of research and discussions that have been carried out, it can be concluded that the application of the discovery learning model using kits for kids can further increase the interest in science for elementary school students 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(2005). the effects of a kit-based science curriculum and intensive science professional development on elementary student science achievement. journal of science education and technology, 14(5–6), 471–481. infinity 210 | the effect of the hands on activity learning model on science process skills in elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 the effect of the hands on activity learning model on science process skills in elementary school students heru purnomo1, febby fajar nugraha2, galih dani septiyan rahayu3 1universitas kuningan 2institut keguruan dan ilmu pendidikan siliwangi 3universitas pgri yogyakarta 1herupurnomo809@gmail.com, 2febbyfajar@uniku.ac.id, 3galih040990@ikipsiliwangi.ac.id, abstract this study aims to determine the effect of the application of the hands on activity learning model that is applied in elementary schools (sd) on natural science subjects (ipa), the research method used in this study is quasi-experimental where the research design used was a nonrandomized pretest-posttest control group design, the sample in this study was all third grade students at sdn cikupa as the experimental group and grade iii students at sdn linggamekar as the control group. the average test for science subjects and the school environment that have similarities. the results of the study were obtained based on the calculation of the average difference in the t test, the p-value (sig.2-tailed) = 0.343, so the p-value value >𝛼 which means that h0 cannot be rejected. this can be interpreted that there is no difference in the average final ability of students' science process skills between the experimental and control groups. however, based on the results of the kps observations that have been tested by u ngain m, it shows that the u test scores sig. (2-tailed) = 0.000 then h0 is rejected, this means that there is a significant difference in increasing science process skills between learning using the hands on activity model and the conventional model. so, it can be concluded that learning using hands on activity on object motion material is influenced by shape and size better than learning using a conventional approach that includes lecture, question-and-answer and experimental methods. keywords: science learning, science process skills, hands on activity. abstrak penelitian ini berjutuan untuk mengetahui pengaruh penerapan model pembelajaran hands on activity yang di terapkan di sekolah dasar (sd) pada mata pelajaran ilmu pengetahuan alam (ipa), metode penelitian yang digunakan dalam penelitian ini adalah kuasi eksperimen dimana desain penelitian yang digunakan berupa nonrandomized pretest-posttes control group design, sample dalam penelitian ini adalah seluruh siswa kelas iii di sdn cikupa sebagai kelompok eksperimen dan siswa kelas iii sdn linggamekar sebagai kelompok kontrol pemilihan sample ini didasari karena sekolah iniberdasarkan nilai rata-rata ujian mata pelajaran ipa dan lingkungan sekolahnya yang memiliki kesamaan. hasil dari penelitian yaitu didapat hasil berdasarkan perhitungan perbedaan rata-rata uji t didapat nilai p-value (sig.2-tailed)= 0,343, sehingga nilai pvalue >𝛼 yang berati bahwa h0 tidak dapat ditolak. ini dapat diartikan bahwa tidak terdapat perbedaan rata-rata kemampuan akhir keterampilan proses sains siswa antara kelompok eksperimen dan kontrol. namun berdasarkan hasil observasi kps yang telah di uji u ngain m,enunjukan bahwa uji u nilai sig. (2-tailed)= 0,000 maka h0 ditolak, ini berarti terdapat perbedaan peningkatan keterampilan proses sains yang signifikan antara pembelajaran yang menggunakan model hands on activity dan model konvensional. jadi, dapat disimpulkan bahwa pembelajaran menggunakan hands on activity pada materi gerak benda dipengaruhi oleh bentuk dan ukuran lebih baik daripada pembelajaran menggunakan pendektan konvensional yang memuat metode ceramah, tanya-jawab dan percobaan. kata kunci: pembelajaran ipa, keterampilan proses sains, hands on activity mailto:herupurnomo809@gmail.com mailto:2febbyfajar@uniku.ac.id mailto:galih040990@ikipsiliwangi.ac.id the effect of the hands on activity learning model on science process skills in elementary school students | 211 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 introduction the introduction presents the purpose of the studies reported and their relationship to earlier work in the field. it should not be an extensive review of the literature. use only those references required to provide the most salient background to allow the readers to understand and evaluate the purpose and results of the present study without referring to previous publications on the topic. the introduction describes the background of the problem solved, the issues related to the problem solved, if there are any previous research reviews by other researchers relevant to the research undertaken. improving the quality of education in indonesia is becoming a major concern by the government because if the quality of education continues to develop and improve properly then human resources will also increase and this will help improve the welfare of the country. one of the efforts to improve the quality of education carried out by the government is by updating the source material or textbooks, updating the curriculum, especially in natural sciences providing teaching aids. this is done in line with the quality of indonesian education which is in the 12th position out of 12 countries in asia (sujarwo, 2015). in addition, the decline in the quality of indonesian education for several years is reinforced by data from pisa in 2018 based on an assessment of mathematics and science abilities, indonesia is ranked 73rd and 71st of the 79 pisa participating countries (hewi & sholeh, 2020). science is a way to find out about nature systematically to master knowledge, facts, concepts, principles, discovery processes, and have a scientific attitude. science education in elementary school is beneficial for students to learn about themselves and the natural environment. science education emphasizes providing hands-on experience and practical activities to develop competencies so that students are able to explore and understand the natural surroundings scientifically. science education is directed to "find out" and "do" so that it can help students to gain a deeper understanding of the natural environment (apriliani et al., 2018). science is a science that offers ways to understand the events, phenomena and diversity that exists in the universe and the most important thing is that science provides an understanding of how to stay alive by adapting to these things. in fact, there are still many students who are so less motivated to learn, especially in science subjects, which seem monotonous and boring, so they cannot understand the material presented by the teacher properly. participation is closely related to students' science process skills, if the teacher only 212 | the effect of the hands on activity learning model on science process skills in elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 explains the material in a conventional way, then students cannot participate actively in the learning process. students only listen and record important things from the material presented by the teacher (firdaus & rahayu, 2019). the learning model tends to be boring so that students' science process skills cannot be improved. whereas science subjects are closely related to providing direct experience for students both through experiments and observations so that they can improve the three aspects of student intelligence in accordance with national education goals which broadly divide them into three domains, namely the cognitive, affective and psychomotor domains (firdaus & rahayu, 2019). in order for science learning to be more meaningful, students must be active in solving problems and finding their own answers, this can be done by students by doing experiments by utilizing the curiosity of students and teachers only as mentors and facilitators. in the experiment there are several things that need to be considered and improved, namely students' science process skills and students' scientific attitudes, this needs to be considered because there are still many teachers who use learning outcomes tests and do not use science process skills tests during the learning process so that teachers do not know the development of skills student science process (kelana, 2018). hands on activities in the cognitive domain can be trained by giving tasks, namely deepening theories related to the hands on activity tasks being carried out, applying theory to real situations. the psychomotor domain can be trained by selecting, preparing, using tools or instruments appropriately and correctly. the affective domain is trained by planning activities, working together in groups, being honest and open, being disciplined in groups (witarsa et al., 2017). science learning activities as described above by developing three components of science learning will be able to improve scientific processes, scientific products and foster scientific attitudes in students. learning models that are considered to be able to improve students' science process skills are the hands on activity learning model, as stated by witarsa et al (2017) that hands on activity is a model designed to involve students in digging for information and asking questions, doing activities and finding, collecting data and analyzing and making their own conclusions. in this model students are given the freedom to construct thoughts and findings during activities so that students do it themselves without being burdened, having fun and high motivation so that learning will be more meaningful. hands on activity in learning emphasizes the development of reasoning, building models, its relevance to real-world applications or the effect of the hands on activity learning model on science process skills in elementary school students | 213 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 everyday life and can make students have direct experience, so that they can overcome learning problems such as difficulty remembering subject matter. for this reason, this study will try to apply the hands on activity learning model to find out how it affects the improvement of students' science process skills. based on the conclusions above, it is necessary to conduct a study that shows how much influence hands-on activity-based learning has on science process skills, therefore the researchers conducted a study entitled the influence of hands-on activity-based learning models on elementary school students' science process skills with the aim of the research being to to find out the significant increase in students' science process skills in the matter of motion of objects influenced by shape and size in class iii by using the hands on activity learning model, to determine the significant increase in students' science process skills in the matter of motion of objects influenced by shape and size in class iii by using conventional learning models, and to find out the significant difference in the improvement of students' science process skills on the material of motion of objects influenced by the shape and size between students self using the hands on activity learning model with students using conventional learning. the novelty of this study when viewed from these statements is that this study compares the effectiveness of the hands on activity model with conventional learning on object motion material based on the analysis of previous studies, research on this matter has not been carried out. method the method used in this research is quasi-experimental. with the design used in this study nonrandomized pretest-posttest control group design. the selection of this research design is considered appropriate because it is in accordance with the purpose of this study, namely to compare the effectiveness of learning (borg, 2014; levy & j. ellis, 2011). the population in this study were all third grade students in kuningan regency with a sample of grade iii students at sdn cikupa as the experimental class and class iii at sdn linggamekar as the control class. the research instrument used an observation sheet for science process skills and a science process skills test, which consisted of 12 questions with 8 multiple choice questions and 4 short entries. results and discussion 214 | the effect of the hands on activity learning model on science process skills in elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 results 1. pretestresults the pretest was carried out to determine the students' initial abilities before learning was carried out in the control group and the experimental group. the pretest was held on june 5, 2019 starting from the control group, namely in the third grade at sdn linggamekar, which was then continued in the experimental group, namely the third grade at cikupa elementary school. the pretest uses questions that have been validated through trials and consultations with experts, namely a matter of science process skills consisting of 8 multiple choice questions and 4 short entry questions on object motion material influenced by shape and size, indicators of science process skills used in research these are four indicators, each indicator is represented by three questions. in the range of values from 0-100 students the control group consisting of 31 students had an average score of 51.84 and the control group consisting of 30 students had an average score of 50.40, the difference in the average of the two groups was 1, 44. the average difference between the two groups can be seen in the following diagram: figure 1. pretest results of experiment class and control class the first stage after the pretest data from the experimental class and control class is collected is to carry out a data normality test using the normality test formula through the liliefors test (kolmogorov-smirnov), this is done to determine whether the pretest data comes from data with normal distribution or not. the experimental class has a normality test value of 0.099 which is greater than the value of 0.05 indicating that the experimental group's pretest data comes from data that is normally distributed or h0 is accepted. the control class after the normality test has a value of 0.088 is greater than the value of = 0.05, this indicates that the pretest data of the control group is normally distributed or h0 is accepted. judging from the explanation above, it can be concluded that the experimental group came from data that was experiment class control class the effect of the hands on activity learning model on science process skills in elementary school students | 215 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 normally distributed and the control group also came from data that was normally distributed. after the normality test and normal distribution were carried out, it was continued to the homogeneity test. after the normality test was carried out and it was known that the two groups, namely the experimental group and the control group, both showed normal distribution of data, it was continued by conducting a homogeneity test. the homogeneity test was carried out to determine if two groups of sample data came from populations that had the same variance or not. the result of calculating the pretest homogeneity test is = 0.598, this shows that h0 is accepted. so, it can be concluded that the initial ability of the science process skills of the experimental group and the control group both had the same variance or homogeneity. then a t-test was carried out, this was done to determine whether there was an average difference or not from the results of the pretest of the two groups, namely the experimental group that would get the treatment uses the hands on activity model and the control group will receive treatment using a conventional approach that includes lecture, question-and-answer and experimental methods. the results of the t test calculation = 0.660. this proves that there is no difference in the average value of students' science process skills in the experimental class and the control class before being given treatment. so, the initial ability of the science process skills of the two groups was the same. 2. posttest results learning in the experimental class was carried out in two consecutive meetings for two days, the first meeting did not use the posttest, the posttest was carried out at the second meeting after the learning was finished. the posttest was carried out after learning, precisely on june 19, 2019, starting from the experimental group, namely sdn cikupa, which the day before received learning using the hands on activity model for two meetings. the posttest was continued to the control group, namely sdn linggamekar which on the previous day had received learning using a conventional approach which included lecture, question-and-answer and experiment methods which were held in two meetings at each elementary school. the purpose of the posttest is to determine the final ability of students' science process skills in both groups after being given treatment, namely the experimental group learning using the hands on activity model and the control group using a conventional approach. the posttest uses the same questions as the questions used during the pretest, which consists of 12 questions consisting of 8 multiple choice questions and 4 short questions. in the range of values from 0100 students the experimental group consisting of 30 students had an average value of 79.40 216 | the effect of the hands on activity learning model on science process skills in elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 and the control group consisting of 31 students had an average value of 76.03. the average difference between the two groups is 3.37. the posttest data from the experimental class and control class were then analyzed and processed using the normality test, homogeneity test and t test. the posttest data from the experimental class and the control class were then tested for normality using the normality test formula through the liliefors test (kolmogorov-smirnov), this was done to determine whether the posttest data came from normally distributed data or not. based on the calculation the experimental class has a normality test value of 0.147 which is greater than the value of = 0.05 indicating that the posttest data of the experimental group comes from data that is normally distributed or h0 is accepted, and for the control class after the normality test has a value of 0.200 greater than the value of = 0.05, this indicates that the posttest data of the control group is normally distributed or h0 is accepted. so, it can be concluded that the experimental group and the control group came from data that were normally distributed. after the normality test was carried out and it was known that the two groups, namely the experimental group and the control group, both showed normal distribution of data, it was continued by conducting a homogeneity test. from the calculation of the homogeneity test the experimental group and the control group have a value of = 0.292. so, it can be concluded that the final ability of the science process skills of the experimental group and the control group after being given the same treatment varied or homogeneous. next, a t-test was carried out, this was done to determine whether there was an average difference or not from the results of the pretest of the two groups, namely the experimental group and the control group. the results of the t test calculation show the number 0.343. this proves that there is no difference in the average value of students' science process skills in the experimental class and control class after being given treatment. so, the final ability of the science process skills of the two groups is the same. 3. improving students' science process skills using the hands on activity learning model from the calculation of the average difference between the pretest and posttest results of the experimental group using the t test and with = 0.05, the p-value (sig.2-tailed) = 0.000 is obtained. because it is tested in one direction, the value of 0.000 is divided by two so that the result is 0. this shows that the p-value < then h0 is rejected and h1 is accepted. so, it can be concluded that there is an increase in science process skills after the application of the hands the effect of the hands on activity learning model on science process skills in elementary school students | 217 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 on activity learning model on the material of motion of objects is significantly affected by the shape and size in class iii sdn cikupa. the full details can be seen in the following graph. figure 2. average pretest and posttest experimental group 4. improving students' science process skills using conventional learning from the calculation of the average difference between the results of the pretest and posttest of the control group using the t-test, it was obtained that the p-value (sig.2-tailed) = 0.000 because it was tested in one direction, then 0.000 was divided by two, namely 0. this value indicates that the p-value < is means h0 is rejected. so, it can be concluded that there is an increase in students' science process skills after the application of conventional learning on object motion material is significantly affected by shape and size in class iii sdn linggamekar. the full details can be seen in the following figure. figure 3. average pretest and posttest control group 5. the difference in increasing students' science process skills between students who use the hands on activity model and students who use conventional learning 218 | the effect of the hands on activity learning model on science process skills in elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 the u-test was conducted to determine the difference in the average increase in students' science process skills in the experimental group and the control group. the results of calculating the difference in average improvement using the u-test are as follows: table 1. ngain test gain mann-whitney u .000 wilcoxon w 496.000 z -6.714 asymp. sig. (2-tailed) .000 judging from the table above the value of sig. (2-tailed) = 0.000 then h0 is rejected, this means that there is a significant difference in increasing science process skills between learning using the hands on activity model and the conventional model. so, it can be concluded that learning using hands on activity on object motion material is influenced by shape and size better than learning using a conventional approach that includes lecture, question-and-answer and experimental methods. the full details can be seen in the following figure. figure 4. average pretest and posttest values of experiment and control group discussion learning with hands on activity model learning in the experimental class, namely at sdn cikupa, was carried out on june 5 and 6, 2019. learning in the experimental class used a hands on activity learning model which was carried out in two meetings. the first meeting in the experimental class begins with the teacher saying greetings, inviting students to pray before studying, checking student the effect of the hands on activity learning model on science process skills in elementary school students | 219 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 attendance, conditioning students to be ready to learn, conveying learning objectives and the teacher doing apperception by asking student representatives to demonstrate the experiment, namely dropping small and large stones simultaneously, this stage is included in the first stage in the hands on activity model, namely the orientation stage. at this stage an interesting finding is that students feel enthusiastic when their friends' representatives drop large and small stones, there are five students who really want to do demonstrations like their friends did, they scramble with each other to drop small and large stones, they feel interested because usually they just directly record the material from the book only. this shows that one of the goals of the hands on activity model is to increase the involvement of students in finding and processing learning materials that appear during the implementation of learning (kibga et al., 2021). the second stage in learning to use hands on activity is to formulate hypotheses with the teacher's activity dividing students into 5 groups with the number of students in each group of 6 students, the teacher guiding students to formulate hypotheses about the problems proposed by their friends at the stage of formulating problems, after students are given time and finish doing hypotheses, the teacher asks the representative of each student to write his hypothesis in front of the class, this is intended so that students are able to make provisional guesses or temporary answers (ate & eryilmaz, 2011). on the second day the teacher continued the learning carried out the previous day with different material, at this stage the teacher carried out the same learning as the previous day, namely based on the hands on activity stage and further improved things that were still lacking on the first day of learning. at the stage of formulating the hypothesis, the teacher had difficulty grouping students, so on the second day when the teacher divided the students into several groups to conduct an experiment, the teacher divided the students by dividing the students by dividing the paper with the names of the animals after all the students were given the opportunity to find friends, namely the name of the same animal. with this modification, students who were difficult to group at the first meeting became very enthusiastic to study in groups, in line with what was stated by asha & hawi (2016) the teacher creativity in manipulating the conditioning process. this helped positively in the learning process. conventional learning 220 | the effect of the hands on activity learning model on science process skills in elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 learning in the control class was carried out on 7 and 8 june 2019, learning was carried out at sdn linggamekar first. learning in the control class uses the lecture, question-andanswer and experimental methods. in the initial activities in the control class, the teacher said greetings, invited students to pray before studying, and checked student attendance. the findings when learning took place in the control class, namely at sdn linggamekar, when the learning took place, students did not feel strange about grouping because the elementary school was used to working in groups. barriers from students during the experiment were the same as those experienced by students at sdn cikupa, students had difficulty in providing explanations of their answers. an interesting finding at the time of question and answer of students who asked was that only students excelled (rahayu & nugraha, 2018). in the core activity the teacher explains the material motion of objects is influenced by shape and size and asks students to take notes, when students take notes and the teacher explains there are six students who are not silent, some are chatting, and some are playing with their toys. this may be because students feel bored with learning that uses the teacher method (kubischta, 2014). after the students finished recording the material the teacher divided the students into three groups, when the teacher divided the students into several groups the students felt confused because they were not used to studying in groups (karacop & diken, 2017). conclusion based on the data obtained and data analysis in the previous chapter about the influence of the hands on activity learning model on students' science process skills on the material of motion of objects influenced by shape and size, it can be concluded there is an increase in the science process skills of students in third grade in the matter of motion of objects influenced by shape and size by using the hands on activity learning model and by using conventional learning which includes lecture, question-and-answer and experimental methods. aside from that there is no significant difference in the improvement of science process skills in the material motion of objects influenced by the shape and size between students who use the hands on activity model and students who use the conventional approach, but when viewed from the results of observations of students' science process skills, learning using the model hands on activity is better in improving science process skills compared to conventional learning models. the effect of the hands on activity learning model on science process skills in elementary school students | 221 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 acknowledgments thank you to universitas kuningan, sdn cikupa and sdn linggamekar for providing the opportunity and helping to carry out this research so that this research can run 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(2014). engagement and motivation: questioning students on studymotivation, engagement and study strategies. university of applied sciences. 222 | the effect of the hands on activity learning model on science process skills in elementary school students p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 levy, y., & j. ellis, t. (2011). a guide for novice researchers on experimental and quasiexperimental studies in information systems research. interdisciplinary journal of information, knowledge, and management, 6, 151–161. https://doi.org/10.28945/1373 rahayu, g. d. s., & nugraha, f. f. (2018). effect of cooperative learning model type team game tournament (tgt) on cross-cultural skills in learning science social knowledge in primary school. primaryedu journal of primary education, 2(1), 63. https://doi.org/10.22460/pej.v1i1.671 witarsa, r., rahayu, g. d. s., sriningsih, n., & tellusa, s. (2017). meningkatkan kemampuan aspek psikomotorik siswa sekolah dasar melalui hands on activity di kota cimahi. 1, 11. infinity 196 |problem-based learning: can it improve higher-order thinking skills of prospective elementary school teacher students? p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 problem-based learning: can it improve higher-order thinking skills of prospective elementary school teacher students? nurani hadnistia darmawan1, hilman hilmawan2 1stkip bina mutiara sukabumi 2stkip bina mutiara sukabumi 1nhalfaruq@gmail.com, 2hilmanedu@gmail.com abstract mastery of 21st-century skills is one of the goals in learning activities. one of the factors to consider is that the teacher must have hots as the spearhead of learning. this study aimed to improve hots, namely critical thinking skills and creative thinking of prospective elementary school teacher students through pbl. this study used a pre-experimental method with a one-group pre-test-post-test design. the research instrument used was a subjective test in form of essay consisted of 15 items. the sample of this research was 30 students. the results showed that the hots of prospective elementary school teacher students at stkip bms increased by using pbl. the t-test result obtained was 0.00 < α = 0.05. it indicated that this learning model significantly influences students' hots. the gain test result obtained an n-gain value of 0.34 which indicated that the increase in student hots was in the "medium" category. the detailed results of each hots aspect during the post-test were in the "good" category, namely fluency, flexibility, originality, and evaluation. the other aspects such as elementary clarification, basic support, inference, advanced clarification, strategy and tactics, were in the "sufficient" category. the last hots aspect, namely elaboration, was in the "less" category. keywords: higher-order thinking skills, problem based learning abstrak penguasaan keterampilan abad-21 menjadi salah satu tujuan dalam kegiatan pembelajaran. salah satu faktor yang meski diperhatikan adalah guru sebagai ujung tombak pembelajaran harus memiliki hots. penelitian ini bertujuan untuk meningkatkan hots yakni keterampilan berpikir kritis dan berpikir kreatif mahasiswa calon guru sekolah dasar melalui pbl. penelitian ini menggunakan metode preexperimental dengan desain one-group pre-test-post-test. instrumen penelitian yang digunakan berupa tes uraian berjumlah 15 item. sampel penelitian ini adalah mahasiswa prodi pgsd stkip bina mutiara sukabumi sebanyak 30 orang. hasil penelitian menunjukkan bahwa hots mahasiswa calon guru sekolah dasar stkip bina mutiara sukabumi mengalami peningkatan dengan menggunakan pbl. perolehan hasil uji t yang dilakukan yaitu 0,00 < α = 0,05, menunjukkan bahwa model pembelajaran ini memiliki pengaruh yang signifikan terhadap hots mahasiswa. adapun hasil uji gain memperoleh nilai n-gain sebesar 0,34 yang menunjukkan bahwa peningkatan hots mahasiswa berada pada kategori “sedang”. adapun rincian hasil dari setiap aspek hots saat post-test yang berada pada kategori “baik” yakni fluency, flexibility, originality, dan evaluation. aspek elementary clarification, basic support, inference, advanced clarification, strategy and tactics, berada pada kategori “cukup”. aspek hots yang terakhir yaitu elaboration berada pada kategori “kurang”. kata kunci: higher-order thinking skills, problem based learning introduction improving the skills of students in learning is something that must be done in order to achieve an increase in the quality of education broadly. in this effort, the improved skills must be aligned with current needs. currently, the skills needed by students are 21st-century skills. in general, these skills emphasize applying knowledge possessed by students in an authentic problem-based learning: can it improve higher-order thinking skills of prospective elementary school teacher students?| 197 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 context (larson & miller, 2011). furthermore, the essence of 21st-century skills emphasizes problem-solving, creative and innovative thinking, communication and collaboration, and expertise in technology (larson & miller, 2011). based on this, 21st-century skills are urgent to be improved through a series of learning activities at various levels of education. critical and creative thinking skills require analyzing and synthesizing information, communicating correctly, and finding new ideas to solve the problems at hand. therefore, these skills are part of hots. according to sanjaya (nurlaily & sholihah, 2021) the main purpose of higher-order thinking skills is to improve students' thinking skills related to critical thinking skills in receiving information, thinking creatively in solving problems, and making decisions in complex situations. hots need to be taught correctly to every element of education, including pgsd students who are prospective elementary school teachers. by having high-order thinking skills, it is hoped that they can become teachers who can master and apply creative and innovative approaches, strategies, methods, techniques, and learning models in the future. this can support the improvement of students' hots and improve student learning outcomes following 21stcentury learning achievements. the achievements of 21st-century learning require the ability to analyze and synthesize information, communicate correctly, and the ability to come up with new ideas to answer the problems faced, both individually and collaboratively. in addition, in the curriculum of the indonesian national qualifications framework (kkni), where bachelor (s-1) graduates need to be directed so that they can master the skills and scientific basis and apply them both in the form of attitudes and works by their scientific fields (santoso et al., in kristianto & hudaya, 2018). based on this, the improvement of students' hots is an effort to assist students in developing knowledge, skills, and attitudes following their scientific fields. based on the initial study results, the learning outcomes of higher-order thinking skills (hots) students of pgsd stkip bina mutiara sukabumi tend to be still low. this can be seen from the results of formative evaluations on several teaching materials for the science material deepening course, most of the students still do not meet the assessment standards that have been set. a total of 18 students out of 30 students got an average score of 63,25. the low tendency of hots-oriented learning outcomes in the sub-focus of critical thinking skills and creative thinking is caused. after all, students lack learning experience, for example, because students are not accustomed to working on hots-oriented questions and lack learning experience based on problem-solving. 198 |problem-based learning: can it improve higher-order thinking skills of prospective elementary school teacher students? p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 based on the explanation, the proposed alternative solution is to apply pbl. the pbl can help develop thinking skills, problem-solving skills, think about contextual situations, and present solutions to problems (nugraha, 2018). the implementation of the pbl is carried out in the primary science material deepening course. the purpose of implementing the pbl model in teaching courses is so that students' hots can be stimulated through a series of lessons. in addition, students' hots can be evaluated measurably so that the progress of improving their skills can be seen carefully. besides, students can get an overview of the concept and implementation of problem-solving-oriented science material so that later it can be taught to students in elementary schools. many studies are oriented towards developing hots skills, for example, focusing on the challenges of teachers in hots learning in elementary schools (seman et al., 2017), analyzing the hots abilities of prospective elementary school teacher students (yuliati & lestari, 2018), developing students' hots through problem-based learning (ramdiah et al., 2018), the ability of language teachers to formulate hots questions in class (gozali et al., 2021). in this study, the focus of developing hots is on prospective elementary school teacher students, because they will become teachers who will teach elementary school students. the purpose of this study is to determine the hots ability of prospective teachers through the implementation of the problem-based learning in the basic science material deepening course. furthermore, the goal is that they can design learning oriented to the development of hots for elementary school students, and so that they can create a hots-oriented evaluation format with a sub-focus on critical thinking and creative thinking skills in science subjects for elementary school students. 1. critical thinking concept critical thinking is the ability to think using the rules of logic, probability, creativity, and the ability to increase time effectiveness (hader, in karakoc, 2016). on the other hand, according to horenstein (larsson, 2017), developing critical thinking skills is considered an educational goal globally and developing self-quality. critical thinking behavior implies an open-minded tendency to analyze and evaluate information to solve problems, including interpretation, analysis, evaluation, and conclusions (alghafri & ismail, 2014). therefore, critical thinking is part of hots which will trigger a systematic process in formulating and evaluating beliefs and opinions. the characteristics of thinking, according to ennis (larsson, 2017), include 1) identifying conclusions, reasons, and assumptions; 2) the judgmental quality of the argument problem-based learning: can it improve higher-order thinking skills of prospective elementary school teacher students?| 199 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 including its reasons, assumptions, and evidence; 3) develop and maintain a position on issues; 4) draw conclusions carefully. still, according to ennis (larsson, 2017), aspects of critical thinking indicators are classified into five, namely 1) elementary clarification; 2) basic support; 3) inference; 4) advanced clarification; 5) strategies and tactics. 2. creative thinking concept according to torrance (awang & ramly, 2008), creative thinking is the discovery of the results of hypotheses in the problem-solving process, which is outlined in the form of new ideas or ideas. someone who thinks creatively has sensitivity and concern for problems through various series of events, starting from the initial meeting with the emergence of the problem to solving the problem with various solutions. in learning, good creative thinking will produce competent students to apply ideas in detail (tawil, in ruspitasari et al., 2017). experts explain thinking skills differently but contain the same concept generating something or ideas with novel value. according to torrance (yarbrough, 2016), the characteristics/indicators of creative thinking include fluency (fluent thinking ability), flexibility (flexible thinking), elaboration (detailing skills), originality (original thinking), inventive level (creativity level). in line with what was stated by guilford (nuswowati et al., 2017), there are four characteristics of creative thinking, namely 1) fluency in dealing with problems; 2) originality, namely being able to produce ideas that are different from others; 3) flexibility, namely being able to change the way of thinking and solving problems with various approaches; 4) elaboration, namely careful thinking or the ability to improve detail. 3. problem based learning (pbl) according to redjeki (nugraha, 2018), pbl is a learning process to develop problemsolving skills and helps students gain the knowledge and skills needed. in line with what was expressed by akçay (2009), pbl is a learning activity in which students use authentic problems as contexts for in-depth investigations about what they need and know. problem-based learning (pbl) has been widely adopted in various fields and educational contexts to promote critical thinking and problem-solving in authentic learning situations (yew & goh, 2016). according to arends (simamora et al., 2017), some characteristics of pbl include: 1) students must be sensitive to their learning environment; 2) the problem simulation used should be ill-structured and provoke free for inquiry learning integrated into various subjects; 3) the importance of collaboration; 4) learning should foster independence in solving problems; 5) problem-solving activities should represent real situations. the steps of the pbl, according to 200 |problem-based learning: can it improve higher-order thinking skills of prospective elementary school teacher students? p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 arends (simamora et al., 2017) is; 1) provide problem orientation to students; 2) organize students to learn; 3) assist with independent and group investigations; 4) develop and present the work, and 5) analyze and evaluate the problem-solving process. based on the explanation, in the context of learning-oriented towards increasing hots, the pbl is one of the suitable learning models to be implemented. in the stages of the learning process, the pbl emphasizes students' efforts to overcome problems, thus requiring skills in making effective decisions. in addition, skills are needed to analyze problems and choose alternative problem solving according to the context of the learning material. method this study uses a pre-experimental method with a one-group pre-test post-test design (sugiyono, 2014). this design involves one group/sample that is first given a pre-test (o1), then given treatment (x), and at the end of the lesson given a post-test (o2). the research design is as follows. figure 1. research design this design aims to determine the improvement of hots in the sub-focus of critical thinking and creative thinking of pgsd students after applying the pbl. the sample in this study was 30 students of pgsd semester vi academic year 2020-2021 stkip bina mutiara sukabumi. the data collection techniques use a test to describe the questions that refer to the indicators of hots as many as 15 items. these indicators are as follows. table 1. indicators of hots aspects of hots indicators of hots question number elementary clarification focusing the question 1 ask and answer about an explanation or challenge 2 basic support considering source credibility 3 observing and considering the results of observations 4 inference making deductions and considering the results of the deduction 5 make decisions and consider the results 6 problem-based learning: can it improve higher-order thinking skills of prospective elementary school teacher students?| 201 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 advance clarification identify assumptions 7 strategy and tactics deciding on an action 8 fluency generating many ideas, answers, problem solving or questions 9 always think of more than one answer 10 flexibility can see a problem from different perspectives 11 originality able to give birth to new ideas that have not been thought of by others 12 elaboration able to explore and develop ideas or products 13 evaluation make decisions in open situations 14 not only generating ideas, but also implementing them 15 the data analysis technique used is data prerequisite test, hypothesis test, and normalized gain test. at the data analysis stage, the first stage is to test the normality of the data. the data is normally distributed if the significance value (sig) > α = 0.05. the second stage is testing the hypothesis by conducting a t-test. if the value of sig (2-tailed) < α = 0.05, then ho is rejected and ha is accepted, meaning there is a significant effect of pbl implementation on the hots of prospective elementary school teaching students in the subfocus of critical thinking skills and creative thinking. the third stage is the gain test to measure the increase in hots by looking at the difference in the pre-test and post-test scores. the calculation refers to the formula hake (arisa et al., 2020) as follows: next, calculate the average gain value, with the formula: in the next stage, to see the effectiveness of the pbl implementation, the average gain value is normalized and adjusted into the increase criteria table (low, medium, or high). table 2. criteria for increasing n-gain level n-gain value range high > 0,7 medium 0,7 > n-gain > 0,3 202 |problem-based learning: can it improve higher-order thinking skills of prospective elementary school teacher students? p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 low < 0,3 hake (hartati, 2016) as for determining the percentage category of student learning outcomes on each indicator of hots during the pre-test and post-test, it can use the categorization interval from arikunto (2010) as shown in the following table: table 3. criteria for percentage of learning outcomes (arikunto, 2010) results and discussion results the results of data analysis in this study involved data for normality test, hypothesis testing, and gain test. as for the normality test, the following results were obtained. table 4. data normality test activity kolmogorovsmirnova description sig. value pre-test .200* normal post-test .200* normal *significance level 0.05 based on the results of the normality test, it can be seen that the significance value of kolmogorov-smirnov is 0.2 > α = 0.05. this means that the pre-test and post-test data obtained are normally distributed. table 5. hypothesis testing data hots learning outcomes sig. (2-tailed) description pair 1 pre test – post test .000 there is a significant difference *significance level 0.05 as for the results of the paired sample t-test, the significance value is 0.00 < α = 0.05. that means ho is rejected and ha is accepted, so it can be concluded that there is a significant percentage (%) category 76-100 good 56-75 sufficient 40-55 less 0-39 not good problem-based learning: can it improve higher-order thinking skills of prospective elementary school teacher students?| 203 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 effect of pbl implementation on the hots of elementary school teacher candidates in the subfocus of critical thinking skills and creative thinking. table 6. n-gain test aspect n average category pre-test post-test gain n-gain % hots 30 63,80 75,93 0,34 34,35% medium based on the results of the gain test, the n-gain value is 0.34 (medium). the results of the percentage achievement of the hots got the following description: table 7. description of the achievement percentage of hots question indicators aspects of hots indicators of hots percentage of pre-test (%) percentage of post-test (%) elementary clarification focusing the question 46,25 61,67 ask and answer about an explanation or challenge 65 74,17 average 55,62 68 basic support considering source credibility 51,11 69,44 observing and considering the results of observations 58,75 72,50 average 54,93 71 inference making deductions and considering the results of the deduction 66,11 81,11 make decisions and consider the results 58,33 68,33 average 62,22 74,8 advance clarification identify assumptions 51,67 70 average 51,67 70 strategy and tactics deciding on an action 66,25 74,58 average 66,25 74,58 fluency generating many ideas, answers, problem solving or questions 89,44 98,33 always think of more than one answer 77,22 90,56 average 83,33 94,45 flexibility can see a problem from different perspectives 73,33 84,44 average 73,33 84,44 204 |problem-based learning: can it improve higher-order thinking skills of prospective elementary school teacher students? p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 originality able to give birth to new ideas that have not been thought of by others 73,33 86,11 average 73,33 86,11 elaboration able to explore and develop ideas or products 36,67 46,25 average 36,67 46,25 evaluation make decisions in open situations 76,67 84,44 not only generating ideas, but also implementing them 82,22 93,89 average 79,44 89,17 overall average 63,68 75,88 below is a graph showing the comparison of the pre-test and post-test percentages of all students in each aspect and indicator of hots. figure 2. percentage of comparison of achievement of hots indicators figure 2. percentage of comparison of achievement of hots indicators the result of the pre-test and post-test of the hots indicator showed an increase. during the pre-test, the average of all indicators of hots is 63.68% in the "sufficient" category, while the post-test is 75.88% in the "good" category. the post-test result of the hots aspect that got the lowest average percentage was elaboration (46.25%), and the highest was fluency (94.45%). discussion this study confirms the results of research conducted by miner-romanoff et al., (2019) that the pbl can show positive results on students' critical thinking skills, creative thinking, and communication skills. rerung et al., (2017) that pbl can improve student learning outcomes. also, pebriana et al., (2017) states a difference between positive critical thinking skills learning outcomes in classes that implement the pbl compared to classes that implement 0 20 40 60 80 100 pretest posttest problem-based learning: can it improve higher-order thinking skills of prospective elementary school teacher students?| 205 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 conventional learning models. based on the study results, it can be said that the pbl can improve the hots of students. hots in this study focus on critical thinking and creative thinking skills. students must have critical thinking skills. someone who masters critical thinking skills usually has social, scientific, and practical skills in solving problems (shakirova, in snyder & snyder, 2008). creative thinking skills are also essential because they can generate innovative ideas so that in solving problems, one can go through various alternative solutions (okpara, in handayani et al., 2021). a successful creativity learning process requires the support of a learning environment that can encourage students to apply the right concepts in solving problems. the development of these skills has relevance to the pbl. armitage et al., (2015) state that the pbl is a pedagogical approach that encourages students to take part in the process, and act as a supportive agent of change, collaborate with colleagues, as well as individuals who use their creativity in seeking a practical solution to a problem. pbl is learning at a high level, where students understand the world from various perspectives, which in learning requires creative thinking (lindvang & beck, 2015). in implementing the pbl, students are invited to think critically and creatively through problem-solving-oriented learning offerings. in this activity, the first step, students are grouped into six groups. in the second step, each group is given problem-solving exercises in the form of questions related to the material about environmental pollution. in the third step, each group discusses the answers or solutions to questions that contain environmental problems. problemsolving activities carried out on the pbl are an excellent technique for students to understand the lesson's content. this activity will also make students find their knowledge to become more meaningful and improve students' cognitive competence (aswan et al., 2018). the pbl can directly facilitate students' reasoning and problems that arise from critical questions and answers and are sourced from learning activities that center student attention (kashani-vahid et al., in rudibyani, 2019). this grouping and problem-solving activity aim to stimulate students' critical and creative thinking skills. in this context, there is a relevance between the pbl and hots as stated by shakirova (snyder & snyder, 2008) that the pbl supports critical thinking skills, which in learning use questioning techniques. it requires students to analyze, synthesize, and evaluate information in solving problems and making decisions. so, critical thinking is a mental habit that requires students to use hots, not just memorizing data or just receiving information (shakirova, in snyder & snyder, 2008). according to birgili (2015), creative thinking is a 206 |problem-based learning: can it improve higher-order thinking skills of prospective elementary school teacher students? p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 series of cognitive activities individuals use according to particular objects, problems, conditions, or types of efforts towards specific events and problems based on individual capacities. in this context, the pbl can encourage students to think creatively to formulate different solutions to various problems. çetinkaya (2014) suggests that to develop students' creative thinking skills, it is necessary to ask exciting questions above the level of gifted students, turning to different group studies, thus enabling them to express themselves on a particular topic. in addition, the details and elaboration in their answers should be included in the content of the problem-solving process. conclusion based on the results of the study, it can be concluded that: first, the hots of prospective elementary school teacher students at stkip bina mutiara sukabumi has increased by using the problem based learning. this can be seen from the increase in achievement on each hots indicator. second, based on the results of the t-test, it shows that the problem-based learning has a significant effect on students' hots. third, the results of the gain test show that the increase in student hots is in the medium-level category. based on the explanation of the results of the research above, it is expected that prospective teachers, especially prospective elementary school teachers, will get stimulation and training to develop hots in each subject. when prospective elementary school teachers are accustomed to higher-order thinking, then when teaching in elementary schools it is expected that they will not experience difficulties in stimulating their students to be able to think at higher levels with the demands of 21st-century skills. as for suggestions for further research, it is expected that they can examine the mastery of hots in prospective elementary school teachers on various teaching materials. in addition, there is a need for research on the development of hots-based teaching materials to support the success of the learning process. acknowledgments thanks to the ministry of education, research culture, and technology of the directorate general of higher education, research, and technology which has funded this research through a competitive grant program for the penelitian dosen pemula/pdp scheme in 2021. in addition, the researcher would like to thank all parties involved in this research activity who cannot be mentioned one by one. problem-based learning: can it improve higher-order thinking skills of prospective elementary school teacher students?| 207 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 references akçay, b. 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(2018). higher-order thinking skills (hots) analysis of students in solving hots question in higher education. perspektif ilmu pendidikan, 32(2), 181– 188. infinity schoology: an alternative of learning applications to improve students 'writing skills in the covid 19| 119 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 schoology: an alternative of learning applications to improve students 'writing skills in the covid 19 anita anggraeni1, cynantia rachmijati2 1institut keguruan dan ilmu pendidikan siliwangi 1institut keguruan dan ilmu pendidikan siliwangi 1 anitaenglish26@ikipsiliwangi.ac.id., 2 cynantiarachmijati@ikipsiliwangi.ac.id abstract the research objective entitled "schoology : an alternative of learning applications to improve students’ writing skills in the covid 19” to is to determine the effect of schoology online learning media on students' writing skills and to identify students' perceptions about the use of schoology. the research method used a descriptive qualitative research. technique in collecting the data were test, interview,questionnaire with research subject is 44 pgsd students from class of 2019. the content analysis method was used to analyze the data that was started from 1)data reduction, 2)data presentation, 3)drawing conclusion and verification. the results showed that 85.59% of students agreed that the use of schoology improved their english language skills in general and 85.90% of students agreed it improved their writing skills. perceptions of students using schoology : 13.42% that schoology is easy to use, 20.13% of students have an ordinary impression, 65.77% of students have the impression that is difficult to use. from their submitted task, there was improving of 40% of score and lessen writing error found.it is to be concluded that schoology did improve writing skill because the language of instruction in schoology was english with user friendly outlook hence force the students to study harder using and writing in english. keywords: analysis, motivation, schoology, writing abstrak tujuan penelitian yang berjudul “schoology: alternatif aplikasi pembelajaran untuk meningkatkan keterampilan menulis siswa pada covid 19” untuk mengetahui pengaruh media pembelajaran online schoology terhadap keterampilan menulis siswa dan untuk mengetahui persepsi siswa tentang penggunaan schoology. metode penelitian yang digunakan adalah penelitian kualitatif deskriptif.teknik pengumpulan data adalah tes, wawancara dan angket dengan subjek penelitian 44 mahasiswa pgsd angkatan 2019. metode teknik analisis digunakan untuk menganalisis data yang dimulai dari 1) reduksi data, 2) data presentasi, 3) menarik kesimpulan dan verifikasi. hasil penelitian menunjukkan bahwa 85,59% siswa setuju bahwa penggunaan schoology meningkatkan kemampuan bahasa inggris mereka secara umum dan 85,90% siswa setuju meningkatkan kemampuan menulis mereka dalam bahasa inggris. persepsi dan pendapat mahasiswa yang menggunakan schoology 13.42% bahwa schoology mudah digunakan, 20.13% mahasiswa mempunyai kesan biasa saja, namun 65.77% mahasiswa mempunyai kesan bahwa schoology sulit digunakan. dari tugas yang dikumpulkan terdapat peningkatan nilai sejumlah 40% dan berkurangnya jumlah kesalahan dalam menulis. dapat disimpulkan bahwa schoology memang meningkatkan keterampilan menulis karena bahasa pengantar di schoology adalah bahasa inggris dengan tampilan yang ramah pengguna sehingga memaksa siswa untuk belajar lebih giat lagi dalam menggunakan dan menulis dalam bahasa inggris. kata kunci: analisis, menulis motivasi, schoology, introduction recently, various countries in the world are being shocked by the outbreak of a disease caused by a virus called corona or better known as covid-19 (corona virus diseases-19). this virus initially began to develop in wuhan, china. this virus outbreak is indeed very fast, mailto:anitaenglish26@ikipsiliwangi.ac.id. 120 | schoology: an alternative of learning applications to improve students 'writing skills in the covid 19 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 spreading to various countries in the world. so that the world health organization (who), declared the outbreak of the covid-19 virus as a world pandemic today. there have been many people around the world who have been exposed to this virus, even become victims and then died. the spread of the covid-19 virus is the cause of the highest death rates in various countries in the world today. as a result of the covid-19 pandemic, various policies were implemented to break the chain of spread of the covid-19 virus in indonesia. one of the efforts made by the government in indonesia is by applying an appeal to the public to carry out physical distancing, namely an appeal to maintain distance between people, stay away from activities in all forms of crowds, associations, and avoid meetings that involve many people. education in indonesia has also become one of the areas affected by the covid-19 pandemic. with the existence of restrictions on interaction, the ministry of education in indonesia also issued a policy, namely by closing schools and replacing the teaching and learning activities process by using an online system. (puspitasari, 2020) english has become the lingua franca in the arena of international relations. currently there are approximately 479 million native speakers of english, and more than 700 million are people who can speak english as a second language or a foreign language. this figure has a high tendency to increase given the increasing number of schools that include english in their curriculum. the importance of the current position of english made this language is indispensable in various fields of life such as education, work and social (arini, 2013). this situation leads to the need of english learners to improve their communication skill which play an important role which they have to master. writing skills is the last language skills that students acquire. in this stage of life, a student gradually acquires listening and speaking skills sequentially. students will actively acquire reading skill and writing skills. writing skill obtained at the last show the complexity of learning. writing does not just rely on sensory abilities. however, all potential knowledge and experience of students will support the results of their writing. unlike spoken language, written language is relatively more complicated because it is not accompanied by the context of the speech. the context of the speech will help the speech partner understand the meaning of the conversation. therefore, in written language to replace the context of speech and to keep the meaning of the writing not misunderstood, correct grammatical is needed. in the field of teaching and learning, both teacher and lecturer, will provide opportunities for every student to practice and write and improve their writing skills. even though students have the same treatment in teaching and learning activities, they have different schoology: an alternative of learning applications to improve students 'writing skills in the covid 19| 121 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 results and performance in writing. according to hasan in farida (farida, 2006) states that "there are several variables that affect the ability to learn language (1) the development stage of students which refers to the effectiveness of the learning process in the classroom, (2) the age of the students, (3) motivation, (4) personality, (5) environmental facilities that provide changes in student learning. " harmer (harmer, 1988) argues that writing is a process in which we write, often very much influenced by the limitations of genre, then these elements must be presented in learning activities. this means that writing is part of learning activities that have an impact on our language style and life. on the other hand, thomas (kane, 2000) states that writing about us, our experiences, and feelings is expressed in writing. this means that writing is an activity to transfer information to others. in addition, by writing, people can express their ideas, experiences, thoughts, and feelings in written form. that is, writing as one of the four language skills is not an activity in itself but an activity that serves other skills. the low writing ability of students is estimated that there are many factors that influence it, both from students (internally), from parents, from the surrounding environment, from facilities and infrastructure, from the methods used by the teacher in teaching. from the teacher's side, perhaps the cause of the low writing skills achieved by students can be identified through the less than optimal learning process being taught, the selection of learning methods and strategies that are not appropriate, and the lack of opportunities that the teacher gives students to practice intensively (hossain , 2015). in addition, the writing assignments given by the teacher to students are still lacking, so that students feel that the writing they have written is good and correct. this can be seen in the field, most students in writing have not fulfilled provisions such as spelling, sentences, content, paragraphs, and other provisions. because of traditional methods have become less motivating, currently technological innovations in language learning are used as learner motivation. english learners find it easy to access various resources in terms of communication with others through technology. since its inception, various software and applications have been the subject of discussion about how technology can play a role in motivating students to learn languages (warschauer, 1996) and as technology becomes more sophisticated, the more use of technology increases the potential for increased motivation. especially in order to make the learning process as comfortable and effective as possible, most students choose the right digital device for learning. today, there are countless tools, methods and platforms that can be used for online learning. among the various online media applications, the learning management system or 122 | schoology: an alternative of learning applications to improve students 'writing skills in the covid 19 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 lms that is quite developed and utilized during this pandemic is schoology. schoology is an e-learning application. through this application, teachers / tutors can create classes that will be followed by students. the teacher can create several classes at once, each class choosing the access code. this access code will be used by students to enter the classroom created by the teacher. through this application, teachers can design classes, share information with students, determine learning outcomes, determine assessment grades, create folders to manage learning material, create discussion forums, make assignments, make quizzes, conduct assessments and download the results of student development analysis (huda, 2018). the schoology platform was designed by jeremy friedman, ryan hwan and the trinidad team. this platform is offered free of charge to all educators. applications that are part of the lms (learning management system) can be accessed via ios, android, and kindle based devices. lms can develop student competencies. the schoology application is part of the lms that makes it easier for educators and students to interact anywhere and anytime, especially making it easier to deliver material, answer quizzes, and collect assignments. schoology takes the form of a website that combines e-learning and social networking (aminoto & pathoni, 2014). in connection with the description above, motivation is an important aspect in writing activities. without strong motivation, students will find it difficult to do writing activities. theoretically, motivation is any inner force that strengthens everyone to do something. writing motivation is the inner strength that determines the success of writing activities. students need motivation in writing, because with motivation they will be active in writing activities (aryanika, 2016). according to cheng and dornyei (cheng & dornyei, 2007) , motivation is one of the main key factors in determining the success or failure of foreign language learning. learners need to be involved in english speaking activities that require a certain level of motivation. in general, motivation is divided into intrinsic and extrinsic factors that stimulate energy and longing for students to continue to be interested in learning and engaging in english activities. especially while using media to improve writing skill for students, schoology is one application that can help to improve motivation and help students to study more. this is stated by previous several studies which already conducted by tommy hastomo (hastomo, 2019) in his research entitled “schoology effects on students writing ability” and agustin apriliani et al (apriliani, asib, & ngadiso, 2019) in their research entitled “schoology as learning media platform for writing skill : implication to teachers and students” stated that schoology as schoology: an alternative of learning applications to improve students 'writing skills in the covid 19| 123 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 alternative learning media platform that used by the teacher and the students and has great potential to help students in enhancing their writing skill ability. muhtia et al (muhtia, suparno, & sumardi, 2018) also elaborated in their article entitled “blended learning using schoology as an online learning platform” where they demonstrated that it is important to raise teachers’ awareness about the crucial role of technologies in their practices. they encourage teachers to use e-learning platforms such as schoology. referring to the theory of experts and these phenomena, this study is focused on analyzing the use of schoology learning media for the motivation, perception and improvement of students' writing skill. method this study uses a qualitative research approach with a case study research type. according to mulyadi (mulyadi, 2011) qualitative research is a research approach from representatives of naturalistic understanding that emphasizes the meaning from within, reasoning, in certain circumstances and contexts where its related to everyday life. the data obtained in this study is how the assignments and implementation of schoology in teaching and learning activities can improve students' writing skills. research subject. this research was carried out on 44 pgsd class 2019 students who have received general basic courses related to english and english courses for scientific papers. the data source is the subject from which data is obtained (arikunto, 2006). this study used students as a source of data where the data obtained from students in the form of test results, interviews, and questionnaires through google form. data collection procedures in this study were carried out by providing test methods, interview methods and questionnaire methods test methods. according to ilmi et al (ilmi, indrowati, & probosari, 2012) data collection methods using test techniques are used to retrieve ability data in a series of scientific actions that emphasize the cognitive realm. the steps taken by the researcher to collect data using the test method were as follows: giving the task of making research titles, research questions and research objectives collected by students through the schoology channel which were then assessed and discussed again to get feedback. interview methods. the interview method is one of the methods used in data collection procedures to obtain information through question and answer activities. according to sugiyono (sugiyono, 2015) the use of the interview method in data collection can be done if 124 | schoology: an alternative of learning applications to improve students 'writing skills in the covid 19 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 the researcher wants to find the problem being studied and know the deeper things of the respondent. according to yulianti et al (yulianti, tahyudin, & nurfaizah, 2014) there are two forms of interview methods, namely structured and unstructured interviews. in this study, researchers used unstructured interviews by following the following steps, 1) the rules used were only in the form of an outline of the problems to be asked of students, 2) interviews were conducted in an open way between researchers and students regarding the perception and implementation of schoology in improving writing skills 3) interviews were conducted to each student in a separate way, 4) the researcher conducted an interview analysis therefore things which related to the perception and implementation of schoology were obtained in students' writing skills. these results imply the opinions of research subjects on writing motivation when they learn to use schoology learning media. data analysis techniques. the data analysis technique in this study uses content analysis. the steps of analysis according to miles & huberman in pasa (pasa, 2019) are as follows: data reduction, data presentation and then drawing conclusion and verification. in data reduction the researcher creating categories and analysis the data test, interview, and questionnaire. in data presentation the researcher displays the result in the form of narrative text and for conclusion and verification are drawn after the data has been previously displayed then the researchers compared the result. conclusion and verification. conclusions are drawn after data interpretation (interpretation) is made of the data that has been previously displayed. researchers compared the results of student work, interviews, and questionnaire results. and for data validation, the researcher used triangulation techniques with approach that researchers use when conducting research, collecting, and analyzing data (kasiyan, 2015). in the triangulation of data sources, the researcher compared the test results and interview data. in method triangulation, researchers use more than one data collection method to obtain the same data. the researcher conducted a rewriting test which was later clarified by interview. results and discussion results schoology: an alternative of learning applications to improve students 'writing skills in the covid 19| 125 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 when using the schoology application, students generally felt enthusiastic, because this application was something new for them. however, at the second meeting students began to complain about a number of things related to the use of this application. the most complained about is the problem of the language of instruction used in schoology which uses english, it cannot be set to indonesian. however, at the 6th meeting they started to show significant progress in their choice of english vocabulary. this is reflected in the assignments submitted to the lecturers. the reasons obtained from interviewed respondents stated that the use of schoology application made them to open dictionary repeatedly to get the meaning. therefore, for the “english for research” course, they claimed to spend at least 2 to 3 hours translating every word they encounter into indonesian. with the help of a book dictionary, not by the digital or online ones. they avoid using google translate because it requires them to repeatedly edit the translation results obtained from google translate. at the 8th meeting where the midterm examinations were carried out, students were able to adapt to the conditions of the schoology platform. indirectly, this platform has a positive effect on the commitment and willingness of students to complete writing assignments using the english language that is assigned to them. to find out the relationship between the use of schoology applications and the ability of students to write, the authors analyzed 3 writing assignments done by students. the author tries to recap the number of students who make more than 2 mistakes for each component of the assessment in his writing. the tasks given include making a research title (title) which consists of 5-25 words, for task 2 making research questions consisting of 10-30 words and the 3rd task which is making research objectives which consist of from 10 30 words. things that were grading components for the writing tasks, were : 1 word order 2 wrong word choice 3 missing subject 4 structure 5 organization 6 content 7 punctuations 8 spelling 126 | schoology: an alternative of learning applications to improve students 'writing skills in the covid 19 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 9 capitalization in assignment 1, 90 percent of students made mistakes in all aspects of the assignment assessment. however, these errors were reduced in the results of the second assignment, with significant differences in the mechanics aspects, namely punctuation, spelling and capitalization. meanwhile, in the 3rd assignment, the number of students who made mistakes in all components of the assessment was below 50 percent of the total number of students. there was improvement by 40% in number of writing skills and lessen writing error found on their writing task. some of the students’ error in writing which is found on their task : 1. word order and structure : what is teacher and student response toward using scientific approach? 2. punctuation : to describe the scenario and implementation of teaching writing recount text using scientific approach with guided question technique 3. missing word : for the effectiveness teaching, the teachers also need approaches in teaching writing. 4. organization : through using the pictionary game as a technique for teaching vocabulary, this study can help students in learning english effectively and improve students’ vocabulary skill mastery. 5. structure : for the effectiveness teaching, the teachers also need approaches in teaching writing. 6. capitalization : what are teacher’s and student’s responses towards teaching vocabulary using pictionary game ? 7. spelling : deacriptrive text from the data, the number of errors decrease along with the number of exercises performed by students. the exercise is in the form of giving 3 different tasks as described above. the findings of the interview stated that: 1. they are getting used to english. starting with the features in the schoology application which are entirely in english 2. the habit of opening the dictionary is awakened 3. there is a resource feature in the schoology application that makes it easy for students to find learning resources that are relevant to the topic being discussed 4. even in this feature, students can upload their work so that it can be accessed by schoology users in schoology: an alternative of learning applications to improve students 'writing skills in the covid 19| 127 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 other parts of the world. resources itself is a place where all material is stored. in this feature, users can manage all files, assignments, assessments, and learning outcomes. resources consists of 2, namely my resources and public resources. in my resources, users can import files which are new resources obtained from other sources or the user's own writing. meanwhile, through the public resource feature, users can share resources with groups and download resources according to their needs. based on the results of interviews, this resource for them is a place to store written results as well as a place as a source of documentation and learning resources based on the results of interviews, test results and a google form questionnaire, it can be concluded that students' perceptions and opinions regarding the use of schoology learning media are: 1. as many as 91.95% of respondents have used schoology and 0.74% have never used schoology. 2. the impression of students using schoology was 13.42% that schoology was easy to use, as many as 20.13% of students had an ordinary impression, but 65.77% of students had the impression that schoology was difficult to use. 3. for students and respondents who have the impression of being easy and are used to saying because schoology has a simple appearance. meanwhile, students and respondents who stated that it was difficult to state because the language of instruction in schoology was english and they preferred google classroom to schoology. from the findings and research and answering the research objectives, it can be concluded that the use of schoology as a learning medium is 1. schoology improves students' english proficiency both in general and specifically, namely writing skills 2. students' perceptions and opinions of the use of schoology in general are difficult, especially for those who are just learning english because the language of instruction used in the schoology app is english. discussion in this section, the researchers will present the interpretation and discussion after getting the result of the research. as mentioned before, the use of schoology is to facilitate an online communication and discussion, submit the assignment, and share the learning sources. from 128 | schoology: an alternative of learning applications to improve students 'writing skills in the covid 19 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 the findings above there were several important factors to be noted related to the research question which was to determine the effect of schoology online learning media on students' writing skills and to identify students' perceptions about the use of schoology. those several important factors were the students’ impression on schoology, how is the students’ perception towards schoology and last, how schoology improves students’ writing skills. schoology provides students quick access to relevant information. through schoology, teachers can build courses, upload their lectures and lessons, create assignments and discussions, grade submissions, and test and quiz their students online. through schoology, teachers can list or schedule events or activities. this helps keep everyone in touch and on the same page. schoology offers automated gradebook and attendance. schoology also provides easy communication, posts, updates, messages, and comments. through schoology, everyone can be simply informed. the previous studies on schoology proved that schoology, as an lms, is an effective, easy, and flexible tool that can effectively contribute to the development of learning from distance, especially in blended learning and e-learning (astuti, 2019). though it has many good offers and tools, most of the students while using it first time were a bit confused. but for those who already familiar with facebook, stated in the findings that it was user friendly. this finding on research is the same finding as stated by karyawati and ndadari (karyawati & ndadari, 2017) where they stated that indeed some students found the difficulties when they used it the first time where they weren’t familiar with it. there were several problems in student’s writing skills as stated by mutia (mutia, 2018) . first, lack of vocabularies. when the teacher asked students to make a sentence without a dictionary, many students were still confused. they able to make a sentence in indonesian but when they translate into english without opening a dictionary they did not know how. second, they did not know how to make a good sentence. when students make a sentence, the structure of sentences were incorrect. when students make a simple sentence in past tense, many students sill use verb 1, sometimes the sentence didn’t have a subject. third is content. when teacher asked students to make a paragraph, they look confused about what they should write. they cannot construct the main idea and supporting detail into paragraph. this is similar to the researchers finding where the students submitted their writing task into schoology and then found some errors such as word order and structure, punctuation, missing word, organization, capitalization and even spelling mistakes were found. when using the schoology application, students generally felt enthusiastic, because this application was something new for them. however, at the second meeting students began to schoology: an alternative of learning applications to improve students 'writing skills in the covid 19| 129 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 complain about number of things related to the use of this application. such as the application, the system, the needed of large data and so on. other than that, they also complained about the problem of the language of instruction used in schoology which uses english. after getting used to it and spend many hours familiarizing themselves with schoology, most students and respondents answered that schoology was easy and schoology has a simple appearance which has facebook alike look. this positive perception towards using schoology and getting familiar with using schoology is similar to the findings of amalia (amalia, 2018) where her finding stated that the students have a positive perception toward the use of schoology and even the assessment system in schoology. the similar statements posed by abbas (abbas, 2020) were in his findings he found that most students were motivated by learning using schoology elearning because of its easiness, friendly look, and challenging way of doing the task. in improving english writing skill, the research finding stated that there was improvement by 40% in number of writing skills and lessen writing error found on the student’s writing task. it can be concluded that schoology does improve writing skill. this stated supported by several other previous research such as hastomo (hastomo, 2019) and apriliani et al (apriliani, asib, & ngadiso, 2019) where they stated that schoology as alternative learning media platform that used by the teacher and the students and has great potential to help students in enhancing their writing skill ability. sicat (sicat, 2015) also stated that schoology as an lms is an effective tool for enhancing college student’s proficiency in writing in english, especially in business writing. the finding proved that schoology can be an effective, easy, and flexible lms platform for e-learning and blended learning. the platform has many advanced educational features for teachers and students in times of covid-19 and certainly to improving students’ writing skill. conclusion students' english skills improve because they are forced to use english because there is no indonesian language setting in the schoology channel. and due to the english setting therefore students are forced to use dictionary to understand the language and instruction used. for writing tasks, components of errors that are often found included: word order, wrong word choice, structure, organization, and spelling. with the increasing number of assignments given and the more frequent use of schoology therefore students get used to using it and improve their proficiency in english. from their task which was submitted, there was improving of 40% of score and lessen writing error found on their writing task. majority of the students stated 130 | schoology: an alternative of learning applications to improve students 'writing skills in the covid 19 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 that schoology had simple appearance. it is to be concluded that schoology did improve writing skill because the language of instruction in schoology was english with user friendly outlook hence force the students to study harder using and writing in english. acknowledgments thanks to allah swt, ikip siliwangi , english education study program of ikip siliwangi and upt lppm for providing support therefore this research is carried out well. references abbas, a. h. 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(2014). sistem pendukung keputusan seleksi beasiswa pendidikan menggunakan metode simple addictive weighting. jurnal telematika, 29-39. microsoft word 4 1743 .docx 146 | visual aesthetics of elementary school students’ “batik” design p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 visual aesthetics of elementary school students’ “batik” design probosiwi1, koko gusnanda2 1 universitas ahmad dahlan yogyakarta 2 universitas ahmad dahlan yogyakarta 1probosiwi@pgsd.uad.ac.id, 2kokogusnanda@gmail.com abstract this paper describes the beauty of layout in the process of making "batik" motif designs for elementary school students. this article's background is the translation of the collaborative lecturer and student research results at the s1 degree. the research method used is the type of qualitative research with a descriptive approach. subjects referred to elementary school students. data collection techniques are doing by interview, observation, and document review. the data collection methods are presented in the instrument lattice, both interviews, observations, and document reviews. the instrument grid is broken down into instrument points. the object of research is the work of students in the form of "batik" motif designs in two-dimensional fields in local content subjects. the data analysis technique used is narrative data analysis. the results of the study explained that: (1) learning the local content of "batik" in the design material applied the basic elements and principles of fine arts; (2) the process of making "batik" designs refers to the objectification stages of art carried out by student, so that they can visualize the "batik" designs as desired. keywords: visual aesthetics, batik design, objectification of art, local content abstrak tulisan ini bertujuan untuk mendeskripsikan keindahan tata rupa pada proses pembuatan desain motif batik peserta didik sekolah dasar. latar belakang dari penulisan artikel ini adalah penerjemahan dari hasil penelitian kolaborasi dosen dan mahasiswa pada jenjang s1. metode penelitian yang digunakan yaitu jenis penelitian kualitatif dengan pendekatan deskriptif. subjek yang diacu adalah peserta didik sekolah dasar. teknik pengumpulan data dilakukan dengan wawancara, observasi, dan penelaahan dokumen. metode-metode pengumpulan data tersebut dipaparkan ke dalam kisi-kisi instrumen, baik wawancara, observasi, maupun penelaahan dokumen. kisi-kisi instrumen dipecah menjadi butir-butir instrumen. objek penelitian adalah hasil karya peserta didik berupa desain motif batik pada bidang dua dimensi pada mata pelajaran muatan lokal. teknik analisis data yang digunakan yaitu analisis data naratif. hasil penelitian menjelaskan bahwa: (1) pembelajaran muatan lokal batik pada materi desain menerapkan unsur dan prinsip dasar seni rupa; (2) proses pembuatan desain batik mengacu pada tahapan objektifikasi seni yang dilakukan oleh peserta didik, sehingga dapat memvisualikan desain batik sesuai yang diinginkan. kata kunci: estetika visual, desain batik, objektifikasi seni, muatan lokal introduction in the current era of globalization, we really need an education, whether primary or secondary education. training is also not enough just to learn science or technology, but the training must also develop a local content curriculum that is useful for students to be able to recognize the environment and culture in their area. according to (suyitno & utami, 2017), writing about the implementation of the curriculum 2013, the central java provincial government required all education units in central java are public and private, basic education and secondary education to carry out javanese language learning (suyitno & utami, 2017). visual aesthetics of elementary school students’ “batik” design| 147 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 this is in line with permendikbud no. 160 tahun 2014 concerning the enactment of the curriculum 2006 and the curriculum 2013 jointly (baswedan, 2014). in line with these regulations, based on “permendikbud nomor 79 tahun 2014” concerning local content (“mulok”) curriculum 2013 states that it is study material or subjects in educational units that contain content and learning processes about local potential and uniqueness intended to shape learners' understanding of excellence and wisdom in the area of residence. one of the strategies that can be used in forming the character of the nation is the development of the local curriculum (“mulok”) that has been done in education in indonesia. local content (“mulok”) is the development of the concept of education in accordance with the concept of ki hajar dewantara, namely trikon (nafisah, 2016). however, the view of ki hajar dewantara as the father of development education in the country of indonesia. on the concept of the national culture known as the theory of trikon contains several things: (1) culture is always nationality (national) and realize the nature or character of the national identity. (2) every culture shows the beauty and humanity of indigenous high on the life of each nation who have it. (3) each culture as a fruit of the victory of man against the power of nature, and the times always facilitate and expedite his life and give new tools for the betterment of life and facilitate and drive the level and enhance their lives (rachmadtullah, 2018). sd muhammadiyah kalinampu ii, is one of the primary schools in the bantul regency area that carries out “mulok” learning on a regular basis. this is a manifestation of the implementation of cultural learning around students. this school follows the policies of the local government to teach local content in the school environment. based on the bantul regent's decision, that local content "batik" is a compulsory subject for students (samawi, 2010). with this decision, it can be used as a basic foundation for the authors to conduct this research. the definition of "batik" is an applied art form (craft) that has grown and developed in most parts of indonesia since time immemorial. in each time and region, "batik" has motifs, ornaments, various decorations, patterns, techniques, and diverse materials. etymologically, the word "batik" comes from the javanese language "amba" (writing, width, or area) and "tick" (javanese: "nitik", making a point). furthermore, musman and arini in supriono explained that "batik" is derived from the words "mbat" ("blowing", hitting, throwing many times) and "tick" (javanese: “titik", point, make a point, or write) (supriono, 2016:4). furthermore, the notion of "batik" in javanese is written "bathik", referring to the javanese script "tha" which shows that "batik" is a series of dots that form a certain picture (wulandari, 2011:4). "batik" is a traditional cloth made by painting motifs with indonesian culture nuance on plain cloth. batik 148 | visual aesthetics of elementary school students’ “batik” design p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 is one of the indonesian cultural products belonging to traditional clothing. there are two kinds of batik, that is handmade and stamps batik. the study of batik has been done by researchers, especially in detecting batik motive (firdaus & nugroho, 2019). so, it can be concluded that batik is an activity to make "night" drops runny and form beautiful and interesting strokes with the method of writing intersecting points. “batik” is also protected by copyright so that the work is not recognized or dilapidated by other nations or others. in connection with this, there are also many art schools that teach about art, one of which is batik. as for "undang-undang no. 28 tahun 2014 tentang hak cipta” concerning copyright states, "batik" is meant artworks are innovative, present, and not traditional. the work is protected because it has artistic value, both in relation to the picture, style, and color composition (pemerintah republik indonesia, 2014). scratches resulting from the flow of "malam" that has been thawed in a hot pan can form a motif to the design in accordance with the creativity of the craftsmen. there are three process stage techniques to make a “batik” pattern, i.e. (1) “klowongan”, the process of painting and creating basic elements of “batik” design in general, (2) “isen-isen”, the process of fulfilling fragments of ornament determined. there are traditional patterns used as “ceceg”, “sawut”, “ceceg sawut”, and “sisir melirik”, and (3) harmony ornamentation, positioning various backgrounds and designs in general, so that presenting a general harmonization. in delivering a batik pattern, symbols and marks become the key to express ideas and thoughts. thus the intended concept can be well understood by art connoisseurs (pradhikta et al., 2019). in this article, the author focuses on the stages of making "batik" motif designs in elementary schools. the objects displayed include geometric and non-geometric shapes. geometric motifs consist of squares, rectangles, circles, triangles, pentagons, hexagons, triangles, octagonal, trapeziums, parallel bars, and so on. an article writes that "batik" has diverse motifs that occur because the indonesian state has diverse tribes and cultures. the development of "batik" motifs is mostly done by taking inspiration from nature and the environment. motifs that are widely used, such as leaves, flowers, birds, and marine life or, in other words, the category of non-geometric shapes (sianipar et al., 2019). the objects are drawn on hvs a4 paper using a pencil and done independently. sd muhammadiyah kalinampu ii uses the subject of "mulok batik" as a means to teach students in preserving batik culture that already exists in the school environment, and also so that students are able to maintain cultural heritage, so it is not recognized other countries or extinct. visual aesthetics of elementary school students’ “batik” design| 149 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 the process of making batik requires several stages from the selection of fabrics (such as cloth, primissima, blacho, etc.) that are plain white, make designs or patterns of "batik", the process of "canthing" (painting on fabric using "malam"/ liquid wax heated), coloring, and drying. the shape of the motif/ pattern on each region's "batik" has a difference. for the example solo-yogya “batik”, easily recognized because it has a characteristic symbolic ornament based on hindu-javanese culture and distinctive colors consisting of sogan colors, indigo (blue), black and white. pesisiran batik is also easily known for its naturalist ornamentation, the influence of various foreign cultures also looks very strong on the variety of ornaments and colors, such as: blue-white (“kelengan”), red-white (“bang-bangan”), redbiru (“bang-ru”), red-white-green (“bang-ru-jo”) (ramadhan et al., 2019). however, each region has its characteristics and motifs in every batik. the application of making the design of "batik" motifs, in addition, to teach students about local content in their area, also includes integrating art learning, especially in elementary schools. art education in elementary schools is a suggestion for developing children's creativity. art education can be carried out through play and work activities. the purpose of teaching art education is not to make children an artist, but rather to increase children's creative power, foster creative abilities, foster a sense of beauty and ability to process and appreciate art. so, through art, creativity and taste are processed and developed in schools. in addition, art education also cultivates a variety of thinking skills. this includes creative, innovative, and critical skills (hananto et al., 2018). based on this description, learning art can be seen from the learning of "mulok" one of which is the material "batik" because there is a visual arrangement called design. the design created is a collection of motives which, of course, pay attention to the elements and basic principles of visual art as a benchmark for the beauty of art. in addition to motifs, "batik" also has aesthetic value or a variety of beauty with a variety of designs. jacob sumardjo stated that the term aesthetic was invented by a philosopher named ag baumgarten in 1750 taken from ancient greek, namely from the word "aistheton", which means the ability to see through senses (handayani, 2019). the development of “batik” motifs also found with the modification of old motifs with newer and freestyles; this shows the attitude of the general public who began to see batik and batik motifs is something that is not sacred but became an artifact of popular culture (hananto et al., 2018). making the design of "batik" made by students should modify motifs that already existed before and developed individually. the teacher role is needed here as a motivator and facilitator for them. aesthetics is a series of a priori forms that determine what presents itself as sense experience, speech, and noise, visible and invisible. these determine the stakes of 150 | visual aesthetics of elementary school students’ “batik” design p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 politics as a form of experience. aesthetics has less to do with beauty than it does with experience. writing, for example, reconstitutes relationships between bodies and shared space. certain equality emerges when signs on a page become free(ing), and are potentially available to everyone's eyes (respecting, of course, the politics of knowledge and accessibility) (tolbert & bazzul, 2020). at the stage of creating art, aesthetics becomes very important for the order of visual works, through shape, color, object composition, neatness, and cleanliness. the combination of the artist's creativity in uniting form and division of space is an exciting activity because feelings are encouraged to reach the peak of each other's beauty satisfaction. then aesthetics is a form of art that can be seen its beauty through the sensing system of someone who has a harmony value, and the beauty can create a beautiful and not beautiful impression. the creativity needed in the making, "batik" also taught at the elementary school level to that future generations can make and preserve "batik". in learning "batik", students are assigned to draw/ copy the pictures given by the teachers. students in drawing "batik" motif designs appear to lack enthusiasm to draw. from this, the authors focus on aesthetic research or the beauty of "batik" motif designs for grade 5 students on learning local content ("mulok") at sd muhammadiyah kalinampu ii. thus, the author wants to describe making learning "mulok" students and describe the visualization of the students' "batik motif" design. aesthetic objectification experience depends on sensing tools: (a) sensing is the sensing event of aesthetic objects through feeling by giving up completely the belief that aesthetics exists; (b) feeling is a blend of trust with the mind; however the mind is still influenced by the sensing above; (c) thinking is a thought process to overcome feelings that have taken place from the experience of objectification of beauty; (d) rationing is an authentic process, between objects that have not or have not objectified in their beauty (hadjar pamadhi, 2012:40). with this objectification stage, an object of beauty will have a sense of making a work, then a sense of trust can be influenced into the mind, think to form beauty and compare an object that has not seen beauty. this role will help a work look at aesthetic beauty and have a meaningful motif or form. art is one of the techniques that refers to the visual or often called the form of the decoration, which is the arrangement or composition or unity of the elements. the arrangement form in the way is required by law or the basis of the arrangement, to avoid mischief and confusion (kartika, 2017:36). the visual element is anything tangible (concrete) so that it can be seen, lived through the eye's senses. these elements or elements include points, lines, shapes, colors, textures (material impression), contents, space, and light. fine art is an activity and the result of a statement of human beauty, including lines, colors, textures, fields, volume, visual aesthetics of elementary school students’ “batik” design| 151 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 and space (sumanto, 2011). then the concept of the principle of art is a law apartment layout (principle design) that has unity, the balance of formal and informal balance, simplicity, accentuation (emphasis), and the proportion (kartika, 2017). the elements of visual art itself used as a principle to create a visualization of a beautifully shaped work that can be enjoyed by everyone's senses. fine art is also a form of art that is real and in the form of parables. method research is a qualitative type with a descriptive approach. the time of the research began in the even semester of academic year 2019/2020 in january-february 2020. the research location was in the fifth grade of sd muhammadiyah kalinampu ii. the research subjects were the fifth-grade students in semester ii, while the number of students was 13, consisting of nine men and four women. data collecting technique carried out using observation, interviews, and document review methods and presented in the instrument lattice, interviews, observations, and document review. the instrument grids broke down into points. observation or observation is a data collection technique done by observation and recording systematically, logically, objectively, and rationally about various phenomena both in actual situations and artificial situations to achieve specific goals (arifin, 2014). through direct observation or observation, and interviews expected to obtain data and in-depth information process of drawing students' batik motif designs. document review carried out in the form of taking pictures and reviewing documents such as artwork and matters relating to the object under study. the validity of the data in this study is to use data triangulation techniques. to establish the data (trustworthiness) required inspection techniques based on several specific criteria. there are four criteria used, the degree of confidence, transferability, dependability, and certainty (moleong, 2018). based on this opinion, the writer's data collection analysis technique is through observation, interviews, and document review, so it expected that the data obtained is more reliable. as for data analysis, the authors use a narrative model. narration is writing that contains a series of events from time to time described in the beginning, middle, and end (sarosa, 2017). narration is a story in social science; narration is a term for empiricism collected by researchers (sarosa, 2017). in narrative analysis has several kinds of narratives, namely personal narrative and organizational narrative. several different approaches are using narrative analysis, and each discipline may use one approach is writing. writing in the narrative analysis means using narrative analysis as a method for organizing and 152 | visual aesthetics of elementary school students’ “batik” design p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 presenting research data. writing in a narrative style suggests using a narrative structure to tell stories (sarosa, 2017). the author focuses on using approaches to writing narrative analysis in conducting data analysis techniques because research focuses all collected data to tell and interpreting the meaning of data in the form of narrative in a logical, structured, and systematic manner. results and discussion results making "batik" motif designs in the "mulok" learning of fifth-grade students at sd muhammadiyah kalinampu ii went well. learners can understand how the flow of images that will produce to look and seem beautiful. the pictures of batik motif designs that have been made by students can be said to be their beauty because there are several pictures of students who are careful in the use of elements and principles of art. thus, some students learn who draw origin and are irregular. still with that, the author understands learning local content drawing batik motifs in class v sd muhammadiyah kalinampu ii and at the age of primary education. the author examines the objectivity of students' sensing about drawing batik designs implemented, which include. a) sensing making a "batik" motif design picture is certainly not easy, which is not everyone has a hobby in drawing, but for a sense of course, everyone has it. assignments given students are drawing "batik" motif design. the author sees that every student has a taste that expresses the beauty of drawing, looking at how students draw using their sense of patience, accuracy, and understanding what kind of shape will be drawn by him. in this case, the students know it when teacher gives an example of a picture, the teacher presents each picture given, and students can answer it based on what they see (figure 1). b) feeling of course, in making art, feelings must also have in a person, and feelings can be strongly related to a taste, which feelings and complement each other in the objectification of art sense. students who draw also have a feeling in drawing; they notice that making a picture that initially forms a thin line (smooth), and then after the line formed, students thicken the line to make it clear. it may neglect a lot; it is essential because, in drawing, we need a great illustration, can't just make but do not understand the meaning of the image made (figure 2). visual aesthetics of elementary school students’ “batik” design| 153 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 c) thinking thinking in drawing, these students see the spirit of high-minded students, which in drawing they look think about that, for the example, lines they make are not balanced and not neat. the small treatment shows that it is evident that students draw using their minds to form or produce a work of beautiful batik motif designs (figure 3). d) rationing from the sense of objectification sensing discussed, the comparison also has an important role. students compare the picture they make with the example given by teachers. thus even the students feel much different; they believe that the images in the examples are not the work of human drawings but instead use existing technology. it is proven when there are friends who tell their peers (figure 4). figure 1. sensing objective documentation (photo source: koko gusnanda, 2020) figure 2. feeling activity for drawing “batik” design according to the example (photo source: koko gusnanda, 2020) figure 3. thinking level with the spirit of high-minded to have finished the artwork. (photo source: koko gusnanda, 2020) figure 4. students are comparing between the example with their media for drawing. (photo source: koko gusnanda, 2020) then in art, there are elements and principles of fine art, which elements and principles of art are very influential in the beauty of the work created. apart from the elements and the principles of fine art are also essential parts considered in creating art. the author also identifies the elements and principles of fine arts used in drawing batik design works of fifth-grade students at sd muhammadiyah kalinampu ii to analyze the beauty of the work produced by 154 | visual aesthetics of elementary school students’ “batik” design p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 students. from the results of research conducted on students, the authors get a picture of each student's work, along with pictures and use of fine arts elements and fine art principles produced. picture 1, shows that the students are practicing to make "batik" motif design with themselves. they made sketches firstly on the paper with a pencil. the teacher put on the example of based of design for the students and they drew like the example. although the teacher has given an example, the students must think about creating new shapes or almost making similar objects. table 1. visual analysis student’s artworks based on visual arts basic elements number. picture of student’s artworks description 1. figure 4. picture of garuda motif (gusnanda, 2020) 1. dots: there are only a few points in the picture, there is a point to make a point, but it looks like a line. 2. lines: it used curves, straight, vertical lines, waterfalls, and inverted pyramids. 3. form/ shape: non-geometric objects to more beautiful objects (artificial objects)/ stilization. 4. color: monochrome. 5. field/ space: two dimensional. 6. unity/ composition: mastery of the drawing field is quite good by placing the main image in the middle, then adding a flower shape at each corner, and including the name of the motif and the name of the student. thus, making this work balanced. 7. proportion/ alignment: the picture already looks quite beautiful, using shading to pay attention to the color's brightness. 8. balance: symmetrically. visual aesthetics of elementary school students’ “batik” design| 155 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 2. figure 7. picture of building motif (gusnanda, 2020) 1. dots: it used thick dots. 2. line: straight, sloping, upright, zigzag, curved, wave, parallel. 3. form/ shape: triangles, squares, and non-geometric objects refined to more beautiful form (artificial objects)/ stilization. 4. color: polychrome. 5. field/ space: two dimensional. 6. unity/ composition: image mastery is a great area by adding objects of interest in the upper right and left corners to becomes more balanced. 7. proportion/ alignment: the image looks skewed. 8. balance: symmetrically. 3. figure 11. picture of plants (non-geometric) motif (gusnanda, 2020) 1. dots: it used the bold dots, lines: zigzag, arcs, waves, crosses. 2. form/ shape: circle, ovals, square, triangles refined to more beautiful form (artificial objects)/ stilization. 3. color: monochrome. 4. field/ space: two dimensional. 5. unity/ composition: composition of the color is less irregular, the visible mark of the shading removed. space mastery is good enough by prioritizing the design of the motif in the middle. 6. proportion/ alignment: the image is too tight down. 7. balancing: symmetrically. 156 | visual aesthetics of elementary school students’ “batik” design p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 4. figure 13. picture of dragon motif (gusnanda, 2020) 1. dots: it used the thick dots. 2. lines: diagonal/ slash, zigzag, waves. 3. form/ shape: triangles, circles, and non-geometrics objects refine to more beautiful forms (artificial objects)/ stilization. 4. color: monochrome. 5. field/ space: two dimensional. 6. unity/ composition: mastery of image space is still lack because it has not considered the balance aspect. 7. proportion/ alignment: the picture looks neat and beautiful. 8. balancing: asymmetrically. discussion drawing "batik"'s motif designs is a simple activity; the drawing process students gave examples of the drawings. students are assigned with the teacher to draw by following the example drawings provided; students do not draw it with their creativity. however, "batik"'s design motifs are produced can see in its beauty for the children's age. also, there are also some students look carelessly in drawing, it can be seen from work produced. in implementing drawing "batik" motifs students can work closely with the teacher for making a picture of the motif. students also do not feel the difficulty in drawing it, because there are pictures that have been given by the teacher to be an example of drawing and can be called by plagiarism. for this stage students interact with the teacher as well as in the provision of material, students also play an active role in the mastery of the material provided, because when students ask questions to answer the questions given by the teacher, but some students do not understand about drawing design motif "batik", but after the question is thrown to his seatmate and answered by his friend. teacher also throw the question back to be answered by students who had not yet understood the submitted material. after that, the teacher closes the learning because the learning time for local content "batik" only refers to one hour of learning (30 minutes). the teacher gives students a message for learning in the next week and preparing drawing equipment. after learning, the teacher doing a little evaluation with questions about the materials during the learning day, coincidentally because grade 6 was preparing visual aesthetics of elementary school students’ “batik” design| 157 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 4, number 2, september 2020 for a national exam, the schedule of local content "batik" was supposed to be on tuesday at the end of the lesson. in the next meeting, the teacher re-evaluates the learning that conveyed last meeting about drawing "batik" motifs, after the students are ready to draw the teacher distributing a batik motif that the teacher previously prepared. in the drawing stage, students pay attention to the neatness of an image produced later. the picture also made so beautiful that it does not look messy. learners also pay attention to the lines made, points, colors through the estimation, and also the straight balance of an image formed. the authors conclude that students also understand aesthetics of an image, although in interviews conducted with students, they state that many do not know about the picture's aesthetics of the picture. in this case, the author also found that the teacher also delivered a little material about fine arts. the teacher-directed students drawing, they must make lines or sketches, then thicken the lines, then about balance in drawing, color (dark light), shading, and so on. the teacher also gave a message the art material can make the picture more beautiful. conclusion the author can conclude, that students in the process of drawing "batik" motif designs apply objectification of the art, namely the stages of sensing, feeling, thinking, and rationing. the sensing used is to produce an elegant and beautiful picture seen by one's sense of sight (eyes). besides, the work of students also shows the elements and principles of art that proven in the picture of students. thus, the work of drawing "batik" motif designs that have been made by students in grade 5 at sd muhammadiyah kalinampu ii can be said to be beautiful and seem like the surrounding images. acknowledgments in writing this article, the authors would like to thank to several parties including: (1) teachers, employees, and grade 5 students of sd muhammadiyah kalinampu ii; (2) primary education department, faculty of teacher and education science, universitas ahmad dahlan yogyakarta. references amanah, a. 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(2019). the symbolic meaning of redesign batik motives kawung solo based on applied mathematics geometry transformation and village promotion efforts kampung matematika karanglo, karanganyar. proceeding of community development. https://doi.org/10.30874/comdev.2018.304 samawi, m. i. (2010). penetapan membatik sebagai muatan lokal wajib bagi sekolah/ madrasah di kabupaten bantul. keputusan bupati bantul nomor 05a tahun 2010. sarosa, s. (2017). penelitian kualitatif: dasar-dasar. pt. indeks. sianipar, t. d. a., kusuma, p. d., & ansori, a. s. r. (2019). pengembangan motif ubur-ubur jenis chrysaora colorata pada aplikasi batik berbasis web dengan metode random walk. eproceedings of engineering. singgih, a. p. (2016). karakteristik motif batik kendal interpretasi dari wilayah dan letak geografis. imajinasi: jurnal seni. https://doi.org/https://doi.org/10.15294/imajinasi.v10i1.8816 sumanto. 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(2011). batik nusantara: makna filosofis, cara pembuatan & industri batik (m. nina (ed.)). andi. 54 | learners' speaking skills with speech delay barriers in primary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 learners' speaking skills with speech delay barriers in primary school fitri siti sundari1, arita marini2 1 pakuan university, bogor, indonesia 2 universitas negeri jakarta, indonesia 1fitri.siti.sundari@unpak.ac.id, 2aritamarini@unj.ac.id abstract this study aims to describe the speaking skills of learners who have speech delay barriers in elementary school. qualitative research methods of case studies. child research subjects who had speech delaybarriers. data collection techniques in the form of oral tests, observations, interviews, and documentation. instruments in the form of oral tests with the form of story texts and instruments in the form of interview question guides and observation guides. data analysis includes data reduction, data presentation, and conclusions. the results showed that learners with speech delay barriers had speech skills that were still less seen from the language and non-language aspects. this is due to individual factors of quiet speech delay learners and lack of confidence, family genetic factors that make learners experience speech delay,and environmental factors that makestudents' social interactions limited. efforts applied in improving speech delay learners' speaking skills are using concrete learning media in the form of images, applying drill methods and question and answer methods, and providing motivation. keywords: speaking skills, speech delay, elementary school introduction humans are social creatures that never escape from communicating (syahyudin, 2019)) in carrying out daily activities, communicating can be oral and written. in school there is indonesian learning that aims to improve the ability of learners in communicating using indonesian properly and correctly, orally and in writing which is included in language skills. in language skills there are four aspects, namely reading skills, writing skills, speaking skills, and listening skills (erka, 2014), (ilham & wijiati, 2020). the four language skills are related. one of the skills that are important for learners to master in the learning process is speaking skills. speaking skills are not a skill that can be passed down through generations, but should require practice (pratama, 2017). in learning activities, speaking skills are very important for learners because they train them in thinking, reasoning, expressing according to the situation orally (wijayanti et al., 2016). each student has advantages and disadvantages, as well as different abilities. this ability makes learners there are fast, moderate, and slow in the development of their speaking skills. learners' speaking skills with speech delay barriers in primary school| 55 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 the study aims to describe the speaking skills of learners with speech delay barriers in primary school. the subject is a class v elementary school student who ranked 6th in the class and won 2nd place in the elementary school writing competition. the study focused on the speaking skills of learners with speech delay barriers in primary school. when viewed from previous research on speaking skills, namely research conducted by theresa and nurbaiti (2018) entitled analysis of the speaking skills of high class students on indonesian learning in elementary school. the results of the study explained that the speaking skills of high-class students fall into a fairly good category that is seen from the aspect of language and non-language. with several factors that affect the level of high-class students' speaking skills, namely student, teacher, and facilities and infrastructure. every child is born with different physical and mental conditions, some are born normal and some are born with physical and mental limitations (azizah, 2020). children who are born normal, the ability to communicate and development will certainly be good. unlike children born with limitations or abnormalities, the ability to communicate and development experience obstacles. speech delay or speech delay is one of the developmental disorders that are often found in children (maher et al., 2021). in children speech delay is the delivery of language orally while for the acceptance of language from outside is adequate. late speech skills can also cause children difficulty in adjusting and socializing with the surrounding environment (khoiriyah et al., 2016). in learning activities, of course, there will be an interaction that will be established through talking. speaking is an activity with others using oral, exchanging opinions, ideas, ideas about things through the symbol of sound, and part of language skills (mumtaz, 2019b). speaking skills have an important role to support three other language skills such as reading skills, writing skills, and listening skills. mumtaz (2019) argues that speech skills are the ability to express thoughts or ideas through sound symbols. a great speaker can choose effective words by using the right style so that ideas can be well received by the listener (mumtaz, 2019a)(mumtaz, 2019a)(mumtaz, 2019a)(mumtaz, 2019a)(mumtaz, 2019a). in contrast to the above opinion, (nurmajal et al., 2011) reveal that people who are skilled in speaking if able to convey ideas, thoughts, feelings orally to others or listeners correctly, complete and accurately so that the listener understands very well what is being said. this opinion is supported by (latifah, 2018) that speech skills are an ability that a person has to convey ideas, (nurjamal & dkk, 2011)(nurjamal & dkk, 2011)(nurjamal & dkk, 56 | learners' speaking skills with speech delay barriers in primary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 2011)(nurjamal & dkk, 2011)thoughts or feelings so that the ideas in the speaker's mind can be understood by others. everyday life of course humans as social creatures can not be separated from talking in interactions aimed at exchanging information with others. (nawawi et al., 2017) argue that the main purpose of a person speaking is to communicate directly between the speaker and the listener to find information so that the listener can take and use the information. the essence of the purpose of speaking itself is to entertain, inform, stimulate, convince, and move. this opinion supported by (hazran, 2013) reveals that the purpose of speaking there are three, namely 1) to inform or report, 2) entertain or entertain, 3) persuade, invite, urge, and convince (nawawi & dkk, 2017)(nawawi & dkk, 2017)(nawawi & dkk, 2017)(nawawi & dkk, 2017)(nawawi et al., 2017). there are several types of speaking skills (fitri, 2020) namely 1) (fitri, 2020a)(fitri, 2020a)(fitri, 2020a)(fitri, 2020a) based on the situation. it consists of formal and informal speaking. formal speaking is speaking in a formal or official situation, such as classes, discussions, and storytelling in formal situations. while informal speaking is a speaking activity that is not done in official situations, for example: in the form of daily conversations, announcements, calls, and giving instructions; 2) based on purpose. consists of entertaining, informing, stimulating, convincing, and speaking to move; 3) based on the number of listeners. consists of interpersonal speaking, speaking in small groups, and speaking in large groups; 4) based on a special event. it consists of a welcoming speech, a farewell speech, and an introductory speech. also known other types are campaigns, role statements, and so on; and 5) based on the method of delivery. it consists of speaking suddenly, speaking unprepared, speaking on script, and speaking based on memory. speaking skills have supporting factors that affect it as stated by (hazran, 2013) that there are two supporting factors in speaking activities, namely 1) language factors, among others: speech accuracy, placement of tone pressure, joints or appropriate duration, word choice, accuracy of use of sentences and grammar, and accuracy of speech targets; and 2) nonlanguage factors, among others: reasonable, calm and non-rigid attitude, views should be directed to the other person, willingness to respect others, appropriate gestures and nosebleeds, loudness of voice, fluency, relevance, reasoning, and mastery of topics (hazran, 2018). there are several factors inhibiting speaking skills (fitri, 2020) namely 1) (agustine, 2014)(agustine, 2014) internal actors that include imperfections in speech tools, mastery of language components namely pronunciation and intonation, word choice, language structure, learners' speaking skills with speech delay barriers in primary school| 57 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 and language style, mastery of content components that are the relationship of content with topics, content structure, content quality, and quantity of content; and 2) external factors consisting of sound or sound, room conditions, media, listener knowledge. speaking skills can be improved in a certain way i.e. through the application of practice methods can improve students' speaking skills on lessons indonesian because with practice students become trained in good and correct speaking (samsul, 2014). another opinion states that image media can improve students' speaking skills in indonesian lessons, with (samsul, 2014)(samsul, 2014)concrete and real media making it easier for students to think (novalina & dkk, 2014).(novalina & dkk, 2014)(novalina & dkk, 2014) a person's speaking skills are not obtained from the lineage, but obtained from various ways and efforts that are done such as frequent discussions, storytelling, q&a, and exercises. in addition, the stimulus from the environment and people around them becomes a big driver in improving speech skills (ahmadi & ibda, 2018). based on the above theory can be synthesized that speech skills are a person's ability to express opinions about something that is done orally well and correctly so that the listener understands what is being said. speech delay or speech delay is one of the developmental disorders that are often found in children. (dewanti et al., 2016) think children are judged to have delays in speaking if speech development is significantly below normal compared to children their age. the same opinion says that delayed speech is a condition where the child's speech ability is below the average speech ability of children in general (rahayu et al., 2020). learners speech delay barriers have speech skills that are not suitable for children their age. different opinions state that delays in speech are one of the many problems that become a disruption in a child's developmental process and part of communication barriers, especially communication in verbal form. when children talk listeners do not understand what is being said speech delay (f, fitriyani; a, 2019). speech delays are caused by internal factors and external factors. internal factors that originate in the child are genetic, physical disability, neurologicalmalfunction, premature,and gender, while external factors come from outside the child in the form of lack of language stimulus from bothparents, families and the environment (taseman & dkk, 2020). children who experience speech delay obstacles have the characteristics of not talking much (tending to be silent), not being able to speak fluently, lack of vocabulary mastery, word pronunciation is still wrong and the disclosure of sentences that are not clear so that it can be 58 | learners' speaking skills with speech delay barriers in primary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 said that children's speech ability tends to be lacking (filsah & hadrawi, 2020). this statement is supported by (rahayu et al., 2020) that children who tend to be silent, have not been able to talk to peers or adults clearly and smoothly, and the lack of vocabulary mastery is a characteristic of speech (filsah & hadrawi, 2020)delay in children (rahayu et al., 2020), (muslimat & dkk, 2020). children who experience delayed speech will have an impact on their development in carrying out their daily activities. (taseman & dkk, 2020) argue that children who experience delayed speech make it difficult for children to interact socially with the surrounding environment that makes children shunned by their friends, ostracized, even become a person who closes themselves and is quiet. this opinion is supported by (rahayu et al., 2020) that speech delays that occur in children can interfere with children's social interactions with people around them so that children become quiet individuals. different opinions state that the impact of speech delays experienced by children is that there is a delay in development both in terms of motor and sensory children, affects the child's poor when communicating with the environment, and affects the level of child intelligence (puspita & dkk, 2019) speech delay in children can be overcome in several ways, such as the opinion expressed by (yulianda, 2019) that the way that can be done to overcome the delay in speaking to children as follows. 1) train children to speak properly. 2) free children to play with peers. 3) often invite children to talk. 4) spend more time with your child. 5) don't let the child be too quiet. 6) do not restrain the child in the house. from some of the opinions that have been expressed above about speech delay can be synthesized that speech delay is a disorder of children's speech development characterized by the level of quality of speech not according to children his age who often experience errors in mentioning words or sentences, thus making listeners difficult to understand the conversation, the causative factors can be from the child himself or it can also be from the surrounding environment. methods the type of research used is qualitative research with case study methods. through this method research can explore information about the speaking skills of learners with speech delay barriers in elementary school. qualitative approaches are expected to produce an in-depth description of speech, writing, and observable behavior from a single individual, group, learners' speaking skills with speech delay barriers in primary school| 59 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 society, and organization in a particular context situation that is studied from a whole, comprehensive, and holistic point of view. here's the flow chart of the research done: figure 1. research flow information: research focus = speech delay learners' speaking skills in elementary school, og = observation guide, ig = interview guide d&d = data (value/score) and documentation (photo/image). data collection is done purposive sampling is a technique of retrieving data sources with certain considerations (sugiyono, 2015). certain considerations are people who serve as data sources are people who are considered to know the most about the information to be excavated, so it will make it easier for researchers to explore objects or social situations that will be studied. the data obtained from the study came from oral tests, observations, interviews, field records, and documentation. this research report contains excerpts of data that provide an overview of the presentation of the report. in the writing of the report, researchers analyze the data according to its original form. the results of the study are then analyzed by researchers and spelled out in narrative form. source data on qualitative research with informants. the data sources of this study are learners, classroom teachers who can provide complete and accurate information about the speech skills of learners with speech delay barriers in school, accompanying teachers who know the problems in learners in the classroom, especially related to the speech skills of learners with speech delay barriers. in schools and parents who can provide the information needed by researchers related to the speech skills of learners with speech delay barriers. data collection techniques are carried out in natural settings, namely observations (observations), interviews, and documentation. the results of data collection and reflection on 1. data source 2. learners 3. classroom teacher 4. escort teacher 5. parents learners' speaking skills with speech delay barriers in elementary school oge r result findings ig d&d dd 60 | learners' speaking skills with speech delay barriers in primary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 data about what is heard, seen, experienced, and thought will be written in field records. the data collection techniques in this study are oral tests, observations, interviews, and documentation. data analysis in qualitative research is carried out at the time of data collection, and after data collection within a certain period. data analysis used is miles and huberman model that is through the process of data reduction, data presentation, and conclusion (verification) (sugiyono, 2015). examination or checking the validity of data in qualitative research contains how the validity of data that includes credibility tests, transferability, dependency, and confirmability results and discussions results this research was conducted for one month. this research data is conducted directly and online until it finds saturation point by means of oral tests, observations, and interviews to parties who are considered relevant in conveying the required information, as well as the last data and documentation as concrete evidence of researchers conducting research. in this study, the first step that researchers did was oral tests directly to subjects in school and at the same time conduct observations and interviews in person with subjects as sources and research subjects. as a result of oral tests, researchers found that subjects still lacked their speaking skills from the aspects of language i.e. speech that often sounded less clear, unnatural speech intonation, inappropriate word choices, and often erroneous word structure. and seen from the non-language aspect, namely less smooth when speaking, mastery of topics that are good enough, attitudes shown a little tense, and less dare to speak in front of people because they are not confident. in addition to observing directly to the subjects, researchers also conducted online surveys to subjects through google meet during distance learning. from the observations it can be concluded that the subject is a quiet child so that he does not actively ask questions or express opinions in class. this makes the subject's interaction with people around him limited. then the results of the subject interview can be concluded that the voice of the subject is small when speaking so that it is not clear what is being said. subjects are often silent and confused when they want to speak so that they are stuck. subjects have difficulty choosing words and composing sentences making subjects often mistaken. in social interaction with learners' speaking skills with speech delay barriers in primary school| 61 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 people around, the subject experiences obstacles and limited interaction because the subject is a quiet child and lacks self-confidence. the next step researchers conduct interviews with classroom teachers via whatsapp phone. based on the results of online interviews with classroom teachers it can be concluded that subjects detected speech delay have speech skills that are still lacking. subjects are inactive in the classroom, very rarely ask and express opinions. subjects included a quiet and shy child so interaction with his classmates was limited. understanding the learning material, the subject a little slowly must be repeated at least 2 times new the subject understands. the learning media used by teachers to improve the subject's speaking skills is to use images because the subject is very quick to understand. in addition to conducting interviews with classroom teachers, researchers also conducted interviews with accompanying teachers directly at school. from the results of interviews with accompanying teachers it can be concluded that the subject detected experiencing obstacles speech delay that is having difficulty choosing words and composing sentences when speaking makes the subject stammer. when studying or outside learning the subject of a quiet child so that it does not actively interact with classmates and people around him. accompanying teachers often do q&a with subjects to practice the subject's speaking skills. the last step that researchers did in this study was to conduct a parent interview of the subjects. the results of interviews with parents can be concluded that subjects include children who rarely tell stories and are quiet. at home the subject's voice is quite loud when speaking, but when in school is small because the subject of the child is shy. the subject only played with his sister while at home because the subjects did not have friends of the same age around his house. when speaking the subject of confusion choosing a word and composing a sentence makes the subject often mistaken. the subject's parents always motivate the subject to keep the spirit in learning. discussion the problems expressed in this study as a picture of the speaking skills of learners with speech delay barriers in elementary school. discussion of the results and findings of research that has been done is the subject is a speech delay student who has impaired speech development so that interaction and communication in verbal form with people around him is hampered because often people around him do not understand what is being talked about. this 62 | learners' speaking skills with speech delay barriers in primary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 fact is in accordance with the theory put forward by fitriyani, et al (2019) that delays in speech are one of the many problems that become a disruption in the child's development process and part of communication barriers, especially communication in verbal form. when the child speaks the listener does not understand what is being said so that it is said speech delay. learners experience speech delay caused by genetic and gender factors where the brother of his parents there is also experiencing speech delay. this fact is in accordance with (taseman & dkk, 2020) that there are two factors that cause speech delays including: 1) internal factors derived in the child, namely genetics, physical disability, neurologicalmalfunction, premature,and gender, 2) external factors come from outside the child in the form of lack of language stimulus from both parents, families and the environment. speaking skills are very important role in everyday life and need to be owned by everyone because if speech skills are not developed then the person can never convey ideas, ideas, thoughts, and feelings well and smoothly because the main purpose of speaking itself is to convey something to others in oral form. learners' speaking skills can be seen from the aspect of language and non-language learners use. in the aspect of language includes pronunciation, intonation, word choice, and sentence structure discussed. while in the non-language aspect includes fluency, mastery of topics, attitudes, and courage of learners when speaking. speaking skills are expected to be improved and developed so that learners can communicate directly with the oral form in conveying and providing information to the listener so that the information conveyed can be understood and used by the listener. in accordance with what nawawi expressed, (nawawi, et al, 2017) argue that the main purpose of a person speaking is to communicate directly between the speaker and the listener to find information so that the listener can take and use the information. basically, the speech delay children's speech ability is still less visible that learners have difficulty in choosing words and composing sentences making learners slow when speaking, often mistaken and unclear in their pronunciation. in addition, at the time of learning activities and outside learning subjects are children who are quiet, inactive in asking, answering, and expressing opinions. in accordance with the theory of (filsah & hadrawi, 2020) that the characteristics speech delay in children are not much talk (tend to be silent), not able to speak fluently, lack of vocabulary mastery, word pronunciation is still wrong and disclosure of sentences that are not clear so that it can be said that children's speech ability tends to be lacking. learners' speaking skills with speech delay barriers in primary school| 63 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 the lack of speaking skills that learners have is influenced by inhibiting factors, namely internal and external factors. internal factors are the personality of learners who are quiet and lack confidence. while external factors, namely the environment around learners whose limited interaction makes the untrained speaking skills such as in the home environment, learners only play with their younger siblings and do not have friends of the same age, in school also the social interaction of learners with classmates is limited because students are less sociable. according to hazran (2018) that speaking skills are influenced by two factors, internal and external factors. 1) internal factors are all the potential that exists in a person both physical and nonphysical. physical factors are related to the perfection of talking organs such as the tongue, teeth, cheeks, vocal cords, and lips. while nonphysical factors include personality, way of thinking,and intellectual. 2) external factors are things that come from outside a person such as the family environment, society, and school. teachers and parents play an important role in improving learners' speaking skills. in this case there are efforts made by teachers and parents in improving the subject's speaking skills, namely using concrete learning media such as images because with image media makes it easier for the subject to understand and think. in accordance with the theory of novalina, et al. (2014) that image media can improve students' speaking skills in indonesian lessons, with concrete and tangible media making it easier for students to think. then teachers and parents apply the question and answer method as an exercise that is often done to practice the subject's speaking skills, with frequent training then the speaking skills will be better and correct. in accordance with samsul theory argues that the application of drill methods can improve the speaking skills of elementary school students because with practice students become accustomed to good and correct speech. (samsul, 2014). in addition, providing motivation to the subject to keep the spirit in learning is also done by teachers and parents. with the motivation given to the subject is very helpful in improving the subject's speaking skills. conclusion based on the discussion of the results of the study and the findings of data that have been outlined before, it can be concluded that the subjects detected speech delay still lack speech skills. it is evidenced from the language and non-language aspects that the subject is often mistaken and unclear in pronunciation, unnatural speaking intonation due to small voices and slow speaking, word selection and incorrect phrasing. 64 | learners' speaking skills with speech delay barriers in primary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 the subject has difficulty and confusion in word selection and sentence preparation makes the subject slow down while speaking. teachers and parents often don't understand what the subject is talking about so ask the subject to repeat what he or she is reading. in learning activities and outside of learning activities, children's subjects are quiet and lack confidence, thus inhibiting communication and social interaction with their classmates and those around them. subjects who experienced speech delay due to family genetic factors, were also the cause of the subject's lack of speaking skills. coupled with subjects who do not have playmates of the same age around the house because the subject only plays with his sister alone makes the social interaction of the subject more limited. as for the efforts made by teachers and parents to improve the subject's speaking skills, namely by using concrete learning media such as images, apply the practice method in the form of q&a, and provide motivation to the subject to stay passionate in learning. acknowledgments the authors thank all parties involved in the conduct of this study especially to the subjects and parents of the study subjects who have been willing to be researched. reference agustine, a. w. 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(2020). problematika keterlambatan bicara dan gagap pada anak usia 6 tahun. jurnal pendidikan modern, 5(2), 63–71. https://doi.org/10.37471/jpm.v5i2.73 samsul. (2014). peningkatan kemampuan berbicara siswa kelas iv sdn 1 galumpang melalui metode latihan. jurnal kreatif tadulako, 4(8), 173–192. sugiyono. (2015). metodologi penelitian pendidikan. alfabeta. syahyudin, d. (2019). pengaruh gadget terhadap pola interaksi sosial dan komunikasi siswa. gunahumas, 2(1), 272–282. taseman, & dkk. (2020). strategi penanganan gangguan (speech delay) terhadap interaksi sosial anak usia dini di tk negeri pembina surabaya. journal of early childhood education and development, 2(1), 13–26. theresia, m., & nurbaiti. (2018). analisis keterampilan berbicara siswa kelas tinggi pada pembelajaran bahasa indonesia di sekolah dasar. jurnal misi institut pendidikan tapanuli selatan, 1(1), 163–168. wijayanti, k., kristiantari, m. g. r., & manuaba, i. b. s. (2016). penerapan pendekatan saintifik berbantuan media poster dapat meningkatkan keterampilan berbicara dalam bahasa indonesia tema cita-citaku. mimbar pgsd undiksha, 4(1). yulianda, a. (2019). faktor-faktor yang mempengaruhi keterlambatan berbicara pada anak balita. jurnal pendidikan bahasa dan sastra indonesia, 3(2), 41–48. a teacher’s perspective on the techniques of teaching speaking to young efl learners| 131 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 a teacher’s perspective on the techniques of teaching speaking to young efl learners puteri pertiwi1, astri hapsari2 1universitas islam indonesia, indonesia 2 universitas islam indonesia, indonesia 116322096@students.uii.ac.id, 2astri.hapsari@uii.ac.id e abstract teching efl speaking to young learners need a wide range of techniques which makes them willing to learn and engage in their learning. the aim of this study is to investigate an english teacher’s perspective in the techniques of teaching speaking for young efl learners within the context of an intenational primary school. a descriptive qualitative method was employed by using interview questions as the instrument for data elicitation. the participant was a female english teacher in an international primary school at grade 1. the findings revealed that the use of various teaching techniques in speaking can help the teacher to gain student’s motivation and create student’s new learning experience. the technique of teaching speaking to young efl learners used by the teacher which were identified is a combination of the police of english and getting good stars as a reward repetition drill technique, and translation which were perceived by the teacher scaffold young learners’ learning process in speaking. it is recommended that the teacher’s best practice in implementing a wide range techniques should be sustained in supporting young learners learn how to speak in english. keywords: teaching english, speaking skill, efl context introduction english plays an important role in society, many schools in indonesia include english as a subject in primary school. even though english is used as a foreign language, more and more young learners start to learn english since they are in primary schools, whereas in the past, english was introduced in junior or senior high school (liyaningsih, 2017). one argument that supports teaching english to young learners is that the young learners learn faster because they consider it as something new which ignites their curiosity. mckay (2006) defines that young learners are between the ages of approximately five and twelve. young english language learners in indonesia are foreign language learners because the students learning english in a situation where english is seldom spoken and heard outside the classrooms. in terms of cognitive and social emotional capacity, mckay (2006) describes some characteristics of young learners as followed : the attention span of young learners in the early years of schooling is short, as little as 10 to 15 minutes; they are easily diverted and distracted by other pupils. they may drop out of a task when they find it difficult, though they are often willing to try a task in order to please the teacher. as children progress from 5 132 | a teacher’s perspective on the techniques of teaching speaking to young efl learners p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 years old to 12 years old, they are developing abilities to think in new ways and are moving towards being able to reason in a systematic and logical fashion in adolescence. children are novices as they learn, with help from others, to become more expert in solving problems, in reading and in many more activities (mckay, 2006, p.6). during the observation in one of the primary schools when i enrolled in assessment to young learners coursework, i found that teaching english to young learners was challenging, especially in teaching speaking skills. in line with mckay (2006)’s description, some problems i identified when i did my obeservations were : young efl learners loved playing when learning and lack of vocabulary even in their mother tongue. as a consequence, they have limited expressions to speak in english. therefore, in teaching efl for young learners, the teacher must arrange and prepare the techniques especially in speaking skill in order to achieve the objective of the study. there are several studies on efl young learners in indonesia and abroad (nurvia, 2016; pratama & awaliyah, 2016; rahmani, 2017; fadhilah & nuraeni, 2019). nurvia (2016) conducted a qualitative research and the participant was the teacher of elementary school at mi madinatunnajah cirebon and focused in 5th grade. the findings of this study discussed the process of using the song in teaching-learning speaking for young learners, advantages, disadvantages, and problems of using songs. even though there were problems in learning and teaching speaking using songs, but there is no problem that cannot be resolved. therefore, teachers must be creative to solve that problem. pratama & awaliyah (2016) conduct the study with this context and focus on strategies, techniques, problems and solutions for teaching speaking to young learners. this study using the qualitative method and the setting of this study is in an elementary school in west java, and the participant was teachers taught in 4thgrade students. there are several techniques used by the lecturer there that were identified in this research such as role-play, using videos, jazz chant, digital storytelling, games, and repetition. the results of this study show that the teacher might face several barriers when teaching in the classroom such as reluctant students, missing pronunciation, and lack of vocabularies, but in some way, the teacher can use the appropriate and various strategies and techniques to overcome those barriers. another study also conducted with this context of teacher's strategies and techniques in teaching speaking to young efl learners (rahmani, 2017). this study is qualitative research to present speaking strategies and techniques used by the teacher to motivate the learners to speak english in their lesson. the participants were five teachers in different levels of education; elementary and lower secondary level. the results of this study present several a teacher’s perspective on the techniques of teaching speaking to young efl learners| 133 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 techniques that are frequently used by the teacher, there were group work for junior high school level and drilling in elementary school level. fadhilah & nuraeni (2019)’s qualitative research aimed to find the barriers faced by the teacher and also how they overcome the barriers. the participants were two non-native english teachers who taught at the elementary level in southern thailand. there are several methods found in this study such as applying the audio lingual method, and communicative language teaching method, and also some techniques such as games, group-work, and drilling activities to enrich the students‟ speaking ability”. the result of this study showed that most of the participants agreed that designing the appropriate strategies and techniques before learning is important to motivate young learners in learning especially in speaking. they also implemented some intrinsic strategies such as creating a fun, comfortable, and stress-free environment in the classroom because it was important to get students motivated in learning english. the previous studies are conducted with the topic strategies and techniques in teaching speaking skills to young efl learners in the context of a primary school. therefore, inspired by those studies, this research is aimed to investigate the techniques used by an indonesia teacher to teach speaking for young efl learners. the research gap that the researchers intended to fill is the contextual gap of techniques of teaching speaking for young efl learners in an international and islamic-based curriculum. assessing speaking for young learners can be defined by assessing their language use ability in performing speaking skills. bachman and palmer (1996) define language use ability as : …the ability to use the language for the purpose of achieving a particular goal or objective in a particular situation (bachman and palmer, 1996, pp. 44). in the context of assessing young learners, mckay (2006) further explains that language use ability is also known as the ability to use language communicatively. therefore, in terms of teaching speaking, it is expected that in the learning process the students will be able to use the target language (english) to communicate depending on the needs of their communicative purpose in the real context and the requirements of learning output in the coursework. there are some benefits of teaching speaking skills to young esl/efl learners. rao (2019) explained that teaching speaking when the students in early ages it can help them in some way, such as: helping the learner to familiar with the new utterances, speaking fluently with their relation, helping them participate actively in the classroom discussions and debates, 134 | a teacher’s perspective on the techniques of teaching speaking to young efl learners p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 boosting their confidence levels, developing the learners’ critical thinking, improving the learners’ oral communication skills useful for all purposes, preparing the learners to participate well in classroom interaction, enhancing the learners’ vocabulary items and grammatical structures, preparing the learners to share ideas and participate actively in speaking activities that take in the form of group work or pair work and preparing the learners to continue their higher education in foreign universities. as there are many benefits for young learners, teachers of english must pay attention to the obstacles that children face when learning and solve their problems so that students can achieve the goals in learning. techniques are specific procedures that the teacher designs to carry out a teaching activity, such as: explanation, demonstration, drill, dictation, lecture, performing dialogues, role play, quiz, questionnaire (pokrivcakova, 2013). the use of teaching methods and teaching techniques were related to each other. in the implementation of the teaching process, teaching methods are integrated with several teaching techniques, activities, and procedures (pokrivcakova, 2013), for example, audio-lingual method, direct method, grammar-translation method, communicative method, etc. therefore, teaching techniques can also be referred to as a part of teaching methods. the use of various techniques especially in speaking is to avoid boredom in students’ learning speaking process and serve students motivation (dhand, 1990). it means the appropriate teaching techniques will help the teacher to gain student's motivation in learning. there were some factors that make the success of the technique, such as: appropriate with the topic and the learning situation, relate with the objective of the lesson, flexible, and must have the potential to enhance and enrich the learning experience. the teacher must be familiar with the rules and procedures of such techniques in order that the techniques enhance the learning experiences of the class (dhand, 1990). it means the teacher must be selective in implementing the teaching techniques that are appropriate with the students level. pokrivcakova (2013) classifies teaching techniques into 3 parts: controlled, guided, and free (communicative) techniques (pokrivcakova, 2013). in control techniques, the teacher play the important role in controls the student's language completely. these techniques focus on accuracy, which controls student's vocabulary or structure in the sentence. this is usually used in beginner classes, for example, repetition and dictation. the second technique is guided techniques, while using these techniques, the teacher is less controlled and allowed students to use their own words and expressions to create their new experience. the students are allowed to complete their exercises in more than one way but still in guide, for example, writing a message. the last techniques a teacher’s perspective on the techniques of teaching speaking to young efl learners| 135 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 were free (communicative) techniques. these techniques are closest to real communication in real life which focus on meaningful and spontaneous communication. the controls of the teacher were very limited if it was not needed. to complete the task, the students must use their own ideas, background knowledge, creativity, and their various language competences. (pokrivcakova, 2013).some techniques can be used to facilitate the learning process. rao (2019), for example, describes 9 techniques of teaching speaking skill for young efl/esl learners: choral repetition, initial activities, substitution drills, q & a drills, pictures, information gap activities, rhymes, songs, chants, and poems, language games, and collaborative aspects. method this study was designed to investigate the techniques used by an english teacher in teaching speaking for young learners in the context of an international primary school. an interwied study followed with thematic analysis (braun , 2019; braun & clarke, 2006; braun & clarke, 2021) was employed. the research was conducted in an islamic integrated full day primary school in the nusawungu region, cilacap, central java . this school uses international and islamic curriculums for teaching and learning. the participant is a female english teacher who has been teaching english for young learners for less than a year in that school. she taught around 17 students which consist of 6 boys and 11 girls in grade 1. the data of this study were collected by conducting an in-depth interview. there was no direct observation during data collection because of the school work from home policy during covid 19 pandemic. the artifacts of speaking assessment and the example of speaking task from roleplay method as form of teaching techniques used by the teacher were used as supporting data. the researcher did not use observation as the primary data collection because of the condition of the pandemic now, therefore, the researcher doing the in-depth interview as the primary data collection then the finding of the interview results will discuss in this research and will support with some of the documentation. in this study, the researcher used many theories including teaching a second language to young learners, techniques in teaching speaking to young efl learners and aspects in speaking, which the researcher cited mainly the combination of construct used from (pokrivcakova, 2013), and leong & ahmadi (2017)'s empirical study. the researcher adopts the interview by translates it into bahasa indonesia to help to get much of the data. the construct of interview questions are as seen in table 1. 136 | a teacher’s perspective on the techniques of teaching speaking to young efl learners p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 table 1. interview construct subject conceptual definition component sub component question an english teacher in one of an internation al primary school in cilacap techniques are specific procedures that the teacher designs to carry out a teaching activity, such as: explanation, demonstration, drill, dictation, lecture, performing dialogues, role play, quiz, questionnaire (pokrivcakova, 2013). teaching activities explanation demonstration drill dictation lecture performing dialogues role play quiz questionnaire audio-lingual method, direct method, grammartranslation method, communicative method 1. in teaching speaking to young efl learners, can you tell me what teaching techniques do you usually use? why do you choose it? 2. how do you use those techniques in your class? aspects of speaking (leong & ahmadi, 2017) aspects of speaking o fluency 3. in handling the fluency of young efl learners mam, would you tell me what kind of activities you use to motivate them to be able to speak fluently? o accuracy 4.when your students make mistakes in spelling the words, in what way you will correct them, mam? then, how your techniques to check their accuracy in speaking skill mam? o grammatical structures 5.did you guide your students using grammatical structures or just only spelling words for the moment? 6.can you explain more to me about your ways of giving them an understanding of the correct grammar? o pronunciation 7.in learning to speak english, did your students required to using correct and clear intonation? what kind of teaching techniques did you use to make them enjoy speaking english? . a teacher’s perspective on the techniques of teaching speaking to young efl learners| 137 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 results and discussion results the researcher has done interviewing to gain information on the preparation used by an english teacher before starting to teach english. the use of teaching preparation is to assist the implementation of effective teaching and learning (kamaruzaman & akbar, 2014) and it usually contains teaching resources and materials. therefore, preparation is one of the important things to support the learning process. there were many teaching resources and materials that can be applied in the lessons, includes; textbooks, lesson plans, using media, etc. the script of the interview related to this discussion is presented below. “this school has implemented the national curriculum of 2013 and for the international curriculum, we have implement bilingual school and use the english language in english and primary maths lesson based on cambridge's text and workbook as a resource of the materials” (i/1/ta/10). in indonesian primary schooling, english was an optional subject from 1994-2012, and mostly, the teachers’ opinion are the government did not fully support english as the local content subject (widodo, 2006 cited in sulistiyo, haryanto, widodo & elyas, 2019). therefore, the challenge is the teacher must design the curriculum practices itself such as syllabus, materials, instruction, and assessment. below, are the document analysis for assessment in speaking to young efl learners included in the teaching preparation. for supporting the data of this study, the researcher also gathers the artifact of speaking assessment. because the student is still in grade 1, therefore the teacher did not require students with high aspect in assessing them in speaking, in the implementation speaking assessment, the teacher has the file of what aspects the teacher will apply it to assess students speaking skills, then the teacher just does the simply check to students speaking practice, put it into a checklist of form assessment in a book and then move it into rapport. “ in grade 1 recently, we use a checklist as a form of assessment” (i/1/tp/78) “ for assessment in the international curriculum, first we put the score of checklist assessment in notebooks then we moved it into rapport includes the daily scores.” (i/1/ta/83) 138 | a teacher’s perspective on the techniques of teaching speaking to young efl learners p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 table 2. speaking assessment criteria no students’name fluency accuracy pronunciation intonation 1 mdh 4 3 3 4 2 naa 3 3 2 3 3 nas 4 3 3 3 note: fluency accuracy 1. disjointed 1. all speech is incomprehensible 2. doubtful 2. a small part can be understood 3. smooth but doubtful 3. mostly understandable 4. fluent 4. all speech can be understood pronunciation intonation 1. all words are not true 1. the stress/rhythm of all the words is wrong 2. some of the words are correct 2. pressure/rhythm partially correct 3. most of the sayings are correct 3. pressure/rhythm mostly correct 4. all words are true 4. all pressure/rhythm is correct the rules are firstly the teacher will teach students in writing and how to speak it by pair work, drill them 4 times, and then after that, they will go to the front of the class to practice the work (i/1/as-f/85). so, then the teacher will take scoring in her notebooks by using a checklist and then move the score into the rapport. “ because of my students still very young which in grade 1, so in speaking i just put the score simply such as ‘fluency’. for grade 1, the important thing are they understand english, for the assessment we not yet to do a formal assessment. for example in conversation, i have been taught them in writing and how to speak it by pair work, then drill them 4 times, after that they will go to the front of the class to practice the work. so, then i will put the score in my notebooks like that, and will give the point for them.” (i/1/as-f/85) then, the researcher also got an example of achievement in english language competence in speaking aspects which is written in rapport’s book. this form of artifact speaking assessment includes the score of each student in each kd ( kompetensi dasar/ indicator competency) and then will be completed with the description of the student’s competence or the student’s achievement in learning speaking that they have done in each kd in one of international primary school in cilacap. table 3. form of the achievement of english language competence (speaking aspects) no students’ name score of pts score predicate description kd topic code kd 1 kd 2 kd3 a teacher’s perspective on the techniques of teaching speaking to young efl learners| 139 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 1 aapn 90 70 65 75 c apn is good in able to inform or act out the information about thing for school, need guiding in able to inform or act out the information about people 1 thing for schools 4.1.1 2 fdd 85 80 87 84 b ffd is good in able to inform or act out the information about people, average in able to inform or act out the information about toys 2 toys 4.1.2 3 kip 100 90 90 93 a kip is very good to inform or act out the information about thing for schools, toys, and people 3 people 4.1.3 the use of artifact assessment itself is to support the interview as the data collection in this study. the other things that were also important in teaching preparation were the use of media (i/1/ta/21). in preparing the materials for the students, the teacher must have appropriate techniques in choosing the right materials as the teachers' explanation in the transcript of the interview below. “ one of the most important things in facing the low-grade students is the preparation of the media like usually i have prepared pictures, video for learning such as from native speakers, video of singing, powerpoint or for the next days we want to do a game, so we have to prepare rewards of any kinds that make students will enjoy and not bored in learning.” (i/1/ta/21) “ we have searched the materials from the book, youtube, etc. for example, i have searched the material for english about days of the week on youtube. although there were many resources from youtube, we have to be smart to select where is the best for them like it must be interactive. although, in teaching young learners usually teacher use teacher-center but the teacher must involve the students themselves to participate in learning usually by the repetition model.” (i/1/ta/30) in the teaching-learning process, media such as the key to gain a student's interest in the learning process. the selection of appropriate media will motivate students in learning and make the class more interactive so the students will easily understand the materials. in terms of techniques to overcome efl learners barriers in speaking, the teacher uses a combination of repetition drill techinique, the police of english and getting good stars as a reward, and translation technique. based on data obtained in an international primary school in cilacap, one of the ways to drill the students in speaking skills is the use of the police of english and giving stars as a reward (i/1/ta/41). this technique gives students a chance more to practice their speaking skill while playing. 140 | a teacher’s perspective on the techniques of teaching speaking to young efl learners p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 “to drill students in speaking, we apply the technique of getting good stars as a reward. in our class, there was a technique of drilling called ‘police of english’. the rules were; firstly, i have classified some students where the boy become the policeman and the girl become the policewoman to supervise their friends. then, if there any students that not use english in my english class for example late in my class, an excuse to teachers, want to borrow the pen or rubber with their friends, and if they did not use english in speaking so that students that become police will taking notes, police girls noted the girls and police boy noted the boy and report to me.” (i/1/ta/41) “using rewards such as good and bad stars, it was very motivating for my students. because children prefer to get a compliment or reward in their learning.” (i/1/as-f/47) “ my students sometimes forget about using english in my class, therefore i always motivated and invite my students to remind each other, for example by saying ‘hey, later your star will be removed loh by mam indri’ like that. (i/1/ta/56) ‘but, that day if i saw my students did not do wrong so i put star for them and if they good or dominant in speaking english so i will add a star for them who active” (i/1/ta/56) based on the data obtained from interviews, the teacher prefers to use the police of english and giving stars to gain a student’s interest in learning. this technique highly motivated students because, using the rewards such as stars will motivated students to compete with others, in this case, is in positive things such as to speak english, help their classmates, be polite, etc (i/1/as-f/47). moreover, using a star as a reward making my students easier to speak english fluently because they will be reminded by their friends (i/1/ta/56). this is in line with the statements of the previous study (dhand, 1990) that the use of rewards is to increase students participation in learning, provide them the external motivation and raises student’s pride when learning. furthermore, motivation is important in learning that may change student's moods in learning. drilling is a technique that has been used in learning a second/foreign language for many years. according to kartikasari, arifin, & salam (2015) stated that this technique is a model of the audiolingual method which emphasizes structural pattern through an oral drill. moreover, they explained that drill helps learners to develop quick, automatic responses using specific formulaic expressions or structures. it means drilling techniques help learners to develop speaking skill. one type of drilling that is quite popular is repetition drills, this technique is used to familiarize students quickly with the structures of expression (doff as cited in kartikasari, et al., 2015). moreover, in a repetition model, “the teacher says the model (words a teacher’s perspective on the techniques of teaching speaking to young efl learners| 141 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 and phrases) or from a tape or another student in the classroom and the students repeat what is heard”, it is known as the simplest drilling in learning language patterns (tice, as cited in kartikasari, et al., 2015). it means the repetition model facilitates learners to practice speaking oftenly. “ in my experience in teaching speaking to young learners, the most challenges in teaching them are the way to read or pronounce words. sometimes because their ages still very young, they often forget the pronounce of the vocabulary such as ‘ buk’ they read ‘bok’. if we learn to recite al-quran in our home, our parents can murajaah us, but not with english with the majority of people in indonesia using bahasa indonesia as mother tongue and sometimes using region language to speak daily. so, the practice of english at home is still rare, therefore one of the ways to practice and drill their english is in the school environment by repetition drill technique (i/1/as-a/59). “ in the drilling practice for the conversation we ask them to pair in work and then i have taught about how to write and speak it, and then i have to drill them 4 times, then i invited pairs to go to the front of the class and practice it if they can speak it correctly so i will give them a score such as fluency is oke (i/1/asf/84) “ in my practicum, one of the ways is we give them an understanding of how to read it, after that they will repeat it” (i/2/ti/102) in the teaching speaking by using repetition drill as a technique, the teacher found that the most challenging in teaching young learners are the way to read or how to pronounce words, therefore the teacher uses the repetition drill technique to overcome the barriers in teaching speaking. and then in drilling practices, firstly the teacher gives the students understanding the materials first and divides them into pairs, after that the teacher will drill them around 4 times and then the teacher will invite students to practice it with their pairs in front of the class. (i/1/as-f/84) from the discussion above, the researcher concludes that in facing young learners, the preparation was important to help the teacher to be able to conduct the learning process according to the learning objectives. that preparation may include a lesson plan, materials, and media, assessment, and the most important thing that teachers must understand the student's needs. besides sharing experiences about techniques in teaching speaking to young learners, the teacher also shared her experiences strategies to overcome the barriers on teaching speaking to young learners. the use of strategies was very helpful for the teachers before doing the 142 | a teacher’s perspective on the techniques of teaching speaking to young efl learners p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 learning process. this is a line with the previous study, stated in liyaningsih (2017) that strategies is an effort to achieve success goal. there were some strategies to overcome the barriers in teaching speaking for young learners based from a teachers perspective, such as: if there were any students making mistakes, so the teacher will repeat and asked it again to the students, such ‘what did you say jo?, and then when the students feel difficult when understanding the language so the teacher will translate it into bahasa indonesia (i/1/asa/61). the most important strategies to overcome the barriers in pronounce words is by using repetition technique to drill the students (i/1/as-a/59). and the last to overcome the barriers in teaching speaking to young learners are; first, teachers must communicative and fun in learning, second, the teacher can not be fierce to the student and must be patient, especially dealing with young learners, third, the teacher must understand the students need, the teacher doesn’t have to understand all of students needs, but at least teacher knows the character of students. (i/1/ta/66). if they made mistakes in class, the teacher did not allow to judges students' fault but slowly giving them an understanding (i/1/as-a/67). conclusion from the findings, prominent technique is identified in handling the barriers in speaking for young learners : a combination of repetition drilling , translation, and the police of english and getting good stars as a reward perceived by the teacher scaffold young learners’ learning process in efl speaking. it is recommended that the teacher’s best practice in implementing a wide range techniques be sustained in supporting young learners learn how to speak in english. for the english teacher in class, although teaching english speaking for young learners is challenges and a little difficult in handling them than adults, the teacher must keep the spirit in teaching english to children because it is important for their futures, of course, along with the development of the advance era, english use to international language communication. then the most important thing that the teacher must understand the student's needs because each student has a special ability and characteristic and also they are different from adults. therefore, the planning of the strategies in teaching is important in order to achieve the learning objectives. for other researchers who want to research teaching speaking techniques for young learners, the results of the study can be used as additional references, especially in the context of international islamic-based curriculum primary school. a teacher’s perspective on the techniques of teaching speaking to young efl learners| 143 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 acknowledgments the authors would like to thank sd islam terpadu nusawungu, cilacap for giving the authors the opportunities to learn and discuss techniques in teaching speaking for efl young learners. we hope the knowledge spread by our do-the-diligence process from the pure curiosity and willingness to learn of the first author will be beneficial for the readers. the authors would also like to thank the thesis examiners that give valueable feedback on the thesis defence of this manuscript.. references bachman, l. f., & palmer, a. 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(2019). adopting various strategies and techniques to improve speaking skills among young efl/esl learners. journal of english language and literature (joell). vol.6 issue 1 2019. https://doi.org/10.33329/joell.61.182 https://www.academia.edu/20418965/teaching_techniques_for_modern_teachers_of_english_2013_full_text_ https://www.academia.edu/20418965/teaching_techniques_for_modern_teachers_of_english_2013_full_text_ https://doi.org/10.33329/joell.61.182 30 | the role of teachers in increasing the reading interest of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 the role of teachers in increasing the reading interest of elementary school students syafira1, febrina dafit2 1universitas islam riau, indonesia 2universitas islam riau, indonesia 1syafiralala52@gmail.com , 2febrinadafit@edu.uir.ac.id abstract the teacher's role is important in increasing students' reading interest, this is because students tend to prefer playing with peers rather than reading books, especially in the modern era students use gadgets. when online, students use gadgets more often, so students prefer to play games and tick-tock rather than reading. the purpose of this study was to describe the teacher's role in increasing the reading interest of grade 3 students at sd negeri 42 pekanbaru, to describe the teacher's obstacles in increasing the reading interest of grade 3 students at sd negeri 42 pekanbaru. the research method uses descriptive qualitative research. research subjects are teachers and school principals. data collection uses observation, interviews and documentation techniques. the results of this study indicate that the role of teachers as creators, facilitators, motivators, evaluators and dynamicators is very important to increase the reading interest of elementary school. the obstacle is that the teacher still has not carried out several roles such as the teacher has not carried out his role as creator, evaluator, dynamist completely, this is due to limited face-to-face learning, for the role of the teacher as facilitator and the teacher's role as motivator has been implemented. keywords:teacher's role, reading interest, primary school introduction the term interest in the big indonesian dictionary is defined as a high heart tendency towards something, passion, desire. interest is one of the psychological aspects that can affect individuals in carrying out activities. interest is a desire that arises from within a person to try to get it, interest is very closely related to a person's personality, feelings and emotions. with interest, someone will continue to try to achieve it even though it takes a lot of effort(ajat, r., 2020). reading is a window to the world to find out various information that we do not reach. reading has an important role in education and is useful for people's lives, someone who likes to read has broader insight and intelligence and has various thoughts and considerations to carry out daily activities (darmadi, 2018). reading interest is a high desire or willingness to read. reading interest is the ability of humans to communicate with themselves to take the meaning contained in writing so as to provide emotional experiences as a result of deep attention to the meaning of reading (elendiana, 2020). based on this opinion, it can be concluded that interest is not something that someone just has. interests can grow and be developed. interest does not just exist in a person but arises because of experience and efforts to develop it. interest arises because of attraction mailto:1syafiralala52@gmail.com mailto:2febrinadafit@edu.uir.ac.id the role of teachers in increasing the reading interest of elementary school students | 31 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 from outside and also comes from the heart. interest is basically the acceptance of a relationship between oneself and something from outside oneself. the stronger the relationship, the stronger the interest. interest in reading is the most basic thing that someone needs to have when carrying out education. education is a conscious effort to humanize humans, or to civilize humans. education is a process of socialization towards intellectual, social, moral maturity in accordance with the capabilities and dignity as human beings. through education a person can improve his life for the better in terms of knowledge and attitude.(ramayulis, 2015). in terms of education, someone who likes to read will have extensive knowledge of his reading books and he will be smarter in academic terms because he knows many things. before arriving at the ability to read, a person needs to have an interest in reading. interest in reading will be the basis for the success of reading activities (taylor, 2020). if a person does not have a great interest in reading, then whatever reading material he reads will be in vain. this is because he does not read on his own interests or activities that he likes. and vice versa if reading activities are based on his own desires, it is likely that he will experience effective reading activities. it's a shame if someone doesn't like reading or has low reading interest. based on the research "most littered nation in the world" by central connecticut state university (ccsu) in 2016, indonesia is ranked 60th in reading out of 61 countries. this situation encourages an emphasis on reading culture in all indonesian people, especially students, with this the teacher's role is needed in increasing students' reading interest. interest in reading will grow when someone always reads books to broaden their knowledge or read books for personal enjoyment, there is still low interest reading, reading interest needs to be developed or improved again so that students can understand the meaning of what is read(rintang et al., 2021). students who have low interest in reading are difficult to understand the ongoing learning. learning is a form of human effort that is important and complex (zein, 2016). learning in schools today has changed to distance learning. this learning is completely dependent on digital content. this digital content fully uses electronic devices as a means of access. this is also a problem for elementary school age children. they have not been able to fully use mobile phones wisely for the purposes of reading activities. therefore, the reading activities of elementary school students are disrupted. it is undeniable that we are already in the phase of dependence on cellphones and all the ease of information we get. however, for elementary school students, this will adversely 32 | the role of teachers in increasing the reading interest of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 affect their reading interest. moreover, in the modern era, reading content is not practical for elementary school students to see compared to visual content. this visual content is growing very fast, for example, tik tok and youtube. if an elementary school student is already only able to absorb issues from visual content, then he or she will have difficulty if they have to deal with reading books. however, reading skills are core skills in students' literacy skills. reading can awaken the imagination and train the brain to always think. in contrast to visual content that already presents images/videos. in other words, the portion of students' imagination and thinking has been reduced because of the visual limitations presented. if this continues, it will result in a decrease in the reading interest of elementary school students. therefore, it is important for the teacher to play a role in increasing students' reading interest the teacher's role in increasing students' reading interest is the teacher's role as a creator, the teacher's role as a facilitator, the teacher's role as a motivator, the teacher's role as an evaluator and the teacher's role as a dynamicator.(rintang et al., 2021). the teacher's role in reading is very influential, there needs to be patterned, planned, guided, consistent and evaluation activities. the pattern in question is the need for a design before carrying out reading activities, then planning what is meant is that with a plan from the beginning that has been made, reading activities will be more directed and clear in accordance with the objectives, guided means the teacher always provides guidance to students who are still lacking in interest read it. consistent is systematic or structured to carry out all activities according to the plans that have been made at the beginning, and evaluation, namely prioritizing the results of the plans that have been determined at the beginning. (muhsyanur, 2019) based on an interview in may 2021 with the deputy principal of sdn 42 pekanbaru, mrs. ria anggraini, s.pd, the results of the interview were that students at sdn 42 pekanbaru still had low interest in reading, this is because students tend to prefer playing with peers rather than reading books, especially in today's modern era students who use mobile phones. when online like this, students use cellphones more often, such as playing games and playing tik tok instead of reading, even though at this elementary school age students are better at reading because early childhood has good memory. based on the betaking background above, it is necessary for the teacher's role to increase students' reading interest, researchers are interested in taking the title teacher's role in increasing elementary school students' reading interest. the role of teachers in increasing the reading interest of elementary school students | 33 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 the purpose of this study was to describe the teacher's role in increasing the reading interest of grade 3 students at sd negeri 42 pekanbaru, to describe the teacher's obstacles in increasing the reading interest of grade 3 students at sd negeri 42 pekanbaru. method this research is a qualitative research with a descriptive approach. this research was carried out at sd negeri 42 pekanbaru in 2021. qualitative data analysis was to find, compile, describe, select, and organize data systematically obtained from interviews, field notes and other materials so as to obtain conclusions which is easy to understand by yourself and others (sugiyono, 2015). data collection using observation, interview and documentation techniques(sukmadinata, ns, 2011). data analysis used miles and huberman analysis technique which includes data reduction, data presentation and conclusion drawing. the research instruments used are interview sheets and obsevation sheets. the indicators of the instrument to be studied are: the role of the teacher as creator, facilitator, motivator, evaluator, and dynamist. the data sources used in this study are divided into two, namely primary data and secondary data. premier data is data obtained or collected by researchers directly from the data source(nofrizal, 2019). sources of data from premier data, namely the principal, grade 3 teacher. secondary data is data obtained or collected by researchers from various existing sources. secondary data can be obtained from various sources. sources of data from secondary data are documents related to increasing students' reading interest. the research was conducted in october 2021. table 1. instrument of obsevation sheet and interview no. indicators and sub-indicators teacher headmaster 1. 2. teacher's role as creator a. creative reading activities 1 1 b. holding a competition 2 2 teacher's role as facilitator a. reading books 3 3 b. table 4 4 c. chair 4 4 d. lighting 4 4 teacher's role as motivator 34 | the role of teachers in increasing the reading interest of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 3. 4. a. give motivation 5 5 b. giving praise 6 5 c. giving gifts 7 6 teacher's role as evaluator 5. a. . weekly/monthly evaluation 8,13,15,16,17 7, 8, 9, 10, 11 b. asking questions related to reading material 9 c. hold activities to retell books that have been read 10 the teacher's role as a dynamizer a. reading schedule 11 b. implement a program to increase reading interest 12, 14 results and discussion results the research was conducted in the third grade of elementary school, using interview, observation and documentation data collection techniques, getting the results of the research, namely the first role of the teacher's role as a creator, creative activities such as literacy have not been fully implemented, due to limited study time, teachers do not create other reading activities. . the second role is the role of the teacher as a facilitator, the teacher has carried out his role as a facilitator, as evidenced by the presence of chairs, tables, adequate lighting equipment in the classroom, as well as the existence of a reading corner and library. however, there are not many interesting reading books available in the library, so teachers and principals need to add interesting story books. the third role is the role of the teacher as a motivator, the fourth role is the role of the teacher as an evaluator, the teacher has not carried out this role fully, carried out the evaluator every month before the corona virus, when face-to-face learning was limited, the evaluator was carried out when the language learning process took place, not every month. the fifth role is the role of the teacher as a dynamist, the teacher has not carried out this role fully. at the time before the corona, the school had a special schedule for reading so that students read books on an ongoing basis every day. the literacy program cannot run well because of the corona virus. students only read during the language learning process. the role of teachers in increasing the reading interest of elementary school students | 35 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 the constraints on the teacher's role in increasing student interest in reading at sdn 42 pekanbaru are the first role of the teacher as a creator, the limited time for teaching and learning, the teacher still has not carried out a reading competition between classes at sdn 42 pekanbaru, there is no variation in reading methods such as not exchanging finished story books. read, there is no reading report assignment, so the teacher does not know how the reading progress is whether the students actually read the book at home or not, then the second obstacle is the teacher's role as a creator, namely reading books for students are still lacking, then the third obstacle is the teacher's role as a motivator that is, no problems. then the fourth obstacle is the teacher's role as an evaluator, namely there are two teachers who do not carry out evaluations to increase students' reading interest this is due to the limited learning time, furthermore, the fifth obstacle is the teacher's role as a dynamist, namely the teacher only reminds students to always read, but there are still students who are lazy to read at home, do not try to take advantage of their free time to read books due to limited learning time and carry out reading activities as a dynamist only during language learning so that students do not read every day continuously. discussion 1. the role of teachers in increasing students' reading interest a. teacher's role as creator based on the results of the study, the role of the teacher as a creator cannot be fully implemented because at this time student learning is limited to only 3 hours, so the role of the teacher as a creator to increase students' reading interest is still lacking. various ways have been done by teachers to grow and improve students' creativity in reading activities. the first teacher stated that in the limited face-to-face learning process the teacher asked students to always read at home during their free time, whether it be textbooks, novels, short stories, etc. through the whatsapp group. meanwhile, when the learning process is face-to-face, grade 3 students are only ordered to read textbooks at school because of the limited learning time in this pandemic situation. the lack of the teacher's role as a creator to grow / increase students' reading interest has not been fully implemented. the second teacher stated that during face-toface learning and online learning at sdn 42 pekanbaru, he never took part in inter-school reading competitions or inter-class reading competitions such as reading poetry, rhymes, folklore, etc. the third teacher stated that only one to five people read during language learning so they did not use varied reading techniques such as not swapping story books that had been read 36 | the role of teachers in increasing the reading interest of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 so as not to inspire students' enthusiasm to read. furthermore, the fourth teacher stated that there was no reading report assignment, such as what books have been read, how the contents of the books are according to students' opinions, how many books have been read, when were the books read etc. having a reading competition between classes is a good thing for students to increase their interest in reading, because students can be motivated and take responsibility for winning the competition (hayani, 2017). the role of the teacher as a creator is that the teacher plays a role in creating reading activities, with the creation of reading activities can make students excited, interested and not bored to read books. the teacher is able to develop an atmosphere so that students are interested in reading (rintang et al., 2021). b. teacher's role as facilitator based on the results of the study, using interview, observation and documentation data collection techniques, the teacher's role as a facilitator seems to have been implemented. the first teacher stated that he had provided good facilities such as a library and reading corner to increase the reading interest of elementary school students. then the second teacher stated that complete learning support books were available in the library, but for other books such as novels, folklore, short stories, only a few were available. the third teacher stated that for table, chair, and lighting facilities, the school has provided the best and adequate facilities, so that with adequate facilities students can read comfortably because this is the main factor, students must be comfortable before being able to read well and correct. students are comfortable reading with desks, chairs and adequate lighting. the fourth teacher stated that the facilities in the library such as tables, chairs and lighting equipment were adequate for students to read in the library and there was even air conditioning (ac) in the library so that students were comfortable reading in the library. the library is the main facility to increase students' interest in reading. by visiting the library as a way to cultivate students' reading habits(mansyur, 2019). there is a reading corner for students to read during breaks, but during the covid-19 pandemic, the student reading corner is not used like a face-to-face school. the existence of a reading corner (reading corner) is a form of habit so that students are diligent in reading(saadati & sadli, 2019). the role of the teacher as a facilitator is the teacher's role in providing physical facilities so that students are enthusiastic about reading books that are already available. the teacher makes it easy for students to read, the teacher provides interesting and varied books to read in the library (rintang et al., 2021). the role of teachers in increasing the reading interest of elementary school students | 37 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 c. teacher's role as motivator based on research that has been done using interview data collection techniques, observation and documentation of the teacher's role as a motivator, it seems that it has been implemented. giving motivation and praise is very important for teachers to do to increase students' interest in reading, giving motivation and praise to students will make students more enthusiastic about reading. the teacher gives motivation about the importance of reading to students during the learning process, such as telling a scientist named thomas alva edison, the inventor of the light bulb who likes to read books, so that by telling scientists who like reading can make students interested in reading books. giving motivation is the main thing that needs to be done. the motivation given as the first teacher gave the motivation "children, if you want to be successful, your children must read a lot of books to gain knowledge". then for the second teacher to provide motivation such as "reading a lot of books makes you know a lot of information about anything and can make you a smart person", the third teacher provides motivation such as "a person who acts and reads a lot will see and know a lot". the fourth teacher gave motivation such as “reading is the most basic tool to achieve a better life”. then the teacher gave praise to the students. with the provision of praise, students will be enthusiastic to read books, so that students continue to read books every day and students feel that they get attention from the teacher. furthermore, the teacher does not give gifts to students. it's just that the teacher gives praise to students and provides motivation so that children are enthusiastic about learning. students get compliments like "wow, you read the book very well". motivation is an influential thing for reading interest because students' reading interest is influenced by encouragement from the teacher, if the teacher does not provide motivation it will have an impact on low reading interest (periyeti, 2017). the teacher provides motivation in the form of words that encourage students to read such as telling stories of inspiration to scientists who like to read. the role of the teacher as motivation is that the teacher gives encouragement to students to read, the teacher encourages so that motivation grows in students to read(rintang et al., 2021). d. teacher's role as evaluator based on research that has been carried out using interview data collection techniques, observations and documentation of the teacher's role as evaluator has not been fully implemented. carrying out an evaluator every month before the corona virus, during limited face-to-face learning, the evaluator is carried out during the language learning process. what the teacher does to assess whether students already have a good reading interest or not is that 38 | the role of teachers in increasing the reading interest of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 the first teacher asks questions related to the reading material that students read so that students can be responsible with the books they have read, only a few students can do it not all of them because of limited time. students who like to read or have a good interest in reading will be able to answer questions about the lesson or about the fiction book they read. the second teacher asks students to retell the books they have read according to their own understanding, only some students can do it, not all of them because of limited time, retelling the books they read can train students' memory and absorption. students who have an interest in reading can tell the books that have been read from beginning to end, there are also students who tell the main part and students who do not have an interest in reading only tell the books that they remember. there are some students who like to read the books they like and only read the textbooks that will be studied tomorrow. some students prefer to play games on their cellphones or play with other friends rather than reading books at home, the teacher's role is to make an evaluation of the students' reading results. the teacher is able to evaluate if there are still students whose reading interest is still low(rintang et al., 2021). the existence of an evaluation can find out how to correct students' mistakes in reading, make it easier to understand reading and can increase reading interest (sananta, 2019). e. the teacher's role as a dynamist based on the research that has been carried out the role of the teacher as a dynamist has not been fully implemented. at the time before the corona, the school had a special schedule for reading so that students read books on an ongoing basis every day. reading schedule for grade 3 students (students who come in the morning), in the morning read a book 15 minutes before learning, then at break time when there is free time, as well as grade 3 students who come in in the afternoon continue to read. when face-to-face learning is limited, it has not been fully implemented, because it only focuses on pursuing learning material. there was a literacy program before the corona to increase students' reading interest, the literacy program could not run well because of the corona. students only read during the learning process but have not fully implemented literacy. the first teacher only reminded students to always read books at home, but students were still lazy to read at home due to the lack of awareness of students to always read at home. the second teacher only told students to always read together with their mothers at home so that students were more enthusiastic about reading when accompanied by their parents, but parents were busy working so they could not accompany their children to read even though they only read fairy tales. meanwhile, the third teacher did not take the time to the role of teachers in increasing the reading interest of elementary school students | 39 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 read such as not reading at the beginning of the lesson, did not take the time to read during breaks, then the fourth teacher carried out reading activities as a dynamist only during language learning, and only a few students read books. all in limited study time. lack of self-awareness of students to read at home or at school (rachman et al., 2018). interest in reading is determined by the family factor of parents who set aside their spare time to read with their children, giving priority to buying books rather than buying toys.(amelia & kurniaman, 2020). the teacher's role as a dynamist is the teacher's role so that reading becomes dynamic, meaning dynamic, namely activities that are carried out continuously, and remind students to read every day.(rintang et al., 2021). 2. teacher obstacles in increasing elementary school students' reading interest a. the teacher's role as creator based on the results of the research that has been done, the researchers found obstacles in increasing the reading interest of elementary school students. the first obstacle for teachers is the limited time for teaching and learning, so teachers still have not carried out their role as creators during literacy activities in the classroom. the second teacher's obstacle is that the teacher still has not carried out a reading competition between classes at sdn 42 pekanbaru, so that students are not motivated to read books. the third teacher's obstacle is that there are no variations in reading methods such as not swapping story books that have been read. the obstacle experienced by the fourth teacher is that there is no reading report assignment, so the teacher does not know how the reading progress is whether students actually read books at home or not. b. the teacher's role as creator based on the results of the study, researchers found obstacles such as reading books for students were still lacking so that principals and teachers needed to add some interesting reading books so that students often read in class or in the library, students who often read any books in class or in the library could increase / grow students' reading interest. c. the teacher's role as a motivator based on the results of the study, there were no obstacles encountered by the first teacher, second teacher, third teacher and fourth teacher. the teacher is always a motivator for students because the teacher always motivates students every time they are going to do learning, because with motivation in the form of words they can foster enthusiasm from within students to read. 40 | the role of teachers in increasing the reading interest of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 d. the teacher's role as an evaluator based on the research, the researchers found obstacles, namely the third teacher and fourth teacher did not conduct evaluators to increase students' reading interest because the teacher was more focused on pursuing learning material that was left behind and limited learning time during face-to-face learning is limited at this time, while the first teacher evaluates by how to ask questions about reading materials that are read by students, but only for a few students due to limited learning time, while the second teacher conducts evaluators such as retelling books that have been read by students but only for a few students due to limited learning time. the evaluator/evaluator really has an impact on students' reading interest, the teacher should evaluate the reading material that students read. e. the teacher's role as a dynamist based on the research, the researcher found that there were teacher obstacles when increasing students' interest in reading, as the first teacher only reminded students to always read, but there were still students who were lazy to read at home. the second teacher also only asked students to read together with their parents at home so that some students did not read at home because their parents were busy working. furthermore, the third teacher did not try to take advantage of the free time to read books due to the limited learning time and the fourth carried out reading activities as a dynamator only during language learning so that students did not read every day continuously. conclusion based on the results of the research above, it can be concluded that the teacher's role in increasing the reading interest of elementary school students at sd 42 pekanbaru. the role of the teacher as a creator is that the creation of reading activities has not been fully implemented due to the corona virus and the teacher has never conducted an inter-class reading competition at all, there are no varied reading methods and do not make reports on student reading books. the teacher's role as a teacher facilitator has provided facilities such as a reading corner and a library, but regarding fiction reading books, it is still inadequate, for facilities such as tables, chairs and lighting devices are adequate so that students are comfortable when reading. the teacher's role as a motivator, is carried out by the teacher by giving words of motivation or praise to students but not giving gifts to students for fear that later students will read books, they just want to get prizes and tell inspiring stories of famous figures who read books, so that students can make students feel good. interested in reading books. the teacher's the role of teachers in increasing the reading interest of elementary school students | 41 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 role as an evaluator, during face-to-face learning evaluates students once a month but during face-to-face learning is limited to evaluation only during language learning. the teacher's role as a dynamistduring face-to-face learning, there is a special schedule for reading so that students read books on an ongoing basis every day. the reading schedule is in accordance with literacy activities such as always reading books in class at the beginning of learning, during breaks there is reading in the reading corner. at the time of limited face-to-face learning, it had not been fully implemented because it only focused on pursuing learning material. obstacles to increasing student interest in reading at sdn 42 pekanbaru are mostly due to limited faceto-face learning, teachers do not have much time to carry out daily literacy in class, teachers carry out literacy only during language learning, this is because teachers only focus on pursuing learning materials. based on the conclusions above, to increase students' reading interest, the advice that the researcher gives to school principals is to increase the number of fiction and non-fiction books in the library and in the reading corner. my advice to teachers is to make reading competitions in the classroom interesting for so that students are enthusiastic about reading, teachers should make creative ways to try to re-run literacy in the classroom. acknowledgments the researcher would like to thank parents for the constant support, motivation in the form of moral and psychological, so that researchers do not feel discouraged when carrying out and completing this research. the researchers thank mrs. hj. titien sumarni, s.pd., mm as principal of sd negeri 42 pekanbaru, mrs. ria anggraini, s.pd as deputy principal of sd negeri 42 pekanbaru, mrs. sasmawita, s.pd, mrs. elizarti, s.pd, mrs. elfira, s.pd and mrs. riyal, s.pd as class teachers who have helped me in this research. the researchers thank the research supervisors, namely mrs. febrina dafit, s.pd., m.pd. because they always provide direction, suggestions and input to researchers so that the completion of this article is achieved. references ajat rukajat, dan s. m. (2020). upaya guru dalam membudayakan minat baca pada anak usia dini melalui media visual (studi deskriptif di tk al-falah sucinaraja kecamatan sucinaraja kabupaten garut). hawari jurnal pendidikan agama dan keagamaan islam, 1(1), 36–37. 42 | the role of teachers in increasing the reading interest of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 amelia, t. u., & kurniaman, o. (2020). primary : jurnal pendidikan guru sekolah dasar volume 9 nomor 1 | februari 2020 doi : http://dx.doi.org/10.33578/jpfkip.v9i1.7565 factors affecting of interest of reading students in sdn 125 pekanbaru primary : jurnal pendidikan guru sekolah dasar volume . 9(february), 29–40. darmadi. (2018). membaca yuk strategi menumbuhkan baca pada anak sejak usia dini. lampung : guepedia elendiana, m. 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(2016). peran guru dalam pengembangan pembelajaran. jurnal inspiratif pendidikan, 5(2), 274–285. http://journal.uin-alauddin.ac.id/index.php/inspiratifpendidikan/article/view/3480 infinity types of literacy learning in early grades: what does the teacher do? | 159 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 types of literacy learning in early grades: what does the teacher do? susan maulani1, bachrudin musthafa2, vismaia s. damaianti3, mubiar agustin4 1universitas islam nusantara 2universitas pendidikan indonesia 3universitas pendidikan indonesia 4universitas pendidikan indonesia 1maulani5@upi.edu, 2dinmusthafa@upi.edu, 3vismaia@upi.edu, 4mubiar@upi.edu, abstract literacy has become a major component of learning. in early elementary schools, children must be taught early reading skills to build a higher grades literacy foundation. the teacher determines literacy learning performance in the classroom because it plays a vital role in the front line of learning. the main objective of this research was to describe the process of learning literacy in elementary schools. this study used a survey method involving five principals and thirty elementary school teachers. interviews were used as instruments to describe literacy learning in elementary school. data obtained from the field were tabulated and presented. this study showed that the methods or models and learning media used by the teacher were different. the teacher had also shown an effort to increase children's motivation in participating in literacy learning. keywords: early literacy, early grade elementary school, elementary school teachers. abstrak literasi menjadi komponen utama dalam pembelajaran. di sekolah dasar awal, anak-anak harus diajari keterampilan membaca awal untuk membangun fondasi literasi di kelas-kelas selanjutnya.. guru menentukan keberhasilan pembelajaran literasi di kelas karena guru berperan vital di garda terdepan pembelajaran. tujuan utama dari penelitian ini adalah untuk mendeskripsikan proses pembelajaran literasi di sekolah dasar kelas awal. penelitian ini menggunakan metode survei yang melibatkan lima kepala sekolah dan tiga puluh guru sekolah dasar. wawancara digunakan sebagai instrumen untuk mendeskripsikan pembelajaran literasi di sekolah dasar. data yang diperoleh dari lapangan ditabulasi dan disajikan. penelitian ini menunjukkan bahwa metode atau model dan media pembelajaran yang digunakan guru berbeda. guru juga telah menunjukkan upaya untuk meningkatkan motivasi anak dalam mengikuti pembelajaran literasi. kata kunci: literasi awal, sekolah dasar kelas awal, guru sekolah dasar. introduction early literacy is viewed as essential in life because an individual's awareness will increase through reading and writing. at this point, the child will typically be exposed to sounds and letters that construct words, phrases, or sentences. literacy is strongly linked to reading since reading is the key to understanding all science. this demonstrates that reading has a crucial role to play in life. the study's findings showed that children with good reading skills in the early grades of primary school have good reading skills and are prepared to learn in subsequent grades. beck & mckeown (2007) observed that a student who was a strong reader mailto:3vismaia@upi.edu mailto:3mubiar@upi.edu https://eric.ed.gov/?ti=elementary+school+teachers 160 | types of literacy learning in early grades: what does the teacher do? p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 in the younger elementary school would become a strong reader in higher grades. early literacy is the initial step in literacy development, reading, and writing concepts (roskos & neuman, 2014). in elementary school, children (grades 1-3) learn to read. children develop knowledge about the alphabet principles and gradually improve their skills in word recognition, fluency in reading, and reading strategically for understanding. early literacy includes phonemic awareness, phonics, fluency, vocabulary, and reading comprehension (armbruster et al., 2010). phonological awareness has proven to be a critical predictor of reading words and spelling in children. children's comprehension that spoken words can be broken down into smaller units (syllables and phonemes) are the foundation for reading and spelling in languages with an alphabet writing system. reading fluency is defined as the ability to read quickly, accurately, and with the right expression, and also includes three main components, reading speed, accuracy, and prosody ( kuhn & levy, 2015; elhassan et al., 2017). on the other hand, children who have poor reading skills in the early grades will have difficulties and will be left behind in other study fields. children who are deficient in early grade reading have an approximately 88% chance of being slow readers in the fourth grade and have an approximately 88% risk of becoming weak readers. grigg et al. (2010) also explained that delaying early reading development also explained that delaying early reading skills could affect vocabulary growth, change attitudes, and encourage children to read. the environment plays an essential role in this case (day et al., 2015). literacy survey in indonesia which was developed by the ministry of education and culture education center, which is named after the indonesian student competency assessment (indonesian national assessment program, abbreviated as inap) ministry of education and culture, indonesian national assessment program (inap) results (2016). inap is equivalent to pirls to measure fourth grader students' ability in mathematics, science, and reading. the results of the 2016 action survey showed that the national reading ability of the excellent category was just 6.06 percent, in the low category reaching 46.83 percent and the good category 47, 11 percent and in west java in the excellent category only 8.97 percent, in the low category it reached 42.8 percent and the good category 48, 23 percent. interpreting the results of an international survey and a national survey the director-general of primary and secondary education of the ministry of education and culture issued permendikbud number 23 of 2015, which included the national school literacy movement (gls) through 3 stages of activities, namely (1) habituating, routine reading activities every day without bills, (2) development, literacy education activities in schools as extracurricular with specific bills, (3) https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=2ahukewim2fc9tbxfahwzzmekhcxvddiqfjaaegqibrab&url=https%3a%2f%2fpuspendik.kemdikbud.go.id%2finap-sd%2fkategori&usg=aovvaw3hm_u_vrt_ep6uw0rck5rb types of literacy learning in early grades: what does the teacher do? | 161 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 learning. from this policy, every phase of teaching and learning activities in schools should be dominated by literacy activities (permendikbud number 23, 2015). the excellent development of children's literacy skills depends on the teacher. wolf et al. (2018) suggesting the most influential factor in assessing the quality of children's learning reading skills is the teacher's capacity to provide successful reading learning. according to (tompkins et al., 2014) there are three abilities that teachers must have in developing reading learning. first, a teacher as a learning designer must have the ability to plan teaching and learning experiences to be effective and productive. therefore, the teacher must consider the child's development so that the learning provided corresponds to the stage of child development. second, a teacher as a learning manager must organize literacy learning and have expertise in managing the whole learning process by creating an exciting learning environment to take part in learning with interest and comfort. third, a teacher as an evaluator of student learning means that each teacher must evaluate learning with various evaluation tools, so students do not feel bored. it is also important to remember how children learn and learn reading since it can directly affect children's literacy skills. wortham (2006) explains that a child's literacy skills' performance depends on the type of experience provided. one of the achievements in learning in the classroom is decided by a teacher, a teacher who plays a very important role as a leader in learning. based on the data above, the researchers focused on literacy learning in elementary schools and what habituation conducted by the elementary school teachers, especially for younger elementary students. how do children learn? according to bruner (1965) children learn through three stages of learning that are determined by the way they look at the environment, namely: (1) enactive stage, a person performs activities in his efforts to understand the surrounding environment, meaning that in understanding the world around him children use motor knowledge. for example, through bites, touches, handles, and so on. (b) iconic stage, a person understands his objects or world through pictures or verbal visualization. that is in understanding the world around which children learn through forms of imagery (appearance) and comparison (comparison). (c) symbolic stage, a person has been able to have abstract ideas or ideas strongly influenced by his language and logic ability. understanding the world around them children learn through symbols of language, logic, mathematics and so on. the communication is done by using many symbol systems. the more mature a person is in his thought process, the more dominant the 162 | types of literacy learning in early grades: what does the teacher do? p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 symbol system. even so it does not mean no longer using an active and iconic system. the use of media in learning activities is proof of the need for an active and iconic system in the learning process. how do children acquire language in their wholeness? musthafa (2014) explains that various current literacy theories believe that children are active constructors of meaning. experts suggest that reading, writing and oral language develop in line and are related in a literal environment. empirical research into children's reading of readings in their environment shows that children begin to realize the function of written symbols from around three years of age. in pre-school children who play pretend to read books, they indicate that kindergarten-age children have inner knowledge about the social use of various forms of text. how children learn and learn literacy is very important because it will greatly affect children's literacy abilities. (wortham, 2006) explain that how successful the child gets literacy depends on the type of experience provided. one of the success of learning in the classroom is determined by the teacher, the teacher as the spearhead of learning plays a very important role. whether or not the development of children's literacy skills is successful depends on the teacher. teachers need to learn through various research-based teaching techniques that will support children's language development and literacy. based on the data above, the writer focuses his research on typical literacy learning in primary schools and habituation of elementary school teachers, especially for early grades. method research design the method used in this research is survey method. according to scheuren, the word survey is chiefly spelt out as a method of collecting data from a sample of individuals. the survey is a process consisting of several steps linked to each other. similarly as the other data collection methods, this process also begins with defining the objectives followed by choosing a survey frame and deciding the sample design (glasow, 2005). the survey method was used in this study because the researcher intends to find out various types of literacy learning in elementary schools, especially in the early grades. types of literacy learning in early grades: what does the teacher do? | 163 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 research locations and participants the location of this research was conducted in the area of bandung city, west java province. respondents who were sampled in this study were five principals and thirty elementary school teachers in the early grades. respondents were selected based on recommendations from the bandung city education agency. table 1. the participants data participants percentage gender male 10 female 90 teaching experience 1-5 years 16.6 6-10 years 3,3 11-15 years old 26.6 16-20 years 10 20-25 years 6.6 25-40 years old 36.6 certified certified 52 not certified yet 88 research procedure this research was carried out with the following steps. (1) analysis of field conditions related to literacy learning analysis of field conditions was carried out by discussing with two lower grade elementary school teachers in the city of bandung. at this stage, the researcher discussed the learning model used for literacy learning and the devices used to support learning. (2) literature review after obtaining initial data from the results of discussions with early grade teachers, the researchers conducted a study of theories related to literacy learning and models that can be used in literacy learning, especially in elementary schools. this theoretical study was conducted to obtain various references in making research instruments. (3) making research instruments or related questionnaires program and literacy activities at this stage, the researcher developed a research instrument in the form of questions related to literacy learning activities and the learning model used by the teacher. this instrument is prepared based on theoretical studies and the data needs to be obtained, namely related to the types of literacy learning. 164 | types of literacy learning in early grades: what does the teacher do? p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 (4) data processing by coding researchers organize data in the form of interview texts into categories based on the source of information and based on the data needed. as for this study, researchers categorize the data obtained from interviews with teachers, interviews with school principals. (5) report writing and conclusions after the data is processed, the researcher makes a research report and conclusions. research instruments the instrument used in this study was interviews conducted by researchers to teachers and principals of elementary schools to obtain objective data related to the literacy learning model. this research instrument was only constructively validated by two learning experts and literacy experts. the indicators used as instruments in this study are open questionnaires. the explanation is detailed in the table below. table 2. instrument interview with the principal of the primary school no question 1 to what extent does this school apply literacy to form literate students? 2 what methods / programs are used in developing literacy in the school environment? 3 are teachers often included in workshops, seminars / training on literacy learning? 4 what activities support literacy success in this school? 5 is it important to learn literacy in students to form literate students? 6 are there any special patterns applied by students in implementing literacy learning? 7 what facilities and infrastructure are facilitated to develop student literacy? 8 what is the effort to develop literacy learning in schools by the principal to teachers, employees, and students? 9 what are the driving factors in developing literacy in schools? 10 what are the inhibiting factors in the effort to develop literacy in schools? 11 is there an influence on the implementation of literacy learning on the achievement of student literacy? table 3. instrument interview with elementary school teachers no question 1 do you think literacy is important? types of literacy learning in early grades: what does the teacher do? | 165 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 2 what do you do concerning the implementation of literacy activities at school? 3 do you carry out literacy learning in class / in learning? 4 do you use models/strategies in learning literacy? 5 what model/strategy do you use? 6 have you attended workshops, seminars or trainings to develop students' literacy skills? 7 do you have goals that students want to achieve after participating in literacy learning? 8 what do you want to achieve after implementing the literacy learning? 9 do you give rewards to students after literacy activities at school? if yes, what reward is that given? 10 do you have a specific strategy for grouping and handling children who have different literacy abilities? . what form of guidance provided? 11 do you routinely carry out the activity of reading books to children? 12 what supporting media do you use in reading books to children? 13 do you provide enrichment of books in class that children can read voluntarily, (a kind of class library)? 14 are you dedicated to visiting the library? how many times in a month? 15 do you like giving assignments to read books to children? when was the assignment given? 16 what efforts have you made so that children are motivated to read? 17 do you regularly evaluate school literacy activities? 18 what kind of evaluation do you do? data collection technique data analysis of the objectivity conditions of literacy learning were obtained through a questionnaire that was analyzed qualitatively. data analysis technique data obtained from the field is tabulated and presented. the data is encoded directly from the results of interviews with the principal and elementary school teachers. data is displayed as a percentage of each indicator. results and discussion results 166 | types of literacy learning in early grades: what does the teacher do? p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 this study's results are divided into two parts, namely the results of interviews with principals related to the application and literacy program in primary schools and the results of interviews with elementary school teachers. the detailed explanation is as follows: results of the interview with the principal of the elementary school based on the results of interviews with five the principal, the following information was obtained: question 1 to what extent does this school apply literacy to form literate students? answer: since the enactment of the 2013 curriculum, how to apply literacy by gathering all teachers, staff, employees and providing information about literacy as recommended by the head of the bandung city education office, making literacy timetables for students, learning school literacy, familiarizing children with reading , applying literacy in the form of cultivating a love of reading for students and teachers. question 2 what methods / programs are used in developing literacy in the school environment? the responses from the primary school principal varied including: by giving time to read each time carrying out learning, school literacy, schedule of each class, the program was done to students through habituation every day before teaching and learning activities carried out, habituation of reading 15 minutes before entering school. -redaton: reading together in the field. question 3 are teachers often included in workshops, seminars / training on literacy learning? the answer found was that we would participate if there were workshops, seminars / training on literacy learning. question 4 what activities support literacy success in this school? the answers generated were various among them by carrying out competitions related to literacy, reading books by themselves at school, at home. borrow books in the library according to the loan schedule, age level, continuous and periodic literacy habituation, supporting activities are commitment in carrying out the habit of reading 15 minutes before entering school. question 5 is it important to learn literacy in students to form literate students? the answer is very important because literacy students can gain knowledge to add insight and power of thought. question 6 are there any special patterns applied by students in implementing literacy learning? the answers from the primary school principal varied, some of which did not have a specific pattern for implementing literacy learning, others set the time for each literacy. there is also a schedule for each class for literacy every day and students are required to read books every day and there are bills to answer questions raised by the teacher, as proof that students understand what is read. types of literacy learning in early grades: what does the teacher do? | 167 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 question 7 what facilities and infrastructure are facilitated to develop student literacy? the general answer is the place and need to carry out student literacy, places, school library books, own books, fiction and nonfiction books. class reading corner. -library. question 8 what is the effort to develop literacy learning in schools by the principal to teachers, employees, and students? the answers found are making a schedule, students appear to read in front of the class, directing to always apply the culture of reading, applying a culture of reading not only to students, teachers and employees must also be accustomed to reading question 9 what are the driving factors in developing literacy in schools? the answers found were supporting factors derived from educators and educators, reading books' availability, and rewards for students who enjoy reading. question 10 what are the inhibiting factors in the effort to develop literacy in schools? the answers expressed by the principal were varied, including: in carrying out the program there were always obstacles, sometimes children forgot to bring reading books at home, schedules were interrupted by activities, facilities and infrastructure that were less supportive for example reading books that were not too varied, lack of reading interest possessed by students, feeling lazy and not wanting to read. question 11 is there an influence on the implementation of literacy learning on the achievement of student literacy? the answer to question number 11 is that children often read and increase knowledge in the reading park, some children who cannot read have started to enjoy reading, the effect is directly proportional, the more literacy learning is implemented, the better the reading culture of students is. interview results with elementary school teachers the results of interviews with elementary school teachers in bandung related to literacy learning are as follows. table 4. table percentage of results of interviews with elementary school teachers item no question the answer percentage (%) 1 very important 36.6 urgent 64.4 2 habit of 15 minutes of reading before learning 3,3 read together 15 minutes in class every day 73.3 read faithfully thursday, before learning for 15 minutes 33.3 encourage reading and writing 3,3 read a book and summarize it 6.6 read together 10 minutes in class every day 10 168 | types of literacy learning in early grades: what does the teacher do? p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 3 doing 100 do not implement 0 4 yes 50 sometimes 13.2 not 36.8 5 picture / storytelling 30 familiarize children visit the library 10 reading textbooks 3,3 contextual learning 10 discovery learning combined with literacy 3,3 given a reading book 6.6 do a question and answer after reading 20 identify bar vocabulary 3,3 make a summary of the story 6.6 make questions about the contents of the text 6.6 read out loud 6.6 silent reading 3,3 retell after reading 10 read in unison 6.6 6 ever 40 never 60 7 yes 100 not 0 8 fluent reading 0 understand reading 30 like to read 3,6 fluent and understand reading 16.6 write reading results creatively 30 gain knowledge 6.6 9 praise 6.6 gift 69.9 praise and thanks 10 not 10 10 not 10 children who are not fluent in reading are given individual guidance 16.6 remedial for those who are less able to read 23.3 enriched for those with good literacy 10 children who can help their friends who can't 6.6 contested between groups 3,3 grouped according to their abilities 20 11 yes, 15 minutes before learning 3,3 yes 20 once a week 0 every day 13.2 if you have free time 48.8 yes, for children who are not fluent reading 3,3 sometimes 6.6 12 storybook 10 textbooks 10 letter card 6.6 images 16.6 types of literacy learning in early grades: what does the teacher do? | 169 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 big book 10 theme book 6.6 books in the library 23.3 13 yes, with the reading corner 33.3 enrichment in the library 66.7 14 sometimes 17 once a week 5 twice a week 3 once every two weeks 2 uncertain 3 15 once a month 23.3 yes, once a week according to the library visit schedule 3,6 yes, every lesson 10 yes, every day 6.6 yes, before studying 3,3 yes, assign it at home every day 13.3 16 yes, when facing a holiday 6.6 provide interesting reading books 36.6 give a reward 16.6 dibeti praise 6.6 given a picture story 16.6 familiarize children like reading 6.6 evaluate readings 3,3 tell stories in front of students 10 17 not 16.6 yes 70 sometimes 6.6 18 not 16.6 assigned to retell what was read 43.3 do question and answer about reading 6.6 monitoring every child's development 3,3 oral test 6.6 fill out the questions 3,3 read 6.6 oral test and written test 13.3 discussion based on the interviews with several elementary school principals in bandung, elementary schools in bandung have applied literacy learning but with different methods. elementary schools in the city of bandung have implemented this literacy learning since the enactment of the 2013 curriculum. the way to socialize it is by informing all teachers and staff and provide information about literacy as recommended by the head of the education office in bandung. the implementation is by making an agreement or literacy schedule for students. the method or program used in developing literacy in the elementary school environment in bandung is by giving time to read each time carrying out learning, shrill school literacy. this 170 | types of literacy learning in early grades: what does the teacher do? p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 program is implemented by giving students assignments through the habit of reading every day before teaching and learning activities are carried out, which is reading 15 minutes before entering school and redaton (reading together in the field). to improve the competence of teachers in literacy learning, teachers are often involved and included in workshops, seminars / training related to literacy learning schools also strongly support this literacy learning by carrying out competitions related to literacy, reading books by themselves at school, at home. borrow books in the library according to the loan schedule, age level, continuous and periodic literacy habituation, this literacy learning is very important so students can gain knowledge to add insight and power of thought. some specific patterns that are applied are setting the time each day to schedule this literacy and invoicing to answer questions raised by the teacher, as proof that students understand what is read. however, literacy learning can achieve learning goals well can not be separated from other supporting factors, namely teacher performance, the availability of supporting books at school and home. some things affect the implementation of this literacy learning: the school literacy movement (gls). gls can foster interest in reading and writing for students, especially elementary school students puspita et al. (2017) also needs to be supported by participation from parents. musthafa, (2014) states about the importance of a literacy environment for the development of children's literacy. some of the parents have tried to create literacy practices for their children. but some have succeeded and some have not succeeded in providing literacy support for their children. both in the form of concrete literacy practices or the provision of artifacts and a supportive atmosphere. literacy gaps among children are due to the diversity of literacy backgrounds from home, that is, some children come from a literacy-rich home environment and those who come from disadvantaged families. facilities and infrastructure needed to develop student literacy skills are school library books, books themselves, fiction and nonfiction books. class reading corner library. literat environment greatly influences children's learning process because in a literate environment, children are directly involved in literacy. in this environment, children are encouraged to explore their world and express their feelings using all means available to them (maulani et al., 2021). efforts to develop literacy learning in elementary schools in the city of bandung are principals and teachers making routine schedules of literacy activities for children, students appear to read in front of the class, directing to always implement a culture of reading, applying types of literacy learning in early grades: what does the teacher do? | 171 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 a culture of reading not only to students, teachers and employees as well must be accustomed to reading. the driving factor in developing literacy in this school is educators or teachers' ability to design assignments, the availability of reading books, and rewards for students who enjoy reading. as for the inhibiting factors in the effort to develop literacy in schools is sometimes children forget to bring reading books at home, schedules are disrupted by activities, facilities and infrastructure that are less supportive for example books that are not too varied, lack of reading interest owned by students, feeling lazy and not wanting to read. the application of literacy learning in primary schools affects the achievement of student literacy. as for its influence in terms of children's motivation to read. reading culture in elementary school students in the city of bandung began to emerge. according to armbruster et al. (2010) each teacher aims to build literacy skills for students. that the purpose of learning literacy is to gain awareness of the concepts of the alphabet and to progressively enhance their skills in word recognition, reading fluency and strategic reading for understanding. some experts claim that the teacher has each style in the practice of literacy learning (byrge & tang, 2015). in general , teachers participate in child-centered learning literacy based on learning theory and constructivist teaching (vygotsky, 1997; piaget, 1985) and children actively develop awareness based on their previous understanding and experience. teachers use the importance of this activity to consider children's interests and initiatives and provide guidance for children in the organization of learning activities. however, some teachers perform learning based on conventional learning theories that emphasize concrete learning. means that basic skills must be learned before studying at a higher level. some researchers believe that more realistic learning for children is influenced by literacy learning that emphasizes concrete learning. kikas et al. (2014) clarify that good practice in school literacy, one of which emphasizes that the ideals of good literacy education are structured, structured teaching in the classroom, must combine phonic teaching with a holistic approach to language skills and meaning and to meet the needs of every child for reading. the teacher must realize that each student has different needs, so they must use various methods. vernonfeagans et al. (2019) explain that the school environment is very supportive of learning literacy in the early years of primary school education, and even reading assignments in the early years often decide how the standard of teaching is connected to improvements in children's reading skills in the academic year (day et al., 2015; winarni et al., 2020). literacy development 172 | types of literacy learning in early grades: what does the teacher do? p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 requires special programs that may be offered and increases student literacy in schools. literacy needs to be maintained by teachers, students, parents (puspita et al., 2017). talking about literacy development, musthafa (2014) the importance of the literacy environment for children's literacy has been clarified. teachers need to learn from a range of research-based teaching methods to help children's language learning and literacy. most teachers in the city of bandung do not have a special time or schedule to read books to students. some experts reveal that reading books to early elementary school children is very important, as expressed by justice & sofka (2013), reutzel & cooter jr. (2012), ruddell (2006) reading children's books aloud helps them develop a passion for what can be learned and learn to read books, encourages students and broadens their understanding of the world. it helps them develop language and listening skills, prepares them to understand the written word and broadens their understanding of the world. the teacher offered media to promote student reading practices, although most of the books used in the library did not use technology-based media such as computers, ebooks, electronic talking books or other technology-related media. ian o’byrne & pytash (2017), mclean et al. (2017), pace et al. (2019), winarni et al. (2020) explained that the use of ict media supported children's early-year learning in elementary school, visual learning also contributed significantly to the acquisition of literacy skills. elementary school teachers in the city of bandung are trying to increase children's motivation in participating in literacy learning. in the sense of learning, enthusiasm is a main determinant of student academic progress. for example, in learning to read, students need encouragement to inspire students to want to read baker & wigfield (1999) said that encouragement is required for reading, because reading is a cognitive ability task that needs a willingness to do it or not. pressley (2002) stated that teachers do the following things to foster reading motivation: a. exemplify enthusiasm for reading; b. react enthusiastically to student writing; c. provides tangible boosters (e.g. a free pizza certificate) if the student reads a book; d. encourage students to determine their goal for reading; e. allowing students to choose for themselves what they want to read (i.e. encouraging them to select one of the books according to their reading level); f. build a comfortable place for students to read in their class; g. provides a lot of scaffolding during reading and writing activities (such as providing support when students have difficulty reading certain words or trying to say which they don't know how to spell); h. combining reading and writing with other material, especially material that is of interest to students; e. use games to encourage practice of basic reading skills. referring to types of literacy learning in early grades: what does the teacher do? | 173 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 2, september 2021 opinions, children learn through 3 stages: enactive, iconic, and symbolic. it would be nice if the teacher also adopted these steps to implement literacy learning in elementary schools (maulani et al., 2021). conclusion types literacy learning carried out in elementary schools in the city of bandung is divided into several categories, namely 1. learning through gls (gerakan literasi sekolah) 2. library visits 3. reading books. 4. receive remedial 5. do a question and answer after reading. the most widely used by teachers in the field is the type of learning literacy using gls. based on the research results obtained, further research is needed. further research can be done, this paper data is used as a reference for developing literacy learning models in primary schools specifically early grade elementary schools. acknowledgments the author would like to acknowledgment the ministry of research, technology and higher education republic indonesia to fund the doctoral dissertation research grant. references armbruster, b., lehr, f., & osborn, j. 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(2006). early childhood curriculum: developmental bases for learning and teaching. kevin m. davis. literacy has become a major component of learning. in early elementary schools, children must be taught early reading skills to build a higher grades literacy foundation. the teacher determines literacy learning performance in the classroom because it... infinity 14 | the effect of drta and kwl strategies on students' reading comprehension skills in terms of their reading interest p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 the effect of drta and kwl strategies on students' reading comprehension skills in terms of their reading interest anggi citra apriliana 1 1 universitas sebelas april, indonesia 1anggi.citra.apriliana@gmail.com abstract this study is aimed at obtaining a comprehensive picture of the effect of drta and kwl strategies on reading comprehension ability in terms of students' reading interest. the background of this research is the low interest and ability of students in understanding the content of reading materials. the sample in this study are fourth grade students at kananga elementary school, jatinangor district, sumedang regency. the method used is factorial design two factor experiment. the instruments used are reading comprehension test and reading interest questionnaire. the results of the study can be explained as follows: 1) the use of drta and kwl strategies are categorized as quite effective in improving reading comprehension skills, which can be seen from the n-gain test scores of 64.02% and 64.97%. 2) based on the test of between subject effect output, the sig value is 0.424 > 0.05, which can be concluded that there is no significant difference between reading comprehension skills in terms of students' reading interest. it means that students' reading interest does not significantly affect on reading comprehension ability. students who have low reading interest do not necessarily have low reading skills, and vice versa. 3) the calculation of the two-way anova regarding the interaction effect between reading strategies and reading interest on reading comprehension ability, obtained a sig value of 0.026 < 0.05, which can be concluded that there is an interaction effect between learning strategies and reading interest on improving students' reading comprehension skills. keywords: reading comprehension, drta, kwl, students’ reading interest introduction reading is a very important language skill to be mastered by elementary school students. based on the results of both national and international surveys, indonesian people are included in the category that has low reading literacy. according to a world-class survey, indonesian people do not like to read books (damarjati, 2019). socio-cultural statistics data from the central bureau of statistics in 2012 shows that the indonesian people have not made reading their main source of information; as many as 91.68% of the population aged 10 years and over prefer watching television and only about 17.66% who like reading letters, newspapers, books, or magazines (suryaningsih, 2020). this low interest in reading is reinforced by the results of a research conducted by the united nations educational scientific and cultural organization in 2011 which stated that the index of reading interest of indonesian people was only 0.001. this means that in 1,000 people only 1 person has a high reading interest (suryaningsih, 2020). data on literacy are often repeated to show the low interest in reading in indonesian society. first, based on the results of the program for international student assessment (pisa) research which was announced by the organization for economic co-operation and development in 2018, reading ability of the effect of drta and kwl strategies on students' reading comprehension skills in terms of their reading interest | 15 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 indonesian students was ranked 72 out of 78 countries with the average score of 371 while the oecd average score is 478 (oecd, 2018). so, indonesians’ literacy rate is still very low compared to other countries in the world (kemdikbud, 2019). this reluctance to read may be the result of an unpleasant introduction to reading at school or at home. adults forcing a child to be able to read in a short time can have a negative impact on their interest in reading (usaid, 2014). based on the facts in the field, not all students can read correctly. many students are able to read a text but have not been able to understand the contents, as reflected in the fact that after reading students are not able to take the main ideas and cannot answer questions related to the text. this shows that one of the objectives of learning to read, i.e. obtaining a sufficient level of understanding of the contents of the reading, has not been achieved. many students cannot distinguish between main ideas and supporting ideas in a text and cannot distinguish facts and opinions in a discourse. as a result, they fail to obtain information effectively. it can be concluded students can read but do not really understand the explicit or implied meaning of a text in depth. most students have not been able to process, understand information, analyze, respond, and appreciate in reading. this phenomenon is very worrying. basically, reading skill is a skill that must be mastered by elementary school students because it is directly related to the instructional activities in elementary schools. the ability to read must be nurtured from an early age. without having adequate reading skill from an early age, children will have difficulty learning in the future. in reading comprehension instructions, clear guidelines and strategies are needed. to be able to evaluate and improve learning outcomes, an effective and relevant strategy is needed so that reading comprehension instruction becomes focused and can be improved from time to time. based on the result of interviewed, teachers had difficulties in using strategy to improve students’ reading comprehension skills even though there are many strategies to improve reading comprehension skill including drta and kwl. based on these problems it is very important to conduct research related to the effect of drta and kwl strategies toward reading comprehension skills in terms of students’ reading interest that can be used as alternative strategies by the teachers in learning reading comprehension. there are several previous studies that have implemented reading comprehension instructional strategies, including 1) research conducted by odwan (2012) which combined the directed reading thinking activity (henceforth drta) strategy with cooperative learning on the 16 | the effect of drta and kwl strategies on students' reading comprehension skills in terms of their reading interest p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 reading comprehension ability of high school students in jordan. the results of this study indicated that there was a significant improvement in reading comprehension skills using the drta strategy through cooperative learning; 2) research conducted by yazdani & mohammadi (2015) which compared the use of drta to guided reading strategy on reading comprehension ability of 63 first grade students of secondary schools in iran. the results of the research showed that drta had more significant effect than the guided reading strategy; 3) dieu (2015) conducted a study by implementing the kwl strategy to passive students in vietnam. based on the results of the study, the kwl strategy helped passive students in improving their english reading comprehension skills. children who were classified as passive succeeded in expressing the main ideas contained in the text so that communication could run smoothly and optimally; and 4) hamdan (2014) conducted a research by implementing kwl (know-want to know-learned) strategy in reading comprehension learning to tenth grade male students in jordan. the results showed that the kwl strategy could improve reading comprehension skills and could be integrated into the curriculum in jordanian schools. 5) apriliana and berlianti (2018) conducted a research by implementing drta to improve reading comprehension in grade five elementary school students. the result show that students’ reading comprehension skill increase after applying the drta strategy. those researchers have inspired the researcher to apply reading comprehension strategies in indonesian language instruction that are in accordance with the characteristics and situations of students in indonesia, but previous researches only examining the effectiveness of each strategy between drta and kwl separately not in terms of students’ reading interest. so it is important to conduct a research to measure the effectiveness of drta and kwl in improving reading comprehension in terms students’ reading interest. reading comprehension reading is a complex skill which occurs with the combination of attention, emotion, perceptual processes, and comprehension processes. and it is the mostly beneficial skill obtain knowledge and raise information.” therefore, the process of learning to read needs to be directed to be able to develop students' higher-order thinking skills. learning to read should be able to foster students' critical and creative thinking so they can have comprehensive understanding. reading instruction is not only conducted so that students are able to read. according to abidin (2014) reading instruction should be directed so that students enjoy reading activities, are able to read silently with a flexible speed, and gain a sufficient level of understanding of the effect of drta and kwl strategies on students' reading comprehension skills in terms of their reading interest | 17 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 the content. thus, the students will get information or knowledge from the materials that they read, both what they already know and things that are new. the point of reading is understanding, which means that reading activities will not get any results if it is not accompanied by understanding. the element that must exist in every reading activity is understanding, because reading activities without understanding are not reading activities. reading comprehension activities are not as easy as one might think. reading comprehension or reading for understanding is a form of reading activity with the main objective of understanding the message contained in the reading. reading comprehension emphasizes more on mastery of reading content, not on read aloud or speed reading. reading comprehension is an activity to understand the contents of the reading materials. tarigan (abidin, 2012) states that reading comprehension is a type of reading to understand literary standards or norms, critical reviews, written plays, and fictional patterns in an effort to gain understanding of the text. in reading comprehension, there are several indicators of understanding that need to be considered in order to determine the achievement of learning objectives. based on the definitions from the experts above, it can be concluded that reading is a complex activity that involves many things, not just reciting written texts, but also involving visual, thinking, psycholinguistic, and metacognitive activities. as a thought process, reading includes word recognition, literal comprehension, interpretation, critical reading, and creative comprehension activities. the ability to read is related to metacognition, which was initiated by flavell (1979). it was found that some students who did not succeed in implementing the strategies taught by the teacher were unable to realize other aspects of learning, i.e. not only relying on the ability to use mneumonic strategies (memorization) but were also capable of using strategies to monitor and regulate their memory processes while they were using strategies. this is reinforced by the findings of leutwyer (2009) which explain that to use of a person's learning strategies very consciously, requires the ability to reflect on abstract processes. to help hone the ability to reflect on abstract processes in learning to read, appropriate strategies must be used, including the drta and kwl strategies. the drta (directed reading thinking activity) strategy is a strategy that is used to train students to concentrate and think hard in order to understand the contents of the reading seriously. stauffer (abidin, 2012) created drta activity which is used for critical thinking 18 | the effect of drta and kwl strategies on students' reading comprehension skills in terms of their reading interest p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 skills. drta is a comprehension strategy that guides students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions. drta process encourages students to become active and wise readers and can improve their understanding. this strategy is developed based on the assumption that children can: think, act consciously, investigate, use experience and knowledge, assess facts and draw conclusions based on facts , and judge or make decisions. in addition, they are emotionally involved, have various interests, are able to learn, can make generalizations, and are able to understand concepts. drta activity emphasizes thinking activities while reading. children are trained to examine, make hypotheses, find evidence, postpone judgment, and make decisions based on experience and knowledge. this activity is carried out in group and individual teaching. drta activities are carried out using problem-solving approach. abidin (2012) suggests that drta strategy is implemented in several stages of learning as follows: 1) the teacher introduces the reading materials, by conveying some of the content. 2) students make predictions about what they will read. if students are not able to do this, the teacher must provoke students to make predictions. efforts are made to produce a lot of predictions so that there will be a group that agrees and a group that disagrees. 3) students read the text silently to check the predictions they have made. at this stage the teacher must be able to guide students to find the meaning of reading materials, pay attention to students' reading behavior, and help students who find it difficult to understand the meaning of the word by providing an illustration of the word, not directly mentioning the meaning of the word. 4) testing predictions; at this stage students are required to check the predictions they have made. if the predictions are wrong, students must be able to show the location of the discrepancy and be able to create a new picture of the actual content of the discourse. 5) fundamental skills training. this stage is conducted by students to activate their thinking skills. some of the activities carried out by students are re-examining the story, retelling the story, making pictures, diagrams, or reading concept maps, and making a character journey map (a journey that describes the existence of a character in some of the events they experienced). in addition to drta, a strategy that can be implemented in reading comprehension learning is kwl strategy. this strategy was developed by ogle in 1986 to help teachers bring to life students' background knowledge and interest in a topic. kwl strategy gives students the purpose of reading and provides an active role for students before, during, and after reading. this strategy helps them think about the new information they receive. this strategy can also strengthen students' ability to develop questions on various topics. the effect of drta and kwl strategies on students' reading comprehension skills in terms of their reading interest | 19 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 ogle (1986) explains that the kwl strategy involves three basic steps called "three step procedures" because it contains three stages of basic cognitive processes: (1) assessment of "what i know" (k)); (2) determining "what i want to learn" (w); and (3) recalling "what i have learned" (l) as a result of reading. based on this explanation, it can be concluded that kwl is a reading instructional strategy that is used to guide students during reading activities. students begin by gathering all the information they know about a topic. this information is recorded in column k of a kwl graph. students then develop a list of questions about what they want to know about a topic. this list of questions is written in column w of the graph. during or after reading, students answer the questions in column w. this new information they have learned is recorded in column l of the kwl graph. reading interest reading interest is a combination of desire, will, and motivation. motivation to read means an inner strength that is able to attract the attention of individuals to carry out activities, understand the information and meanings contained in written language. in general, what is meant by interest in reading can be associated as an impulse that arises, passion or a great desire in humans that causes someone to pay attention to reading activities. reading interest as a positive attitude and a sense of attachment in children to reading activities and being interested in reading books. interest is important factor in reading skills development (baroody & diamond, 2016). aspects of reading interest include the fond of reading, reading frequency and awareness of the benefits of reading. reading interest as a strong and deep concern accompanied by enjoyment in reading activities that motivates people to read on their own. meanwhile, according to kamah (2002), reading interest means the attention or liking (tendency of the heart) for reading. girls have a more positive enthusiasm and attitude toward reading than males, according to studies on gender differences in students’ interest in reading comprehension (atinuke, 2018). as we know, reading is one of the most important efforts in the learning process. in addition, reading interest is also the result of a socio-cultural process. this means interest in reading will not grow naturally, but requires positive coaching in order to grow. interest in reading will grow if it is supported by adequate reading materials and is of interest to the readers, because it is from reading materials that a person will encounter various things that have never been known before. essentially, interest in reading has been owned by every individual due to the instinctive curiosity of each individual. this curiosity drives people to find answers to their questions. 20 | the effect of drta and kwl strategies on students' reading comprehension skills in terms of their reading interest p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 based on the explanation, it can be concluded that reading interest is an activity that is carried out with diligence and tends to settle in order to build a pattern of communication with oneself so that readers can find the meaning of writing and obtain information as a process of transmitting thoughts to develop intellectuality and lifelong learning, is carried out with full awareness, and brings feelings of pleasure, joy, and joy. in addition, reading interest is a force that encourages individuals to pay attention, feel interested, and enjoy reading activities so that they want to do reading activities on their own accord. in this regard, cultivating interest must be done from an early age so that someone is familiar with books. if you don't get used to reading books from an early age, it will be difficult to cultivate the habit in adulthood. even if it could, there will be more obstacles faced. this needs attention considering reading is a basic skill to learn to increase knowledge through books. in addition, to get pleasure by filling spare time by reading quality novels, following the news by reading magazines, newspapers, and so on. method this study aims to obtain a comprehensive picture of the effect of drta and kwl strategies on students' reading comprehension skills in terms of students' reading interest. the sample in this study were students in grade four at sdn kananga, jatinangor district, sumedang regency with a total of 74 students. the sample in this study was divided into two groups, i.e. group iv a as experimental class 1 who learned through the drta strategy with a total of 37 students and group iv b as experimental class 2 with learning through the kwl strategy with a total of 37 students. sampling was conducted by convenience sampling, which means that the sample is at the right place and time and without randomization. the grouping is based on reading interest, in which the participants were divided into groups of students who had high reading interest and groups of students who had low reading interest. in accordance with the objectives to be achieved, the method applied in this study is the experimental method with a 2 x 2 factorial design (factorial design two factor experiment). the effect of drta and kwl strategies on students' reading comprehension skills in terms of their reading interest | 21 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 table 1. factorial design two factor experiment reading interest b a b1 high b2 low r e a d in g s tr a te g y a1 (drta) a1b1 a1b2 a2 (kwl) a2b1 a2b2 (borg and gall, 2013) description: a1 = drta strategy a2 = kwl strategy b1 = high reading interest b2 = low reading interest the instruments used in this study were a reading comprehension test and a questionnaire to determine students' reading interest. the test instrument for students' reading comprehension skills refers to the ability to: (1) describe all elements of the story, (2) organize the story in a coherent way, (3) accurately use language in responding to the story, and (4) respond to the story according to the point of view and content of the reading with the following indicators: (a) content accuracy, (b) text organization accuracy, (c) language accuracy, (d) point of view accuracy, and (e) describing all elements of the story. to measure reading interest, the researcher used a questionnaire. the questionnaire used in this study used a range of 3 answer choices using a likert scale. respondents filled out a reading interest questionnaire by marking (√) on the available answer choices. information regarding the 3 answer choices includes: (1) appropriate, which means it is done every day of the week (2) less appropriate, which means it is done 1-2 times a week (3) not appropriate, which means it is not done at all. indicators of reading interest can be described as follows: (1) feelings of pleasure when reading, (2) concentration when reading, (3) use of reading time, (4) reading motivation, (5) emotions generated by students in reading, (6) effort in reading. the validity test of the instrument is carried out through content validity and empirical validity tests. content validity refers to the validity of experts (expert judgment) and empirical testing refers to trials on small-scale samples in the class who have gotten used to redaton every morning. the content validity test in this study was carried out using the bivariate person correlation formula with the spss version 23 tool. the instrument item in the validity test is 22 | the effect of drta and kwl strategies on students' reading comprehension skills in terms of their reading interest p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 considered valid if the value of rcount > rtable at a significance value of 5%. on the other hand, the item is said to be invalid if the value of rcount < rtable at a significance value of 5%. the summary of the validity test result can be seen in the following table. based on the results of the validity test, all values of rcount > rtable at a significance value of 5%. therefore, it can be concluded that all items in the reading comprehension test and reading interest questionnaire are valid, so they can be used as research instruments. instrument reliability test is carried out through internal and external analysis. internal reliability analysis is carried out by experts, while external reliability analysis is through field trials or parallelism tests. reliability test is done by using the alpha formula. the significancy test was carried out at the level of α = 0.05. the instrument is considered reliable if the alpha value is greater than rtable (rtable with n 37 = 0.325). table 2. the result of reading comprehension instruments reliability cronbach's alpha n of items .849 5 based on the results of the reliability test using spss version 23, the reliability coefficient value of the reading comprehension ability instrument was 0.849, which was greater than rtable 0.325 (n = 37). based on the reliability coefficient value, it can be concluded that the reading comprehension test instrument in this study is reliable or consistent so that it can be used as a research instrument. table 3. the result of reading interest questionnaire reliability cronbach's alpha n of items .711 41 based on the results of the reliability test using spss version 23, the reliability coefficient value of the reading interest questionnaire instrument was 0.711, which was greater than rtable 0.325 (n = 37). based on the reliability coefficient value, it can be concluded that the reading interest questionnaire in this study is reliable or consistent so that it can be used as a research instrument. the effect of drta and kwl strategies on students' reading comprehension skills in terms of their reading interest | 23 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 result and discussion 1. result a. n-gain of reading comprehension ability between students who received drta and kwl instructions based on the n-gain score test of experimental class 1 (learning with drta strategy) and experimental class 2 (learning with kwl strategy) mesured using spss, show that there is a difference in the improvement between the average n-gain score for experimental class 1 (drta) and experimental class 2 (kwl). the n-gain score for the first class is 64.02 or 64.02%, which is included in the quite effective category. meanwhile, the average n-gain score for the second class is 64.97 or 64.97%, which is categorized as quite effective. so it can be concluded that the use of the drta strategy and the kwl strategy is quite effective in improving reading comprehension ability of class iv students at sdn kananga, jatinangor district, sumedang regency b. the interaction effect between reading strategies and reading interest on improving students' reading comprehension skills the effect of the interaction between reading comprehension strategies and reading interest on improving students' reading comprehension skills can be tested using two-way anova. in this study, researchers tested two-way anova with the help of spss version 23 as follows: table 4. tests of between-subjects effects dependent variable:reading comprehension ability source type iii sum of squares df mean square f sig. corrected model 35.470a 3 11.823 2.156 .101 intercept 6940.040 1 6940.040 1265.504 .000 strategi_membaca 22.782 1 22.782 4.154 .045 minat_baca 3.554 1 3.554 .648 .424 strategi_membaca * minat_baca 28.457 1 28.457 5.189 .026 error 383.881 70 5.484 total 11414.000 74 corrected total 419.351 73 a. r squared = .085 (adjusted r squared = .045) based on the results of the test of between subject effect output above, the following conclusions are obtained: 24 | the effect of drta and kwl strategies on students' reading comprehension skills in terms of their reading interest p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 a) the sig value obtained is 0.045 < 0.05, so it can be concluded that there are differences in the results of students' reading comprehension skills based on reading comprehension strategies. b) the sig value is 0.424 > 0.05, so it can be concluded that there is no significant difference between students' reading comprehension ability and students' reading interest. it means that students' reading interest does not significantly affect on reading comprehension ability. students who have low reading interest do not necessarily have low reading skills, and vice versa. c) the sig value obtained is 0.026 < 0.05. it can be concluded that there is an interaction effect between reading strategies and reading interest on improving students' reading comprehension skills. 2. discussion based on the test of reading comprehension skills improvement of students who received instructions using the drta and kwl strategies, a sig value of 0.045 < 0.05 was obtained, so it can be concluded that there are differences in the results of students' reading comprehension skills based on reading comprehension strategies. based on the results of the n-gain score test, it shows that there is a difference in the increase between the average ngain score for experimental class 1 (drta) and experimental class 2 (kwl). the average n-gain score for class that implement drta strategy is 64.02 or 64.02%, which is categorized as quite effective. meanwhile, the average n-gain score for experimental class 2 is 64.97 or 64.97%, which is also categorized as quite effective. based on the average difference, the average n-gain score of the experimental class 2 has an average n-gain that is greater than the average n-gain score of the experimental class 1, even though the difference is not significant, i.e. 0.95. thus, it can be concluded that the use of the drta strategy and the kwl strategy are quite effective in improving reading comprehension ability of grade iv students at sdn kananga, jatinangor district, sumedang regency. this result in line with the opinion of odwan (2012),yazdani & mohammadi (2015), dieu (2015), hana & faridi (2015), sinambela et al (2015), usman et al., (2019), fitri (2019), febriyanto & sutarna (2020) that drta and kwl strategies have a positive effect and can improve on students’ comprehension skills. based on the calculation of reading comprehension ability in terms of students' reading interest, a sig value of 0.424 > 0.05 was obtained. thus, it can be concluded that there is no significant difference between students' reading comprehension ability in terms of students' the effect of drta and kwl strategies on students' reading comprehension skills in terms of their reading interest | 25 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 reading interest. it means that students' reading interest does not significantly affect on reading comprehension ability. students who have low reading interest do not necessarily have low reading comprehension skills, and vice versa. this result in line with the opinion of putri et al, (2019) that the proportion of the magnitude of the relationship between reading interest and reading comprehension ability is only 39% and the remaining 61% by other factors such as students’ metacognitive factors. this is in accordance with (rahayu, 2018) that there is no significant relationship between reading interest and reading comprehension ability because the significance value is 0.416 and this value is greater than the significance value of 0.05. so, it can be stated that the variable of reading interest and reading comprehension have low relationship. based on the calculation of the interaction effect between reading strategies and reading interest on increasing students' reading comprehension skills, obtained a sig value of 0.026 < 0.05, which can be concluded that there is an interaction effect between reading strategies and reading interest on improving students' reading comprehension skills. based on the results obtained, it can be concluded that learning with drta and kwl strategies is quite effective to be implemented to students who have different reading interests in improving reading comprehension ability of students at kananga elementary school, jatinangor district, sumedang regency. based on the explanation above, it can be concluded that the drta strategy is quite effective in improving reading comprehension skills. this is in accordance with stauffer's (abidin, 2012) theory that, drta is a technique that guide pupils in asking question about reading, making prediction, and explain or refute their predictions. this process urges pupils to make active and increasing their understanding. this statement is in line with the opinion of odwan (2012), hasan (2017) that drta is an understanding activity that predicts text so that it helps students get an overall of the material they have read, this can be attract students’ interest, and also through drta shown students that learning is not just learning but to prepare for the next life. based on the statement above, it can be concluded that drta strategy is an understanding strategy that guides students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions. drta process encourages students to become active and thoughtful readers and can improve their understanding. this statement is in line with the opinion of haggard (1988) which states that drta strategy can improve critical thinking skills and requires students to be active during learning activities. this is because the drta strategy involves students in intensive reading. before 26 | the effect of drta and kwl strategies on students' reading comprehension skills in terms of their reading interest p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 reading, students make predictions from the title clues and pictures, after that they match the predictions with the text. only after that, students read the full text, then work on some tests related to the text. in line with the drta strategy, the kwl strategy is quite effective in teaching reading comprehension because it can guide students in understanding a text. this is reinforced by the theory mentioned by ogle (1986) that, kwl is teaching strategy that is useful for making students understand the reading. this process emphasizes the importance of the reader’s background knowledge demands and active role from students because in this strategy students are invited to play an active role before reading, while reading, and after reading. this is in accordance with hamdan (2014), dieu (2015) that students who are classified as passive, succeed in expressing the main ideas contained in the text. it can be concluded that the drta and kwl strategies are reading instructional strategies that are used to guide students during pre-reading, reading, and post-reading activities. students begin by gathering all the information they know about a topic. thus, using drta and kwl strategies, students' reading comprehension skills are improved. conclusion based on the findings of the study, the following conclusions are drawn: 1. drta and kwl strategy is quite effective in improving reading comprehension ability of fourth grade students at sdn kananga, jatinangor district, sumedang regency. through drta and kwl strategies students are capable to mention the whole content material of the text, pick out and discover the important idea, inform all the text of the textual content in line with a sequential plot, give an explanation for the content of the story absolutely, and write down information and opinions within the textual effectively. students’ reading comprehension skill increase not only at the literal level but also in the level of inferential, reorganization, appreciation, and evaluation levels. so it can be concluded that there are differences in the results of students' reading comprehension skills improvement based on reading comprehension strategies. 2. there is no significant difference between students' reading comprehension skills in terms of students' reading interest using drta and kwl strategies. it means that students' reading interest does not significantly affect on reading comprehension ability. students who have low reading interest do not necessarily have low reading skills, and vice versa. 3. drta and kwl strategies are quite effective to implement with students who have different reading interests in improving reading comprehension ability of fourth grade the effect of drta and kwl strategies on students' reading comprehension skills in terms of their reading interest | 27 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 students at sdn kananga, jatinangor district, sumedang regency. it can be concluded that there is an interaction effect between reading strategies and reading interest in improving students' reading comprehension skills. references abidin, y. 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(2015). the explicit instruction of reading strategies: directed reading thinking activity vs. guided reading strategies. international journal of applied linguistics and english literature, 4(3), 53–60. https://doi.org/10.7575/aiac.ijalel.v.4n.3p.53 infinity 88 | exploring self-reflection practice as a means to self-development for prospective teacher of elementary school education study program p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 exploring self-reflection practice as a means to self-development for prospective teacher of elementary school education study program diah yovita suryarini1, reza syehma bahtiar2 1universitas wijaya kusuma surabaya 2universitas wijaya kusuma surabaya 1 dyovie24@gmail.com 2 syehma_fbs@uwks.ac.id abstract this study aimed to investigate the self-reflection practice of prospective teacher of elementary education for their sense of self-development. this study will be guided by qualitative descriptive approach with phenomenology hermeneutics to investigate prospective teacher’s feeling in their written text. accordingly the text would be analyzed using rhetorical analysis. the data of this study were collected from six written self-reflection that has correct composition as reflection from six prospective teacher that has taken implementation of thematic based learning class. the data of this study were analyzed based on its rhetorical expression with the consideration of the three stages of reflection process. the result of this study revealed that written self-reflections of prospective teacher mostly follow the same flow of reflection and has the sense of self-development in terms of their new perspective on the matter under consideration. their new persepective usually in terms of conclusion or self-encouragement on the matter under consideration. the implication of this study was result of this study may encourage the practice of reflection or self-reflection for prospective teacher so that it can be practiced and implemented more to the prospective teacher for their own personal and professional development. keywords: self-reflection, self-development, prospective teacher of elementary school teacher abstrak penelitian ini bertujuan untuk mengetahui praktik refleksi diri calon guru pendidikan dasar untuk pengembangan diri. penelitian ini akan dipandu dengan pendekatan deskriptif kualitatif dengan hermeneutika fenomenologi untuk mengetahui perasaan calon guru dalam teks tertulisnya. teks tersebut akan dianalisis dengan menggunakan analisis retoris. data penelitian ini dikumpulkan dari enam refleksi diri tertulis yang memiliki komposisi yang benar sebagai refleksi dari enam calon guru yang telah melaksanakan pembelajaran berbasis tematik. data penelitian ini dianalisis berdasarkan ekspresi retorisnya dengan pertimbangan tiga tahap proses refleksi. hasil penelitian ini mengungkapkan bahwa refleksi diri tertulis calon guru sebagian besar mengikuti alur refleksi yang sama dan memiliki sense of development self-development. dalam hal perspektif baru mereka tentang masalah yang sedang dipertimbangkan. persepektif baru mereka biasanya berupa kesimpulan atau dorongan diri sendiri atas masalah yang sedang dipertimbangkan. implikasi dari penelitian ini adalah hasil penelitian ini dapat mendorong praktik refleksi atau refleksi diri bagi calon guru sehingga dapat dipraktekkan dan diimplementasikan lebih kepada calon guru untuk pengembangan pribadi dan profesionalnya.. kata kunci: refleksi diri, pengembangan diri, mahasiswa pgsd introduction teacher is considered as a great asset in education; accordingly, as a teacher she/he needs to continuously develop her/himself to be a better and effective teacher. developing themselves personally and professionally for teacher is essential, moreover if it is done in earlier stage, when they were still as prospective teacher. prospective teacher needs to be mailto:dyovie24@gmail.com mailto:syehma_fbs@uwks.ac.id exploring self-reflection practice as a means to self-development for prospective teacher of elementary school education study program| 89 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 introduced about reflective learning in order for them to be able to reflect from their own activity, their own action or their own experience, to be able to learn from it. prospective teacher should realize that reflecting from the past experience whether in their learning or teaching practices can help them to improve skill, competence and even support for their confidence as part of their self-development. reflection in teacher education is crucial as it is connects well with learning in that learners use reflection to exercise their mind and to evaluate their learning experience. (kuswandono, 2012). reflection is beneficial for teacher and prospective teacher as well with the same mechanism. reflection in educational field mostly related to the teacher practice in the classroom. engaging in the reflection, teacher and prospective teacher can deal with uncertainty and unexpected situation in the classroom therefore they can have self-awareness of their current belief, attitude. they can develop new perspective and new ways in looking on their own action, and their own behaviour (çimer et al., 2013). whereas, reflection or reflective practice should be introduced or adapted in the education program classroom as part of the prospective teacher learning through experience during the class so that they may familiar with the practice for their own learning. reflective practice is understood as the process of learning through and from experience to obtain new perception of self and practice (finlay, 2008). prospective teacher is in important stage for them to understand that reflection is crucial part in improving their teaching practice based on their experience in class. moreover, the prospective teacher of elementary education needs more confidence and competence in every classroom performance since they should bear bigger challenge than any other prospective teacher of any teacher education study program because they should master almost all elementary subjects. prospective teacher of elementary education, in particular, face different challenges in relation to teaching instruction as well as teaching practice. the challenge is corresponding to the indonesian curriculum that uses curriculum 2013 or k-13 in which, the instruction that is used is based on thematic-based learning. by definition, thematic-based learning approach involves several subjects in a theme to give meaningful experience to students (wardani et al., 2019) the shifting of the instructional strategy from fragmented educational unit-based learning to thematic-based learning has required elementary school teacher to be able to give thematic-based learning instruction. basically, thematic-based learning is implemented for all level of school, from elementary school, middle school and high school, however, the use of thematic-based learning is very visible in the elementary school. therefore, prospective teacher 90 | exploring self-reflection practice as a means to self-development for prospective teacher of elementary school education study program p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 from elementary education are highly required to master the thematic-based learning instruction compare to prospective teacher of other teacher education study program. the prospective teacher of other study program usually only have to master one subject while prospective teacher of elementary education should master all the subject such as natural science, social science, mathematics, civic education, bahasa, cultural arts and crafts and should be able to combine those several subject into one theme (samsudin et al., 2019). based on the researcher’s observation as a lecturer in elementary education study program, the different characteristic of learning subjects between elementary education study program from another education study program, therefore prospective teacher of elementary education face bigger challenge. the curriculum of elementary education study program must adjust to the indonesia national curriculum which is curriculum 2013, accordingly, the elementary education study program provides subjects that intend to deepen the prospective teacher’s knowledge on thematic based learning. one of the subjects is implementation of thematic-based learning. specifically the implementation of thematic-based learning subject offers comprehensive learning in which the prospective teacher of elementary education not only should understand the theory but also they should be able to implement it in the teaching simulation in the class with their fellow classmates as the students. the class session would be divided into two session: presentation and simulation. both of the session will have feedback from lecturer and fellow classmates that were given in written and in verbal. since this subject implements small teaching simulation in which the prospective teacher was required to try to implement thematic based learning in the classroom with their friends as their students. therefore, the simulation part usually made prospective teacher nervous and afraid, however, they had to do it as part of the lesson. during the class session, researchers, that is also happened to be the lecturer, in the beginning wanted to understand the prospective teacher’ feelings about the learning in the implementation of thematic based class. accordingly, to capture the prospective teacher’s feeling, a reflective practice was implemented in the end of the class. there would be beneficial for the prospective teacher as well since they can reflect from their own learning, evaluate their learning and their teaching simulation through self-reflection. moreover, based on the regulation of indonesia minister of national education and culture no 16:2007, it stated verbatim that the teacher should do reflection and it becomes one of the core competences of being teacher. it is also stated by (boud et al., 1985) that reflection is a vital element in any form of learning and that teachers and trainers need to consider how they can incorporate some form of reflection in their courses and that inspired the study to assign exploring self-reflection practice as a means to self-development for prospective teacher of elementary school education study program| 91 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 reflective practice for the prospective teacher. therefore, the implementation of self-reflection may appropriate for prospective teacher. self-reflection is believed can help teacher to improve their teaching practice by look back their activities in the past, learned from them and make appropriate action to improve it. reflective practice has attracted interest many researchers. the researchers such as (atkins & murphy, 1993; finlay, 2008; jay & johnson, 2002) interested in reflective learning concept. they conduct a literature study to discuss about the concept of reflective learning. while (christie & kirkwood, 2006; kayapinar, 2016) more interested in developing new framework or model for reflective practice or reflective learning. reflective practice interest researcher to explore its process from three distinct area of data and resulted in six stages of reflective practice process (boyd & fales, 1983). furthermore, (hobbs, 2007), interested in discussing the problematic nature that may come along with the reflective practice. some researchers also have been conducted research related to the self-reflection with several other focus. mostly the focus was placed on the self-reflection that related to the academic performance in which the result of the study showed that self-reflection was able to give positive influence on student’s academic performance or academic mindset (lew & schmidt, 2011; peck, 2019; williams, 2015), while the other placed focus on self-reflection to improve professional development of professional teacher (bautista & oretga-ruiz, 2015; bubnys, 2019; çimer et al., 2013; mathew et al., 2017; philipsen et al., 2019). some researchers also mention the reflection give benefit to students in terms of improving students critical thinking (veine et al., 2019; xhaferi & xhaferi, 2017). however it is just few researches that focus on self-reflection related to the prospective teacher self-development (frick et al., 2010; kuswandono, 2012). accordingly, this current study has objectives to investigate the self reflection of prospective teacher of elementary education program to their sense of selfdevelopment. furthermore, since this current study investigated the self-reflection that more likely has related to the prospective teacher’s feeling accordingly, the researcher used phenomenology hermeneutics to help analysed the feeling that has put on the written self reflection by the prospective teacher. related to that, the analysis also used rhetorical analysis in which it is less likely to be used in reflective practice research before. method this study used qualitative approach, since this study wanted to reveals and describe the behavior and perception of prospective teacher about self-reflection, with 92 | exploring self-reflection practice as a means to self-development for prospective teacher of elementary school education study program p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 phenomenological hermeneutics to investigate prospective teachers’ feeling in their written text of self-reflection and interpret the phenomenon that may be found. accordingly, the written text self-reflection would be analyzed using rhetorical analysis. rhetoric refers to the writing or reporting style of someone’s work. the data of this study were collected from six written self-reflection that has correct composition as reflection from six prospective teacher of elementary education from fifth semester that had taken implementation of thematic based learning class. the correct composition here refers to the written text that mentioned reflection or some of the thinking that the prospective teacher have been through while carrying out a particular practical activity. in other words, the written text is not only the description of activities but included the feeling. the instrument for this study was the researchers themselves. the data of this study were collected in the end of the semester after researchers gave explanation in the beginning of second half of the semester. to obtain the data that could be analyzed, the researchers did as follows: (1) in the beginning of the course subject class, the researchers informed the prospective teacher to pay attention to the whole activity and experience in the class. (2) informed the class that in the end of the semester, prospective teachers were asked to submit their written self-reflection based on their activity, experience, things that they have learned, things that they do, and the classmates’ reactions or opinions to their fellow classmates during presentation and teaching simulation and their opinion or feelings regarding the activities in the during the lesson. (3) the written self-reflection that has been submitted would be analyzed and described. the prospective teacher reflected on experiences gained during the meetings and described the detail as much as possible. as it is mention before, this study is to investigate the self-reflection practice to prospective teacher self-development, accordingly, the data analysis technique consists several steps, as follows: (1) the researchers obtain data from the prospective teacher in the form of written self-reflection. (2) adopting the phenomenology hermeneutics method, by analyzing the text by phase, moving from the whole to parts and back, and from understanding to explanation and back and considering the writer feelings. this method also needs understanding of rhetoric. (3) identify the possible rhetoric that describe the prospective teacher’ perception. this perception will be based on three stages of reflection process as explained by (atkins & murphy, 1993): (a) the first stage “is triggered by an awareness of uncomfortable feelings and thoughts,” (b) which is followed by “a critical analysis of feelings and knowledge,” and then (c) the development of a “new perspective” on the situation. (4) describe and discuss the result with the underlying theories and answer the research question. exploring self-reflection practice as a means to self-development for prospective teacher of elementary school education study program| 93 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 results and discussion result reflection according to dewey (1938 as cited in zahid & khanam, 2019) is the performance of an individual where only one actively and consistently involves in contemplation related experience and practice to make it more meaningful and successful. accordingly, this study wanted to find out how the prospective teacher of elementary school teacher do self-reflection. in this case the self-reflection regarding their experience in taking the implementation of thematic based learning and their awareness for their self-development. as it is mention before, (kenyon, 2017) stated that teacher’s feeling is understood as the ways in which teacher’s experience certain moments and live through particular phenomena. accordingly, phenomenological hermeneutics has become the basis approach for examining the prospective teacher’s awareness in self-development through their written selfreflection. phenomenological hermeneutics concerns with the rhetorical expression for understanding teacher feelings from their written self-reflection, accordingly it may showed the flows of prospective teacher feelings that eventually may be able to raised their awareness in their self-development. the result of the analysis on the prospective teacher’s written selfreflection can be seen and interpreted as follows: rhetorical expression prospective teacher 1 (sdn) “awalnya saya merasa takut karena saya merasa belum siap dengan mata kuliah tersebut” (at the beginning i was afraid because i was not ready to take this subject). stage 1 “awal presentasi memang saya ragu untuk menyajikan hasil kerja kelompok saya karena sedikit penjelasan materi yang saya temukan saat itu” (in the beginning of presentation, i had doubt in presenting my group work because the limited explanation about that subject matter that i have found). stage 1 “dari itu saya mengerti pada saat mencantumkan materi tidak hanya berpedoman dengan buku dan internet saja tapi harus berpedoman pada referensi-referensi lainnya”. (therefore, 94 | exploring self-reflection practice as a means to self-development for prospective teacher of elementary school education study program p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 i understand that when i put the material in the presentation, i am not only taking from book or internet but also other reference that necessary). stage 2 “pada saat teman saya simulasi pertama, saya terus memperhatikan bagaimana cara menyampaikan materi pembelajaran di kelas dan juga memperhatikan saran dan komentar dari dosen dan teman saya…” (when my friend started to do the first simulation, i continuously pay attention to how they deliver the material in the classroom and also, i paid attention the comment and suggestion from my lecturer and friend.) stage 2 “dari simulasi tersebut saya mengerti bahwa mengajar tidak hanya siap mental saja, suara keras saja, bisa ngomong banyak, tetapi harus menyiapkan materi, menyiapkan semuanya mulai dari media, model, dll yang harus disesuaikan dengan rencana pelaksanaan pembelajaran (rpp) yang sudah dibuat….. maka dari itu butuh melatih untuk menjadi seorang guru yang baik atau professional bagi siswa. dan guru harus mampu memberikan berbagai pengetahuan atau ilmu bagi siswanya” (from the simulation i understand that teaching is not only mentally prepared, loud voice, able say a lot, but must prepare material, prepare everything from the media, models, etc. which must be adjusted to the learning implementation plan that has been made…. therefore, it is necessary to practice to become a good or professional teacher for their students. moreover, teacher must be able to provide various knowledge for their students). stage 3 “pada saat simulasi, dari situ saya mengetahui seberapa bisa saya menyampaikan pembelajaran kepada peserta didik dan kekurangan yang saya lakukan pada saat simulasi tersebut dapat dijadikan sebagai pelajaran selanjutnya untuk diperbaiki”. (at the time of the simulation, from there i know how much i can convey learning to students and the shortcomings that i did during the simulation can be used as further lessons to be corrected.) stage 3 the prospective teacher 1 (sdn) started to reflect her feelings on her written selfreflection by describing the lesson in which it was about thematic based learning. based on the expression that was found in her written self-reflection, she straightforwardly mentioned that in the beginning she was afraid because she was not ready to take the subject, maybe because this subject required student to have small teaching simulation in the classroom. she also exploring self-reflection practice as a means to self-development for prospective teacher of elementary school education study program| 95 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 mentioned that in the middle of the lesson, she had to present a material related to implementation of thematic based learning, she also mentioned that she doubted her ability in this lesson especially when she should make presentation that in the end turned out unsatisfying. however, from her reflection that in making presentation more comprehensive, she should refer to more references. in this state she was able to reflect from her actions that were not quite right in the sense of making presentation and also, she was able to have selfencouragement to do better for next time. furthermore, she also mentioned that during the implementation of thematic based learning done by her friends, she aware that she had to pay attention to it intensely. from her observation and her practice, she may reflect that to become a good teacher is not enough only by mentally prepared and so on but also a good preparation that adjusted to the learning implementation plan. in the end of her self-reflection, she concluded her feeling towards the lesson. based on the result, it can be said that the prospective teacher during the lesson, whether in the presentation part or teaching simulation part, she can express her feeling that she was afraid at the beginning, but by observing and practicing the thematic based learning teaching simulation as part of the lesson, she built awareness that she should take appropriate action and learn more to be able to become better future teacher. accordingly, it showed that she had sense of self-development that can be seen in their self-reflection writing. rhetorical expression prospective teacher 2 (fmp) “… karena kelompok saya maju paling terakhir, saya agak meremehkan tugas tersebut…. setelah h-7 saya jadi khawatir sendiri akan tugas tersebut….pada saat presentasi ternyata materi kelompok saya dinyatakan kurang lengkap.. saya merasa bahwa kedepannya saya tidak boleh meremehkan tugas yang diberikan” (…since my group had the last turn, i somewhat underestimated the task…. after d-7 i became worried myself about the assignment .... at the time of presentation it turned out that my group material was declared incomplete ..i feel that in the future i should not underestimate the assignment given). stage 1 “apalagi ketika ingat kejadian presentasi yang kurang serta kelemahan saya yakni gugup bicara di sepan banyak orang. sehari sebelum simulasi saya merasa kurang bersemangat, takut, gugup dan perasaan negative lainnya campur jadi satu.” (especially when i remember that my presentation that was declared incomplete and my weakness which was, i felt nervous 96 | exploring self-reflection practice as a means to self-development for prospective teacher of elementary school education study program p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 about speaking in front of many people. the day before simulation i felt lacklustre, scared, nervous and other mixed negative feeling). stage 1 “saat hari simulasi tiba, saya menekankan pada diri sendiri untuk harus bisa. simulasi seperti ini sudah sering dilakukan di mata kuliah lain. jadi bukan hal baru lagi untuk saya…sudah selesai simulasi… teman-teman menanggapi penampilan saya, ada kritik dan saran, saya pun menerimanya sebagai bahan evaluasi saya pada simulasi lainnya. namun diatara komentar itu ada satu komentar yang membuat saya lega. intinya teman saya mengomnetari pembelajaran saya yang benar-benar tematik, yakni peralihan dari mata pelajaran satu ke mata pelajaran lain tidak tampak. itu benar-benar mengembalikan sisi percaya diri saya dan mermbuat saya tidak meragukan kemampuan diri saya sendiri.” (when the simulation day arrived, i assured myself to have to be able to do it. simulations like this have often been done in other courses. so, it's not new to me anymore… when the simulation finished… my friends responded to my performance, there were criticisms and suggestions, i also accepted them as my evaluation for other simulations. but among those comments there was one comment that made me relieved. in essence, my friend commented on my learning which was really thematic, that is, the transition from one subject to another was not visible. it really brought back my confident side and made me not doubt my own abilities). stage 2 and stage 3 the writing sample of self-reflection written by prospective teacher 2 (fmp) showed that basically through written self-reflection, she can reflect that she had time to procrastinate in doing her task with her group member, but then she got worried when the presentation time got nearer. based on her writing it feels that she regretted that she deliberately procrastinates in doing her task and the task was not going well either. in the beginning she felt regretful because her procrastination in doing her presentation and end up to have an incomplete presentation, however, she had learned that she should not belittle the task since she got the last material and had much time to do it. accordingly, she also expressed her worry in doing simulation, she was afraid that she might make the mistake like she did in the presentation part. however, she also expressed that she can encourage herself to be able to do the task appropriately. she also expressed that she gained her selfconfidence again in teaching because she got the good remark from her fellow classmates and lecturer about her performance in teaching simulations. exploring self-reflection practice as a means to self-development for prospective teacher of elementary school education study program| 97 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 basically, the expressions that researchers found in the written self-reflection still inconclusive to be able to categorize as her awareness of self-development. however, her ability to understand that she had make a mistake by letting her procrastination in doing her task during the lesson and she was able to look back of her mistake made her have sense of self-development so that she will not do the same think in the future. besides that, her selfencouragement in doing teaching simulation seemed to show her intention in self-development so that she can do better than she already had in presentation part. it showed that she learned from her first action that was it should be improve to get the better result. rhetorical expression prospective teacher 3 (nep) “jujur saja saya sudah sering presentasi atau simulasi di depan kelas. akan tetapi tetap saja ada perasaan deg-degan/grogi yang muncul pada saat saya di depan kelas.” (honestly, i often have presentations or simulations in front of the class. however, there is still a feeling of nervousness that appears when i am in front of the class). stage 1 “… awalnya saya bingung untuk perpindahan materi satu ke materi lainnya agar nyambung saya harus bagaimana. saya baca berkali kali buku siswa tersebut. setiap hari saya membuka buku siswa untuk memantapkan materi yang akan saya ajarkan.” ( … at first i was confused about connecting one material to another accordingly what should i do to connect. i read the student book many times. every day i open student books to strengthen the material i will teach). stage 1 and stage 2 “saya pikir cukup dengan memantau di depan dan sesekali ke bangku siswa ternyata kurang dan juga pada saat ada komentar memberi contoh kehidupan sehari-hari saya juga baru sadar kenapa saya tidak terpikirkan untuk memberi contoh dikehidupan sehari-hari lalu saya tayangkan di lcd. mungkin saya terlalu focus dengan penataan materi yang akan saya sampaikan.“ (i thought it was enough to monitor in front of the class and occasionally go to the student seats, it turned out that it was still lacking and also when there were comments about giving examples of daily life, i also just realized why i didn't think about giving examples in everyday life then i put it on the lcd. maybe i am too focused on the arrangement of the material that i would convey to the audience or students). stage 2 and stage 3 98 | exploring self-reflection practice as a means to self-development for prospective teacher of elementary school education study program p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 “saya sangat senang mendengar komentar tersebut, berarti saya sudah bisa dan saya harus bisa memperbaiki apa yang kurang pada saat simulasi.” (i was glad to hear those comments, which means i was able and must be able to improve what is lacking at the time of teaching simulation.). stage 3 the third prospective teacher (nep) reflect on her experience in the class by looking back that in her presentation turn, she forgot to include the hard copy of the sample of learning implementation plan (or lip) so the lecturer and classmates can follow the explanation. however, she can make the presentation right immediately by displaying the sample of learning implementation plan on the screen. she may be able to reflect from her presentation that she should prepare the material properly and need to be able to think of an immediate action to make her presentation right. furthermore, in her reflection about her teaching simulation, she, indeed, mention that she was confuse in making the subject material in thematic based in which she should consider how to shift the one subject to another in a smooth way in one theme. she reflected that she should learned the material thoroughly and repeatedly to make her teaching simulation near perfect. however, when she did the simulation, she got the suggestion regarding her simulation and she was able to learned that she needed to consider the improve her action in teaching and delivering material in the future. accordingly, through her expression that can be found in her self-reflection, she made some reflection on her action during the lesson and also give though about that to be done in the future for her to be able to become a good teacher. rhetorical expression prospective teacher 4 (inf) “saya juga bereksplore diri lebih jauh tentang cara mengajar langsung di kelas.” (i also explored myself further about how to teach directly in class). stage 2 “…saya mulai memahami ap aitu arti pembelajaran tematik dan langsung bisa mempraktekkan di kelas…” (… i began to understand what thematic learning meant and could immediately put it into practice in class…). stage 2 di mata kuliah ini juga memberikan motivasi belajar yang lebih sehingga dapat berbicara di depan umum dengan lancar melalui praktik simulasi mengajar di kelas hal ini sungguh sangat membantu untuk calon guru”. (in this subject, it also provides more motivation to exploring self-reflection practice as a means to self-development for prospective teacher of elementary school education study program| 99 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 learn so that i can speak in public fluently through the practice of teaching simulations in the classroom, this is really very helpful for prospective teacher.). stage 2 “saya merasakan suasana jadi guru secara langsung dan saya juga sedikit demi sedikit memahami bagaimana menjadi guru yang professional.” (i feel the atmosphere of being a teacher directly and i also gradually understand how to be a professional teacher.). stage 3 “sesi saran dan kritik… disitulah saya mulai belajar menjadi guru yang inovatif dan kreatif yang bisa membuat pembelajaran tidak berkesan monoton dan membosankan akan tetapi juga menggunakan media dan metode yang bisa menarik gairah belajar siswa.” (suggestion and criticism session… that's where i started to learn to be an innovative and creative teacher who could make learning less monotonous and boring but also used media and methods that could attract students' passion for learning.) stage 3 “… sangat disiplin hal itu yang membuat saya tertarik dengan sifatnya yang mencerminkan guru yang kompeten. dari sifat disiplin itu saya harus bisa mengikuti jejak kedisiplinannya.” (… so disciplined that it makes me interested in her character which reflects a competent teacher. from the nature of that discipline, i must be able to follow in the footsteps of her discipline). stage 3 “saya senang dan bertambah semnagat saat proses pembelajaran berlansung karena menurut saya dosen pengampu kali ini sangat disiplin termasuk untuk masalah nilai.” (i am happy and more enthusiastic when the learning process took place because in my opinion the lecturer who teaches this time is very disciplined, including for the scoring grade.) stage 3 from the expressions that were found in the written self-reflection made by the prospective teacher 4 (ina), it can be seen that when he looked back to his experience in the classroom, he got something that may be improve himself. he mentioned that he can explore himself further in this class because he can experience teaching directly in the class, even though it is only in front of his classmates, he can speak in public and smoothly delivered the teaching simulation. especially in the teaching simulation part, he mentioned that through his experience in teaching simulation along with feedbacks from classmates and lecturer, he can reflect his own 100 | exploring self-reflection practice as a means to self-development for prospective teacher of elementary school education study program p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 teaching and was able to conclude that he may learn to be able to become an innovative and creative teacher and also able to make the lesson more memorable for his future students. moreover, he also reflected on his experience during the lesson about the disciplinary act done by the lecturer, accordingly he wanted to be able to be more discipline in the future, not only for himself but also for his future students. based on his expression, he was able to reflect from his experience and mentioned it that he would be improving himself in the future therefore it showed his intention to have self-development. rhetorical expression prospective teacher 5 (raog) “saat diberikan tugas maju individu menerapkan rpp tematik saya tidak yakin bisa karena menurut saya membuat rpp itu sendiri sudah agak rumit apalagi menerapkannya di depan dengan mensimulasikan bagaikan sudah mengajar anak-anak sd sesungguhnya. tapi disitulah tantangannya, kalau tidak berani maju sampai kapanpun kita siap untuk terjun ke sekolah nanti terlebih saat ppl. pasti akan lebih sulit menghadapi sikap dan karakter anakanak sd yang sesunggughnya.” (when i was given the individuals task to implement thematic lesson plans, i was not sure i could because in my opinion making the lesson plans itself was a bit complicated, let alone implementing it up front by simulating as if they had actually taught elementary school children. but that is the challenge, if we don't dare to go forward whenever we are ready to go to school, especially during ppl. it would have been more difficult to deal with the true attitudes and character of elementary school children.) stage 1 “saat saya maju saya msih merasa bahwa belum menampilkan yang maksimal karena masih terkesan belum mengaitkan pemebelajaran satu dengan yang lainnya” (when my turn to perform the simulation task, i still feel that i haven't performed optimally because i still seem to have not linked the subject learning with one to another.) stage 1 “saya masih berpikir bahwa saya harus terus mengembangkan diri saya dalam pembelajaran tematik terpadu. karena saat ini saya baru praktek di depan teman-teman saya sendiri masih belum maksimal apalagi saat saya tampil di depan murid-murid sd yang sesungguhnya. pasti lebih menantang…”( i still think that i have to continue to develop myself in integrated thematic learning. because at this time i just practiced in front of my own friends, it was still not optimal, especially when i performed in front of real elementary school students. definitely more challenging ...) stage 2 and stage 3 exploring self-reflection practice as a means to self-development for prospective teacher of elementary school education study program| 101 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 in this written self-reflection done by the fifth prospective teacher (raog), she did not give much expression in her written self-reflection about her presentation task. it might be because she has done it multiple time therefore, presentation task was not matter to her. however, when it comes to teaching simulation task, she mentioned that she was doubting herself to be able to do teaching simulation appropriately. yet, she encourages herself that it was part of the challenge that she must overcome to be able to become a real teacher after she graduated. through her experience in the teaching simulation, she reflected that she has not done it maximally since she was not able to connect the lesson from one subject to another subject in which it is the essence of thematic based learning for elementary school. however, she also mentioned that she needed to think that she had to develop herself in thematic based learning for her real future students considering the real elementary school students more challenging because she has to deal with different type and characters of the elementary students. through her self-reflection writing, it seemed that she had shortcoming in doing thematic based learning, therefore she had intention in develop herself in teaching thematic based learning and deal with the real elementary school student by showing her expression in giving herself self-encouragement to be able to be a good teacher. rhetorical expression prospective teacher 6 (mkr) mkr “dalam inti pembelajaran ini saya merasa waktu yang dibutuhkan cukup banyak tidak cukup hanya 1x pertemuan. dibutuhkan 2x-3x pertemuan agar pembelajaran menjadi maksimal….” (at the core of this lesson, i felt that the time needed is quite a lot, not enough for only one meeting. it takes 2x-3x meetings for maximum learning….) stage 1 and stage 3 “pada simulasi ini saya hanya memberikan materi di dalam kelas sehingga pembelajaran yang dilakukan kurang bermakna tidak melihat obyek yang menjadi pokok bahasan.” (in this simulation, i only provide material in class so that the learning is not meaningful without seeing the object in real). stage 1 and stage 2 “…terlebih untuk simulasi membuat saya lebih percaya diri sebagai calon guru dan juga sebagai bekal untuk persiapan ppl.” (… especially for the simulation, it makes me more confident as a prospective teacher and also as a provision for ppl preparation.) stage 3 102 | exploring self-reflection practice as a means to self-development for prospective teacher of elementary school education study program p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 in this self-reflection, in the beginning the prospective teacher has reflected more on her teaching simulation. however, it is also showed that she was able to looked back in her teaching simulation and expressed it in her self-reflection writing. as it can be seen that she expressed that she understood that in the learning process it might need more meeting time than it should be done in the simulation, it should be learning in the real environment which means not only conducted in the classroom because her subject is related natural science therefore, she thought that it would be better if she could show the real object to the students. in the last part of her written self-reflection, she reflected that during the class she can obtain necessary experience that can be used in teaching practicum, and by practicing the teaching simulation can help her to become professional teacher. it means that she can looked back on her experience during the lesson, and she intended to be able to perform better in the future by evaluating her teaching simulation directly and expressed it in her written selfreflection. discussion an analysis of the rhetorical expression on each written self-reflection of prospective teacher under study has evidenced that the self-reflection written by prospective teacher of elementary school teacher showed student-teacher awareness on their own self-development. it can be seen in their expression which showed that they did contemplating their action by recalling what they have been done during the lesson in one semester, considered that the action appropriate or inappropriate (good or bad), therefore they can assess that this action or experience needed to improve or need to be appraise and still improve it to a better action. this action of self-reflection in this study was in accordance of the purpose of reflection according to (kuswandono, 2012) in which stated that reflective practice is essential as a lens to look into educational practices critically. the purpose of reflection is to understand experience not merely s common thinker but to be a pedagogical thinker who is sensitive to address the needs of the learner. accordingly, self reflection practice that has been done by the prospective teacher may lead to personal and professional development, so that it become comprehensive self-development. the result of the study showed that prospective teacher of elementary school teacher has expressed their awareness on their self-development in their written self-reflection. their practice in self-reflection basically has contribute to their awareness of their activity that has exploring self-reflection practice as a means to self-development for prospective teacher of elementary school education study program| 103 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 been done during the lesson whether the action is considered satisfying or unsatisfying, good or bad meaning and then gave deep thought to the personal growth (self-development) that may also lead to the professional growth. basically, atkins and murphy (1993) identifies three stages of the reflective process: (a) the first stage “is triggered by an awareness of uncomfortable feelings and thoughts,” (b) which is followed by “a critical analysis of feelings and knowledge,” and then (c) the development of a “new perspective” on the situation. this can be seen in their written moves that flows from their concern about their knowledge of the lesson, their concern about the teaching simulation, yet, they sometimes can give themselves self-encouragement or make conclusion by giving new perspective on the situation. this flow can be seen exist on almost prospective teacher under study, but it can be seen obviously in prospective teacher 1 (sdn). conclusion the result of the study that was obtained from self-reflection written by prospective teacher of elementary education revealed that through the self-reflection, prospective teacher can reflect their own learning and built their new perspective for their learning. their written self-reflection expressed their concern in the beginning and gradually defined what is good action or bad action. in the end, usually they make conclusion from that action in several ways, may be by self-encouragement, finding new perspective so that they may develop themselves to be a better prospective teacher and also to become a good teacher in the future with the consideration that through reflection, prospective teacher can have personal and professional development. the result of this study may contribute: first, theoretically that self-reflection may raise awareness for self-development since the prospective teacher can look back on their own learning. secondly that self-reflection was able to analyze using phenomenology hermeneustic using rhetorical as tools of analysis in which it may seem less likely to be used before. the novelty of this reseach laid on the sense that this study analyzed through prospective teacher’s feeling that showed in the written self-reflective. however this research still have limitation, since the sample of written self-reflection was limited only six text, therefore it was not yet able to provide a comprehensive picture. for future research, it would be better if the future research have more written text of self-reflection, the self-reflection study may conduct to microteaching class so that the self reflection is able to be more comprehensive, self reflection 104 | exploring self-reflection practice as a means to self-development for prospective teacher of elementary school education study program p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 5, number 1, february 2021 as prospective teacher and as teacher iin micriteaching class, the implication of this study is that the practice of self-reflection is more likely to be done often, maybe included as assignment to the student as a prospective teacher so that they familiar and understand the benefit of making reflection. acknowledgments this work was supported by lppm universitas wijaya kusuma surabaya references atkins, s., & murphy, k. 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(2019). effect of reflective teaching practices on the performance of prospective teachers. turkish online journal of educational technology tojet, 18(1), 32–43. https://eric.ed.gov/?id=ej1201647#:~:text 200 | the use of e-module based on higher orther thinking skill (hots) question to improve cognitive learning results college students of primary school teachers p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 the use of e-module based on higher orther thinking skill (hots) question to improve cognitive learning results college students of primary school teachers yeti nurhayati1, wawan setiawan2 1universitas langlabuana, indonesia 2universitas pendidikan indonesia, indonesia 1yetinurhayati@unla.ac.id, 2wawan@upi.edu abstract this research is motivated by the thinking ability of pgsd students at one university is still relatively low. this study aims to determine the use of higher order thinking skill (hots) -based e-module to improve cognitive learning outcomes of prospective elementary school teacher students. this research is a quantitative study with a quasi-experimental method and a nonequivalent control group design. the instrument used in this study was the validated e-module based on hots questions and test questions to measure the cognitive learning outcomes of prospective elementary school teacher students. the population in this study were students of 2018 prospective elementary school teachers for the elementary school teacher education study program at a university in bandung. the sampling technique is saturated samples. the data obtained were analyzed using descriptive analysis and inferential analysis of the one-sample t test and independent sample t test assisted by spss version 25. the results showed that the use of hots question-based e-module can improve the cognitive learning outcomes of prospective elementary school teacher students. keywords: cognitive learning outcomes, higher order thinking skill, e-module introduction learning in the 4.0 era is learning oriented towards higher order thinking skills (hots). higher order thinking skills (hots) are thinking skills that require critical, creative, and analytical thinking on information and data in solving problems (barrat, 2014). hots oriented learning is used to underline higher-order thinking processes according to bloom's taxonomy which is classified into two skills, namely: low-level skills consisting of remembering, understanding, and applying, and higher-order thinking skills, which consists of skills in analyzing, evaluating, and creating. hots-based learning is learning that familiarizes students to analyze, evaluate, and create based on educational needs by always based on the content standards and competency standards of existing graduates (wiyoko & aprizan, 2020), in every lesson, the final goal is to obtain learning outcomes. students are said to be successful in learning, if they can develop knowledge skills and attitude development (hamalik oemar, 1990), while learning outcomes are changes in skills and abilities, attitudes, understanding, knowledge, and appreciation, known as cognitive (conceptual understanding), affective, and psychomotor (process understanding) through learning actions (abror, 1993). mailto:2wawan@upi.edu the use of e-module based on higher orther thinking skill (hots) question to improve cognitive learning results college students of primary school teachers | 201 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 cognitive learning outcomes are learning outcomes that refer to learning outcomes. bloom, in (sudjana, 2011) divides the "learning domain" as a goal formulated into three classifications or aspects, namely: (1) cognitive aspects; (2) affective aspect; and (3) psychomotor aspects. bloom's cognitive domain is divided into 6 levels, namely knowledge, comprehension, application, analysis, synthesis, and evaluation. cognitive learning outcomes have improved by anderson & krothwahl (2011), namely: remembering, understanding, applying, analyzing, evaluating, and creating). based on the level of cognitive abilities described above, the indicators of cognitive learning outcomes used in this study include remembering, understanding, applying, analyzing, evaluating, and creating(faizah et al., 2019). based on the results of observations in one of the tertiary institutions, students' cognitive learning outcomes are less than expectation. this can be seen in the midterm test scores (uts) or the final semester test scores (uas) which are still low. the exercises used by educators, in this case the lecturer, are still in the form of lower orther thingking skill (lots) oriented questions and are not yet based on higher orther thinking skills (hots), so students still have not completed problems at the higher order thinking skill stage. this is in line with the results of research which states that the thinking ability of students in the primary school teacher education study program (pgsd) is still low (lukmannudin et al., 2018); (ariyana et al., 2018)this fact is in line with the results of other studies which prove that the ability of pgsd students in one highet edication institution in the lots cognitive process is higher than hots cognitive ability (wiyoko & aprizan, 2020) . in general, students' cognitive abilities are not as expected, one of which is because they have not had hots experience in their learning. the hots experience of students can be obtained through solving problems or questions from existing teaching materials or modules. along with the development of information technology, the transformation of electronic teaching materials has become an urgent need so that their accessibility is getting higher with the presence of increasingly sophisticated technological devices. students as generation z need interesting teaching materials in order to improve their learning outcomes, so that they can carry out the learning process openly according to the merdeka belajar and kampus merdeka program. the e-module used by lecturers aims to transfer learning from lecturers to students so as to stimulate thoughts, feelings, interests and students' willingness to learn (asmi et al., 2018), (sriyanti et al., 2021). the use of e-modules is practically carried anywhere and is made with an attractive appearance to make it easier for students to study independently and attract 202 | the use of e-module based on higher orther thinking skill (hots) question to improve cognitive learning results college students of primary school teachers p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 o1 o2 ……………………………. o1 o2 attention to reading. previous research also stated that learning using e-modules also facilitates the implementation of learning, because it can be used not only when the learning process in the classroom is face-to-face (face-to-face learning) but can also be used anywhere and anytime (fisnani et al., 2020). many researches related to e-modules have been carried out, including problem solving-based e-module research that can be used to develop critical thinking skills for class x high school students in straight motion and parabolic motion (wahyuni et al., 2020), the effectiveness of the stem-integrated project based learning e-module in the moderate category (cahyani et al., 2020), the use of problem solving-based e-modules on the digestive system material is effective for improving students' problem solving abilities (puspitasari et al., 2020). based on this research, research related to hots-based e-modules is still little done, therefore research on e-module teaching materials equipped with hots questions is a novelty in this study, hots-based e-modules are e-modules that are expected to improve hots students through the practice of students' thinking skills in order to achieve the objectives of learning outcomes. this research is a study of the use of e-modules based on higher order thinking skill (hots) questions to improve cognitive learning outcomes for prospective elementary school teacher students. method the method in this research is quasi-experimental research with the design called nonequivalent control group design. the experimental group and the control group were not randomly selected. the nonequivalent control group design design can be seen in the chart below. figure 1. research design (sugiyono, 2008), note: x : treatment of hots-based modeule o₁ : pretest of experiment class and control class o₂ : posttest of experiment class and control class the use of e-module based on higher orther thinking skill (hots) question to improve cognitive learning results college students of primary school teachers | 203 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 the research begins with giving a pretest to the experimental class and the control class to determine the cognitive learning outcomes before learning. the pretest results of the two classes were processed to obtain the average value achieved by students in each class. the next stage, researchers used e-modules in learning in the experimental class, while in the control class researchers did not use e-module. after learning in the experimental class is complete, students in the experimental class and control class are given a final evaluation (posttest), which is then the results of the final evaluation of each class are compared to see the differences in cognitive learning outcomes between the control class and the experimental class that have received different treatment. the population in this study were all 2018 semester 5 regular students in one of the elementary school teacher education study programs at a university in bandung, which consisted of classes ao1, ao2. the sampling technique is saturated sample, so that the population is equal to the number of samples. the instrument used as data disclosure in this study is a test item to measure student cognitive learning outcomes. the validity and reliability of the test questions were first tested. the data collection technique in this study was a test in the form of description questions to measure student cognitive learning outcomes. data analysis was carried out on test results (pretest and posttest) which were conducted individually on student cognitive learning outcomes. furthermore, statistical analysis processing was carried out using spps version 25.0 for windows software in several stages of testing, namely the prerequisite test (normality test and homogeneity test), t-test and gain test. results and discussion results the e-module used in this study is an electronic module that is not printed, but can be accessed or opened using a smartphone, tablet, pc computer and all operating system-based media, especially android so that students can open and use this e-module not only limited to classrooms and meetings, but students can study anywhere, anytime and with anyone. this electronic module is an individual learning package that functions as a learning supplement. hots-based e-modules are e-modules that are equipped with questions that can improve students' hots, so that hots-based teaching materials can train students' thinking skills in order to achieve student cognitive learning outcomes. 204 | the use of e-module based on higher orther thinking skill (hots) question to improve cognitive learning results college students of primary school teachers p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 to determine the use of e-modules based on hots questions to improve student cognitive learning outcomes, a quasi-experimental study (quasi-experimental) was carried out with the nonequivalent control group design design with the experimental group and control group not being chosen randomly. the research begins by giving a pre-test to the experimental class and control class to determine cognitive learning outcomes. the results of the pre-test from the two classes were processed to get the average score achieved by students in each class. the next stage in the control class the researchers did not use e-modules in their learning, while in the experimental class the researchers used e-modules. after the learning was carried out in the experimental and control classes completed, students of both classes were given a final evaluation (posttest). the pretest and posttest results of the control class and experimental class are shown in table 1 below: table. 1 pretest and posttest scores in experiment class pretest and posttest score of control class pretest and posttest score of experiment class no sample pretest postest no sample pretest postest 1 77 90 1 77.5 90 2 77 90 2 77 96 3 75 82 3 77.5 97 4 77.5 90 4 77.5 90 5 77.5 92 5 77.5 97 6 77.5 88 6 77.5 93 7 75 84 7 80 95 8 75 88 8 77 95 9 77 88 9 75 95 10 77.5 90 10 77.5 90 11 77.5 90 11 75 98 12 77.5 90 12 77.5 90 13 75 88 13 77 90 14 77.5 92 14 75 95 15 75 92 15 77.5 95 16 75 80 16 80 95 17 75 88 17 75 90 18 75 80 18 77 90 19 80 90 19 75 92 20 77 88 20 75 90 21 80 90 21 77 88 22 77.5 90 22 77 90 23 77.5 90 23 75 90 24 77.5 88 24 80 90 25 75 88 25 77 90 26 77 92 26 75 92 27 77.5 90 27 77.5 88 28 75 90 28 75 90 29 77.5 90 29 77 88 30 75 92 the use of e-module based on higher orther thinking skill (hots) question to improve cognitive learning results college students of primary school teachers | 205 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 hypothesis of the data above is tested by first analyzing the data on the test results (pretest and posttest) which are carried out individually on student cognitive learning outcomes. hypothesis testing consists of several stages of testing, namely the prerequisite test (normality test and homogeneity test), t-test, and gain test. statistical analysis processing was carried out using spps version 25.0 for windows software with the following results: results of pretest and posttest of control class the data in table 1 was tested using a paired sample t-test with the spps version 25.0 for windows software application to see if there was a significant difference between cognitive learning outcomes in the pretest and posttest data for the control class or for the class that did not use the e-module. the processing results are shown in table 2 and table 3 below. table 2. output paired sample statistic mean n std. deviation std. error mean pair 1 pre-test 76.667 30 1.4582 .2662 post-test 88.667 30 3.2092 .5859 based on table 2 above, it is obtained that the pretest average for the control class is 76.67 and the posttest average for the control class is 86.67. judging from the average, there was an increase of 12 points. table 3. output paired sample test based on table 3 above, the sig value (2-tailed) = 0.000 is smaller than (α 0.05), so ho is rejected and ha is accepted, which means that there is a significant difference between cognitive learning outcomes in the pretest and posttest data for control class the results of the pretest and posttest of experimental class paired differences t df2 9 sig. (2 tailed) mean std. deviatio n std. error mean 95% confidence interval of the difference lower upper pair 1 pre-test post test 12.000 0 2.8467 .5197 13.0630 -10.9370 23.089 .000 206 | the use of e-module based on higher orther thinking skill (hots) question to improve cognitive learning results college students of primary school teachers p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 like the pretest and posttest value data for the control class, data from the experimental class was also processed and tested to see whether there was a significant difference between cognitive learning outcomes in the pretest and posttest data for the experimental class or for class using e-module. the processing results are shown in table 4 below table 4. output paired sample statistics mean n std. deviation std. error mean pair 1 pre-test 76.845 29 1.5184 .2820 post-test 92.034 29 3.0294 .5625 based on table 4 above, it is obtained that the pretest average for the experimental class is 76.85 and the posttest average for the experimental class is 92.03. judging from the average, there was an increase of 15.18 points. the use of e-module based on higher orther thinking skill (hots) question to improve cognitive learning results college students of primary school teachers | 207 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 table 5. output paired sample test based on table 5 above, the sig value (2-tailed) = 0.000 is lower than (α 0.05), so ho is rejected and ha is accepted, which means that there is a significant difference between cognitive learning outcomes in the pre-test and post-test data for experimental class. to see the effectiveness of using e-module based on hots questions, an n-gain score test was carried out, with the results shown in table 6 below. table 6 results of n-gain score test experiment class control class no n-gain percent no n-gain percent 1 55.56 1 56.52 2 82.61 2 56.52 3 86.67 3 28.00 4 55.56 4 55.56 5 86.67 5 64.44 6 68.89 6 46.67 7 75.00 7 36.00 8 78.26 8 52.00 9 80.00 9 47.83 10 55.56 10 55.56 11 92.00 11 55.56 12 25.56 12 55.56 13 56.52 13 52.00 14 80.00 14 64.44 15 77.78 15 68.00 16 75.00 16 20.00 17 60.00 17 52.00 18 56.52 18 20.00 19 68.00 19 50.00 20 60.00 20 47.83 21 47.83 21 50.00 22 56.52 22 55.56 23 60.00 23 55.56 24 50.00 24 46.67 25 56.52 25 52.00 26 68.00 26 65.22 27 46.67 27 55.56 28 60.00 28 60.00 29 47.83 29 55.56 30 68.00 average 65.4999 51.6193 min 46.67 20.00 max 92.00 68.00 paired samples test paired differences t df sig. (2 tailed) mea n std. deviati on std. error mean 95% confidence interval of the difference lower upper pair 1 pre-test post-test 15.1 897 3.3338 .6191 16.4578 13.9215 24.5 36 28 .000 208 | the use of e-module based on higher orther thinking skill (hots) question to improve cognitive learning results college students of primar y school teachers p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 table 7 category of n-gain effectiveness interpretation percentage meaning <40 not effective 40 -55 less effective 56 – 75 quite effective >76 effective based on the results of the calculation of the n-gain score test above, which is then interpreted in table 7 of the n-gain effectiveness interpretation category table, it shows that the average n-gain score for the experimental class (using e-module based on hots questions) is 65.49% and included in the quite effective category with a minimum n-gain score of 46.67 and a maximum score of 92.00. meanwhile, the average n-gain score for the control class (not using the hots question-based e-module) is 51.6%, including in the less effective category with a minimum n-gain score of 20.00 and a maximum score of 68.00. so it can be concluded that the use of hots question-based e-module is quite effective to improve the cognitive learning outcomes of prospective elementary school teacher students. the effectiveness of using hots question-based e-module to improve student cognitive learning outcomes is tested in classroom learning. cognitive learning outcomes can be trained and guided by several features found in hots-based e-module. the characteristics of the hots question-based e-module can guide students in improving cognitive learning outcomes because the hots-based e-module trains students to remember, understand, apply, analyze, evaluate, and create. in the hots question-based e-module in this study, there are practice questions that refer to the indicators of cognitive learning outcomes being trained, namely the ability to remember, understand, apply, analyze, evaluate, and create. this shows that the use of hotsbased e-module is quite effective in improving the cognitive learning outcomes of prospective elementary school teacher students. this fact is in line with research which states that the use of learning modules causes an increase in hots skills and student learning outcomes (sabar & maureen, 2013). the hots question-based e-module has advantages because each module indicator sub-material, namely material descriptions, student activities and evaluation questions has been integrated with aspects of higher-order thinking skills (hots). electronic teaching material or e-module has advantages, one of which is that they contain electronic teaching materials which include material and practice questions presented varying not only text but also images (puspitasari et al., 2020). the use of e-module based on higher orther thinking skill (hots) question to improve cognitive learning results college students of primary school teachers | 209 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 conclusion based on the findings and discussion of this study, it is concluded that : 1. the use of higher order thinking skill (hots) question-based e-module is quite effective in improving cognitive learning outcomes for prospective elementary school teacher students with an n-gain score of 65.49%. 2. this effectiveness is tested in classroom learning by looking at the increase in cognitive learning outcomes. these cognitive learning outcomes can be trained and guided by several features contained in hot-based e-modules, hots-based e-modules train students to remembering, understanding, applying, analyzing, assessing, and creating. for further research related to the hots-based e-module, it is recommended that it be applied to all circles of students so that students can think at a high level and be useful for their lives in society. acknowledgments a big thank you to those who have reviewed this article, those who have been involved in this research and other parties so that this article can be published, hopefully the help from all parties will be input for articles that will be made in the future. references abror, a. r. 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(2020). efektivitas e-modul project based learning berintegrasi stem terhadap kreativitas siswa smk. jurnal ilmiah pendidikan fisika, 4(1), 15. https://doi.org/10.20527/jipf.v4i1.1774 210 | the use of e-module based on higher orther thinking skill (hots) question to improve cognitive learning results college students of primar y school teachers p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 faizah, d., utomo, p., & arifin, m. (2019). analisis pertanyaan guru dan siswa dalam proses pembelajaran bahasa indonesia di kelas vii smp negeri 4 kota bengkulu. jurnal ilmiah korpus, 2(3), 253–260. https://doi.org/10.33369/jik.v2i3.6780 fisnani, y., utanto, y., & ahmadi, f. (2020). the development of e-module for batik local content in pekalongan elementary school. innovative journal of curriculum and educational technology, 9(1), 40–47. https://journal.unnes.ac.id/sju/index.php/ujet/article/view/35592 hamalik oemar. (1990). kurikulum dan pembelajaran. bumi aksara. lukmannudin, sopandi, w., sujana, a., & sukardi, r. (2018). pre-service primary school teachers’ abilities in explaining water and air pollution scientifically. journal of physics: conference series, 1013(1), 0–8. https://doi.org/10.1088/1742-6596/1013/1/012084 puspitasari, r., hamdani, d., & risdianto, e. (2020). pengembangan e-modul berbasis hots berbantuan flipbook marker sebagai bahan ajar alternatif siswa sma. jurnal kumparan fisika, 3(3), 247–254. https://doi.org/10.33369/jkf.3.3.247-254 sriyanti, i., almafie, m. r., marlina, l., & jauhari, j. (2021). the effect of using flipbookbased e-modules on student learning outcomes. kasuari: physics education journal (kpej), 3(2), 69–75. https://doi.org/10.37891/kpej.v3i2.156 sudjana, n. (2011). penilaian hasil proses belajar mengajar. pt. remajarosda karya. sugiyono. (2008). metode penelitian kualitatif kuantitatif dan r&d. alfabetha. wahyuni, d., sari, m., & hurriyah. (2020). efektifitas e-modul berbasis problem solving terhadap keterampilan berfikir kritis perserta didik. natural science: jurnal penelitian bidang ipa dan pendidikan ipa, 6(2), 180–189. wiyoko, t., & aprizan, a. (2020). analisis profil kemampuan kognitif mahasiswa pgsd pada mata kuliah ilmu alamiah dasar. ijis edu : indonesian journal of integrated science education, 2(1), 28. https://doi.org/10.29300/ijisedu.v2i1.2384 table. 1 pretest and posttest scores in experiment class experiment class control class 108 | development and validation of mastery concept based pre-learning questions to support the implementation of radec (read˗answer˗discuss˗explain˗create) learning model p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 development and validation of mastery concept based pre-learning questions to support the implementation of radec (read˗answer˗discuss˗explain˗create) learning model fanny sumirat1, wahyu sopandi2, yeti nurhayati3, fransiska astri kusumastuti4, rendi restiana5, atep sujana6 1univeristas pendidikan indonesia, indonesia 2univeristas pendidikan indonesia, indonesia 3univeristas pendidikan indonesia, indonesia 4univeristas pendidikan indonesia, indonesia 5univeristas pendidikan indonesia, indonesia 6univeristas pendidikan indonesia, indonesia 1fannysumirat@upi.edu, 2wsopandi@upi.edu, 3yetinurhayati78@upi.edu, 4fransiska.astri@upi.edu, 5rendisukardi@upi.edu, 6atepsujana@upi.edu abstract the fact shows that elementary school students are generally passive because most of the elementary school teachers only ask lower-order cognitive questions such as memorization. therefore, the purpose of this study was to develop pre-learning questions that are able to stimulate and equip students to have higher order thinking skills. this study was using a research method for developing and evaluating instruments by adapting the instrument development process that has been developed by devellis (2003). this development process took two phases, that was the development phase and the validation phase. pre-learning questions are made up of a set of questions for the fourth grade of elementary school with a validated energy theme. data analysis was carried out through validity testing uses the spss version 25. the test results of pre˗learning questions show that the questions are feasible to use. the implication of this study is to produce a cognitive assessment instrument whose validity is tested in accordance with the appropriate cognitive stages to support the implementation of the radec (read˗answer˗discuss˗explain˗create) learning model used in schools by teachers. keywords: pre-learning questions, mastery of concepts, radec learning model introduction the parameters of educational success refer to the achievement of life skills as well as the development and strengthening of character. life skills can be interpreted as a series of knowledge that must be possessed by a person so that he is able to face and solve life challenges in his life in the future (mawardi, 2012). supporting to have good life skills requires mastery of essential and fundamental concepts so that it can facilitate the achievement of higher-order thinking skills. according to tso (2021) states that higher-order thinking skills include the ability to build lower learning domains in mastering concepts (tso, 2021). in line with this, anderson & krathwohl (2001) stated that measuring mastery of concepts involves thinking skills at a high level in the learning process which must be supported by appropriate evaluations or tests on each indicator (nofiana et al., 2014). therefore, in the learning process, there must be a match between learning objectives and learning outcomes, while changes that can occur mailto:fannysumirat@upi.educom mailto:2wsopandi@upi.edu mailto:yetinurhayati78@upi.edu, mailto:fransiska.astri@upi.edu mailto:5rendisukardi@upi.edu development and validation of mastery concept based pre-learning questions to support the implementation of radec (read˗answer˗discuss˗explain˗create) learning model| 109 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 in the concept ownership process can be measured and developed through evaluation activities that are in accordance with teaching methods (yin et al., 2014). learning objectives play an important role, where teachers can assess students' cognitive abilities by using cognitive taxonomy in formulating various kinds of questions and can generate and develop certain expected cognitive processes. the questions asked by the teacher in the teaching process are common. tofade (2013) states that the questions used by the teacher aim to assess students' knowledge, measure understanding and stimulate students' critical thinking so that these questions can discuss students' cognitive levels ranging from low thinking levels that only remember facts to questions that require processing. higher-order thinking to facilitate deep thinking. therefore, in this case, the question is not an ordinary activity anymore but can present various cognitive domains to achieve learning outcomes (tofade et al., 2013). questions play an important role in the way teachers structure the classroom environment, organize the content of the subject matter and apply the way students assimilate the information presented and can facilitate discussion in the classroom (mccomas & abraham, 1991). the activity of asking questions is an activity that cannot be separated from teaching and learning activities in the classroom both orally and in writing. questions made by the teacher can be used as an assessment to determine student knowledge, but if the teacher is not skilled in making questions it will hinder learning, for example, students become confused and limit students' creative thinking. today, most teachers in asking learning questions still revolve around low-level cognitive questions or memorization (dahliana et al., 2019). the learning process only focuses on memorizing teaching materials as much as possible and cannot effectively stimulate students' critical thinking (ulandari et al., 2020) so that students become passive in the learning process (bhawanayani et al., 2018), and students' higher-order thinking skills still low (putranta & supahar, 2019). the teacher's ability to ask questions is a skill that requires certain techniques because it can describe the substance of the questions asked (meirianti, 2018). asking questions is the same as promoting independent thinking and involving students in innovative learning processes (aziza, 2021). in this case, the teacher must be sensitive to the condition of students so that they can position students as someone who can ask questions and able to answer scientific questions as a way to build knowledge and skills (meyer, 2014). creating teacher and student interactions in the learning process through questions is interpreted as the beginning of the emergence of ideas or ideas to support and help 110 | development and validation of mastery concept based pre-learning questions to support the implementation of radec (read˗answer˗discuss˗explain˗create) learning model p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 students develop the ability to interpret, clarify ideas and respond to responses in discussions (haverly et al., 2020). asking questions is a basic skill of a teacher. in teaching, if the questions are well structured by the teacher, students can explore the subject thoroughly and can promote learning gains. for example, providing challenges by asking questions trains students mentally in learning and facilitates in receiving complete and complete information. meanwhile, cotton (2001) indicated that asking questions that involve low-level cognitive thinking processes or rote learning is more effective when the teacher aims to convey factual knowledge and transfer knowledge into students' memory. while effective questions that can be applied at the elementary school level are a combination of high-level and low-level questions (cotton, 2001). in preparing questions, the teacher can use the revised bloom's taxonomy table as a reference in formulating questions that aim to bring up certain cognitive processes in students. based on the revised bloom's taxonomy initiated by anderson and krathwohl (2001) divides the cognitive domain for learning into six levels, namely remembering, understanding, applying, analyzing, evaluating, and creating. if traced, the lowest order of cognitive processes is remembering. in asking questions in the form of memory/memorization the teacher can ask the information obtained based on factual data. meanwhile, to ask questions that aim to gain understanding of the material, the teacher can use questions that ask students to provide examples, classify items, summarize information, and/or draw conclusions. for questions relating to application, students must be able to carry out a step or process procedure both mentally and physically into a certain condition or situation. for the ability to analyze, students can group a material into its constituent parts to determine the causal relationship. the analytical question that can be asked is to organize the parts in the constituent structure, distinguish relevant and unrelevant information, or deconstruct the values and biases of an underlying problem. furthermore, evaluation requires the formulation of values based on certain standards or categories of an existing value. in asking evaluation questions, students are faced with criticizing a work or product, determining the feasibility of a process or product for a particular problem, or checking for inconsistencies in theories or concepts. the last of the highest order of this cognitive process is to create. in asking creative questions, students are challenged to be able to produce a work or product based on the results of their creative thinking (tofade et al., 2013). the following is a description of the classification of questions on the level of students' cognitive processes and actions to achieve mastery of concepts in learning. development and validation of mastery concept based pre-learning questions to support the implementation of radec (read˗answer˗discuss˗explain˗create) learning model| 111 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 tabel 1. classification of questions based on the dimensions of cognitive processes dimensions of cognitive process cognitive level indicators sample question remembering lower-order thinking skill recognizing, identifying, recalling, showing, stating, explaining what is the meaning of weather? understanding lower-order thinking skill interpret, exemplify, classify, summarize, conclude, compare give examples of human activities that can be done in hot weather? applicating lower-order thinking skill implement, use, prove, manipulate, practice based on data from the meteorology, climatology and geophysics agency (bmkg) it was notified that in the java region there would be extreme weather throughout the month of july. what should vegetable farmers do to avoid crop failure? analyzing higher-order thinking skill distinguishing, organizing, deconstructing, analyzing, selecting, integrating in the transition season, often someone with a weak immune system is exposed to influenza. try analyzing the symptoms of influenza! evaluating higher-order thinking skill coordinate, evaluate, assess, criticize, test, detect what do you think about the government regulations regarding the delay of domestic flights to papua for one week due to bad weather this october! creating higher-order thinking skill creating hypotheses, designing, constructing, formulating make a picture poster to raise funds for humanitarian aid for the landslide disaster in sumedang! questions related to mastery of concepts can be measured properly by paying attention to each indicator on the instrument that can measure the characteristics of the dimensions of students' cognitive processes. instruments must be conceptually structured, consistent and statistically reliable (decapua & wintergerst, 2005). assessment begins with recognizing that all steps in assessing have limitations (porter, 2021). to overcome this, the test instrument must be developed with careful planning to measure conceptual understanding and develop higher order thinking skills (aizikovitsh-udi & cheng, 2015). according to king, et.al. (2010) stated that students can be given unusual problem-based questions to practice higher order thinking skills so that they are able to solve problems based on the context of their knowledge and experience (nofiana et al., 2014). in general, the teacher's perception in asking questions hopes that students learn by building meaning from the concepts that have been studied, incorporating new content or concepts into existing mental representations, because improving thinking skills simultaneously increases knowledge and content or concepts as well (brookhart, 2010). 112 | development and validation of mastery concept based pre-learning questions to support the implementation of radec (read˗answer˗discuss˗explain˗create) learning model p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 understanding differences in the types or levels of questions affect subsequent student responses and interactions (ertmer et al., 2011), meaning that teachers can direct the involvement of the quality of student responses or answers to high-level questions. in general, teachers ask questions during the learning process, but the read-answerdiscuss-explain-create (radec) learning model presents pre-learning questions before the learning process begins in class, with the intention that students can learn and understand the content or concept first. . students' exploration of the concept of subject matter becomes more flexible and students are trained to read various reading sources related to the material to be studied. this will strengthen the understanding of concepts to build their own knowledge. the research on the development of pre-learning question instruments aims to determine (1) the characteristics of the concept mastery-oriented pre-learning question instrument capable of supporting the implementation of the radec learning model (2) the feasibility of the prelearning question instrument as a starting point for students to master the learning concept (3) student responses to the pre-learning question instrument. the role of teachers who are innovative and creative should be able to support learning that should be able to deliver success to their students. the selection and application of learning models is also suspected to have an effect on the success of students' learning. this is also in line with the opinion of ceran (2020) which states that the development of conceptual understanding is a process, and for a deep understanding process it can be realized by compiling the right concept. a significant effort to achieve this is by building supportive teaching methods and environments (aydin ceran & ates, 2020). conceptual understanding is the ability of students to understand the relationship of concepts to each other so that it can be applied to solve problems (holme et al., 2015). therefore, it is necessary to realize that each student has different intellectual characteristics and learning environment so that the radec learning model is able to facilitate students to be able to develop their cognitive processes in accordance with learning objectives. the radec learning model is an alternative learning model that is appropriate to apply and in accordance with conditions in indonesia (pratama et al., 2020). the sequence of learning steps is easy to remember and easy to implement by the teacher. understanding students' conceptions can be influenced by various factors, including based on their level of knowledge. the research conducted by ceran & ates (2020) revealed that the level of conceptual understanding as measured by measurement techniques was adjusted to the cognitive level of students (aydin ceran & ates, 2020). in line with this, macana & rogayan (2019) stated that science teachers can use sci-vestigative pedagogical development and validation of mastery concept based pre-learning questions to support the implementation of radec (read˗answer˗discuss˗explain˗create) learning model| 113 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 strategy (sps) to improve students' conceptual understanding including their concepts and content knowledge; depth in topic; and transfer and connection and to develop their higher order thinking and questioning (macanas & rogayan, 2019). in fact, teachers still measure the level of students' conceptual understanding by giving questions that involve low levels of thinking, this is in accordance with abosalem's research (2015) which states that most teachermade tests measure lower levels in bloom's taxonomy (abosalem, 2015). meanwhile, the ideal of learning in elementary school requires students to be able to have mastery of concepts by involving higher-order thinking skills. it turns out that there has been no development of questions that facilitate concepts for higher-order thinking in mastery. at the end of the learning activities the teacher provides reinforcement as the final touch of mastery of concepts during the learning process. learning reinforcement can be used to integrate key elements of previously studied material into a concept to produce effective answers (zhang et al., 2019). in other words, it can be stated that applying the radec model by teachers can be used as an alternative solution in developing 21st century skills and developing character for students at the elementary school level (handayani et al., 2019). method in general, the participants characteristics involved consisted of academics, teachers and students. the academic participants have the following criteria; 1) lecturer status at public or private universities, 2) expertise in basic education, 3) more than 2 years teaching experience. furthermore, the teacher participants who were included in this study had the following criteria; 1) status as a class teacher in elementary school, 2) more than 2 years teaching experience, 3) last education bachelor of education, 4) have high motivation and dedication to the development of educational progress. meanwhile, the students involved have the criteria as students in te fourth grade of elementary school. meanwhile, the number of participants who were included in this study were 3 academics, 3 teachers and 30 fourth grade elementary school students. the validation measuring instrument in this study was made through adjustments based on the context of the study on the chosen theme, basic competence, level of cognitive development, and the age of the students. the format used makes it possible for participants from academics and teachers to put a check mark in one of the columns that describes the criteria for the questions that are appropriate or suitable for the aspects being studied. the following is an example of an instrument validation construct table. 114 | development and validation of mastery concept based pre-learning questions to support the implementation of radec (read˗answer˗discuss˗explain˗create) learning model p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 table 2. instrument validation construct basic competencies indicator question number description in accordance not suitable not in accordance science 3.5 identify various energy sources, changes in energy forms, and alternative energy sources (wind, water, solar, geothermal, organic fuels, and nuclear) in everyday life. 3.5.1 identify various sources of energy in daily life 1 3.5.2 give examples of the benefits of changing forms of energy in everyday life 2 3.5.3 prove that there is a change in energy 3 3.5.4 differentiating alternative energy sources 4 3.5.5 evaluating the use of alternative energy sources for daily life 5 this study uses the instrument development method and the validation method by adapting the instrument development process proposed by devellis. the basic reasons for choosing this research method because the stages of the process are selective in measuring instruments and are effective in being able to be developed and adapted. the process involves eight steps which are grouped into two phases, namely the development and validation phases (devellis, 2003). stage 1: development stage, at this stage the researcher conceptualizes and formulates the process of making pre-learning question items. the first step is analyzing literature studies from various sources, then focusing on developing pre-learning question instruments through group discussions. the literature study that has been carried out is an analysis of the elementary school curriculum which consists of core competencies, basic competencies, indicators and learning objectives. meanwhile, for the analysis of the need for making pre-learning questions oriented to mastery of concepts, it is adjusted to the cognitive level indicators proposed by bloom. then held focus group discussion (fgd) which involved 3 elementary school teachers in preparing pre-learning question instruments and developing an assessment rubric oriented to mastery of concepts to support the radec learning model. development and validation of mastery concept based pre-learning questions to support the implementation of radec (read˗answer˗discuss˗explain˗create) learning model| 115 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 stage 2: validation stage. at this stage the pre-learning questions that have been made are prepared to be validated for 30 students of fourth grade elementary school students. this validation stage includes an important process to ensure that the instrument developed is able to measure what it is intended to measure. the reference is applied in this validity step to predict an event or event or its relationship. the description of the method can be described as shown in figure 1 below: figure 1. development and validation of instrument data collection in this study uses a validation sheet that has been compiled through the aspects studied, including aspects of material or content, aspects of construction, language and additional rules that explain that the questions do not contain elements that can trigger divisions. the data analysis stage, the researcher first checked the data as a verification of the completeness of the data and the answers from the participants. furthermore, this study uses the help of the spss version 25 in calculating the validity of the questions that have been tested on a limited basis to 30 fourth grade elementary school students. results and discussion results the results showed that a set of pre-learning questions with the theme of energy that had been tested on 30 fourth grade elementary school students was valid. it can be described in table 2 below: 116 | development and validation of mastery concept based pre-learning questions to support the implementation of radec (read˗answer˗discuss˗explain˗create) learning model p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 table 3. test the validity of the pre-learning concept mastery questions item pearson correlation number r table description 1 .314 0,239 valid 2 468** 0,239 valid 3 .408 0,239 valid 4 .379 0,239 valid 5 .504** 0,239 valid 6 .271 0,239 valid 7 .261 0,239 valid 8 .248 0,239 valid 9 246 0,239 valid 10 .273 0,239 valid the validity test of the pre-learning concept mastery questions was processed through spss version 25. for n = 30, the r table obtained was 0.239. table 2 shows that if the value of r count > r table then it is declared valid. meanwhile, if the value of r count < r table is declared invalid. thus the results of the validity test indicate that the questions are feasible to use. discussion the questions given in the learning process are a contribution to the provision of subject matter, pedagogical knowledge, practical experience, and the performance of a teacher. one example is that bad things can hinder learning by creating confusion, inspiring students, and limiting creative thinking (tofade et al., 2013). the question can also be expressed as an assessment of the level of student understanding in mastering the concept, this is based on a goal that can reveal the success or failure of the learning process (porter, 2021). actually the expected questions are those that can increase students' understanding and knowledge and can facilitate students' critical and creative thinking. preparation of pre-learning questions are made and developed for the purpose of measuring teacher readiness in implementing the radec model at the answer stage. there are five constructs that were developed as the core of the instrument based on indicators of concept mastery. each indicator of mastery of concepts has relevance and is adjusted to the achievement of basic competencies and indicators that have been determined. although there are improvements in the validation implementation, it does not reduce the essence of the content of the material and the level of difficulty in pre-learning questions. the improvements proposed by the validators can build a better construct and conceptualization, as well as the focus of the results of group discussions contributing to the reinforcement that supports the creation of pre-learning question instruments for mastery of this concept, so that at the stage of development and validation the questions can be measured and feasible to be used. development and validation of mastery concept based pre-learning questions to support the implementation of radec (read˗answer˗discuss˗explain˗create) learning model| 117 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 conclusion the application of the radec model in learning must be supported by the readiness of the teacher in making pre-learning questions, although the shortcomings and difficulties in making pre-learning questions are felt by the teacher. therefore, this study discusses the process of developing and validating instruments to prepare pre-learning questions as instruments. the conceptualization stage is the main stage, because this stage is intended to ensure that the items made are represented and can be measured. there are contributions and implications obtained by the teacher are as follows: first, based on good reliability, this instrument can be used in high grade elementary schools. second, pre-learning questions that have been validated will have an impact on the level of teacher confidence in preparing lessons using the radec model. third, the pre-learning question instrument can be used as a benchmark for the success of teachers in promoting the radec model in learning in their classrooms. the suggestion from this research for future researchers is that the model for developing and validating this instrument needs to be designed and re-examined in context if it is applied to a new target, namely at a different level of education. acknowledgments place acknowledgments, including information on the source of any financial support received for the work being published. place acknowledgments, including information on the source of any financial support received for the work being published. references abosalem, y. 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(2019). a home service-oriented question answering system with high accuracy and stability. ieee access, 7, 22988–22999. https://doi.org/10.1109/access.2019.2894438 192 | blended learning model implementation study to improve learning outcomes elementary school student mathematics p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 blended learning model implementation study to improve learning outcomes elementary school student mathematics ghany taufik sidik1, prana dwija iswara2, tatang herman3 1universitas pendidikan indonesia, indonesia 2universitas pendidikan indonesia, indonesia 3universitas pendidikan indonesia, indonesia 1ghanytaufiksidik@upi.edu, 2iswara@upi.edu, 3tatangherman@upi.edu abstract the background of this study is the low completion of student learning outcomes against five competencies in mathematics lessons at the elementary school level. the use of teacher strategies is undoubtedly a critical consideration in overcoming the low learning outcomes of mathematics at the elementary school level. learning strategies using technology-based media that combine face-to-face learning in schools and remote online education expect to be a solution for teachers in overcoming the low outcomes of learning mathematics at the elementary school level. therefore, the author's purpose in researching this article is to examine implementing the blended learning model to improve mathematics learning outcomes for elementary school students. the method used by the author in this study is the systematic literature review method. researchers reviewed 5 research articles on the blended learning model's implementation in mathematics published from 2019 to 2021 in elementary schools. the technique applied by the author in collecting data is the documentation technique. then the instrument used by the author in this study is in the form of a list of classification order of research materials based on a research study focus and the format of research notes. this study resulted in a significant increase in the completeness of student learning outcomes in 5 different elementary schools from 5 researchs caused by teachers choosing to implement the blended learning model in mathematics lessons. keywords: blended learning, learning outcomes, mathematics introduction nowadays, technology development attracts teachers' attention to be applied to the learning process from elementary school to the tertiary level. learning strategies using technology expect to make it easier for teachers and students to achieve an indicator of learning objectives. one learning model at the elementary level that applies technology is the blended learning model. the blended learning model is an amalgamation of the benefits of a component of face-to-face and online learning with technology (geng et al., 2019)(rasheed et al., 2020). the blended learning model requires traditional learning strategies in face-to-face interactions and other learning strategies using technology to convey material information to students (gaol & hutagalung, 2020). the blended learning model combines a conventional and an online learning environment (yang et al., 2021). based on these various expert opinions, the blended learning model has the meaning of combining the components of the face-to-face mailto:email-author@ymail.com mailto:email-author-2@ymail.com blended learning model implementation study to improve learning outcomes elementary school student mathematics | 193 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 learning environment with the learning components using online-based technology in conveying material information to students. the blended learning model has advantages, including delivering workable subject matter in various places by utilizing online-based media. students are given the freedom to learn independently. the purpose of learning indicators can be conveyed to students effectively, making it easier for students to access the subject matter. students become familiar with technology (maulana et al., 2020)(tanjung et al., 2021). the blended learning model motivates teachers to change the approach to learning that was initially teacher-centered to student-centered learning (ahmad et al., 2021). thus, the blended learning model makes it easier for teachers to deliver material and more accessible for students to access a variety of meaningful material references through online media to achieve the objectives of learning indicators optimally. this blended learning model will positively affect learning activities, including elementary mathematics lessons. mathematics is a science related to abstract logical reasoning using various number symbols arranged systematically (sari et al., 2022). based on this description, mathematics lessons can develop students' logical reasoning using number symbols. sourced from the results of a study by indah (2022), the blended learning model can make it easier for grade 4 elementary school students to understand the concept of mathematical material. this is also by the results of research by rohmawati et al. (2021), which states that the blended learning model can cause an increase in elementary mathematics learning outcomes. in elementary level education, problems often arise in mathematics lessons, including students who do not understand the subject matter. therefore, the author studied several articles to hope that the blended learning model can be a solution for students who do not understand the material of the five competencies of mathematics lessons. so that the focus of this paper is the study of the implementation of the blended learning model to improve the learning outcomes of elementary mathematics. this study aims to determine the implementation of the blended learning model to improve elementary mathematics learning outcomes. method this research uses the systematic literature review method, namely the accumulation of various research results based on studies that have been published through the procedure of searching, collecting, and analyzing available reference sources (hezam & nayeem, 2021). 194 | blended learning model implementation study to improve learning outcomes elementary school student mathematics p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 researchers reviewed 5 research articles on the blended learning model's application in mathematics published from 2019 to 2021 in elementary schools. the research data source obtained is secondary data, namely sources that do not directly provide data to the data collector through a document (ade, 2019). the data collection technique in this study uses documentation techniques to look for a collection of various written data that matches research variables from book sources, photos, letters, articles, daily notes, and research reports (anggito & setiawan, 2018). the research instrument used is a sequence list of research material classifications based on a research study focus and the format of a research record (saifuddin, 2020). results and discussion results the procedure for identifying research is carried out so that the analysis of the data results found is avoided the error of a theory. researchers conducted a study of 5 research articles that apply class action research methods to implementing the blended learning model to improve learning outcomes in elementary mathematics, namely as follows. table 1. improving the completeness of learning outcomes of grade 6 students of sd negeri jumputrejo no description average value completeness of learning 1 pre-cycle 69,28 10 complete students 2 cycle 1 77,4 16 complete students 3 cycle 2 86,1 24 complete students source: (machfud, 2019) table 1 data is the result of research by machfud (2019) on 28 grade 6 students of sd negeri jumputrejo on implementing the blended learning model to improve learning outcomes in mathematics regarding fractional material. table 2. improving the completeness of learning outcomes of grade 4 students of sd negeri pisangan 01 no description average value completeness of learning 1 pre-cycle 68 11 complete students 2 cycle 1 80 23 complete students 3 cycle 2 96 30 complete students source: (roshonah et al., 2020) blended learning model implementation study to improve learning outcomes elementary school student mathematics | 195 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 table 2 data is the result of research by roshonah et al. 2020 on 32 grade 4 students of sd negeri pingasan 01 on implementing the blended learning model to improve learning outcomes in mathematics material regarding small guild multiples and multiples of large guilds. table 3. improving the completeness of learning outcomes of grade 4 students of sd negeri 041 tarakan no description average value completeness of learning 1 pre-cycle 44,17 3 complete students 2 cycle 1 64,17 5 complete students 3 cycle 2 81,25 22 complete students source: (nurhasanah, 2020) table 3 data is the result of research by nurhasanah (2020) on 24 grade 4 students of sd negeri 041 tarakan on implementing the blended learning model to improve learning outcomes in mathematics regarding angle material. table 4. improving the completeness of learning outcomes of grade 5 students of madrasah ibtidaiyah muhammadiyah 14 pambon no description average value completeness of learning 1 pre-cycle 66,75 5 complete students 2 cycle 1 86 6 complete students 3 cycle 2 90 8 complete students source: (nahdliyatin & winata, 2021) table 4 data is the result of research by nahdliyatin & winata (2021) to 8 grade 5 students of madrasah ibtidaiyah muhammadiyah 14 pambon on the implementation of the blended learning model to improve learning outcomes in the field of mathematics regarding the material processing of a data. table 5. improving the completeness of learning outcomes of grade 2 students of sd muhammadiyah 4 surabaya no description average value completeness of learning 1 pre-cycle <70 13 complete students 2 cycle 1 84,64 20 complete students 3 cycle 2 90 25 complete students source: (islami et al., 2021) table 5 data is the result of research by islami et al. (2021) on 28 grade 2 students of sd muhammadiyah 4 surabaya on implementing the blended learning model to improve learning outcomes in mathematics regarding the material of a spacious building. 196 | blended learning model implementation study to improve learning outcomes elementary school student mathematics p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 discussion based on the data analysis, the five articles on implementing the blended learning model to improve learning outcomes in the field of mathematics obtained the following data. the research results by machfud (2019) in table 1, implemented on 28 grade 6 students of sdn jumputrejo, increased learning outcomes regarding fractional material. this is based on the pre-cycle stage obtained data on the average score of 69.8, and 10 students achieved learning completion scores. then blended learning was carried out so that in the setting of cycle 1, obtained an average score of 77.4, and 16 students achieved learning completion scores. after that, blended learning was carried out again so that at the stage of cycle 2, it received an average score of 86.1, and 24 students reached the learning completion score. therefore, it is proven that the blended learning model can cause an increase in elementary mathematics learning outcomes. the research results by roshonah et al. (2020) in table 2, implemented to 32 grade 4 students of sdn pingasan 01, showed increased learning outcomes regarding kpk and fpb materials. this is based on the pre-cycle stage obtained data on the average score of 68, and 11 students achieved the complete learning score. then blended learning was carried out so that in cycle stage 1, obtained an average score of 80, and 23 students achieved learning completion scores. after that, blended learning was carried out again so that at the stage of cycle 2, obtained an average score of 96, and 30 students achieved the complete learning score. therefore, it is proven that the blended learning model can cause an increase in elementary mathematics learning outcomes. the research results by nurhasanah (2020) in table 3, implemented on 24 grade 4 students of sdn 041 tarakan, increased learning outcomes regarding angular material. this is based on the pre-cycle stage obtained data on the average score of 44.17, and 3 students achieved learning completion scores. then blended learning was carried out so that at the scene of cycle 1, obtained an average score of 64.17, and 5 students reached the learning completion score. after that, blended learning was carried out again so that at the stage of cycle 2, obtained an average score of 81.25, and 22 students achieved learning completion scores. therefore, it is proven that the blended learning model can cause an increase in elementary mathematics learning outcomes. the research results by nahdliyatin & winata (2021) in table 4, implemented to 8 students of grade 5 mi muhammadiyah 14 pambon, showed an increase in learning outcomes regarding processing material. this is based on the pre-cycle stage obtained data on the average blended learning model implementation study to improve learning outcomes elementary school student mathematics | 197 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 score of 66.75, and 5 students achieved learning completion scores. then blended learning was carried out so that at the scene of cycle 1, obtained an average score of 86, and 6 students achieved learning completion scores. after that, blended learning was carried out again so that at the stage of cycle 2, obtained an average score of 90, and 8 students achieved learning completion scores. therefore, it is proven that the blended learning model can increase elementary mathematics learning outcomes. the research results by islami et al. (2021) in table 5, implemented on 28 grade 2 students of sd muhammadiyah 4 surabaya, showed increased learning outcomes about a space building. based on the pre-cycle stage, obtained the average score data of < 70, and 13 students achieved learning completion scores. then blended learning was carried out so that at cycle stage 1, obtained an average score of 84.64, and 20 students completed learning completion scores. after that, blended learning was carried out again so that at the stage of cycle 2, obtained an average score of 90, and 25 students achieved learning completion scores. therefore, it is proven that the blended learning model can cause an increase in elementary mathematics learning outcomes. based on five studies from the article's content, it is proven that the blended learning model can cause an increase in the learning outcomes of elementary school students in mathematics learning. this is in line with the results of a literature review research from rohmawati et al. (2021), which states that elementary schools that apply to learn using the blended learning model significantly influence students' mathematics learning outcomes. the blended learning model can cause an increase in student learning outcomes from the basic education level to the tertiary level, and students are easier to master the concept of material from the teacher's direction to trigger learning activities (sukma & priatna, 2021)(lusa et al., 2021). conclusion many researchers obtained various trials from class action research based on the results and discussion. implementing the blended learning model can trigger student activity in their learning process caused by conventional learning collaboration and technology-based online learning. this makes it easier for elementary school students to understand the material of the mathematics lesson. thus, it is proven that implementing the blended learning model in mathematics lessons can increase learning outcomes for elementary school students. researchers are recommended to further expand this research by analyzing more literature 198 | blended learning model implementation study to improve learning outcomes elementary school student mathematics p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 studies from other online libraries to broadly investigate the implementation of the blended learning model for students and teachers related to learning outcomes in the field of elementary school mathematics in a particular region. references ade, i. 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(2021). emanant themes of blended learning in k-12 educational environments: lessons from the every student succeeds act. computers & education, 163, 1–12. improving cultural literature of pgsd ikip siliwangi students through bhineka card media based on canva application| 249 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 5, number 2, september 2021 improving cultural literature of pgsd ikip siliwangi students through bhineka card media based on canva application agni muftianti 1 , hana sakura putu arga 2 , anugrah ramadhan firdaus 3 1 insttitut keguruan dan ilmu pendidikan siliwangi 2 insttitut keguruan dan ilmu pendidikan siliwangi 3 insttitut keguruan dan ilmu pendidikan siliwangi 1agni-muftianti@ikipsiliwangi.ac.id , 2 hana-sakura@ikipsiliwangi.ac.id, 3anugrah@ikipsiliwangi.ac.id abstract this research is motivated by the author's concern for elementary school students who are starting to forget indonesian culture and are more interested in foreign cultures. this is due to the lack of introduction to local culture for students so that students do not know what kinds of cultures exist in indonesia. the purpose of this research is to improve the literacy skills of students through the diversity card media with the help of the canva application. the research method used is a quasi-experimental research design with a non-equivalent pretest posttest control group design. research design is non randomized pretest posttest control group design, according to levy and j. ellis (2011) non randomized pretest posttest control group design. the results of the research carried out are 1) learning by applying the diversity card media with the help of the canva application can improve the cultural literacy skills of pgsd ikip siliwangi in elementary social studies internship courses; 2) teaching using bhinneka card media with the help of the canva application is better than conventional learning; 3) learning to use the diversity card media with the help of the canva application requires careful preparation in planning and implementation. keywords: cultural literacy, bhineka card, canva abstrak penelitian ini dilatarbelakangi oleh kepedulian penulis terhadap siswa sekolah dasar yang mulai melupakan budaya indonesia dan lebih tertarik dengan budaya asing. hal ini disebabkan kurangnya pengenalan budaya lokal kepada siswa sehingga siswa tidak mengetahui macam-macam budaya yang ada di indonesia. tujuan dari penelitian ini adalah untuk meningkatkan kemampuan literasi siswa melalui media kartu keragaman dengan bantuan aplikasi canva. metode penelitian yang digunakan adalah penelitian eksperimen semu dengan desain non-equivalent pretest posttest control group design. desain penelitian adalah non randomized pretest posttest control group design, menurut levy dan j. ellis (2011) non randomized pretest posttest control group design. hasil penelitian yang dilakukan adalah 1) pembelajaran dengan menerapkan media kartu keragaman dengan bantuan aplikasi canva dapat meningkatkan keterampilan literasi budaya pgsd ikip siliwangi pada mata kuliah magang ips sd; 2) pembelajaran menggunakan media kartu bhinneka dengan bantuan aplikasi canva lebih baik dibandingkan pembelajaran konvensional; 3) pembelajaran penggunaan media kartu keragaman dengan bantuan aplikasi canva memerlukan persiapan yang matang dalam perencanaan dan pelaksanaannya. kata kunci: literasi budaya, kartu bhineka, canva introduction cultural literacy is part of the six literacy levels that are very important for elementary school students. cultural literacy and citizenship can form students who are able to appreciate the existing culture, love the culture of the homeland and understand their rights and obligations as citizens who love culture. this is reinforced by desyandri's (2018) explanation which argues mailto:anugrah@ikipsiliwangi.ac.id 250| improving cultural literature of pgsd ikip siliwangi students through bhineka card media based on canva application p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 5, number 2, september 2022 that "cultural literacy is the ability to understand and act on indonesia as a nation's identity ". cultural literacy and citizenship are important things for the 21st century millennial generation to help preserve a national culture that is so rich in diversity from ethnicity, language, customs, beliefs and social strata, (pratiwi & asyaritin, 2019). in this modernization era, elementary school students need to have skills in understanding the diversity that exists in indonesia (sari & supriyadi, 2021). every individual and cultural group has differences from each other that reflect the characteristics of the region. students when in a social environment will definitely find these differences, a small example when in a game environment, every child has differences in terms of physical, family culture, ways of behaving so that students need to be equipped with an attitude of terror about differences that exist because of their responsibilities as citizens. one of the good things is mutual respect and respect for differences as a form of diversity. the principles of cultural literacy and citizenship according to the ministry of education and culture ( 2017) include: 1) culture as a natural thought through language and behavior, 2) art as a cultural product, 3) multicultural and participatory citizenship, 4) nationalism, 5) inclusiveness, 6) direct experience. on the third principle regarding multicultural and participatory citizenship. literacy aims to provide opportunities or opportunities for students to develop themselves as competent communicators in the context of multiliteracy, multiculturalism and multimedia through their multiligious learning (yunus a , 2017 ) . supardan (2004) argues that "the key in this multiculturalism is difference and respect, two words that have been often confronted". existing differences will not become a social problem if they are balanced by good characters who are able to appreciate existing differences, one way that can shape these characters is through cultural literacy and citizenship. thus, cultural and civic literacy can be a reflection of indonesian culture and nobility of human character that is sourced from the values of existing entities. for this reason, the younger generation, especially elementary school students , must recognize, understand, apply and preserve the culture and values of their own regional citizenship to strengthen the cultural values within themselves. nation , yusuf et al (2020) the phenomenon in the field shows that students lack interest in local traditions and culture, this is due to their lack of knowledge and understanding and awareness of culture and citizenship . based on the results of observations made in an elementary school in the city of bandung, students when researchers conducted questions and answers on the material on the diversity of the nation's culture of students, it appears that only a few people know the regional improving cultural literature of pgsd ikip siliwangi students through bhineka card media based on canva application| 251 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 5, number 2, september 2021 cultures that exist in indonesia, even the local language, students are not too familiar with this. this is because parents at home do not get used to the use of local languages, besides that, learning at school does not often involve culture-based learning. we know that indonesia is a country rich in culture. each region in indonesia has characteristics and characteristics that are different from one another. mahfud (2014) stated that in real terms the indonesian nation has a diversity of languages, social, cultural, religious, political aspirations and economic capabilities. it 's just that in the era of globalization, which is supported by the sophistication of information and communication technology, it has a positive and negative impact on culture. in accessing foreign culture it will be very easy to enter and be accepted by students, the positive impact is that we can easily find out the cultural diversity that exists in various countries but the negative impact of foreign culture that enters and is accepted will erode local culture so that regional culture is not recognized by the people themselves. . frans (2017) argues that “ the nation's cultural values that underlie the attitude of nationalism are shifted to an attitude of loving western culture. as a result, cultural values as the glue for the unity of the whole nation in the younger generation, especially students, fade and reduce concern for existing socio-cultural backgrounds " . the flow of globalization has affected the existence of multiculturalism in indonesia. the recent crisis in indonesia can be understood as a result of the low level of citizenship knowledge among indonesian people (maimun et al., 2020). this is because indonesian children are unaware and do not understand their rights and responsibilities due to changes in community habits or cultural shifts due to imitating western culture. if this problem is not immediately addressed, students of indonesian culture will be forgotten and increasingly eroded. therefore, there is a need for educational innovations that adapt to the times in the digital era but still contain local culture in the content. learning media plays a role in facilitating the delivery of material and providing different learning motivations so that it is not boring . learning innovations that can be a solution to this problem are the bhinneka card learning media based on the canva application. bhinneka card media are a variety of game cards that contain cultural pictures, be it local language writing, traditional houses, traditional dances , traditional clothes and various other cultures in indonesia. the card contains interesting pictures designed through the digital canva application. . the canva application is an image design application that can be used for certain purposes. through the design of the canva application, prospective elementary school educator students can design interesting media about anything that will be discussed in the material. in this cultural material, 252| improving cultural literature of pgsd ikip siliwangi students through bhineka card media based on canva application p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 5, number 2, september 2022 prospective elementary school educators can include pictures of any cultures that are designed to be interesting to play in the learning process. from the background that has been explained, the researchers plan to conduct research on "increasing cultural literacy and citizenship of pgsd ikip siliwangi students through the diversity card media based on the canva application" . method the research method in this study is a quasi-experimental method with a non-equivalent pretest posttest control group research design. the research design is non randomized pretest posttest control group design, according to levy and j. ellis (2011) non randomized pretest posttest control group design which can be described as follows. table 1. on randomized pretest posttest control group design class pretest treatment posttest experiment t0 x1 t1 control t0 x2 t1 information : t0: pretest carried out in the experimental and control classes t0: posttest carried out in the experimental and control class x1: treat in the experimental class x2: treatment in the control class t1: pretest carried out in the experimental and control classes t1: posttest carried out in the experimental and control classes the population in this study were all 4th semester pgsd ikip siliwangi students in the regular and non-regular classes with a total of 392 students. sampling in this study was conducted by selecting two classes of regular 4th semester students, namely class a1 which amounted to 41 students to be the experimental class and a2 with a total of 39 students to be the control class, thus the total number of students sampled in this study was 80 students. the location of this research is the institute of teacher training and education (ikip) siliwangi which is located at jl. canal jen. sudirman, baros, central cimahi, cimahi city. ikip siliwangi is one of the private universities under the auspices of lldikti region iv. the instrument used in this research is the instrument of cultural literacy and citizenship which is adjusted to the indicators. after that, the instrument was validated by experts and validated in the field so that the instrument was truly tested for validity. then the instrument was used at improving cultural literature of pgsd ikip siliwangi students through bhineka card media based on canva application| 253 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 5, number 2, september 2021 the pretest and posttest stages which were then processed and analyzed using the spps 25 application. this research procedure consists of four stages , namely the preparation stage, the implementation stage, the completion stage, and the publication stage. the stages of preparation for the activities carried out are analyzing the results of research that has previously been carried out regarding skills communication, analyzing student development in the preparation of teaching materials , compiling vlog -based teaching materials , compiling instruments, validation, and testing instruments. at the implementation stage, the activities carried out were the implementation of the pretest, carrying out learning in the experimental class using vlog -based teaching materials and in the control class using conventional learning, as well as implementing the posttest. in the final stage of research, the activities carried out are collecting research data, processing and analyzing research results, and compiling research reports. at the research publication stage, the activities carried out are publishing research results. results and discussion results the results of the study were obtained to answer the formulation of the first problem regarding whether there was an increase in the cultural literacy of pgsd ikip siliwangi students in class a1 through the use of the canva application-based diversity card media. the results of the research obtained were a significant increase in cultural literacy skills through the preparation of canva-assisted bhinneka card media. the results of the study were obtained through data processing and analysis using the spss 25 application. the results of the average value of cultural literacy ability in the experimental class obtained a pretest score of 70 and the results of the posttest average score reached a value of 88. the results of processing using t test statistics obtained sig data. (2-tailed) which is 0.000 divided by two because the hypothesis is one-way, then sig. (one-tailed) that is 0.000 <0.05, it can be interpreted that there is an increase in communication skills. 254| improving cultural literature of pgsd ikip siliwangi students through bhineka card media based on canva application p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 5, number 2, september 2022 table 2. cultural literacy ability of the experimental class experiment class t test sig.(2tailed) significance information pretest 0.000 2= there is an upgrade posttest 0.000 0.05 the results of the study regarding the improvement of cultural literacy skills in class a2 pgsd ikip siliwangi which is a control class through conventional learning (presentations and demonstrations). obtained research results the results obtained are the average value of the cultural literacy ability of students in the control class has a pretest score of 68 and a posttest score of 80. the results of processing using t test statistics obtained sig data. (2-tailed) which is 0.02 divided by two because the hypothesis is one-way, then sig. (one-tailed) which is 0.01 <0.05, it can be interpreted that there is a significant increase in cultural literacy skills in a2 pgsd ikip siliwangi students using conventional learning. the results of the processing can be seen in: table 3. cultural literacy ability in the control class experiment class t test sig.(2tailed) significance information pretest 0.020 2= there is an upgrade posttest 0.010 0.05 the results of the study that answered the third problem formulation were about whether there were differences in the improvement of students' communication skills between the experimental class and the control class. the results obtained through data processing and analysis, namely the communication skills of students in the experimental class experienced a more significant increase than students in the control class. the average n-gain score for the experimental class was 0.5 and the average n-gain score for the control class was 0.2. table 4. cultural literacy ability in the control class experiment class t test sig.(2tailed) significance information pretest 0.020 2= there is a difference of improvement posttest 0.010 0.05 improving cultural literature of pgsd ikip siliwangi students through bhineka card media based on canva application| 255 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 5, number 2, september 2021 based on the results of data processing obtained sig.(2-tailed) 0.000 divided by two because the hypothesis is one-way so that it is obtained sig. (one-tailed) 0.000 <0.05, it can be interpreted that learning activities through the preparation of bhinneka card media with the help of the canva application have a more significant improvement impact than conventional learning in improving the communication skills of pgsd students in elementary social studies internship courses. discussion learning in the experimental class the learning carried out in the experimental class was the creation of a diversity card media with the help of the canva application to improve the cultural literacy of pgsd ikip siliwangi students which was applied to the 4th semester students of class a1 of the sd ips internship course. learning is carried out for three times meeting. at the first meeting students still feel that they are not used to designing bhinneka card learning media based on the canva application. students are still groping in making interesting bhinneka card designs to be applied in the learning process. there were unique findings when making the design of the bhinneka card where some students were confused in determining the cultural theme so that students reread the material on cultural diversity which consisted of the safe aspect only. another finding is about making designs because not all students know and are able to make designs through the canva application so that students try first to make pictures and adjust attractive colors. a at the second meeting. the findings at the first meeting were analyzed and improved to continue the research at the second meeting. at the second meeting, the students were already getting good at making bhinneka card designs using the canva application. in the design process, students are able to develop their creativity in making pictures of the diversity of cultures that exist in indonesia. the choice of colors, images and card themes is in accordance with the character of the students. the improvements made at the second meeting gave quite good results in increasing cultural literacy. learning in the control class learning in the control class, namely class a2, 4th semester pgsd ikip siliwangi students, was held in three meetings using conventional learning. the intended conventional learning is social studies learning by conducting group presentations discussing the material of the nation's cultural diversity. in the first learning process in this class, there are not too many 256| improving cultural literature of pgsd ikip siliwangi students through bhineka card media based on canva application p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 5, number 2, september 2022 obstacles that occur because students have already accustomed to doing the learning process with group presentations. however, there were interesting things that were found in the process of the first meeting, namely the presentation of the material presented by the group whose presentation was less attractive both in terms of speech intonation and presentation of power point which was less attractive so that the audience paid less attention to the group presentation. from the shortcomings that existed at the first meeting, the researchers conducted an analysis and evaluation to improve the learning process at the second meeting. the researcher provides explanations and strategies that must be used when carrying out presentation activities, both from the readiness of the material, the availability of media, the use of attractive power point designs so that the watching group can benefit from the information provided. at the second meeting, the next group made presentations and had begun to understand how to carry out a good group presentation. intonation in speaking, material content, power point design are in accordance with the directions given when given input. so that in practice, students can carry out learning activities well and discuss actively. at the third meeting the results of improvements in learning at the second meeting showed a positive impact, it was seen that there was an increase in students' cultural literacy skills in making student diversity card media compared to the results of the pretest, but there were still some students who were not enthusiastic in implementing learning because these students felt bored with such a learning method. conclusion based on the findings and results of the research carried out as described above, as previously explained, the conclusions of this research are 1) learning by applying the bhinneka card media with the help of the canva application can improve cultural literacy skills of pgsd ikip siliwangi in elementary social studies internship courses; 2) learning to use diversity card media with the help of the canva application better than conventional learning; 3) learning to use diversity card media with the help of the canva application requires careful preparation in planning and providing adequate applications and electronic media for use in the learning process. improving cultural literature of pgsd ikip siliwangi students through bhineka card media based on canva application| 257 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 5, number 2, september 2021 acknowledgments we express our deepest gratitude to ikip siliwangi for facilitating and funding us to conduct internal research. thank you to the pgsd ikip siliwangi students who have been willing to help us in carrying out the research. thank you to the head and staff of lppm ikip siliwangi for helping us in this internal research. and we do not forget to thank the basic education journal of ikip siliwangi which has provided space for researchers to submit this journal. thus, we hope that the research that we carry out can be useful for basic education and for the progress of our beloved campus, ikip siliwangi. references abidin, yunus. 2017. pembelajaran literasi. jakarta: bumi aksara. dadang supardan, pengantar ilmu sosial sebuah kajian pendekatan struktural, jakarta: bumi aksara. desyandri. (2018). nilai-nilai kearifan lokal untuk menumbuhkembangkan literasi budaya di sekolah dasar. sekolah dasar: kajian teori dan praktik pendidikan, 27(1), 1–9. https://doi.org/http://dx.doi.org/10.17977/um009v27i12018p00. ellis & levy. (2008). a guide for novice researchers: design and development research methods. artikel. kemendikbud. 2017. “penguatan pendidikan karakter jadi pintu masuk pembenahan pendidikan nasional”. (https://www.kemdikbud.go.id/main/ blog/2017/07/penguatanpendidikan-karakter-jadi-pintu-masuk-pembenahan -pendidikan-nasional). mahfud, choirul, 2014, pendidikan multikultural, yogyakarta: pustaka pelajar. pratiwi, a., & asyarotin, e. n. k. (2019). implementasi literasi budaya dan kewargaan sebagai solusi disinformasi pada generasi millennial di indonesia. jurnal kajian informasi & perpustakaan, 7(1), 65-80. sari, d. a., & supriyadi. 2021. penguatan literasi budaya dan kewargaan berbasis sekolah di sekolah menengah pertama. jurnal citizenship. vol 4 (1). yusril et al. 2020. hubungan antara kewarganegaraan lingkungan terhadap perilaku lingkungan siswa di sekolah adiwiyata. jurnal pendidikan kewarganegaraan: volume 10 (1). yusuf, et al. 2020. tinjauan literasi budaya dan kewargaan siswa sma se-kota banda aceh. jurnal pendidikan kewarganegaraan undiksha vol 8 (2). https://doi.org/http:/dx.doi.org/10.17977/um009v27i12018p00 qr code assisted mathematics pocket book for grade iv elementary school| 145 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 qr code assisted mathematics pocket book for grade iv elementary school ayu mustika1, dodik mulyono2, tio gusti satria3 1universitas pgri silampari lubuklinggau, indonesia 2 universitas pgri silampari lubuklinggau, indonesia 3 universitas pgri silampari lubuklinggau, indonesia 1 ayumustika0502@gmail.com, 2 dodikmulyono99@gmail.com, 3 satriagustio@gmail.com abstract this study aims to determine the level of validity and practicality of the learning media "qr code assisted pocket book" in mathematics lessons on polygons for grade iv elementary school 1 megang sakti. this research is development research using the addie development model. based on the results of the assessment analysis conducted by three experts, namely: linguist, media expert, and material expert. the validators stated that the qr code -assisted pocket book "in the polygon material mathematics lesson for grade iv sd negeri 1 megang sakti has met the valid criteria with an average score of 0.87 with the high criteria. as for the practicality of the qr code -assisted pocket book in mathematics lessons, the polygon material for class iv of the state elementary school 1 megang sakti meets the very practical criteria with an average score of 96%, so it can be concluded that the qr code -assisted pocket book meets the valid, practical criteria. and can be used in learning. keywords: keywords, keywords, keywords introduction education is a very important element in human life. education is also a learning process for students to be able to understand and understand critical thinking through teaching and training efforts. (fauzia, 2018) said that education is a process of improving human quality both in terms of knowledge, attitudes, and skills by following certain procedures so that it can be useful for himself, his family, society, nation and state. in other words , education is a process of interaction between students and teachers in learning activities. education in a country will be more developed if the education of its citizens is managed and organized properly, one of which is by conducting development research. development research in education is a very important thing to develop and facilitate an educational product such as media, teaching materials, strategies, methods, models, and pocket books. this is in line with the opinion (hamzah, 2019) argues that research and development is research that is used to produce certain products , and test their effectiveness. with the development of learning tools, it is expected to be a solution to problems that occur during the learning process. in addition, the development of learning tools can also realize the optimal achievement of learning objectives. learning problems that are often found are mathematics learning, because mathematics learning is considered difficult by students plus mailto:ayumustika0502@gmail.com mailto:dodikmulyono99@gmail.com mailto:satriagustio@gmail.com 146 | qr code assisted mathematics pocket book for grade iv elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 the media used is inadequate. (vandini, 2015) mathematics is a structural science that deals with abstract concepts. mathematics studies certain symbols and can be used in almost all branches of science. mathematics lessons must be mastered by every student because mathematics has an important role in other sciences such as science, technology and even in everyday life. one way to support the mathematics learning process is to use learning media. learning media includes humans, materials or studies that build conditions that enable students to acquire knowledge, skills, or attitudes (satria, 2020) . in addition, learning media are facilities, methods, and techniques used in order to identify communication and interaction between educators and students in the learning process at school (tafonao, 2018) in the selection of learning media, it is necessary to pay attention to the accuracy of choosing the media that will be used in the learning process. in the learning process, there are several types of learning media including the following: 1) visual media, 2) audio visual media, 3) computers, 4) microsoft power point, 5) internet, and 6) multimedia, (wati, 2016). in the world of education itself, many workers use visual learning media. the learning media itself is made to help teachers to easily deliver material. one of the material that is difficult for students to understand is mathematics. mathematics is one of the important subjects to be mastered at school because of its use in everyday life. the importance of the role of mathematics makes mathematics taught at every level of education. mathematics provides a very important value for elementary school to university students because it makes a positive contribution to intellectual development to deal with increasingly advanced changes (mulyono et al., 2020) . based on the results of observations and interviews conducted on 08 january – 15 january 2021 by the author with a fourth grade teacher at sd negeri 1 megang sakti, the author found problems with students when the teacher's mathematics learning process only used student books so that students had difficulty understanding the material being taught. delivered by the teacher. in addition, the learning method used by the teacher is by using the lecture method. the lecture method, which is the "favorite" of lecturers in teaching, is not enough to arouse students' interest in learning and tends to make students feel unmotivated, unfocused and not concentrated in learning (lontoh & sihombing, 2021). teachers are also less inspired in meeting the needs of students so that an innovative learning process is not created. based on observations. teachers only use textbooks from the government in learning. therefore, pocket books can be an option to be used in the teaching and learning process.. pocket books are media that have often been used in the delivery of the material being taught. a pocket book is a small book in which there are writings and pictures qr code assisted mathematics pocket book for grade iv elementary school| 147 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 as well as an alternative to packaging information by taking into account the element of efficiency of use that can be stored in a pocket and easy to carry everywhere. pocket books also help students more easily understand the material presented. a pocket book is a small book, which can be stored in a pocket and easy to carry and read anytime and anywhere (ali, 2019) . according to (sulistyani et al., 2013) the functions of a pocket book or pocket book are: 1) attention function, pocket book media is printed in small packaging and full color so that it can attract and attention students to concentrate on the content of the material written in it, 2) affective function, writing formulas on pocket book media and there are pictures in the description of the material so that it can increase students' enjoyment in learning, 3) cognitive functions, writing formulas and pictures can clarify the material contained in the pocket book so that it can facilitate the achievement of learning objectives, 4) compensatory function, writing material in a short pocket book and clearly can help students who are weak in reading to understand the material in the text and recall it, 5) psychomotor function, writing short and clear pocket book material can make it easier for students to memorize it, 6) evaluation function, assessment of students' ability in understanding the material can be done by do the evaluation questions that are available t on the pocket book the existence of this pocket book is effectively used as a companion book for student learning to increase student interest in learning (fembriani, 2021). seeing the conditions in the field, the author must make a teaching material in the form of a pocket book that can help teachers in teaching and make students more interested and make it easier for students to learn mathematics and can be used to study anywhere. not only that, the pocket book that teachers and students want is an interesting pocket book that is different from pocket books in general, as there are only formulas, but a book with clear pictures in each material explained. in addition, a pocket book that was compiled and designed specifically based on qr-code was also found to facilitate students in learning. quick response code or commonly called qr code is a technology-based learning media. qr code or two-dimensional barcode that is used to display text to users, open web pages or urls, save contacts and much more that makes it easier for someone to store data. (adna & mardhiyana, 2019) , quick response code (qr code) is a two-dimensional image that displays one that contains information both vertically and horizontally. based on the results of research (sulistyowati, 2017) with the title development of a pocket book for mathematics subjects on geometry and arithmetic for sd/mi academic year 2017/2018 that pocket books for mathematics subjects are valid and appropriate to be used in 148 | qr code assisted mathematics pocket book for grade iv elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 the learning process. based on the assessment data obtained for the pocket book product for mathematics subjects, geometry and arithmetic as follows: the results of the assessment of material experts in the mathematics pocket book obtained an average value of 3.21 , the assessment of media experts who were given an assessment of the pocket book was 3.23 . meanwhile, the small group test results obtained an average of 3.39 with the criteria of "very interesting" and the field test obtained an average score of 3.46 with the criteria of "very interesting". based on the data obtained, the pocket book for mathematics subjects, geometry and arithmetic, was developed suitable for use in the learning process. based on these problems, the authors are interested in developing a learning media entitled: "a pocket book of mathematics with the help of qr code in the fourth grade of elementary school". method this research uses a quantitative approach with addie development mode. the development model used in this research is the addie development model. this development research procedure goes through five steps, namely: analysis, design, development, implementation, and evaluation . in this study, data collection technique used was observation, data collection using teacher and student response questionnaires. questionnaires are given to students to determine student responses to the developed test instrument (sugiyono, 2018). this questionnaire contains several questions which are then answered by the respondents. in other words, the questionnaire is a list of questions that will be given to other people who are willing to provide responses or answers according to user requests or according to questions. in this research, the questionnaire is divided into 2 types, namely the teacher and student practicality questionnaire and the validation questionnaire. validation questionnaire which aims to determine the validity of the qr code -assisted pocket book . the instrument used to analyze the validity of the pocket book is an assessment questionnaire that is intended for linguists, media experts, and material experts. to calculate the average score and the average total score of all aspects assessed using the following formula: giving the validity value with the following formula: v =∑ 𝑺 /[𝒏(𝒄 − 𝟏)] (azwar, 2013) qr code assisted mathematics pocket book for grade iv elementary school| 149 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 description: s = r – l0 l0 = low validity score (in this case = 1) c = low validity score (in this case = 4) r = number given by an assessor n = number of validators average score = 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑢𝑏𝑗𝑒𝑐𝑡 table 1 category of pocket book validation average score correlation coefficient interpretation of validity > 0.80 high 0.60 v < 0.80 high enough 0.40 v < 0.60 enough 0 v < 0.40 bad source: (febriandi et al., 2019) pocket book practicality test qr code -based pocket book . to calculate the average score and the average total score of all aspects assessed using the following formula: the value of practicality is given by the following formula: vp = 𝑇𝑆𝐸𝑝 𝑆−𝑚𝑎𝑥 × 100% description: vp: practicality validity tsep : total practicality empirical score s-max : maximum expected score average score = 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑢𝑏𝑗𝑒𝑐𝑡 table 2 criteria for practicality of pocket books. interval mean score clarification 81% 100% very practical 61% 80% practical 41% 60% practical enough 21% 40% less practical 0% 20% not practical source: riduan dalam (lestari et al., 2021) . 150 | qr code assisted mathematics pocket book for grade iv elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 results and discussion results after the research was conducted by distributing validation questionnaires to 3 validators, namely the linguist validator with 12 questions, the media expert validator with 17 questions and the material validator with 9 questions. then examined one by one and given an assessment according to the respondents' answers. the average score obtained from the assessment of 3 validation questionnaires is 0.87 . this value was obtained from filling in the research questionnaire which provided the following information: 5 (very good), 4 (good), 3 (good enough), 2 (not good) and 1 (not good). table 3 results of data analysis of linguists using aiken's v no rating points scor e aiken's v . figure aiken's v coefficient criteria 1 correct sentence structure 4 0.75 high enough 2 sentence effectiveness 4 0.75 high enough 3 term standard 4 0.75 high enough 4 understanding of information 5 1.00 high 5 image and illustration accuracy 5 1.00 high 6 conformity with the intellectual development of students 5 1.00 high 7 conformity with the emotional development of students 4 0.75 high enough 8 grammatical accuracy 4 0.75 high enough 9 spelling accuracy 4 0.75 high enough 10 consistency in the use of symbols 4 0.75 high enough 11 the language in the pocket book is easy to understand 4 0.75 high enough 12 the language used is in accordance with puebi 4 0.75 high enough amount 51 9.75 high v average 0.81 high qr code assisted mathematics pocket book for grade iv elementary school| 151 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 table 4 results of media expert data analysis using aiken's v no rating points score aiken's v . figure aiken's v coefficient criteria 1 pocket book compatibility 5 1.00 high 2 size suitability with the contents of the pocket book 5 1.00 high 3 the appearance of the layout elements on the front, back and back covers harmoniously has rhythm and unity and is consistent 5 1.00 high 4 harmonious layout element colors and clarify function 4 0.75 high enough 5 the font size of the pocket book title is more dominant and proportional compared to the size of the pocket book, author's name 5 1.00 high 6 pocketbook title color contrasts with background color 5 1.00 high 7 don't use too many letter combinations 5 1.00 high 8 describing the content or teaching materials and revealing the character of the object 5 1.00 high 9 shape, color, size, proportion of objects according to reality. 4 0.75 high enough 10 placement of elements of layout 5 1.00 high 11 consistent layout by pattern 5 1.00 high 12 clear paragraph separation 4 0.75 high enough 13 print area and proportional margins. 5 1.00 high 14 spacing between text and illustrations is appropriate 5 1.00 high 15 the placement of titles is clearly consistent and proportional 5 1.00 high 16 word cutter sign 4 0.75 high enough 17 able to reveal the meaning of the object high 1.00 high amount 81 high high v average 0.94 high 152 | qr code assisted mathematics pocket book for grade iv elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 table 5 results of material expert data analysis using aiken's v no rating points score aiken's v . figure aiken's v coefficient criteria 1 material equipment 5 1.00 high 2 material breadth 4 0.75 high enough 3 material depth 5 1.00 high 4 accuracy of data and facts 4 0.75 high enough 5 example and case accuracy 5 1.00 high 6 image and illustration accuracy 5 1.00 high 7 examples of questions in each learning activity 4 0.75 high enough 8 bibliography 5 1.00 high 9 student engagement 4 0.75 high enough amount 41 8.00 high v average 0.88 high table 6 results of data analysis of the validator's overall assessment no validator name score earned aiken's v coefficient criterion langu age media theory 1 agung nugroho, m. pd. 0.81 high 2 leo charlie, m. pd. 0.88 high 3 dwi marwoto, s. pd. elementary school. 0.94 high amount 0.81 0.88 0.94 high average 0.87 high after the research was conducted by distributing response questionnaires to 9 respondents, namely 3 students ( one to one ) and to 6 people ( small group ) with 8 questions. then examined one by one and given an assessment according to the respondents' answers. the average score obtained from the student's practicality questionnaire assessment is 100%. meanwhile, the teacher's practicality questionnaire with 10 questions obtained an average score of 88%. this value was obtained from filling out research questionnaires that provided the following information: 5 (very practical), 4 (practical), 3 (pretty practical), 2 (less practical) and 1 (not practical). qr code assisted mathematics pocket book for grade iv elementary school| 153 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 table 7 the results of the data analysis of the practicality of students in the one to one trial no item rating to respondent practical validity criteria 1 2 3 1 1 1 1 1 100% very practical 2 2 1 1 1 100% very practical 3 3 1 1 1 100% very practical 4 4 1 1 1 100% very practical 5 5 1 1 1 100% very practical 6 6 1 1 1 100% very practical 7 7 1 1 1 100% very practical 8 8 1 1 1 100% very practical average 100% very practical table 8 the results of the data analysis of the practicality of students in the small group trial no item rating to respondent practical validity criteria 1 2 3 4 5 6 1 1 1 1 1 1 1 1 100% very practical 2 2 1 1 1 1 1 1 100% very practical 3 3 1 1 1 1 1 1 100% very practical 4 4 1 1 1 1 1 1 100% very practical 5 5 1 1 1 1 1 1 100% very practical 6 6 1 1 1 1 1 1 100% very practical 7 7 1 1 1 1 1 1 100% very practical 8 8 1 1 1 1 1 1 100% very practical average 100% very practical table 9 recapitulation of overall assessment data results practicality of teachers and students no evaluator number of statement items earned score percentage criteria 1 mulyadi, s. pd. 10 44 88% very practical 2 3 4th grade students of sdn 1 megang sakti 8 24 100% very practical 3 6 fourth grade students of sdn 1 megang sakti 8 48 100% very practical average 96% very practical discussion from the results of the tests carried out, it was found that the assessment of media development by media experts obtained an average of 0.81 or high and was declared valid. 154 | qr code assisted mathematics pocket book for grade iv elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 this is feasible for trials without revisions. meanwhile, for linguists, the average obtained is 0.87 or high and is declared valid. this is feasible for trials without revisions. and for material experts obtained an average of 0.94 or high and declared valid. it is worthy of trial without revision. based on the data on filling out the questionnaire by the three validators, it shows that in developing the improved media, the calculation of the data filling in the questionnaire that obtained an average score of 0.87 with the "high" criterion can be interpreted that the development of a qr code -assisted pocket book is valid and feasible to use. (festiawan & arovah, 2020) based on three aspects of assessment in the form of material, display and language aspectsget a score of 91% with an a and enter the "very good" category implementation of the practicality test at the one to one stage consisting of 3 people and a small group ( small group) consisting of 6 people, a total of 9 students with high, medium and low abilities. based on the results of the overall practicality assessment from teachers and students obtained, it can be concluded that the responses of students and teachers to the qr code -assisted pocket book for polygon material are practical with an average score of 96%. conclusion based on the results of research and development of qr code -assisted pocket books in class iv mathematics lessons at state elementary school 1 megang sakti, it can be concluded that this development research resulted in qr code-assisted pocketbooks in mathematics lessons on multifaceted materials. this research was conducted using the addie development model which consists of 5 stages, namely analysis , design , development , implementation , and evaluation . the quality of the pocket books developed are as follows: 1. this research has succeeded in developing a qr code -assisted pocket book design for mathematics lessons using microsoft word software and the canva application. at the stage of designing this pocket book, the researcher made it according to the initial design that had been prepared by the researcher. this qr code -assisted pocket book product is intended for fourth grade students of state elementary school 1 megang sakti. in addition, the researcher also added a qr code containing soft files of materials and pictures that matched the context of the material contained in the pocket book and the researcher also used attractive colors in the pocket book design so that students were interested in learning to use a qr -assisted pocket book. code. qr code assisted mathematics pocket book for grade iv elementary school| 155 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 2. the developed pocket book obtained an average score of 0.87 and was categorized as " valid " which was determined based on the results of pocket book research by the three validation experts (linguists, media experts, and materials experts). 3. the developed pocket book obtained an average score of 96% and the pocket book was categorized as "very practical" which was determined based on the results of the analysis of the practicality sheet for teachers and fourth graders of sd negeri 1 megang sakti on the pocket book that had been developed. acknowledgments the researcher would like to thank those who have assisted in the preparation process and have provided support in the form of data and time so that this journal can be published.. references adna, s. f. :, & mardhiyana, d. 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(2021). efektivitas penggunaan metode ceramah dalam pembelajaran terhadap minat belajar mahasiswa [stt ikat jakarta]. https://doi.org/http://repository.sttikat.ac.id/id/eprint/56 mulyono, d., s, a. e., & hidayati, atika nur. (2020). peningkatan hasil belajar mata kuliah media pembelajaran matematika melalui flipped blassroom berbantuan schoology. teknologi pendidikan, 22, 89. satria, tio gusti. egok, a. s. (2020). pengembangan etnosains multimedia learning untuk meningkatkan kognitif skill siswa sd di kota lubuklinggau. basicedu, 4(1), 13–21. https://doi.org/https://doi.org/10.31004/basicedu.v4i1.382 sugiyono. (2018). metode penelitian kuantitatif, kualitatif dan r & d. alfabeta. sulistyani, n. h. dyah, jamzuri, & raharjo, d. t. (2013). perbedaan hasil belajar siswa antara menggunakan media pocket book dan tanpa pocket book pada materi kinematika gerak melingkar kelas x. pendidikan fisika, 01, 167. sulistyowati, a. 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(2016). ragam media pembelajaran. kata pena. optimizing reading skill of first grade students by online learning| 67 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 optimizing reading skill of first grade students by online learning cucu suryana1, naila kurnia restu2, dede margo irianto3, yeni yuniarti4 1universitas pendidikan indonesia, indonesia 2universitas pendidikan indonesia, indonesia 3universitas pendidikan indonesia, indonesia 4universitas pendidikan indonesia, indonesia 1 cucusuryana08@upi.edu, 2 nailakurnia97@upi.edu, 3 dedemargo@upi.edu, 4 yeni_yuniarti@upi.edu abstract this study aims to examine the efforts of teachers in optimizing the reading skill of first grade elementary school students during the pandemic, examine the responses of teachers and parents, and examine the difficulties experienced by teachers and parents in teaching students to read during the pandemic. the research method used is the case study method. the research instruments used were documentation, observation sheets and interviews. the results of this study are the first teacher's efforts in optimizing the reading skill of 1st grade elementary school students during the pandemic is to create a "reading motivation" group with the method of reading a book "read" one day one page that is shared every day in the group. second, the response of parents is that they feel that the group is a solution to reading problems, motivates students to be more active in learning to read, and it can be facilitates students’ to manage their time. third, the difficulty experienced by teachers is hard to communicate with students or hard to motivate students directly, parents who have work activities outside the home so that it is difficult to teach children. the difficulties experienced by parents were obtained using an interview instrument using the google form platform. keywords : first grade students, online learning, reading skill, introduction the covid-19 pandemic for the past 2 years has had an impact on the world of education in indonesia. the learning that was originally all face-to-face, turned into online learning. at first, all the people involved in the world of education, namely teachers, students, parents, and the community complained about the conditions of learning that had to be carried out online. but nevertheless, health is the most important thing that the government pays attention to to prevent the spread of covid-19 among teachers and students at schools who in fact carry out the learning process by gathering every day. regardless of the existing complaints, teachers can take lessons from the existence of covid-19 where learning must be able to adapt to 21st century learning that uses more technology. one of these is learning that was originally conventional (face to face) replaced with online learning (handarini and wulandari, 2020). online learning is defined as a knowledge transfer experience using video, audio, images, text communication, software using the internet network (basilaia & kvavadze, 2020). online learning requires supporting facilities that make it easier for students to carry out the 68 | optimizing reading skill of first grade students by online learning p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 learning process. in this digital era, various online media are now available that can be used to support online learning and can be accessed for free through various discussion rooms such as google classroom, whatsapp , smart class, zenius, quipper and microsoft (abidah, 2020). whatsapp features include whatsapp groups which can be used to send text messages, video images and files in various formats to all members. discussion and transfer of knowledge faceto-face is like meeting through various video teleconference platforms that are widely available for free, such as zoom, google meet, or whatsapp video calls. online learning greatly facilitates the transfer of information in various situations and conditions. the various benefits of the ease of online learning are supported by various platforms ranging from discussions to virtual face-to-face. however, the various benefits obtained, of course, have obstacles that are felt by both teachers and students reading. for students who have not been able to read, they cannot understand the commands in the book and have difficulty understanding the lessons given by the teacher. reading problems during the pandemic in first grade students occurred due to several factors, including when students attended kindergarten (tk) education they studied online, lack of parental attention, the low skill of parents to teach their children to learn to read at home, and so. rachim (hapsari, 2019) suggesting that there are several factors that can affect a person's reading skill, namely from psychological factors, motivation, interest, and socioeconomic maturity, as well as selfadjustment. therefore the role of the teacher is very important to be able to motivate students. thus, teachers must make efforts so that children can read. however, there are several stages that must be possessed by students in order to be able to read, including the initial reading stage. the initial reading stage is very important to teach because at the initial reading stage, students learn to acquire reading skills and techniques and capture the contents of the reading well. therefore, teachers must be able to design online learning well in order to be able to cultivate reading habits as something fun. the purpose of this study was to obtain information about how teachers' efforts are in optimizing the reading skills of 1st grade elementary school students through online learning. online learning is defined as a knowledge transfer experience using video, audio, images, text communication, software using the internet network (basilaia & kvavadze, 2020). online learning requires supporting facilities that make it easier for students to carry out the learning process. in this digital era, various online media are now available that can be used to support online learning and can be accessed for free through various discussion rooms such as google classroom, whatsapp , smart class, zenius, quipper and microsoft (abidah, 2020). optimizing reading skill of first grade students by online learning| 69 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 whatsapp features include whatsapp groups which can be used to send text messages, video images and files in various formats to all members. discussion and transfer of knowledge faceto-face is like meeting through various video teleconference platforms that are widely available for free, such as zoom, google meet, or whatsapp video calls. online learning is a modification of knowledge transfer through website forums (basilaia & kvavadze, 2020) and digital technology trends as a hallmark of the industrial revolution 4.0 to support learning during the covid-19 pandemic. technology integration and a variety of innovations are characteristics of online learning (banggur, 2018). in addition, the most important thing is the readiness of teachers and students to interact online. furthermore, (dewi, 2020) online learning is a learning process that utilizes the internet network. in this learning process, students can have flexibility in learning because it can be done anywhere. however, with the implementation of online learning from home, teachers are required to be more innovative, and creative in compiling the learning steps that will be carried out. this change in learning paradigm certainly makes teachers and students have to adapt from face-toface learning in class to online learning (mastuti et al, 2020). online learning is one of the 21st century learning that uses technology in learning. online learning involves many platforms in its implementation. however, the success of online learning still has to be an in-depth study by policy makers and education implementers. this is because the online learning process requires the support of various mobile devices such as smartphones, laptops, tablets, and other items that can be used to access information anytime and anywhere in online learning (suhendra et al. , 2020). the amount of online learning platforms does not necessarily make it easier for teachers and students to carry coordinate to did online learning by using familiar platforms for students and parents. because it takes a long time to learn various online learning platforms , especially with different parental backgrounds, it can certainly be an obstacle in implementing online learning. therefore, teachers, students, and parents must coordinate to attend online learning with online learning platforms that are familiar to students and parents. if the students use easy online learning platforms then they will be able to attend the learning process with parental guidance. one of the platforms used by teachers is a social media whatsapp (kasanah et al. , 2020). whatsapp is an alternative for teachers and students in carrying out the online learning process. all learning platforms are good but it depends on the teacher's strategy in using the platform . so, teachers can combine the use of the whatsapp platform with other online learning platforms in the online learning process to make it run well. 70 | optimizing reading skill of first grade students by online learning p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 reading is an activity carried out to gain knowledge and knowledge and new experiences (sunarti, 2018). knowledge and new experience gained when doing reading activities. we understand that the skill to read is very important to be learned by students from elementary school age. the skill to read needs to be developed because it really supports the learning process carried out by students, so that students are able to learn the various subjects they are studying. aminah and yuliawati (2018) revealed that reading skill affects students' learning process abilities, because the learning process involves reading skills. reading is an important factor for students to learn all subjects at school, because with good reading skills it really supports the student learning process so it is easier to understand what is conveyed by the teacher. tarigan (aisyah et al., 2020) reading is one of the four language skills, namely: reading, writing, speaking, listening skills. each of these skills is closely related to the other three skills in various ways. in acquiring language skills, we usually go through an orderly relationship: first, in childhood, we learn to read and write. listening and speaking we learn from home, while reading and writing we learn from school. some people think that reading is very easy. in fact, that's an expression that needs to be questioned. the reading skill of each student is certainly very different, there are students who quickly learn both letters, syllables, words, and sentences just by providing reading lessons in a short time. however, there are also students who of course read slowly, even in class ii and class iii, they can only read fluently. there are even students whose reading skill is so low that only in grade iv, grade v, or grade vi can read fluently. the skill to read is not easily learned by students with different backgrounds and abilities. this is in line with what havisa et al said. (2021) reading skill is often a problem for teachers in carrying out learning, especially in grade i sd because the majority of students have low reading skills. reading has a big effect on students' skill to receive subject matter, especially text-based learning, students who are not able to read well will have difficulty participating in learning activities for all subjects. the above is in line with the opinion of sunarti (2018) that reading is a unique and complicated activity, so one cannot do it without learning it, especially elementary school-aged children who are new to letters or words. reading is one type of receptive written language skill, because by reading someone will gain new experiences, information, and knowledge. everything that is obtained through reading will allow the person to be able to sharpen his views, broaden his horizons, and heighten the power of his mind (irdawati, 2017). according to solchan (hapsari, 2019) early reading is an skill that prioritizes basic reading skills, namely literacy skills. the purpose of optimizing reading skill of first grade students by online learning| 71 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 literacy is that students can change and pronounce written sound symbols into meaningful sounds. the next skill is to improve reading skills at the discourse literacy stage. this stage is said to be the true skill stage because students can change written symbols into meaningful sounds accompanied by understanding. various efforts have been made by the teacher so that students can understand signs or symbols in reading. efforts towards understanding are related to the reading method used. iskandar (2021) said if the purpose of reading is to recognize language symbols or symbols, recognize words and sentences, find main ideas and key words, retell the contents of short readings. the purpose of reading according to the 2013 curriculum is reflected in basic competencies, learning outcomes, and indicators of reading and writing aspects for class i. the competency standards for reading aspects in elementary schools are students are able to read and understand short texts by reading fluently (voice) and read aloud a few simple sentences. in line with abidin's opinion (pratiwi, 2020) states, reading is an activity carried out to obtain information contained in a reading material. by reading will get an understanding of the contents of the reading. ayunia (2021) mentions the stages in forming good students' reading skills , namely sensory, perceptual, experience, thinking, and attitude. to support the reading skills of elementary school students from school, it is necessary to provide facilities and infrastructure in the form of student books, worksheets, and other story books that each student can take home. (hapsari, 2019) students are introduced to symbols and sound symbols. the next step is to present words whose meanings are recognized by students. students then arrange the words into sentences. in connection with the explanation above, the reading activity that becomes the focus when children enter elementary school is early reading. early reading atau beginning reading is the initial stage of students learning to read. reading skill is part of 4 language skills which consist of listening, speaking, reading, and writing. syatauw, gr, solehun, s., & rumaf, n, (2020) said reading is the initial stage of children in the process of learning to read. beginning reading as a basic reading skill for students and a tool for students to find out knowledge. in line with this, mustikawati (2015) also said that early reading is the initial stage of children in the process of learning to read for early grade elementary school students. furthermore, rahim (badu and saleh, 2018) said that early reading was taught in the early grades, namely in grades i, ii and iii. the emphasis on reading for grades i and ii is the perceptual process, namely the introduction of a series of letters and sounds of simple language, while the process of 72 | optimizing reading skill of first grade students by online learning p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 understanding a meaning of what is read (meaning) is carried out in advanced learning in high grade. based on the explanation above, it can be seen the importance of reading skills as part of language skills as the initial capital for students to learn various subjects taught at school. the first thing that students must learn when entering elementary school is the skill to read beginning. teachers should try their best to make the best efforts in learning to read beginning students in elementary schools by using various strategies, methods, and media that vary in order to make it easier for students to learn to read early as the basis for learning reading skills at a later stage at a higher grade level. . method this study used the case study method. according to cresswell (1989) a case study is an exploration of a bounded system or a case/various cases over time through in-depth data collection and involving various sources of rich information in one context. this bound system is bound by time and place while cases can be studied from a program, event, activity or an individual. this study is a descriptive study that aims to describe the efforts made by teachers in improving the quality of reading skills in elementary school students in grade i through online learning. data collection in this study used research instruments in the form of documentation in the form of daily reading deposit reports, research results, archive records consisting of a list of names, personal records, and interview sheets for grade 1 teachers and students' parents, as well as observation sheets. the form of data analysis and its interpretation in this case study research, namely category collection, the researcher the researcher collected data to find a case that relevant with reading problems results and discussion results this study aims to find out how the efforts of teachers, parents' responses, and the difficulties experienced by teachers and parents in optimizing reading skills in grade i elementary school during the pandemic. research data obtained from observations and interviews. the data consists of data on teacher efforts, parental responses and difficulties experienced by teachers and parents. from the results of data analysis, it is known that the teacher's efforts in optimizing the reading skill of class i sdn leuwigajah 5 during the optimizing reading skill of first grade students by online learning| 73 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 pandemic is to create a "one day one page" strategy with the media book "read" in the "reading motivation" group. the group was created with the aim of classifying and monitoring students who cannot read yet. to determine the students' reading skill, an observation stage was initially held using the whatsapp video call media . here is a document on the “one day one page” strategy and the “ready spirit” group. figure 1. documentation of the “reading motivation” group selection stage figure 2. documentation of daily reading deposit reports 74 | optimizing reading skill of first grade students by online learning p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 figure 3. whatsapp groups as daily reading deposit media the response of parents to the "reading motivation" group was obtained by using an interview instrument using the google form platform . based on the analysis of the results of the interviews, it shows based on interview, the parents felt if reading motivation group help students to gain their reading motivation. this group also helped students to train their time management in studying. result of interview showed below. figure 4. documentation of parental interviews regarding the “reading motivation” group optimizing reading skill of first grade students by online learning| 75 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 figure 5. documentation of the results of parental interviews regarding the positives of the “reading motivation” group the difficulties experienced by the teacher were obtained using direct interview instruments. the teachers found online leaning difficulties to gain reading motivation is they can not teach reading directly to students’ whose parents were working. it makes a teacher to always make communication with parents. the next finding of difficulties were the students can not manage their time to read because their parents does not control their activities. it makes the students can not did ‘reading motivation’ program. the difficulties experienced by teachers are parents who are busy outside the home, children who do not want to be disciplined in time to learn to read, limited skill of parents to teach their children to read, and parents who do not focus on teaching their children to read because of various kinds of busyness at home. . figure 6. the results of parent interviews regarding the obstacles in guiding children to learn to read during the pandemic 76 | optimizing reading skill of first grade students by online learning p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 discussion based on the research results that have been described previously, it can be discussed that environmental factors are one of the factors that have a major influence on students' reading skills . for students who have low reading skills , most teachers overcome this by providing special guidance to these students. this special guidance is in the form of a one-page reading deposit per day through a special group. at each meeting to find out the extent of student activity in reading or studying. the teacher gives an evaluation according to the material discussed that day. for the effectiveness of the learning process from home, the teacher works closely with parents in guiding and supervising student activities at home. because teachers also need ongoing support regarding teaching reading comprehension (ness, 2011). parental involvement can be in the form of providing tutoring, always giving advice, providing motivation, meeting the needs of their children, and providing supervision. parental involvement is included in the environmental factors that affect students' reading skills . in addition, good communication between teachers and parents is needed in the learning process of beginning reading. this is in accordance with what was expressed by vinet & zhedanov (walimah, 2021) the role of teacher and parent communication has a strong enough influence on the early reading skill of elementary school students in grade 1. teacher communication is an activity carried out in sharing information from one place, to another. people or groups. communication between teachers and parents in learning to read beginning will be a bridge for students to be able to learn basic reading skills. the efforts of teachers in teaching reading skills during the current pandemic are slightly different from the learning process before the pandemic hit. what distinguishes it is the method used by the teacher is more dominant in giving assignments to students. because learning time with direct teacher guidance is very little. so to control students doing independent learning activities at home, teachers work around this by providing continuous assignments. the results of this study can be concluded that the teacher's efforts in teaching elementary school students' reading skills during the pandemic are the teachers create a "reading motivation" group facility with the one-page one-day deposit method, provide motivation, praise, to students and parents, provide evaluations at every meeting. , cultivate literacy at the beginning of learning, and provide facilities and infrastructure that support optimizing reading skill of first grade students by online learning| 77 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 1, february 2022 students' reading skills . this is in accordance with the results of research conducted by fauziah (2018), the teacher's efforts to develop reading skills, initial writing include providing additional tutoring, providing reading books, making good use of study time, dictating students, using spell-reading and fluent reading methods. , provide motivation, provide rewards, provide guidance and supervision, invite to the library, and provide an assessment. conclusion based on the results of the study and discussion in this qualitative study, it can be concluded that the teacher's effort in optimizing the reading skill of 1st grade elementary school students during the pandemic is to create a "ready spirit" group with the method of reading "read" books one page a day which is shared every day in the group. the response of parents to the "reading motivation" group was obtained by using an interview instrument using the google form platform . based on the analysis of the results of the interviews, it shows that the parents' response is to feel that the group is a solution to reading problems, motivates students to be more active in learning to read, and can also be a means of discipline in learning time. the difficulties experienced by teachers are the difficulty of communicating or teaching students to learn to read directly, parents who have activities working outside the home so that it is difficult to teach children. this makes teachers to further improve communication with parents. the difficulties experienced by parents were obtained using an interview instrument using the google form platform. the difficulties experienced by teachers are parents who are busy outside the home, children who do not want to be disciplined in time to learn to read, limited skill of parents to teach their children to read, and parents who do not focus on teaching their children to read because of various kinds of busyness at home. references abidah, a., hidaayatullaah, h. n., simamora, r. m., fehabutar, d., & mutakinati, l. 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(2008). dasar-dasar pembelajaran bahasa dan sastra indonesia di sekolah dasar. solo: uns press sunarti, s. (2018). upaya peningkatan motivasi dan kemampuan membaca permulaan melalui kartu huruf pada siswa kelas 1 sd negeri pakis kecamatan krandenan tahun 2017/2018. efektor issn. 2355-956x ; 0854-1922. 956x ; http://ojs.unpkediri.ac.id. volume 5 nomor 1 tahun 2018 walimah, s. (2021). pengaruh komunikasi guru dan orang tua terhadap kemampuan membaca permulaan siswa di sekolah dasar. jurnal basicedu vol 5 no 3 tahun 2021. https://doi.org/10.31004/basicedu.v5i3.966 80 | effectivity of whiteboard animation proclamation-based on the patriotism of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 effectivity of whiteboard animation proclamation-based on the patriotism of elementary school students asep samsudin1, uus kuswendi2, medita ayu wulandari3, zaqiyah lailatur farihah4 1institut keguruan dan ilmu pendidikan siliwangi, indonesia 2institut keguruan dan ilmu pendidikan siliwangi, indonesia 3institut keguruan dan ilmu pendidikan siliwangi, indonesia 4institut keguruan dan ilmu pendidikan siliwangi, indonesia 1asepsam234@ikipsiliwangi.ac.id, 2uus@ikipsiliwangi.ac.id, 3medita@ikipsiliwangi.ac.id, 4zaqiyahfarihah@ikipsiliwangi.ac.id abstract this research aims to analyze the effectiveness of the whiteboard animation proclamation based on the patriotism character of elementary students. this is quantitative with quasi-experimental research. random cluster sampling with 56 students was used as a sampling technique. the data were collected through patriotism scale tests before and after learning activity. analysis data techniques used were descriptive and inferential statistics analysis by comparing the average result of the test and t-test. the result shows that the average of students' patriotism in the control class is lower than in the experimental class. the increase of the control class is only 15.05% compared to the experimental class that increased 32.25%. t-test results show that whiteboard animation proclamation-based can influence elementary students' patriotism with a significance value of 0.00 (<0.05). it shows that whiteboard animation is effectively used to improve the patriotism character of elementary school students. keywords: whiteboard animation, patriotism character, elementary school introduction character formation in students is a hidden curriculum because character building is done through habituation and learning. the government has set character values that are expected to develop and become a complete character in students through 18 character values formulated by the ministry of education and culture. one of the 18 existing character values is love for the homeland; the formation of the character of love for the homeland aims to make students have an attitude of patriotism. syahri (2013: 38) states that patriotism is the spirit of love for the homeland or the attitude of someone willing to sacrifice everything for the glory and prosperity of his homeland. patriotism is the soul and spirit of love for the homeland that complements the existence of nationalism (bakty, 2010) the value of patriotism is a reference or principle that reflects the love for a group or nation and a willingness to uphold human values. patriotism includes being proud of the nation's achievements, being proud of the nation's culture, and having a desire to maintain the nation's characteristics and the nation's cultural background. (rasyid, 2004) mentions several values of patriotism, namely loyalty, courage, self-sacrifice, and love for the nation and state. forming an attitude of patriotism will be more effective if students get direct learning and imitate the patriotism attitude of someone effectivity of whiteboard animation proclamation-based on the patriotism of elementary school students| 81 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 close to them. a teacher needs to show patriotism at school so that students are motivated to imitate this behaviour. the attitude of patriotism needs attention considering that at this time during the corona pandemic learning is carried out online so that learning is carried out very limited. this is related to the opinion of nurjaman & akbar (2021) which explains that one of the problems in online learning is the reduced quality of learning, especially providing habits that shape students' characters such as the character of patriotism. hartono (2020) explains that the young generation of today's digital era lacks patriotism. the spirit of defending the country, the attitude of patriotism is now starting to fade. schools as centers of learning and training no longer touch such learning materials. the low awareness of defending the country, the not yet optimal educational curriculum in the digital era are the main problems that must be immediately sought for solutions. problems that arise due to low patriotism are that students do not know their own culture, students are more easily influenced by outside cultures for example spending time playing certain applications, students spend more time watching videos that are less useful, students play online games more than study so that appear selfish behavior because they rarely interact with the people around them. if the attitude of patriotism is continuously neglected, students will not know their own nation even though they are the hope for the country to continue to maintain the integrity of the nation. then, in social life, the impact of low patriotism can lead to behavior that considers oneself better, students' low knowledge of their nation so that it has an impact on the low sense of love for the homeland, and the emergence of behavior that does not care for students. therefore, the formation of the character of patriotism still needs to be considered even though it has a small portion. character formation should be done using students seeing and imitating every teacher's behaviour or the people around them. however, because learning is carried out online, students' character formation is not well monitored. one way to grow character in students is by showing learning videos containing inspirational stories or historical events. after watching the video, the teacher can direct students to discuss and examine the moral message. the process of studying the moral message of each student will show different results because each student has his or her thoughts. therefore, teachers need to carry out reflection activities and straighten concepts if misunderstandings. this learning needs to take advantage of interactive media not to get bored quickly when learning. teachers in the industrial revolution 4.0 era act as teachers, 82 | effectivity of whiteboard animation proclamation-based on the patriotism of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 but they can create democratic learning conditions and operate the use of information and communication technology. the rapid development of technology and information in the era of the industrial revolution 4.0 requires teachers to adapt by being able to master information and communication technology so that it can be applied in the learning process. according to novitasari (2016) interactive multimedia is a blend of media between text, images, animation, sound, and video that demands the involvement of many senses in the learning process. meanwhile, according to vaughan (in suandi dkk, 2019) interactive multimedia is media that combines text, images, graphics, sound, video, animation in an integrated manner with the help of computer devices or the like and can be controlled interactively so that multimedia elements will be used or displayed at the desired time. interactive multimedia can help learn so that learning is expected to occur effectively, clearly, and easily understood. this is following the cinematic function in learning media, which is explained according to arsyad (2019) that the cinematic function of learning media is to concretize ideas, shapes, or images and provide clarity in each media display so that students find it easier to gain learning experiences. whiteboard animation is categorized as a product of interactive multimedia. whiteboard animation is a device that creates animation in a short whiteboard style to explain a concept that teachers and students can use. whiteboard animation is a learning media in the form of animated videos consisting of several images arranged into a complete video series (a. hasan & baroroh, 2019). whiteboard animation can present unique content by combining sound, images, and attractive designs so that students can enjoy the learning process. the features provided in whiteboard animation are also very diverse, so this media can be made by adjusting the material to be delivered. through whiteboard animation, teachers can create learning videos freely according to their ideas. whiteboard animation can spark a warm discussion, provide a real picture in life, and demonstrate problem-solving more interestingly. whiteboard animation also helps the teacher deliver long enough learning material to feel shorter and more relevant. this is evidenced from previous research on whiteboard animation by hamidiyah et al (2021); kelana & wardani (2021)which shows that whiteboard animation based on local wisdom can increase students' interest in learning about energy concepts in high school. referring to the results of previous studies, the researchers are interested in conducting research using whiteboard animation on the proclamation material to increase patriotism in students. researchers chose whiteboard animation as an effort to foster patriotism because whiteboard animation has characteristics that match the characteristics of elementary school students. effectivity of whiteboard animation proclamation-based on the patriotism of elementary school students| 83 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 elementary school students are in the concrete operational phase, meaning they really like things that are real, they also like stories related to challenging things such as war. therefore, the provision of whiteboard animation media is expected to take the values of patriotism through the proclamation. based on the explanation that has been described, this study aims to increase the patriotism of elementary school students through the application of whiteboard animation media. method this research analyses the effectiveness of using whiteboard animation proclamation based on the patriotism of elementary students. the sample of this research were 28 students of the experiment class and 28 students of the control class. the sample was selected nonrandomly. this research used a quantitative approach with a quasi-experimental type. the design used in this research is the pre-test post-test control group design (johnson & christensen, 2014). table 1. research design class pre-test treatment posttest control o1 x1 o2 experimental o3 x2 o4 table 2. the data of research sample class amount gender male female control 28 8 20 experiment 28 12 16 there were several stages in this research. first, conducting a preliminary study aims to obtain initial research data in the form of problems in the field. the next step was to complete the preliminary study data with a literature review. then, the research instrument is prepared; it aims to collect research data. research instruments compiled was an instrument in a questionnaire to measure student patriotism. furthermore, the research data were collected by conducting pre-test and post-test in the experiment class (using whiteboard animation proclamation-based) and control class (not using whiteboard animation proclamation-based). after research data was obtained, the 84 | effectivity of whiteboard animation proclamation-based on the patriotism of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 assumption test (normality and homogeneity test) was carried out. after that, a descriptive statistical was carried out to measure the average increase in student patriotism results at experimental and the control classes. the next step was to test the research hypotheses with parametric statistical tests using independent t-tests to obtain the significance value of the effectiveness of whiteboard animation proclamation-based. after all, was done, conclusions were drawn from the research. the data obtained in this research was quantitative; the data was collected using the patriotism test instrument in a questionnaire format. this instrument was given before and after treatment. the grid used in this research is as follows. table 3. research instrument grid aspect indicator intrepid students are brave to express arguments against answers willing to sacrifice students are willing to work hard to achieve something they aspire never give up students try to achieve something they want even though they have failed esprit de corps students have a sense of social care to help others who need help with empathy and compassion. tolerance students can appreciate their differences from others. the data was collected using descriptive statistics by analyzing test averages (pre-test and post-test scores between control and experimental classes). then, a t-test was formed to find different values (sugiyono, 2016). an independent t-test was conducted to analyze the different values of patriotism between students in the experimental class who used whiteboard animation proclamation-based and students in the control class who did not use it. the data used for this independent t-test analysis was the post-test value of the experimental and control class students. the spss 22.0 application for windows assisted the entire data analysis process in this research. results and discussion results the results showed that proclamation-based whiteboard animation was effectively used to increase the patriotism of elementary school students. this can be seen from the results of the patriotism questionnaire ability test that data conducted before and after treatment showed an increase in the average in the experimental class. analysis of patriotism character in this research was conducted in two stages, 1) descriptive statistical test by comparing the mean effectivity of whiteboard animation proclamation-based on the patriotism of elementary school students| 85 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 score and the percentage increase in the mean score of the pre-test with post-test in the experimental class, and 2) inferential statistical test by doing a different test using independent t-test technique. descriptive statistical results on the students’ patriotism data will be presented below. table 4. descriptive analysis of patriotism character class average score average score increase (%) pre-test post-test control 48.34 67.88 40.42 experiment 46.97 79.63 69.53 the data presented in table 4 shows that the average pre-test scores for the patriotism character of control and experimental class students were 48.34 and 46.97. thus, it shows that the patriotism character of students in the experimental and control classes before being given treatment tends to be the same because there is no significant difference in the average value. however, after the treatment is carried out through a learning process using whiteboard animation proclamation-based in the experimental class, there is an increase in the average value of his patriotism attitude test results. post-test results in the experimental class show that the average value of the experimental class was 79.63. while in the control class, where the learning process is carried out by not using whiteboard animation proclamation-based, posttest results show the average value of students' patriotism was 67.88. the research data shows that the two classes' test results increased compared to the average value of the pre-test and post-test. however, if it is reviewed from the percentage increase in the average between the two classes, the average value in the experimental class was more significant than the control class. table 3 shows that the percentage increase in the average value of students' patriotism in the experimental class is -%, while the control class is -%. this shows that the whiteboard animation proclamation-based has a significant effect on students' patriotism. the questionnaire results of students' patriotism were also analyzed using an independent t-test technique. however, before the independent t-test was conducted, the assumption test was conducted on the student's patriotism test results. the assumption test carried out is the normality and the homogeneity test. table 5 presents the results of the normality test in this study. 86 | effectivity of whiteboard animation proclamation-based on the patriotism of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 table 5. data normality test results class type of test p value kolmogrovsmirnov assumption information control pre-test 0.34 p > 0.05 normal post-test 0.25 p > 0.05 normal experiment pre-test 0.39 p > 0.05 normal post-test 0.40 p > 0.05 normal table 5 shows that all data results from the questionnaire of students’ patriotism in this research are normal data. this can be seen from the kolmogorov-smirnov p-value; all tests conducted showed a value greater than the assumed value (p > 0.05), which means that all data are normally distributed. the result of the homogeneity test also shows that the data comes from a homogeneous population. it could be proven by the results of the homogeneity test, which shows the significance value (based on the mean) is 0.092 (> 0.05), which means that the data comes from a homogeneous population. the normality and homogeneity test, which shows that the data is normally distributed and comes from a homogeneous population, concludes that the assumption test results have met the requirements of parametric statistics testing with an independent t-test technique. the t-test in this study was conducted to determine the significance of the different treatment values. the type of t-test carried out was an independent t-test. the independent ttest in this study was conducted to determine whether there is a difference in students’ patriotism between the experimental class (using whiteboard animation proclamation-based) and the control class (not using whiteboard animation). the independent t-test in this study can be seen in table 6. table 6. independent t-test results variable equal variances assumed information value significance assumption patriotism character 0.00 <0.05 there is a difference the data presented in table 5 show that the independent t-test on experimental and control classes were 0.00 (< 0.05). that means that the hypothesis is accepted in this test that there is a difference in the patriotic character of students who take part in learning using a proclamation-based whiteboard animation (experimental class) with students who take part in learning not using a proclamation-based animated whiteboard (control class). effectivity of whiteboard animation proclamation-based on the patriotism of elementary school students| 87 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 discussion the patriotism character is the dependent variable tested in this study using whiteboard animation proclamation based as the independent variable. the indicators of patriotism character used in this study were 1) intrepid; 2) willing to sacrifice; 3) never give up; 4) esprit de corps, and 5) tolerance. this follows the opinion of aristy et al. (2017) that patriotism as a heroic value is usually taken from a lesson about the story of the heroes' struggle in seizing independence and defending independence. value is appreciated, upheld, and pursued by humans to obtain a happy life (gusal, 2015). humans can feel satisfaction with values. furthermore, wijayanto j. & marzuki (2018) stated that patriotism students would have an attitude of kindness (noble) that encourages preparedness and a strong desire to sacrifice for the country's welfare and its homeland. the whiteboard animation in this study was applied to social studies learning in elementary schools. social studies material on the proclamation of independence was prepared using a whiteboard animation application. permatasari et al. (2019) stated that animation-based learning media is one of the effective media used in social studies learning at elementary schools. the proclamation-based whiteboard animation in this study has a significant influence on the patriotism of elementary school students in social studies learning through several components, namely 1) presentation of interesting material; 2) can facilitate various types of learning methods, and 3) ability test facility. the material presented in this whiteboard animation is about the proclamation of independence. the material discussed starts from the reasons for the proclamation of independence, when it happened, and who played indonesian independence. the material is displayed more attractively in the form of (puspitarini, 2019). in addition to videos, this whiteboard animation also attracts students' attention and increases students' motivation in learning (hernawati et al., 2021). this follows the findings of hasan & wijayanti (2018), which states that whiteboard animation can foster student enthusiasm for learning. in addition, good learning motivation is very important in social studies learning at the elementary school level so that student learning outcomes can increase fitriana (2016) on the other hand, inculcating values in social studies learning is one part of the purpose of a learning process (prasetyo utomo, 2018). click or tap here to enter text. good learning media must-have components can help students achieve learning goals (putra et al., 2019), one of which is the addition of practice questions as a media component (waluyo et al., 2021). giving practise questions help teachers measure students' abilities, both related to cognitive and affective (lubis, 2019). whiteboard animation proclamation based in 88 | effectivity of whiteboard animation proclamation-based on the patriotism of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 this research was also given practice questions about the material presented to trained students to measure the value of patriotism. conclusion this research shows that whiteboard animation proclamation-based is effective and has a significant effect on the patriotism character of elementary school students. it is referred to the increase in the average value of the experimental class, which is higher than the control class, which does not use it. the results of the different tests also prove the difference in the analysis of the patriotism character between students who participate in social studies learning using whiteboard animation proclamation-based and students who do not use whiteboard animation proclamation-based. this research is expected to contribute by becoming a reference for the development of science, especially social studies education and learning in elementary school. however, this study has limitations on variables because the variables tested were only on the character of patriotism. future research is expected to test the effectiveness of proclamation-based in another variable. choosing the right learning media is an effort in realizing learning goals that are in line with expectations, so the selection of media must look at the characteristics of students. choosing the right learning media can foster student motivation to learn. in addition, teachers are also expected to improve their professionalism to produce quality students and become human resources with knowledge and character. the use of whiteboard animation media can develop student participation, build student personalization and can, adjust learning conditions, provide a stimulus to collaborate and communicate; provide the habit of critical, creative, and innovative thinking through whiteboard animation media can increase the effectiveness and efficiency of learning (imamah & ma’ruf, 2018). acknowledgments ikip siliwangi fully supports this research activity in 2022. we thank the leaders of ikip siliwangi who have facilitated and encouraged the implementation of this research. references aristy, ferry, fath, m. a., ayatullah, & zuniar, k. m. (2017). nilai kepahlawanan dalam pembelajaran ips sekolah dasar studi konseptual. arsyad, a. (2019). media pembelajaran edisi revisi. jakarta: raja grafindo perkasa. effectivity of whiteboard animation proclamation-based on the patriotism of elementary school students| 89 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 bakty, a. (2010). kebijakan pendidikan sebagai kebijakan publik. journal medtek, 2(1), 1– 10. fitriana, e. (2016). hubungan antara motivasi belajar dengan hasil belajar ips siswa kelas iv sdn di gugus dr. soetomo kecamatan blado batang. doctoral dissertation, universitas negeri semarang. gusal, l. o. (2015). nilai-nilai pendidikan dalam cerita rakyat sulawesi tenggara karya la ode sidu. jurnal humanika, 3(15), 1–18. hamidiyah, h. (2021). the implementation of whiteboard animation video based on local wisdom in work and energy concept to improve senior high school syudents’ learning interest. atlantis press, 541, 552–556. hartono, d. (2020). fenomena kesadaran bela negara di era digital dalam perspektif ketahanan nasional. jurnal kajian lemhanas, 41, 15–32. hasan, a., & baroroh, u. (2019). pengembangan media pembelajaran bahasa arab melalui aplikasi videoscrribe dalam meningkatkan motivasi belajar siswa. lisanuna, 9(2), 140–155. hasan, b., & wijayanti, r. (2018). efektifitas penggunaan media pembelajaran matematika berbasis whiteboard animation. apotema: jurnal program studi pendidikan matematika, 4(2), 44–50. hernawati, d., nandiyanto, a. b. d., & muhammad, n. (2021). the use of learning videos in order to increase student motivation and learning outcomes during the covid19 pandemic. asean journal of science and engineering education, 1(2), 77–80. https://doi.org/10.17509/ajsee.v1i2.33370 imamah, n., & ma’ruf, a. (2018). pengaruh penerapan media videoscribe untuk meningkatkan pemahaman aqidah akhlaq di mts darul ulum purwodadi. jurnal pendidikan agama islam, 4(1), 87–102. johnson, r. b., & christensen, l. (2014). educational research: qualitative, quantitative, and mixed approaches. (5, ed.). los angeles: sage publication. kelana, j. b., & wardani, d. s. (2021). model pembelajaran ipa sd. cirebon: edutrimedia indonesia. lubis, a. h. (2019). upaya peningkatan hasil belajar siswa sekolah dasar melalui model cooperative learning tipe numered heads together. forum paedagogik, 11(2), 127–143. https://doi.org/10.24952/paedagogik.v11i2.2268 novitasari, d. (2016). pengaruh penggunaan multimedia interaktif terhadap kemampuan pemahaman konsep matematis siswa. fibonacci: jurnal pendidikan matematika dan matematika, 2(2), 8. nurjaman, f., & akbar, r. t. m. (2021). pelaksanaan sikap nasionalisme & patriotisme generasi muda kampung panyaweuyan di masa pandemic. proceedings uin sunan gunung djati, 1(xvi), 102–112. 90 | effectivity of whiteboard animation proclamation-based on the patriotism of elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 permatasari, i. s., hendracipta, n., & pamungkas, a. s. (2019). pengembangan media pembelajaran video animasi hands move dengan konteks lingkungan pada mapel ips. jurnal pendidikan dan pembelajaran dasar, 6(1), 34–48. prasetyo utomo, e. (2018). internalisasi nilai karakter gotong royong dalam pembelajaran ips untuk membangun modal sosial peserta didik. jurnal teori dan praksis pembelajaran ips, 3(2), 95–102. https://doi.org/10.17977/um022v3i22018p095 putra, z. h., witri, g., & yulita, t. (2019). development of powerpoint-based learning media in integrated thematic instruction of elementary school. 8(10), 7. rasyid, r. (2004). desentralisasi dalam rangka menunjang pembelajaran daerah. jakarta: lp3es. suandi, a. (2019). multimedia interaktif pembelajaran ips kelas 7 berbasis android pada mts al-wasliyah jakarta timur. jurnal ilmiah penelitian dan pembelajaran informatika, 04, 66–77. sugiyono. (2016). metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. syahri. (2013). pendidikan kewarganegaraan di perguruan tinggi. malang : umm press. waluyo, b. d., bintang, s., & januariyansah, s. (2021). the effect of using proteus software as a virtual laboratory on student learning outcomes. paedagoria : jurnal kajian, penelitian dan pengembangan kependidikan, 12(1), 140–145. https://doi.org/10.31764 wijayanto j., r., & marzuki, m. (2018). pendidikan bela negara sebagai tonggak peradaban jiwa patriotisme generasi muda. jurnal ilmiah pendidikan pancasila dan kewarganegaraan, 3(2), 186–191. https://doi.org/10.17977/um019v3i2p186-191 critical thinking skills of elementary school students through an inductive thinking learning model on animal breeding lessons| 61 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 critical thinking skills of elementary school students through an inductive thinking learning model on animal breeding lessons deni nurdiansyah1, utep herlina ependi2, dede setiawan3 1sd negeri citalem bandung barat 2dinas pendidikan kabupaten bandung barat 3sd negeri citalem bandung barat 1deninurdiansyah@upi.edu, 2utep.skb@gmail.com, 3dedesetiawan.sdncitalem@gmail.com abstract this research is motivated by the tendency of low critical thinking skills of elementary school students. the habit of memorizing and remembering material in books is one of the factors that influence it. this study aims to determine the critical thinking skills of elementary school students at each stage of the inductive thinking learning model. the method used in this study is a qualitative descriptive method. the research participants involved seven students of sixth grade in one of the public elementary schools in cipongkor district, west bandung regency on animal breeding material. the instruments used in data collection were observation sheets and test questions. the research data were analyzed qualitatively through scoring and percentages based on the emergence of aspects of critical thinking indicators. the results showed that the average percentage of students' critical thinking skills indicators in the high category based on the results of the observation of the syntax of the inductive thinking learning model was 65,6%, and 67% based on the results of the description test. thus, the researcher can conclude that the implementation of the inductive thinking learning model is effectively used to improve the critical thinking skills of elementary school students. keywords: inductive thinking, critical thinking skills, elementary students, animal breeding introduction in the life of the 21st century which is the era of information and technology, special skills are needed in digesting information. facing future global changes and demands, education needs to build students to master 21st century skills including collaboration, communication, creative and innovative skills, as well as critical thinking and problem solving skills (astutik & hariyati, 2021). in learning activities, critical thinking skills are needed for students. the speed and effectiveness of students in responding to changes is a must, so that intellectual skills are needed, the ability to analyze the information obtained, and integrate sources of knowledge in solving problems. graduates are expected from 21st century skills learning to be ready to face challenges in global competition. 21st century skills which are familiarly known as 4c’s include critical thinking and problem solving, creative thinking, communication, and collaboration must be possessed by students in indonesia as 21st century learning identity (zakaria, 2021). the renewal of the quality of learning, as well as the concept of learning is very important in 21st century skills as well as being an answer to the demands of human resource mailto:deninurdiansyah@upi.edum mailto:utep.skb@gmail.com mailto:dedesetiawan.sdncitalem@gmail.com 62 | critical thinking skills of elementary school students through an inductive thinking learning model on animal breeding lessons p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 development. with the principle that learning is collaborative, contextual, critical thinking and integrated with a student-centered community (mardhiyah et al., 2021). critical thinking shows a mental process in analyzing information obtained from observations, experiences, induction deduction processes, and communication and evaluating them (anggriani et al., 2019). critical thinking is a way of reflective logical thinking with an emphasis on making decisions about what to do from a belief. students who have a high level of critical thinking will be able to review information based on their prior knowledge so that they can choose the information they receive (prasetiyo & ma’arif, 2021). critical thinking skills will be developed through interactive learning. interactive learning activities will involve students actively in the activity process so that students will get the opportunity to express their opinions, ideas or ideas. that way students will explore their own knowledge and the learning will be more meaningful for students (mudita et al., 2019). students will use their thinking skills to understand information and solve problems encountered in learning. meanwhile, students' thinking skills are highly dependent on the quantity and quality of their learning outcomes (farliana et al., 2021). educational institutions must have a priority goal in training students to think critically, because even though students have knowledge, if they are not taught how to think analytically, then they are prone to make mistakes in reasoning. facts in the field, many elementary school students have not shown indicators of critical thinking skills in learning. one of the reasons for this is the students' confidence in the results orientation and has not referred to the process carried out. in learning activities, students are only focused on memorizing and hoarding information, there is no encouragement to develop their thinking skills, so that students are able to understand theory but lack of application (wayudi et al., 2020). memorizing what is in the book and remembering the material presented by the teacher becomes a routine for learning in class. the habit of memorizing information from books in the hope of getting a high score is one of the factors for the low skills of students in critical thinking. they do not use their thinking to be able to come up with creative ideas or ideas that are relevant to ongoing learning activities to be able to answer and solve problems. the fact that often happens is that students' mastery of the material is still classified as low category and needs to be developed. the low activity of students during the learning process causes critical thinking skills to be lacking (rahmadina, 2021). according to fuad, et al. that the critical thinking skills of students in indonesia in the low category, this can be seen from the ability of students to analyze and conclude a problem properly has not yet emerged (putri critical thinking skills of elementary school students through an inductive thinking learning model on animal breeding lessons| 63 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 et al., 2021). reinforced by prameswari's statement that most students have not been trained in critical thinking because teachers have not implemented learning that can trigger students' critical thinking in learning (komalasari et al., 2020). there are so many factors that cause students in indonesia to lose their intellectual power, but the most prominent and significant is the tendency of indonesian students to learn using methods that do not develop higher order thinking skills (agustin & pratama, 2021). in order for students' critical thinking skills to develop optimally, it is important for a teacher to understand and improve his abilities in order to make learning interesting and optimize the abilities of his students (rahmadina, 2021). one of the causes of the low critical thinking skills for elementary school students is because students are not familiar with several indicators of critical thinking skills, there is still a lack of application of learning that can empower and optimize students' abilities in critical thinking (magdalena et al., 2021). according to ennis, there are twelve critical thinking indicators which are simplified into five aspects. the critical thinking indicators used include: 1) providing simple explanations, 2) building basic skills, 3) concluding, 4) providing further explanations, 5) setting strategies and tactics (khumairok et al., 2021). the tendency of teachers in indonesia to use conventional lecture methods in teaching children. in learning activities are still dominated by teachers rather than student activities. although the lecture method shows more teacher activity than students, this method remains the main choice and cannot be eliminated in learning activities (hasanah, 2019). especially in rural areas with limited educational facilities, many still use traditional teaching. based on the problems above, it is deemed necessary to innovate the application of alternative learning models that can bring up indicators of critical thinking skills of elementary school students. learning that can demand more active student involvement in mastering teaching materials through direct learning and observation. in the process, students must be actively involved in exploring the information they have, such as making predictions of what can be observed, or triggering activities to train students' skills in communicating the relationship between predictions and the observations obtained. these activities can make learning more meaningful for students. students really understand the information and knowledge obtained, not just rote memorization. thus, it is hoped that it can help achieve basic competencies, especially in natural science subjects. in the goal of achieving basic competencies, especially natural science, students are required not only in terms of mastery of the material, but also inductive thinking skills (sari & 64 | critical thinking skills of elementary school students through an inductive thinking learning model on animal breeding lessons p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 suryanti, 2013). in its learning, natural sciences presents natural phenomena and problems related to living things and their environment. to bring up these skills, it is first necessary to present facts and problems in each material being taught. then the students themselves must find the answers to become a conclusion. inductive thinking according to markman & gentner has the meaning of forming a concept in decision making a conclusion about all members in a category based on observations from several members (santrock, 2015). in its activities, inductive thinking will demand a process of how students think. beginning with data identification, data classification, which will form a concept, interpret data to be able to conclude and apply a principle to problem solving. the inductive thinking learning model requires students to be able to compile data in the form of concepts, connect data elements, make generalizations from the information obtained, and draw conclusions with a hypothesis, then predict and explain phenomena (susanto, 2020). based on susanto's research, it was stated that the learning outcomes tenth grade of first semester at one of one of the high schools in medan city in the 2019/2020 academic year had a significant influence on physics learning in terms of aspects before and after applying the inductive thinking learning model (susanto, 2020). in line with that, sari's research concludes that learning with inductive thinking models can increase student activity in learning, student learning outcomes, and skills in inductive thinking, so as to create meaningful learning for students (sari & suryanti, 2013). other relevant research concludes that there is a significant influence from the application of inductive thinking models in learning on student learning outcomes on the subject matter of geometric optics in tenth grade of second semester of one high school in medan city, as evidenced by the results of the t-test of one party obtained tcount > ttable that is (5.021 > 1.668). where = 0.05 means that h0 is rejected and h1 is only accepted (sirait & sihombing, 2017). based on study results before, the authors conclude that the application of the inductive thinking learning model has a significant influence on learning activities and outcomes. in this study, an analysis of the critical thinking skills of elementary school students will be carried out with the application of an inductive thinking learning model on animal breeding material in sixth grade in west bandung regency on. the purpose of this study was to determine the emergence of indicators of critical thinking skills of elementary school students in each phase of the inductive thinking learning model. critical thinking skills of elementary school students through an inductive thinking learning model on animal breeding lessons| 65 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 method the method used in this study is a qualitative descriptive method. descriptive analysis in this study in the form of the percentage of results from each aspect contained in the indicators of critical thinking skills according to (reeder, 1984) there are twelve which are simplified into five aspects. the critical thinking indicators used are listed in table 1. table 1. critical thinking indicators used aspects of critical thinking critical thinking indicator give a simple explanation analyze questions. ask and answer questions building basic skills observing and considering reports of observations. reporting based on observations provide further explanation defining terms and considering a definition identify assumptions set strategy and tactics selecting criteria to consider completion formulate alternative solutions conclude define an action the research was conducted in one of the elementary schools in cipongkor district, west bandung regency, west java, with the research subject of class vi students, totaling 7 students. explain the reason why the researcher chose 7 students to be a samples implementation of the research was carried out in november 2021. the object of this research is the emergence of aspects of students' critical thinking skills in also explain why animal breeding material that you chose learning through the application of an inductive thinking learning model. data collection techniques for students' critical thinking skills were collected through tests and observation sheets during the learning activities. tests and observations were carried out to see the effect of the inductive thinking learning model on the emergence of students' critical thinking skills by checking students asked and answered questions, made observations, defined terms, identified assumptions, formulated alternative solutions, and took action in drawing conclusions. students who have reached a certain category can be expressed in percent by using equation 1 (sudijono, 2011). 𝑃 = 𝑓 𝑁 𝑥 100% 66 | critical thinking skills of elementary school students through an inductive thinking learning model on animal breeding lessons p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 information: p = percentage f = frequency searched percentage n = number of samples the author used descriptive statistical techniques in data analysis then critical thinking skills are analyzed by determining the percentage value of each student's answers which is then calculated on average based on aspects of critical thinking indicators. furthermore, the average value is classified as in table 2. table 2. classification of students' critical thinking skills based on student achievement scores points criteria 80,1-100 60,1-80 40,1-60 20,1-40 0,0-20 very high high currently low very low results and discussion results the results of the implementation of the inductive thinking learning model include two aspects, namely the results of activity observations and the results of the five-item description test. the percentage of occurrence of each indicator of critical thinking skills in the syntax of the inductive thinking learning model is presented in table 3. table 3. results of observation of the implementation of inductive thinking learning model inductive thinking model step aspects of critical thinking critical thinking indicator appear ance perce ntage avera ge catego ry phase 1 (concept formation stage) calculate and create lists give a simple explanation identify the problem 6 86% 64,5% high grouping give a simple explanation ask and answer questions 3 43% creating tables and categories building basic skills reporting by observation 3 43% 57% current ly critical thinking skills of elementary school students through an inductive thinking learning model on animal breeding lessons| 67 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 inductive thinking model step aspects of critical thinking critical thinking indicator appear ance perce ntage avera ge catego ry phase 2 (data interpretation stage) identifying relationships building basic skills observing and considering reports observation 5 71% explore relationships provide further explanation defining terms and consider a definition 6 86% 71,5% high making a guess provide further explanation identify assumptions 4 57% phase 3 (principle application stage) predict consequences, explain unfamiliar phenomena and hypothesize set strategy and tactics selecting criteria to consider completion 5 71% 64% high explain data or support predictions and hypotheses set strategy and tactics formulate alternatives solution 4 57% testing the truth conclude define an action 5 71% 71% high amount 328/5 = 65,6% high based on table 3, the indicators of critical thinking skills in the syntax of the inductive thinking learning model as a whole appear in students with various variations. however, from the percentage of occurrences, it can be seen that not all indicators of critical thinking skills appear in the high category. the percentage of indicators of critical thinking skills in these students can be depicted in chart 1. 68 | critical thinking skills of elementary school students through an inductive thinking learning model on animal breeding lessons p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 chart 1. chart of the percentage of occurrence of critical thinking indicators the percentage of the emergence of critical thinking skills based on the test results of the implementation of the inductive thinking learning model is presented in table 4. table 4. student critical thinking skills test results question number aspects of critical thinking critical thinking indicator the weight of the questions achieved percentage category 1 give a simple explanation identify the problem 8 57% currently 2 building basic skills reporting by observation 8 57% currently 3 provide further explanation defining terms and consider a definition 23 82% very high 4 set strategy and tactics selecting criteria to consider completion 21 75% high 5 conclude define an action 13 62% high amount 333/5= 67% high based on table 4, the indicators of critical thinking skills on the results of the implementation of the inductive thinking learning model as a whole appear in students with various variations. however, from the percentage of occurrences, it can be seen that there are 0 10 20 30 40 50 60 70 80 a b c d e occurrence ratea: give a simple explanation b: building basic skills c: provide further explanation d: setting strategy and tactics e: summing up critical thinking skills of elementary school students through an inductive thinking learning model on animal breeding lessons| 69 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 indicators of aspects of critical thinking skills in providing further explanation, sub-indicators of defining terms and considering a definition appear in a very high category. in summary, the percentage of indicators of critical thinking skills in these students can be described in chart 2. chart 2. critical thinking indicator test results discussion based on the observation of the implementation of learning with the inductive thinking model, the results show that at the phase 1 stage (concept formation stage) the critical thinking aspect provides a simple explanation with the sub-indicator identifying the problem there are 6 students got 86% and the sub-indicator asking and answering questions as many as 3 students got 43% so that the average obtained is 78% and is included in the high category. then, on the critical thinking aspect of building basic skills, the sub-indicator reported based on observations that there were 3 students equivalent 43%. furthermore, in phase 2 (data interpretation stage) the critical thinking aspect of building basic skills with the sub-indicator of observing and considering the observation report there were 5 students equivalent 71% so that the average critical thinking aspect of building basic skills was obtained 57% and was included in the medium category. then, in phase 2 the critical thinking aspect provides further explanation in the sub-indicator defining terms and considering a definition there are 6 students equivalent 86% and the sub-indicator identifies the assumptions of 4 students equivalent 57% so that the average is 71,5% and is included in the high category. then, in phase 3 (principle application 0 10 20 30 40 50 60 70 80 90 question 1 question 2 question 3 question 4 question 5 test results 70 | critical thinking skills of elementary school students through an inductive thinking learning model on animal breeding lessons p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 stage) aspects of setting strategies and tactics with the sub-indicator choosing criteria to consider completion there are 5 students equivalent 71% and the sub-indicator formulating alternative solutions there are 4 students equivalent 57% so that the average is 64% and included in the high category. in the critical thinking aspect, concluding with the sub-indicator determining an action, there are 5 students equivalent 71%, and are included in the high category. the final result shows the emergence of students' critical thinking skills with an average score for each indicator and sub-indicator of critical thinking aspects of 65,6% which is included in the high category. based on the test results of the implementation of the inductive thinking learning model in the form of 5 essay questions, the results show that the answer to question number 1 in the critical thinking aspect provides a simple explanation with sub-indicators identifying the problem, the weight of the questions achieved is 8 out of a maximum score of 14 or 57% in the medium category. answers to question number 2 aspects of building basic skills sub-indicators report based on observations of the weights achieved by 8 out of a maximum score of 14 or 57% in the medium category. the answer to question number 3 aspects provides further explanation of sub-indicators defining terms and considering a definition, the weight achieved by 23 out of a maximum score of 28 or 82% is in the very high category. the answer to question number 4 aspects regulates strategy and tactics, the sub-indicator selects the criteria to consider completion, the weight achieved is 21 out of a maximum score of 28 or 75% in the high category. and the answer to the question number 5 aspect concludes that the sub-indicator determines an action, the weight achieved is 13 from a maximum score of 21 or 62% in the high category. with an average percentage of weights obtained from student answers 67% in the high category. based on the presentation of these results, it can be seen that from the five aspects of critical thinking skills consisting of 9 sub-indicators that are expected to appear in students seen from the results of implementation observations, there are 4 aspects that are included in the high category. and 5 sub-indicators seen from the test results, there is 1 aspect that is included in the very high category. this is in line with research conducted by (mertasih, 2020) where there was a positive response in class xi students of network computer engineering skills competency at smk negeri 1 denpasar towards the implementation of an inductive learning model with an analogical approach to the learning process. critical thinking skills of elementary school students through an inductive thinking learning model on animal breeding lessons| 71 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 conclusion inductive thinking learning model is a learning model that starts with collecting information specifically, requiring students to process the information they get in determining a general conclusion. processing the information obtained requires students to think critically to make conclusions. after the implementation of the inductive thinking learning model in the learning activities of animal breeding lessons, students were actively involved in the class and showed the emergence of aspects/indicators of critical thinking skills of elementary school students in the high category. based on the results of observations obtained an average percentage of 65,6%, and from the test results obtained an average of 67%. consequently the inductive thinking learning model is effectively used to improve the critical thinking skills of elementary school students. acknowledgments the author suggests that further researchers conduct research related to the effectiveness of the inductive thinking learning model on other 21st century skills to measure the relevance of the learning model. references agustin, m., & pratama, y. a. 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(2021). kecakapan abad 21 dalam pembelajaran pendidikan dasar masa pandemi covid-19. jurnal dirasah, 4(2), 81–90. https://stai-binamadani.ejournal.id/jurdir/article/view/276. 120 | utilization of smart whiteboard media based on educational games to train students' creative thinking skills p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 utilization of smart whiteboard media based on educational games to train students' creative thinking skills agnia rizqi wardani1, muslimin ibrahim2, wahono widodo3 1universitas negeri surabaya, indonesia 2universitas nahdlatul ulama surabaya, indonesia 3universitas negeri surabaya, indonesia 1agnia.19028@mhs.unesa.ac.id, 2musliminibrahim@unusa.ac.id, 3wahonowidodo@unesa.ac.id abstract this study aims to develop educational games that use smart whiteboard media, and related devices such as learning implementation plans (rpp), student worksheets, and creative thinking test sheets that are appropriate to be used to practice creative thinking skills of fourth-grade elementary school students. this study uses a 4d development model (define, design, develop, and disseminate), which is limited to the third stage (develop). the use of game-based smart whiteboard media and related devices was then validated by experts and the results obtained that the media was valid and could be used in research. the study was conducted on 24 fourth-grade students of mi miftahul ulum with one group pretest-posttest design. the data collection instrument used was a media validation sheet filled out by three experts, a lesson plan implementation observation sheet, a student activity observation sheet, a creative thinking skills test sheet, and a student response questionnaire sheet. methods of data analysis were carried out in the form of the media validation analysis, analysis of the implementation of learning activities, analysis of student activities, analysis of creative thinking skills, and analysis of student responses. the results of the research and research discussions can be concluded that the use of smart whiteboard media based on educational games to train students' creative thinking skills that have been developed is valid, practical, and effective. keywords: smart whiteboard, educational games, creative thinking skills introduction the world continues to experience changes and developments in various aspects, this is the impact of the industrial revolution. the industrial revolution itself has taken place four times, starting from the industrial revolution 1.0 to 4.0 and touching all fields, one of which is the field of education (trisyanti, 2018). along with developments that occur in education, the skills that need to be developed also continue to adjust. biaik and fadel (2015) state that the focus of expertise in the 21st century includes three things, namely knowledge, which includes traditional and modern knowledge; second, character, which includes attention, curiosity, courage, resilience, ethics, and leadership; and third, skills consisting of creativity, critical thinking, communication, and collaboration. of these skills, it is stated that one them is creativity or creative thinking, which is the focus of this research. in-law number 20 of 2003 article 4 paragraph 4 it is stated that education is carried out by setting an example, building willingness, and developing students' mailto:agnia.19028@mhs.unesa.ac.id mailto:musliminibrahim@unusa.ac.id mailto:wahonowidodo@unesa.ac.id utilization of smart whiteboard media based on educational games to train students' creative thinking skills| 121 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 creativity in learning. this shows that creativity or creative thinking skills is one of the important abilities for students to have. creative things are always considered to be related to something artistic, such as art and music. whereas these abilities lead to an integral part of ability with a wider range (biaik and fadel, 2015). creative thinking skills can be developed continuously. according to de bono (2007), asmin (2005), and slameto (2003), to find various possible answers to a problem, students' creative thinking skills are important to be trained through learning so that students can access and process available information. one of the contents of lessons that can help students in practicing creative thinking skills is the content of science lessons. science is defined as knowledge that studies natural phenomena. the purpose of learning science is not only so that students can master facts, concepts, and principles about nature, but also to train in problem-solving, draw conclusions, and familiarize students to be objective, as well as train their thinking skills (samatowa, 2010). the results of research conducted by hanifah et al (2019) showed that the creative thinking skills of elementary school students were still not optimal. some students are still not responsive in doing assignments from the teacher, their ability to express new ideas is still not expressed, and their participation in discussion activities is also not optimal. the same thing was also found in the research of roy et al (2013) which revealed that when students enter school they often experience a decrease in their creative thinking ability. among the causes are none other than cultural factors, such as pressure to adapt to their new environment. teaching in the school system inadvertently hides students' creative skills because these skills are suppressed inside or outside the classroom through monotonous daily life and inviolable rules. in essence, the teaching and learning process is a communication process, in which there is a messenger and a message recipient, so sometimes it works and sometimes it doesn't. daryanto (2016) places learning media in a fairly important position as a component of the learning system. without the media, communication will not occur and the learning process as a communication process will also not be able to take place optimally. according to fanny (2013), it takes beautiful, interesting, and interactive media in learning so that students can be motivated and easy to accept the material presented. in line with this, de porter and haernacky (in aziz, 2018) believe that a comfortable and pleasant learning atmosphere makes the teaching and learning process run effectively so that it has an impact on providing opportunities for students to express and display their creative potential. in this study, interesting learning media 122 | utilization of smart whiteboard media based on educational games to train students' creative thinking skills p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 and fun learning activities are presented in the use of smart whiteboard media in collaboration with games that have been developed to help students practice their creative thinking skills. türel et al (2012) describe the use of smart whiteboards that have been heavily invested in various countries. in 2010, its use was 73% in the uk, 50% in denmark, and 35% in the united states. meanwhile, in a study conducted by gregorcic et al (2018), the use of smart whiteboards is not uncommon in england with a percentage of 93%, while in turkey it reaches 80%, as well as in denmark and the netherlands with a percentage of use of 70%. , as well as more than 50% in classrooms in australia and the united states. the use of smart whiteboard media in this study refers to the first published findings of johnny chung lee regarding the use of smart boards by utilizing a combination of motion sensor technology, infrared pen/stylus pen, and lcd projector. now the smart whiteboard has come in a more efficient form and is easy to find in various marketplaces in the form of a camera with a connecting cable, which makes it easier for students and teachers to operate it. supporting applications are also needed in its operation to maximize its use. meanwhile, educational games are a very fun activity and can be an educational method or tool (ismail, 2006). playing is one of the closest ways for students to understand something and encourage their curiosity (ardini & lestariningrum, 2018). one of the benefits that students feel from playing educational games is that it can stimulate and improve thinking skills, one of which is creative thinking (hijrianti, 2017). according to singer (ardini & lestariningrum, 2018), playing activities can be used by children or students to explore their world, develop competence, and develop their creativity. mulyadi (2004) also relates playing activities that these activities have a special systematic relationship with something that is not playing, such as creativity, problem-solving, language learning, social development, and so on. the educational game developed in this study carries the type of game based on the stages of play development that was coined by jean piaget. because the research subjects are fourth-grade elementary school students, the theme of the game developed is social play games with rules which is intended for students with an age range of 8 to 11 years. of course, the designed game activities are guided by the four pillars of creative thinking skills as stated by nurlaela (2015), which include associating, questioning, observing, and experimenting. results of the design of an educational game developed using the powerpoint application are shown in figures 3, 4, 5, and 6. the 1st game is a modification of one type of puzzle or puzzle according to situmorang (2012), namely a spelling puzzle. spelling puzzles utilization of smart whiteboard media based on educational games to train students' creative thinking skills| 123 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 are puzzles that consist of random letters to be matched into the correct vocabulary according to the questions or statements. this spelling puzzle is often called a word search puzzle. next is the second game, which is a modification of the letter(s) readiness puzzle type puzzle game. the letter(s) readiness puzzle is a type of puzzle in the form of pictures accompanied by the letters of the name of the picture but the letters are not complete. this game is also in development using the social play games with rules game, which is a game that in its implementation it is important to pay attention to the rules that have been made. before being directed to the core of this word compiling game, students are invited to play the spinning wheel to choose the score they will get if they complete the puzzle. based on the background, this study aims to develop smart whiteboard media based on educational games to train students' creative thinking skills. method the method used in this article is development (r&d), which is research used to produce a particular product, and test its effectiveness. the development model that is used as a reference in this study is the thiagarajan model. this thiagarajan model is known as the 4d model which is carried out through 4 stages, namely defining, designing, developing, and disseminating (thiagarajan, 1974: 6). the development carried out in this article leads to the domains of learning resources that include a variety of technologies used in learning. the product developed in this article is in the form of an educational game which is a modification of the spelling puzzle game and the letter(s) readiness puzzle based on the indicators of how to practice creative thinking skills according to nurlaela (2019), namely associating, questioning, observing, and experimenting. in practice, the game developed will be displayed on the smart whiteboard. data collection instruments consist of media validation instruments, observation sheets on the implementation of learning plans, student activity observation sheets, student response questionnaire sheets, and creative thinking skills test sheets. the data analysis technique used is quantitative and qualitative analysis techniques. results and discussion results validation is carried out by three people who are experts in their fields, consisting of two lecturers and one teacher. the results of the validation of the use of smart whiteboard 124 | utilization of smart whiteboard media based on educational games to train students' creative thinking skills p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 media based on educational games obtained an average score of 3-4 with a maximum scale of 4 and the percentage of agreement reached 86%. this means that the validator's assessment of the use of smart whiteboard media based on educational games is reliable and valid. this data the data is visualized in figure 1. figure 1. the results of the media validation the results of the average score of rpp validation show that the developed rpp is valid with a percentage of agreement 86%. the last validity is on the creative thinking test questions that were developed. the test questions get a valid category with a 100% percentage of agreement. this data the data is visualized in figure 2. figure 2. the results of the learning plan validation average score of smart whiteboard media utilization based on educational games 4,5 4 3,5 3 2,5 2 1,5 1 0,5 0 aspek 1aspek 2aspek 3aspek 4aspek 5aspek 6aspek 7aspek 8aspek 9 aspek aspek aspek 10 11 12 average score of learning plan 4,5 4 3,5 3 2,5 2 1,5 1 0,5 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 utilization of smart whiteboard media based on educational games to train students' creative thinking skills| 125 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 next is the result of practicality in terms of the implementation of learning carried out by teachers and students. observations were carried out by two observers for 3 meetings. observations of student activities were also carried out to determine the implementation of learning during research activities and during 3 meetings the percentage of implementation each obtained a percentage of 75%. this data the data is visualized in figure 3. figure 3. average score of observers the next result is the effectiveness in terms of the test results of creative thinking skills and student responses. the results of the students' pretest and posttest were tested for normality using the shapiro-wilk normality test, and the results are in table 1. based on the results of the normality test, it is known that the data is normally distributed so that an inferential test can then be performed using the paired sample t-test. the results of the paired sample t-test calculation show the significance value (2-tailed) is 0.001 which is <0.05. table 1. result of normality test kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. pretest .110 24 .200* .950 24 .268 posttest .167 24 .082 .946 24 .223 based on the output results above, it is known that the shapiro-wilk significance value (sig.) for the pretest variable is 0.268 (sig. > 0.05) so that the data is normally distributed. as for the significance value (sig.) shapiro-wilk for the posttest variable is 0.223 (sig. > 0.05) which is also normally distributed data. furthermore, the data from the pretest and posttest which have been tested for normality and it is known that the data are normally distributed are 126 | utilization of smart whiteboard media based on educational games to train students' creative thinking skills p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 then tested inferentially using a paired sample t-test. the results of the paired two-sample t-test are shown in table 2. table 2. result of t-test paired differences t df sig. (2 tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest posttest -34.917 6.691 1.366 -37.742 -32.091 -25.563 23 .001 based on the output table 2, it is known that the significance value (2-tailed) is 0.001 which is <0.05. this indicates that there is a significant difference between the results of the pretest and the results of the posttest. the value of students after learning by using smart whiteboard media based on educational games to train students' creative thinking skills that have been developed by researchers is higher than when students do the pretest. these results indicate that there is an influence in the use of smart whiteboard media based on educational games that have been developed on students' creative thinking skills. based on these results, it can be concluded that the use of smart whiteboard media based on educational games developed is effectively used in learning. discussion the result of the discussion in this article is the use of smart whiteboard media based on educational games to train students' creative thinking skills and their supporting devices which include lesson plans, lkpd, and learning outcomes tests. the results of the feasibility are reviewed from the validity of the learning tools developed. the results of the validation of the use of media obtained an average score with a valid category of 11 out of 12 aspects of the assessment. the three validators agreed with each other in providing an assessment of the 12 aspects contained in the use of media with a percentage of agreement 86%, referring to borich (1994). the next component of supporting equipment to be validated is the lesson plan. the results of the validation obtained scores from the three validators ranging from 3-4 out of 4 assessment scores. two of the three validators gave an assessment that the rpp developed could be used with revisions, while another validator assessed that the rpp could be used utilization of smart whiteboard media based on educational games to train students' creative thinking skills| 127 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 without revision. the percentage of agreement of the three validators in each aspect reached 86%. the learning implementation plan (rpp) is the actualization of the student's learning experience that has previously been compiled in the learning syllabus. based on this statement, the learning implementation plan can be interpreted as an explanation of the syllabus that is more functional and effective in the continuity of the learning process. as the name implies, the contents of the lesson plan are about the design of learning that will be carried out by teachers and students, in which there are also scenarios about what kind of learning will be carried out. preparing rpp is an obligation for all educators in the education unit. the lesson plans must of course be prepared completely and systematically to achieve interactive, inspiring, fun, efficient, challenging learning activities, motivate students to participate actively, and provide sufficient space for the initiative, creativity, and independence according to their interests, talents, and abilities. physical and psychological development of students (rachmawati & daryanto, 2015) the last component of the supporting tool that was validated was the developed creative thinking test. in this study, the creative thinking test developed was in the form of a description question that refers to the creative thinking indicators according to filsaime (in nurlaela, 2019), namely fluency, flexibility, originality, and elaboration. the results of the validity of the five items show that the creative thinking test questions developed are valid with a percentage of agreement reaching 100%. the results of the validity of each component of the use of smart whiteboard media based on educational games and related supporting devices based on the discussion above can be concluded as valid and can be used in learning activities. the criteria for using smart whiteboard media based on educational games can be said to be good, namely practicality. practicality in this study is viewed from the implementation of the lesson plans by observing the activities of teachers and students. the teacher's activities in the three meetings showed the percentage of each implementation reached 75%, which means that it was implemented well. learning activities are carried out when students and teachers are actively involved with learning resources that have been arranged in such a way by the teacher. in the interaction process, the teacher treats students as noble and honorable human beings, whose interests and abilities need to be optimally honed. gagne recommends five assumptions that support learning planning; first, to facilitate the learning process by the characteristics of students, learning must be carefully designed. although the learning process is carried out in groups based on the learning objectives, in essence, learning is still carried out 128 | utilization of smart whiteboard media based on educational games to train students' creative thinking skills p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 individually by students so it is very important to consider the condition of each student in planning learning. second, in preparing the lesson plan, the teacher must take into account the short-term plan and the long-term plan. as a learning designer, the teacher must be closely related to the long-term plan. third, the design of learning should be arranged systematically and systemically which allows for a person's growth and development. fourth, learning should begin with a needs analysis, followed by the formulation of general learning objectives, and continue with learning steps. after that, look for empirical evidence regarding the efficacy of learning, trials, revisions, and so on to obtain learning standards. fifth, learning must be developed based on knowledge of how a person or student learns (karwono & mularsih, 2019). in observing student activities for three meetings, the percentage of each implementation reached 75%. this shows that students are actively involved during learning activities. observations of student activities were carried out to assess the learning process by looking at the extent to which students were active in participating in the teaching and learning process. this observation of student activity is in line with the opinion of sudjana (2013) who states that student activity in teaching and learning activities can be seen in: (1) participation in carrying out their learning tasks; (2) involvement in problem-solving; (3) ask other students or teachers if they do not understand the problems they are facing; (4) trying to find the information needed for problem-solving; (5) carry out group discussions according to the teacher's instructions; (6) assessing his ability from the results obtained; (7) train yourself in solving similar problems; (8) the opportunity to use or apply what is obtained in completing the task or problem it faces. the third criterion of good media utilization is effectiveness, which is reviewed based on the results of the students' creative thinking skills test and students' positive responses. based on the results of calculations using the spss application, the pretest and posttest scores of students were normally distributed which were then tested inferentially with a paired sample t-test and showed the results that the use of smart whiteboard media integrated with educational games was effective. student responses were obtained from filling out the student response questionnaire sheet given after the last lesson at meeting 3. this questionnaire sheet was filled out by 24 fourth-grade elementary school students. the results of student responses were obtained from an analysis of the number of students who answered positively "yes" to each question on the questionnaire sheet. of 15 questions, the percentage of students' 'yes' answers reached 72% utilization of smart whiteboard media based on educational games to train students' creative thinking skills| 129 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 with a description of 13 questions in the positive category and 2 questions in the fairly positive category. conclusion the results of the research and research discussions are then linked to the formulation of the problem and research objectives, it can be concluded that the use of game-based smart whiteboard media to train students' creative thinking skills that have been developed: 1. valid, according to the assessment of the three validators in the 'good' category. 2. practical, according to the assessment of the two observers seen from the implementation of the lesson plans and student activities during the three meetings. effective, seen from the significant difference between the results of the pretest and posttest tests of students' creative thinking skills and positive responses from students.. acknowledgments thank you to the lembaga pengelola dana pendidikan (lpdp) for funding this research. references ardini & lestariningrum. 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(2012). teachers’ belief and use of interactive whiteboards for teaching and learning. journal of educational technology & society, vol. 15 no. 1, technology supported cognition and exploratory learning pp. 281-394. sudjana, n. 2013. penelitian hasil proses belajar mengajar. bandung: pt. remaja rosdakarya. profile of learning environmental literacy in elementary school | 211 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, february 2022 profile of learning environmental literacy in elementary school lukman nugraha1, udin syaefudin saud2, tatat hartati3, vismaia s. damaianti4 1universitas pendidikan indonesia, indonesia 2universitas pendidikan indonesia, indonesia 3universitas pendidikan indonesia, indonesia 4universitas pendidikan indonesia, indonesia 1lukmannugraha82aklap@gmail.com, 2usaud@upi.edu, 3tatat@upi.edu , 4vismaia@upi.edu abstract the aim of this study was to describe the learning profile that has an impact on environmental literacy of elementary school students. this research used descriptive qualitative research. the sources of data in this study are 4 elementary schools in subang regency. the data collected was data regarding the profile of students' environmental literacy learning in the elementary school by focusing on the profile of environmental knowledge, attitudes, and environmental behavior based on environmental literacy measurements. data collection techniques were carried out by triangulation (combined) through interview and survey techniques. the instruments used in this research were interview guidelines and questionnaires. the data analysis technique was carried out through the stages of data reduction, data presentation, and drawing conclusions. this research showed that: 1) environmental knowledge profiles in school local content have been well applied in the curriculum which can be seen in the conditioning of the learning environment that blends with nature, and 2) the profile of environmental attitudes and behavior in learning has been well integrated at every grade level, as evidenced by the collaboration between students in protecting the environment. this study recommends educators to focus on environmental literacy to renew their understanding of the importance of protecting the environment and forming social awareness of the surrounding environment. keywords: environmental literacy, elementary school introduction environmental literacy is a conscious attitude to keep the environment in balance (kusumaningrum, 2018). this awareness is also interpreted as an environmental literacy attitude, which not only has knowledge of the environment but also has a responsive attitude and is able to provide solutions to environmental issues. students as part of society who are prepared as the next generation and agents of change in society need to be equipped with environmental literacy skills. as stated by patrisiana et al. (2020) that primary school education as part of strengthening environmental literacy aims to develop the ability of individuals to interact with their environment in a conscious and planned manner in developing their potential to the environment directly so that significant changes occur and progress in maintaining environmental conditions. the cultivation of this understanding and attitude of environmental concern is best done through environmental education (joseph, 2021). through environmental education which has a learning objective in the form of environmental literacy, students are expected to be able to maintain, manage, and preserve the environment wisely and wisely so mailto:lukmannugraha82aklap@gmail.com mailto:usaud@upi.edu 212 | profile of learning environmental literacy in elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, february 2022 that a literate generation of the environment will be created.(wardani et al., 2021), because only individuals who have literacy, awareness, and sensitivity will contribute in dealing with environmental problems (köse et al., 2011).the measurement of environmental literacy ability consists of four components, namely environmental knowledge, attitudes and behavior towards the environment, and cognitive skills (mcbeth & volk, 2009). however, the oecd (organization for economic co-operation development) stated that the low environmental literacy of elementary school students on the results of the pisa (program for international student assessment) test in science was due to several aspects being tested related to the environment.(choi et al., 2011). as for two of the four aspects of scientific literacy related to the environment, namely the context aspect which includes health and disease, natural resources, environmental quality, and so on as well as the attitude aspect shown by an interest in science and technology, assessing the appropriate scientific approach to science. and technology, as well as perception and awareness of environmental issues (klucevsek, 2017; yulianti & kusumaningrum, 2021; wardani, et al., 2021). this problem is supported by data from a preliminary study conducted through interviews with teachers in two elementary schools in ciater district, subang regency that the implementation of environmental literacy-based learning by paying attention to the environmental literacy component has not been promoted. the main factor is the lack of knowledge of school residents regarding environmental literacy. when carrying out thematic learning the teacher tries to link learning with everyday life and the surrounding environment, from this it is known that there are still many students who do not recognize the environment. in addition, schools have not yet used environmental care activities such as routine community service. the fact about the number of students who do not recognize the environment is evidenced by the understanding of protecting the environment, students are only limited to throwing garbage in its place but in practice it is still lacking. students do not yet have a sensitive attitude towards the environment. this is evidenced by the dirty condition of the classroom due to trash and the facilities in the classroom being scribbled on. in the school environment there are practical plants and various plants that are deliberately planted to make the school environment beautiful, but students do not try to care for them by watering or applying fertilizer. previous research on environmental literacy has been carried out by karimzadegan & meiboudia (2012) in exploring aspects of environmental literacy in learning science education in elementary schools in iran. meilinda et al. (2017), in their research, also analyzed the profile of learning environmental literacy in elementary school | 213 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, february 2022 environmental literacy profile of students at the adiwiyata natural school, surakarta in terms of knowledge and attitudes. similar research was also conducted by salimi et al. (2021) in describing the environmental literacy profile of natural school students on cognitive, emotional, spiritual aspects, and the application of ecology into the practice of life. in contrast to previous studies, this study focuses on environmental literacy profiles in terms of environmental knowledge, attitudes, and environmental behavior in elementary school students in subang regency. several studies that have been conducted on the profile of environmental literacy in elementary schools indicate that environmental literacy is a very important competency for elementary school students in maintaining an understanding of ecology and overcoming environmental problems for the sustainability of human life (pilgrim et al., 2007; suryanda et al., 2019). by practicing environmental literacy from an early age, students are expected to be able to harmonize development growth with the environment so as to create a harmonious environment between society and the environment (agsari, 2018). therefore, based on the explanation, this study aims to describe learning that has an impact on environmental literacy of elementary school students in subang regency in terms of environmental knowledge profiles, attitudes, and environmental behavior. this is due to the lack of literature on environmental literacy learning in elementary schools regarding the three profiles. the results of this study can be used as an illustration and guideline for learning environmental literacy, especially at the level of elementary school students. method this research uses a qualitative descriptive research type. qualitative descriptive research aims to describe, explain, and answer in more detail the problems to be studied by studying as much as possible an individual, a group or an event. this research is considered as an interpretive method because the research data is more related to the interpretation of the data found in the field. qualitative research is a method used to examine the condition of natural objects with actual conditions where the researcher is the key instrument. the sources of data in this study are 4 elementary schools in subang regency from 4 different subdistricts.(mcbeth & volk, 2009). data collection techniques were carried out by triangulation (combined) through interview and survey techniques. the instruments used in this research are interview guidelines and questionnaires/questionnaires. the data analysis technique is carried out through the stages of data reduction, data presentation, and drawing conclusions (miles & huberman, 1994). 214 | profile of learning environmental literacy in elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, february 2022 results and discussion results environmental knowledge profile in school local content environmental literacy is knowledge and individual understanding of constructive aspects environment, the principles that occur in the environment, and act nurturing environmental quality that is applied daily. environmental literacy-based schools can be realized in the application of all school members to behave well in daily life by using skills to the conditions of the school environment. from the results of interviews conducted with 4 elementary school principals, information was obtained that environmental literacy is the local content of the curriculum in the four elementary schools. this of course aims to develop students so that they have characters that are in accordance with the expectations of education in indonesia. the local content of this curriculum is manifested in several ways, namely maintaining togetherness in maintaining the school environment, creating a conducive, safe, comfortable, and integrated learning environment with nature as well as adding hand washing and environmental sanitation. in addition, the form of local culture from the student aspect in relation to environmental literacy is to familiarize students with throwing garbage in its place, requiring students to line up before entering class in an orderly, neat and polite manner, also before starting to study must pray first, with the condition of the class being clean. , neat and conducive. teachers are also asked to set an example for students both in saying, acting, and acting. the community is also involved in every activity in the context of developing schools and existing resources related to the environment. also before starting to study, it is mandatory to pray first, with the condition of the class being clean, tidy and conducive. teachers are also asked to set an example for students both in saying, acting, and acting. the community is also involved in every activity in the context of developing schools and existing resources related to the environment. also before starting to study, it is mandatory to pray first, with the condition of the class being clean, tidy and conducive. teachers are also asked to set an example for students both in saying, acting, and acting. the community is also involved in every activity in the context of developing schools and existing resources related to the environment. profile of learning environmental literacy in elementary school | 215 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, february 2022 figure 1. habituation of handwashing as one of the school's local content environmental literacy isis a form of environmental care character that can be applied in the form of environmental love activities. the views of several target schools regarding character education are:as an aspect of personality, character is a reflection of the whole personality of a person, both in terms of mentality, attitude and behavior.character is a psychological, moral, or character trait that characterizes a person or group of people, and is an inner standard that is implemented in various forms of self-quality.according to all schools that are sources of research data, this basic component in preparing students who have environmental awareness and sensitivity is a form of environmental care character and has been integrated into their respective school curricula that are adapted to environmental situations and conditions due to environmental conditions that may at times changed. according to one school respondent, a good curriculum must be able to follow the dynamics of society. because as an educational product, the curriculum is designed to help children's learning process and can accommodate the actual needs as well as the needs of children in the future. there are several things that need to be considered in accommodating the various values that grow in the community in the school curriculum regarding environmental love, including: the strategies that can be done so that the environmental love character curriculum can run consistently are:teachers must play an active role in implementing the curriculum or as implementers, meaning that they play a role in carrying out the existing curriculum and carry out their role as teachers, namely teaching, educating, fostering and evaluating learning activities, as well as adapters, meaning that teachers are given the authority to adapt the existing curriculum to school characteristics. and local needs. even teachers are given the role to become curriculum developers and have the authority to design the curriculum. the teacher 216 | profile of learning environmental literacy in elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, february 2022 can not only determine the objectives and content of the lesson delivered, but the teacher can also determine what strategies are suitable in the learning process. this includes teachers being given a role as curriculum researchers, namely teachers have the responsibility to test various components of the curriculum, for example testing curriculum materials, testing the effectiveness of the program, testing strategies and learning models and so on including collecting data on the success of students in achieving curriculum targets. in addition, monitoring and evaluation are also held to oversee the process and see the results at the end of each assessment, both in the middle and at the end of the semester, from the implementation of the curriculum. figure 2. teachers as developers and implementers of environmental literacy curriculum in schools profile of environmental attitudes and behaviors in learning activities in elementary schools the implementation of learning that instills values, ethics and morals as well as environmental awareness in target schools is manifested in the awareness of all elements in instilling a caring attitude towards the environment which begins not only through orders but provides examples of good attitudes and behavior that will serve as role models for students in elementary school. the planting of environmental care character education carried out by schools in subang regency is by adjusting the development of students according to their respective grade levels where each grade level has different characteristics, both in the lower grade and the upper grade on elementary school. profile of learning environmental literacy in elementary school | 217 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, february 2022 figure 3. example of cultivating environmental care characters in schools as for low-grade students, the cultivation of environmental care character education is carried out by: 1) defecating and urinating in the toilet, 2) throwing garbage in its place, 3) cleaning the school yard, 4) not picking flowers in the school garden, 5) do not step on the grass in the school garden, and 6) maintain the cleanliness of the madrasa. meanwhile, for high-class students, in planting the formation of environmental care characters in the form of: 1) maintaining the cleanliness of shared toilets, 2) cleaning trash cans, 3) cleaning the school environment, 4) beautifying classrooms and schools with plants, 5) participating in maintaining the garden in the school yard. , and 6) participate in activities to keep the environment clean in terms ofthe adoption of the values of love for the environment in learning in schools, most of the respondents stated that the implementation of instilling the character of love for the environment in children through waste processing activities, morning picket activities, good and correct hand washing activities, personal neatness activities and garden and school environment maintenance activities . this activity aims to train students to be able to love their environment from an early age and be able to maintain the beauty of the environment starting from the school environment. this activity is carried out routinely in schools in order to create a beautiful and beautiful environment that can support teaching and learning activities. in this regard, of course, teachers play an important role in the creation of environmental-based learning. as forthe steps taken by the teacher in the process of inculcating the value of caring for the environment in learning, namely: using the environment as a place of learning and learning media, carrying out the learning process outside the room can foster student curiosity 218 | profile of learning environmental literacy in elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, february 2022 and concern for the environment and the cultivation of the value of caring for the environment is also supported by activities that have become routine at school. discussion the first aspect of environmental literacy is discussing knowledge environment which is individual understanding of constructive aspects, principles, and actions environment and contained in the school's local content curriculum. one form of local content in this curriculum is to create a conducive, safe, comfortable, and integrated learning environmentnatural. according to rigolon (2012), where learning has an active role in improving environmental literacy. the closer students are to beautiful nature, the higher the level of understanding and knowledge of environmental literacy. this is in line with the opinion koc & ontas (2020) that meaningful learning that should exist in the curriculum for elementary school students is learning that involves students' cognitive activities directly with their learning resources. another factor that affects the understanding and knowledge of environmental literacy is the learning material. learning materials must raise environmental issues that are familiar to students to help students think critically and creatively, discuss and find solutions to these problems with natural scientific investigations (nadiroh et al., 2021). in addition, the books provided should also be environmentally based. environmental literacy books with illustrated designs are the best choice to stimulate imagination and help students understand (andriani et al., 2017; muthukrishnan, 2019). environmental literacy is also a manifestation of the character of loving the environment. the environmental care character of the elementary school in subang regency has been integrated into the curriculum of each school which is adapted to the situation and environmental conditions. this is in accordance with the respondent's statement that: “character that ispsychological, moral or character traits that characterize a person who is implemented in various forms of self-quality. characters in this elementary school have been integrated in all learning both inside and outside the classroom, especially the character of loving the environment.this means that students are always given education or the value of loving the environment in every implementation in all learning and outside class hours so that it is always embedded in their personality.” the role of teachers in the application of environment-based learning is also very important. this is in accordance with the respondent's statement "the role of the teacher in this case is that every teacher after entering the school environment must be able to provide an example for students, both in saying, acting, and acting. it also requires students to line up before entering class in an orderly, neat and polite manner, before starting learning, they must profile of learning environmental literacy in elementary school | 219 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, february 2022 pray first, including memorizing short verses, with the condition of the class being clean, neat and conducive." this shows that learning activities are no longer just knowledge exploration but at the same time utilizing the environment as a learning medium, school residents are also encouraged to develop efforts to improve environmental management and quality.(anggraini et al., 2019). tamara's (2016) research result shows that in the school environment, it is the teacher who plays an important role in the formation of students' environmental care attitudes. teachers who are aware of the importance of caring for the environment, and are able to contribute to students regarding the attitude of caring for the environment in their daily activities (maesaroh, bahagia, & kamilludin, 2021). the planting of environmental care character education carried out by schools in subang regency is by adjusting the development of students to love literacy skillsenvironment. in this case, all students at the elementary school level are trained to have the ability to appreciate the earth and all living things, admire nature, be close to nature, and use those feelings to others. this aspect is indicated by concern for the environment when learning takes place. students' sensitivity to the environment is naturally shown when they work together to pick up the garbage that is scattered in the yard and sort it out. it is an attempt by students to make themselves more meaningful to other people or the environment. this is in accordance with the opinion arweck & nesbitt (2007) and pandya (2017), which states that a person who has a character of complete environmental value can make himself have a good character, have complete ethics, and be meaningful for the social and family environment. this is in line with the opinion horton & horton (2019) and boafo et al. (2016) that humans who have ecological knowledge and apply it well will understand their behavior and actions, not only having an impact on themselves and others but also on the natural environment in which they live, which must be maintained in order to maintain the carrying capacity for survival. life of oneself, others, and the environment. conclusion based on the results of the research and discussion, it can be concluded that: 1) the environmental knowledge profile in the school's local content has been well implemented in the curriculum which can be seen in the conditioning of the learning environment that blends with nature and the role of the teacher in being an example to train environmental literacy, 2) attitude and attitude profiles. environmental behavior in learning has been well integrated at every grade level, as evidenced by the collaboration between students in protecting the 220 | profile of learning environmental literacy in elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, february 2022 environment in simple things such as picking up and sorting garbage in the school yard. this study recommends educators, teachers, and counselors to focus on students' environmental literacy because to introduce and update students' understanding and awareness about the importance of protecting the environment and forming social awareness and sensitivity to the surrounding environment so that environmental damage can be prevented. a suggestion for further research is to investigate this trend among public or private schools in several regions of indonesia. acknowledgments the researchers areenormously grateful to the ministry of religious affairs which have been supported this research. references agsari, ks, rahady, mk, wahyudi. 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(2021). environmental literacy profile of prospective ipa teacher students. quantum: journal of science education innovation. https://doi.org/10.20527/quantum.v12i1.10098 how to apply children core vocabulary in the simplified version of a classical text: elementary farsi reading textbook | 157 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 how to apply children core vocabulary in the simplified version of a classical text: elementary farsi reading textbook roshanak azari1 1farhangian university, iran 1azariroshanak@gmail.com abstract one of the most important subjects that should be considered by the authors of farsi elementary textbooks is the application of proper vocabulary in accordance with the different levels of the age group lexical knowledge. in order to teach target vocabulary, the application of the core and mediator vocabularies is necessary. this article studied the core vocabulary in the classical texts of the 5th-grade farsi reading textbook. a simplified classical text which was the rewriting of the opening part of “the cow and the lion” chapter in kalila & demna was the body of the analysis. the study was done by a quantitative approach and descriptive method. the analysis unit was vocabulary, divided into nouns, adjectives, and verbs. totally 31 core vocabularies were located in the lesson. the most applied ones were nouns. this study indicated that according to the core vocabulary gradation list, 70.96% of the mentioned vocabularies were from the first and second quarters of the textbook, matching with the location of the lesson in the textbook. thematic analysis showed that the most concentrated subjects in the core vocabularies were social relationships, family, home, the living environment. keywords: core vocabulary, elementary reading textbook, persian introduction language acquisition is a process ongoing through different steps of a human’s life and is affected based on the special linguistic and psychological conditions of each individual. the basics, principles, and purposes of language learning are different according to the learner’s age. in accordance with the child’s growth, different activities, toys, tools, and educational texts are necessary to be applied. in the early years of a kid’s life, he/she gradually gets acquainted with the various functions of his/her maternal language or languages (in early bilingual cases). thus, primitive steps of language learning happen at home and with family; the next step is learning the standard language at school by an educational system which is a very important step for language acquisition (arabi; soltani; esmi,2016:82-83). in elementary school, the basis of the persian language and its four skills is founded within children. the skills in each grade are founded based on the knowledge acquired from the previous grades (danatoossi,2011:12). the farsi elementary textbooks are the main source for the curriculum and are also essential for orienting the students’ learning activities in the school(nouriyan,2016:6). the content of the farsi elementary textbooks and their teaching methods are always being 158 | how to apply children core vocabulary in the simplified version of a classical text: elementary farsi reading textbook p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 reviewed by the experts and are constantly under consideration of their authors. the textbooks are constantly observed and analyzed from different points of view such as structure, four language learning skills, teaching methods, and testing based on the paradigm and new theories of language learning (danatoossi,2016:12-13). generally, one of the most important subjects to be considered by the authors of children and teenager books is the application of suitable vocabulary according to the child’s age. if the vocabulary used in the books is unfamiliar for the reader, then he/she will not acquire the language skills properly. along with language skill problems, later he/she will face difficulties in larger scales than language application. farsi elementary textbooks are one of the most effective and impressive reading books for children and the vocabulary application in these books plays an important role in the future of child’s language development (alavi,2012:85). progress in the reading comprehension is one of the main purposes for achieving the reading skill. obtaining good reading abilities for normal children and those with special needs is by teaching them how to read the visual words. visual words are the most frequently used and familiar words in a language, read quickly, at a glance. these visual words are named core vocabularies and are used in teaching reading skills and are essential in farsi elementary textbooks (ne’matzadeh et al.,2011:47). it is crucial for teachers to be familiar with the core vocabulary and to be able to consider them in their education for elementary reading skills. the classical literature of the persian language is very rich. great poets and authors are introduced by their works to the students from the first steps of language learning in elementary schools. the texts are simplified according to the students’ grades. one of the classical books with a high literary value is kalila and demna. this masterpiece, with a sanskrit origin, had been translated to new persian from arabic, in the 12th century a.c., by monshi. despite abundant changes in the subjects and writing style of this book in its path from the original sanskrit to the new persian version, this book is of great value in didactic literature (dehghan, samani: 2014:59). in iran, in the old curriculum of the last years of farsi high school textbooks, one lesson was dedicated to the opening of the “assad & thowr” chapter from kalila and demna. this lesson was entitled “lion and cow” in the old farsi (3) of humanity branch of high school (ershad sarabi et al. 2012:49-56). the text matched exactly with the original work (monshi, 2018:59). in the new edition of high school books, this lesson is replaced with the collareddove, another chapter of kalila and demna (ghassempour et al, 2019:120-122). how to apply children core vocabulary in the simplified version of a classical text: elementary farsi reading textbook | 159 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 in the 5th-grade elementary farsi reading textbook, lesson four, is entitled “bāzargān va pēsarān” (the businessman and his sons). it is a simplified rewriting of the introduction of “lion and cow” chapter. this lesson exists in the old and new versions of the 5th-grade farsi textbooks and the material is identical (akbari et al, 2020:34-36). the author of lesson 4 has entered some parts of demna’s narrations from another fable of the original book. therefore, the opening and the ending of the text are not from a unique fable (ghamari,2019:104). the purpose of this article is to study the core vocabularies of lesson 4 in the farsi reading textbook, 5th elementary grade. this article intends to study the core vocabulary applied in this lesson in accordance with the students’ persian lexical knowledge. also, answering this question: how much the author has paid attention to selecting the suitable core vocabulary in compliance with the location of the lesson in the textbook? this analysis will indicate the most thematically focused subjects in the chosen core vocabulary, alongside with the factors that should be considered in the application of the core vocabulary in a textbook many articles and books are written about the vocabularies applied in the elementary persian reading textbooks. one of the first researches entitled “the study of writing vocabularies of iranian elementary school” was conducted by fereydoon badreyi (1973). later in 1975 mohammad taghi baraheni evaluated the frequency of vocabularies in the elementary persian reading books and studied their effect on reading ability. in 1995, guiti shokri published the “the elementary school dictionary”. this dictionary contained about 15000 words. the corpus of her research was based on the five years of elementary school textbooks. besides, in her research, she considered 50 other books written for the age group of elementary children; along with some magazines for children and the sentences used in the tv shows for juniors. mehdi zarghamiyan (1992) and faramarz safarzadeh (1997) wrote their master’s thesis on the reading vocabularies and speaking vocabulary of elementary school children. one of the most important researches in the mentioned field, started in 2005, was conducted by ne’matzadeh and her group. the purpose of this study was to obtain the exact data about iranian children's core vocabularies. in this national research run in the different regions of iran, the core vocabularies for the 1st to 5th grade of the elementary school were sorted based on the noun, verb, and adjective in both levels of perceptual and productive. the findings were achieved based on various evaluations by productive and perceptual tests. also, 160 | how to apply children core vocabulary in the simplified version of a classical text: elementary farsi reading textbook p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 teachers were a source for finding out more about children’s vocabulary knowledge (alavi, 2012:91). in recent years, various content analyses on elementary textbooks are done according to recent formulas and evaluative patterns. for example, as’adi (2019) assessed the readability of the 5th-grade persian reading textbook, based on gunning’s readability test. this research indicated that this book is suitable for the 5th-grade students’ level. on the contrary, the content analysis of the same reading book based on william rumi’s method showed that the content involvement index is less than 0.4 percent, and the book is not written actively (negahban, qolamhosseini, farahani, 2020: 2216). method this study was performed by a quantitative approach and descriptive method. the study corpus was the only classical text in the farsi reading book, 5th-grade elementary school (2020). the content analysis unit was the vocabularies. all the vocabularies were counted in the lesson, without considering their frequency; then nouns, adjectives, and verbs were sorted. in the next step, according to the core vocabulary gradation in ne’matzadeh’s research, the application of the core vocabularies was assessed. also, the core vocabularies were categorized thematically. at the end of the research, lexical borrowing from other languages was studied in the sorted core vocabularies. the results were shown on diagrams and charts. at the end of each season of the 5th-grade farsi reading textbook, there is a tale. totally there are 6 tales. 4 out of the 6 tales are chosen from these classical texts: javāmeʼ-ol hekayāt (by ʼoufi); chahār maghāleh (by ʼarouzi samarghandi); golestān (by sa’di); sobhat-ol abrār (by jāmi). they are located on pages 46, 96, 120, and 139. each tale is about 7-9 lines and could not be used for the corpus study. although the texts were classical, but the focus on these tales is on historical grammar. therefore, the core vocabulary applied in them is rare. results and discussion results the number of the core vocabularies in lesson four was 31. this was approximately equal to 6 percent of the core vocabularies in the 5th grade farsi elementary textbook. as 18 words were from the 2nd quarter and 4 words belonged to the 1st quarter, therefore most 0f the core vocabularies were chosen correctly based on the location of the lesson in the textbook. how to apply children core vocabulary in the simplified version of a classical text: elementary farsi reading textbook | 161 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 the pie chart no. 1/1 and the bar chart no.1/2 show the percentage and the number of core vocabulary in comparison with the whole textbook. figures 1. the percentage of the core vocabularies in lesson 4 comparing to the whole textbook of the 5th grade farsi elementary. figure 2.the number of the core vocabularies in lesson 4 comparing to the whole textbook of the 5th grade farsi elementary. figure number 2 shows the frequency of the core vocabulary based on the four quarters of the textbook. as the studied lesson was in the second quarter of the book, this figure indicates that %58 of the core vocabulary applied in lesson four is chosen properly and in accordance with the location of the studied lesson. adding the first quarter which is about %12/9 to the 497 31 0 100 200 300 400 500 600 whole book lesson 4 6.23 93.77 162 | how to apply children core vocabulary in the simplified version of a classical text: elementary farsi reading textbook p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 second part containing %58 of the core vocabulary, the following figure (no.2) emphasizes that the majority of children’s core vocabulary is chosen precisely in the right place. figure 3. frequency of the core vocabulary in lesson 4. determining the thematic frequency of the core vocabulary in lesson 4 showed that most core vocabularies belong to the social relation/communication, home/living environment, nature, and concepts. figure no.3 shows the 23 subjects sorted from lesson 4, including their frequency. the reason that the total number of words in the chart is more than 31 is explained in diagram number 5, showing that some words are applied more than once in the text. figure 4. thematic gradation. 12.9 58.06 22.58 6.45 frequency of the core vocabulary based on 4 quarters in lesson 4. 1st q 2nd q 3rd q 4th q 11 88 7 5 444 33333 22222 11111 0 2 4 6 8 10 12 thematic core vocabulary ranking, according to the frequency in lesson 4 how to apply children core vocabulary in the simplified version of a classical text: elementary farsi reading textbook | 163 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 discussion new persian language teaching curriculum in the elementary schools after many types of research and reviews by the persian language and literature department in the textbook authoring committee, the new elementary school curriculum was approved in 2006 by the iranian curriculum studies association. in the new persian textbooks, the focus on vocabulary had been augmented. one of the criticisms about the old books was the uneven distribution of vocabulary in the textbooks. also, the words were unfamiliar to the child’s world and the lack of alive and joyful vocabulary was obvious (ne’matzadeh,2010:8). elementary teachers had many times declared that the old books were not suitable for persian language learning. one part of this problem was related to the application of inadequate vocabulary. amongst the main problems some were: the application of the words that students did not know them, for example: “lantern”. sometimes for one concept there was more than one word. the words were not presented in their lexical cluster; for example: “brother” was not introduced beside “mother, father, and sister”. the initiative and target words necessary for beginners were not taught first; for example: “cat” and “dog” were taught after “awl”. the cultural and local considerations were not noticed there was not enough diversity and repetition for learning the new words. (nabifar, 2016:173-174). core vocabulary core vocabularies are the most frequent and familiar words in iranian children in their daily life. these vocabularies are used all around iran by children of any language, ethnicity, and culture. all iranian children are familiar with these vocabularies and use them in their life. the core vocabulary is the linguistic device for children in order to communicate with the world around them in their city or village, at home or school. if the adults apply the children’s core vocabularies while dealing with them, the outcome would be more convincing (ne’matzadeh et al, 2011:38). pointing out one of the core vocabularies characteristics, it could be said that they are the most used words in the speaking and the writing version; accordingly, they can be retrieved more quickly from the memory (alavi, kheyrabadi, 2014:141). if the purpose of education is the second language teaching and/or a specific field of study (for example teenager literature genre), then the core vocabularies should be studies based on the most frequent vocabularies 164 | how to apply children core vocabulary in the simplified version of a classical text: elementary farsi reading textbook p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 in the target field. the estimation of the core vocabulary in each field of language learning could lead to better educational content production (ramezani; assadpour,2016:176). the core vocabulary along with the marginal vocabulary is necessary for teaching the new (target) words in each lesson (ne’matzadeh,2010:15-18). if the core vocabulary is for communicative and social purposes, then it is “general core vocabulary”. in case the target is educational, it is entitled “educational core vocabulary” (mccarthy; carter, 2003:6). core vocabulary thematic categorization the core vocabulary in elementary school is divided into 24 thematic sections. some words are common in two or more sections. for example, although “hair” is under the “body” section, it is also mentioned in “clothing/make-up”, “color” and “health/hygiene” categories. another example is the word “mother”, belonging thematically to three groups of family, social relation/communication, and education. the subjects include: body; clothing/make-up; education; animals; family; home/the living environment; food; religion/ethics; social relations; events; behavior; colors; health/hygiene; transportation; nature; skills/work; quality; quantity; plants; concepts; materials/elements; sport/play/hobby; art/literature; tool/technology. the last subject, containing 142 words, has the first rank. the semantic field plays an important role in categorizing the words and in the child’s comprehension of the text. for example, some adjectives could have various meanings, according to the context. for example: hot, right, sweet (azari, 2021:8-9). in addition to the thematic categories, there is a vocabulary gradation list in which the core vocabularies are divided into four steps. in each of the elementary farsi reading books, the core vocabularies are divided into four steps or quarters. the educational content in the first quarter of each book must contain only the core vocabularies of the first step. the second quarter of farsi elementary books should just use the core vocabularies of the first and second steps. the author should not apply core vocabulary from the 3rd and/or the 4th quarter in the lesson. only in the last quarter of the book, the author can use all the core vocabularies of the grade he is producing the educational content. apparently, the author can apply all the core vocabularies of the previous elementary grades. in the fifth elementary school grade, the four steps of the core vocabularies, totally consist of 497 words. respectively, 1st quarter: 127 words; 2nd quarter: 128 words; 3rd quarter: 139 words; 4th quarter: 103 words how to apply children core vocabulary in the simplified version of a classical text: elementary farsi reading textbook | 165 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 (ne’matzadeh,2010:46-47). in diagram no.4 the number of core vocabularies in each quarter is shown. figure 5. number of the core vocabularies based on the quarters in the 5th-grade elementary persian textbook the fifth-grade farsi elementary textbook contains 132 pages. dividing the book into four quarters shows that “the businessman and his children” lesson is located in the second quarter of the book. the text is on 2 pages with 28 lines totally. on average, with each line having 14-16 words, the total number of the words was 3571, including adverbs, prepositions, coordinating and subordinating conjunctions ,and different kinds of pronouns. the grammatical function of the words was determined based on the syntax and the structure of the sentences. nouns with 77, verbs with 36, and adjectives2 with 26 words in the text were totally 139 in number. the nouns that were applied in the text more than once: child3 (7), thing (5), life (4), people (3), asset (belongings) (3), future (2), father (2), human (2), effort (2), soil (2), virtue (2), type (form) (2). some of these nouns were chosen from core vocabularies. in order to show the child’s world concept, it is interesting to point out that “day”, “night” and morning are considered in the elementary school core vocabulary but “year” does not exist in this group (azari, 2021:5). the structure of the verbs was either simple or with a verbal prefix, the combination of a noun + verb (compound), or phrasal-prepositional. without considering the frequency of the verbs’ application in the text, there were 16 simple verbs, 2 verbs with a prefix, and 14 verbs 1 some words were applied more than once in the text. number 357 is for the word counting without frequency. 2 indefinite adjectives and the numerical ones were not considered. 3 “farznd” is a literary word and was applied 7 times. from the core vocabulary list, “bačē” as a synonym of the previous word was applied once. total number of the core vocabularies in the book. 1st quarter 127 2nd quarter 128 3rd quarter 139 4th quarter 103 166 | how to apply children core vocabulary in the simplified version of a classical text: elementary farsi reading textbook p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 made by the combination of a noun and a verb (compound). also, 3 phrasal-prepositional verbs 4 were located in the text. one impersonal verb 5 (according to vahidiyan, 2016:26) existed in the lesson. except for the verb “to want” which is semantically conceptual, the rest of the verbs were conative/active. the most core vocabularies applied in the text were from the second quarter which matched with the location of the lesson in the textbook. although the author should write the text in a way that complies with the present or previous taught quarters, in this lesson, there were 7 core vocabularies from the third quarter and 2 core vocabularies from the fourth quarter. diagram number 5 indicates the core vocabulary based on the quarter they belong to. the numbers inside brackets are the frequency of their application. figure 6. the core vocabulary gradation, applied in lesson 4 of the 5th-grade elementary farsi textbook. the non-persian/loan words in persian core vocabulary one of the characteristics of a living language with speakers is borrowing words from other languages and lending them to other ones. historical events, the appearance of new 4 “be dast āvardan” (to achieve), “bar jāy māndan” (to stay), “be kār gereftan” (to apply). 5 “dēlam mīxāhad” (i want). •first quarter 4 words: bread; fire; mouse; house. •second quarter 18 words: people (3); soil (2); father (2); good (3); kid/ child; mother; man; head; earth; mountain; road; day; curtain; low/not enough; big; sad; full(#empty); to listen. •third quarter 7 words: human; seed; dog; to want; to collect; to work; story telling. •fourth quarter 2 words: bone; hungry. how to apply children core vocabulary in the simplified version of a classical text: elementary farsi reading textbook | 167 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 religions and sects, the foundation of philosophical schools, along scientific developments, all have had influences on different aspects of the persian language. through millenniums and centuries, new words and formations have entered to persian lexis, and some have lost their function and were obsolescent. not only some words experienced a broadening of meaning and accepted new meanings according to the current social, political, technical needs of their era, but also many loan words were borrowed from other languages (abolghassemi, 2019:85). the arabic language is one of the languages having a vast influence on the persian language, because of historical and religious reasons. many arabic words have faced semantic changes and accepted new meanings in order to respond to the fast social evolutions (alsuh; taheri,2018:124). in addition to arabic, turkish is one of the languages having numerous loanwords being entered into the classical persian texts and poems. contemporary persian has many turkish nouns (generic or proper) and also, turkish-persian compounds (aydenloo,2017:11). the invasion of genghis khan and two centuries of mongolian dynasties' domination in iran show their traces on the persian language at present time (bagheri,1999:39). in the qajar era, by the establishment of dār-ol fonoun school and nasseri translation institute, many french words influenced the persian language (khosrobeigui; feyzi:2012:126). eventually, the loanwords exist in the persian core vocabulary. in this study, 4 of the 31 core vocabularies were completely or partially arabic. an adjective was formed by the combination of a persian prefix with an arabic word. two verbs were formed by the combination of arabic words and persian auxiliary verbs. noun: ‘ʼensān’ (human): 2 times in the text. adjective: ‘nārāhat’ (sad); etymology: ‘nā-‘(persian negative maker prefix) + ‘rāhat’ (relax/happy). verb: ‘jamʼ kardan’ (to collect). verb: ‘γessǝ goftan’ (to tell a story). here are some other loanwords applied more than once in the text (not in the core vocabulary category): turkish: ‘talāš’ (endeavor/effort): it was applied 6 times in the text: 2 times as a noun and 4 times as verb, in combination with a persian auxiliary verb: ‘talāš kardan’ (to try). arabic: ‘māl’ (belongings/money): 3 times as noun. arabic: ‘fazilat’ (virtue): 2 times as noun. 168 | how to apply children core vocabulary in the simplified version of a classical text: elementary farsi reading textbook p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 conclusion 1. this research proved that the authors had considered the application of core vocabulary in re-writing the simplified form of one of kalila & demna’s fables in the 5th farsi elementary reading book. the analysis showed that in almost 71 percent (70.96) of the cases the words were chosen based on quarter 2 which is the location of lesson 4 in the 5th grade farsi reading elementary textbook. 2. from the grammatical point of view, most words were nouns: 22 nouns, 6 adjectives, and 4 verbs. this result with a cognitive approach could lead to the fact that in the child’s conceptual world, a noun is easier to learn compared to the adjective and/or verb. 3. the results showed that the most themes in the core vocabulary applied in this content analysis, were social relation/communication, family, home/living environment, nature, and concepts. the least subjects mentioned in the lesson were religion, art, color, sport, and plants. 4. the loanwords, mostly arabic, exist in iranian children's core vocabulary. in the present analysis, four arabic words were in the list. ‘ʼinsān’ (human) was applied twice in the text. one adjective (‘nārāhat’ = sad) and two verbs (‘jamʼ kardan’ = to collect & ‘γessǝ goftan’= to tell a story), originally arabic, were used in compound forms with persian suffix and persian auxiliary verbs. understand. references abolghassemi, m. 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(1997). speaking vocabulary of elementary school children. master of art thesis in teaching persian language to foreigners. tehran: allameh tabatabai university. persian literature & foreign languages faculty. vahidiyan kamyar, t. (2016). persian grammar (1). 14th edition. tehran: samt publication. zarghamiyan, m. (1992). reading vocabulary for iranian elementary school children. master of art thesis in linguistics. tehran: human sciences and cultural researches institute. critical analysis of elementary school students on water privatization in indonesia: a critical literacy education project| 91 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 critical analysis of elementary school students on water privatization in indonesia: a critical literacy education project ira rengganis1, teguh ibrahim2, ani hendriani3, winda marlina juwita4 1universitas pendidikan indonesia, indonesia 2universitas pendidikan indonesia, indonesia 3universitas pendidikan indonesia, indonesia 4universitas pendidikan indonesia, indonesia 1rengganisira@upi.edu, 2teguh.ibrahim14@upi.edu, 3anihendriani@upi.edu, 4winda.mj@gmail.com abstract the background of this study is the increasingly massive water privatization project carried out by foreign companies, which triggers the injustice related to water acquisition rights experienced by indonesians. the aim of this research is to sue water privatization through education based on critical literacy in elementary schools. the students needed to confront problematic texts, which were then critically analyzed to produce new arguments to promote justice, solutions, and hope. the research method used is a case study that aims to have an in-depth understanding of the results of elementary school students' analyses of the water privatization practice. the results of this study conclude that water privatization can be sued in various ways, one of which is by providing critical literacy-based education and socialization aimed at uncovering the facts of injustice from the practice. through education based on critical literacy, elementary school students are able to parse problems by identifying causality in the text, promoting hopes for justice, and producing argumentative texts that are rival and solutions to water privatization. keywords: critical literacy, critical pedagogy, water privatization introduction water privatization is one of the projects causing a serious environmental crisis in indonesia, especially if it occurs massively. water privatization occurs massively because water is considered as an economic good and commodity that can bring profits to private companies in the future. research notes that water privatization projects come with social conflicts, gimmicks of injustice, and of course, disastrous ecological impacts. (shiva, 2002) noted that: “water commodification and privatization have led to disaster for people from the lower class in terms of limited access to water and have triggered the economic conflicts between people, countries and private companies" (vandana, 2002). furthermore, according to (mulyani, 2008), the government has not fully perceived the “nuances” of damage and loss happening in the work field, particularly in the case of water privatization. irfan zamzami, a researcher from the amrta institute for water literacy, the residents of sukabumi regency experienced repercussions because of the water exploitation in the area." most of them are impoverished and have difficulty accessing clean water. he found that 24 percent of residents living close to the bottled water companies are categorized as impoverished. (aprillatu & mailto:email-author@ymail.com 92 | critical analysis of elementary school students on water privatization in indonesia: a critical literacy education project p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 pramirvan datu, 2013). another study found that in the company's licensing process there was manipulation or forgery of the signatures ofar local residents. (sumandoyo, 2017). referring to the empirical findings, in its core, the massive water privatization and exploitation have been detrimental to local communities in indonesia in terms of economic and ecological aspects. this is a phenomenon of injustice that should be sued, because it goes against pancasila and uud 1945 about natural resources management. one of the ways to challenge water privatization is to socialize and educate the community, especially the next generation, about the possibility that injustice and discrimination may happen as repercussions of the project and the hope that the local communities can also compete in utilizing the water sources for the common good. in this study, the authors attempted to offer solutions by providing education on elementary school students with critical literacy-based learning approach. the purpose is to sue to the facts of the injustice as a repercussion of the water privatization projects through critical dialogue, critical reading, and writing critical arguments. in this study, critical literacy is used as an analytical procedure that could potentially expand the understanding and perspective of the students about issues of power and social inequality caused by the water privatization. critical literacy is an important idea in the education world. it promotes literacy as an ability to think with the goal of creating meaning out of various life phenomena, as well as a force to change the unjust social order. critical literacy-based learning also helps the students in speaking their minds about their experience in an oppressive social system (lankshear & mclaren, 1993; rosenblatt, 2018). in fact, it is not only about the social system that oppresses, critical literacy also tries to become a challenger of the unjust status quo and tries to reveal the diverse hidden veil of social problems that threaten human values. critical literacy may also be interpreted as a learning method which utilize language in order to discover the relation between language and power. it also focuses on the need to create speakers, readers, and authors, who are critical and able to deconstruct and interpret the texts that surrounds them, both as a product and process of specific social practice. (ioannidou, kr2014). critical literacy education pays attention to how language, power, and social institutions interact and influence each other. critical literacy often includes elements and indicator such as 1) disturbing the status quo, 2) interrogating various viewpoints, 3) highlighting socio-political issues, and 4) taking action and promoting social justice" (lewison et al., 2002). critical literacy learning in elementary schools has been studied by several education practitioners in indonesia. for example, (rengganis et al., 2021) who raised the theme of critical analysis of elementary school students on water privatization in indonesia: a critical literacy education project| 93 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 "greedy village head" have helped students to analyze the injustice of a leader towards his people, correlate human vicesl and greed, and formulate arguments to convey input, suggestions, and hopes. then (rengganis et al., 2019) implemented critical literacy learning in elementary schools with the theme of shark fin exploitation. the study concluded that elementary school students can critically analyze the shark fin phenomenon by describing their problems, causes, and expectations through imaginative and illustrative images. in addition, students are also able to provide critical arguments regarding suggestions, criticisms, and utopias. based on the opinion of experts and research that has developed, we find a gap in critical literacy research that raises the theme of exploitation or privatization of water in elementary schools. it presents a monopoly of springs in indonesia by foreign parties, which have economic and ecological impacts on the surrounding community in indonesia. the students were faced with problems which represent various issues that arise due to the massive water privatization projects we hope that there will be an increase of public awareness about the importance independent management of natural resources by the natives so the profits from the economic commodity benefit indonesians directly, fairly, and equally. method research paradigm and methods this research utilized the qualitative paradigm with case study method. this method attempts to analyze the data from several real-life cases and give an in-depth understanding of specific issues. specific issues that were analyzed are about how primary school students critically give their analysis of water privatization projects, which leads to the discrimination of the water sources utilization rights. the case studies in this research also highlight the researchers' efforts in reflecting on the practice of critical literacy learning, which has helped the students in developing ability to critically analyzed issues related to water privatization and its social impact. furthermore, this case study also analyzed the artifacts or the critical literacy works created by the students during the process of text interrogation and deconstruction. research subject, place and time the research subject is students of grade four in sd laboratorium universitas pendidikan indonesia (upi). in this study, the researchers also acted as practitioners who conducted fgds and lesson study with sd laboratorium upi teachers for the improvement of the quality of literacy teaching in primary schools. then, the students played a role as the 94 | critical analysis of elementary school students on water privatization in indonesia: a critical literacy education project p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 subject, who performs problematization of discrimination and exploitation that might occur as a result of the massive water privatization projects. the students were assigned to analyze the phenomenon, then the results of their analyses were used as influential artifacts of research. research instrument and data analysis 1. the researcher adopted the theoretical framework of the (cazden et al., 1966) and (kress, 2003) for data analysis. they theorized that literacy learning should help students to (a) harness the available multimodal resources to question messages in texts and redesign the text to produce alternative meaning and (b) use cultural and epistemological values that they know to interpret the world. 2. the researchers used data triangulation analysis through our reflective notes, field notes of the observer discussed in a participatory manner through fgd to obtain the results of the application of critical literacy-based learning process. the results are descriptions that are ordered chronologically based on the syntax or stages of learning. 3. visual and textual aspects of the students' critical literacy work are transcribed using the interactional multimodal methodological framework, an analytic method that is concerned with describing people’s statements and reactions to a specific interaction situation (norris, 2004). 4. for the analysis of the students' artifacts (students' illustrative pictures and argumentative texts), the researchers used the multimodal social semiotic approach, an analytical method that focuses on understanding how individuals use all modes of representation as a meaningful social resource (bezemer & jewitt, 2010) . 5. for the interview and classroom observation analyses, qualitative and interpretive research methods are used. the researcher adopted the microanalytic method — linear analysis of qualitative data (corbin & strauss, 2010). the researchers carefully identified the phrases, sentences, and themes related to the research questions and ideas selected to be analyzed.. results and discussion results the results of this study are a description of the process of critical literacy-based learning which consists of the students' critical analysis about water privatization phenomenon. this stage used a variety of methods, for example, video screening, critical dialogue, reading and interrogating the text critically, as well as producing works of critical literacy thinking critical analysis of elementary school students on water privatization in indonesia: a critical literacy education project| 95 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 which included illustrations and argumentative texts. the learning process begins with the problematization method. basically, this method means suing, questioning, or exposing the students to the issue. it must be noted that the problem in this research is highly related to the small communities affected by the water privatization project. at this stage, the issue of water privatization is packaged contextually by involving the students in a discussion about various brands of mineral water, their favorite brand, and asking them about the owners of the mineral water company. after the discussion led to the water privatization practice, the researcher-teacher started the problematization by presenting an ironic fact behind the beauty and richness of mineral water resources which have yet to give a significant impact on the welfare of indonesian lower class. it is caused by the control the foreign/private sector had of the springs. this phenomenon is called water privatization, namely the efforts of private/foreign parties to own indonesia's natural resources for commodification, profit, which might put the lower class at risk. in this section, the researchers also had a critical dialogue with the students about the many foul practices on the acquisition/purchase of land containing water sources. the researchers and students analyzed the relation between water privatization and the social and individual life, which triggered sympathy and concern, efforts to find the cause of the core problem, and its impact on the future environment. at this stage occurs a critical dialog, that should run slowly and carefully. at the problematization stage, critical literacy learning utilized probing questions which "encourage thinking, asking for clarification or elaboration. the importance of dialogue in the process of problematization is dialogism as one of the forms of paulo freire's critical literacy philosophy (freire & macedo, 1987) . at this stage, it is found that some of the students felt surprised, astonished, and angry when they knew the practice of purchasing springs by foreign parties negatively impacted the surrounding community in terms of ecological and economic aspects. the students thought that water privatization is a serious problem. they were concerned about the possibility of drought in indonesia. they were also concerned about future water price. at this stage, the inquiry learning process happened with the aim of teaching schoolage students on critical and reflective thinking to uncover the injustice found in water privatization issue. at this stage, the researchers and students have agreed to ‘work’ by listening to each other, appreciating each other's ideas, building on each other's ideas, and understanding that there may not be a correct answer. the researchers and students shared stories. after the dialogue, the students were asked to read problematic text about water 96 | critical analysis of elementary school students on water privatization in indonesia: a critical literacy education project p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 privatization. the text presented was non-fiction text in narration form that contains facts and illustrations of the water privatization projects, which happened massively in indonesia the reference is taken from (sumandoyo, 2017) at this stage, the foreign companies are described as starting to own the state's assets by purchasing some strategic land rich in minerals. the text also describes the nature exploitation of the water privatization project, which cause the discrimination of the surrounding community’s water acquisition rights. furthermore, the water privatization projects by foreign companies caused the decline of bottled water companies made in local people. the authors proposed some questions to help the students analyze critically the structure of the water privatization issue. they answered these questions in writing. the results of the students' analysis are presented in the figure and table below: table 1. critical analysis of the issue profile no question answers student's name 1 how do you feel after knowing that there are a lot of problems with water resources management in indonesia? sad jasmine angry rajjan angry mazaya angry kayyisa angry nadine upset arya sad ghiffar angry abyan angry ayesha 2 why do you feel so? please explain! i feel like that because the spring will deplete if it was used as a source of drinking water. jasmine i think it is not fair, because if you owned a spring then it was taken and purchased by foreigners, it is not fair. the water supply will deplete. rajjan i do not agree with it, the spring is ours, why we need to purchase it? the foreigners and chinese should not buy it mazaya we need to buy it because they obtain water from indonesia. foreigners are the ones who obtain it, not indonesians. kayyisa because people protested and it is ours, so we should pay nadine chill because it's not my prob, it's theirs arya because drought may happen ghiffar because drought may happen in indonesia abyan i'm panic and angry because of the springs, but we have to purchase it, and i'm afraid of drought ayesha critical analysis of elementary school students on water privatization in indonesia: a critical literacy education project| 97 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 3 you have listened to the story and read the text, what is the real problem of water resource management in indonesia? the spring is continuously extracted for water, which will result in drought jasmine foreign companies purchase a range of residential areas, rice fields, springs. if the lands were purchased, the status became private property rajjan the problem is why indonesia's water becomes the property of foreign factories? while it is in fact ours? mazaya it is said that in 2040, we will run out of water and its price will be more expensive and if water was continuously extracted, it will deplete, why do we have to purchase them? kayyisa we purchase water in our country because people are protesting about foreigners, and foreign factories purchased people's land for its water and the people who owned the land buy water from the foreign factory nadine the prob is that the people don't fight for their land, property arya it causes drought, demonstration ghiffar drought may happen in indonesia abyan the thing happening in indonesia is shortage of water and the beginning of drought in central java ayesha 4 in your opinion, why the problem can happen in indonesia? because of the arrival of foreign companies jasmine because the foreign factories extract water in indonesia rajjan because foreign factories buy with a high price mazaya because indonesia is rich, they cheated on us. we need to buy, they only want the profits, they let the drought from happening kayyisa foreign factories purchase people's land to resell it nadine indonesia is an easy target arya because there is bribery ghiffar because foreign factories have purchased indonesia's land abyan because foreign factories extracted our water constantly and it may run out, they can also detect the location of springs in indonesia ayesha 5 who gets the negative outcomes of problem? indonesians jasmine the community rajjan the impoverished mazaya indonesia kayyisa foreign factories nadine the community arya indonesia ghiffar indonesians abyan the surrounding residents ayesha 6 what are the negative outcomes? drought may happen if there were no source of water jasmine the water will be limited rajjan we will run out of water mazaya indonesia will run out of water kayyisa selling our land nadine indonesia is going to dry arya drought ghiffar water shortage abyan foreign factories do not provide water to the residents ayesha 98 | critical analysis of elementary school students on water privatization in indonesia: a critical literacy education project p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 7 what foul practices that they do? purchase the lands of indonesians and they do not care about them jasmine they extracted water of indonesian springs rajjan they take indonesian springs mazaya they extracted indonesian water and they sell it to indonesians kayyisa selfishness nadine taking indonesian property and selling it arya bribery ghiffar the land belongs to us but we have to buy abyan the water is extracted continuously by foreign factories, most indonesian islands experience drought ayesha based on table 1, to build a critical analysis of the essence, causes, and impact of a problem, we should start with confirming the emotional side first. a lot of students felt sad, upset and, angry seeing the rise of the water privatization project in indonesia. there are many reasons, such as the fear of experiencing a drought, which results in the shortage of clean water. there were also some students who managed to pull out injustice issue, such as rajjan, “i think this is not fair, because you have springs but the foreigners take and use it for profit, later, the water supply may run out”. according to rajjan, injustice happens when the water springs belonging to the people is sold cheaply to foreign companies. mazaya added, “i do not agree with it, the water springs are ours, why we should buy it (water)? the foreigners and chinese should not trade them.” mazaya wondered why the water springs which belong to the indonesians are owned by foreigners. she is very disappointed that indonesians have to buy drinking water obtained from springs in indonesia. after raising the students' emotional side and critical awareness, the next step focused on the analysis of the core problem. mazaya said that the core problem is “the water springs belonging to indonesia are managed by foreign factories”, nadine further clarified that “we buy water in our own country because foreign factories purchase people's land for water factories. then rajjan added that the core problem is “the foreign companies have purchased a number of residential areas, rice fields, water springs. if the land is already purchased, then it becomes their private property.” the next question related to the analysis of the causes of the problems and the repercussions the community experienced. jasmine answered: “the cause of the problem is the arrival of foreign companies to indonesia." meanwhile, mazaya and abyan added that the cause is foreign companies purchasing land with water springs with a hefty price, thus the impoverished residents cannot reject their offer. aisyah argued that the cause is the technological sophistication of foreign companies that can detect the location of abundant critical analysis of elementary school students on water privatization in indonesia: a critical literacy education project| 99 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 water resources. in the meantime, arya believes that indonesia is an easy target for them to subdue. moreover, ghiffar argued that the cause is the bribery practice to purchase water springs in indonesia. the students also argued that indonesians are on the losing side because of the water privatization projects. we are at risk of experiencing drought and difficult access to clean water. all the losses are the result of the water springs exploitation by foreign companies, which happen massively, resulting in economic and ecological impact. in addition to answering several questions, the students could illustrate the issue of water privatization with interesting and witty pictures. as in the picture below: figure 1. critical illustrative pictures of water privatization in the figure 1, we can see that the primary school students are able to understand the flow of the water privatization projects and find the critical dimension. as in the picture made by mazaya and kayisa, they can draw illustrations well. moreover, they can draw in detail about the chronology of the massive water privatization project. starting from the foreign companies entering indonesia, the ability to detect the center of the springs, the transaction of selling and purchasing the lands, till the establishment of the factories where they ignored the protests of the surrounding residents. interestingly, in both pictures, there are critical literacy dimensions namely in “the power of money” editorial. it is impressive that primary school students could give a critical view about the power of money, which includes the ability to afford anything, even the law/justice. moreover, the figure illustrates the silencing of residents, who organized a protest, by bringing up the “shut up” editorial. furthermore, nadine’s illustrative picture describes the situation that will occur if the water privatization projects continue. the absence of water springs, drought, water contamination, and the increase of water price so high that the community could not buy it. critical literacy is not merely an expression of protest. it gives hope, solutions and emancipation. after the students critically discovered the causality of the water privatization issue, critical thinking and awareness will cause anxiety if a problematic situation did not change. then, critical thinking and awareness have stimulated the hope of a better state with 100 | critical analysis of elementary school students on water privatization in indonesia: a critical literacy education project p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 its various alternative solutions to solve problems. to represent the hope, solution, and emancipation of the students, the researchers assigned them to produce a critical argumentative text with pictures. at this stage, the students are instructed to write down an argumentative text with images of products from the competitors of bottled water made by the private or foreign companies. as for the competitor products, they are the students' creations. the purpose is to reduce the massive number of bottled water products owned by foreign companies. moreover, there were many students who sell their products at a low price because they believe that water obtained from indonesia should be affordable for indonesians. these are the examples of the students' work: figure 2. students' arguments based on figure 2, some students were able to write down arguments that express their hope, promote justice, offer solutions and emancipate of the future life. for example, ghiffar’s statement: “if indonesia could beat the foreigners and chinese, i'm going to sell water at a low price so there will not be drought in indonesia. i hope many indonesians can beat the foreigners and chinese. let’s save the water”. based on ghiffar's argument, there is resistance because of the “beat the foreigners and chinese” editorial. it means there are resistance and desire to beat the foreigners because of the social conflict and loss experienced by the communities, which is the result of the water privatization. the goal is to take over the water source and sell water at a low price for indonesians. in line with other students' hopes, mazaya stated: “i hope the foreigners and chinese go, and indonesia take over the springs back.” we find that they hope critical analysis of elementary school students on water privatization in indonesia: a critical literacy education project| 101 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 the indonesians would take over the ownership of the springs. thus, there is an equal distribution of rights in utilizing the water source. mazaya's argument is in line with the constitution, uud 1945, article 33 section ((3) which asserts: “... the land, water and, natural riches contained therein is controlled by the state and used for the utmost prosperity of the people...” (uud 1945). the article protects the natural resource rights, which guarantees people’s rights to maintain and use natural resources. no one cannot eliminate the rights because they are inborn. therefore, it is clear that water as a human need is a right, which must be met by the state as a form of recognition of the rights to live. (harjanti, 2009). other than the hope that indonesians take over the springs for the indonesians' interests. the students' arguments also represent justice. for example, rajjan stated, “i want to sell affordable water for equality, to avoid protests, and to avoid foreign also chinese products.” the statement is in line with one of the purposes of critical literacy, i.e. to promote justice, and support the fifth principle of pancasila, “social justice for all indonesian people.” promoting justice is also part of moral intelligence, which the highest level of moral development is to have a strong belief of universal virtue. discussion referring to a few quotes from the students' analysis, we found that critical literacy is a learning method that facilitate students to test and criticizing social justice issues. critical literacy is not a "piece of knowledge" given to the students, but a "culture of thinking" that involves the students observing their world in ways that make them think about the justice issues (hadjiannou & fu, 2007; stribling, 2014). we can see that in the early stages of learning students can build critical discussions regarding the facts of injustice from the water privatization project, tudents are formed into agencies that investigate the problem reflectively. literacy does not only mean reading words, but also reading the world as a place of human agency to make a change. in relation to this, the problem-posing education pioneered by freire put critical literacy as a language power that leads human beings on the agenda of social change and life emancipation. the focus of critical literacy is to make the students involved in life problems they experienced or to raise their awareness about the multitude of phenomena that ignore humanitarian values. this process also creates opportunities in which the knowledge and phenomenon are observed in a way that is critical and uncommon (freire, 2005; okazaki, 2005; simon, 1992). 102 | critical analysis of elementary school students on water privatization in indonesia: a critical literacy education project p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 this step is taken to develop the ability of critical reading in describing the unjust reality. according to (anstey & bull, 2006) stressed the dangers faced by the students, if the teachers did not teach them about critical reading because "they can be marginalized, discriminated against, or cannot act actively in the life relations; in short, the students will not control their social future." in line with the opinion of (fathiara & heru muslim, 2015) , “there is a strong relation between reading as a hobby and critical thinking. reading can build critical thinking skills because the students will be faced with some problems found after reading and listening to a story or information. by finding those problems, the students will analyze the problems which makes a critical student. furthermore if we understand that critical analysis and illustrative pictures created by the primary school students are in line to some experts' opinions, such as soron's: “water is a commodity, which is obviously tradable, exchangeable and profitable. the growth of global capitalism today has created a commodification of the items used by many people, such as seeds, genes, culture, health, education, even air and water (soron & laxer, 2019). commodification leads to the private sector. they have the money and power, whereas the management of natural resources in indonesia was originally centralized. but gradually it turned into liberal and uncontrolled which give the opportunity to the private sector and foreigners to take over (arianti, 2004; hadad, 2003; nasution, 2009; zen, 2008). after the private sector took over water management, of course, there is ecological and economic negative outcomes that affect the surrounding citizens. the interests of the private sector go against the community's rights to preserve and protect the ecology, social aspects, and culture through the water as a shared resource (mcclinton & christiana, 2016). moreover, water privatization can lead to large-scale damage of natural resources. according to (manar, 2009) “water scarcity, climate change and smog in metropolitan cities and industrial centers are evidence of the decline of the earth's capacity to automatically change the environment burden due to human activities. based on all the analytical answers and the experts' opinion, we can conclude that the water privatization and exploitation should be criticized in an educational way, such as critical literacy education. all the arguments and illustrative pictures presented prove that primary school students can analyze the core problems of water privatization and associate them with the cause, impact, and injustice gimmick. furthermore, the students were able to find the causality of “the power of money” as the cause of the massive water privatization. all the answers may arise from the students' minds because the learning process begins with the critical analysis of elementary school students on water privatization in indonesia: a critical literacy education project| 103 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 problematization process. the teachers and students put the water privatization issue as something that needs to be challenged. both of them engaged in critical dialogues and played the roles of the subject who tried to emancipate human life from the ecological and economic dimensions. related to this, critical literacy must highlight how the systematic construction of a text that affects its readers, as well as using a variety of resources to more productively redesign the social future and change the mindset (simon, 1992). the reason for choosing the critical argumentative text is to develop the students' ability to produce a text, which convinces the reader about their analysis, criticism, expectations, and proposed solutions. the argumentative text contains the author's opinion or thoughts and is supported by supporting evidence of the problem. (giyatmi et al., 2020). several studies show that critical literacy or critical awareness is closely related to moral reasoning (mustakova & possardt, 1998; siregar, 2018) and is an alternative means in finding the meaning of life (yanda, 2018). based on the students' critical literacy works, we can conclude that reproducing argumentative texts with images is considered suitable to help children of primary school age. according to (freire, 1970) if the critical view has been embodied in acts, then an atmosphere full of hope and confidence will grow and demand human to try overcoming situations that limit their critical space. this is in line with (hendriani & nuryani, 2018), who argued that critical literacy can develop the emancipation desire of a positive change in the human sociocultural situation. emancipation desire triggers humans to rise as creators, agents, or actors who perform transformative social actions. furthermore, critical literacy can develop the capacity to read, link the development of self-efficacy, scientific thinking, and the desire to make a positive social change. this is the core idea of critical literacy, which is reading words and the world (cooper & white, 2008) .those are the description of the research results about how critical literacy-based education can be applied in primary schools, with the aim of challenging the diverse phenomena of injustice in the utilization of natural resources, or the diverse phenomenon of the ecological imbalance, which affects the environment. conclusion this study concludes that the problems of water privatization in indonesia can be challenged through critical literacy education in elementary schools. this educational method can facilitate elementary school students to provide critical analysis of problem profiles, causes of problems, causality of problems with injustice, impact or consequences of problems, 104 | critical analysis of elementary school students on water privatization in indonesia: a critical literacy education project p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 formulating expectations, criticisms and solutions to problems. the critical analysis of elementary school students on the problem of water privatization begins with the expression of their feelings of worry about drought, surprise at the natives who want to sell their land at a cheap price, angry and irritated with company owners, and concerned about the situation of water springs in indonesia which are controlled by foreigners. the continuation of this expression then leads to the discovery of the core and causes of the problem of water privatization, the core problem of water privatization is that private companies carry out excessive exploitation, causing an environmental crisis for the surrounding community, in this section elementary school students are also able to find the causality of greedy human nature, short-sighted and easily bribed with the problems of the socio-ecological environment that occur, the evidence is when the argument appears "indonesian people are easily subdued by the power of money". this study also concludes that elementary school students are able to produce critical arguments that are utopian and solution-oriented, these arguments include wanting to take over all indonesian springs from private companies that are unfair to the community, they also argue that they want to establish a drinking water company that is cheap and free. for society. given the huge potential of elementary school students in producing critical literacy works, it is possible that this research will continue to develop new themes. this study proves that critical literacy-based education is a good learning practice and can be applied at the elementary school level because it can help students think critically and act utopianly, besides that they are also able to uncover hidden facts behind environmental crises, angry at problematic situations, and of course. promote justice through literacy work. acknowledgments the authors would like to thank the institution of research and community services of upi, which has provided funding for this research. references anstey, m. , & bull, g. 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(2008). tirani modat dalam ketetapan konstitusional di indonesia. 90 | the implementation of character-based curriculum to improve the akhlakul karimah of students in alam elementary school bandung p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 the implementation of character-based curriculum to improve the akhlakul karimah of students in alam elementary school bandung nurwataniah1, said hamid hasan2, rudi susilana3 1universitas pendidikan indonesia, indonesia 2universitas pendidikan indonesia, indonesia 3universitas pendidikan indonesia, indonesia 1nurwataniahpk@upi.edu, 2eshamidhasan@gmail.com, 3rudi_susilana@upi.edu abstract this study aims to review the implementation of character-based curriculum to improve akhlakul karimah. this study uses qualitative approach and case study method. the data collection techniques used in this study are observation, interwiew, and document study. the result of the study shows the planning of character-based curriculum to improve akhlakul karimah of the students in alam elementary school bandung are program planning, planning based on ktsp planning, develop learning program based on school’s vision, mission, and goals in accordance with the philosophy of alam elementary school. this study uses both direct and indirect learning for its learning implementation. classroom management which centered on students by using various approach are contextual learning, learning by doing, inquiry and incidental based on the students’ mood. the use of nature as the laboratory is the students learn to blend directly with the nature and the nature as the media and study resources. the implementation of learning process includes preliminary activities, main activities, and closing activities. the evaluation is done comprehensively which is provided in the report (groovy report), narrative reports, and number reports. akhlakul karimah evaluation is done by daily monitoring. lessons evaluation is carried out through formative evaluation and summative evaluation. formative evaluation is carried out through exercises. keywords: implementation, curriculum, akhlakul karimah character, elementary school introduction character determines the moral quality and direction of each young generation in making decisions and behavior. because character is an integral part that must be built, the younger generation as the hope of the nation, as the nation's successor who will determine the future must have an attitude and mindset that is based on strong and correct morals to build the country (prasetyo, 2014). therefore, it is necessary to have a step given to be able to make this happen, one of which is by implementing character learning for children starting from the most basic level of education. dewantara (2004) expresses the term "character, character, manners" the union of thoughts, feelings, and will or will that create energy. budimansyah (2010) added that character is willing to do good and has a good life which is imprinted in oneself and is embodied in behavior: judging from the origin of the word, "character" is a concept that comes from the greek word "charassein", which means to carve so that it forms a pattern. having a good character, cannot be passed down once he is born, but requires a long process through mailto:nurwataniahpk@upi.edu mailto:2eshamidhasan@gmail.com the implementation of character-based curriculum to improve the akhlakul karimah of students in alam elementary school bandung| 91 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 upbringing and education. in arabic, the character is known as "akhlaq" which is the plural for the word "khuluqun" which linguistically means character, temperament, behavior, or tabi'at, manners, manners, manners and actions. saebani and hamid (tanshzil, 2013). in terms of morality, it is defined as an act that is carried out repeatedly and not an occasional or occasional act. a person is said to be ethical if he commits an act that arises automatically driven by motivation from within and is carried out without much consideration so that it is not impressed as compulsion. moral development from an early age is considered as an important provision for the life of a child in the future amiruddin (2011). so, it can be said that character is the same as morals. the reality of weak character which in arabic the character is called akhlaq, is currently thriving among students, this is shown by the emergence of various cases of violence, pornography and cybercrime, sexual crimes, drug abuse, free sex, bullying, and sharing other social problems. in terms of morality, it is defined as an act that is carried out repeatedly and not an occasional or occasional act. a person is said to be ethical if he commits an act that arises automatically driven by motivation from within and is carried out without much consideration so that it is not impressed as compulsion. if the act is done forcefully, it is not a reflection of morality. furthermore, many do not realize that parents who ignore children's moral development are actually saving for the destruction of their own children. children who do not get good moral development will be easily influenced by the development and progress of the times. all behaviors instilled since childhood will remain imprinted and carried over into adulthood. thus, children who are accustomed to behaving well since childhood will be encouraged to do good when they grow up. this is why moral development from an early age is considered an important provision for the life of a child in the future. amiruddin (2011, pp. 14-15). so, it can be said that character is the same as morals. according to suryadi (in sudayat, 2015,) that, the formation of human character is determined by two factors, namely nature (natural factors or fitrah) and nurtur (through socialization and education). environmental factors, namely the effort to provide education can determine what "results" will be produced from a child. a person's character can be formed from upbringing, education and positive socialization from the environment. education alone is not enough to form students with character, but character education is necessary. this is according to what was expressed by alicia m. chapman because of the many problems experienced by students, she suggested that: "it is recommended that schools should spend several days a week focusing on character development, even if it is just for ten 92 | the implementation of character-based curriculum to improve the akhlakul karimah of students in alam elementary school bandung p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 minutes or so a day. after a while, students will be noticeably impacted." (chapman, 2011). that is, schools are advised to use several days a week to focus on character development, ten minutes or more a day. after a while you will feel the impact. it can be said that schools must focus on developing character education on the sidelines of implementing academic education. the modern education system has caused a number of social problems. education in the big indonesian dictionary is the process of changing the attitudes and behavior of a person or group of people to mature humans through teaching and training efforts: processes, methods, educational actions. according to the law on the national education system it is stated that: "education is a conscious and planned effort to realize the means of learning the learning process so that students actively develop their potential to have religious spiritual strength, self-control, personality, intelligence of noble character and the skills needed by themselves, society, nation and country" (uuspn nomor 20 tahun 2003). providing education alone is not enough to produce human beings as a whole (holistic). education without being based on character will produce human beings who are smart but have no morals. this is in accordance with what was expressed by achmad husen, et al (2010) that: education in indonesia is suspected to be less based on pancasila character education, but rather dominates or boasts education that is arrogant on the superiority of mere cognitive logical thinking. ramli in achmad husen, et al (2010) revealed that character education has the same essence and meaning as moral education and moral education. the aim is to shape the child's personality, so that he becomes a good human being, a citizen, and a good citizen. nature school is an educational alternative to an education system based on nature. observing natural schools, in general the environment feels natural with the school building which is just a house on stilts commonly called a hut surrounded by various plants and even a roof terrace area, not the atmosphere of a magnificent building like the classrooms. children are given the freedom to explore, experiment, and express without being limited by walls and various rules that can curb children's curiosity in natural schools. children are allowed to be themselves and develop their potential to grow into human beings with character, noble character, and have broad and dangerous knowledge. as a result, a baby has been identified with the home environment since birth. the concept of an elementary school is integrated with the three pillars of learning which are indicators of human development. method the implementation of character-based curriculum to improve the akhlakul karimah of students in alam elementary school bandung| 93 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 this research approach uses a qualitative approach because here the researcher tries to reveal and understand the facts in accordance with the realities in the field without intervening in the conditions that occur. a qualitative approach is a research approach that is able to describe research as a whole (holistic). through this qualitative research, data on the implementation of a character-based curriculum to improve akhlakul karimah in natural schools, especially those related to planning documents, implementation, learning assessment, and other influencing factors can be obtained in a complete, in-depth, credible, and meaningful way so that the research objectives can be achieved. this research used some instruments such as interview and documentation. this research method is a case study, this was chosen with the intention of describing the problem that will be examined by looking at phenomena or symptoms that occur naturally regarding the moral character of students at school, so that with a qualitative approach, and the case study method will be able to answer questions and examine findings to be described, developed, and evaluated regarding the problems of implementing a character-based curriculum to improve students' morals that take place at the bandung natural school (sab). the scope of this research is quite broad, so the researchers limit it from deductive to inductive research involving various efforts to assess the implementation of a character-based curriculum to improve students' morals at the bandung natural school (sab). to reveal the phenomenon of direct events at sd sab, the researcher as a key instrument is directly involved in the field, by involving himself so that he can understand the specific meaning in research interactions with respondents, so that it is easy to correct mistakes and correct misunderstandings in the respondent's understanding of the questions to be asked, and can be understood in depth about the situations, conditions, processes, activities, events, behaviors that arise from every student and school member while they are in the school environment. miles and huberman (1992) revealed that with qualitative data one can understand the chronological flow of events, assess cause and effect within the scope of local people, and obtain many and useful explanations. qualitative data can be used to make unexpected discoveries and to form new theoretical frameworks. in addition, qualitative research emphasizes process rather than product or outcome, is inductive in data analysis and places more emphasis on meaning (sugiyono, 2007, sudjana and ibrahim, 2007). according to moleong (2005) regarding the qualitative approach is research that intends to understand the phenomenon of what is experienced by research subjects such as behavior, perceptions, motivations, actions, etc., as a whole and by means of descriptions in 94 | the implementation of character-based curriculum to improve the akhlakul karimah of students in alam elementary school bandung p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 the form of words and language in a particular context. natural and by utilizing various scientific methods. according to sukmadinata (2009,) "qualitative research has two main objectives, namely the first to describe and reveal (to describe and explore) and the second to describe and explain (to describe and explain). a qualitative approach will be in accordance with the use of the method with the case study method. yin (2003) says "in general, case studies are the preferred strategy when "how" or "why" questions are being posed, when the focus is on a contemporary phenomenon within some real-life context". in general, explaining that this case study is suitable for use when the main question of a research relates to "how" or "why", when the research has little opportunity to control the events to be investigated, and when the research focus lies on contemporary (current) phenomena. in a real life context. results and discussion the strengthening character development program for elementary schools incorporates character education into the curriculum (alimi, 2013; ghufron, 2010); integration of existing scientific disciplines, preservation of intellectual priorities (bachr, 2017); personal development; and local content (judiani, 2010). the essential values of integrating character strengthening elementary schools carry out learning activities in the classroom, the school environment, and with the participation of the surrounding community. these core principles are religion, nationality, independence, cooperation, and honesty (hendarman, 2017). in the implementation stage, student character is formed through the development of learning experiences and learning processes. this is realized through a process of empowerment and acculturation that takes place within the three pillars of education: the educational unit, family, and community. the research site has the following issues: 1. the absence of a very good attitude in the house. there are unwanted behaviors that students acquire at home and bring to school; for example, students are taught to speak respectfully in school. however, if children are used to hearing rude and abusive language at home, they will use the same language as their peers at school. 2. lack of responsibility in completing schoolwork because children are used to being helped at home, spoiled and have an undisciplined attitude at home that spreads to school. 3. students are infected with various forms of violent internet games, causing them to become egocentric, selfish, indifferent, and lacking empathy for their peers or classmates. based on the research results obtained through interviews and documentation involving school principals and also teachers at the school, the following is a further explanation: the implementation of character-based curriculum to improve the akhlakul karimah of students in alam elementary school bandung| 95 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 a. character-based curriculum planning to improve students' akhlakul karimah at the bandung natural school the concept of curriculum planning at sab elementary school is quite different from other schools, although the curriculum used is the same as many other schools, namely the education unit level curriculum (ktsp) or the 2006 curriculum which has been in effect until now. local content that has been determined is environmental education (plh), sundanese and entrepreneurship. sd sab develops its education based on the school's vision and mission in line with the national education goals. in order to strengthen mastery and teaching materials, especially in building character to improve students' moral character, the school provides additional lesson hours in the form of activities to instill and improve students' moral character, these activities include outbound, talaqi and tasmi, entrepreneurship, and learn to read the qur’an, pray dhuha circumcision, qolbiyah and ba'diah circumcision prayers. in addition to these activities there are arabic and english lessons. planning a character-based curriculum to improve the applied akhlakul karimah, is carried out at the beginning of the semester or at the beginning of the academic year for a period of one week. the curriculum planning used is prepared for one semester, this is done by the school and parents. internally, before the class teacher plans with parents, teachers and parties plan a study plan for 1 semester based on sk, kd, which has a syllabus provided by the government. the principle of developing ssk, kd to improve the moral character of students at sd sab is left entirely to the respective class teachers to suit the characteristics of the students from each class. based on the results of interviews and direct documentation studies that have been conducted by researchers on the correspondent of the sd sab principal who is also directly involved in implementing a character-based curriculum to improve the morals of students in helping teach in the field of mathematics for grades iv and v when the teacher is unable to attend, he explained that the school curriculum uses the 2006 curriculum or ktsp. schools develop their own application of the character or morality of students based on the characteristics of each class. b. implementation of a character-based curriculum to improve students' akhlakul karimah at the bandung natural school after the observations made by researchers, the learning activities in sd sekolah alam bandung are quite diverse based on the lesson plan, weekly, and each class program. sd sab does not have a break bell; the class teacher arranges each break time according to the 96 | the implementation of character-based curriculum to improve the akhlakul karimah of students in alam elementary school bandung p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 conditions and characteristics of the class. the class teacher is based on the weekly. during the learning process, the teacher creates an atmosphere that is enjoyed, students learn away from pressure, class management is quite diverse, some study in huts, some in vegetable gardens, and some clean chicken kendang. this allows for learning by doing which includes 3 aspects at once, namely: the physical aspect, the heart aspect, and the brain aspect. there is also a class that is learning to play chili sauce. the system and way of presenting learning at sab elementary school is that in the morning everything starts with opening class activities with prayer, such as reading al-fatihah, remembrance and prayer before learning, followed by talaqi and tasmi and some continue by telling stories or wisdom story. after opening the class, it is followed by learning activities (core activities), and finally closing activities (closing activities). the implementation of a character-based curriculum to improve students' morals at sd sab is carried out by direct learning and indirect learning. both learning is carried out based on the program and the habits that are applied. the program is strongly supported by daily habits, including: talaqi and tasmi, sunnah dhuha prayers, sunnah qobliah and ba'diah prayers, dhikr and pray, learn to read alqur'an, entrepreneurial activities, and outbound, as well as class rules agreed upon by each class. learning is carried out student-centered with various approaches including: contextual learning, learning by doing, and inquiry as well as incidental learning in accordance with the mood of students, the class teacher as a role model and is fully responsible for managing the class based on the characteristics of the participants educate. the stages of the learning process include preliminary activities, core activities, and closing activities. the inculcation of the character of akhlakul karimah is carried out all the time at school. conclusion based on the results and discussion above, it can be concluded that planning a characterbased curriculum to improve the morals of students at sd sekolah alam bandung is program planning (planning program) and planning according to the preparation of ktsp. development of plans (programs) and learning materials based on the vision, mission and objectives based on the natural school philosophy. program development includes a) creating a lesson plan program; b) class program; c) modules (teaching materials); d) make a weekly (weekly schedule). the program is heavily supported by the practice applied every day. the lesson plan the implementation of character-based curriculum to improve the akhlakul karimah of students in alam elementary school bandung| 97 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 program includes the same 4 aspects as contained in the groovy report card, namely: akhlakul karimah, philosophy of science, leadership, and business/entrepreneurship. the time needed in making curriculum planning is in the range of 1 week. classroom management is student-centered learning with various approaches such as contextual learning, learning by doing, and inquiry and is incidental according to the mood of students. the use of nature as a lab is where students learn to unite directly with nature, nature as a medium and nature as a learning resource that they use every day. the program of activities and habits carried out at sd sab in the character education of akhlakul karimah: discipline, responsibility, courtesy, protecting the natural environment, and a sense of brotherhood and various other positive attitudes. evaluation of the implementation of a character-based curriculum to improve students' akhlakul karimah at sd sab is in accordance with the steps in evaluating which consider the components of the assessment comprehensively, starting from competency analysis based on planning, learning indicators and specific assessments according to reports/groovy reports and narrative reports on student progress. evaluation of each learning content is carried out by summative evaluation and formative evaluation. the summative evaluation uses the formula: uts value = 80% process assessment + 20% uts. uas value = 80% process assessment + 20% uas. formative evaluation of lesson content is carried out through exercises at school. while the evaluation of akhlakul karimah is carried out every day without recap in a special format. evaluation results are reported at midterm and end of semester through groovy report cards and narrative report cards. by carrying out this evaluation step, sd sab is quite capable of realizing the target of implementing the curriculum even though it is not yet optimal due to the heterogeneous conditions of the students. references chapman, a. m. (2011). implementing character education into school curriculum. alimi, m. y. (2013). a methodological model for integrating character within content and language integrated learning in sociology of religion. komunitas: international journal of indonesian society and culture, 5(2): 267-279. amiruddin. (2011). sudahkah kudidik anakku dengan benar?. bandung: khasanah intelektual anggota ikapi. bachr, j., 2017. the varieties of character and some implications for character education. journal of youth and adolescence, 46(6): 1153-1161. 98 | the implementation of character-based curriculum to improve the akhlakul karimah of students in alam elementary school bandung p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 budimansyah, d. (2010). penguatan pendidikan kewarganegaraan untuk membangun karakter bangsa. bandung: widya aksara press. ghufron, a. (2010). integrasi nilai-nilai karakter bangsa pada kegiatan pembelajaran. jurnal cakrawala pendidikan, 1(3): 1-15. hendarman, s., dkk. (2017). konsep dan pedoman penguatan pendidikan karakter. jakarta: kemendikbud, r. i. husen. achmad, dkk, 2010. tersedia di laman http://pendikar.dikti.go.id/wpcontent/uploads/model_pendidikan_pustaka1.pdf diakses tanggal 7 desember 2015. judiani, s. 2010. implementasi pendidikan karakter di sekolah dasar melalui penguatan pelaksanaan kurikulum. jurnal pendidikan dan kebudayaan, 16(9): 280-289. kbbi. (2016). kamus besar bahasa indonesia online. miles. b. m. & huberman, a. m. (2007). qualitative data analysis. beverly hills: sage publication. prasetyo. (2014). generasi emas 2045 sebagai fondasi mewujudkan siklus peradaban bangsa melalui implementasi kurikulum 2013 di sekolah dasar. tersedia di laman http://bkfkip.umk.ac.id/2012/09/menyiapkan-bangkitnya-generasi-emas.html, diakses pada tanggal 3 september 2015). sudayat. (2015). evaluasi kurikulum terpadu dalam mengembangkan karakter peserta didik. disertasi. sekolah pasca sarjana. upi bandung. tidak dipublikasikan. sugiyono. (2012). metode penelitian kuantitatif, kualitati dan r&d. bandung: alfabeta. sukmadinata, n. s. (2010). pengembangan kurikulum teori dan praktek. bandung: remaja rosdakarya. tanshzil. (2013). model pembinaan pendidikan karakter pada lingkungan pondok pesantren dalam membangung kemandirian dan disiplin santri: sebuah kajian pengembangan pendidikan kewarganegaraan. bandung: program studi pendidikan umum sps upi dan adspensi. yin, r. k. (2009). studi kasus: desain dan metode. diterjemahkan oleh: m. djauzi mudzakir. jakarta: pt raja grafindo persada. development of elementary mathematics education teaching materials based living values education | 15 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2022 development of elementary mathematics education teaching materials based living values education vivi astuti nurlaily1, anna mariyani2 1stkip muhammadiyah blora, indonesia 2 stkip muhammadiyah blora, indonesia 1viviastutinurlaily@gmail.com, 2annamariyani@gmail.com abstract elementary mathematics education is a compulsory subject that must be taken by students of the pgsd study program. in fact, there are no practical teaching materials available as facilities for learning activities during lectures as needed. the development of teaching materials for elementary mathematics education courses based on living values education (lve) is deemed necessary because of the decline in individual character. there are various activities in bringing value education to life, ranging from practice, productivity, and meaning. lve as a solution and answer to the need for values of human life. the purpose of the study was to produce teaching materials for elementary mathematics education based on living values education. the type of research is research and development (r&d) proposed by borg and gall. based on the steps in the research development cycle that were delivered, they were then shortened to four main stages, are 1) exploration stage or preliminary stage, 2) model development stage, 3) model testing stage, and 4) model dissemination and implementation stage. the results showed that the teaching materials developed had met the valid criteria with a percentage of 86.39% in the material aspect, 82.8% in the language aspect, and 88.7% in the presentation aspect with very good criteria. in addition, the teaching materials developed can improve students' abilities with an average pretest achievement of 76 while the average posttest score of 88. on average, the n-gain value of 0.5 is obtained, which means that the student's ability is included in the medium category. keywords: lve, mathematics, pgsd, teaching material introduction the elementary mathematics education course is a compulsory subject that must be studied with a total of 3 credits by students of the pgsd study program. this course is a basic subject that is important to be mastered by students as prospective elementary school teachers. based on observations, it is known that in lectures so far students are still experiencing difficulties, this is due to the unavailability of practical teaching materials as facilities for learning activities during lectures. for the last two years, the sources used are books in the library, and even then the number is limited. this results in low student learning outcomes. this can be seen from the decline in student achievement from each generation. this is also in line with research (yayuk, 2019) that the problems that occur in the learning process in class seem to be not running optimally as seen from students who do not have book literature even though the lecturer has advised them to look for several references that support lectures, students only rely on handouts from lecturers , students do not understand the material because the activities carried out are listening, seeing, imitating but creativity is mailto:viviastutinurlaily@gmail.com mailto:annamariyani@gmail.com 16 | development of elementary mathematics education teaching materials based living values education p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2022 lacking so that learning becomes meaningless. based on these conditions, one of the efforts to overcome the problems that occur is to provide learning resources that suit the needs of students. so that students experience ease in recognizing and understanding elementary mathematics education courses, it is necessary to prepare and develop teaching materials that can direct and stimulate the thinking activities of students and lecturers in exploring and maximizing the competencies possessed by students, so that the objectives of a learning process can be achieved. teaching materials are an important part in the implementation of education, through teaching materials teachers or lecturers will be easier to carry out learning and students will be more helpful and easier in learning (prastowo, 2013). there are two important things that must be realized in the process of providing education, namely developing abilities and shaping the character of students. the purpose of learning is to increase insight, behavior, and skills with the end goal being the realization of knowledgeable and characterful people (barnawi & arifin, 2012). thus, in addition to making students master the targeted competencies (materials), the learning process is also designed to make students recognize, realize and internalize character values, and turn them into behaviors in everyday life. character education is a process of instilling values in students through education, practice and environmental engineering (hanafi, 2021). character education is the development of basic potential so that a good heart is strengthened by multicultural life so that it becomes a nation that is more competitive in world relations. the values contained in living values education are 12 values developed in living values education including: peace, respect, compassion, tolerance, honesty, humility, cooperation, happiness, responsibility, simplicity, freedom, and unity. good education means valuable education, because the most important thing in this world is human moral values. broadly speaking, values are divided into two groups, namely values of being and values of giving. conscience values are values that exist within humans which then develop into behavior and the way we treat other people, such as the values of honesty, courage, peace-loving, self-reliability, self-potential, discipline, knowing limits, purity and conformity. while the values of giving are values that need to be practiced or given to others who will then be received as much as given. these values are loyal, trustworthy, respectful, love, affection, sensitive, unselfish, kind, friendly, fair and generous (nufus, 2019). development of elementary mathematics education teaching materials based living values education | 17 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2022 there are various activities in bringing value education to life, ranging from practice, productivity, and meaning. meaning is one way to internalize the values in concepts that need to be built in children (arnold et al., 2007). however, until now, character education efforts have not been carried out optimally. this condition necessitates the need for an educational approach that not only emphasizes the teaching dimension, but also on the human dimension. the educational approach offered is the living values education (lve) approach as a solution and answer to the need for human life values. this educational approach is not to teach, but to live values (diane tillman & diana hsu, 2001). based on the problems above, it is necessary to develop teaching materials for elementary mathematics education courses based on living values education (lve). living values education is an activity of teaching life values through value-based activities. activities are designed to motivate students and invite them to think about themselves, others, the world, and values in an interconnected way. these activities aim to experience within oneself and to build self-resources. these activities also aim to strengthen and provoke the potential, creativity and talents of each student. students are invited to reflect, imagine, dialogue, communicate, be creative, write, express themselves through art, and play with the values being taught. in the process, personal, social and emotional skills will develop, along with peaceful social skills and full cooperation with others. these values have been structured in such a way as to provide a set of skills that build upon one another. existing exercises include building self-respect skills, positive social communication skills, critical thinking skills, and selfexpression through art and drama (hanafi, 2021). the specific purpose of this research is to produce teaching materials for elementary mathematics education based on living values education (lve) which are expected to support the learning process of elementary mathematics education courses. the product feasibility study produced in this study was reviewed from the results of expert validation which included material experts, language experts and layout/media experts. method this research was conducted on students of the primary school teacher education study program (pgsd) at stkip muhammadiyah blora. researchers used the research and development method. research and development methods are research methods used to produce certain products, and test the effectiveness of these products (sugiyono, 2015). by 18 | development of elementary mathematics education teaching materials based living values education p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2022 using this method, the researcher hopes to produce effective teaching materials. the product developed by the researcher is teaching materials for elementary mathematics education courses, which will be used in the lecture process at pgsd. borg & gall (borg & gall, 2003) describes the 10 steps of research and development development methods which are then adapted into four stages, namely the exploration stage, model development, model testing, and model dissemination and implementation (sukmadinata, 2012) which can be visually described as follows. figure 1. flow of product development model produced the stages of research activities carried out are the result of modifications from the activity stages submitted by (borg & gall, 2003), namely: 1) exploration stage, this activity includes analysis conducted by researchers consisting of analysis activities on the curriculum, student needs, lecturer needs and student characteristics. 2) the development stage, which consists of activities on the development of teaching materials, namely the development of lve-based elementary mathematics education textbooks and the preparation of research instruments. the research instrument consisted of a set of filled-in tests, student attitude scales, and student activity observation sheets in participating in the learning process of elementary mathematics education. in the activity of compiling this instrument, the steps taken were compiling learning observation sheets, validating teaching materials and validating research instruments. 3) the testing phase, the activities carried out include: a) giving a pretest to determine the students' initial abilities; b) researchers carry out learning in elementary development of elementary mathematics education teaching materials based living values education | 19 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2022 mathematics education with teaching materials that have been developed; c) observing ongoing learning activities. in this activity, the researcher was assisted by two observers; d) provide questionnaires to students to see their attitudes towards learning activities using teaching materials for elementary mathematics education that have been developed. after four stages of data analysis, this stage is the stage of reviewing data from observations and trials, so that it becomes a description. 4) dissemination. both qualitative and quantitative data analysis were used in this study. data gathering, data reduction, data presentation, and conclusion drawing are the four stages of the miles and huberman model's initial data analysis (sugiyono, 2015). quantitative data analysis employing the traditional mean test with n-gain is the data analysis technique used to assess the student's proficiency. results and discussion results the results of the research at each stage of the development of lve-based elementary mathematics education teaching materials (living values education). the four steps of discovery, development, testing, distribution, and implementation were then modified from the development model (borg & gall, 2003) into which the instructional materials were developed (sukmadinata, 2012). 1. exploration stage the exploration phase of the research consists of reviewing relevant theories, conducting field needs analysis and making product specifications (doing planning). this analysis of the needs of mathematics teaching materials aims to obtain information about the needs of mathematics teaching materials in the field. the data obtained in this stage comes from interviews, observations and document analysis. at this stage an analysis of the curriculum, student needs, lecturer needs, and analysis of learning resources is carried out. based on observations, it shows that (1) students are still used to passively learning because the learning is teacher-centred (teacher center oriented). lecturers still dominate in learning, in this case lecturers who continue to provide and explain material to students. students only pay attention to the explanation of the material from the lecturer and take notes on things that are considered important. (2) learning is not supported by adequate learning resources and teaching 20 | development of elementary mathematics education teaching materials based living values education p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2022 materials. students do not have books/modules as learning resources. they only rely on the material provided by the lecturer at the time of learning. however, in addition, some students look for materials from the internet before starting learning. (3) student learning outcomes in elementary mathematics education courses are still low when compared to learning outcomes in other subjects. in the analysis of the needs of the lecturers, it was found that the learning resources used at the time of learning were still limited, the teaching materials used by the lecturers only aimed to develop students' abilities but did not lead to the formation of character/character. while the purpose of learning is to increase insight, behavior, and skills with the ultimate goal being the realization of people who are knowledgeable and have character. in addition, in the analysis of the pgsd study program curriculum at stkip muhamamdiyah blora it is still possible and open to updates to advance learning. until now, character education efforts have not been carried out optimally. this condition necessitates the need for an educational approach that not only emphasizes the teaching dimension, but also on the human dimension. the educational approach offered is the living values education (lve) approach as a solution and answer to the need for human life values. this educational approach is not to teach, but to live values. based on the analysis results sourced from observations, interviews, and document studies, it can be concluded that the use of teaching materials for elementary mathematics education is still limited, learning activities are still student-centered (student oriented), teaching materials/learning resources used are still taken from several sources and has not been encouraged to develop student character, the teaching materials used will affect student learning outcomes. based on these results, it is necessary to develop lve-based elementary mathematics education teaching materials that are able to attract students' attention so that they are able to encourage students to be more active during learning and be able to encourage the growth of student character in addition to developing their abilities. 2. development stage at this stage, lve-based elementary mathematics education teaching materials were developed. the first stage in product development is the preparation of a prototype. the initial development of lve-based elementary mathematics education teaching materials consisted of several steps, namely: 1) identifying the material to be developed, 2) searching for material from various sources, 3) compiling the material into a systematic unit of teaching material, 4) development of elementary mathematics education teaching materials based living values education | 21 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2022 developing the material according to with the lve approach steps, and 5) make a layout of teaching materials based on the material that has been prepared. the next step is to make an assessment instrument in the form of a validator assessment sheet. the structure of the teaching materials developed can be seen in the following table: table 1. lve-based elementary mathematics education teaching material structure no. part contents 1. cover title of teaching material, author, logo, institution 2. foreword the purpose of preparing teaching materials, thanks, hopes and benefits of teaching materials 3. list of contents content and page numbers contained in teaching materials 4. introduction introduction to lve-based elementary mathematics education teaching materials 5. theory elementary mathematics learning strategies, approaches and models, learning theory and mathematics learning, mathematics learning approaches, media and teaching aids in mathematics learning, games in mathematics learning, mathematics learning assessment, basic teaching skills in mathematics learning, elementary mathematics curriculum and materials. the following is a picture of the developed teaching material product: figure 1. teaching material product 22 | development of elementary mathematics education teaching materials based living values education p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2022 after the process of preparing the initial prototype design is complete, the next stage is carried out, namely validation. validation is done by involving experts related to the research product being developed. this is done whether the research product is ready to be tested in the field. there are three aspects of expert validation in this study. these aspects aim to examine the suitability of the product prototype with aspects of the substance of the material, use of appropriate language, media or presentation of the displayed design. a. material expert validation the material expert validator on the product being developed is mrs. ika nurwulandari, m.pd. stkip muhammadiyah blora lecturer. the results of the material expert validation assessment are as follows. table 2. material validation results no assessment component score a. elementary mathematics education material substance 74 b. lve-based learning 21 total score 95 percentage 86,3% criteria very good the table shows that the percentage of values given by the validator is 86,3%, which means that the teaching materials developed are suitable for use in terms of material. b. linguist validation the validator of linguists on the product being developed is mrs. bening sri palupi, m.pd. stkip muhammadiyah blora lecturer. the results of the linguist validation assessment are as follows. table 3. language validation results no assessment component score a. simple language 12 b. use of communicative language 9 c. dialogic and interactive language 8 d. suitability of language with the level of development of students 9 e. coherence and coherence of the flow of thought 8 development of elementary mathematics education teaching materials based living values education | 23 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2022 f. use of terms, symbols and icons 12 total score 58 percentage 82,8% criteria very good the table shows that the percentage value given by the validator is 82.8%, which means that the teaching materials developed are suitable for use in terms of language. the validator gives suggestions to complete the incomplete part of the material, but overall the content is good in writing in accordance with the standard grammar of the language. c. media/presentation expert validation the validator of linguists on the product being developed is mr. muhammad aunur rofiq, m.pd. stkip muhammadiyah blora lecturer. the results of the media/presentation expert validation assessment are as follows. table 4. hasil validasi penyajian no assessment component score a. book size 10 b. book cover design 47 c. book content design 85 total score 142 percentage 88,7% criteria sangat baik the table shows that the percentage value given by the validator is 88.7%, which means that the teaching materials developed are suitable for use in terms of media/presentation. based on the validation results, the average value of the quality of the teaching materials developed is in the very good category. based on the validation indicators, the developed teaching materials are said to be valid so that the developed teaching materials can be field tested. students were asked to evaluate the prototype lve-based basic mathematics education teaching materials during the field experiment. the evaluation takes the form of a questionnaire with four sections: 1) a description of the educational materials' content, 2) how displays, graphics, tables, and charts are presented, 3) readability, and 4) learning. the following table displays the questionnaire's findings. table 5. questionnaire assessment results no assessment component score 1. description of the contents of teaching materials 18 24 | development of elementary mathematics education teaching materials based living values education p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2022 no assessment component score 2. presentation of views, images, tables and charts 27 3. legibility 20 4. learning 19 total score 84 percentage 95,45% criteria very good according to the data, the developed prototype of lve-based worksheets for primary mathematics education has a very good category, but it is still essential to assess and enhance the worksheets in order to improve outcomes. the following can be drawn from the outcomes of the initial field tests: a) aspects of the content of teaching materials from a content perspective, the limited trial's findings demonstrated that students had no trouble comprehending the lessons contained in the lve-based prototype materials for teaching basic mathematics. b) aspects of presentation of views, pictures, tables and charts everything about the prototype instructional materials' display presentation, pictures, tables, and charts is excellent. however, some still pictures are unclear and do not come with a description. c) aspect of readability the pictures, tables, and charts used in the prototype instructional materials, as well as the visual layout overall, are all very good. however, some still images lack an explanation and are ambiguous. d) learning aspect the lve-based elementary mathematics education teaching resources prototype is quite effective in terms of learning. the instructional resources created have captured students' interest and may motivate them to engage in more active learning. the validator provided advice and feedback based on the field trials that were conducted. the following table provides a summary of changes made to the prototype lve-based primary mathematics education teaching materials as a result of a small trial. table 6. field trial suggestions and revisions development of elementary mathematics education teaching materials based living values education | 25 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2022 no suggestions and feedback improvement 1. the discussion of the material does not include real examples of mathematical concepts in elementary school include real examples of mathematical concepts in teaching materials 2. there are some sentences that are still ambiguous, giving rise to different interpretations replacing sentences that are still ambiguous so as not to cause different perceptions 3. there are some spellings that are not correct. fixed typographical errors. furthermore, the results of the revised prototype of lve-based elementary mathematics education teaching materials were used in the next trial. 3. testing stage student learning outcomes in this testing phase were measured using a student ability test. the following table describes the results of students' ability tests before and after using lve-based elementary mathematics education teaching materials. table 7. assess student ability student ability average score pretest 76 postest 88 based on the table above as a whole, it can be seen that the ability of student learning outcomes in lve-based elementary mathematics education learning has increased, but to determine the increase in concept ability, an improvement test is carried out using the gain (g) test. the results of the gain (g) ability score of student learning outcomes in general can be seen in the following table. table 8. the results of the student's ability score criteria number of students percentage low 7 33,33% currently 9 42,85% high 5 23,80% based on the table, it can be seen that the results of increasing students' abilities after using lve-based elementary mathematics education teaching materials obtained 33.33% for the low criteria, 42.85% for the medium category and 23.80% for the high criteria. the classical average gain normality score can be determined based on the average student ability score measured before and after learning using lve-based elementary mathematics 26 | development of elementary mathematics education teaching materials based living values education p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2022 education teaching materials. based on the average score of students' abilities, the data obtained from the pretest and posttest scores. then the average classical n-gain score is 𝑔 = 𝑆𝑝𝑜𝑠 − 𝑆𝑝𝑟𝑒 𝑆𝑀𝐼 − 𝑆𝑝𝑟𝑒 = 88 − 76 100 − 76 = 0,5 on the classical average, the n-gain value is 0.5, which means that students' abilities in elementary mathematics education courses are in the medium category. discussion based on the research results that have been described, the validation of the developed teaching material products includes in the very good category in all three aspects which include material, language and presentation. the criteria for measuring the results of product validity assessments are based on theory (sa’dun akbar & sriwijana, 2010) which revealed that the product assessment results at the interval of 75.01%-100% were declared valid. values education is very important to be applied to create character building (character culture) considering the development of today's children who are not concerned with ethical, moral, polite, religious, and so on (sukitman & ridwan, 2016). (apriani & ariyani, 2017) shows that compared to using the storytelling technique, learning using lvep has a beneficial impact on instilling nationalism characters, including the sub-characters of cooperation, responsibility, love, peace, respect, tolerance, and unity. additionally, the study performed by the research revealed that lvep had a significant impact on all anti-radicalism values observed during the learning process, including tolerance, self-control, citizenship, kindness, courtesy, and fareness.. according to (danang sunendar & wahid, 2008) that teaching materials serve a number of purposes, such as: 1) presenting a clear and cutting-edge point of view on teaching and showing its application; 2) providing a source of content that is rich, simple to read, and varied in accordance with students' interests and needs; 3) offering a well-organized and gradual source; 4) presenting teaching strategies and resources to inspire students; 5) acting as a resource for practical exercises and assignments; 6) provide suitable evaluation and corrective tools and materials. living values, also known as fundamental principles of life, are a variety of behaviors that usually (universally) support positive and harmonious interactions between us and those around us. because of the individualistic, hedonistic, and materialistic attitudes and behaviors of contemporary humans, we struggle to cultivate these habits both now and in the future. we also tend to forget that people are social beings with virtues and character (apriani & ariyani, development of elementary mathematics education teaching materials based living values education | 27 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2022 2017). to learn, experience, and put into practice universal values in daily life, students will learn to explore, grow, and have life values through living values. the application of positive values is very helpful for children face challenges in the future. hence, aside as a process of awareness that plays a major role in doing social transformation, lve is also a strategy as well a new approach in character education. in lve explained that children do not need help, who do help is adults. therefore, adults (educators or lecturers) first attend lve training. through character education and lve, we continuously build harmonization and respect for one another for a better life. the findings of this study's product development are also consistent with (susanti, 2013), who claims that character education in tertiary institutions is applied based on five major pillars: 1. tri darma 1 university studies with character, character education can be incorporated into academic pursuits, study, and volunteer work. 2. corporate culture in higher education it is necessary for students to be able to adapt to daily living in a higher education setting. 3. academic engagement integrating character education into student activities such as scouting, athletics, writing, art, workshops, and events where students participate in the committee system will help to create it. 4. everyday tasks by incorporating habituation into daily living in the family, dorm, and community environments, character education can be improved. 5. intellectual environment the entirety of academic culture shapes the value of character education in context.. conclusion the results of the research that have been described show that: 1. the teaching materials developed have met the valid criteria with a percentage of 86.39% in the material aspect, 82.8% in the language aspect, and 88.7% in the presentation aspect with very good criteria.. 2. the teaching materials developed can improve students' abilities with an average pretest achievement of 76 while the average posttest score of 88. on average, the n-gain value is 0.5, which means that the student's ability is included in the medium category. 28 | development of elementary mathematics education teaching materials based living values education p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2022 acknowledgments the researcher would like to express gratitude to everyone who helped with the study and preparation. drpm (direktoran riset, technology dan pengabdian masyarakat) provides funding for the study. references apriani, a.-n., & ariyani, y. d. (2017). implementasi pendidikan nilai nasionalisme dalam pembelajaran living values. literasi (jurnal ilmu pendidikan), 8(1), 59. https://doi.org/10.21927/literasi.2017.8(1).59-73 arnold, r., martin, b. n., & bigby, l. (2007). is there a relationship between honor codes and academic dishonesty? journal of college and character, 8(2). https://doi.org/10.2202/1940-1639.1164 barnawi & arifin. (2012). strategi & kebijakan pembelajaran pendidikan karakter. arruzz media. borg & gall. (2003). education research. allyn and bacon. danang sunendar & wahid. (2008). strategi pembelajaran. remaja rosdakarya. diane tillman & diana hsu. (2001). living values activities for children age 3-7. health communication, inc. hanafi, i. (2021). pendidikan karakter berbasis “ living values education” di masa pandemi covid19 dengan sistem pembelajaran daring. dirosat : journal of islamic studies, 5(2). https://doi.org/10.28944/dirosat.v5i2.507 nufus, h. (2019). pembaharuan pendidikan dalam segala segi dan dimensinya . mulai dari langsung memanggil pucuk pimpinan dan bertanya : berapa orang guru yang pendidikan adalah awal dari segalanya . semua jenjang . dalam waktu yang relatif singkat jepang berhasil membangun. jurnal al-iltizam, 4(1), 148–163. prastowo, a. (2013). panduan kreatif membuat bahan ajar inovatif. diva press. sa’dun akbar & sriwijana. (2010). pengembangan kurikulum dan pembelajaran. cipta media. sugiyono. (2015). metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan r&d. alfabeta. sukitman, t., & ridwan, m. (2016). implementasi pendidikan nilai (living values education) dalam pembelajaran ips (studi terhadap pembentukan karakter anak di tingkat sekolah dasar). profesi pendidikan dasar, 3(1), 30–41. https://doi.org/10.23917/ppd.v3i1.2717 sukmadinata, n. s. (2012). metode penelitian pendidikan. pt remaja rosda karya. susanti, r. (2013). penerapan pendidikan karakter di kalangan mahasiswa. al-ta lim development of elementary mathematics education teaching materials based living values education | 29 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2022 journal, 20(3), 480–487. https://doi.org/10.15548/jt.v20i3.46 yayuk, e. (2019). pengembangan bahan ajar pembelajaran matematika untuk mahasiswa pgsd semester 6. scholaria: jurnal pendidikan dan kebudayaan, 9(2), 172–182. https://doi.org/10.24246/j.js.2019.v9.i2.p172-182 142 | the relationship between digital literacy and the competency of prospective teacher students in the society 5.0 era p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 the relationship between digital literacy and the competency of prospective teacher students in the society 5.0 era muhammad rifqi mahmud1, dian ekawati2 1state islamic university sunan gunung djati bandung, indonesia 2 state islamic university sunan gunung djati bandung, indonesia 1m.rifqi.mahmud@uinsgd.ac.id, 2dian_ekawati@uinsgd.ac.id abstract the emergence of society 5.0 promotes balance in all fields, especially education, and can provide a role in the progress of the learning process. the importance of students having digital literacy skills and competencies of prospective teachers is to have a critical and creative mindset for learning innovation in the classroom and be able to process information wise. the purpose of this study is to see the ability of digital literacy and the competence of prospective teacher students and find out the influence of digital literacy on the competence of prospective teacher students in the era of society 5.0. the research uses a quantitative approach with a correlation method. the research population was all students of the faculty of tarbiyah and teacher training uin sunan gunung djati, with a sample of 1.132 students. the sampling technique uses random sampling. data is collected through filling out questionnaires. the results of this study show that students are ready to face the era of society 5.0, marked by students being good at operating the internet to find information and balanced by understanding the competence of the prospective teacher. there was a significant positive relationship between digital literacy and the competence of prospective teacher students and obtained an r count of 0.645 in the high category. it is shown that 41.6% of the competencies of prospective teachers are influenced by digital literacy and other unrelated factors with this study influence the remaining 58.4%. keywords: digital literacy, competencies of prospective teachers, society 5.0 introduction technological progress has experienced rapid development marked by the emergence of the era of society 5.0 which can facilitate human work and life (rahayu, 2021). society 5.0 was first introduced by japan in 2019 and had a human-centered technological sophistication concept with artificial intelligence (ai) and is based on big data and robotics to create innovations and improve the industrial revolution 4.0 (usmaedi, 2021)(usmaedi, 2021). the purpose of society 5.0 is to realize a society facing social challenges to solve various problems in life and enjoy an active and comfortable quality of life (fukuyama, 2018). in addition, the emergence of society 5.0 technology will provide values for various unlimited needs of society regardless of social, ethnic and racial, age, gender, and language by providing goods and services needed by individuals and many people who have a positive impact (rahayu, 2021). society 5.0 services can provide balance in the industry, business and economic, social, and even educational areas. the relationship between digital literacy and the competency of prospective teacher students in the society 5.0 era | 143 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 students in era of society 5.0 ideally must have three components of digital literacy regarding (i) digital consumption; (ii) digital competencies; and (iii) digital security. digital competencies are related to effective use of digital technology, while digital security is the skill related to internet security at the technical and socio-economic levels. digital consumption refers to students' abilities to use online services for life, educational, and professional activities(yashalova et al., 2019). education in the era of society 5.0 also has a role for the advancement of the learning process. some of the ways used to improve education in the era of society 5.0 in indonesia are first by improving and leveling the quality of the internet better in all regions, then the second is that prospective teachers must have the ability to use digital media and the internet to be able to think more creatively to facilitate learning in the classroom and school needs (ariastika, 2022). third, the government must be able to balance and connect educational opportunities and economic opportunities to reduce unemployment in indonesia, and the fourth is to get used to implementing technology as teaching materials and learning activities in the classroom (megayanti et al., 2022). therefore, the availability of society 5.0 technology can allow prospective teacher students to carry out learning and learning with robots or those that have been specially made to facilitate the process with an electronic learning system provided through the platform so that it is expected to provide fun learning activities (teknowijoyo & marpelina, 2021) . the task of teachers in the era of society 5.0 is not only to be fixated on providing knowledge to students, but prospective teachers must have competencies that are in accordance with educational goals. in addition, competence becomes an essential factor in specific supervisory systems used as standard rules of the profession. teacher competence is the knowledge, ability, skills, and behavior that the teacher must possess in the learning process, both in the classroom and not to carry out their duties to show their values and capacities (nur & fatonah, 2022). a teacher must have pedagogical, personal, professional, and social competencies (regulation of the minister of national education, 2007). as time goes by and is required to keep up with the times, additional competency indicators of student readiness of prospective teachers are needed in the face of society 5.0 according to former japanese minister of education yoshimasa hayashi (japan, n.d.) it is communication, leadership and endurance, curiosity, and comprehension and reading skills to adapt to a better education. communication competence is the ability to listen, obtain information, and convey opinions or ideas to solve problems so as not to cause misinterpretation in general and through digital media (partono et al., 2021). communication competence is essential for prospective 144 | the relationship between digital literacy and the competency of prospective teacher students in the society 5.0 era p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 teacher students because it is a tool for interaction and discussion both individually and in groups. leadership and endurance competencies for prospective teachers are used to manage classes so that students can actively participate and provide facilities well in the learning process in the classroom (sukraini, 2020). the existence of curiosity competence in prospective teachers is useful for developing broad skills and insights so that learning in the classroom becomes more creative (ekasari & rohman, 2020). prospective teachers must have comprehension and reading skills to make it easier to apply and improve the knowledge gained both from digital media and books starting from teaching students to actively participate in class so that students can ask questions, make conclusions, and be able to illustrate them (sukraini, 2020). digital literacy skills must also accompany prospective teachers' readiness to face society 5.0. digital literacy is a person's ability and skill in owning or mastering internet technology to distinguish and process credible information and use it effectively for daily activities, work, and learning in the classroom (lankshear & knobel, 2016). meanwhile, bawden (2001) stated that digital literacy began with computer literacy and information literacy because computer literacy first developed in 1980 when macro computers were used by the public for economic needs then accompanied by the arrival of literacy information in 1990 that was disseminated when information was already easily accessible using information technology. according to kurnianingsih, rosini, & ismayati (2017), digital literacy is a method of understanding and reading information provided by technology to find new knowledge and have characteristics that are not only fixated on the skills of operating the technology but can process information well. achievement in realizing digital literacy in prospective teachers is one of the goal factors in the field of education. the importance of prospective teachers having digital literacy skills is to have a critical and creative mindset for learning innovation in the classroom, so that they are not easily exposed to false information that is incitement, and are not easily exposed to digital fraud that is on the rise (ministry of education and culture, 2017). in addition, prospective teachers who have digital literacy skills can also help students to improve their internet skills to be able to think critically from the information they have obtained and help students to be more creative and support students to add insights to become more competent internet users (hague & payton, 2010) the indicator of digital literacy, according to the european commission (2009) on the criteria for use skills for students of suitable teacher candidates in this study is computer and internet skills including computer skills and internet the relationship between digital literacy and the competency of prospective teacher students in the society 5.0 era | 145 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 skills, then balanced and active use of media includes internet use, mass media intensity, watching movies, reading books, and subscribing to mobile phones, and advanced internet use includes buying over the internet and reading news over the internet. computer and internet skills are very important for prospective teachers because technology will continue to run with the times. in addition, operating technology becomes the main capital in everyday life and can be a tool for finding sources of information even related to learning resources (commission, 2009). the development of digital media, skills in the use of the internet that are active and balanced (active use media) can help prospective teachers limit the use of less useful technology and use digital media according to their functions and needs (lismanda & anggraheni, 2020). (lismanda & anggraheni, 2020)then in the use of the advanced internet (advance internet use) can be shown by the habit of buying goods in digital media and the ability to understand and read information increases (commission, 2009). almost similar research on digital literacy with the competence of prospective teacher students has been conducted by ariastika (2022) the results show that the application of digital literacy by teachers can develop the character values of students and be able to face education with technology in the era of society 5.0 in a balanced manner. in addition, the results of research conducted by pratama, pratiwi, lestari, and saputra (2022) think that prospective teachers are not ready to face the challenges that will be faced in the era of society 5.0 because of the lack of curiosity of students to improve their abilities. based on the explanation above, education must keep up with the times and strive so that prospective teachers can compete in the era of society 5.0. the purpose of this study is to determine digital literacy with the competence of prospective teacher students and the influence between digital literacy on the competence of prospective teacher students in the era of society 5.0. method this research uses a quantitative approach with a correlation method to examine the relationship between digital literacy skills and the competence of prospective teacher students in facing the era of society 5.0. correlation research is a study that involves the act of collecting data to determine whether there is a relationship and the degree of relationship between two or more variables. the research population is all students of the faculty of tarbiyah and teacher training uin sunan gunung djati bandung. the research sample was 1132 students. sample selection is determined by random sampling technique. data were collected using 146 | the relationship between digital literacy and the competency of prospective teacher students in the society 5.0 era p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 questionnaires distributed to students of the faculty of tarbiyah and teacher training uin sunan gunung djati bandung. before conducting a correlation test, the researcher first tested the normality of the data from both variables. the test results showed that the data from both variables were normally distributed. furthermore, a correlation test was carried out using the product moment test. results and discussion results this study aims to determine digital literacy skills on the competencies of prospective teachers in facing the society 5.0 era. the data in this study was obtained from the distribution of digital literacy questionnaires and the competence of prospective teachers to uin sunan gunung djati bandung students through a google form. the results have each data description as follows. table 1. description of research variable data variable n minimum (min) maximum (max) mean standard deviation (sd) digital literacy 1132 49 100 80 6.076 competence of teacher candidates 1132 53 105 76 7.356 in table 1, it is shown from the digital literacy variable obtained a minimum value of 49 and a maximum of 100 with an average of 80 (scale 0-108). this means that the average student prospective teacher already has good digital literacy in the era of society 5.0. meanwhile, the results shown from the competency variables of prospective teachers were obtained on average by 76 (scale 0-112) with a minimum score of 53 and a maximum of 105. this value means that students already have good teacher candidate competencies as well. data on the digital literacy variable received 1132 respondents. the questionnaire is distributed with 27 statements and has four categories: excellent, good, good enough, and not good. so that it can be obtained in the table as follows. the relationship between digital literacy and the competency of prospective teacher students in the society 5.0 era | 147 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 table 2. answer distribution of digital literacy variables table 2 shows that the digital literacy variables obtained from prospective teacher students were 5.3% in the excellent category, the good category was 91.1% of students, 3.5% of students in the sufficient category good, and the poor category only gained 0.1% of students. the percentage result is very dominated in the good category of 91.1%, which means that prospective teacher students already have good digital literacy in facing the readiness of the society 5.0 era. meanwhile, the data on the competency variables of prospective teachers are spread with 28 statements and have four categories: excellent, good, good enough, and not good enough. the following is the result of a description of research data based on the competency variables of prospective teachers. table 3. distribution of answers to competency variables for prospective teachers score category frequency percentage 91-112 70-90 49-69 28-48 excellent good good enough not good enough 37 895 200 0 3.3% 79.1% 17.7% 0% sum 1132 100% table 3 above is the distribution of answers on the competency variables of prospective teachers. in table 3, it was also found that 3.3% of students were in the excellent category, 79.1% of students had a good category, 17.7% of students in the good enough category, while in the not good enough category it has no percentage or result. this means that students are good at mastering the competence of prospective teachers in preparing and facing the era of society 5.0. then calculate the relationship between digital literacy and the competence of prospective teachers using the product moment correlation test. the correlation test uses scores from the questionnaire of each variable. in the correlation test, r count of 0.645 was obtained score category frequency percentage 88 – 108 67.75-87.75 47.50-67.50 27-47.25 excellent good good enough not good enough 60 1031 40 1 5.3% 91.1% 3.5% 0.1% sum 1132 100% 148 | the relationship between digital literacy and the competency of prospective teacher students in the society 5.0 era p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 and entered the high correlation category because it was at an interval of 0.60 -0.79. the magnitude of the coefficient of determination that influenced the study was 41.6% and the remaining 58.4% was influenced by other factors unrelated to this study. the conclusion is that there is a correlation between digital literacy and the competence of prospective teacher students in the era of society 5.0 is in the high correlation category. discussion based on the results of the study shows that digital literacy has a good category. the digital literacy aspect is still at the critical use stage with several indicators such as computer and internet skills including computer skills and internet skills. then there is the balanced and active use of media, including internet use, mass media intensity, watching movies, reading books, and subscribing to mobile phones. furthermore, advanced internet use includes buying over the internet and reading news over the internet. the abilities in digital literacy indicators are already possessed by prospective teacher students in facing society 5.0. the existence of digital literacy applied to students is used to take advantage of digital technology in supporting learning both in the classroom and outside the classroom. in addition, the existence of the internet in the era of society 5.0 serves to find out information about education and policies related to teachers. that is, in this era of society 5.0, it makes it easier for prospective teacher students to meet the needs of various things, such as completing tasks more efficiently, looking for information, buying and selling through the internet so that it can save time, even watching movies to take moral messages so that students can easily process information that circulates and is not easily exposed to hoax information and trains to think critically. according to ririen & daryanes (2022) that students who have good digital literacy such as being able to communicate online, have the ability to think critically, and wise in using technology. in line with what was stated by susanto (2021), students can take advantage of digital literacy for everyday such as looking for information on the internet to complete their assignments and find learning materials and master and understand existing digital technology to support learning. then on the competency variable, prospective teachers obtained results in the good category. indicators related to the competence of prospective teachers are communication, leadership and endurance, curiosity, and comprehension and reading skills. student readiness to face society 5.0 requires good communication skills to interact with students, friends, and lecturers effectively and efficiently. the existence of communication owned by students can the relationship between digital literacy and the competency of prospective teacher students in the society 5.0 era | 149 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 also make it easier to convey their ideas in front of the forum. in addition, communication and leadership skills can make it easier for students to understand the development of the students they will teach so that they can manage the class well. the rapid development of technology requires prospective teacher students to adjust to explore things related to the internet to add learning materials to create curiosity in order to develop innovative learning. prospective teacher students must also be accustomed to practicing reading skills such as reading books and electronic journals to have broad insights. in line with the research conducted by rahmawati and nartani (2018) the learning and teaching process in the classroom can run well and effectively if teachers have communication skills, so that teachers are able to understand the needs and characteristics of students and learning can be conveyed ideally. sukraini (2020) explained that prospective teacher students in the era of society 5.0 must have and develop competencies such as leadership, reading skills and understanding, communication, and curiosity to form a professional teacher. the importance of prospective teacher students having digital literacy skills is useful for searching, thinking critically about information, and being wise in responding to information obtained from the internet. in addition, in the era of society 5.0 the use of digital literacy for prospective teacher students is necessary to support the teaching and learning process and facilitate classroom learning. therefore, the demands in the teaching and learning process in the era of society 5.0 must be accompanied by mastering the competencies of prospective teachers to develop the quality of students to find its potential and achieve educational goals(yamin & fakhrunnisaa, 2022). according to unicef (2021), digital literacy skills are very important because they are one of the ways to find sources of information on the internet and communicate with the surrounding environment such as friends, teachers, and lecturers and in the implementation of digital literacy students need awareness and effort to become competent. the existence of society 5.0 prospective teacher students is required to analyze and solve real-life problems and make it easier for students to use technology to explore tasks and learning materials for free. in addition, having the competence of prospective teachers for students serves to interact directly with the community and look for opportunities to be more innovative in the world of education (gupta et al., 2022). the results of this study are also in line with the research conducted by ariastika (2022) entitled "application of digital literacy in science learning in facing educational readiness in the era of society 5.0". the results of his research show that digital literacy in society 5.0 150 | the relationship between digital literacy and the competency of prospective teacher students in the society 5.0 era p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 era education can be applied to science learning by utilizing digital media to find sources of information that are links to online learning. according to nasriani (2022) that digital literacy can be implemented as a learning medium for teachers for the learning process in the classroom and can increase understanding of the use of digital media and the internet so that the teaching and learning process becomes innovative. the research from pratama, et all (2022) which measured the readiness of the community to face the 5.0 challenges of society, showed that it produced a low score in the curios indicator by 66.84 , which means that prospective teacher students have not ready in face era society 5.0. in line with hermawan, supiana, and zakiah (2020) explained that the low readiness in the era of society 5.0 comes from the competence of teachers who are still experiencing some obstacles both in external as well as internal such as lack of instilling curiosity to develop insights and a lack of learning to understand learning strategies. conclusion the research results showed that students already have digital literacy and the competence of prospective teachers well and are ready to face the era of society 5.0. the percentage difference between digital literacy and the competence of prospective teachers in the good category shows that students must learn more and understand more deeply about the competencies of prospective teachers in order to can compete in the world of education and become a provision in teaching students to be more optimal. acknowledgments thank you to the dean of the faculty of tarbiyah and teacher training as well as to in memorial dr. h. dindin jamaluddin, m.ag., cepp., deputy dean i of the faculty of tarbiyah and teacher training and to all the members of the faculty of tarbiyah and teacher training for the kindness in the preparation of this research article. references ariastika, d. 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(2019). digital literacy in society: the situation, problems, and prospects at the current stage of scientific and technical progress. scientific and technical information processing, 46(4), 213–218. https://doi.org/10.3103/s014768821904004x. interactive multimedia use of games model on ips school study list | 17 interactive multimedia use of games model on ips school study list febby fajar nugraha education program of elementary school of universitas kuningan febbyfajar92@yahoo.com abstarct the development of information and communication technologies have a major impact in many areas of life, one of which is education. learning use the media, is a strategy favored by students, particularly those related to technology. because no denying that the interest of students to current technologies is huge. it can be seen from the children of school age, who loss of learning time because they are pre occupied with the world of technology, such as playing games, mobile phones and computers. indonesian internet service provider association (apjii) conducted a survey of online game players active in indonesia, the result is there are about 6 million online game players. this proves that indonesian children have an interest in the game. the change of curriculum in indonesia from 2006 curriculum (curriculum education unit) into a curriculum 2013, providing a wide range of implications for the learning process, one of which is the subject of information and communication technology (ict). in curriculum 2013, ict subjects be erased, it’s means not stand alone but rather merged or combined with other subjects. in elementary school curriculum needs subjects that are combined with computer lessons (guha &leonard, 2002). therefore, teachers must be able to create methods that can capitalize on technology such as computer media in the learning process. keywords: computer, interactive multimedia games model, social studies, elementary school , and understanding of concepts. i. introduction in the sd curriculum it is necessary to include subjects united with computer lessons (guha & leonard, 2002). therefore, teachers should be able to create learning methods that can take advantage of technology such as computers as a medium in the learning process. as said by rusman, et al. (2012) that the media is a tool that allows students to understand and understand something easily to remember it in a long time compared with the delivery of subject matter by way of face to face and lectures without the tools or learning media. improving the quality of learning with the application of ict (information communication and technology) is done by developing learning applications in interactive learning model fun and exciting for students (warsihna, 2005). the dynamic nature of computer use is an important key to introducing cognitive play activities (olive, 2000).the learning objectives of ips in schools according to permendiknas no.22 (depdiknas, 2006) include the following: (1) understanding the concept of ips, explaining the interrelationship between concepts and applying concepts or algorithms widely, accurately, efficiently, and appropriately in problem solving; (2) using understanding of patterns and traits, performing ips manipulations in generalizing, compiling evidence, or explaining ips ideas and statements; (3) solve problems that include the ability to understand problems, design an ips mailto:febbyfajar_92@yahoo.com 18 | interactive multimedia use of games model on ips school study list model, complete the model and interpret the solutions obtained; (4) communicating ideas with symbols, tables, diagrams, or other media to clarify circumstances or problems; (5) have an appreciation of the use of ips in life, namely memilii curiosity, attention and interest in studying social studies, as well as resilience and confidence in problem solving. based on the above objectives the teacher should have a modern perspective in the process of teaching and learning, because in essence ips does not lie in the mastery of ips as a science only, but how to use the ips to achieve success in life. in addition to giving priority to the development of the ability of understanding in an effort to develop students' scientific attitude, also required the ability of communication. because through communication, a person will be able to express his ideas, findings or even his feelings towards others (nature, 2012).the ability of mathematical communication as a social activity and as a tool of thought recommended by experts to continue to be grown developed by the students (umar, 2012). mathematical understanding is closely related to mathematical communication. students who already have the ability of mathematical understanding is also required to be able to communicate, so that understanding can be utilized by others. with the ability of mathematical communication students can also take advantage of ips concepts that have been understood by others. by communicating his mathematical ideas to others, one can improve his mathematical understanding. ii. methods the approach used in this research is descriptive approach. this study only examines and collects sources related to the use of interactive multimedia model games on elementary ips elementary school that is expected to provide benefits for the implementation of learning ips in elementary school. iii. results and discussion several studies have been conducted on the use of computers for ips learning, that learning with interactive multimedia proved to increase enthusiasm or motivation and learning outcomes and make students comfortable in learning (seo & bryant, 2010; milovanoviu, 2013) , in line with kariadinata (2012) research that interactive media in ips learning is very important to improve the quality of learning, which in turn will be able to prepare students to have high-level skills to face the competitiveness in the future. in addition to improving learning motivation, interactive multimedia game model can also increase th e activity of mathematical behavior of students who experience attention deficit hyperactivity disorder (adhd) (jackson, et al, 2013). interactive multimedia use of games model on ips school study list | 19 many low-grade students feel that ips lessons are difficult (guha & leonard, 2002), which is one of the reasons for teachers to provide motivation in different ways. to make students motivated, enjoy learning ips, and have a positive attitude towards ips, teachers need to make a fun learning strategy. if the students already like ips, then at least students' mathematical understanding and communication can increase as well. because what happened during this time teachers only provide mathematical understanding procedurally, not conceptually. likewise with the mathematical ability, the results showed that the mathematical communication skills of indonesian students are still not good (prayitno, 2012), most students have difficulty in solving problem-solving problems and translate the problems into everyday life into the model ips . nusir, et al (2012) conducted research on multimedia programs in low class, the results showed that the method was effective to get students' attention, especially when cartoon characters were included in the program. one of the strategies to improve students' motivation in ips learning is by using interactive multimedia learning media model games. this model is interesting to study due to the high interest of indonesian people to the games. the use of multimedia for learning provides a better and longer understanding for students, providing attractiveness, both used as a method of problem solving, improving students' skills, critical thinking, and explorative (koesnandar, 2006). in addition, students enjoy learning to use computers, because they think they will play instead of learning (ladel, 2006). in social studies, computers help us to visualize abstract concepts, so that children can better understand the concepts we describe. if interactive multimedia can improve students' learning motivation, it is expected that the media can also improve understanding and mathematical communication. computers as learning media media comes from the word medius which means middle, intermediary, or introduction. media is a tool that has the function of delivering messages (boove, in rusman, 2011). media in teaching and learning process has two important role that is: (1) media as teaching aid or referred as dependent media because media position here as a tool; and (2) media as a learning suber used independently by learners or called independent media. rusman (2011, p.63) divides the learning media into five types, including: visual media, audio media, audio-visual media, media presentation groups, and media objects and interactive media based on computers. along with the development of technology, information, and communication, also developing process or method of learning today. these technological developments 20 | interactive multimedia use of games model on ips school study list encourage renewal efforts in the learning process. the term computer derived from the latin is computare which means counting. computers are actually electronic media that can receive information in the form of digital input by using binner code in the application program, and display the output of information in the form of electronic data visualization (rusman, 2011). initially computers are used only for purposes of counting in administrative activities only, but currently computer applications are very possible to be used as a learning tool for educational purposes. utilization of computer technology has contributed a lot to the learning process one of them is the application of computer-based learning. benefits of computers for educational purposes according to arsyad (in rusman, 2011, p.47) are: a. computers can accommodate students who are slow to receive lessons because they can afford a more affective climate in a more individualized, never forgetful, never bored, very patient way of executing the instructions the program wants to use. b. computers can stimulate students to do exercises, perform laboratory activities or simulations because of the availability of animated graphics, colors, and music, which can add realism. c. control is in the hands of students, so that the rate of student learning can be adjusted with the level of mastery. in other words the computer can interact with students individually, for example by asking and responding answers. d. the ability to record student activities during the use of learning programs, provides better opportunities for individual learning and the development of each student can alwa ys be monitored. e. can connect with, and control other equipment such as interactive cds, videos, and others with control programs from the computer. the role of the computer as a medium of learning is to become the main source (major resource) in implementing the learning program in schools, through student computers can run applications supported programs also with other supporting facilities such as internet. interactive multimedia model games the definition of multimedia proposed by ivers and barron (2002, p.2) is:"multimedia is the use of several media to present information. combination may include text, graphics, animation, pictures, video, and sound.”in line with the above opinion, koesnandar (2006, p.75) also suggests that interactive multimedia learning is a medium of learning which is a combination of various elements of the media consisting of text, graphics, poto, animation, video, and sound presented interactively. other opinions expressed by rusman (2011, p. 10), multimedia-based learning is a learning activity that leverages interactive multimedia use of games model on ips school study list | 21 computers to create and combine text, graphics, audio, motion pictures (video and animation) by combining links and tools that enable the user to navigate , interact, create, and communicate. from the three opinions above can be concluded that interactive multimedia can be interpreted as learning media in the form of video or animation presented interactively, where students can use them individually using a computer in accordance with the level of ability to train certain skills and competencies. multimedia model games or games is a learning program that emphasizes the presentation of the game with the content of lesson material in it. this model makes students involved in win or lose situations, there is reward or punishment. the emphasis of this game model teletak on the effort to maximize teaching and learning activities on an ongoing basis in the form of interaction between students and learning materials in the form of games. a lot of students, especially elementary students, are quite able to uncover the learning procedures are packed in the form of games (darmawan, 2012). this model was developed based on the basis of fun learning. multimedia model games are able to provide a more relaxed conditions that students perceived when learning. in this co-star the students will not experience learning fatigue, because the material presented is really the form of the game as well as the online games that kids love today. the games model belongs to a computer-based learning group with a branching programmed teaching pattern, in which information or material is presented in the form of game units, followed by questions and / or responses to the success or failure of completing the games in question. student responses are analyzed by computer and then compared with answers that are then given a response. nuryadi (2010, p.5) mentions several advantages of multimedia for ips learning, including: a. interesting and fun for students. b. effective and efficient. c. the material has been structured according to the lesson plan that the teacher made. d. files made easy to share and can be a summary of home study materials for students. e. make it easier to communicate instructional materials to parents so that they can assist parents in assisting children home-study. primary school ips learning ips is a science that has an important role in human life. ips is a subject that is often considered difficult by students, especially elementary school students. the concept of ips is 22 | interactive multimedia use of games model on ips school study list an abstract concept, while the developmental phase of elementary school students according to piaget (in santrock, 2012) is at a concrete operational stage. this means that elementary students need real objects or examples related to their daily lives. the mistake often made by elementary school teachers in teaching ips is that they directly provide procedural understanding to students. students should be given a thorough understanding of the concept first. based on this, teachers are expected to teach ips by providing experiences with concrete objects that are known to students to facilitate students to understand the concept of ips meaningfully. ability to understand mathematical concepts ips is a science that can be used by someone in life. therefore each individual must have mathematical mastery at a certain level. the mastery is not the satisfaction of ips as a science, but the mastery of ips skills. kilpatrick (2001, pp. 116) formulated five general competencies of ips, including: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, productive dispotition. the five competencies are the parts that affect each other and can not be separated from each other. one of the most important competencies is the conceptual understanding understanding. understanding and mastery of a concept is a prerequisite for mastering the next concept. in line with van de walle (2008, p.26) which defines understanding as a measure of the quality and quantity of the relationship of an idea with an existing idea. therefore it can be understood that the ability of mathematical understanding is a very basic thing in learning ips to learn to be more meaningful. ips learning objectives in schools according to permendiknas no. 22 of 2006, one of which is to understand the concept of ips, explaining the inter-linkage of concepts and applying concepts or algorithms widely, accurately, efficiently, and appropriately in problem solving. the students 'knowledge and understanding of the ips concept according to nctm (1989, pp. 223) can be seen from the students' ability in (1) defining verbal and written concepts; (2) identifying making examples and not examples; (3) using models, diagrams, and symbols to present a concept; (4) converting a presentation into another; (5) recognize the various meanings and interpretations of concepts; (6) identify the properties of a concept and recognize the conditions that define a concept; (7) compare and differentiate the concepts. in line with the concept of understanding indicators according to the 2006 curriculum, namely: 1. redefine a concept. 2. classify objects according to certain traits (in accordance with the concept). interactive multimedia use of games model on ips school study list | 23 3. provide examples and non-examples of concepts. 4. present the concept in the form of a mathematical representation. 5. develop sufficient terms or conditions of a concept. 6. using, utilizing, and selecting certain procedures or operations. 7. apply the concept or algorithm of a problem solving. mathematical understanding is important for learning ips meaningfully. understanding the concept of mathematics is an important foundation for thinking in solving the problems of social studies and daily problems. understanding the concept is the competence shown by the students in understanding the concept and in the procedure accurately, efficiently, and appropriately. students who can understand mathematical concepts well, will be easier to apply in various life problems. kariuki and morris (2013) argue that the standard in ips study now focuses on acquiring conceptual understanding, not just teaching methodologies or giving formulas. in ips learning in the classroom, students tend to be directed only to the ability to use formulas, memorize formulas, so ips is only for working on problems. iv. conclusion in learning, the use of multimedia is very supportive of active and constructive learning, because by using this media students can construct their own knowledge. in ips learning, the use of multimedia can help teachers to transfer abstract concepts to semi concrete by visualizing in the form of drawings or diagrams. in line with moreno (2002), that multimedia program allows students to work easily to represent something complex. the use of interactive multimedia games especially models, can be an alternative for elementary school teachers in choosing an ips learning strategy. expected by using interactive multimedia, students can enjoy ips, improve motivation to learn, so that the concept of ips understanding can also be improved. teachers not only provide procedural understanding only. because correct concept, students will memapu think in solving the problems of ips or problems encountered in everyday life. v. acknowledgments researchers would like to thank all those who have supported this research both in terms of morale and material, especially at the university of kuningan. 24 | interactive multimedia use of games model on ips school study list references darmawan, deni. 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(2008). ips sekolah dasar dan menengah (dr. suyono, m.si.terjemahan).jakarta:erla 100 | hybrid learning assisted google site and qr code model on conceptual understanding of multiplication in primary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 hybrid learning assisted google site and qr-code model on conceptual understanding of multiplication in primary school students asih martiasari1, muhammad ghiyats ristiana2 1sd islam cendikia muda, indonesia 2institut keguruan dan ilmu pendidikan siliwangi, indonesia 1asih65432@gmail.com, 2mgristiana@ikipsiliwangi.ac.id abstract the lack of students understanding the multiplication concepts is due to internal factors such as the lack of student motivation and external factors such as the lack of innovative learning media used by teachers. therefore, the approach using ict is expected to be impactful for the development of today's education. this study aims to see the impact of hybrid learning assisted by google site and qr code model on understanding the concept ability of multiplication. in order to do so, we used quantitative methods with one group pretest-posttest design. the sample in this study were 34 students on 3rd grade elementary school with a purposive sampling technique. the results shows that the use of hybrid learning assisted by google site and qr code model impacts understanding concept ability of multiplication which is characterized by an increase in the achievement of results from 64,88% to 82,24% with moderate interpretation (n-gain = 0,54), as well as students' understanding of the multiplication concept and the causes of students' difficulties in understanding the multiplication concept. in the use of hybrid learning assisted by google sites and qr code model, students found difficulties in understanding the concept of multiplication. this is shown by several students who are not being able to distinguish multiplier numbers and multiplied numbers, difficulty in interpreting the language of the problem, and still lacking numeracy literacy. based on the results, it can be concluded that the impact of using a hybrid learning assisted by google site and qr code model in good category on increasing understanding concept ability of multiplication for several students. this study still need to improve the quality and the use of media in hybrid learning. keywords: hybrid learning, google site, qr code, understanding the concept of multiplication introduction interactive activities between teachers and students in mathematics learning are carried out by understanding and responding to these activities to achieve learning goals. unfortunately for students, mathematics is considered a difficult and less interesting lesson (dewi & agustika, 2020; siregar, 2021). whereas in various disciplines, mathematics plays an important role in improving human thinking (nunes & bryant, 2020). therefore, students need to be supported by teachers in solving the difficulties faced (mufarizuddin, 2018). students learn mathematics which means learning the formation of a mindset to understand an understanding or reason in reason ships or problems. students also develop their way of thinking so that they can be systematic, critical, creative, logical, and impactful. in addition, students can develop their reasoning power and personality. this is in line with the development of hard skills and soft skills where mastery of science, skills, and technology is mailto:asih65432@gmail.com mailto:mgristiana@ikipsiliwangi.ac.idymail.com hybrid learning assisted google site and qr code model on conceptual understanding of multiplication in primary school students | 101 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 related to the field of science as well as the development of interpersonal skills and intrapersonal skills. understanding mathematical concepts are one of the important parts of the learning process. this is shown by the study’s ability to absorb material; remember formulas, and mathematical concepts, as well as theorems to simple cases or in problem-solving (hendriana dkk., 2021). students not only need additional material achievements, but understanding concepts need to be mastered from an early age. this is because of the hierarchical nature of mathematics, so mastery of understanding basic concepts is needed at a higher level of education and supports the ability to connect mathematical concepts with other concepts (siregar, 2021). every material taught needs to be practiced. students who cannot solve mathematical problems correctly due to a lack of good understanding of concepts and a lack of mastery of material concepts (juliani dkk., 2021). students are can estimate the truth of a statement by understanding mathematical concepts. students can also gain meaningful mathematical knowledge from the development of mathematical abilities. solving mathematical problems and problems in everyday life is also based on the ability to understand mathematics. in mathematics learning, multiplication must be mastered by students. multiplication is a prerequisite material so understanding the concept of multiplication will play an important role in the next teaching material or material in higher grades. for example, multiplication by higher numbers, calculating the area of flat wakes, the volume of building space, fractional matter, and so on. in addition, multiplication is often applied in everyday life, such as for pocket money management, trading, application to work, and others. we have interviewed with grade 3rd teachers at an elementary school in bandung, it is stated that the mastery of multiplication numeracy skills still needs to be improved. this is due to pandemic conditions which have resulted in the interactiveness of student learning. technical problems were found such as internet signals that are sometimes unstable and learning devices both at school and at home students are inadequate. in non-technical obstacles, the cause is the lack of focus of students due to online learning, shorter school learning time, lack of parental assistance when studying, and lack of student interest in memorizing multiplication. in addition, the impact of online learning is the continuous use of gadgets that can result in something bad for students such as health problems. the above problem is corroborated by research conducted by rahmawati, leksono, & harwanto (2020) that mathematics is a lesson that students do not like. the cause is abstract 102 | hybrid learning assisted google site and qr code model on conceptual understanding of multiplication in primary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 mathematical material that is still difficult to understand. difficulties that come from within the student such as lack of motivation. also from the outside of the student self such as a teacher's strategy to present the material and the creation of a pleasant learning atmosphere. (netson & ain, 2022) stated the characteristics of students who have difficulty learning mathematics, including frequent mistakes in calculating, not memorizing formulas, and difficulty solving given problems. amalia & chan (2022) in her research stated that the cause of students not understanding the concept of multiplication is that the teacher less precisely, does not use concrete examples related to daily life, uses learning media that are less innovative and interactive, the atmosphere of the house and the lack of parental attention to learning and the teacher's approach to students is not intertwined. the learning situation during the pandemic was carried out by atsani (2020) who revealed that the problems of online learning include not all students having cellphone facilities, limited quotas, and networks that are not supportive, the material presented is not fully understood by students and students feel bored with an impactive learning system. however, according to research from mustakim (2020), the solution for students to easily understand the lesson is to use online media. the success of online learning is influenced by various parties, namely the readiness of teachers, students, and parents (yunitasari & hanifah, 2020). praditama dkk. (2022) stated that the advantage of online learning is that students can study at home by relaxing and have time to study independently and do assignments. the problem of student learning difficulties causes the learning process to be hampered. for this reason, a solution is needed so that the teaching and learning process between teachers and students can be carried out properly even if it must be done at home or school. the way to improve the quality of learning and learning outcomes is to design interesting, meaningful learning, and combine learning media that use ict (information and communication technologies) media, namely by using a hybrid learning model (fitri & zahari, 2019; olapiriyakul & scher, 2006). students can also strengthen the learning material they have learned again by viewing it on the google site and using a qr code. currently, online learning can be combined with face-to-face learning or what is called hybrid learning. this strategy can facilitate students to learn concepts that are not yet fully understood in conventional/face-to-face classes (rorimpandey & midun, 2021). according to rahman dkk. (2019), teachers need distance learning media to maximize the hybrid learning model. the existence of utilization in accessing this technology causes the technology to be mastered both by teachers and by students. hidayatullah & anwar (2020) stated that by using hybrid learning assisted google site and qr code model on conceptual understanding of multiplication in primary school students | 103 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 hybrid learning, the development of teacher competencies and the development of information technology can be wider. similarly, it can allow students to adapt to their development. the impact of hybrid learning is to form independent learners, improve teacher skills and learning management performance, and create an interactive environment for teachers and peers (hediansah & surjono, 2020). the use of the hybrid learning model is expected to be an interesting and impactful learning medium so that students are more motivated to learn and practice multiplication calculation skills. by using ict (information and communication technologies) technology, students can practice critical (sholikh dkk., 2019; wahyuni dkk., 2019; zulhamdi dkk., 2022), creative (wahyudi dkk., 2019), logical thinking skills (riyanti & nurhasana, 2021) and mathematics resilience (fitri dkk., 2019). by using the group game method, students can learn independently, interact actively and socialize with friends or people at home so that an honest, sportive, and willing-to-try character is formed and is expected to be a way to create a fun learning atmosphere. based on the background above, the purpose of this study is to see the impact of hybrid learning assisted by google site and qr code model on understanding the concept ability of multiplication and knowing students' understanding and constraints in the concept of multiplication. method the type of research used is quantitative. according to creswell & clark (2015), the quantitative research design is a set of logical procedures for collecting, analyzing, and reporting numerical data to answer research questions and hypothesis tests about specific variables. this study is aimed at testing the impacts of treatment or describing the tendencies and relationships between variables. the research design was carried out with one group pretest-posttest design, which was carried out on one group that had been randomly selected without a test of the clarity and stability of the group's condition before being treated. research design is measured by comparing the situation before and after being treated on learning so that the results will be accurate. in this study, a sample group was used using a hybrid learning assisted by google site and qr code model. the design of the study is depicted in table 1. 104 | hybrid learning assisted google site and qr code model on conceptual understanding of multiplication in primary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 table 1. research design group pre test treatment post test experiment o1 x o2 in table 1, x is a multiplication learning using a hybrid learning assisted by google site and qr code model using pre-test and post-test. the goal is to compare the improvement of students' understanding concept ability of multiplication before and after learning. participant selection and data collection are key elements of a study. in quantitative research, there are special considerations that need to be carried out by the research objectives. researchers can select a large number of participants representing the group, collect numerical information about the variables of interest, use instruments with predetermined questions and responses to obtain objective information, and use standard procedures to collect information (creswell & clark, 2015). the population in this study were grade 3 elementary school students. from purposive sampling techniques, 34 students were determined as research samples. the consideration is that the sample has a research critique. research instruments in the form of pre-tests and post-tests with description questions and essay questions using the hots (high order thinking skill) question type regarding understanding the concept ability of multiplication. indicators of understanding the concept ability of multiplication are presented in table 2 (clements & sarama, 2009; nctm, 2000; nrc, 2001; steffe, 1990; van de walle dkk., 2013). table 2. indicators of understanding mathematical concepts of multiplication mathematical understanding indicators student achievement indicators re-state a concept that has been learned students can determine the results of multiplication by using the concept of multiplication students can make mathematical sentences based on the given story problems and state the reason classifying objects based on whether or not the requirements that make up the concept are met students can calculate the results based on the analysis of the classification of objects students can determine the correct form of multiplication/according to the concept of multiplication from the classification of objects hybrid learning assisted google site and qr code model on conceptual understanding of multiplication in primary school students | 105 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 mathematical understanding indicators student achievement indicators identify the properties of the operation or concept students can express opinions based on an understanding of the properties of multiplication operations, namely commutative applying concepts logically students can analyze and solve a given multiplication problem students can make multiplication story questions and solve the problems they make data analysis techniques are carried out with descriptive analysis, namely by comparing test results before and after learning using a hybrid learning assisted by google site and qr code model. the inferential analysis is carried out through the processing of data on pre-test and post-test results expressed with the category of interpretation of the n-gain value in table 3. table 3. n-gain score criterion n-gain score range interpretation <0.2 low 0.2-0.49 medium >=0.5 high results and discussion results after students conduct learning using a hybrid learning assisted by google site and qr code model, students work on questions consisting of cognitive domains c3 to c6 based on bloom's taxonomy regarding understanding the mathematical concepts of multiplication. from the pretest and post-test questions given to students, students' achievements (grades) were obtained against indicators of understanding mathematical concepts in multiplication (table 4). table 4. student achievement based on understanding concept ability of multiplication indicators 106 | hybrid learning assisted google site and qr code model on conceptual understanding of multiplication in primary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 mathematical understanding indicators scores indicator 1 re-state a concept that has been learned 89,61 indicator 2 classifying objects based on whether or not the requirements that make up the concept are met 81,65 indicator 3 identify the properties of the operation or concept 78,82 indicator 4 applying concepts logically 77,31 based on the results of the student's post-test, it can be seen understanding the concept of student multiplication from the answers to the questions and solving the problem (figure 1). figure 1. examples of post-test work results with paper test pencils based on table 3 and the figure1 above, shows that students can understand the concept of multiplication: 1. answering the multiplication results using repeated additions 2. providing the reason for the problem formulation made based on the problem/problem given 3. separating objects so that they can calculate according to their concept 4. analyze the answers by recognizing the error of the concept of repeated addition to the problem. 5. identifying the nature of the multiplication operation, which is commutative, and the reason, namely that the multiplication result of the commutative nature is the same, and what distinguishes it is the way/process of working it 6. solving the problem by writing down the problem information (known, asked), making a problem formulation (mathematical sentences), analyzing the problem (calculating and hybrid learning assisted google site and qr code model on conceptual understanding of multiplication in primary school students | 107 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 writing down the result of the multiplication form), and drawing conclusions (answering the problem) 7. making a simple story about the problem of multiplication the difficulties or obstacles experienced by students in the understanding of mathematical concepts in this multiplication: a. inability to understand the concept of multiplication so that it cannot convert multiplication into repeated addition (figure 2) figure 2. errors in the understanding of the concept of multiplication b. have not been able to distinguish multiplier numbers and multiplied numbers (figure 3) figure 3. errors in multiplier numbers and multiplied numbers c. difficulty in understanding the sentences on the question or interpreting the language of the question (figure 4) 108 | hybrid learning assisted google site and qr code model on conceptual understanding of multiplication in primary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 figure 4. errors in the interpretation of the problem d. it is necessary to strengthen numeracy literacy. this is intended so that students are familiar with mathematical stories so that they can make good, appropriate, and appropriate story questions with the material being studied (figure 5) figure 5. student mistakes in making multiplication story questions the impact of the hybrid learning assisted by google site and qr code model can be seen in the form of an increase in the average student learning outcomes on understanding mathematical concepts in the multiplication material after using the learning media. the calculation is carried out by processing data on the results of pretests and post-tests that have been completed by students. the n-gain test is an improvement test with gain index analysis. the data is processed using microsoft excel. overall n-gain test results are presented in table 5. table 5. testing average increase n-gain data average difference n-gain criteria hybrid learning assisted google site and qr code model on conceptual understanding of multiplication in primary school students | 109 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 pre-test post test 64,88 82,24 17,35 0,54 medium based on table 4 above, an n-gain value of 0.5 with a moderate interpretation of criteria is obtained. the result of pre-test and post-test data after students learn multiplication material using a hybrid learning model assisted by google site and qr code is that students experience an increase in learning outcomes. in this case, students are given reinforcement of multiplication material regarding the understanding of mathematical concepts, students can repeat the learning of multiplication anytime and anywhere by opening and viewing the google site. in addition, at the time of learning, students play games in a way that is fun, active, and meaningful learning. discussion multiplication is a calculating operation that must be mastered by students. multiplication material is given after mastery of the concepts of addition and subtraction. multiplication is a prerequisite material to be able to understand the next mathematical material such as solving problems in the kpk and fpb, the volume of space building, and so on. based on the results of this study, there is an impact on the use of hybrid learning assisted by google site and qr code model because students can understand the concept of multiplication based on the achievement of the indicators achieved. but some students still have difficulty understanding these mathematical concepts. this is in line with research conducted by nanga (2020) that students who can meet the category of understanding the concept of multiplication are students who can interpret multiplication as repeated addition. amalia & chan (2022) suggests that students' difficulties in numeracy skills are due to students not being able to in the basics of counting such as summation and inaccuracy of counting. tiyas (2017) found that when writing story questions, students did not write down story information (known and asked). this is due to students' incomprehension in interpreting sentences on the questions or difficulty interpreting the language on the story questions. as a result, students cannot determine the steps in solving the problem correctly so students are not able to solve the problem correctly and correctly. students' lack of understanding of the concept of multiplication and lack of understanding of the mathematical language cause students difficulty in making meaningful 110 | hybrid learning assisted google site and qr code model on conceptual understanding of multiplication in primary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 relationships between concepts and relationships. this can be seen from the students' answers, as in the multiplication questions presented in the form of stories. tohet dkk. (2021) suggest that hybrid learning is very easy to implement but not as impactful compared to in-person learning. this is because online learning is very dependent on the student's situation. research from rorimpandey & midun (2021) shows that hybrid learning has a significant influence on learning outcomes in understanding and applying concepts. from the description above, hybrid learning assisted the google site and qr code model has cognitive benefits, namely, it can improve learning outcomes. this shows that during the learning process, hybrid learning assisted by google site and qr code model has an important role. this means that the model can encourage student learning, make it easier for students to learn and understand the material provided, train independence, and help learning efficiency. conclusion it can be concluded that the use of a hybrid learning assisted by google site and qr code model affects the understanding of mathematical concepts in the multiplication material of grade 3 elementary school students, namely by increasing the average student learning outcomes to understanding the concept of multiplication. this is due to the learning process of strengthening the understanding of mathematical concepts, doing fun, active, and meaningful games, and repetition of multiplication learning by opening and viewing google sites using qr codes. the use of hybrid learning assisted by google site and qr code model can help students understand the concept of multiplication. this can be seen from students can interpret the concept of multiplication as repeated addition, separating objects according to the concept and calculating them, identifying the multiplication properties and their reasons, can also create problems and solve multiplication problems. in addition, there were obstacles experienced by students such as students not understanding the concept of multiplication where they could not distinguish multiplier numbers and multiplied numbers, difficulty in understanding sentences on the given questions or interpreting the language of the questions, and making story questions that were not good or with by the material being studied so that strengthening numeracy literacy was needed.. hybrid learning assisted google site and qr code model on conceptual understanding of multiplication in primary school students | 111 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 acknowledgments place acknowledgments, including information on the source of any financial support received for the work being published. place acknowledgments, including information on the source of any financial support received for the work being published. references amalia, d. r., & chan, f. 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(2022). the effect of applying blended learning strategies flipped classroom model on students’ critical thinking skills. jurnal penelitian pendidikan ipa, 8(1), 86–93. 114 | develop a wordless picture book to improve critical thinking skills in elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 develop a wordless picture book to improve critical thinking skills in elementary school arita marini1, yofita sari2, wilda mufida3 1universitas negeri jakarta, jakarta 2universitas negeri jakarta, jakarta 3universitas negeri jakarta, jakarta 1aritamarini@unj.ac.id, 2yofita.sari@unj.ac.id, 3wildamuff05@gmail.com abstract the purpose of this development research is to look at the making of a wordless picture book to determine the level of validity, practicality, and effectiveness of the development of a wordless picture book. the research method used is research and development (r&d) with the addie development model. three experts carried out the validation of this wordless picture book. the results are 92,5% material expert, 92,5% linguist, and 92,5% media expert. the research subjects were fourth-grade students, totaling 20 students. the results of the research on the development of a wordless picture book show that the practicality level of the teacher is 91,6%, and the students are 88,6% based on the given instrument. meanwhile, the effectiveness level of a wordless picture book is that the average post-test value is greater than the pre-test score (79,5 > 30,5). based on the results of the t-test, tcount (14,41) > ttable (2,09), then the hypothesis (ha) is accepted. the results of the study showed that there were differences in students' understanding of endangered animals before and after using the wordless picture book illustrations. it can be concluded that the wordless picture book has an effect on increasing students' critical thinking about endangered animals. keywords: wordless picture book, critical thinking skills, social studies introduction critical thinking is a necessary skill in the 21st century. furthermore, the essence of 21st-century skills emphasizes problem-solving, creative and innovative thinking, communication and collaboration, and expertise in technology (larson & miller, 2012). based on this, 21st-century skills need to be improved through a series of learning activities at various levels of education. in addition, critical thinking also has long-term benefits, which will help students manage their learning skills. necessary thinking skills are cultivated through the disciplined use of a question-generating language that allows students to develop greater awareness of content and self (crenshaw et al., 2011). it is also important to note that critical thinking is recognized with great potential for contributing to democracy education, preparing citizens to use something responsibly, and for shared benefits and sustainable development (santos, 2017). that's why a successful creative learning process requires support from learning the environment that can encourage students to apply the right concepts in solving problems (darmawan, nurani & hilmawan, 2021). mailto:yofita.sari@unj.ac.id mailto:wildamuff05@gmail.com develop a wordless picture book to improve critical thinking skills in elementary school | 115 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 education itself is an important thing that can affect human life. students' potential will develop naturally, but with guidance and education from parents, communities, and educational institutions, the potential development will occur optimally (siregar, 2013). therefore, an excellent education requires the role of educational institutions and effective and efficient learning planning according to the needs of students. learning planning includes preparing implementation plans, selecting and developing teaching materials, learning strategies, media, assessment instruments, and teacher-student interaction (ananda, 2019). especially during a pandemic like this, all aspects are affected, including education. moreover, in the end, learning is carried out from each other's homes, commonly called knowledge from home, in which the teaching and learning process is different. the teacher must use learning media and develop teaching materials according to the needs of the participants. students while achieving the intended indicators. of course, distance learning tends to be forced due to the covid-19 pandemic, especially the limited time for the teaching and learning process to be a burden for teachers in completing curriculum achievements(iriansyah, 2020). inevitably, teachers must innovate and creatively use media or digital teaching materials to support the learning process. the use of learning media or digital teaching materials used in distance learning is also a solution to overcome this difficulty and is also a challenge for all elements and levels of education to keep the class active (herliandry et al., 2020). technological developments change the workforce's qualifications and competencies; therefore, teachers must change learning methods from conventional to 21st-century learning, namely interactive learning with the term information and communication technologies (ict). in line with this, the ministry of education and culture has formulated that the 21stcentury learning paradigm emphasizes the ability of students to find out from various sources, develop problems, think analytically/critically, and collaborate or collaborate in solving problems. the main principle of 21st-century learning should be centered on students and teachers being facilitators, building the meaning of collaborative learning with friends, and respecting abilities between individuals. then learning materials need to be linked to everyday life and provide opportunities for students to participate in various program developments. available in the community or provided by educational institutions (daryanto & karim, 2017). based on the initial study results, the teacher provides that most students' learning outcomes are still in the minimum completeness criteria below the average—lack of illustrations or descriptions of the material results in students' lack of understanding or critical 116 | develop a wordless picture book to improve critical thinking skills in elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 thinking. and also and also most students do not understand why animals are becoming rare and why they must be preserved. a total of 11 students out of 20 students got an average score of 65,90. based on this explanation, the proposed alternative uses wordless picture books as illustrations. the wordless picture book aims to help students understand why animals are becoming rare and how to preserve them through examples. wordless picture book teaching materials can be used as an alternative for teachers to concretize learning materials, especially in social studies subject matter in elementary schools (surista & panjaitan, 2021). social studies, or as we call it, ips, is one of the subjects studied in elementary schools. social studies aims to equip students to develop their reasoning in addition to values and moral aspects (murtiningsih, 2016). in social studies, students learn things related to society and are expected to know how to deal with phenomena in the surrounding environment. of course, it has its pros and cons. especially with the recent case where youtuber alshad ahmad kept wild animals and made their content on various other social media platforms. although he mentions what conservation is doing, keeping wild animals by themselves can educate people to take care of them without knowing what conservation means (detikhot, 2022). based on researchers' observations during pkm at sdn kramat pela, the teacher needs to include illustrations on the intended material in social studies learning material on preserving endangered animals, which is taught only through whatsapp groups. likewise, in limited faceto-face learning in class iv, the learning process with the lecture method does not provide opportunities for students to think divergently (explore creative ideas) and convergent (focus on collecting facts from an event) in solving a problem related to the material being taught. therefore, overcoming these problems can involve students' activeness in learning by presenting teaching materials that help students develop critical thinking. critical thinking itself is a thinking process to process knowledge in an organized manner by criticizing facts that can be accounted for (winoto & prasetyo, 2020). moreover, the relationship between critical thinking and education is very closely related, including offering students to develop abilities and skills, and values related to critical thinking which can be applied to life outside the classroom (moseley et al., 2009). facione argues that critical thinking has a purpose, such as proving something, interpreting, or solving problems critically (facione, 2015). the following are some skills that can develop critical thinking skills in learning strategies according to the consensus results from delphi's research (facione): (a) interpretation which contains three sub-skills, namely categorizing, translating the meaning, and explaining the purpose, to understand and express develop a wordless picture book to improve critical thinking skills in elementary school | 117 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 the sense of various experiences, situations, data, events. (b) the analysis includes the skills of assessing ideas, identifying arguments, and analyzing views. (c) the evaluation assesses the statement's credibility by examining the opinions and arguments. (d) the inference is to identify what is needed to draw reasonable conclusions by considering relevant information. (e) explanation, namely stating results, validating procedures, and expressing arguments. (f) self-control, self-assessment, and self-correction, the results of which are used for study and evaluation (facione, 1990). one of the digital teaching materials that contain illustrations to encourage students to develop ways of thinking in solving problems is a picture book/wordless picture book. there are still many abstract materials. teachers must rely on something other than existing textbooks to improve students' critical thinking skills (reyes, 1986). wordless picture book teaching materials can be used as an alternative for teachers to concretize learning materials, especially in social studies subject matter in elementary schools. wordless picture books are picture stories that do not have text, so students can compose sentences and develop them (surista & panjaitan, 2021). wordless picture books are also defined as ones with one phrase/sentence through sequential visual images (eliza, 2018; lestari, 2018; serafini, 2014). wordless picture books can also be an illustration medium for developing students' thinking. regardless of the narrative background, wordless picture books have a variety of themes that can be raised, one of which can contain the piece of particular interactions between humans and their environment, and with the reader's interpretation actions arranged by a sequence of pictures so that the hypothesis can be validly confirmed (ramos & ramos, 2011). wordless picture books also have their characteristics, including being rich with detailed pictures. the genre can also be intended for pedagogical purposes and measuring student competence (nurhasanah et al., 2019; ramos & ramos, 2011). using wordless picture books has the same positive effect on narrative comprehension and vocabulary skills (grolig et al., 2019). moreover, it can also help students to gain general knowledge, train cognitive thinking, and learn about the rhythms and conventions of written language (natalie a, 2013). likewise, according to lysaker and alicea, the use of wordless picture books can create relationships between characters to build meaning, in which students are involved in strategies, processes, and thought activities that characterize reading abilities (lysaker & alicea, 2016). previously there was the research that developed teaching materials in the form of wordless picture books in social studies learning so that fourth-grade students could get a concrete picture of an event or occurrence. this wordless picture book allows students to 118 | develop a wordless picture book to improve critical thinking skills in elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 explore critical social studies topics through wordless picture books, and social studies subject matter is still rare to research (wooten et al., 2019). furthermore, the research explores the relationship of 11-year-olds with wordless picture books to foster reading diversity in older students and allow them to read and discuss picture books without words. wordless picture book teaching materials are found in various classes and lesson content but not in social studies learning. also, more research still needs to be done on using wordless picture books in learning involving high types (lordanaki, 2021). moreover, the results of the wordless picture book research help develop the application of critical literacy and as a stepping stone for students to apply critical skills in everyday life (birner & bromley, 2015). the novelty of this research is to develop a wordless picture book teaching material that can help students interpret and analyze the causes of animals becoming endangered through illustration. rare animals are expected to create a new atmosphere in the learning process so that students are more actively involved and motivate students to develop critical and creative ways of thinking in understanding the material. from some previous research and development related to the wordless picture book, it can be seen that the wordless picture book teaching materials are very suitable to be used as a support for the learning process, so researchers are interested in developing teaching materials with illustrations in them, namely the wordless picture book teaching materials for social studies learning in elementary schools, especially in preserving material. based on this background, the formulation of the problem can be stated as follows: (1) what is the process of developing wordless picture book teaching materials? (2) how is the level of validity of the wordless picture book teaching materials in the lesson content of preserving endangered animals? (3) how is the level of practicality of wordless picture book teaching materials in the lesson content of preserving endangered animals? (4) how is the effectiveness of wordless picture book teaching materials on the critical thinking skills of fourth-grade elementary school students on preserving endangered animals. method the method used in the research method is education and development or also known as research and development (r&d), with the addie branch theory research model through five stages, namely (a) analysis; (b) design; (c) development; (d) implementation; (e) evaluation. there are two stages at the analysis stage: problem identification and needs analysis. furthermore, the design stage involves compiling materials and narrative stories, making storyboards, and preparing feasibility test instruments. at the development stage, the develop a wordless picture book to improve critical thinking skills in elementary school | 119 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 concept on the storyboard is developed and assessed by experts before being tested. furthermore, the implementation stage is given to the fourth-grade teacher to be evaluated, and after no revision is tested on students, the pre-test and post-test are given to 20 students. in the end, students are given an instrument to assess the product. the last stage of evaluation is analyzing the results of data from the field to determine the feasibility and effectiveness of teaching materials. the research was conducted at the place where the researcher conducted pkm, namely sdn kramat pela 07, with the research subject using 20 fourth-grade students. data collection techniques were carried out through observation, interviews with teachers and fourth-grade students, questionnaires for feasibility tests, and essay questions for effectiveness tests. to test the effectiveness of teaching materials, researchers used the "experiment before and after" design (sugiyono, 2013) as follows: x figure 1. desain eksperimen (before-after) the data analysis technique used is descriptive quantitative; the method is obtained through a questionnaire processed to get results in numbers. the results of students who do pre-test and post-test will be analyzed using a gain score test to determine whether or not there is a change in students' critical thinking skills and a t-test to determine whether or not there is an influence of teaching materials on students during the study. results and discussion results 1. process results development the development of wordless picture books as teaching materials through the stages of analysis, design, development, implementation, and evaluation. o2 o1 120 | develop a wordless picture book to improve critical thinking skills in elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 figure 2. addie model in the analysis stage, there are two stages. the first stage is the analysis stage. problem identification in the form of observations during pkm and needs analysis through interviews with teachers and fourth-grade students. the results of problem identification and needs analysis then selected one material that became the target developer. the subject matter is about preserving rare animals. the second stage of design is the stage of designing wordless picture book teaching materials, including preparation of feasibility test instruments, preparation of materials, preparation of tools and materials to create concepts, then compiling story narratives and making storyboards. the third stage is development. at this stage, the storyboard idea is developed through the services of an illustrator entitled rare animals. the following is the cover of the product produced. figure 3. front and back cover moreover, after completion, the researcher gave products and assessment instruments to material experts, linguists, and media experts. this is done so that teaching materials are assessed and given input before being tested in the field. here are the results of the assessment from the experts: table 1. recapitulation of expert review validator percentage (%) develop a wordless picture book to improve critical thinking skills in elementary school | 121 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 material expert 92,5% language expert 92,5% media expert 92,5% average 92,5% table 1 shows that the results of the assessment of wordless picture book teaching materials by experts are 92.5% from media experts, 92.5% from material experts, and 92.5% from linguists. if on the overall average, it gets 92.5% in the excellent category and can be tested on students. 2. the practicality of teaching materials wordless picture book before the teaching materials were tested on students, the researchers conducted practical validation by the fourth-grade teacher to determine whether the product was valid or not to be used as teaching materials, getting a percentage of 91.6% with an efficient category. table 2. practical validation by the fourth-grade teacher questions s n p (%) category the attractiveness of the product cover. 4 4 100 very good match between illustration and material. 3 4 75 good appropriateness of the sequence of materials with illustrations. 4 4 100 very good the number of pages is entirely appropriate. 3 4 75 good conformity of teaching materials with ki and kd. 4 4 100 very good conformity of teaching materials with learning objectives. 4 4 100 very good conformity of teaching materials with the material discussed. 4 4 100 very good the application of teaching materials requires supporting facilities. 4 4 100 very good 122 | develop a wordless picture book to improve critical thinking skills in elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 presentation of teaching materials following the available time allocation and can be carried out at home. 3 4 75 good the content and presentation of teaching materials can attract students' interest in understanding the material. 3 4 75 good the form of illustration presentation can help students improve their critical thinking skills. 4 4 100 very good story illustrations can help students find concepts independently or in groups. 4 4 100 very good illustrations help the interaction of teachers and students through discussion. 3 4 75 good illustrations in the story have a relationship with the natural world situations of students, 4 4 100 very good illustrations in stories can help teachers interact with students through discussion. 4 4 100 very good total 55 60 91,6% very good after that, the product was assessed by class students. iv and get a percentage of 88.6% with a convenient category. the result data shows that the wordless picture book teaching materials are efficient for learning. table 3. practical by the fourth-grade students name of students item number score 1 2 3 4 5 6 7 8 9 10 aaj 4 4 3 3 4 4 4 4 3 4 37 aga 4 3 4 4 3 4 4 4 4 4 38 an 4 3 3 3 3 3 4 4 3 3 33 ana 4 4 4 4 4 4 4 4 4 4 40 abk 3 4 4 3 3 4 3 3 4 3 34 develop a wordless picture book to improve critical thinking skills in elementary school | 123 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 am 4 4 4 4 4 4 4 4 4 4 40 aak 3 4 4 3 3 2 4 3 3 4 33 cwj 3 4 3 4 3 3 3 4 4 3 34 dda 4 4 3 3 4 3 4 4 3 3 35 dapk 4 3 4 3 4 4 3 4 4 4 37 f 4 3 4 3 4 4 3 4 4 4 37 hcs 4 3 4 4 3 4 4 4 4 3 37 kms 4 3 4 3 4 4 3 4 4 4 37 kdm 3 3 3 3 3 3 4 3 3 3 31 mes 3 3 4 2 1 4 1 3 3 4 28 mraf 4 2 3 3 3 4 3 4 4 4 34 rmir 3 3 3 3 3 3 2 2 3 3 28 ra 4 4 4 4 4 1 4 4 4 4 37 rpd 4 4 4 4 4 4 4 4 4 4 40 srk 4 4 4 4 4 3 4 4 4 4 39 total 709 percentage (%) 88,6 3. the effectiveness of wordless picture book teaching materials in this fourth stage, researchers will see the effectiveness of the wordless picture book teaching materials in the lesson content of preserving endangered animals in grade iv sd which was developed through two stages, namely the pre-test and post-test stages with one-toone and small groups. the following are the results of the pre-test and post-test. table 4. pre-test and post-test assessment results name of students score pre-test (x) post-test (y) aaj 10 60 aga 20 70 an 10 60 ana 60 80 abk 30 90 am 20 60 aak 20 90 cwj 40 90 dda 20 80 dapk 10 80 f 20 80 hcs 20 90 kms 40 90 kdm 50 70 124 | develop a wordless picture book to improve critical thinking skills in elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 mes 20 70 mraf 30 70 rmir 60 90 ra 50 100 rpd 70 100 srk 10 70 total 610 1590 average 30,5 79,5 the next step is to determine whether there is a change in students' critical thinking skills before and after using wordless picture book teaching materials by doing the gain score test. table 5. a score of pre-test and post-test score total score min score max average pre-test 20 10 70 40 post-test 20 60 100 80 table 6. critical thinking ability data (gain score) jumlah siswa nilai pre-test nilai post-test gain score 20 30,5 79,5 49 based on the data above, the difference between the pre-test and post-test scores is 49. this indicates a significant effect on the use of wordless picture book teaching materials on preserving endangered animals that have been developed in the development of critical thinking skills of fourth-grade elementary school students. kramat pela 07. the student score data was then analyzed using the t-test with a significant level of 0.05. this analytical technique determines whether or not a treatment affects students during research. the steps for the t-test are as follows: a. make ho and ha in sentence form ho = there needs to be more development in students' critical thinking skills before and after using wordless picture books as teaching materials in the lesson content of preserving endangered animals in grade iv sd. ha = there is a development in students' critical thinking skills before and after using wordless picture books as teaching materials in the lesson content of preserving endangered animals in grade iv sd. develop a wordless picture book to improve critical thinking skills in elementary school | 125 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 b. find tcount with the formula t = 𝑀𝑑 √∑ 2− ( ∑ 2𝑑 ) 𝑛 𝑑 𝑛(𝑛−1) description: t = t coefficient/t-test value md = mean the difference between post-test and pre-test d = score difference between the pro-test and pre-test of each subject n = number of subjects c. determine the t-test criteria h0 is accepted if count < ttable means ho is accepted and ha is rejected. ha is accepted if tcount > ttable means ho is rejected and ha is accepted. d. calculating the results of pre-test and post-test table 7. pre-test and post-test results no absent score gain pre-test (x) post-test (y) d (y-x) d2 1. 10 60 50 2500 2. 20 70 50 2500 3. 10 60 50 2500 4. 60 80 20 400 5. 30 90 60 3600 6. 20 60 40 1600 7. 20 90 70 4900 8. 40 90 50 2500 9. 20 80 60 3600 10. 10 80 70 4900 11. 20 80 60 3600 12. 20 90 70 4900 13. 40 90 50 2500 14. 50 70 20 400 15. 20 70 50 2500 16. 30 70 40 1600 17. 60 90 30 900 18. 50 100 50 2500 19. 70 100 30 900 126 | develop a wordless picture book to improve critical thinking skills in elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 20. 10 70 60 3600 total 610 1590 980 52.400 t = 49 3,40 t = 14,41 so obtained tcount = 14,41 e. compare to count and table ttable = ta : db db = n 1 = 20 – 1 = 19 at the table = t0,05: 19 = 2,09 therefore count (14,41) > ttable (2,09) f. conclusion the calculation results above show that count greater than ttable, then, ho = there is no development in students' critical thinking skills before and after using wordless picture book teaching materials in the lesson content of preserving endangered animals in grade iv sd. (rejected) ha = there is a development in students' critical thinking skills before and after using the wordless picture book teaching materials in the lesson content of preserving endangered animals in the fourth grade of elementary school. (accepted) after that, it was known that there was a significant difference between before and after using the wordless picture book teaching materials in the lesson content of preserving endangered animals in the fourth grade of elementary school. the average post-test value exceeds the pre-test score (79.5 > 30.5). it shows that the wordless picture book teaching materials in the lesson content of preserving endangered animals in grade iv sd are effectively used and can develop students' critical thinking skills in learning. discussion stories in wordless picture books can be used as teaching material in the learning. because it has its characteristics, including being rich in pictures with full details so that readers develop a wordless picture book to improve critical thinking skills in elementary school | 127 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 read it more carefully and the wordless picture book genre is intended for pedagogy and is suitable for measuring children's competence in verbal expression (ramos & ramos, 2011). the use of wordless picture books has the same positive effect on narrative comprehension skills on vocabulary skills (grolig et al., 2019). although most use of wordless picture books is used to help children develop vocabulary, understanding the storyline through text is not only an important function of children's books for young readers but, understanding the story or the meaning in it by examining and interpreting the illustrations visually is a function. additional picture books in cognitive development (nicholas, 2007). so, the use of wordless picture books in assisting students in developing critical thinking skills. the wordless picture book was made according to learning indicators based on our concern as a society with fellow endangered animals. apart from the narrative background, wordless picture books have a variety of themes that can be raised, one of which can contain the theme of special interactions between humans and their environment, and with the act of interpretation, the reader is regulated by a sequence of pictures so that the hypothesis can be confirmed validly (karabulut, 2012; ramos & ramos, 2011). these steps can go into developing critical thinking skills. this study uses one of the indicators from facione, namely interpretation with the intention that students can write down what is being asked about the questions/questions clearly and precisely the wordless picture book itself is usually used for low-class students but does not close the space for use by high-class students, because research on high-class students is still limited. by assuming that some of the illustrations are too simple to read, teachers or parents sharing books with children can risk limiting older children's reading experience and depriving them of stories that have the potential to evoke children's mindsets (lordanaki, 2021). where picture books are not only useful for developing critical literacy skills but also as a stepping stone for students to apply these critical skills in everyday life (birner & bromley, 2015). therefore the use of wordless picture books makes it possible to use them in high grades by paying attention to the aspects or contents of the story to be discussed. the use of wordless picture books in social studies is still very small because social studies lessons start from grade iv. it can be used in grades iv in social studies lessons and highlights projects with activities that reflect best teaching practices for social studies in primary education advocated within a c3 framework that focuses on the immorality of spending (wooten et al., 2019). in the material that the researcher raised regarding the relationship of living things with their environment, the use of wordless picture books can 128 | develop a wordless picture book to improve critical thinking skills in elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 create relationships between characters to build meaning, in which case students are involved in strategies, processes, and mental activities that characterize cognitive abilities (lysaker & alicea, 2016). with the help of the wordless picture book as an illustration in the teaching materials that the teacher uses for dealing with endangered animals, students can make connections and make sense of pictures. conclusion based on the data from the research conducted, it can be concluded as follows: 1. wordless picture book teaching materials to improve critical thinking skills in preserving endangered animals have been successfully developed as teaching materials for teachers to use for students in grade iv sdn kramat pela 07. research and development of wordless picture book teaching materials to improve critical thinking skills in the lesson content of preserving endangered animals in grade iv sd are based on the r&d development method using the branch theory addie model. the stages in this development start from first analyzing problems and needs, determining product materials, designing texts and wordless picture book teaching materials, then product testing, revision, validation, implementation in the schools studied, and finally, evaluation of the data generated. 2. wordless picture book teaching materials in preserving rare animals developed have been measured for their feasibility. a. feasibility test by material expert, namely prof. dr. arifin maksum, m.pd, wordless picture book teaching materials developed by researchers reached a percentage of 92.5% with a very decent category. b. feasibility test by a linguist, namely prof. dr. herlina, m.pd, wordless picture book teaching materials developed by researchers reached 92.5% in the appropriate category. c. feasibility test by media expert, namely drs. endang wahyudiana, m.pd, the wordless picture book teaching materials developed by the researchers reached 92.5% with a very decent category. wordless picture book teaching materials received comments and suggestions from the validator. therefore the researchers made revisions to the teaching materials developed following the validator's directions to improve the teaching materials. meanwhile, based on the percentage of the fourth-grade teacher response instrument by mr. gazali was 91.6%, and the portion of the fourth-grade student response at sdn kramat pela 07 was 88.6%. develop a wordless picture book to improve critical thinking skills in elementary school | 129 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 3. wordless picture book teaching materials to improve students' critical thinking skills in the lesson content of preserving endangered animals in grade iv elementary school are proven to be significantly effective in developing students' critical thinking skills, which can be seen from the difference in pre-test scores and post-test scores. the data results show that the pre-test's average value is 30.5 and the post-tests is 79.5, which is then calculated using the t-test with the results of tcount 14.41 > ttable 2.09, which means it means ho is rejected and ha is accepted. references ananda, r. 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(2021). keefektifan strategi pembelajaran wordless picture book dalam pembelajaran menulis deskriptif mahasiswa semester 1 stba jia tahun 2020-2021. jurnal ennichi, 2(1), 14–21. http://ennichi.stbajia.ac.id/index.php/ennichi/article/view/19. winoto, y. c., & prasetyo, t. (2020). efektivitas model problem based learning dan discovery learning terhadap kemampuan berpikir kritis siswa sekolah dasar. jurnal basicedu, 4(2), 231. https://doi.org/https://doi.org/10.31004/basicedu.v4i2.348. wooten, d., clabough, j., & blackstock, e. (2019). elementary students socially construct their own historically-grounded wordless picture books. the councilor: a journal of the social studies, 80(2), 1–10. https://thekeep.eiu.edu/the_councilor/vol80/iss2/2?utm_source=thekeep.eiu.edu%2fthe _councilor%2fvol80%2fiss2%2f2&utm_medium=pdf&utm_campaign=pdfcoverp ages. differences of effectiveness of cooperative learning learning model type teams games tournament (tgt) and group working on learning result at elemntary school | 25 differences of effectiveness of cooperative learning learning model type teams games tournament (tgt) and group working on learning result at elemntary school heru mudiyanto pgmi iain syekh nurjati cirebon herumudiyanto@gmail.com abstract this research is based on the general problem, that is how the effectiveness of the implementation of cooperative learning model type tgt and group learning method to improve learning outcomes in social studies subjects in grade vi of elementary school in the aspect of knowledge, understanding and application, and to see if there are differences significance between cooperative learning method of tgt type with ordinary group learning method. the research method used is quasi experiment with sample of student of class vi of sd negeri selaawi i and ii. research instrument in the form of learning result test. the hypothesis was tested using mann-whitney u test with a significance level of 0.05. the result of this research is tgt model can improve learning outcomes and more effective than the usual group work model. keywords: learning model, cooperative learning type tgt, group work. i. introduction along with the development of science and technology, life of society, nation, and state also experienced the development and change. this demands the need for improvement of the national education system including the refinement of the curriculum. the curriculum is an absolute requirement for formal education. hilda taba (in waspodo: 2002) defines the curriculum as "a plan of learning", something that is planned to be learned by students. the curriculum is an integral part of education or learning. in the whole process at school, learning is the most important activity. this means that the successful achievement of educational goals depends largely on how the learning process can take place effectively. the curriculum applicable to schools today should be able to change the learning system from teacher-oriented to student-oriented learning. students in the learning process are still introduced with a concept that success refers more to competition than cooperation. the competition's arena has indirectly educated and galvanized students, always trying to find a way out to win the competition by justifying all sorts of ways. the principle is carried over after completion or graduation even brought to work, so the workplace is a continuation of the competition arena created by the school. yet to be successful, the organization must be able to create a climate of cooperation. in a sense, cooperation and harmonious relationship between members, it is one of the requirements that must be met by the organization to achieve its goals. the learning process that emphasizes the importance of mailto:herumudiyanto@gmail.com 26 | differences of effectiveness of cooperative learning learning model type teams games tournament (tgt) and group working on learning result at elemntary school co-operation rather than competition and interdependence rather than independence is emphasized by flynn and graham (in asrori, 2001: 1) they assert that: "if a competition is developed, then there is a tendency to lead students to the mind and feelings of reluctance to attack others. meanwhile, the development of cooperation and interdependence can actually develop the ability to face the challenges, leadership, and management that are needed if they have entered the workforce.” it has been described above that the learning affects the achievement of educational goals. to achieve the educational objectives, required learning components namely objectives, materials, media, evaluation tools, and that is not less important is the method of learning. in line with what is said nurhadi, one of the alternative learning methods that can be implemented so that students are actively cooperative learning method. this method is commonly called the method of cooperation. the nature of learning cooperative learning is not the same as group learning. this model is constituted by the philosophy of homo hominisocius, which emphasizes, man is a social creature. this means, cooperation is a very important need for human survival. this learning model is very suitable to be applied in our country. because, our nation is a nation that is very proud of the nature of mutual cooperation in social life. in group work the teacher usually divides the group and then assigns group assignments without specific design that can make each student active. as a result, students are active, but some are passive, or even play or chat. meanwhile, in cooperative learning, every student is required to work in groups through certain designs that have been prepared by the teacher so that students can work actively. lie explained in his book coopeartive learning (lie, 2005: 31), there are 5 elements of learning cooperative learning model, including: 1. positive interdependence between group members. 2. there are individual responsibilities. that is, every member of the group must perform its duties well for the success of group work. 3. the presence of face to face, each group should be given the opportunity to meet face to face and discuss. 4. there should be communication between members. in this case students must be equipped with communication techniques. 5. evaluation of group process, which is scheduled and implemented by the teacher. ironically cooperative learning learning model has not been widely applied in indonesia, although indonesian people are very proud of the nature of mutual cooperation in social life. there are several reasons why teachers are reluctant to use cooperative learning differences of effectiveness of cooperative learning learning model type teams games tournament (tgt) and group working on learning result at elemntary school | 27 learning models, such as the fear that there will be chaos in the classroom and students not learning if they are placed in groups, many students are not happy to work with others, diligent students feel they have to work beyond the other students in their group, while the less able students feel inferior to be placed in a group with the smarter students.teams games tournament (tgt) is one type of cooperative learning. tgt was developed by slavin and de vries in 1990. the emphasis of tgt lies in the cooperation among group members in contributing scores to the advancement of group values in addition to individual values. according to rustaman and widodo (sofiraeni, 2001: 2) the teaching of social studies is still a difficult task for elementary school teachers, due to the lack of skilled teachers in using teaching methods, and the diversity of ips teacher conceptions of learning and teaching. therefore, this research is done in elementary school (sd) on cooperative learning type tgt on ips subjects. from the observations of alfiati and nurjhani (sofiraeni, 2001: 3) conducted in three elementary schools in bandung and in the three elementary schools in tasikmalaya district, it is obtained that among other things science teaching has not optimally considered the characteristics of ipa and the characteristics of elementary school children as appropriate. this can be seen from some of the more dominant teaching of science teaching using lecture and question and answer methods. ipa lesson targeted by elementary school teachers solely for students to be skilled at doing exam test questions. this type of tgt is suitable for elementary school because it contains elements of the game, as the shah (1997: 51) children aged between 7-12 years old are in the late childhood stage with the following characteristics: 1) having the urge to get out of the house and enter peer group; 2) the physical circumstances that encourage the child to enter the world of games and jobs that require physical skills; 3) have a mental impulse to enter the world of concepts, logic, symbols, and extensive communication. ips learning in elementary school is successful if the knowledge, attitudes, and skills possessed by students as a result of teaching and learning process is useful for their daily life, as well as the provision to continue their education to secondary education level. in accordance with the background of the problems that have been raised, the general problem that will be studied is "how effective implementation of cooperative learning model type tgt and group learning methods to improve learning outcomes in social studies subjects in grade vi sd". this study aims to examine the effectiveness of cooperative learning model type teams games tournament (tgt) and group learning methods, improve students' learning motivation in social studies subjects, and improve student learning outcomes in social studies 28 | differences of effectiveness of cooperative learning learning model type teams games tournament (tgt) and group working on learning result at elemntary school subjects. the results of this study are expected to be useful for the parties concerned, including: 1. for researchers; this research is used as a vehicle for deepening knowledge and increasing insight of researcher about cooperative learning model type tgt and group learning method. 2. for the department of education curriculum and technology; as a contribution to the development of science in the curriculum and technology education department, especially about cooperative learning model type tgt and group learning methods. 3. for master; can be used as information in developing the learning model used to improve the quality of teaching and learning process, especially cooperative learning model type tgt and group learning methods. 4. for students; provide learning experience to improve learning outcomes especially subjects ips. ii. methods the approach used in this research is experiment with design "control group pre-test and post-test design". research subjects were placed into two classes of experimental groups given treatment by cooperative learning learning type tgt, and the control group who did the learning process with the method of group work on social studies subjects. in this case the subjects were placed in the experimental and control groups, both of which were pre-test and post test. researcher set two classes as sample, that is student of class vi sdn selaawi i and ii. in accordance with the problems to be solved, then in this study instrument used is a test instrument. the test to be used is objective test or multiple choice with four alternative answers which items are taken from the subjects of social science class vi. the number of questions used is the number of questions that really have the right and in accordance with the purpose of the instrument grille. data processing in this study using the help of computer software spss 11.0. iii. results and discussion learning model the term of the learning model is very close to understanding the learning strategy. according soedjadi (widdiharto, 2004: 3), learning strategy is a tactic of learning activities that aim to change a state of learning is now a learning state is expected. to change that differences of effectiveness of cooperative learning learning model type teams games tournament (tgt) and group working on learning result at elemntary school | 29 situation can be pursued by various learning approaches. furthermore soedjadi mentioned that in one approach can be done more than one method and in one method can be used more than one technique. simply can be traced as a series: technique  approach  method  strategy learning model proposed by lie (2005: 23) include: model competition in this model students learn in a competitive situation. not infrequently also, teachers use rewards and rewards as a means to motivate students in winning competition with fellow students. the purpose of evaluation in this model is to place students in the order from the best to the ugliest. this model can create an atmosphere of hostility in the classroom. one of the philosophies underlying the spirit of competition is darwin's theory of evolution, which says that who is strong is who wins and endures in life. a. individual model in this model, each student learns at a pace that suits their own abilities. in individual teaching, the scoring pattern is that the teacher sets the standard for each student. the assumption of individual teaching is that each student can learn on their own without or with little help from the teacher, and each student is unique with all his habits, abilities, interests and talents that are very different from the others. b. cooperative learning model the philosophy underlying this learning model is homo hominisocius, that man is a social being. cooperative learning model is not the same as simply learning in groups. cooperative learning is more an effort to empower peers, increase interaction among students, and mutually beneficial relationships among them. effective learning means combining different approaches or methods in learning that are prepared for learners according to their needs. the expected method can make the class more lively, challenging, and fun one of them is cooperative learning method. cooperative learning cooperative learning is a learning model that is student center, meaning that in the learning process students are required to be active. the objectives of this cooperative learning include: 1. give each student a chance to develop problems rationally. 2. develop social attitudes and spirit gotong royong in life. 3. mendinamiskan group in learning, so that each group feel themselves as part of the group responsible. 30 | differences of effectiveness of cooperative learning learning model type teams games tournament (tgt) and group working on learning result at elemntary school 4. develop leadership skills in each group in solving group problems. linda lundgren (falah, 2004: 9) provides some research results that show the benefits of cooperative learning for students with low results include: 1. increases time out on tasks. 2. the sense of self-esteem is higher. 3. improving attitudes toward science and everything. 4. fixed attendance. 5. the dropout rate is lower. 6. acceptance of individual differences becomes greater. 7. disruptive behavior becomes smaller. 8. interpersonal conflict is reduced. 9. apathy decreases. 10. a deeper understanding. 11. greater motivation. 12. learning outcomes are higher. 13. retention is longer. 14. improving kindness, sensitivity and tolerance. teams games tournament teams games tournament (tgt) is one type of cooperative learning. tgt was developed by slavin and de vries in 1990. the emphasis of tgt lies in the cooperation among group members in contributing scores to the advancement of group values in addition to individual values. tgt contains an element of competition learning model because in tgt there is an academic tournament that is identical with the competition. competition in tgt that stands out is not an individual competition, but a group competition. that's what drives each group member to have a high sense of responsibility for the group's progress. another characteristic of the tgt is the presence of games-containing competitions. tgt steps there are several steps that must be done if will implement cooperative learning type tgt namely: 1. class presentation the presentation in the class only concerns the subject matter and the explanation of the instructional technique to be used. the preparation of the subject matter is made in such a way that it can be presented in: class presentations, group learning, and academic tournaments. these activities are packaged in a learning device consisting of a learning unit differences of effectiveness of cooperative learning learning model type teams games tournament (tgt) and group working on learning result at elemntary school | 31 program, a learning plan, learning materials and student worksheets (which students will learn in group learning), tournament equipment (which will be used in an academic tournament) and a test of learning outcomes that will tested after the learning is complete. 2. study groups the learning group is the formation of groups consisting of 4-6 students with varying abilities, group members representing the existing strata in terms of academic ability, gender and race. the main activity at this stage is the students studying the teaching materials in accordance with the material being studied and working on the lks in groups. during the study group of students is always in the group, the task of group members is to learn or master the material being studied. 3. academic tournament in tgt type cooperative learning, academic tournaments aim to test the knowledge that each student has achieved. the tournament matter is composed in the form of questions relating to the material being studied. each member in one group goes to a different tournament table, each tournament table is performed by three or four students who have equal academic ability. the equipment used for the tournament is "question cards" and "answer cards". the first student takes one card and reads the question aloud so that the other students can listen and then answer it, if they can not answer, the student can declare through and be thrown to the student who gets the second turn. but if the first student can answer and the second student has a "different" answer from the first student, the second student can "challenge" the first student. if the second student is not challenging then a challenging opportunity can be given to the student who gets the next turn (third student) and so on. the student who answers the question correctly, then can save the question card as evidence that the student can answer the given problem correctly. an answer card is read by the student who got the last turn. at the end of the tournament a card count has been collected for the students to determine the student's score in the tournament. any student who has equivalent academic ability and represents different groups competes to get maximum score and strive to contribute to his group. to illustrate the relationship between a heterogeneous group of members with a tournament table whose members are homogeneous can be seen in the following figure. 32 | differences of effectiveness of cooperative learning learning model type teams games tournament (tgt) and group working on learning result at elemntary school group a group b student placement on tournament table after the tournament is over then the score counts, the teacher reorganizes the student's position for the next tournament. students who get the highest score from each tournament table are positioned one level to the tournament table which has a higher level than the original table, while the students who get the lowest score will shift to the table of tournaments that have lower levels than the original table. students who score the highest on a table with the highest level, the position can not be shifted again. likewise students who score the lowest on the table low-level tournaments, can not be shifted again. 4. group awards, at each end of the tournament a score count is performed, to determine which group has the highest score. group award criteria according to slavin (melani, 2005: 26): 5. bumping (shifting), ie shifting positions for each student on the table of the tournament, performed every completed academic tournament, to set the position of students in the next competition. the shift in position is based on the score obtained by the students. group methods robert l. cilstrap and william r. martin (roestiyah, 1988: 15) provide the notion of group work as "the activity of a small group of students, organized for learning purposes". to use this method the teacher must be absolutely sure that the topic being discussed is suitable for use in group work. value criteria value> 50 45 <value< 50 40 <value< 45 super team great team good team a1 a2 a3 tinggi sedang sedang rendah b1 b2 b3 tinggi sedang sedang rendah meja turnamen 1 a1, b1, c1 meja turnamen 2 a2, b2, c2 meja turnamen 3 a3, b3, c3 c1 c2 c3 tinggi sedang sedang rendah differences of effectiveness of cooperative learning learning model type teams games tournament (tgt) and group working on learning result at elemntary school | 33 the method of group work is used in teaching and learning process with the aim of: 1. fostering willingness and cooperation skills among students. 2. increase the students' socio-emotional and intellectual involvement in the teaching and learning process. 3. increased attention to the process and outcomes of the learning process in a balanced way. the advantages of working group method are: 1. provide an opportunity for students to use questioning skills and discuss issues. 2. provide opportunities for students to more intensively conduct an investigation on a case. 3. develop leadership talents and teach discussion skills. 4. allows teachers to pay more attention to students as individuals and their learning needs. 5. students become more active in the discussion. 6. giving opportunities for students to develop a sense of appreciation and respect for their friends. the learning steps of the group work method are: 1. explain the task to the student. 2. explain the purpose of the group's work. 3. divide the class into groups. 4. each group appoints a recorder who will report on the progress and results of the group's work. 5. teacher walks around during group work, if necessary give advice. 6. reporting of group work. 7. teachers help to conclude progress and accept group results. learning outcomes ebel (arikunto, 2002: 115) argues that: "if educational outcomes are important but can not be measured then those goals must be changed. if the objectives have been formulated operationally then the results will be measurable. a sign that a person has achieved his goal, will be seen in his behavior change.” the result of the learning process is the change of individual behavior. individuals will acquire new, settled, functional, and conscious behaviors. gagne (surya, 2003: 25) suggests that learning outcomes are human skills that include: (1) verbal information, (2) intellectual skills that include: discrimination, concrete concepts, abstract concepts, rules, higher rules, (3) ) cognitive strategy, (4) attitude, and (5) motor skills. benjamin bloom (surya, 2003: 25) mentions there are three areas of behavior as a result of learning are: (1) cognitive; (2) affective; and (3) psychomotor. 34 | differences of effectiveness of cooperative learning learning model type teams games tournament (tgt) and group working on learning result at elemntary school tgt learning requires students to mutually depend on their fellow group members. that way students can increase knowledge about the subject matter. this learning model creates a situation where individual student success is spurred by all members of the group so that if one of the group members can not master the material especially on the knowledge aspect or can not answer the question in the academic tournament quiz, it can be detrimental to the group score. in contrast to the method of learning group work, on the method there is no positive dependence among group members. students who diligently will do group work well, while other students just rely on friend's intelligence. tgt learning requires students to have individual responsibilities, each group member must carry out their own responsibilities while performing an academic tournament, so every student is required to master the material. this learning creates a situation where the only way to learn so that group members can achieve their personal goals, group members must help their group mates by doing anything that can help the group to succeed and perhaps more important is to encourage the group's friends to make the effort the maximum. in tgt learning group members consist of heterogeneous students, so during group discussions if one group member does not understand the material or task assigned, it can ask that question to his or her friends in a smarter group. so with the group discussion, it is clear here that the students can better understand the subject matter clearly. in contrast to the method of group work, there is no group discussion on the method, so there is no opportunity for students to better understand the subject matter. in tgt learning, students are given tasks by teachers to work on and discuss with friends in one group. the task given by the teacher consists of issues that can improve the mastery of the material, especially aspects of application. at the time of group discussion is an opportunity for students to master the material, so that during the academic tournament, students can answer all the questions posed. students who use the tgt method will be more motivated in mastering the material whether it is knowledge, understanding, or application aspects. from the three above discussion it can be seen that by using tgt learning model can improve learning motivation for students. that way students can better master the material either aspects of knowledge, understanding, and application. from the results of data processing, can be seen the results that show the differences in student learning outcomes using learning methods cooperative learning tgt type and students using group learning methods on the subjects of social studies class vi in elementary school. differences of effectiveness of cooperative learning learning model type teams games tournament (tgt) and group working on learning result at elemntary school | 35 iv. conclusion in tgt learning, each group should be given the opportunity to meet face to face and discuss. the thought of some heads will be richer than the thought of a single head. the core of the face-to-face aspect is to appreciate the differences, take advantage of the advantages, and fill in their respective deficiencies. similarly, the aspect of communication among members, the success of the group also depends on the willingness of its members to listen to each other and their ability to express their opinions. while the group process evaluation aspect, the advantage that can be taken from that aspect is that each member of the group will be awarded by the teacher in accordance with the scores of the group. so each group will compete to collect the most score. this means that cooperative learning learning can increase students' motivation to learn. all of which becomes clearer with the results of the research obtained, where as students follow the stages of tgt learning, allowing students to be more active, and motivated to remember the subject matter. from these advantages can be seen the difference between tgt and group work. in the group work method there is no positive dependence, individual responsibility to each member of the group, and no appreciation given by the teacher. after all the group members do their work, the teacher only assigns value to the task. so it is clear that cooperative learning type tgt is more effective than the method of group work. v. acknowledgments the researchers would like to thank all parties who have supported this research both in terms of morale and material especially in iain sheikh nurjati cirebon and sd negeri selaawi i and ii. references arikunto, s. (2002).prosedur penelitian, suatu pendekatan praktek. jakarta: pt rineka cipta asrori, m. (2001).colaborative team work learning: suatu model pembelajaran untuk mengembangkan kemampuan mahasiswa bekerja secara kolaboratif dalam team.tersedia. http//www.depdiknas.go.id. [17 mei 2006] falah, y. (2004). model-model dalam pengajaran untuk membuat pelajar belajar mandiri. tersedia: http://www.geocities.com/guruvalah/artikel_pendidikan7.html. [19 september 2006]. lie, a. (2005). cooperative learning: mempraktikkan cooperative learning di ruang-ruang kelas. jakarta: grasindo http://www.geocities.com/guruvalah/artikel_pendidikan7.html 36 | differences of effectiveness of cooperative learning learning model type teams games tournament (tgt) and group working on learning result at elemntary school melani, e. (2005). kemampuan pemecahan masalah matematika siswa smkn teknik melalui model pembelajaran kooperatif tipe tgt. skripsi (tidak dipublikasikan). bandung: upi surya, m. (2003).psikologi pembelajaran dan pengajaran. bandung: yayasan bhakti winaya sofiraeni, r. (2001). pengaruh model pembelajaran ipa tematik, interaktif, dan clis terhadap peningkatan penguasaan konsep kemampuan berpikir rasional, dan keterampilan proses ips siswa sd kelas iii. tesis (tidak dipublikasikan).bandung:upi syah, m. (1997). psikologi pendidikan. bandung:rosdakarya waspodo, m. (2002).peranan pamong belajar dalam implementasi kurikulum. tersedia: http://www.depdiknas.go.id/jurnal/35/editorial35.htm. [25 juni 2006] widdiharto, r. (2004). model-model pembelajaran matematika smp. yogya: pusat pengembangan penataran guru. http://www.depdiknas.go.id/jurnal/35/editorial35.htm.%20%5b25 74 | development of maze case games based on word walls the theme of my heroes in improving elementary school students' critical thinking ability p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 development of maze case games based on word walls the theme of my heroes in improving elementary school students' critical thinking ability yuli mulyawati1, yuyun elizabeth2 1universitas pakuan, indonesia 2universitas pakuan, indonesia 1yulimulyawati@umpak.ac.id, 2yuyunpatras64@gmail.com abstract the use of this media application requires more insight from educators. learning focuses more on faceto-face with zoom, teaching materials are displayed only in the form of words or power points, teacher explanations are more verbal, do not use applications or interactive learning media so that students' reasoning and creativity are not optimal. well explored. efforts that can be made to overcome monotonous learning are interactive educational games, namely word wall-based labyrinth games. the aim is to see an overview of the improvement and effectiveness of the wordwall-based maze chase game development in improving the critical thinking and reasoning skills of elementary school students. the method used is research and development, namely the development of learning media. the learning media development model used is analysis, design, development, implementation, and evaluation. based on research data, maze chase is an appropriate educational game to be used as a learning medium. based on the results of data processing, 93.3% of students stated that the educational games given by the teacher challenged them to fill them in correctly. moreover, the game is made in the form of a maze that challenges students to think critically and reason. meanwhile, 6.7% of students or a small portion stated that educational games were not challenging for them to fill them properly. keywords: maze chase, critical thinking, elementary school introduction in the era of society 5.0, the roles of schools and teachers are important. especially during the pandemic, learning activities are conducted online using various supporting applications such as zoom, google classes, and google classes meetings. the use of this means of application requires more information from the breeder. however, in reality, not all teachers have adequate information technology at present, which makes online learning seem monotonous and difficult for students to understand. learning is more intensive and face-toface using zoom, teaching materials are in word or powerpoint-only format, and teacher explanations are more verbal and do not use applications or interactive learning media, so reasoning and improve creativity. of students are not properly surveyed. this problem is known and is based on the descriptions of several teachers at his sdn panaragan 1 in bogor city when the researcher made his first observations in schools about the problem in elementary school. according to the results of an interview with her grade iv teacher from sdn panaragan 1 bogor city, the media often used during learning at school are whatsapp, youtube, google mailto:yulimulyawati@umpak.ac.id mailto:yuyunpatras64@gmail.com development of maze case games based on word walls the theme of my heroes in improving elementary school students' critical thinking ability | 75 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 classroom, and google forms. therefore, teachers need to be able to create learning methods that can utilize technology such as computers as a medium for the learning process (pebriana & disman, 2017). the application of educational games to learning is directly through simple games only, rather than the game applications that many elementary school students love today. lack of educational games in learning also causes students to be less active in learning because they feel that learning is monotonous. should practice critical thinking in elementary school learning. critical thinking ability is the ability to think at a high level to solve problems in order to train and nurture human thinking ability (ma’rifah & mawardi, 2022). educational games make learning more fun for elementary school students. because games feel like you're learning how to compete, how to compete well, and how to think critically rather than learning formally. can motivate them to learn critical thinking involves rational, reflective thinking skills focused on deciding what to believe and what to do. (ma’rifah & mawardi, 2022). by increasing students' activity in learning activities, we hope that using educational games as a learning tool can create enthusiasm in students to learn the subject. (dwiyono, 2019). elementary school learning needs to foster the ability to think, especially the ability to think.(pebriana & disman, 2017) to provide solutions to the problems arising in class iv at sdn panaragan 1 bogor city, the application of maze chase games based on wordwall is implemented. wordwall can be interpreted as a web application that we use to make fun quiz-based games (epriliyanti et al., 2021) wordwall is a web-based digital game application that offers various game and quiz features that educators can use to deliver assessment materials (khairunisa et al., 2022) wordwall.net makes it easy for teachers to create interactive games and print worksheets for their students. it automates the process of designing resources so that teachers can simply insert the right content for their classes – lists of key words, definitions, questions or images (epriliyanti et al., 2021) the maze chase game is used in my heroes fight themed sdn panaragan 1 bogor city grade 4. the maze chase educational game should be used in teaching to improve students' critical thinking skills and make learning more fun. therefore, is this research formulation the effectiveness of developing a wordwall-based maze chase game in improving critical thinking skills in elementary school students? the purpose of this study is to develop a wordwall-based maze-catching game to improve critical thinking skills in elementary school students. 76 | development of maze case games based on word walls the theme of my heroes in improving elementary school students' critical thinking ability p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 method this type of research is research and development (research and development). development research is a research technique used to produce a particular product and to test its effectiveness of that product. this development research is used to produce cutting-edge products (sugiyono, 2016) the product being developed is the development of teaching aids on output system material using the addie model. the addie development model belongs to william w. lee & diana l. owens (owens, 2004) through 5 stages, namely analysis, design, development, implementation, and evaluation. the learning pillars developed refer to the application of a scientific approach or a scientific approach, according to the 2013 curriculum. the game maze case development model used is the addie model with a limited deployment stage. the complete addie model development steps are as follows: figure 1. addie development model stages 1. research respondents the trial was carried out after validating 3 (three) expert teams namely media experts, design experts, and computing experts. meanwhile, field trials were conducted on 28 elementary school students taken from grade iv students at sdn panaragan 1 bogor city. 2. research procedure the procedure for this study is in accordance with figure 2 below: development of maze case games based on word walls the theme of my heroes in improving elementary school students' critical thinking ability | 77 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 figure 2. product revision activity steps (software) 3. data collection technique the methods used to collect data in the form of questionnaires and interviews. this questionnaire is intended to assess validation by experts and students' responses. interview tools are used to improve the data obtained from the questionnaire tools. the expert validation test used an interview tool. results and discussion results the study was conducted in january 2023, up to class iv class, sdn panaragan 1, bogor city. the study was conducted using the addie method. 1. analysis the analysis is conducted by examining the needs for interactive learning media that are currently most needed in classroom learning. this allows students to be more motivated, to think critically, and to develop higher reasoning skills. needs analysis based on the results of interviews with teachers that learning media are mostly made in the form of teaching materials and almost none are made in the form of games. based on this, the researchers decided to create a maze chase game, an educational game using the wordwall platform, titled "heroes struggle". hence the maze chase game of the same name. figure 3. use of teaching media 78 | development of maze case games based on word walls the theme of my heroes in improving elementary school students' critical thinking ability p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 based on these data, 56.7% of students stated that the teacher had used instructional media in class. meanwhile, 30% of students stated that sometimes and 13.3% said that the teacher never used learning media in class. figure 4. difficulty answering questions based on the data above, 93.3% of students had difficulty answering the practice questions given by the teacher, because the questions given were hots-based and required students to think critically. meanwhile, 7.7% of students stated that the questions were sometimes difficult and sometimes easy. figure 5. ease of learning to use the media based on the data above, 93.3% of students stated that learning would be easier if assisted by learning media. based on the results of interviews, questionnaires, and documentation studies, the researchers are interested in making word wall-based maze chase educational games. these games combine games with existing material content in lessons so that students become more challenged to answer questions in these games with games in the form of a maze that require ingenuity and thoroughness in avoiding obstacles to get the correct answer. 2. design making a game required steps in its manufacture. the steps are as follows: a. prepare online game media, maze chase. b. go to the https://wordwall.net page. several template options will appear. c. select the maze chaze game template, the title of the game material will appear development of maze case games based on word walls the theme of my heroes in improving elementary school students' critical thinking ability | 79 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 d. the author gives the title of the games "the struggle of the heroes". 1) enter the text that will be made about the game. 2) the number of questions will determine the number of levels. if there are twenty-five questions, students must play them up to level twenty-five. 3) when finished writing questions, select the menu done. then the maze chase game will appear which already contains the questions made earlier. 4) then the user plays the game first. 5) users can set the timer, speed, level, scoring, and the correct answer key. 80 | development of maze case games based on word walls the theme of my heroes in improving elementary school students' critical thinking ability p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 6) after all the settings are done, click the share button. 7) a choice will appear with whom to share, so choose my student and set it as a task. 8) then copy the link, then share it on social media such as whatsapp, twitter, facebook, instagram, and others. 9) game maze chase is ready to be played by students. 10) students who have obtained the link can directly access it by writing the student's name, then playing it. 11) how to play it is easy. students are faced with the challenge of questions whose answers are on a map. 12) students must avoid the pursuit of the enemy, then run 13) students must avoid the enemy's pursuit, then run toward the correct answer. if successful will go to the next level. if it doesn't work or the answer is wrong, you can't proceed to the next level. development of maze case games based on word walls the theme of my heroes in improving elementary school students' critical thinking ability | 81 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 14) after the game ends, students and teachers can see the results of the scoring and ranking. learning the theme of the struggle of heroes by using the maze chase game is quite effective in increasing students' critical thinking in learning. 3. development to be able to test the validity level of a game to be suitable for use in this study, expert judgment was carried out by fellow lecturers in the learning media course, namely resyi a gani, m.pd.. and dendy saeful zen, m.pd.. based on media experts who made it feasible to use. 4. implementation maze chase games are given to students in closing learning activities. based on the results of interviews with students that with these maze games, they feel learning is more fun, and challenging and makes them want to keep playing because of their curiosity to conquer various obstacles and get lots of points so they can level up. the maze game "the struggle of heroes" challenge students to be able to think critically through challenges to be able to get the right answers and reasoning on how to strategize in order to get answers quickly and accurately without having to be hampered by obstacles in the maze chase games. 5. evaluation evaluation is carried out by giving questionnaires to students regarding the use of word wall-based maze chase learning media in improving the critical thinking skills and reasoning abilities of elementary school students. based on the results of the questionnaire, the following results were obtained: 82 | development of maze case games based on word walls the theme of my heroes in improving elementary school students' critical thinking ability p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 figure 6. interest in hero material based on the data above, 100% of grade 4 students at sdn panaragan 1 bogor city said they liked the lesson about the struggles of heroes. this shows that a sense of nationalism exists in students. figure 7. student behavior when they do not understand based on these data that there are 96.7% of students will ask the teacher if they do not understand the material that has been taught. meanwhile, 3.3% stated that they would remain silent if there was material they did not understand. this shows that their level of thinking is critical so that if they are not understood, they are asked directly by the teacher. figure 8. discussion frequency based on these data it can be seen that 76.7% of students are often involved in discussions in class so that cooperation, cooperative and collaborative can be well established. meanwhile, 23.3% indicated that students were sometimes invited to discuss in class. development of maze case games based on word walls the theme of my heroes in improving elementary school students' critical thinking ability | 83 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 figure 9. the educational games provided by the teacher challenged based on these data 93.3% of students stated that the educational games provided by the teacher challenged them to be able to fill them properly. moreover, games are made in the form of a maze that challenges students to think critically and reason. meanwhile, 6.7% of students, or a small portion stated that educational games were not challenging for them to be able to fill them properly. figure 10. ease of use maze chase educational game based on the data above, 83.3% of students stated that the maze chase educational games that were made were easy to use and very fun. whereas 16.7% of students stated that the maze chase educational game was not easy to use (difficult) so that they failed several times to complete the game. discussion education 5.0 is an umbrella term used by educational theorists to describe various ways of integrating electronic technology, both physical and non-physical, into learning. this is a leap forward from education 4.0. education 4.0 encompasses the confluence of neuroscience, cognitive psychology, and educational technology, leveraging web-based digital and mobile devices, including applications, hardware, and software. education 5.0 is a phenomenon that emerged as an answer to the needs of the 5.0 industrial revolution, where humans and machines adapt to find solutions, solve various problems and discover new 84 | development of maze case games based on word walls the theme of my heroes in improving elementary school students' critical thinking ability p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 possibilities for innovation that can be used to improve modern humans to be better in life (arjunaita, 2020) responding to the challenges of the industrial revolution 4.0 and society 5.0 in the field of education requires 21st century life skills or better known as 4c (creativity, critical thinking, communication, and collaboration). it is hoped that teachers will become creative individuals who are able to teach, educate, inspire and set an example (nurani, 2021) society 5.0 is a society that is able to solve various challenges and social problems by utilizing various innovations that were born in the industrial revolution 4.0 era, such as the internet of things (internet of everything), artificial intelligence (artificial intelligence), big data (in large quantities). data) and robotics to improve the quality of human life. society 5.0 can also be interpreted as a human-oriented and technology-driven social concept. as educators in the era of society 5.0, teachers must have skills in the digital realm and think creatively. teachers must be more creative and dynamic in teaching in class. the teaching skills needed today are mainly related to instructional media. the word media comes from the latin medius which literally means 'middle', 'middle ground' or 'foreground'. according to gerlach and eli v arsyad, media in a broad sense are humans, material or events that create conditions for students to acquire knowledge, skills or attitudes (arsyad, 2019). more specifically, the concept of media in the teaching and learning process is often interpreted as a graphic, photographic or electronic tool for capturing, processing and reconstructing visual or verbal information. according to munadi (2020) educational media is anything that can convey and channel messages from sources in a planned manner to create a conducive learning environment where recipients can carry out the learning process efficiently and effectively. learning media is defined as resources in the form of physical or non-physical which are deliberately used as mediators between teachers and students in understanding educational material to make it more effective and efficient ((musfiqon, 2012) so that educational material is more quickly accepted by students as a whole and students' interest is stimulated to continue learning. based on the description above, researchers can synthesize that learning media is an integral part of the teaching and learning process to achieve predetermined educational goals, and learning media can also arouse student interest and learning outcomes. 1. media functions in the learning process. the term media is very popular in the field of communication. media is a learning tool that can be used as a messenger in a learning activity. learning media has several functions development of maze case games based on word walls the theme of my heroes in improving elementary school students' critical thinking ability | 85 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 that support the teaching and learning process. according to kemp and dayton (sundayana, 2016),, there are three main roles in media studies as follows. a. to motivate interest or action, to play a motivational role, educational means can be created in theatrical or entertainment techniques. b. presentation of information, content, form of presentation is very common, serves as an introduction, synthesis or motivation of knowledge or techniques. c. didactic education, for teaching purposes where information in the media must involve students mentally or mentally as well as in the form of real life activities to enable learning to occur. d. based on the description above, the role of learning media is to stimulate interest or action, present information, content, general forms of presentation, and provide instructions. 2. terms and criteria for learning media the selection of learning resources to be used must be based on clear intentions and choices. the selection of media must be in accordance with the conditions and standards of learning media, so that learning media can be used properly and support the teaching and learning process. according to raharjo in mulyana (2016) the requirements and standards for learning about media are as follows. a. the purpose of the election itself should be clear. b. familiarity with the media, such as the properties and characteristics of the media, must be acknowledged. c. selection should be based on several criteria such as guidelines and benchmarks d. given the large number of media in the learning process, it is felt very necessary to classify different learning media so that it is easier to understand the principles of using, maintaining, and selecting media in the learning process. according to sanjaya in sundayana (2016) the types of props are as follows. a. mobile audiovisual media, such as sound films, video cassettes, film reviews, television, and animation. b. silent audiovisual media, such as sound films, sound pages, and sound slides. c. semi-motion audio such as voice-distance writing. d. transfer of visual media, such as silent films. e. still visual media, such as printed pages, still images, such as printed pages, photos, f. microphone. 86 | development of maze case games based on word walls the theme of my heroes in improving elementary school students' critical thinking ability p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 g. audio media such as radio, telephone, and cassette. h. print media, such as books, modules, self-study materials educational learning games are learning multimedia that can support the learning process in the classroom. educational games are games that aim to stimulate students' interest in learning. learning becomes more interesting and not boring, students need to think while playing, s students have critical thinking. the statement above is in line with the views of kemp and dayton and dayton in faiq (2012) that the benefits of games when, when used as learning media,s follows: 1) standardization of the content provided; 2) making the learning process more interesting; 3) making learning more; 4) learning time becomes efficient; 5) improve the quality of education; 6) the learning process becomes more flexible; 7) promote a positive attitude towards the learning delivered. games are works of art where players make decisions to get what they have through game features to complete objectives. this means that each educational game contains learning activities designed to attract students' attention so that students can learn and play according to the educational goals to be achieved. games allow students to learn while having fun to get entertainment so students don't get bored with the learning presented. according to samuel putra et al., (2020)), the benefits of games are beneficial for children, stating: 2) learn to follow directions and rules. 3) as a logical way of solving problems; 4) motor nerves and spatial skills. 5) establish communication between children and parents when talking. 6) as a means of entertainment. 7) for some people, games should be used as therapy. playing is an activity that is not only liked by children but also by adults. most popular games are those that are distributed on computers and gadgets. however, games have a negative image for most seniors. the only way out is to study because these games can lead to addictive behavior and a tendency for children to do nothing else. many friends in the field with many participants teach school and go to playstation stalls and cafes to play online. digital offers possibilities to help students learn. this statement is based on research showing the positive impact of playing games. fadhilaturrahmi et al., (2021) games allow children to expend excessive physical and emotional energy. tias in wahyuni & usman (2020) state that a labyrinth is a labyrinth game that requires children to think effectively and choose their path among the many available methods. wahyuni & usman (2020) labyrinth is a prayer learning activity and children must have a line that they must traverse through parts of the maze to complete it. istiati said finding development of maze case games based on word walls the theme of my heroes in improving elementary school students' critical thinking ability | 87 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 a way or maze game is a narrow path, winding and turning and sometimes a dead end, or a gravel road, through obstacles to see through educational games. thinking includes mental activity in problem criticism, analysis of results, analysis, learning and acquisition. the ability to search, analyze and analyze information is very important in decision making. critical thinkers seek information, analyze, analyse, draw conclusions and make decisions based on facts. the characteristics of people who think critically are always visible and show a relationship with the issue or issues that are being discussed in other relevant experiences (kurniawan, n. a., saputra, r., daulay, a. a., 2020) belief or the right decision for what siswono is doing ( 2016) the process of critical thinking includes: 1. understanding the situation 2. understanding opinions based on evidence, data, or expectations 3. providing arguments beyond evidence 4. conclusions/decisions/solutions 5. accepting conclusions/decisions/settlements. critical thinking is students' critical thinking skills in oral form, presentations, analysis and problem solving (saputri, 2020). fogarty and mctighe's (1993) critical thinking is a way of thinking that is rational or based on reason, reflective, rational or relaactive about what must be done or what is needed (diharjo & utomo, 2017) incendiary is an act of thought that is superior to ordinary thought. mother tongue is carried out through a certain process to reach conclusions (mulyati, 2019) especially in the process of students' mother tongue at the everyday school level. suherman (2013) thinking can be seen as developing the ability to solve information problems and develop the ability to express ideas (arianto et al., 2019). conclusion current learning requires the use of interactive and innovative learning media. maze chase learning media is one of the learning media that can be used as a solution in forming students' critical thinking skills. apart from having to answer the questions, there is an element of how to trick them so they are not confronted by the enemy. with maze chase learning media it is appropriate to use it as a learning medium in elementary schools. 88 | development of maze case games based on word walls the theme of my heroes in improving elementary school students' critical thinking ability p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 acknowledgments we express our gratitude to the pakuan siliwangi foundation, pakuan university, lpm pakuan university, sdn panaragan 1 bogor city, which has funded and facilitated researchers in carrying out pakuan university internal research grants. references arianto, a. s., sulianto, j., & azizah, m. 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(2020). penerapan permainan maze dalam pembelajaran untuk pengembangan kognitif anak di tk pkk jalmak desa jalmak kecamatan pamekasan kabupaten pamekasan jawa timur. kiddo: jurnal pendidikan islam anak usia dini, 1(2), 160–173. https://doi.org/10.19105/kiddo.v1i2.3687. development of civility and pancasila education learning media based on web link assisted lynk.id to improve the learning outcomes of elementary school| 1 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 development of civility and pancasila education learning media based on web link assisted lynk.id to improve the learning outcomes of elementary school suryaman1, sri karningsih2 1universitas islam raden rahmat, indonesia 2universitas islam raden rahmat, indonesia 1maman58suryaman@gmail.com, 2sri.karningsih30@gmail.com abstract this research and development are motivated by the low learning outcomes of students in class v elementary school ppkn learning. the purpose of this research and development is to find out how the feasibility and validity of ppkn learning media based on lynk.id-assisted web links to improve learning outcomes for fifth-grade elementary school students on the material "indonesian socio-cultural diversity". in this research and development using the addie model. the instruments used for research were media expert validation questionnaires and material expert validation questionnaires, as well as student response questionnaires. this research was conducted in elementary schools in malang regency, with data collection in the form of pretest and posttest, the results of data acquisition on students' pretest written tests whose scores were above were based on the percentage increase in student learning outcomes using classical calculations in small groups of 64%, in large groups by 73%. the calculation using n-gain in the small group obtained a score of 0.72 with high criteria, in the large group it obtained a score of 0.78 with medium criteria. based on the results of the research conducted, it can be concluded that the ppkn learning media based on lynk.id-assisted web links is effective in improving the learning outcomes of fifth grade elementary school students. keywords: pancasila, lynk.id, learning outcome introduction technological developments in the reform era have caused many social problems, including in the field of education. then it brought a big impact in the world of education, including the main one being in elementary schools. these social problems then refer to student discipline, and the solution to these student discipline problems is character education. understanding and carrying out character education, parents, especially teachers, need knowledge and a good understanding of character education, namely the meaning of the notion of character education, the values contained in character education, and how the implementation of character education can be applied to ppkn subjects in elementary schools. citizenship education is an educational program based on pancasila values as a vehicle for developing and preserving noble and moral values rooted in indonesian culture which are expected to become an identity that is manifested in the behavior of everyday life. so ppkn learning is a subject that focuses on the formation of citizens who understand and can exercise their rights and obligations to become indonesian citizens who are intelligent, skilled, as well 2 | development of civility and pancasila education learning media based on web link assisted lynk.id to improve the learning outcomes of elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 as with the character mandated by pancasila and the 1945 constitution walfarianto & sri rejeki (2009). lynk.id exists as a kind of social media application known as a networking site for professionals and job seekers to build work connections with its users. lynk.id was founded by reid hoffman in 2002 and funded by greylock, sequoia capital, bessemer venture partners, and europian founders funds. this application was inaugurated in california, united states of america on may 5, 2003. quoted from the m.brilio.net page, lynk.id is in 9th place as the application platform most used by people. indonesia. the data is based on the we are social survey, which notes that 33% of indonesians use the platform to do business or look for a job (rizaldi, 2019). learning applications in today's modern era are a step to improve the indonesian education system. one of them is that we can use lynk.id as a learning medium that can connect and strengthen the learning system in the world of education. access lynk.id from your desktop, the lynk.id mobile app, mobile web experience, or the lynk.id lite android mobile app. apart from being a social network, lynk.id can also be used as an online/online learning medium that contains learning materials aimed at students. a complete lynk.id profile view can help us connect with opportunities by presenting our unique professional story through sukma, a (2021) experience, skills, and education. based on the observation activities that the researchers carried out, namely at sd n 2 kebobang that the school had one of the limitations in providing learning media in ppkn subjects. the author found that several children experienced difficulties in several aspects of learning while studying, namely in ppkn learning. one of the causal factors experienced by these students was that students did not understand the concept of learning, students tended to be passive and embarrassed to ask questions when the teacher had provided learning material and did not dare to express their opinions during the learning process. online learning is of course felt heavy by teachers and students, especially for teachers who are required to be creative in delivering material through online learning media. atsani (2020). another problem is that there are still many students who don't focus on studying because they are too busy with cell phones that are used for social media and playing games. most students already have a smartphone with the android operating system but have not used it optimally as an effective learning tool. according to setyosari (2014) effective learning can be interpreted if the learning objectives are achieved. the purpose of this study was to development of civility and pancasila education learning media based on web link assisted lynk.id to improve the learning outcomes of elementary school| 3 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 determine the feasibility as well as the validity of lynk.id-assisted web link media and how to increase student learning outcomes from affective, cognitive, and psychomotor aspects. method this research was developed using the addie development model, namely: (1) analyze, (2) design, (3) development, (4) implementation, and (5) evaluation. evaluation). the product developed is ppkn learning media based on web links assisted by lynk.id. the addie model was developed by dick and carry (1996). in the research in the addie model as explained by (endang, 2011) there are five stages in this study, namely: analysis, design, development, implementation as well as evaluation. figure 1. stages of using the addie model the subjects of this development research were fifth grade students at an elementary school in malang regency, which was held on june 25 & 29 2022. the subjects in this study were fifth grade students, totaling 19 students. data techniques and instruments used were interviews, observations, questionnaires, tests, performance, and documentation. there are 3 types of questionnaires given, namely material expert validation questionnaires and media experts as well as student response questionnaires on media. affective, and psychomotor can be known from the results of the pretest and posttest trials if there is a significant increase. the data analysis technique used in this development research is the analysis of qualitative data and quantitative data. qualitative data analysis was carried out to analyze the results of data or information in the form of words or descriptions. qualitative data analysis in the form of criticism and suggestions from media and material experts were then analyzed and used as a reference for improving the product being developed. quantitative analysis in the form of 4 | development of civility and pancasila education learning media based on web link assisted lynk.id to improve the learning outcomes of elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 results from expert validation questionnaire scores, student and teacher responses, observations of student activity and student activity questionnaires. qualitative data were collected from interviews, observations, validation questionnaires from media experts and material experts, as well as student and teacher response questionnaires. while quantitative data is used to analyze data in the form of numbers. this data was obtained from the validation results of media experts and material experts, student, and teacher response questionnaires as well as observations and student learning outcomes questionnaires. results and discussion results online learning media can be understood as a learning process that utilizes information technology in the form of computers equipped with telecommunication facilities (internet, intranet, extranet) and multimedia (graphics, audio, video) as the main media in delivering material and interaction between educators and students (nurita, 2013). the advantage of using online learning media is that learning is independent and high interaction, able to increase memory levels, provide more learning experiences, with text, audio, video, and animation which are all used to convey information, and also make it easy to convey, update content, downloading, students can also send comments or questions on the material presented by arnesti & hamid (2015). the media to be developed needs a design plan that has been prepared such as a storyboard. a storyboard or storyboard is used to design the interface (interface). the storyboard design contains the initial design of appearance, layout, and content determination in learning media, such as navigation buttons, page layouts, text placement, and things that are contained in learning media. the product design/design in this development is to make a sequence of goals and sketches/designs on the media being developed. according to soeyanto (2017), storyboards are visual materials that originally took the form of written language to become an image language or a filmic visual language. the product design/design in this development is to make a sequence of goals and sketches/designs on the media being developed. the storyboard of media development can be seen in table 1 as follows: development of civility and pancasila education learning media based on web link assisted lynk.id to improve the learning outcomes of elementary school| 5 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 table 1. storyboard of the development of ppkn learning media based on lynk.id assisted web links bagian keterangan homepage in the first part of the lynk.id view, displays the title and name of the learning link menu page this section presents lynk.id media about the display menu that will be used as access to learning activities videos page the video storyboard contains the video layout, which when the button is pressed will display the video content teaching materials page the storyboard design shows the teaching material page in the form of an e-module to display the learning material provided question page (pretest) there are two types of practice questions that will be presented from each grouping of practice questions, namely pretest and posttest. therefore, in this storyboard, there are two buttons which are submenus for practice questions interactive quiz page the interactive quiz presented on storyboard is in the form of an online game that has a button that when clicked will to the interactive quiz page figure 2. main page view 6 | development of civility and pancasila education learning media based on web link assisted lynk.id to improve the learning outcomes of elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 civics learning media based on lynk.id-assisted web links are said to be valid and suitable for use as learning media after being validated by media and material experts as well as positive responses from teachers and students. lynk.id-assisted web link-based ppkn learning media can improve students' civics learning outcomes based on the results of the learning outcomes questionnaire before and after using the media in small groups and large groups. the validity and feasibility of lynk.id-assisted web link-based civics learning media can be seen from the validation results of media experts, material experts, teacher responses, and student responses. the results of the validity and feasibility of the lynk.id-assisted civics learning media based on the lynk.id web is presented in table 3. table 3. results of the validity and feasibility of civics learning media based on lynk.idassisted web links no questionnaire ʃx ʃxi percentage qualification 1 media expert validation 68 68 100% very valid/decent 2 material expert validation 59 60 98% very valid/decent 3 teacher response 60 60 100% very valid/decent 4 small group student response 347 360 98% very valid/decent 5 large group student response 1118 1140 98% very valid/decent based on table 3 above, it can be seen that the validity and feasibility of civics learning media based on lynk.id-assisted web links obtained from the validation results of media experts 100% with very valid/decent qualifications, material experts 98% with very valid/decent qualifications, the percentage of teacher responses is 100% with very valid/decent qualifications, the results of small and large group student responses obtained percentages of 98% and 98% with very valid/decent qualifications. the average percentage of validity and feasibility of civics learning media based on lynk.id-assisted web links is 99%. lynk.id-assisted web link-based ppkn learning media in this study was developed to improve ppkn learning outcomes for fifth grade elementary school students. the measurement of learning outcomes is seen from the assessment of learning outcomes both cognitively, affectively, and psychometrically. improving students' ppkn learning outcomes can be identified by comparing the scores of students' activeness questionnaires before and after using learning media. data on increasing the activeness of students' ppkn learning are presented in table 4. development of civility and pancasila education learning media based on web link assisted lynk.id to improve the learning outcomes of elementary school| 7 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 table 4. increasing student civics learning activeness no aspect small group percentage large group percentage before after before after 1 cognitive 27% 100% 17% 100% 2 affective 36% 100% 32% 100% 3 psychomotor 36% 100% 33% 100% amount 99 300 82 300 final percentage 33% 100% 27% 100% qualification high enough high enough enhancement 67% 73% based on table 2. the increase in small group learning outcomes based on cognitive, affective, and psychomotor aspects as a whole was 33% with details of the after-questionnaire percentage of 100% greater than the percentage of the before-questionnaire of 33% with an increase in learning outcomes of 67%. while the acquisition of large group learning outcomes based on cognitive, affective, and psychomotor aspects as a whole is 27% with details of the after-questionnaire percentage of 100% greater than the percentage of the before questionnaire of 27% the percentage of learning outcomes obtained is 73%. discussion the final product produced in this study is a web link-based civics learning media product assisted by lynk.id. this development aims to improve the learning outcomes of the ppkn subject for class v students, theme 8 "friendly environment", sub-theme 2 "environmental change". lynk.id-assisted web link-based ppkn learning media designed using the canva application, compiled using the heyzine flipbook 3d application. 3d heyzine flipbook is software that is used to create learning media in the form of digital e-books. this application is used so that readers/students can access learning media in the form of digital books online via a link. according to kurniawan & huda (2020), quizizz is a technologybased platform in learning to create fun learning conditions in elementary schools. the development of this product is adapted to the characteristics of elementary school students according to meriyati (2015), namely: happy to play, happy to do activities full of movement, and happy to socialize with friends. the advantage of lynk.id is that it is a tool for maximizing visitor traffic on existing social media. through lynk.id only by providing one link that contains many links such as blog posts or product pages in one simple view. so lynk.id is so easy to use and practically everything rizaldi (2019). 8 | development of civility and pancasila education learning media based on web link assisted lynk.id to improve the learning outcomes of elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 lynk.id-assisted web link-based ppkn learning media products were tested for validity by 2 experts, namely media experts and material experts and tested on students to find out student responses to lynk.id-assisted web link-based civics learning media. the learning media products were tested to find out the increase in learning outcomes of civics subjects for fifth grade students. the civics learning media products based on lynk.id-assisted web links were declared valid and feasible to be used as learning media with minor improvements. in the media expert validation, 17 questions were validated once. media expert validation aims to determine the validity and feasibility of the product when tested on class v sd. the results of the media expert validation assessment get a final percentage of 100% included in the product category "very feasible/valid" with revision. media material validation consists of 15 questions. the material expert performs one-time validation. based on the achievement category according to arikunto (2010) the validation results obtained a percentage of 100% in the "very feasible/valid" category as learning media without revision. material expert validation aims to determine the validity and feasibility of the material in civics learning media based on lynk.id-assisted web links. the teacher's response to the lynk.id-assisted web link-based civics learning media contains 15 statement items. the aspects assessed by the teacher are content quality, media display, and technical quality. the final percentage obtained from the three aspects above, namely 100%, is included in the "very good/decent" qualification. these results indicate that the media has high validity as a learning medium based on the achievement level category according to arikunto (2010). product trials were carried out in small and large group trials. the small group trial was conducted on 6 fifth grade students, while the large group trial was conducted on 19 fifth grade students at sd negeri 2 kebobang. the questionnaire on student responses to the lynk.idassisted web link-based ppkn learning media totaled 15 statements with the results of the small group trial getting a final percentage of 98% and the large group 98%. the results of this assessment are included in the very feasible/valid product category based on the achievement level category according to arikunto (2010). improving the learning outcomes of students' ppkn subjects can be seen from the results of the before-after questionnaire for small groups and large groups. the results of the small group test questionnaire before the cognitive aspect obtained a percentage of 27%, affective and psychomotor aspects 36% with an average percentage of 33% in the low category and the questionnaire after the cognitive, affective and psychomotor aspects obtained a development of civility and pancasila education learning media based on web link assisted lynk.id to improve the learning outcomes of elementary school| 9 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 percentage of 100% in the high category. increasing the final percentage of learning outcomes through filling out student civics learning outcomes questionnaires for small groups of affective aspects by 17%, affective percentages for 32% and psychomotor percentages for 33% with an average total percentage in the low category. the test results for the large group questionnaire before the cognitive, affective, and psychomotor aspects obtained an average percentage of 27%, and the average percentage of the questionnaire after obtained a percentage of 100% in the high category. increasing the percentage of active learning through filling out the civics learning activeness questionnaire for small groups of students by 64%. these results were reinforced by observations of web link-assisted civics learning media based on lynk.id obtained by observers during the learning process using lynk.id-assisted web-linked civics learning media which obtained a percentage of 100% in the high category. based on these results it can be concluded that the lynk.id-assisted web link-based ppkn learning media can improve ppkn learning outcomes for fifth grade elementary school students. the indicator assessed in this aspect is the display of civics learning media based on lynk.id-assisted web links which are presented attractively and not boring. according to reizaldi (2020) the more interesting the teaching media presented, the greater the students' curiosity to understand the material. according to sudjana (2016) the factors that influence student participation in concluding discussions are stimuli in the form of verbal or language, visual, auditive, tactics and others. based on the indicators of learning outcomes, it can be concluded that there are three domains, 1. cognitive, 2. effective, 3. psychomotor. hanadi (in rusman, 2014:) the factors that influence learning outcomes are: 1. internal factors a. physiological factors, generally such as healthy health conditions, not tired, not physically disabled, and the like. this can affect students in learning. b. psychological factors, basically all students have different mentality, this will affect learning outcomes. these factors include intelligence (iq), talents, interests, attention, motives, motivation, cognitive, and reasoning power. 2. external factors a. environmental factors, will have an impact on learning outcomes, including physical and social. natural environment such as temperature, humidity. studying during the day in a room with poor air ventilation is certainly different from studying in the morning where the air is cool. b. instrumental factors, their existence and use are designed according to the desired learning outcomes. it is hoped that it will be useful as a means so that the learning objectives that have been planned are achieved. these factors include curriculum, facilities, and teachers. meanwhile, slameto's opinion (in wijanarko, 2017) includes teaching methods, teacher-student interaction, student-student interaction. 10 | development of civility and pancasila education learning media based on web link assisted lynk.id to improve the learning outcomes of elementary school p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 based on the data above, it can be concluded that the use of web link-assisted civics learning media based on lynk.id can improve student learning outcomes in both cognitive, affective, and psychomotor aspects, so that web link-assisted civics learning media based on lynk.id are effectively used as learning media on theme 8 sub-theme 2 change learning environment 3, 4 and 6 at sdn 2 kebobang. from these data students experienced an increase in learning outcomes, seen from the n-gain calculation for the large group of 0.78 in the medium category. increasing cognitive, affective, and psychomotor learning outcomes is due to interesting and not boring learning so that students can foster motivation in learning. this is in accordance with the opinion of kemp and dayton (1985) in arsyad, (2011) which states that the advantages of the media are many, including the delivery of better material as well as learning that can attract students' interest. another opinion by sudjana and rivai in arsyad's book, (2011) states that one of the benefits of media is that learning is more interesting and can also foster student learning motivation. so, it can be concluded that lynk.id-based web link learning media is feasible/valid to be used as learning media in class v sd. the percentage increase in student learning outcomes using classical calculations in small groups is 64%, in large groups is 73%. the calculation using n-gain in the small group obtained a score of 0.72 with high criteria, in the large group it obtained a score of 0.78 with medium criteria. based on the results of the research conducted, it can be concluded that the ppkn learning media based on lynk.id-assisted web links is effective in improving the learning outcomes of fifth grade elementary school students. conclusion development of civics learning media based on web links assisted by lynk.id is valid and suitable for use in learning. the validity and eligibility of the media were based on the results of media validation with very valid/feasible criteria, material validation with very valid/feasible criteria, teacher responses with very valid/feasible criteria, small group and large group student responses with very valid/feasible criteria. this shows that the lynk.id-assisted web link-based ppkn learning media is valid and appropriate to be used as a learning medium on theme 8 of our "friendly environment", sub-theme 2 of "environmental change" ppkn subjects. improving students' ppkn learning outcomes was obtained from the results of small group and large group trials. it is expected that the ppkn learning media based on the lynk.idassisted web can be used by teachers and students in studying material for the 8th sub-theme 2 ppkn subject for class v elementary school. development of civility and pancasila education learning media based on web link assisted lynk.id to improve the learning outcomes of elementary school| 11 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 references arikunto, s. 2010. prosedur penelitian suatu pendekatan praktek. jakarta: pt rineka cipta. arikunto,s. 2020. prosedur penelitian suatu pendekatan praktek. 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(online). https://core.ac.uk, diakses tanggal 26 juli 2002 table 3. results of the validity and feasibility of civics learning media based on lynk.id-assisted web links 30 | “hope” learning model to improve elementary school students in understanding of the tentative aspect nature of science (nos) p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 “hope” learning model to improve elementary school students in understanding of the tentative aspect nature of science (nos) rika widya sukmana1,2, ari widodo2 1universitas langlangbuana, indonesia 2universitas pendidikan indonesia, indonesia 1rikaws.unla@gmail.com, 2widodo@upi.edu abstract the "hope" learning model is used to determine differences in understanding the nature of science (nos) in tentative aspects of elementary school (sd) students before and after learning. the method used is pre-experimental with one group pre-test and post-test design. the respondents of this study consisted of 32 public elementary school students. questionnaires for understanding the nature of science and interview sheets are the instruments of this study. the data obtained were analyzed by wilcoxon test using spss ver. 23 at α (0.05). the results of the study showed that there were differences in understanding the nature of the tentative aspects of science in students before and after learning using the "hope" model. it can be concluded that the "hope" learning model has an effect on increasing understanding of the nature of science in the tentative aspect. keywords: nature of sience, learning model, elementary science introduction the nature of science describes science as a way of knowing (fouad et al., 2015). the main goal of learning science is to develop scientific literacy and understand key aspects of nos. this is considered a key factor in developing scientific literacy (abd-el-khalick, 2001p.; akerson et al., 2019; khishfe, 2022). there is no universal agreement on the meaning or definition of nos, but nos is usually defined as the epistemology of science, science as a way of knowing, or the values and beliefs attached to scientific knowledge and its development (lederman et al., 2007). according to mccomas (2017), nature of science (nos) can be defined as the nature needed to connect science with technology and all processes in life, form decision-making skills in socio-science issues and respect the value of science as part of contemporary culture. the nature of science consists of (1) tools and products of science (empirical evidence, scientific methods, differences in theory/law); (2) science knowledge and its limits (science is different from technology, science is tentative but of duration, science cannot address all questions); and (3) human elements of science (creativity, subjectivity, social and culture). nos is a part of science that must be taught by teachers but is often neglected or receives little attention. nos can provide students with important background on how science and scientists work and how scientific knowledge is created, validated, and influenced (w. f. mailto:rikaws.unla@gmail.com mailto:widodo@upi.edu “hope” learning model to improve elementary school students in understanding of the tentative aspect nature of science (nos) | 31 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 mccomas, 2015). nos understanding nurtures students’ interest and encourages appreciation for science (mccomas, 2020). discussions about nos or the nature of natural science in indonesia usually focus more on natural science components, namely natural science as a product, process and scientific attitude. in science learning, there are also three kinds of learning outcomes that you want to develop, namely knowledge, attitudes commonly known as scientific attitudes, and skills that are popular with process skills in learning science (nur kumala, 2016). the newer literature on the nature of science generally focuses more on the characteristics of science, for example that knowledge of science is tentative, subjective or that the scientific method is not the only method for gaining knowledge (widodo et al., 2019). based on the results of several science learning researchers in elementary schools, they still do not teach science with the nature of science. (lederman et al., n.d.) shows that elementary to high school students and their educators have not achieved the desired understanding of nos. bell, (2010) states that learning in schools about nos has not reached the expected understanding, both the understanding of educators and their students. textbook sources and learning processes used in teaching science still focus on scientific knowledge while scientific investigations, scientific thinking and social aspects of science are not optimal (kampourakis, 2016). research on nos in indonesia has been widely carried out which aims to see how students and educators understand nos. the results of the study of nurhayati & widodo (2021), show that there are differences in the understanding of nos by elementary school students before and after using the nos learning model as a method. the nos learning model has a significant effect on the level of understanding of nos by fifth grade elementary school students (lestari & widodo, 2021). understanding of nos prospective educators and elementary school educators in the good category (rahayu & widodo, 2022). both educators and students have an understanding of nos in the moderate category range (adi & widodo, 2018). the results of the research of putri et al., (2021) regarding the analysis of science in the elementary school science curriculum and its embodiment in student books, it can be concluded that in general the 2013 curriculum in science subjects and elementary school students' books has shown aspects of the nature of science (nos). however, there are still several aspects of the nature of science that have not been explicitly addressed, such as attitudes, process, empirical, tentative, theory and law, social culture, and scientific method. an understanding of nos is a very important understanding in science learning. this is reinforced by the opinion of (lederman et al., n.d.) that nos is part of an understanding of the nature of science as a 32 | “hope” learning model to improve elementary school students in understanding of the tentative aspect nature of science (nos) p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 whole. this understanding includes the nature of empirical, creative and imaginative, embedded social and cultural as well as tentative nature. students' views on the nature of science are tentative, being the most studied aspect of nos (metin & leblebicioglu, 2012). some studies report that students' views about the tentative nature of science show a lack of understanding (khishfe, 2008). the pre-research from this study also showed the same results. the pre-research was conducted on 432 respondents in two cities, namely bandung and lampung. there are three aspects of nos that are still poorly understood by elementary school students, namely empirical, tentative, and culturally influenced. the results of metin & leblebicioglu (2012) research using the science camp method show that elementary school students accept that science changes or is tentative. according to (bromme & goldman, 2014) findings in science should be viewed as tentative and provisional, possibly subject to falsification or reconceptualization when different interpretations lead to altered conclusions or when future research provides new evidence that may lead to different explanations. the discovery of new tools, techniques, and interpretations can change our initial view of science because science is constantly adjusting with occasional radical changes (mccomas, 2020). earth is no longer the center of the universe, species change, continents shift and so on. lack of understanding of the tentative nature of science can lead to the false impression that scientific findings are unreliable (fouad et al., 2015). students need to be taught about the tentative aspects of nos so they don't feel wrong if they find new evidence. learning about the tentative aspects of nos teaches students to have the courage to come up with new things and that different (new) things must be appreciated as an effort by researchers to reveal the truth. nos learning using various models or methods has been carried out by many educational researchers. the nos learning model is a constructive learning model through an inquiry approach where students are placed as subjects in learning or student centered (sudirgayasa et al., 2014). nos learning develops towards the enrichment of the methodology for teaching aspects of nos explicitly (metin & leblebicioglu, 2012). this study uses a learning model that begins by first determining the cognitive structure of students and educators. after that, determine the outer cognitive structure of students and educators so that a learning model is obtained to improve one of the aspects of nos that is still low in elementary schools, namely the tentative nature of science. from the results of the previous study, which was conducted on 334 elementary school student respondents in the city of bandung and lampung city, the researchers obtained data that there were four aspects of nos that were still “hope” learning model to improve elementary school students in understanding of the tentative aspect nature of science (nos) | 33 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 low, namely, empirical, tentative, socio-cultural and subjective influences. the learning model designed by researchers is named the hope model to increase understanding of tentative aspects. the syntax of the hope learning model to improve understanding of tentative aspects begins first by determining the structure of students and educators. after that determine the outer structure of students and educators so that a learning model design is obtained that is in accordance with science learning. the syntax of the hope learning model can be seen in table 1. tabel 1. syntax of “hope” learning model syntax teacher’s activity students’ activity history revealed (inner structure) attract students' attention through changing scientific phenomena students questioned changing scientific events/phenomena (outer structure) the teacher shows a picture or videos of the history of changes in a phenomenon students ask questions why there is a change observation helping students analyze changes in science students analyze changes in scientific phenomena shown at the beginning by gathering evidence and by reading the worksheet, discussing and drawing mind map/diagrams in groups educators provide student worksheets and circle around to ask and monitor the group works students conduct group discussions to analyze changes in science presentation the teacher helps students to interpret changes in phenomena from the results of the analysis students interpret changes in phenomena from the results of the analysis teacher could display the video again or listening and make notes to the group presentation students present their result of discussion in the observation stage evaluation forming students' understanding that science changes formed understanding that science is tentative educators guide students to carry out self-evaluations. students understand that science is changing or tentative through questions asked by the teacher the use of the hope learning model refers to bruner's theory of learning science in elementary schools. bruner put forward a learning model called the discovery learning model. 34 | “hope” learning model to improve elementary school students in understanding of the tentative aspect nature of science (nos) p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 according to bruner, the learning process is more important than learning outcomes. in line with bruner's learning theory, the purpose of discovery learning is not only to gain knowledge, but to provide motivation, train thinking skills, and develop students' curiosity (rokiyah, n.d.). the hope learning model was carried out to measure the tentative aspects of nos understanding of elementary school students. the question of this research is whether there are differences in students' understanding of nos in primary schools before learning using the hope model and after learning using this model, and how to increase the tentative aspects of nos from differences in gender and interest in science. method this research was conducted on november 29, 2022, at one of the leading public elementary schools in bandung. the purpose of this study is to introduce the history of science material, namely about electricity and one aspect of nos (tentative) to students. this type of quantitative research uses pre-experimental, pretest and posttest one group design methods (creswell, 2014). the method used aims to obtain information about the understanding of nos of elementary school students before and after treatment. the treatment in this study uses the hope learning model. this model adopts a learning model that emphasizes how students learn and think. 1. participant the participants of this study were 32 class vi students of a public elementary school in bandung city. the majority of respondents consisted of 21 female students and 11 male students. the age of the respondents is between 11 to 13 years. respondents who are interested in science are 91% and non-science are 9%. respondents who aspire to move in the field of science as many as 6 people. figure 1 below shows the percentage of respondents by gender. figure 1. percentage of respondents by gender male female “hope” learning model to improve elementary school students in understanding of the tentative aspect nature of science (nos) | 35 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 2. data collection data was collected through distributing instruments in the form of nos understanding questionnaires and interview sheets. the nos understanding questionnaire consists of 10 questions adapted from a questionnaire developed by jumanto & widodo, 2018. the ten statements were developed using a likert scale with four possible answer choices of strongly agree, agree, disagree and strongly disagree. the nos understanding questionnaire was developed in accordance with the nos aspects taught in this lesson, namely the tentative aspect. here are the ten statements in the instrument: a. existing knowledge can change if there is new knowledge that is more convincing. b. ipa cannot be wrong because it was developed by scientists in a way that is often used. c. if new research turns out to have different results from existing knowledge, it means that the new research is wrong. d. science, both past and present, may contain errors. e. knowledge from other fields may be wrong but that is not possible for science. f. science that has been written in a book cannot possibly contain errors. g. science can change if there are new scientific discoveries. h. natural science cannot be wrong because it has been developed through repeated experiments. i. in the future, natural science may change. j. scientific knowledge can change through the interaction of scientists with other scientists. 3. data analysis the data that has been obtained was analyzed descriptively quantitatively by calculating the percentage of students' answers regarding the understanding of the tentative aspect of nos. next, the data were analyzed inferentially (paired-sample t-test) using spss ver. 23 at α=0.05 in order to determine differences in understanding of the tentative aspects of nos before and after being taught using the hope learning model. differences in students' understanding of nos can be seen from differences in gender and interest in science. the learning process is recorded in a learning video so that researchers can re-analyze the activities at each stage carried out by educators and students. 36 | “hope” learning model to improve elementary school students in understanding of the tentative aspect nature of science (nos) p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 results and discussion results students' views on the tentative aspect of nos seen before and after learning using the hope model can be seen in figure 2 below. figure 2. average score of tentative aspects of elementary school students' nos understanding figure 2 shows that there is an increase in students' understanding of the tentative aspects of nos before and after learning using the hope model. prior to learning using the hope model, the average nos understanding of students in the tentative aspect was 2.61. after learning the hope model, the average nos score is 2.84, an increase of about 0.2 points. it can be concluded that there are differences in the understanding of nos among elementary students before and after being given the hope learning model, which means that there is an influence of the hope learning model on increasing the understanding that science is tentative. to see whether there is a significant difference in students' understanding of nos before and after giving the hope model, the data was tested using a paired sample t-test using spss ver. 23 at α= (0.05), and the following output is obtained. table 2. the average value of understanding the tentative aspects of nos before and after learning the hope model mean n std. deviation std. error mean pair 1 before 26,16 32 3,539 0,626 after 28,4063 32 3,56379 0,63000 “hope” learning model to improve elementary school students in understanding of the tentative aspect nature of science (nos) | 37 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 based on table 2 above, it can be seen that there are differences in students' understanding of the tentative aspects of nos before and after learning using the hope model. prior to learning, the average understanding of nos was 2.61 while after giving the hope learning model the average understanding of students' nos in the tentative aspect was 2.84. it can be concluded that there are differences in understanding nos of elementary school students before and after giving the hope learning model. to determine whether the difference is significant, the data was tested using a paired sample t-test using spss ver.23 software at α=0.05 and the following results were obtained. table 3. paired-sample t-test results paired differences t df sig. (2tailed ) mean std. deviatio n std. error mean 95% confidence interval of the difference lower upper pai r 1 befor e after 5,6250 0 5,57211 0,9850 2 7,6339 6 3,6160 4 -5,711 31 0,000 based on table 3 above, a sig value of 0.000 is obtained. the sig value of 0.000 is smaller than α = 0.05, then ho is rejected and h1 is accepted, which means that there is a significant difference between the understanding of nos in before the learning of hope model and after. there are significant differences in the use of the hope learning model before and after learning. the next analysis is based on differences in gender in general. the following is an overview of the number of respondents based on gender along with the results of their responses to the tentative aspect of understanding nos. the results of the analysis based on gender differences in general can be seen as follows. based percentage of respondents by gender, it can be concluded that the number of respondents in this study was dominated by female, namely 61.5%, while male were 38.2%. comparison of the mean scores of tentative aspects of nos understanding by gender can be seen in figure 3 below. 38 | “hope” learning model to improve elementary school students in understanding of the tentative aspect nature of science (nos) p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 figure 3. average nos understanding of students in tentative aspects by gender based on figure 3, it can be seen from the gender difference that it turns out that male and female respondents have an average percentage, the difference is not too distinct. prior to learning, the average understanding of male and female students was not much different and that of female respondents was slightly lower. however, after learning, the average understanding of female respondents was higher than that of male respondents, namely 2.88 an increase of 0.28 points compared to the previous 2.6, while male students increased 0.12 from average score before 2.64 and after 2.76. questionnaire related to the tentative nature of nos, consisting of 10 statements, positive and negative. the results of the average per item before and after learning can be seen in figure 4. figure 4. average nos understanding of students on tentative aspects per statement in figure 4 it can be seen that the average understanding of students' nos has increased after learning using the hope model, except for questions number 5 and 6. discussion “hope” learning model to improve elementary school students in understanding of the tentative aspect nature of science (nos) | 39 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 the purpose of this research is to see the understanding of tentative aspects of nos in elementary school students using the hope learning model. the stages of activity in this model begin with a presentation about the history of electricity and end with group presentations and strengthening through evaluation. the results show that the majority of students' views on the tentative aspects of nos develop during learning. it can be seen in figure 1, where the average score of understanding of the tentative aspect of nos has increased. this is in line with the results of research (lestari & widodo, 2021) that the application of the nos learning model explicitly helps students to understand the nature of science holistically. likewise with research results (rahayu & widodo, 2022) that the responses of students and educators to understanding science in the digital era are in the good category with a percentage of 68.7%. to see differences from gender, it can be seen in figure 2 that before learning, the average score of male students was higher than the female group. however, after learning took place, the average score of the female group was higher than that of the male. this can be explained by the less balanced number of male and female respondents. 61.8% female students or 21 students and 11 male students. as we viewed from the cognitive style or cognitive activity, women have a field-dependent cognitive style. according to (griggs & dunn, 1984), the field-dependent style is stronger in remembering social information such as conversations or interpersonal interactions. women are more sensitive to social relations in terms of history, language literature and social studies (widayanti, 2015). in the second stage of the learning model, namely the observation stage, the main activity of the students is reading the information in the lkpd (worksheet) and then discuss in groups. in a more in-depth interview, students were asked about their goals. even though those who are interested in science are 90.9%, only 25% or 8 students aspire to work in science and all six are female students, while the rest aspire to sports, social studies, music, and become a youtuber. grade vi students do not come to class with null knowledge of science. they already know about natural science especially from books and lessons in previous classes. however, for the tentative aspect, not all students are convinced that knowledge contains errors and can change if new knowledge emerges, which can be seen from figure 4 in questions number 5 and 6. (widodo et al., 2019) states that although educators have a good understanding of nos, but it is not always certain that it is in line with their students. it is assumed that educators who already understand nos do not necessarily understand how to teach it. when analyzed from the learning video recordings, at the evaluation stage there is less re-emphasis on the tentative 40 | “hope” learning model to improve elementary school students in understanding of the tentative aspect nature of science (nos) p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 aspect of the nos concept. at this evaluation stage the teacher should ask students to conclude before working on evaluation questions. in evaluating students' responses to the statements submitted in the questionnaire, we took into account their young age. even though they are already in grade vi sd, not all students can articulate statements properly. there are one or two students who still have difficulty understanding sentences, especially statements that, according to their perception, are doubtful. statement number 5 is "science from other fields may be wrong but that is not possible in natural sciences" and statement number 6 is "knowledge that has been written in a book cannot possibly contain errors". after being interviewed personally, they said that according to their perception the two statements were positive that knowledge had been written in the book could not possibly contain errors. their opinions related to the material of electricity and solar system. according to them "electricity has not changed in the past". this should be anticipated at the evaluation stage, where the teacher asks students to conclude. however, due to time constraints, the teacher did not give enough reinforcement at the evaluation stage. the results of interviews with several students showed positive changes that occurred in students' views on the tentative aspect of understanding nos. several students were interviewed to ask for their opinion whether through the hope learning model made them understand better that science is tentative. of the 4 students interviewed, all agreed that the hope learning model changed their views about science. the students stated that at the observation stage they found answers to questions. the first stage of the hope learning model is that students watch videos about the history of electricity and solar system (history revealed). from this broadcast, questions will arise from students: why does science change? then in the second stage, namely the observation stage, students are given the opportunity to read the information written in the worksheet. at the observation stage, students discuss and observe the pictures in the worksheet. after that, students re-illustrate the history of changes through charts/sketches. the next stage is the presentation stage. preparation for entering the third stage, namely presentation, students inevitably have to prepare better to present the results of their discussions in groups. the purpose of the presentation is to make it easier for them to better understand the intent of the material being taught. the hope learning model places students as active learning subjects. learners are not learning objects that are flooded with information, but they are subjects who have potential. therefore the learning process is directed to develop the students’ potential. attard et al., (2010) argues that the best learning process is involving students “hope” learning model to improve elementary school students in understanding of the tentative aspect nature of science (nos) | 41 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 actively in learning the subject matter. in the learning process using the hope model, each stage involves students to actively use their thinking. the results of interviews with several students showed positive changes that occurred in students' views on the tentative aspect of understanding nos. the main method of the hope learning model is the interaction of students in group discussion which begins with giving a stimulus in the form of a phenomenon in the early stages so that questions arise in the minds of students so that they are expected to questioned the phenomenon. scientific phenomena displayed by educators are accompanied by a strategy of asking, directing and exploring, can help the child's learning process interpret science concepts and processes properly (fasha, 2020). positive changes in students' understanding of nos have been reported from the results of several studies showing that learning about science related to the nature of elementary science has proven effective (widodo et al., 2019; jumanto & widodo, 2018; lestari & widodo, 2021; nurhayati & widodo, 2021; rahayu & widodo, 2022). the most salient aspect of this study is the fact that tentative conceptions of science are not a separate group. on the other hand, the tentative nature of science is closely tied to other concepts about the nature of science that science is also empirical, subjective, has limitation, culturally influenced and science can not adress all questions. as with the knowledge of science, the knowledge of an individual learner must fit into a broader conceptual framework for the nature of science. the learner must see how all the pieces fit together. if the tentative nature of science is not given a rationale, then it is simply an isolated fact, devoid of context and meaning. in these cases, learners will produce their own explanations and justifications for the change of scientific knowledge, and these explanations may simply reinforce each learner’s misconception of what science truly is (johnston & southerland, 2001). conclusion the results showed that the understanding of nos of elementary school students in the tentative aspect was at a score of 2.61 with sufficient criteria. understanding of the tentative aspects of nos experienced significant differences between before learning and after learning using the hope model. students learn about the nature of science (nos) tentative aspects through historical exposure at the beginning until they can conclude that knowledge is tentative or subject to change. explicit nos activities make the tentative aspects of nos even more explicit. therefore the researcher suggests conducting further study in using the hope model to introduce the tentative nature of science, especially on other science topics and generally on 42 | “hope” learning model to improve elementary school students in understanding of the tentative aspect nature of science (nos) p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 all subjects. if anyone is interested in conducting research using the hope model, the results of this research can be considered. acknowledgments the research is conducted based on upi postgraduate student assignments. therefore we thank prof. dr. phil. ari widodo, m.ed., lecturer in science education at the university of indonesia. we would like to thank all those who have been involved in the research. references abd-el-khalick, f. 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(2019). pemahaman hakikat sains (nos) oleh siswa dan guru sekolah dasar. jurnal inovasi pendidikan ipa, 5(2), article 2. https://doi.org/10.21831/jipi.v5i2.27294. https://pustaka.ut.ac.id/lib/wp-content/uploads/pdfmk/pdgk420202-m1 development of akm numeracy instruments on numbers, geometry & measurement materials for grade iv elementary school students| 45 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 development of akm numeracy instruments on numbers, geometry & measurement materials for grade iv elementary school students imroatul mufidah1, sentot kusairi2, slamet arifin3 1universitas negeri malang, indonesia 2universitas negeri malang, indonesia 3universitas negeri malang, indonesia 1imroatul.mufidah.2221038@students.um.ac.id , 2 sentot.kusairi.fmipa@um.ac.id, 3slamet.arifin.pasca@um.ac.id abstract based on the results of observations, the implementation of the akm numeracy in elementary schools has several obstacles. among other things, the student's ability to understand problems is still low, basic mathematical concepts such as arithmetic operations are generally mastered by students, but the skills to apply these concepts to real-world situations and unstructured problems are sometimes neglected, so research on the development of numeracy instruments in the minimum competency assessment is important. this research uses research and development (r&d) development research, using the addie model which has 5 stages namely analysis, design, development, implementation, and evaluation. the data collected is data on students' numeracy skills obtained through testing the akm instrument for arithmetic on numbers, geometry, and specific measurements for 4th-grade elementary school students. based on the results of the descriptive statistical analysis of the numerical akm test, it is known that the average score is 88, the minimum numeracy score is 48, and the maximum score is 100 with a standard deviation of 13.81. the results of the reliability test showed that the value of r count > r table was 0.949 > 0.423. the implications of the results of this study are used as input for teachers and education practitioners to improve themselves in designing the development of similar minimum numeracy competency assessment instruments so that more and more instruments can be used by educators as exercises for students, and can improve the quality of human resources in this country. keywords: instrument development, numeracy, minimun competency assesment (akm) introduction numeracy is the ability to apply generalization of numbers and arithmetic operations skills in everyday life. for example at home, working in people's lives, and the ability to explain the information that is around us. given the importance of these numeracy skills, the actuality of this relationship is expected to describe students' numeracy skills in working on good questions and can be used as the main exploration for further exploration (ridha aulia putri, 2021). based on the results of observations, the implementation of numeracy akm in elementary schools has several obstacles. among other things, students' ability to understand problems is still low, basic mathematical concepts such as arithmetic operations are generally mastered by students, but the skills to apply these concepts to real-world situations and unstructured problems are sometimes neglected. pisa results show that students in indonesia mailto:imroatul.mufidah.2221038@students.um.ac.id mailto:sentot.kusairi.fmipa@um.ac.id mailto:slamet.arifin.pasca@um.ac.id 46 | development of akm numeracy instruments on numbers, geometry & measurement materials for grade iv elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 generally have numeracy literacy skills that are still relatively low, namely at level 72 out of 79 countries taking the test (nadhiif et al., 2015). the low numeracy literacy skills of students are the reason the ministry of education and culture has started planning to use the national assessment to measure reading, mathematics and science literacy skills which will begin to be used in 2021. the reason for the change is because of the denseness of un material which causes teachers and students to only test on content mastery, not reasoning competence possessed by students so that it causes weak students' critical thinking abilities (d.m. andikayana et al., 2021). in addition, the national examination is also a burden for students, teachers, and even parents because it is considered a burden for the success of a student as an individual, not as a measure of the quality of the national education system (nuzulia & gafur, 2022). there are three types of tests conducted in the national assessment, namely the minimum competency assessment (akm), character survey, and learning environment survey (pendidikan, 2019). in essence, the minimum competency assessment (akm) is an assessment of the fundamental competencies needed by all students in order to be able to develop their own abilities and play an active role in society in activities that have positive value (kumalasani et al., 2022) . akm is used to measure students' cognitive abilities in which the aspects that are measured are reading literacy and numeracy literacy as well as critical thinking skills (rohim, 2021). this akm can improve the learning process of students. thus the akm questions that are developed must be contextual so that they can measure competency through problem-solving , and encourage students to be able to think critically and logically (ridha aulia putri, 2021) . the reason for the ministry of education and culture to include numeracy questions in the akm is to invite students to recognize the role of mathematics, provide the widest possible opportunity for students to express their mathematical ideas, develop critical thinking skills, and provide opportunities to develop the problems given (winata et al., 2021). several factors in the field indicate that the reason for the low numeracy skills in low elementary schools, namely the lack of introduction to numeracy-based practice questions given to students to practice their abilities, so that students find it difficult to solve them. in addition, students' ability to solve numeracy-based questions is limited to the questions contained in thematic books and lks. students do not have specific experience to practice solving numeracy-based questions. this causes students' creativity to be limited which should be more developed at the elementary school level. development of akm numeracy instruments on numbers, geometry & measurement materials for grade iv elementary school students| 47 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 meanwhile, the results of research conducted by sudianto and kisno (2020) show that teachers experience difficulties in compiling hots questions. the difficulty experienced by the teacher is in compiling the stimulant questions in a cohesive and coherent manner (sudianto & kisno, 2021). the results of other studies also found that there are many gaps in elementary schools, namely that the basic numeracy competencies of students still do not reach the minimum standard. many students find it difficult to answer due to their lack of numeracy competence, so the results are not as expected. items in the form of descriptions that are arranged also often make it difficult for teachers to carry out assessments. so that this has an impact on the achievements obtained by indonesian students in the pisa test which shows that the average student has not been able to complete numeration questions at a perfect level. this is supported by several research results that have been conducted by educational practitioners showing that there are several gaps between the assessment expected by teachers and the assessment used today. the author also found that in similar research some teachers had implemented the minimum competency assessment (akm) directly in elementary schools, but the use of instruments in akm was still not appropriate. not all teachers have good competence in compiling akm-based questions due to limited mastery of akm numeration material. 50% of the teacher's design questions have not formulated the question instructions properly, giving rise to students' ambiguity in solving these questions (indrawati, 2018). based on the things that have been stated above, it is necessary to have a settlement solution that can be done by developing numeracy instruments in the minimum competency assessment (akm). the formulation of the problem in this study is how does a set of numerical akm instruments on numbers, geometry & measurements of fourth grade elementary school students fulfill content validity, empirical validity, and empirical reliability tests? the purpose of developing and validating arithmetic questions was carried out to find out the students' ability to what extent the level of thinking uses akm arithmetic procedures and concepts. students with high-order thinking skills in understanding mathematical concepts can use symbols or numbers according to basic mathematics to help students solve mathematical problems in various situations in everyday life. in addition, the purpose of this study was to produce a set of numerical akm instruments on numbers, geometry & measurement for fourth grade elementary school students that meet content validity, empirical validity, and empirical reliability. 48 | development of akm numeracy instruments on numbers, geometry & measurement materials for grade iv elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 method this research uses the research and development (r&d) development research method, with the development model used is addie development model (analyze, development, design, implementation, and evaluation) (sensus et al., 2022). the addie stages consist of: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. the stages of the research method are presented in the following figure. figure 1. addie development model the addie research model is used because the product is developed is in the form of a set of minimum numeracy competency assessment instruments used in mathematics learning not software engineering, so that the addie method is suitable for the product development process. the analysis phase includes analysis of core competencies, analysis of basic competencies, and determining indicators of number, geometry, and measurement materials. the design stage, namely compiling a grid of numeracy akm questions that will be developed into a test instrument. the grid was developed taking into account and emphasizing the preparation of numerical akm questions. the development stage, namely the activity of developing questions or statements sourced from the grid. the implementation stage, namely the implementation of the tryout akm numeracy test instrument in class iv students as many as 34 people. the evaluation stage, which measures whether the stages passed previously were appropriate and provided valid and reliable results. evaluation is carried out by looking at the results of developing the questions that have been carried out and if valid results have not been development of akm numeracy instruments on numbers, geometry & measurement materials for grade iv elementary school students| 49 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 obtained, the questions will be revised. validity, namely the activity of making comparisons on the value of r for each item statement and calculating the product moment r, reliability is determined by applying cronbach's alpha formula (studi et al., 2022). the data collection method uses a question relevance scale questionnaire and a numeracy test. there are 10 questions with the following criteria or grid: table 1. lattices / criteria for developing numarcy minimum competency assessment questions (akm) competence domain context question form cognitive level question numbers expresses a number as the sum, difference, product, or quotient of two whole numbers number culture multiple choice analyze (c4) 1 explain the value and equivalence of currency fractions number social multiple choice deployments (c3) 2 expresses a number as the sum, difference, product, or quotient of two whole numbers number social truefalse deployments (c3) 3 expresses a number as the sum, difference, product, or quotient of two whole numbers number scientific complex multiple choice analyze (c4) 4 explain the value and equivalence of currency fractions number personal truefalse reasoning (c5) 5 relate the perimeter and area formulas for different types of quadrilaterals (square, rectangle, rhombus, parallelogram, trapezoid, and kite) and triangles. geometry and measures personal truefalse reasoning (c5) 6 50 | development of akm numeracy instruments on numbers, geometry & measurement materials for grade iv elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 explain the value and equivalence of currency fractions number personal complex multiple choice deployments (c3) 7 describe the circumference of a circle geometry and measurements personal complex multiple choice reasoning (c5) 8 explain the value and equivalence of currency fractions number personal matchmaking deployments (c3) 9 explain the value and equivalence of currency fractions number social description reasoning (c5) 10 table 2. numerical minimum competency assessment questionnaire (akm) rating items rating score 1 2 3 4 the suitability of the questions with the material. the suitability of the questions with the competencies that students must achieve. conformity of the question sentences with good and correct indonesian language rules. the use of sentences in the questions does not contain sara elements. illustrations, pictures and photos are appropriate for the topic and can help students. the language used does not have a double meaning. interesting test questions design. the data analysis method in this study is divided into 3. the first analysis is to measure the content validation (cv) value of the instrument which was developed using the gregory formula formula based on the assessment of 2 experts. the formula used by gregory to calculate the cv value is as follows. content validity = 𝐷 (𝐴+𝐵+𝐶+𝐷) development of akm numeracy instruments on numbers, geometry & measurement materials for grade iv elementary school students| 51 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 information: cv : content validity (content validity). d : content that demonstrates a valid agreement between the two experts. ac : content that shows different views between the two experts. d : a cell showing agreement between the four experts table 3. data tabulation in matrix tables 2x2 matrices appraiser 1 less relevant (scores 1-2) very relevant (3-4 scores) appraiser 2 less relevant (scores 1-2) (a) (b) very relevant (3-4 scores) (c) (d) information: a = the number of items with an irrelevant assessment by both examiners b = number of items with an irrelevant assessment by examiner 2 c = number of items with an irrelevant assessment by examiner 1 d = number of items with relevant judgments by both examiners the table is used to calculate the content validity of the assessment results of two experts. from these results, it will be known whether the valid criteria for the numeracy instrument in the akm are valid or not by using the following gregory formula table 4. content validity criteria (gregory) coefficient validity criteria 0.8 – 1 very high validity 0.6 – 0.79 high validity 0.4 – 0.59 moderate validity 0.2–0.39 low validity 0.00 – 0.19 very low validity the second analysis is the analysis of empirical validity which is measured using the product moment calculation formula assisted by using spss 26 for windows software. the criterion of whether each item is valid is determined from the acquisition of person correlation (r) if the value of r count > r is critical. the process of calculating empirical validity was divided into two types of trials that were carried out, namely trials with 34 students from several grades iv subjects and the results of students' daily mathematics tests. while the third analysis is the reliability analysis used to measure the akm questions. the researcher uses alpha cronbach 52 | development of akm numeracy instruments on numbers, geometry & measurement materials for grade iv elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 formula. the researcher uses criteria based on guilford's criteria (koyan, 2012), that is, if the questions developed obtain a minimum high reliability value or are in the interval criteria 0.60 < x ≤ 0.80 (d.m. andikayana et al., 2021). table 5. realiability criteria coefficient validity criteria < 0.20 reliability almost non-existent 0.21 0.40 low reliability 0.41 – 0.70 moderate reliability 0.71 – 0.90 high reliability >0.90 very high reliability results and discussion results the results of this study are in the form of a numeracy minimum competency assessment (akm) instrument product using a rating scale assessment form for each score. the product for the development of this akm instrument numeracy has gone through two stages of assessment, namely the results of validation and testing. the validation of this instrument involved two mathematicians/experts, namely a mathematics lecturer at malang state university, and a math teacher at the elementary school. while the trial involved 34 fourth grade students at the elementary school. this numeracy akm instrument was developed by adapting the addie model stages consisting of (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. the analysis phase includes analysis of core competencies, analysis of basic competencies, and determining indicators of number, geometry, and measurement materials. at the design stage, the researcher begins by compiling the test specifications to be developed. the test developed is the akm numeracy test which consists of multiple choice, complex multiple choice, true-false, matching, and description tests. in this case, the researcher first determines the purpose of the test according to the material for fourth grade elementary school students, determines the content, context, and cognitive level, determines the question indicators, then arranges the test grid, chooses the form of the questions, and determines the length of the test. next, the researcher compiles items on the numeracy minimum competency assessment (akm), the items are arranged according to the measured numeracy ability indicators, the questions consist of 10 items, the material chosen is numbers, geometry and development of akm numeracy instruments on numbers, geometry & measurement materials for grade iv elementary school students| 53 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 measurements that are adapted to the material studied by students in theme i in class iv. each item is equipped with a scoring rubric. 1. content validity the next step is for the researcher to examine the items carried out by experts using the panel technique. before the questions are validated, the questions that have been reviewed and modified are examined by researchers and supervisors first for a feasibility test, whether the questions are in accordance with the indicators to be measured. the validation stage is to obtain content validity from mathematicians/experts and prove the content validity of the akm numeracy test questions concerning numbers, geometry and measurement. the purpose of doing this content validation is to find out and measure whether the akm numeracy questions used are in accordance with the competencies and indicators of critical thinking and the cognitive level achieved. during the validation process, researchers got a lot of suggestions and input on the preparation of the akm numeracy test questions, so that the test questions tested were good and valid. the validation results by two validators from a team of mathematicians can be seen in the following table. table 6. expert validation results with the gregory test using a likert scale question item number validators 1 validators 2 tabulations information 1 3 3 d high validity 2 3 3 d high validity 3 3 4 d high validity 4 3 2 b high validity 5 3 3 d high validity 6 3 3 d high validity 7 3 2 b high validity 8 3 2 b high validity 9 3 3 d high validity 10 3 3 d high validity table 7. data tabulation in matrix tables 2x2 matrices validators 1 less relevant (scores 1-2) very relevant (3-4 scores) validators 2 less relevant (scores 1-2) (0) (3) very relevant (3-4 scores) (0) (4) 54 | development of akm numeracy instruments on numbers, geometry & measurement materials for grade iv elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 content validity = = 0.7 7 (0+3+0+7) based on the results of the assessment of the two validators, the numerical akm instrument is categorized as having a high validity of 0.70. gregory (2000) states that an instrument product can be declared to have a "high validity" level if it obtains a content validity calculation value > 60 or a value range between 0.60 0.79. 2. empirical validity the next data analysis activity, namely empirical validity. this empirical validity was carried out by comparing the results of the numeracy test and the average value of the mathematics daily test on 34 students at elementary school. 3. numerical test value the results of the numeracy test based on the instrument developed by the researcher can be seen in the following figure. figure 2. student numerical test results based on the results of the numeracy tests that have been obtained, the researcher then conducted an analysis using descriptive statistics using the spss for windows version 26 software. the results of the descriptive statistical analysis of the akm numeracy test can be seen in table 8 below. development of akm numeracy instruments on numbers, geometry & measurement materials for grade iv elementary school students| 55 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 table 8 . student numeracy test results statistics scores means 88 std. deviation 13.81 minimum 48 maximum 100 the results of the descriptive statistical analysis of the numerical akm test show that the mean value is 88, while the minimum score for the numerical akm test is 48, and the maximum score is 100 with a standard deviation of 13,81. 4. daily repeat average value the results of the average student daily test can be seen in the following figure. figure 3. the average results of students' daily tests based on the results of the average daily test scores that have been obtained, the researcher then conducted an analysis using descriptive statistics using the spss software for windows version 26. the results of the descriptive statistical analysis of the numeracy akm test can be seen in the table 9 below. table 9. results of the average daily student deuteronomy statistics scores means 93 std. deviation 8,28 minimum 70 maximum 100 0 2 4 6 8 10 12 40-49 50-59 60-69 70-79 80-89 90-99 100-109 56 | development of akm numeracy instruments on numbers, geometry & measurement materials for grade iv elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 the results of the descriptive statistical analysis of the average daily student test found that the mean value was 93, while the minimum score for students' daily test scores was 70, and the maximum score was 100 with a standard deviation of 8.28. 5. reliability test analysis instruments that have been analyzed from the aspect of content and empirical validity then need to know how much the reliability value is by using the validity of the appeal. calculations were performed using spss software version 26 to obtain reliability values using the alpha cronbach formula shown in the table below. 6. appeal validity results table 10. correlation results person correlation coefficient instrument validity coefficient r critical pearson criteria 0.949 0.949 0.423 valid the results of the reliability test using the comparative validity of the akm numeracy test instrument are shown in table 10, indicating that the value r count _ > r table, namely 0.949 > 0.423. thus, it can be concluded that the developed numeracy test instrument is valid or has high reliability and can be used to collect research data related to student numeracy. judging from the results of the instrument analysis performed, the development of this research resulted in a valid and reliable akm numeracy instrument. discussion the results of the analysis show that the developed akm numeracy instrument is the right instrument to be used as a numeracy assessment and has good quality in terms of readability. the instrument is a valid and reliable instrument. based on the results of the assessment of the two validators, the numerical akm instrument is categorized as having a high validity of 0.70. based on the results of the descriptive statistical analysis of the numerical akm test, it is known that the mean value is 88, while the minimum score for the numerical akm test is 48, and the maximum score is 100 with a standard deviation of 13.81. while the results of the descriptive statistical analysis of the average daily student deuteronomy found that the mean value was 93, while the minimum score for the student's daily test score was 70, and a maximum score of 100 with a standard deviation of 8.28. the results of the reliability development of akm numeracy instruments on numbers, geometry & measurement materials for grade iv elementary school students| 57 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 test using the comparative validity of the akm numeracy test instrument are shown in table 9, indicating that the value r count _ > r table, namely 0.949 > 0.423. according to (rohim, 2021) in a similar study, that the suitability criteria of the item must have elements in the description of test development and any measurement aspects that can affect the score results (for example, test format). meanwhile, (apriatni et al., n.d.) in his research on the development of akm numeration questions also argues that the meaning of test scores or learning outcomes scores obtained by students is a description of students' abilities towards subject competencies. (rijoly & patty, 2021) in her research added that a test instrument must have certain criteria and have parallels between the measurement results and the desired criteria. thus, it can be concluded that the developed numeracy test instrument is valid or has high reliability and can be used to collect research data related to student numeracy. judging from the results of the instrument analysis performed, the development of this research resulted in a valid and reliable akm numeracy instrument. according to (ridha aulia putri, 2021) the question grid needs to be added to basic competencies. besides being valid, the characteristics of a good instrument must be relevant. relevance means that the instrument used must be in accordance with the material, learning context, and assessment of learning outcomes. according to (setiyowati et al., 2022) relevance relates to the learning content that is being studied with the knowledge that students already have. the development of this numeracy akm needs to be carried out, so that it can be used by teachers in learning and as an alternative example of numeracy questions (ridha aulia putri, 2021) . numeracy is a skill that can equip students to use mathematics as a way to solve everyday problems. people who have numeracy skills will be able to understand and identify various kinds of mathematical ideas used in solving everyday problems (apriatni et al., nd) . numerical ability also has a close relationship with student learning achievement, because if students have good numeracy skills, mathematics learning outcomes will automatically increase. (study et al., 2022). conclusion based on the results of the analysis and discussion, it can be concluded that the developed akm numeration instrument is an appropriate instrument for use as a numeration assessment and has good quality in terms of readability. the instrument is a valid and reliable instrument. based on the results of the assessment of the two validators, the numerical akm instrument is categorized as having a high validity of 0.70. based on the results of the 58 | development of akm numeracy instruments on numbers, geometry & measurement materials for grade iv elementary school students p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 descriptive statistical analysis of the numerical akm test, it is known that the mean value is 88, while the minimum score for the numerical akm test is 48, and the maximum score is 100 with a standard deviation of 13.81. while the results of the descriptive statistical analysis of the average daily student deuteronomy found that the mean value was 93, while the minimum score for the student's daily test score was 70, and a maximum score of 100 with a standard deviation of 8.28. the results of the reliability test using the comparative validity of the akm numeration test instrument are shown in table 9, indicating that the value r count > r table, namely 0.949 > 0.423. thus, it can be concluded that the developed numeracy test instrument is valid or has high reliability and can be used to collect research data related to student numeracy. judging from the results of the instrument analysis performed, the development of this research resulted in a valid and reliable akm numeration instrument. some of the akm numeracy questions that have been made by the teacher have different instrument components at each grade level. all numeric akm instrument components are in the questions, but not all of them appear in every question. in addition, the forms of questions that have been made have different types of questions. there are multiple choice questions, short answers, true/false, complex multiple choice, essay questions and so on. the questions made by the teachers showed that with different types of text, the form of the questions which also had an akm instrument component aimed at training students' numeracy skills, in addition to increasing critical thinking and hots thinking. future researchers should analyze more deeply regarding students' numeracy akm abilities at each different grade level, so that it can be used as evaluation material for teachers to provide appropriate actions to improve students' numeracy literacy. acknowledgments the author's thanks go to prof. dr. sentot kusairi, s.pd., m.si, and dr. slamet arifin, m.pd. who is full of sincerity and patience in guiding, so that the writing of this article can be completed properly and on time. hopefully this article can provide benefits, especially for educational practitioners to be able to use in learning and as an alternative example of numeracy problems. development of akm numeracy instruments on numbers, geometry & measurement materials for grade iv elementary school students| 59 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2023 references apriatni, s., yuhana, y., matematika, s. p., sultan, u., & tirtayasa, a. 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(2022). pengembangan soal asesmen kompetensi minimum ( akm ) numerasi untuk siswa kelas v sekolah pengembangan soal asesmen kompetensi minimum ( akm ) numerasi untuk siswa kelas v sekolah. sudianto, s., & kisno, k. (2021). potret kesiapan guru sekolah dasar dan manajemen sekolah dalam menghadapi asesmen nasional. jurnal akuntabilitas manajemen pendidikan, 9(1), 85–97. https://doi.org/10.21831/jamp.v9i1.39260. winata, a., widiyanti, i. s. r., & cacik, s. (2021). analisis kemampuan numerasi dan literasi membaca peserta didik kelas xi ma islamiyah senori tuban. prosiding snasppm vi universitas pgri ronggolawe, 6(1), 659–666. http://prosiding.unirow.ac.id/index.php/snasppm%0ameningkatkan. effect of problem based learning to critical thingking skills elementary school students in social studies | 109 effect of problem based learning to critical thingking skills elementary school students in social studies rizki pebriana1, disman2 1stkip siliwangi bandung, cimahi, indonesia 2university of indonesia education, bandung, indonesia rizkipebriana117@gmail.com abstract the main problem of this study is the lack of ability to think kriis elementary school fifth grade students in the learning of social sciences. this study uses a quantitative approach with quasi experimental methods. the study population was the fifth grade elementary school students in district ciparay bandung regency. sample consisted of 51 students divided into 25 students in the class iv-a as an experimental group and 26 students in the class iv-b as the control group. instruments used comprises a written test regarding social issues. quantitative analysis is performed against the average pretest and posttest critical thinking skills by using the t test and mann whitney test. the results showed that the differences are critical thinking skills in students using problem-based learning model at initial measurement (pre-test) and the final measurement (post-test). encourage the student can solve his problems with critical thinking, there are no differences in the ability of critical thinking in students who use conventional learning model at initial measurement (pre-test) and the final measurement (posttest), there is an increased critical thinking skills in students whose learning using model-based the problem is higher than students whose learning using conventional learning. keywords: problem based learning, critical thinking, social studies i. introduction the quality of education is now a concern. quality education is an effort to be able to take part in the era of globalization and dealing with the challenges of the future. education is required to be relevant to the ever-evolving needs of society due to the advancement of science and technology (future-oriented education). through education is expected to form a complete indonesian human so that the current and future problems can be overcome. this is in line with kunandar (2007, pp. 10) "education is the key to modernization or education is the investment of human beings to gain recognition among experts". the process of education can’t be separated from the learning process, where learning is essentially a process of interaction that is mutual between teachers with students or vice versa between students with teachers and students with other students. in the process of learning, social science is one of the lessons that become compulsory teaching materials in schools in this case, especially in elementary school. the objectives of this course as stated in the ktsp primary school curriculum (2006, pp. 575) are as follows: 1. know the concepts related to the life of society and its environment. 2. have basic skills for logical and critical thinking, curiosity, inquiry, problem solving, and skills in social life. 110 | effect of problem based learning to critical thingking skills elementary school students in social studies 3. have a commitment and awareness of social values and humanity. 4. have the ability to communicate, work together and compete in a pluralistic society, locally, nationally and globally. the subject of the study of social learning is about relationships between people. this is in accordance with the ktsp curriculum (2006, p.575) which implies that the scope of social subjects are: 1. man, place and environment 2. time, sustainability and action 3. social and cultural system 4. economic behavior and welfare furthermore, one of the social goals in the school is to prepare the child to have skills, this is in line with sapriya's opinion (2008, p.12) thatsocial education aims to prepare learners as knowledge-abusers, skills, attitudes and values that can be used as the ability to solve personal problems or social problems and decision-making skills and participate in various community activities in order to become a good citizen. in social learning there are social skills that can be taught and trained starting from the level of early childhood and elementary. social skills that need to be developed in today's social learning are critical thinking skills, technological skills, self-control skills, job-taking skills, problem-solving skills, cooperative skills, money use skills and decision-making skills. the expositions are in line with those proposed by supriatna et al (2009, p. 53), namely that skills that must be formulated in the school is the ability to obtain information, communicate, selfcontrol, cooperation, using numbers, solve problems and skills in making decisions. one of the skills that must be mastered by elementary school age children is social skills. because basically humans need other people to carry out life that we often call that human being a social creature. therefore, to socialize with others, people must have social skills, how to communicate, cooperate, creativity, and become a good citizen are some social skills that must be mastered so that in our society life can be received well. social skills should be of particular concern starting from elementary school because today there are many social problems that occur in elementary school age such as mutual mockery among friends, happened between students, school children who fled from home and lack of concern for the importance of saving students. social skills developed in the united states through association for supervision and curriculum development (ascd) has developed a formulation of skills that learners must possess such as thinking and reasoning skills, working skills with others, self-control skills , and skills in exploiting job opportunities, effect of problem based learning to critical thingking skills elementary school students in social studies | 111 from these skills there are specific formulations related to social skills such as conflict-solving skills, working with multiple groups, taking and considering life risks, using information, money use skills effectively and using basic skills in order to live together with the community (supriatna, tt). in addition, in the era of globalization as now required social skills that must be mastered from an early age in order to compete in this era of globalization in the 21st century. there are some social skills children must have to face globalization in the 21st century according to griffin (2012, pp. 8) said that creativity and innovation; critical thinking, problem solving, and decision making; learning to learn, metacognition; communication; collaboration, teamwork; information literacy; ict literacy; elaboration of key concepts of ict literacy based on ets framework; citizenship, local and global; life and career; personal and social responsibility. as a statement from griffin above that is to face the era of globalization in the 21st century critical thinking skills must be owned by students. in an attempt to solve problems in everyday life, one's ability to think is a very powerful ability to determine the person's success in the face of globalization in the 21st century. critical thinking skills are one of the highestorder thinking skills. according to ennis in fisher (2009, p.4) critical thinking is a sensible and reflective thinking that focuses on deciding what to believe or do. meanwhile, according to john dewey in fisher (2009, p.2) defines critical thinking as a persistent, and conscientious process of an assumption. in primary school learning should be developed thinking ability, especially critical thinking skills. the materials and stages of critical thinking skills developed in primary schools are simplified and adapted to the cognitive and learner levels of primary school students who are still at concrete operational stage (yaumi, 2012). if the critical thinking skills have been trained in primary school, the benefits will be felt by the learners when they are in higher education level. if the students' skills in problem solving and decision-making have been trained in elementary school level then students will be better prepared and able cognitively when given more complex problems at higher education levels. this is in line with the opinion of lapono, et al (2010) that individual success in mastering the basics of thinking skills at the stage of development of middle childhood influences on the developmental stage of a dole scene. this means that individual academic success at higher levels of education is largely determined by its success in academic activities or learning at the elementary level of education. one of the efforts that can be done is the learning process conducted in elementary school especially in social studies subjects in class iv on the material "social problems" with 112 | effect of problem based learning to critical thingking skills elementary school students in social studies learning that gives more emphasis such as giving a real example, involving students to participate in providing feedback sopi solution that will make students more easily understand the material and can apply in everyday life in the home, school and community. learning model that is considered to improve social skills especially critical thinking skills is a problem-based learning model, for that in this study will try to model the problem-based learning model to find out how its influence on improving critical thinking skills. this is reinforced by the opinion of biggs (1991) which insists that: certain pedagogical strategies, such as problem-based learning, develop hypotheses, seek required knowledge, apply solutions to problems, and evaluate the outcome of the decision and the process of learning. this means that certain pedagogical strategies, such as learning-based issues, can provide a context for students to systematically interpret problems, develop hypotheses, find needed information, apply solutions to problems, and evaluate decision outcomes and learning processes. problem based learning (pbl) is a learning model that uses real problems as a context for learners to learn about critical thinking and problem-solving skills (sudarman, 2007). problem-based learning is a strategy that begins by exposing students to real-life problems (authentic) or simulated problems, so students are required to think critically and place students as a problem solver so that they are expected to become skilled in critical thinking and problem solving. furthermore, sanjaya (2006) states that problem-based learning can be defined as a series of learning activities that emphasize the process of solving problems faced scientifically. while ward, 2002; stepien, et al., 1993 (in sutrisno, 2007) states that the problem-based learning model is a learning model involving students to solve a problem through the stages of scientific method so that students can learn the knowledge related to the problem and also have the skills to solve problem. based on the above explanation it is clear that problem-based learning is important to implement in order to improve the mastery of social concepts and to improve the ability to solve social problems of elementary school students. therefore, the authors are interested to conduct research with the title "effect of model-based learning problems to think of critical skills elementary school students in social studies”. ii. methods this study uses quasi-experimental method with quantitative approach. the research was conducted on the students at sd gadis, ciparay bandung. the result of data collection was obtained through test, observation, and interview. effect of problem based learning to critical thingking skills elementary school students in social studies | 113 iii. results and discussion the pretest of critical thinking skills is derived from the tests given before the learning is applied in the experimental class and control class. analysis of equality score test score gain ability critical thinking between students in experimental class and experimental class aims to show that there is an increase or not. before performing the two-averaging test, firstly test the normality and homogeneity of variance. the steps of testing this hypothesis are as follows: 1. analysis of gain data score critical thinking skills of students in classroom experiment and control class the sample size of the two classes is 26 students for the experimental class and 25 students for the control class. on average the gain scores of the critical thinking skills of the experimental students had an average gain value of 0.50 and higher than the average gain of the control class having only a mean value of 0.03. the average disjunction between the two classes is 0.47. the maximum gain score in the control class is 1.00, while the maximum gain score in the experimental class is 0.93. the minimum gain score in the control class is -1.31, while the minimum gain score in the experimental class is 0.15. the difference in gain scores between the experimental and control classes is moderate, so both classes have a relatively different score of students' critical thinking skills. data processing scores the ability to test this mathematical conjecture begins by doing the normality test in the experimental class and control class. test normality score gain ability of critical thinking siswakedua class using kolmogorov-smirnov test in order to know whether the data from each sample was normal distribution or no. test this normality using the help of software spss 23.0 for windows. 2. test normality data score gain ability critical thinking students in experimental class there is also a form of hypothesis test of normality of gain scores the ability to test mathematical conjecture of experimental class students: h0: score gain ability of critical thinking of student experimental class normal distribution. h1: score gain ability critical thinking of student experimental class is not normally distributed. the criterion used to reject and accept h0 based on p-value is h0 is rejected if the value of significance p-value <α (significance level 0.05) and h0 is accepted if the value of significance p-value ≥ α. from the calculation results using software spss 23.0 for windows. score gain of critical thinking ability of experimental class students for kol mogor ofsmirnov normality test has p-value (sig) = 0,057> 0.05 so that h0 is accepted at significance 114 | effect of problem based learning to critical thingking skills elementary school students in social studies level = 0.05. that is, the gain scores the ability to test the mathematical conjecture of the experimental class is normally distributed. 3. test normality data score gain ability critical thinking students in class control there is also a form of hypothesis test normality score gain ability test mathematics conjecture students control classes: h0: score gains students' critical thinking ability of normal control class. h1: score gains students' critical thinking ability of control class is not normally distributed. the criterion used to reject and accept h0 based on p-value is h0 is rejected if the value of significance p-value <α (significance level 0.05) and h0 is accepted if the value of significance p-value ≥ α. from the calculation results using software spss 23.0 for windows. the gain score is the ability to test mathematical conjectures of control-class students. there is also test result of normality of score gain ability of critical thinking thinking of control class student for kolmogorof-smirnov normality test has score p-value (sig) = 0,00 <0.05 such that h0 is rejected at significance level = 0.05. that is, the score gain ability of critical thinking of student control class this distribution is not normal. based on the results of the kolmogorof-smirnov normality test the experimental class has a gain score of students' critical thinking thinking ability to normally distributed, while the control class has a gain score of critical thinking ability that is not normally distributed. so that data processing can be continued with non parametric test mann whitney. 4. test of two-point differences gain score data for student's critical thinking skills in this study because both classes have a gain score of critical thinking ability of students who are not abnormally distributed, then on test the average difference using non parametric test of mann-whitney with significance level α = 0,05 which done by using program of spss 23.0 for windows. there is also a hypothesis that is used follows: • h0: there is no difference score gain critical thinking ability of experiment class and control class. • h1: there is a significant difference in the gain scores of students' critical thinking skills and control class. • h0 is rejected if the value of significance p-value <α (significance level). h0 is accepted if the significance value of p-value ≥ α (significance level). result of mann whitney difference of average gain of critical thinking ability of experiment class and control class with significance level α = 0,05 with p-value score (sig. 2 effect of problem based learning to critical thingking skills elementary school students in social studies | 115 tailed) = 0,000 at significance level α = 0,05 because one tested direction so 0.000 divided by 2 results = 0,000 <0,05 = α, such condition h0 rejected, there is a significant difference score gain ability thinking criticism experimental class and control class. a. discussion to see the improvement of the ability of critical thinking in students whose learning using problem based learning model is higher than students whose learning using conventional learning will be t test, but first test of normality and homogeneity test. on average the gain scores of the critical thinking skills of the experimental students had an average gain value of 0.50 and higher than the average gain of the control class having only a mean value of 0.03. the average disjunction between the two classes is 0.47. maximum gain score in the control class is 1.00, while the maximum gain score in the experimental class is 0.93. the result of normality test of data gain critical thinking ability in experiment class get significance value equal to 0,057, because the value is bigger than α = 0,05, such that h0 is accepted at significance level = 0.05. that is, the gain scores of critical thinking skills of these experimental colleagues are normally distributed. while the control class get a significance value of 0.000 because the value is smaller than α = 0.05, such that h0 is rejected at the level of significance = 0.05. that is, the score gain ability of critical thinking of students this experiment is not normal. based on the results of the kolmogorof-smirnov normality test the experimental class has a gain score of students' critical thinking thinking ability to normally distributed, while the control class has a gain score of critical thinking ability that is not normally distributed. so that data processing can be continued with nonparametric test mann whitney. the result of difference test of average gain of critical thinking ability of experimental class and control class students get a significance value of 0.000. since the value is smaller than α = 0.05, then h0 is rejected. that is, the average gain of the experimental class is higher than the average gain of the control class. it can be concluded that the improvement of critical thinking ability in students whose learning using problem-based learning model is higher than students whose learning using conventional learning. improved critical thinking skills in students whose learning using problem-based learning model is higher than students whose learning uses conventional learning. this is because according to dutch (amir, 2009, pp. 21) problem based learning is an interactional method that defies students to learn to study, working together in groups to find solutions to real problems, the problem is used to remind curiosity and ability analytical and initiative on 116 | effect of problem based learning to critical thingking skills elementary school students in social studies the subject matter. problem-based learning prepares students to think critically and analytically to seek and use appropriate learning resources. in addition, problem-based learning has more, among others, according to sanjaya (2006, pp. 88): a. students better understand the concepts taught because they themselves find the concept. roh (2003) mentions that the effectiveness of the pbl depends on the characteristics of the students and the classroom culture, as well as the tasks (problems) given. pbl supporters believe that when students develop methods or ways to construct their own procedures, they are integrating their conceptual knowledge with their procedural skills. b. involves actively solving problems and demanding higher student thinking skills. c. knowledge is embedded in the students' schema so that learning is more meaningful. hmelo-silver, chernoblisky, and dacosta (2004) also state that students who learn knowledge in the context of problem-solving such as pbl are likely to recall and transfer their knowledge to new problems. d. students can feel the benefits of learning because the problems that are solved are related to real life. e. the learning process through problem-based learning can familiarize students in dealing with and solving problems skillfully. when faced with problems in everyday life students have the ability to solve them f. can develop students' ability to think critically and develop their ability to adapt to new knowledge. iv. conclusion and recommendations conclusion based on the formulation of problem analysis results and discussion of the results of research as described in this study, then obtained the following conclusions: 1. here is a difference in the ability of critical thinking in students using problem-based learning model on pretest and final measurement (posttest). this is caused in problem based learning students directed to formulate problems, analyze problems, formulate hypotheses, collect data, testing hypotheses, and formulate recommendations solving problems that encourage students to solve problems faced with critical thinking. 2. there is no difference in the ability of critical thinking in students using conventional learning model on pretest and final measurement (posttest). this is because the conventional learning model does not attempt to apply methods and the use of factual effect of problem based learning to critical thingking skills elementary school students in social studies | 117 media and learning resources. in addition, in the conventional learning model is not based on the problem and does not provide opportunities for students to solve the problem itself. 3. there is an increase in critical thinking skills in students whose learning uses a problembased learning model is higher than students whose learning uses conventional learning. it can be concluded that the improvement of critical thinking ability in students whose learning using problem-based learning model is higher than students whose learning using conventional learning. this is because problem-based learning is a strategy that begins by confronting students on real-life issues (authentic) or simulated problems, so students are required to think critically and place students as problem solver so that students become skilled in critical thinking. recommendation based on the research conclusions described earlier, the implications and recommendations in this study are 1. learning by using learning-based model problems can be used as an alternative learning in elementary school in an effort to develop students' critical thinking skills. however, in applying this learning need to pay attention to the learning steps so that the implementation of learning can be done well. implementation of learning will be done well if supported by the media learning and teacher in teaching. therefore prepare well and mature so that students can get actively involved in learning. in addition, teachers also need to keep the classroom conditions to stay good, so that all students can follow the learning well. 2. research with learning model-based learning this problem is done very limited nature both the subject of research and subject. the population of this study is only students of sdn in ciparay sub-district of bandung regency and the samples are taken only two classes so that the research results are not necessarily according to the school or other areas that have different characteristics and student population. it is hoped that the next researcher will be able to do research with a wider population with the class being sampled more with the aim of minimizing errors and getting more accurate results. 3. the subject discussed only for two subjects that is about the problems in the environment. therefore, it is suggested to the next researcher to be able to continue the research on other subject. 4. need to be considered by teachers who want to use learning-based model problems that this kind of learning requires a relatively long time because students should be given the opportunity to think and convey ideas and ideas to analyze the material being studied. 118 | effect of problem based learning to critical thingking skills elementary school students in social studies therefore, the instructional material should be prepared to pay attention to aspects of effectiveness. 5. learning with learning-based models this problem in addition to improving students' critical thinking can also be done other research to see the effect of learning with learningbased model problems to other abilities. references biggs j.b. (1991) approaches to learning in secondary and tertiary students in hong kong: some comparative studies. educational research journal 6, 27–39. fisher, a. (2009). berpikir kritis sebuah penghantar. jakarta: erlangga. griffin, p. (2012). assessment and teaching of 21st century skills. new york: springer. kunandar (2007). guru profesional. jakarta: rajawali pers. lapono, n., dkk. (2010). belajardanpembelajaran sd 2 sks. jakarta: direktoratjenderalpendidikantinggi. sanjaya, w. (2006). strategi pembelajaran. jakarta: kencana prenada media group sapriya. (2008). pendidikan ips. bandung: yasindo multi aspek. sudarman. (2007). problem based learniing: model pembelajaran untuk mengembangkan dan meningkatkan kemampuan memecahkan masalah. jurnal pendidikan inovatif. 2 (2): 68-73. supriatna, n, dkk. (2009). pendidikan ips sd. bandung: upi press supriatna, n. (tt). bahan belajar mandiri pendidikan ips sd. tersedia: http://file.upi.edu/direktori/dual-modes/pendidikan ips di sd bbm 2.pdf. sutrisno. (2007). pembelajaran berbasis masalah. [online]. (tersedia): (http://lubisgrafura.wordpress.com). yaumi, m. (2012). pembelajaran berbasis multiple intelligences. jakarta: dian rakyat. http://lubisgrafura.wordpress.com/ infinity analysis of language skills in primary school children (study development of child psychology of language) | 35 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 1, february 2018 analysis of language skills in primary school children (study development of child psychology of language) dida firmansyah stkip siliwangi dfirmansyah86@gmail.com abstract the skills and development of children's language are unique to observe, the researchers found several cases of varying language abilities in the age range of 6-12 years old who are still in primary school. from the perspective of child development psychology, the findings are influenced by several factors that are directly or indirectly related to the child's life. on the basis of this background, the researchers made an analysis of the results of observation of primary school children in the age range of 6-12 years with the object of research made randomly. the result of the data obtained by the researcher is that the elementary school age children have significant differences in the ability to speak in the school environment and outside the school environment. keywords: analysis, language skills, primary school introduction the matter of this research is based on the diversity of the initial ability of elementary school students in the school environment, it is much influenced by the family environment, the community where the child lives. many researchers conducted empirical observations in the field so that it was considered unique from various aspects of elementary school age children. the community where a primary school-age child life is mixed on many factors that influence the abilities and thinking skills of these elementary school-age children. family and the variety of ways and speaking styles of family members influence many children's skills and communication skills even though family factors are only one of many influencing factors. the community of communication and ethnic diversity in terms of sociolinguistics is the strongest influence to shape the abilities and speaking skills of an elementary school child. children in their development will receive a lot of stimulation directly or indirectly during their growth in the age range of 6-18 years (syaodih, 1995). some aspects that affect children's development include physical development, psychology and the ability to interact socially in their environment. in the age range of 6-18 years, children feel they need information from other people around who not only have family relationships, but they also want a lot of interaction with other people outside the family environment. for example, in 36 | analysis of language skills in primary school children (study development of child psychology of language) p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 1, february 2018 the surrounding community and children's school, they will receive influences from various different aspects and goals, from the influence of attitudes, speech styles, vocabulary additions, and attitudes. human character has been attached to a person's personality and shown in the behavior of his daily life. since birth, humans have had the potential of character that is shown by their cognitive abilities and innate traits. innate characters will develop if you get a touch of learning experience from the environment. the family is the first learning environment that children get and will be a strong foundation to shape character after adulthood. the results showed that around 50% of the variability of adult intelligence had occurred when a child was four years old. the next 30% increase occurs at the age of eight years, and the remaining 20% in the middle or end of the second decade (suyanto, 2010). the development of intelligence is accompanied by mental development of other personalities until adolescence. after adulthood, intelligence and personality behavior has been relatively stable, therefore if you want to form intelligence and character, the most appropriate time is at the age of children to adolescents. children's language skills in their development can be seen and assessed directly from the child's speaking ability in various social situations, because it is very possible that there are different ways and styles of speaking for different situations and interlocutors. the speaking skills referred to by the researcher are a language skill that develops in a child's life, which is only preceded by listening skills, and at that time the ability to speak or speak is learned (tarigan, 1987). many things are related to language development in children, especially with regard to language development in elementary school-age children which includes (1) the nature of language development; (2) children's language development; (3) development of oral communication; (4) development of written communication; and (5) the development of reading and writing (slamet, 2008). the external influence factor is only one side of the forming factor of ability and speaking ability, but not only that factor. there are also internal factors related to the psychological factors of elementary school children. like, the ability of utterances, intuition, and pressure from various external factors. from various reasons for thinking, the authors formulated several things to analyze, namely, how the influence of children's development skills in the analysis of language skills in primary school children (study development of child psychology of language) | 37 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 1, february 2018 environment can shape abilities that are considered unique for elementary school-age children. early childhood analysis activities aim to allow special stimulation, treatment and treatment to be provided that can maximize the skills and verbal communication skills of elementary school-aged children. psychologically there are several factors that influence the development and change of character in children. the two main factors that can affect children's development include genetic factors and external factors or the environment in which the child grows (kartono, 2007). genetic factors, namely things that are inherited from parents and that are permanent or not will change significantly during the child's development, such as race, hair, eyes and physical growth that will not be different from their parents. meanwhile, external or environmental factors are things that affect children significantly and cannot be limited to changes, which include family, peers, life experiences in the environment and health. language skills are access to direct communication in the community in a variety of environments that allow the emergence of a complex and sustainable social atmosphere (susanto, 2016). indeed, it is undeniable that communication skills are always changing and relatively developing, adjusting the talk page. this is similar to the statement of slamet (2008) regarding language skills always giving and getting influence from several factors, in this case, external and internal factors in human psychology. the age of elementary school children is the best time to form language characters in children from the age of middle school children or the age of teenagers. primary school teachers must have new references that are more accurate in shaping the character of children's language skills by applying diverse and continuously developed learning theories (susanto, 2016). teachers must have the ability to understand the development of elementary school-age children with several aspects of the review, which include physical and motoric character of children, development of perceptions, the character of language development, development of independence and career development of elementary school-age children (budiman, 2006). from the theoretical statement, the researcher obtained several keywords to provide communication stimulation in elementary school children by reviewing several aspects of 38 | analysis of language skills in primary school children (study development of child psychology of language) p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 1, february 2018 genetic development of children, external factors and the strength of the role of teachers to improve language skills in children. schools as formal education institutions often become role models in various ways including role models in educating characters. character education in schools is adjusted to the age level of students' mental development. suyanto (2010) agrees that character formation and development has occurred until adolescents are teenagers. once mature, the character possessed by humans is relatively stable and permanent. therefore, the character education model at the age of children, adolescents and adults cannot be equated. one model of character education that is effectively applied in elementary schools is not necessarily effective for adolescents and adults. this study aims to analyze effective character education models at the age of children, adolescents, and adults that have been carried out in elementary, middle and high school through the study of relevant research results and school programs. this study is expected to benefit the development of a new character education model that is feasible for different target audiences. gardner suggests the concept of multiple intelligences or multiple intelligences that can distinguish learning tendencies and interests that someone has with others. according to gardner, multiple intelligence has several aspects, namely: (1) logical mathematical intelligence (2) visual / spatial intelligence (3) body kinestets intelligence (4) musical / rhythmic intelligence (5) verbal / linguistic intelligence (6) interpersonal intelligence (7 ) intrapersonal intelligence and (8) naturalistic intelligence. formulation of the problem the researcher formulated the problem to make it easier to find and obtain the data needed in the study, namely by formulating a problem regarding the speaking skills of children aged 6 12 who are still in elementary school, how the different characters of language used by children aged 6 12 influenced by friends in and outside the school environment. research purposes each study always has a goal so that the results of the study are more directed, in this case, the researcher formulates several research objectives which include speaking skills of children aged 6 12 years. analyzing the character differences in children's language skills in the age range of 6 12 years and analyzing the effects of the school and outside school environment on the speaking skills of children aged 6 12 years. analysis of language skills in primary school children (study development of child psychology of language) | 39 p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 1, february 2018 method the process of analyzing this research is carried out using the descript method, namely the use of research methods to collect observations from data obtained in the field by presenting findings and explaining the analysis carried out by researchers (sukmadinata, 2007). the object of the research used was elementary school students aged 6 12 years who were deliberately stimulated to talk about personal experiences directly without scenarios by researchers. analysis of the initial characteristics of students is one of the efforts made to gain understanding about; demands, talents, interests, needs, and interests of students, related to a particular learning program. this stage is deemed so necessary to remember many considerations such as; students, social development, culture, economy, science and technology, and the interests of certain educational / learning programs that students will follow. results and discussion in this study, researchers obtained results regarding data on children aged 6 12 years in the elementary school environment with random or unspecified sex selection. the researcher analyzed 5 elementary school students by communicating directly in the school environment and 5 elementary school students by communicating outside the school environment. so overall researchers use 10 elementary school students as the object of research. the researcher obtained data on the communication skills of elementary school children from various aspects, first the emotional aspects of the interlocutor, the types of games performed by the child and the pattern of education in school for a child. character education has been integrated into indonesian language subjects through media illustrated stories and role-playing methods. character education has also been integrated into elementary school learning through character-based learning models and methods carried out by a teacher. the results showed that the use of models and methods of effective character education to improve the practice of politeness, honesty, patience, and adherence to community norms, as well as indonesian language skills (listening, reading and speaking). analysis of the 10 research objects is that elementary school students who are stimulated to communicate with researchers in two different environments will prove differences in 40 | analysis of language skills in primary school children (study development of child psychology of language) p-issn: 2580-9326 e-issn: 2580-7714 journal of elementary education volume 2, number 1, february 2018 speaking styles with differences in vocabulary used by children aged 6 12 years to communicate that are distinguished from the economic abilities of parents, adult dominance in the child's life and the family's communication 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(2016). teori belajar dan pembelajaran di sekolah dasar. kencana. budiman, n. (2006). memahami perkembangan anak usia sekolah dasar. jakarta: departemen pendidikan nasional. kartono, k. (2007). psikologi perkembangan anak. jakarta: erlangga. slamet, s. y. (2008). dasar-dasar keterampilan berbahasa indonesia. surakarta: lpp uns dan upt penerbitan dan percetakan uns. sukmadinata, n. s. (2007). metode penelitian. bandung: pt remaja rosdakarya. suyanto. (2010). urgensi pendidikan karakter. diunduh tanggal 1 maret 2010 dari www.kemendiknas.go.id syaodih, e. (1995). psikologi perkembangan. journal of chemical information and modeling. bandung: mandar maju. https://doi.org/10.1017/cbo9781107415324.004 tarigan, h. g. (1987). berbicara sebagai suatu keterampilan berbahasa. bandung: angkasa. 172 | online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic yoga adi pratama1, laksmi dewi2 1universitas pendidikan indonesia, indonesia 2universitas pendidikan indonesia, indonesia 1yoga.adipratama@upi.edu, 2laksmi@upi.edu abstract during the covid-19 pandemic, thinking skills-oriented learning has not been implemented properly, the impact of student hots is getting lower. the purpose of this study is to increase the hots of elementary school students during the covid-19 pandemic through the radec learning model. the research was conducted at sdn harapan 1 cimahi city. the research methodology uses classroom action research. data collection techniques used are tests and observations. data analysis used comparative analysis techniques and qualitative analysis. the results showed that there were only 2 students in the pre-cycle data that obtained the "good" criteria, in the first cycle it increased significantly to 15 students, and in the second cycle it increased again to 20 students. furthermore, in the pre-cycle students who completed it reached 13 students (37.1%), in the first cycle increased to 28 students (80%), and the second cycle by 33 students (94.2%) who completed. this significant increase is because the entire syntax of the hots-oriented radec learning model can be easily implemented during the covid-19 pandemic because the syntax is flexible, adaptive, and in accordance with the characteristics of indonesian students. the conclusion of this study is that the radec learning model can increase the hots of grade iv students at sdn harapan 1 for the 2020/2021 academic year during the covid-19 pandemic. keywords: radec learning model, hots, elementary school introduction the covid-19 pandemic has changed all aspects of the constellation of life, including education. government policies that prioritize the health and safety of children and teachers make face-to-face learning that is usually done must be stopped and replaced with distance learning. that means, the covid-19 pandemic is forcing education practitioners to move faceto-face learning rooms to virtual classrooms. the transfer of the study room emphasizes that education must be dynamic and ready to accept change. the implication is that efforts to increase human resources through education must continue to be carried out, of course taking into account health protocols. furthermore, in the context of the 21st century, the urgency of increasing human resources is increasing because various countries are competing to be the best through innovations in the field of science and technology through increasing 21st century competencies. binkley, et al. (2012, pp. 18-19) describes the competencies needed in the 21st century, namely creative thinking skills, critical thinking, metacognitive thinking, communication, mailto:laksmi@upi.edu online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic | 173 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 collaboration, information literacy, ict literacy (communication information technology), citizenship, work and career, and individual and social responsibility skills. furthermore, trilling & fadel (2009, p. 47) describes 21st century skills which include creative thinking and problem solving skills, communication and collaboration skills, and the ability to be creative and innovate. these skills are an essential basis for someone to be able to exist in the 21st century even in the pandemic era. the abilities mentioned above can be represented through higher order thinking skills. higher order thinking skills (hots) are complex abilities that include logic and reasoning abilities, analysis, evaluation, creation, problem solving, and decision making (judgment) (brookhart, 2010, p. 29). meanwhile, the definition of hots according to the national standards of oecd (the organization for economic co-operation and development), timss (trends in international mathematics and science study), and pisa (the program for international student assessment) is the ability to apply knowledge, skills, and values in making reasoning and reflection in solving a problem, making decisions, and being able to create something that has an innovative nature (nugroho, 2018, pp. 16-17). thus, hots is a thinking skill that not only requires the ability to remember, but is much deeper, namely the ability to analyze, evaluate, and create. these skills are certainly needed in the 21st century, especially during a pandemic to prevent a cyber pandemic, namely the outbreak of hoax viruses and false information about the covid-19 virus that has filled social media timelines. based on the results of observations on the learning outcomes of fourth grade students at sdn harapan 1 cimahi city in hots questions, it shows that 73% of students are still having difficulties. this data is confirmed by the average hots question score in semester 1 of the 2020/2021 academic year which only reaches 55. the low hots is reinforced by the results of the hots questions presented both in daily assessments and in mid-semester assessments which are always difficult for students to answer. this confirms that hotsoriented learning has not been maximally implemented. in fact, there have been many efforts or research before the pandemic that concluded that various innovative learning models from the west have been able to improve thinking skills (duran & dokme, 2016; yuliati, et al., 2018). however, during the pandemic, innovative learning is still not implemented properly, this can be seen from the lack of scientific publications regarding innovative learning models from the west on thinking skills during the pandemic. furthermore, in practice, this innovative learning model is very less used by teachers in learning. the results of sopandi's research, et al. (2019) found that out of around 100 teachers 174 | online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 in the west java region, only 10% could write down the syntax of the innovative learning model which they thought was most often used, the rest of the teachers did not understand and could not rewrite the syntax or it could be said that the teacher felt that he was implementing the learning model. innovative, when in fact it is not. apart from being difficult to remember the syntax, the innovative learning model is considered less practical and requires a long time so that teachers are more comfortable using conventional learning models (lectures). therefore, the researcher offers one alternative to develop thinking skills during a pandemic, namely through the read-answer-discuss-explain and create (radec) learning model. the radec learning model is one of the alternative learning models in accordance with indonesian conditions (sopandi, 2017). the name of this model is adapted to the syntax, namely read, answer, discussion, explain, and create (radec). the syntax of the radec model is easy for primary and secondary education teachers to memorize (sopandi, et al. 2019), so it is appropriate to use it as an alternative to innovative learning models in indonesia. besides being easy to memorize the syntax, this model exists on the basis of the indonesian education system which requires students to understand many scientific concepts in a limited time. this model is the latest breakthrough in education during a pandemic that requires the achievement of 21st century competencies, character, and literacy accompanied by preparation for exams held by schools. several studies have also proven that the radec learning model has a positive impact on learning outcomes, both material-oriented, namely understanding concepts (lukmannudin, 2018), and hots-oriented (jumanto, et al. 2018; pratama, et al., 2019; agustin, et al., 2021). the radec learning model is very suitable for distance learning because the stages are flexible, which can be full online or blended learning (ilham, s. dkk., 2020; muslim, 2022). of course this helps the teacher in formulating a lesson that can accommodate the characteristics of students and various learning infrastructure. for students who have smartphone facilities and internet connections, the radec learning model is carried out fully online through the help of the whastapp, google classroom and zoom applications. meanwhile, for students who do not have a device or have difficulty accessing the internet, the radec learning model is implemented through a blended learning system where the read, answer, and create stages are carried out asynchronously while the discuss and explain stages are carried out synchronously. based on the explanation above, the problem in this research can be formulated, namely "how can online learning through the radec learning model increase the hots of online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic | 175 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 elementary school students during the covid-19 pandemic?". so the researchers took the title "online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic". method this research was carried out at sdn harapan 1 cimahi, to be precise in class iv for the 2020/2021 academic year. the type of research conducted by the researcher is classroom action research (car). classroom action research (car) is research conducted by teachers in the classroom with the aim of improving their performance so that student learning outcomes increase. researchers conducted car on fourth grade students with the aim of increasing students' hots, which is still relatively low during this pandemic. the subjects of this study were fourth grade students for the 2020/2021 academic year, totaling 35 students consisting of 19 boys and 16 girls. the background of students varies, most of the students come from families with middle-class economy. there are 5 children who do not have a device so that blended learning is carried out. the instrument used is a test to measure the hots of elementary school students on theme 8, especially in fictional story material. the hots indicator used in this study is hots as a transfer of knowledge. hots as a transfer of knowledge is the highest stage of the revised bloom's taxonomy which includes analyzing, evaluating, and creating (brookhart, 2010). so that hots in the context of this research is a combination of two dimensions, namely the dimensions of knowledge: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge; and dimensions of cognitive processes: analyzing, evaluating, and creating (anderson & krathwohl, 2001). however, in this study, the researchers deliberately limited the hots to be tested only at the level of c6 creating. the form of questions is made open descriptions so that students really issue their hots, because the description or essay tests provide more possibilities for developing critical and creative thinking skills which are an integral part of hots (abidin, 2016, p. 146). then the hots score is categorized according to the criteria that have been determined in this study. the following categories of hots scores are based on the international center for the assessment of higher order thinking (prasetyani, et al., 2016). 176 | online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 table 2. hots assessment categories criteria skor very good 81-100 good 61-80 enough 41-60 not enough 21-40 very less 0-20 based on the table above, we can also know the level of completeness, which is 61, where the score is in the good category. in addition to the question sheet, the instrument used is the observation sheet. the observation sheet is a data collection tool used by researchers to see the findings during the learning process carried out. observation sheets are used to assess the activities of students during the learning process and teacher activities are used to assess the ability of teachers to carry out learning. the data analysis used in this research is descriptive comparative and descriptive qualitative. comparative descriptive is done by comparing the data from the initial conditions, cycle i, and cycle ii. results and discussion results this research consists of two cycles. each cycle goes through four stages, namely: the planning stage, the implementation stage, the data collection stage, and the reflection stage. in each cycle researchers can report as follows: a. cycle 1 1. planning at this planning stage, the activities carried out are determining learning materials. based on the results of the curriculum study, the material in the first cycle was determined, namely theme 8, sub-theme 1 learning 1 and 2. the focus of the material was indonesian at kd 3.9. furthermore, the activity carried out is to develop a learning implementation plan using the radec learning model. to complete the learning implementation plan, pre-learning questions are prepared for the answer stage and student worksheets are prepared for the discuss stage. pre-learning questions with student worksheets are similar questions. after that, the activities carried out are arranged hots-oriented evaluation questions. online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic | 177 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 2. implementation the implementation of each cycle uses the radec learning model which is carried out online through the zoom meeting and whastapp applications. the following describes the implementation of the radec learning model in the table below. tabel 3. radec stage radec stage online learning read the day before the implementation of the lesson, the teacher provides reading materials and assigns students to read other sources (books, internet) through the whatsapp group answer the day before the implementation of learning, the teacher gives prelearning questions via google form discuss the teacher gives a worksheet in the whatsapp group which the students then discuss with their friends via the zoom application. explain students present their worksheets in a zoom meet create students make a work from the synthesis of their knowledge after learning (collected after the learning day) this radec stage was carried out twice. after that, students are given the hots instrument which measures the skills of creating. 3. observation the results of observations on the implementation of actions in cycle i can be seen that students are starting to be able to take part in systematic learning during this pandemic, because learning is usually dominated by giving assignments and students sometimes send assignments not according to the agreed time. there are positive things that have been seen since using the radec learning model, especially the read stage, namely the level of student participation in reading the material before learning has increased. this can be seen from the number of students who read as many as 17 students. meanwhile, the rest did not read because they forgot, there is no quota, and there is no gadget. in addition, in the answer activity the number of students who participated in filling out pre-learning questions was 15 students. on average, the students' answers were correct. this indicates that there are several materials that students can master outside the classroom, so that in the classroom or in learning, students just need to be directed to the material they do not understand. this kind of learning is called the flipped classroom. thus learning becomes more effective and efficient. at the discuss stage, because students are still confused about how to have a good discussion in a virtual room, while the discussion is directed to whatsapp video calls with 178 | online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 friends. after that, students were given time to fill in. for those whose houses are close together, students carry out discussions offline. after finishing the independent discussion in small groups, then everything was directed to enter the zoom meet. in zoom, students return to discussing only the teacher who leads the discussion through question and answer activities about worksheets so that all worksheets are filled in. then at the explain stage, students are asked to convey the results of their work on the worksheet. this activity went quite well. students can correct each other's worksheet answers because previously students already had the knowledge that was obtained at the read and answer stages. so it can be said that presentation activities are more lively and active. furthermore, at the create stage, students are asked to make a poster containing the results of the day's learning. the students' responses varied, some were excited because the student liked to draw, some were confused until several times the student made a video call to the teacher. but overall this creation activity went smoothly. the number of students who collected posters the next day reached 30 students, the rest were late. in cycle 1, the hots results were quite satisfactory. here are the data results. table 4. comparison of student hots cycle 1 skor criteria hots 86-100 very good 5 71-85 good 14 56-70 enough 14 41-55 not enough 2 < 40 very less 0 amount 35 based on the table above, it can be seen that there are 14 students who get good categories. this number is more than students who get less and very less categories. this indicates that hots at level c6 has begun to be developed through the radec learning model. this can also be seen from the hots-oriented learning process, namely student centered. to more clearly see the success rate of the hots data, a table of students' hots completeness at level c6 is presented. online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic | 179 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 table 5. completeness of hots students cycle 1 completeness hots f % complete 19 54,2 not complete 16 45,7 amount 35 100 based on the data above, it can be seen that there are 19 students who completed. these results confirm that radec learning can build students' hots level c6.. 4. reflection based on the results of the implementation of cycle 1, it appears that not all students follow the read and answer stages. this is a note that all students should follow the learning stages. furthermore, at the read stage there were activities that were not carried out, namely the provision of a bibliography to make it easier for children to find sources of reading material. providing a bibliography is also important to encourage children to explore material from various sources. this is what is called multimodal learning. at the answer stage the teacher only assesses it without carrying out feedback on the results of the answers. this feedback is important because students can immediately find out where the error is. furthermore, at the discussion stage, it is necessary to give instructions first clearly how to carry out the discussion so that students know the series of activities. discussions can also try the room breakout feature of the zoom application so that students can be directed with their respective groups. furthermore, teachers need to improve discussion management skills so that all can participate, considering that the percentage of student involvement in discussions is only 30%. the teacher can ask questions back, give a turn and provide a stimulus so that students dare to have an opinion. in creating activities, there are still many who are confused when the teacher frees students to create works. students should be given an understanding first about the importance of expressing creative ideas according to their interests and talents. in addition, the teacher does not supervise all students and the teacher does not provide feedback on student work. of course there are many shortcomings in the implementation of this radec learning model and of course it must be corrected in cycle 2. 180 | online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 from the reflection results, it can be seen that there are several steps in the radec learning model that are not implemented properly, this has an impact on the hots completeness which is still unsatisfactory because it is only 54.2%. therefore, it is necessary to carry out cycle 2. b. cycle 2 1. planning at the planning stage in cycle 2, there is not much difference from that in cycle 1. however, the results of reflection in cycle 1 require that learning in cycle 2 be carried out with online and offline learning because some students do not have access to devices. the activity carried out is to determine the learning material, which is continued on the material in cycle 1 (still in theme 8). furthermore, the activity carried out is to develop a learning implementation plan using the radec learning model with two learning modes: online and offline. at this stage, learning questions and student worksheets are also prepared as in cycle 1. finally, the activities carried out are compiling hots-oriented evaluation questions. 2. implementation in contrast to cycle 1, the implementation of the radec model in cycle 2 uses online and offline learning patterns because the reflection results state that there are some students who have device limitations. the following describes the implementation of the radec model in cycle 2. table 6. stages of radec cycle 2 radec stage online offline read the day before the implementation of the lesson, the teacher provides reading materials and assigns students to read other sources (books, internet) through the whatsapp group students take teaching materials that have been prepared by the teacher at school and then asked to read them at home answer the day before the implementation of learning, the teacher gives prelearning questions via google form students take pre-learning questions that have been prepared by the teacher at school and then asked to do it at home online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic | 181 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 discuss the teacher gives a worksheet in the whatsapp group which the students then discuss with their friends via the zoom application. the teacher gives a worksheet which is then discussed by students with their friends. this activity is carried out in schools with the guidance of teachers. explain students present their worksheets in a zoom meet students present their work on their worksheets create students make a work from the synthesis of their knowledge after learning (collected after the learning day) students make a work from the synthesis of their knowledge at home and then collect it back at school this radec stage was carried out twice. for online students, learning will be held on march 18 and 20, 2021. while offline students are earlier, namely march 17 and 19, 2021 for the read and answer (asyncronous) stage and march 19 and 21, 2021 for the discuss, explain and create stage ( synchronous). offline students are no more than 5 students who are divided into 2 groups. this offline implementation applies strict health protocols. 3. observation the results of observations on the implementation of actions in cycle 2 can be seen that students are starting to get used to participating in systematic learning during this pandemic. the level of student participation in reading the material before learning is 33 students. this is an interesting finding because the increase in students' reading is very significant. in addition, in the answer activity the number of students who participated in filling out the pre-learning questions was 33 students. this is a form of flipped classroom learning. at the discuss stage, the discussion through the breakout room has not yet been carried out because there are non-technical obstacles, so for students who are offline the discussion is carried out using a whatsapp video call and strengthened in the zoom meeting session. however, in cycle 2, students were used to having discussions, it was seen from the enthusiasm of students in conducting discussions. in addition, students are able to express their opinions without being shy anymore. the point is that students already know what they have to do to carry out a discussion. likewise, students who are offline, discussion activities become more effective because students have read beforehand about the material. then at the explain stage, students began to be more confident in correcting the worksheet answers because previously students already had the knowledge that was obtained at the read and answer stages. so it can be said that presentation activities are more lively and 182 | online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 active. in offline students, students are still shy to present. this is natural because students have not spoken directly in front of their friends and teachers for a long time. furthermore, at the create stage, it looks like the student's work is better and the contents of the poster are all correct. both online and offline students have really enjoyed this create activity. to see the hots results in cycle 2, students are given hots questions that are different from the questions in cycle 1. the following are the results of students' hots in cycle 2. table 7. comparison of student hots cycle 2 skor criteria hots 86-100 very good 10 71-85 good 23 56-70 enough 2 41-55 not enough 0 < 40 very less 0 amount 35 based on the data above, we can see that there was a significant increase in the hots c6 score, which obtained a good category of 23 students and a very good category of 10 students. to more clearly see the success rate of the c6 level hots data in cycle 2, a table of students' hots level c6 mastery is presented. table 4. completeness of hots students cycle 2 completeness hots f % complete 33 94,2 not complete 2 0,57 amount 35 100 based on the data in the table above, it can be seen that the number of students who completed more than 94.2%. the data means that the number of students who complete is much higher than the number of students who do not complete. this result is actually the impact of online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic | 183 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 the implementation of each syntax of the radec learning model. these results prove that during the pandemic, teachers can still carry out hots-oriented learning. 4. reflection based on the results of the implementation of cycle 2, it can be seen that learning during the pandemic can be carried out in a systematic and structured manner. although the study room is not in the classroom (face to face), students can follow instructions well. this certainly confirms that during a pandemic, learning can also be interesting and student centered because students can become active students. of course, in its implementation there are still many shortcomings, such as in discussion activities that really need to be further matured, both technically and non-technically. furthermore, students must also be given an understanding of how to have a good discussion through virtual face-to-face. from cycle 2, we can also see that students' hots level c6 can increase even though learning is carried out remotely. this is positive news which in turn becomes a trigger for teachers to create hots-oriented learning during the covid-19 pandemic. discussion the significant increase in hots level c6 cannot be separated from the role of the radec learning model which can very well accommodate learning difficulties during the pandemic (muslim, dkk., 2022). the thing that makes learning during the pandemic difficult is the unpreparedness of education stakeholders in implementing distance learning. furthermore, the diversity of regional characteristics and economic levels makes not all students able to participate well in learning (bskap, 2022). in this case, the radec learning model can be applied both online, blended and offline. based on the explanation above, the significant increase in hots level c6 in each cycle cannot be separated from the stages or syntax of the radec learning model which is hotsoriented and in accordance with the characteristics of indonesian students (pratama, et al., 2019). based on the results of observations, the characteristics of students in grade iv at sdn harapan 1 for the academic year 2020/2021 have a very low level of reading awareness before learning. however, by applying the radec learning model, 90% of students read before the lesson was implemented. this clearly supports the increase in hots where there is a positive effect between hots and students who are diligent in reading (nourdad, et al., 2018). 184 | online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 it is very felt in the learning process that makes students more ready to learn because students already have a stock of concepts and materials before carrying out learning. this can be seen in the learning process where students seem to have mastered the learning material. good mastery of the material can help build students' hots level c6. this is in accordance with tuba's (2017) statement which states that reading activities are very important and must be included in the core learning process so that learning can be carried out more effectively and meaningfully. furthermore, reading strategies are a key element in developing students' understanding (hülya küçükoğlu, 2012). in addition, through reading activities students can improve their skills in understanding the content of reading. understanding the contents of this reading is a suitable tool to achieve critical thinking skills (hots) (khatib, mohammad & mehrgan, kamran, 2012). to see student feedback at the read stage, the next stage is answer. at this stage the teacher gives pre-learning questions. pre-learning questions contain questions that have been adjusted to indicators of competency achievement. this question is important because in developing students' hots, teachers need good questioning techniques (limabch & waugh, 2010), and questioning techniques can be included in pre-learning questions. furthermore, question and answer is a productive teaching approach in stimulating critical thinking (hots) (rashid, sumaira & shahzada, 2016), this critical thinking is clearly another form of hots. through the questioning process the teacher can monitor how student competence is (musingafi, et al. 2014), so that the answer stage can show the teacher that before learning begins students have understood the material and mastered several indicators well. then the next learning process can be focused on things that have not been understood by students, and this is what is called effective learning. furthermore, at the discuss stage, it was seen that students were active and eager to discuss worksheets both online and offline. in the worksheet, pre-learning questions are inserted so that students can correct each other against the answers in pre-learning questions. active discussion occurs because the previous students already have sufficient material to discuss problems. an active discussion process like this certainly encourages students to ask questions and learn to use problem-solving strategies, this is what can build hots (petrovska & veselinovska, 2013). this is in line with the research of murphy, et al. (2014) who concluded that critical-analytical skills can be built through challenging discussions or conversations. online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic | 185 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 figure 1. cycle 1 virtual discussion activities this significant increase in hots is also influenced by the explain stage where students here will develop hots, more specifically evaluation skills which in the revised bloom's taxonomy enter the c5 realm through a communicative learning process. the communicative learning process has proven to be good in training students to think, this is evidenced by jabeen's (2014) research in learning english. hots will be built at this stage when students assess each other by responding to the results of discussions from other groups. in providing a response, of course, a higher-order thinking process is needed, namely assessing or comparing. the explain process is almost like the demonstration stage on the quantum learning model which is also successful in building hots (pratama & solehuddin, 2019). the explain activity which requires this communication to occur should be an integral part of innovative learning as contained in the syntax of the inquiry learning model which has been proven to be able to develop hots (duran & dokme, 2016; suryaningsih, et al., 2016), but the presentation stage (explain) in radec learning model is more interactive and communicative. indicators of interactive and communicative presentations are seen in this study, such as the occurrence of cross opinions and the number of students who dare to express their opinions. furthermore, the final stage in the radec learning model, namely create, is clearly able to develop hots, because the highest level of hots is to create. this stage will help develop students' creative ideas to be further realized in the work of both products and projects, in this research the work made is a product in the form of a poster. this activity is held after the day of learning (discuss and explain). this is done so that students are more mature what 186 | online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 works are made after learning is complete. in this case, the teacher does not limit what types of work students must make. the following is an example of student work. figure 2. the creation of the create stage the process of making creative ideas at the create stage is very interesting to note because students are really enthusiastic about the process. this can be seen from the number of students who sent posters and everything was on time. through such product (poster) concepts, in addition to making the educational environment more effective, of course hots will also be built (sasson et al., 2018). more specifically, fatimah (2018) states that workbased learning, both projects and products, has a positive influence on student creativity. thus, the create stage in the radec learning model supports increasing students' hots level c6. the results of this study clearly show that there is a significant increase in students' hots after obtaining learning using the radec learning model. this is in line with the research of sopandi et al. (2019) which concluded that 100% of the participants of primary and secondary education teachers in west java stated that the radec learning model could train students' creative thinking skills, critical thinking, and problem solving. in line with that, the research of pratama, et al. (2019) also concluded that the radec learning model can build critical thinking skills of indonesian students. lastly, research by agustin, et al. (2021) also concludes that the radec learning model can increase hots for both students and students. the increase in hots level c6 through the radec learning model is increasingly convincing that the radec learning model can be used as an alternative solution to the lack of success of other innovative learning models in the indonesian context, more specifically during the covid-19 pandemic. besides being able to accommodate 21st century skills such as hots and 4c (critical thinking, collaborative, communicative, and creative thinking) (sopandi, et al., 2019; pratama, et al., 2020; agustin, et al., 2021), the radec learning model has a syntax that flexible and adaptive both online, blended, and offline so that it is very easy to apply during the covid-19 pandemic. in addition, the suitability of the characteristics of online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic | 187 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 indonesian students and the syntax that is easy for teachers to memorize, makes the radec learning model more grounded and easy to implement. the successful implementation of online learning through the radec learning model has become a breakthrough during the pandemic. this classroom action research breaks the notion that the implementation of learning during a pandemic cannot build hots. in addition, the problem regarding the lack of publication of the increase in hots during the pandemic caused by the difficulty of other innovative learning models being implemented during the pandemic, can be solved by the radec learning model which is a learning model created by the nation's children. conclusion based on the above study, the conclusion from this classroom action research is that there is a significant increase in students' hots level c6. this can be seen from the number of students who completed in cycle 1 as many as 19 students, while in cycle 2 it increased significantly, namely as many as 33 students. so the conclusion is that online learning through the radec learning model is effective in increasing hots level c6 for fourth grade students at sdn harapan 1 for the 2020/2021 academic year during the covid-19 pandemic. this research is expected to provide an alternative hots-oriented learning that is easy to implement during a pandemic, namely using the radec learning model. the radec learning model needs to be continuously supported by teachers by implementing it at the primary, secondary and higher education levels. this is important considering that this model is still new and needs a lot of developments in practice. acknowledgments the researcher would like to thank sdn harapan 1 for being willing to be partners in the research. furthermore, the researcher would like to thank puslapdik through the indonesian education scholarship for providing support for the implementation of this research. finally, the researcher would like to thank the lecturers in the upi curriculum development study program who have provided knowledge that is very useful for me and certainly helped me in constructing research. 188 | online learning through the radec model to increase hots of elementary school students in the time of the covid-19 pandemic p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 6, number 2, september 2022 references abdullah, ah, dkk.. 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(2018). problem solving skills on direct current electricity through inquiry-based learning with phet simulations. international journal of instruction, 11(4), hlm. 123-138. use of hyperteks to improve the capnitive aspect abilityof school basic students on a simple airport support | 1 use of hyperteks to improve the capnitive aspect ability of school basic students on a simple airport support ramdhan witarsa 1 , irwan medriana 2 , dina medriana 3 1 elemenaryeducation, stkip siliwangi bandung, cimahi city, west java, indonesia 2 cibabat 5 elementary school, cimahi city, west java, indonesia 3 cibabat mandiri 3 elementary school, cimahi city, west java, indonesia 1 ramdhansatu@gmail.com, 2 imedriana@gmail.com, 3 dmedriana@gmail.com abstract the main issues of this research are how to improve the cognitive aspects of elementary school students on the subject of simple plane through the use of hypertext. the objectives of the research are as follows: (1). improving cognitive aspects of elementary students through hypertext; (2). providing hypertext learning through a fun and inspiring computer device can inspire elementary students. the methods / approaches used in achieving the following objectives: (a). collect students and elementary teachers involved in research; (b). provide an overview of the research activities to be undertaken; (c). reflecting, discussing the use of hypertext; (d). collaborate with elementary teachers in the determination of experimental class and control class; (e). implementation of hypertext study; (f). evaluation of hypertext learning. the results showed that there was an increase of cognitive aspect ability of elementary school students through hiperteks by 33%; (2). elementary students are enthusiastic with hypertext lessons given by teachers; (3). collaborative occurrence between one student and another student at the time of hypertext learning is done. keywords: learning, hypertext, cognitive i. introduction this research is motivated by preliminary research that has been done by the researcher that there is a tendency of elementary school teachers today that oriented more towards learning that minds on and priority of student cognitive aspect. it is highly visible in every draft of the lesson plans and at the time the lesson is being conducted. often teachers give lectures that are memorable and students sit sweetly listen to the teacher's explanation. students in elementary schools have difficulty in terms of improving their cognitive abilities independently due to teachers in elementary schools who have difficulty in improving the quality of learning, so it greatly affects the ability of cognitive aspects of their students. one effort that can be done by researchers is to try to what extent hypertext learning is trying to apply, can improve the cognitive aspects of elementary students. the application of hypertext learning that takes into account the unstructured nature of knowledge and makes a learning move through hypertext is expected to be able to improve the cognitive aspects of elementary students, hence for the purpose that has been disclosed, the need for research "improving the capability of cognitive aspects of primary school students through hypertext on the principal simple plane discussion". mailto:ramdhansatu@gmail.com mailto:imedriana@gmail.com mailto:dmedriana@gmail.com 2 | use of hyperteks to improve the capnitive aspect abilityof school basic students on a simple airport support a. subjects underlying research the subjects underlying this study are based on general research data previously disclosed and field observation notes in general where the learning process in elementary school is still far from expectations that should be more enable students through independent activities. in science learning in the classroom for example, often less meaningful learning process for students. students just sit sweet and silent, listen to the teacher's explanation, many teachers stand in front of the class explain the subject matter, and teachers tend to be more active lectures themselves. there is also an indication that teacher pedagogy practices are less appropriate to the topic and do not have an appropriate focus so that experience, both cognitive and psychomotor understandings do not develop optimally. the 21 st century national education paradigm states that the strategy of achieving education in the future one of them is by applying different learning methods in elementary school. this method holds to the principle that each individual is unique and has their own talents, so the learning method must take into account the diversity of "learning style" of each individual. through independent learning activities through the use of this hypertext, both students and teachers are expected to further develop its cognitive aspect, whereby when his hands work, the mind works. but much more important is when his hands work and meet obstacles, then develop the mind and trying to find a solution to the obstacles. learning models that emphasize these characteristics and diversity need to be developed. examples of learning models in question include pbl (problem based learning) and the use of information and technology (it). in addition, emphasis should be emphasized on cooperative learning model among individuals to improve their interpersonal and social competence, such as: cooperative learning and collaborative learning through self-learning activities. the things that happened that have been expressed before can be understood as kemahluman that really happened in elementary school. thus there is a need for mentoring and research that can provide examples of various hypertext lessons so that the students and teachers of the elementary school are more enthusiastic and open to study harder. through this research, we hope to find meaningful findings on the extent to which hypertext on improving students' ability in its cognitive aspects. the specific problems we may face are the reluctance of students and elementary teachers to our presence, but through collaborative discussions, we are confident that this will be resolved and this research will provide deep meaning to all of us. use of hyperteks to improve the capnitive aspect abilityof school basic students on a simple airport support | 3 hypertext is a learning model that are basically constructivist approach of piaget and vygotsky. constructivism to understand the nature of learning as a human activity to build or create knowledge by trying to give meaning to the appropriate knowledge experience (nurohman: 2008). hypertext is a model that is designed to engage students in exploring information and asked, activities and find, collect data and analyze and draw their own conclusions. in this model, students are given the freedom to construct ideas and findings during the activity so that the students do their own carefree, fun and high motivation so that learning will be more meaningful. hypertext on learning emphasizes more on the development of reasoning, model building, its association with real-world applications or daily life and can make students have hands-on experience, so as to overcome learning problems such as hard to remember lesson materials (starrett and morcos, 2001); (raviv daniel, 2004); and (atles and ali, 2011). characteristics of hypertext are: independent, mutual support, joyful, passionate learning, integrated learning, using various sources, active students, fun, not boring, sharing with friends, critical and creative students. hypertext can also provide an in-depth appreciation of what is learned, so that what is obtained by students is not easily forgotten because students get the knowledge directly through their own experience. with the use of hypertext, students can appreciate the concepts taught by the teacher, the students can prove facts and concepts, and also encourage the students 'curiosity in more depth, so it tends to arouse students' desire to conduct research to gain observation and experience in the scientific process. through hypertext, students can also benefit from: increase interest, motivation, strengthen memories, can overcome the problem of learning difficulties, avoid misunderstandings, get feedback from students and connect the concrete and the abstract. (weinberg, ithaca and thomas, 2009) and (ivers and whitney, 2009). in the implementation of hypertext to be truly effective need to pay attention to several things include: cognitive aspects, affective aspects, and psychomotor aspects. the cognitive domain can be trained by assigning tasks: deepening the theories associated with the task of hypertext performed, combining the various theories that have been obtained, applying the theories once obtained on the real problem. psychomotor domains can be trained through: selecting, preparing, and using a set of tools or instruments appropriately and correctly. affective fields can be trained by: planning independent activities, working with working groups, discipline in working groups, being honest and open and respecting their knowledge. hypertext makes students become independent, dare to ask questions, explore curiosity and become creative learners. a teacher can and should be able to give students 4 | use of hyperteks to improve the capnitive aspect abilityof school basic students on a simple airport support experience, at least ten minutes to students where students can feel, hear, see and act on subjects to be taught for the rest of the time. this can create a fun atmosphere, reduce student boredom and learn more effectively. b. problem formulation based on the background that has been disclosed before, this research is directed to answer the problem as follows: "how to use hypertext in improving ability of cognitive aspects of primary school students on the subject of simple aircraft?". our problems are detailed through the following research questions: 1. can hypertext improve the cognitive aspects of elementary students on a simple plane subject? 2. how big is the improvement of cognitive aspect ability of elementary school students doing the learning through hypertext? c. limitations of research based on the formulation of the problems that have been disclosed, it is necessary to limit the research to make this research more focused. the research limits are given as follows: 1. this study is limited to elementary school science learning. 2. the subjects of the study are grade 4 elementary students. 3. learning is done through the use of hypertext. 4. the measured learning outcome is the ability of the cognitive aspects through the test of learning outcomes in the form of a description. d. research purposes the purpose of this study as follows: 1. to obtain models and media hypertext is effective and efficient that can improve the cognitive aspects of elementary students. 2. to obtain a student worksheet (lks) tool for hypertext learning model developed to guide students for their cognitive abilities to develop optimally. 3. to obtain an appropriate evaluation tool to be able to test the achievement of students' cognitive aspects through hypertext learning given. 4. to obtain information about hypertext feasibility given in its implementation. 5. to facilitate teachers in delivering learning materials that should be given in the form of hypertext. 6. to guide elementary students in gaining more knowledge and experience through hypertext learning. use of hyperteks to improve the capnitive aspect abilityof school basic students on a simple airport support | 5 e. output targets the expected output target for this research activity is as follows: 1. manual manual for guidance on how to develop hypertext teaching activity in elementary school. 2. the results of research that can be used as material as data and facts when this activity is done, can be a material of further study for the material of final project completion (thesis) / research and can be published nationally through the available educational journals. 3. there is a follow-up research program for the next program development year based on program evaluation, whether conducted by monev team, or sd. 4. as a study material, as for the follow-up research program that can be done as follows: increasing students and teachers who do hypertext learning. 5. socialization of collaborative research program of lecturers and students of pgsd stkip siliwangi bandung through x-banner posters that can introduce this program more widely as a result of program implementation. 6. there is an increased understanding of learning at elementary level for both students, as well as teachers. ii. methods this research used the experimental method of pretest postes to hypertext class and non hypertext class as control class, where the pretest was done to both classes, then the second class was given different treatment and postes were done to know the final ability of the students after getting treatment, especially in the cognitive aspect. a. research stages the steps of research activities that will be carried out as follows: 1. formulate problems, develop an essay assessment, collect students and elementary teachers who will be the subject of research. 2. determination of experimental class and control class. 3. provide an overview of the research activities to be performed. 4. conducting reflection and discussion about the various activities of hypertext learning that will be done. 5. collaborate with elementary school teachers in the determination of experimental class and control class. 6. pretest implementation of both classes. 6 | use of hyperteks to improve the capnitive aspect abilityof school basic students on a simple airport support 7. implementation of hypertext learning activities. 8. evaluation of hypertext learning activities in the form of postes and interviews of students. b. research sites the research location used is sdn cibabat 5 and sdn cibabat mandiri 3 kota cimahi with the number of research subjects 60 elementary school students are divided into two classes. c. variables observed / measured the variables observed or measured in this study are the cognitive aspect ability of elementary school students observed at the time of pretest, implementation, and when postes were conducted. d. models used the model used in this research is hypertext for experimental class, and non hypertext for its control class. e. data collection and analysis techniques techniques of collecting and analyzing the data carried out following the stages as follows: a. provide score to the students' pretest and postes answers. b. change the score data of pretest and postes answers into percentages. c. determining the average scores obtained by students for each category (group of high, middle, low) students to get the depth of the research results. d. determine the percentage of the number of students in each group (high, medium, low). e. compare the prestes and postes results of each group. f. analyze interview transcripts from each category of students (high, medium, low), to explain other research findings. g. conclusion. iii. results and discussion this research activity has been carried out in cibabat 5 elementary school and cibabat mandiri 3 cibahi primary school in february may 2017 and resulted in several findings that fit the title of "hypertext use to improve the cognitive aspects ability of primary school students on simple aircraft subject" . as described in the previous chapter, this study aims to improve the cognitive aspects of elementary school students through hypertext learning. results and outcomes achieved in this study as follows: use of hyperteks to improve the capnitive aspect abilityof school basic students on a simple airport support | 7 the research findings obtained in the form of findings of student cognitive research which includes six aspects of cognitive, namely knowledge, understanding, application, analysis, synthesis, and evaluation and interview data. the findings are further analyzed and interpreted. a. data on student learning results the data obtained to determine student learning outcomes in the form of preliminary and final tests. initial test is done to determine the students' initial ability before the hiperteks learning is given and the learning result obtained in the final test is used as a comparison to know the success of the students in following the learning using hypertext. initial test result data are presented in the following table: table 1 research data of comparative class (non hypertext) no value percentage gain (%) student group pretes postes pretes (%) postes (%) 1 0,50 2,50 5,0 25,0 20,0 low 2 0,75 2,50 7,5 25,0 17,5 low 3 1,00 2,50 10,0 25,0 15,0 low 4 1,00 5,50 10,0 55,0 45,0 low 5 1,50 7,00 15,0 70,0 55,0 low 6 1,50 4,25 15,0 42,5 27,5 low 7 1,75 3,25 17,5 32,5 15,0 low 8 1,75 5,50 17,5 55,0 37,5 low 9 1,75 6,25 17,5 62,5 45,0 low 10 2,00 5,50 20,0 55,0 35,0 medium 11 2,00 5,50 20,0 55,0 35,0 medium 12 2,25 6,00 22,5 60,0 37,5 medium 13 2,25 8,25 22,5 82,5 60,0 medium 14 2,50 4,00 25,0 40,0 15,0 medium 15 2,50 2,75 25,0 27,5 2,5 medium 16 2,75 3,75 27,5 37,5 10,0 medium 17 2,75 6,50 27,5 65,0 37,5 medium 18 3,00 4,75 30,0 47,5 17,5 medium 19 4,50 1,75 45,0 17,5 27,5 medium 20 4,75 8,25 47,5 82,5 35,0 medium 21 5,25 6,25 52,5 62,5 10,0 medium 22 5,25 8,50 52,5 85,0 32,5 medium 23 5,50 5,25 55,0 52,5 -2,5 medium 24 5,75 6,00 57,5 60,0 2,5 medium 25 5,75 6,00 57,5 60,0 2,5 medium 26 5,75 7,25 57,5 72,5 15,0 medium 27 6,00 9,50 60,0 95,0 35,0 medium 8 | use of hyperteks to improve the capnitive aspect abilityof school basic students on a simple airport support no value percentage gain (%) student group pretes postes pretes (%) postes (%) 28 6,00 9,50 60,0 95,0 35,0 medium 29 6,25 5,75 62,5 57,5 -5 medium 30 6,25 8,50 62,5 85,0 22,5 high 31 6,25 7,00 62,5 70,0 7,5 high 32 6,25 7,75 62,5 77,5 15,0 high 33 6,25 6,75 62,5 67,5 5,0 high 34 6,50 7,25 65,0 72,5 7,5 high 35 7,00 8,00 50,0 80,0 11,0 high avarage 28 39 22 table 2 hypertext class research data no value percentage gain (%) student group pretes postes pretes (%) postes (%) 1 1,50 5,50 15,0 55,0 40,0 low 2 2,20 6,25 22,0 62,5 40,5 low 3 2,70 9,50 27,0 95,0 68,0 low 4 3,00 7,00 30,0 70,0 40,0 low 5 3,00 7,75 30,0 77,5 47,5 low 6 3,00 8,25 30,0 82,5 52,5 low 7 3,00 8,50 30,0 85,0 55,0 low 8 3,00 8,00 30,0 80,0 50,0 low 9 3,20 9,00 32,0 90,0 58,0 low 10 3,20 6,75 32,0 67,5 35,5 low 11 3,20 8,50 32,0 85,0 53,0 medium 12 3,20 9,75 32,0 97,5 65,5 medium 13 3,50 9,00 35,0 90,0 55,0 medium 14 3,50 8,00 35,0 80,0 45,0 medium 15 3,50 8,75 35,0 87,5 52,5 medium 16 3,70 9,75 37,0 97,5 60,5 medium 17 3,70 9,75 37,0 97,5 60,5 medium 18 4,00 9,50 40,0 95,0 55,0 medium 19 4,00 9,00 40,0 90,0 50,0 medium 20 4,25 8,50 42,5 85,0 42,5 medium 21 4,25 8,00 42,5 80,0 37,5 medium 22 4,50 9,00 45,0 90,0 45,0 medium 23 4,75 8,00 47,5 80,0 32,5 medium 24 4,75 8,00 47,5 80,0 32,5 medium 25 4,75 7,50 47,5 75,0 27,5 medium 26 4,75 9,25 47,5 92,5 45,0 medium 27 5,00 8,25 50,0 82,5 32,5 medium 28 5,00 9,00 50,0 90,0 40,0 medium 29 5,00 8,75 50,0 87,5 37,5 medium 30 5,50 9,00 55,0 90,0 35,0 medium 31 5,50 9,25 55,0 92,5 37,5 high use of hyperteks to improve the capnitive aspect abilityof school basic students on a simple airport support | 9 no value percentage gain (%) student group pretes postes pretes (%) postes (%) 32 6,00 9,00 60,0 90,0 30,0 high 33 6,25 9,50 62,5 95,0 32,5 high 34 6,25 9,25 62,5 92,5 30,0 high 35 6,50 9,75 75,0 97,5 42,5 high avarage 51,0 85,0 55,0 based on the above table, the average score of the initial tests obtained by the students of the comparison class (non hypertext) is 22 with the highest score of 60 and the lowest 5, while the hypertext grade the average score of the initial test 51 with the highest value of 75 and the lowest 10. after tested statistic, average score of non hypertext grade pre test with hypertext class, the comparison is not much different and the second homogeneous test score score, it shows that the initial ability of both classes before being given treatment is the same. based on the above table, the average score of the final test obtained by non hypertext class students is 39 with the highest score of 70 and the lowest is 15, whereas the hypertext grade the final test score is 80 with the highest score of 98 and the lowest 50. when compared between the scores the average final test of both classes, hypertext grade final score is greater than non hypertext class. the non-hypertext grade gain scores and hypertext class were obtained from the difference between the initial and final test results. based on the above table, the average gain score of non hypertext class is 22 with the highest value of 50 and the lowest -27.5, while the average gain of hypertext class is 55 with the highest value of 78 and lowest 37. when compared between the average score of the gain second class, hypertext grade average gain score is greater than non hypertext class. this suggests that there is an increase in learning outcomes in hypertext classes that use hypertext-based learning as a medium of learning. b. statistical test results testing of this statistic is done to know the difference of learning result between class which given by using hiperteks learning with class which given non hypertext learning as class of comparison. test results for final score as follows: table 3 analysis of learning outcomes of non hypertext class and lower class student hypertension no. %gain nh class hypertension class 1 20 40,0 2 17 40,5 3 15 68,0 10 | use of hyperteks to improve the capnitive aspect abilityof school basic students on a simple airport support no. %gain nh class hypertension class 4 45 40,0 5 55 47,5 6 27 52,5 7 15 55,0 8 37 50,0 9 45 58,0 10 35 35,5 avarage 31 48,0 there is a significant difference in learning outcomes between low-grade students in the non hypertext class (nh) with the hypertext class. hypertext learning can increase the percentage of low student learning outcomes from 31% to 48%. table 4 analysis of learning outcomes nh class and hypertension class of medium group students no. %gain nh class hypertension class 1 35,0 53,0 2 37,0 65,5 3 60,0 55,0 4 15,0 45,0 5 2,5 52,5 6 10,0 60,5 7 37,5 60,5 8 17,5 55,0 9 -27,5 50,0 10 35,0 42,5 11 10,0 37,5 12 32,5 45,0 13 -2,5 32,5 14 2,5 32,5 15 2,5 27,5 16 15,0 45,0 17 35,0 32,5 18 35,0 40,0 19 -5 37,0 20 22,0 35,0 avarage 18,0 45,0 there was a significant difference in learning outcomes between students in the nh group and the hypertext class. hypertext learning can increase the percentage of students' learning outcomes in moderate groups from 18% to 45%. use of hyperteks to improve the capnitive aspect abilityof school basic students on a simple airport support | 11 table 4 analysis of nh class outcomes and hypertext class high class students no. %gain nh class hypertext class 1 7,5 37,5 2 15,0 30,0 3 5,0 32,5 4 7,5 30,0 5 10,0 32,0 avarage 9,0 32,0 there is a significant difference in learning outcomes between high grade students in nh classes with hypertext classes. hypertext learning can increase the percentage of high student learning outcomes from 9% to 32%. table 5 analysis of classroom nh and hypertext class learning results no. %gain nh class hypertext class 1 20,0 40,0 2 17,5 40,5 3 15,0 68,0 4 45,0 40,0 5 55,0 47,5 6 27,5 52,5 7 15,0 55,0 8 37,5 50,0 9 45,0 58,0 10 35,0 35,5 11 35,0 53,0 12 37,5 65,5 13 60,0 55,0 14 15,0 45,0 15 2,5 52,5 16 10,0 60,5 17 37,5 60,5 18 17,5 55,0 19 -27,5 50,0 20 35,0 42,5 21 10,0 37,5 22 32,5 45,0 23 -2,5 32,5 24 2,0 32,5 25 2,0 27,5 26 15,0 45,0 27 35,0 32,5 28 35,0 40,0 12 | use of hyperteks to improve the capnitive aspect abilityof school basic students on a simple airport support no. %gain nh class hypertext class 29 -5 37,5 30 22,5 35,0 31 7,5 37,5 32 10,0 30,0 33 5,0 32,5 34 7,5 30,0 35 10,0 32,5 avarage 11,0 44,0 there is a significant difference in learning outcomes between nh classes and hypertext classes. hypertext learning can increase the percentage of learning outcomes from 11% to 44%. c. achieved outcomes from the results of research activities that have been implemented in cibabat 5 elementary school and cibabat mandiri 3 cibahi elementary school obtained some outcomes according to the plan that has been described in the previous chapter. the results are as follows: table 6 research survey no. output type outcome indicators 1 scientific publications in journals accepted 2 publication on mass media (print / electronic) draft 3 improved understanding and skills of the community achieved 4 services, models, social engineering, systems, products / goods achieved outcomes that have been implemented as described above are activities to improve understanding and skills of society and services, models, social engineering, systems, products / goods through mentoring activities aimed at elementary school teachers in sdn cibabat 5 and sdn cibabat mandiri 3 the next publication is the scientific publication in the journal / proceedings which will be published in september 2017 to the journal of primaryedu stkip siliwangi bandung. in addition to the outcomes that have been delivered, there are several outpourings among them as follows: 1. the data of other research results can be used as material as data and facts for the material of final project completion (thesis) / research and can be published. 2. there is a follow-up program for the next year of program development based on program evaluation, whether conducted by the monev team or sd. use of hyperteks to improve the capnitive aspect abilityof school basic students on a simple airport support | 13 3. increased students and elementary school teachers who do hypertext learning. 4. socialization of collaborative research between lecturers and students of pgsd stkip siliwangi bandung through x-banner posters that can introduce this program more widely as a result of program implementation. 5. increased understanding of learning at elementary level for students, as well as teachers. iv. conclusion based on the results of research conducted in sdn cibabat 5 and sdn cibabat mandiri 3 kota cimahi, it can be concluded things as follows: 1. learning hypertext can improve 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(2005). penggunaan hiperteks untuk meningkatkan pemahaman aspek kognitif siswa pada pokok bahasan hidrokarbon. skripsi. bandung: tidak diterbitkan. journal of elementary education volume 2 number 1, february 2018 adaptive-responsive-active management approach to increase social maturity for elementary school students | 45 e-issn: 2580-7714 p-issn: 2580-9326 improving literacy skills through the learning model child find it in class iv sdn cibeber 1 cimahi 1 ruli setiyadi and 2 naila kurnia restu ikip siliwangi 1 setiyadiruli@ikipsiliwangi.ac.id 2 nailakurnia97@gmail.com abstract the research titled improving literacy skills through the learning model child find it in class iv sdn cibeber 1 cimahi based on the reduction of children ability in literacy skill in class iv. the method used in this research is mix method method (mixed qualitative and quantitative method) by comparing the learning outcomes of children before and after treatment. this research was conducted at sdn cibeber 1 in south cimahi district, cimahi city. the results of this study is the increased ability to speak children as much as 70% after being given treatment find it. this shows that finding it can help improve children's literacy skills. keywords: literacy, learning model find it introduction according to the national institute for literacy (2000), literacy is an individual's ability to read, write, speak, count and solve problems at the level of expertise required in work, family, and society. the development of science and technology (iptek) in indonesia has many positive impacts in this country. however, beyond that there are negative impacts that affect the literacy ability of children especially among students. this is evidenced by the results of the study of 2012 unesco states that the interest of reading the indonesian community is only 0.001%. this means only 1 out of 1000 people who have interest in reading. students at sdn cibeber 1 are not a few who are inhibited in the literacy ability to read, write and speak. this is caused by two factors, namely the environmental factors of the family and the school environment. in the family environment, students prefer watching television and playing gadgets compared to reading books and writing. in addition to children's lack of interest in literacy, this can lead to a character indifferent to the surrounding social environment and dare not speak in public. while the causal factors in the school environment, namely in the process of learning a teacher's literacy using only monotonous teaching methods. for example students are given only a book of reading then students read it and summarize it together. according to unesco (2012), people's understanding of the meaning of literacy is strongly influenced by academic research, institutions, national context, cultural values, as well as experience. therefore, in this study the authors raised the understanding of elementary school students about literacy through their own experience. because students mailto:nailakurnia97@gmail.com journal of elementary education volume 2 number 1, february 2018 46 | adaptive-responsive-active management approach to increase social maturity for elementary school students e-issn: 2580-7714 p-issn: 2580-9326 will be easier in absorbing learning if they experience it directly. then the author overcome by using various methods and effective learning model in improving students' literacy skills, especially in the school environment. one such effective learning model is find it. the benefit of this research is to know the factors that can inhibit the development of literacy capability in sdn cibeber 1. then get experience directly in overcoming the children who have less interest in literacy by using find it learning model. so that the interest and ability of class iv students can grow and develop well in sdn cibeber 1. kern (2000) explains that: literacy is the use of social, historical, and cultural practices in creating and interpreting meaning through text. literacy requires at least an unspoken sensitivity about the relationships between textual conventions and the context of their use and ideally the ability to reflect critically on those relationships. being sensitive to purpose, the literacy is dynamic not static and may vary between and within the community and discourse / discourse culture. literacy requires a range of cognitive abilities, written and spoken language knowledge, knowledge of genres, and cultural knowledge. based on the above explanation, it can be concluded that literacy is an activity that creates meaning through text and requires the ability of written and spoken language. therefore, this study refers to social situational practices and implements meaning through text. the learning model find it is the development of quantum learning method. "quantum learning is a trick, a guide, a strategy and an entire learning process that can sharpen understanding and memory, and make learning as a fun enjoyable process" (bobbi deporter & mike hernacki, 2011: 16). the learning model finds it an effective and efficient way of developing literacy skills in reading, writing, and speaking of students in the school environment. it is undeniable that elementary students like a pleasant learning environment, because if it makes students happy then the material will be well received by students. with this learning model, students can learn to seek information through people around school, dictionary, book, or other media. methods the method used in this research is mix methode (qualitative and quantitative mix method). in the qualitative method it aims to explain in a descriptive and detailed description of the novel structure as well as the moral values contained therein. the research undertaken is done as objectively as possible towards the things that become the center of attention and support the research. symptoms, events, events occurring at the time of the study will be described as-is. this is in line with the ideas of sudjana and ibrahim (2001, p. 64), which journal of elementary education volume 2 number 1, february 2018 adaptive-responsive-active management approach to increase social maturity for elementary school students | 47 e-issn: 2580-7714 p-issn: 2580-9326 explains that descriptive methods are the methods used to describe a phenomenon, event, event occurring during the study. in the use of the one-shot quantitative method case, arikunto (2011, p. 257) suggests that: experimental research is a study intended to determine whether there is a result of something done on the subject studied. experimental research is known for two types: pure experiment (true experiment) and impure experiment (quasi experiment). improper experimental models or designs include: one-shot case model, one group pretest, post-test, prosstes only group design. the experimental method referred to in this study belongs to quasi experiments (experimental impurities) or in other words the experimental method is called one-group experiments with the form of one-shot case study, where research conducted through an approach that uses data collection at a time then analyzed qualitatively. results and discussion in accordance with the problems disclosed in the introduction, the action is carried out by applying the find it model to increase the literacy of fourth grade students sdn cibeber 1 year lesson 2017/2018 with the number of subjects as many as 34 students. in the early stages (before being treated), observation and recording of students 'ability in literacy and knowledge competence of the students' knowledge were used to know the initial state of the students. based on these findings, there are problems regarding students' literacy skills and the vocabulary knowledge of students who are still relatively low. details of the data can be explained in table 1. table 1. table of reflection results in the early stages for literacy skills and competence mastery of vocabulary knowledge of grade iv of sdn cibeber 1 category results information literacy skills a. write b. read c. asking d. answer e. bring ideas a. f. solve the problem the average percentage of students' literacy ability is about 68.75% in general, the literacy ability of fourth grade students of sdn cibeber 1 belong to category c journal of elementary education volume 2 number 1, february 2018 48 | adaptive-responsive-active management approach to increase social maturity for elementary school students e-issn: 2580-7714 p-issn: 2580-9326 mastery of vocabulary knowledge a. average percentage b. percentage of classical mastery 65,48% 40,76% in general, the mastery of students' vocabulary knowledge is still classified into category c with classical completeness belonging to category c the average percentage of literacy ability before the research was 68.75% with category c. while the average value of knowledge knowledge of vocabulary before the research is 65.48% which is in category c with the percentage of classical completeness 40,76% with category c that is 14 students completed and 20 students unfinished. based on the data acquisition of the research results at that stage, the completeness indicator has not been reached, so this research needs a special way by doing some improvement to get more maximal result and the completeness indicator is achieved. specific way to be implemented in this research is by applying learning model find it. this stage is held for 35 minutes, consisting of 20 minutes for the learning process, and 15 minutes to discuss the work of each group. at this stage aims to improve the learning process. stages performed on this particular way are as follows. 1. students are divided randomly by teachers, one group consists of 4-5 people. 2. students walk around the school to find a rolled-up piece of paper with a ribbon prepared by the teacher. 3. after students find it, students read an information on the paper. the information provided is the latest information that is being discussed by the public. 4. once read, students are instructed to put an underscore on every word they do not understand. 5. students read the next instruction, that is, one group is looking for the meaning of the words in kbbi and some are instructed to ask the people who are in the school environment in the same time, which is 20 minutes. 6. after the specified time runs out, students are directed to enter the class again and sit according to the group. 7. each group makes the word "agree" and "disagree, because ..." in a single sheet of paper (back and forth), 8. each group presented their work in front of the class, and the other students responded by presenting the paper "agree" and "disagree, because ...", journal of elementary education volume 2 number 1, february 2018 adaptive-responsive-active management approach to increase social maturity for elementary school students | 49 e-issn: 2580-7714 p-issn: 2580-9326 9. teachers provide evaluation and conclusions on the learning and material that has been discussed. during the activity, students are very happy in searching for words in a predetermined way, although at first there were students who objected because they did not dare to ask the words to others and convey their opinions in front of his friends, but after being motivated then the students brave themselves and they feel happy and enthusiastic. the follow up of this research is the need for final stage or confirmation phase. this stage aims to ensure that by applying the learning model find it students' literacy skills can be improved. this stage is carried out by giving questions about the material that has been discussed previously as 10 items and done by students for 10 minutes. the results of the research at the confirmation stage can be described as follows. table 2. table of action results in the final stage for literacy ability and mastery of knowledge vocabulary competence of fourth grade students of sdn cibeber 1 category results information literacy skills b. write c. read d. asking e. answer f. bring ideas b. g. solve the problem the average percentage of students' literacy ability is about 82.65% in general, literacy ability of fourth grade students of sdn cibeber 1 belong to category b mastery of vocabulary knowledge a. average percentage b. percentage of classical mastery 77,80% 76,55% in general, the mastery of students' vocabulary knowledge is still classified in category b with classical completeness belonging to category b based on the exposure of early stage data analysis and confirmation phase, students' literacy ability at the confirmation stage showed that the percentage of the average percentage of students' literacy ability of 82.65% was in category b. average value of students' vocabulary knowledge knowledge of 77.80 % or in category b with a percentage of classical completeness of 76.55% or is in category b. this means that there is a percentage increase from the previous stage implementation which the average percentage of students' literacy ability is only 68.75% category c, and the percentage of average the knowledge of vocabulary knowledge is only 65.48% or is in category c with the percentage of classical completeness is only 40.76% or is in category c. journal of elementary education volume 2 number 1, february 2018 50 | adaptive-responsive-active management approach to increase social maturity for elementary school students e-issn: 2580-7714 p-issn: 2580-9326 based on the above description of the increase in the results obtained literacy skills and the mastery of the students' vocabulary knowledge at the confirmation stage has reached the indicator of success. the recapitulation of literacy capability data and mastering the knowledge of grade iv vocabulary sdn cibeber 1 in the early stages, and the final stage can be seen in the following table. table 3. recapitulation table literacy ability and knowledge mastery of early and final words of treasury variables percentage of average literacy ability the average percentage of vocabulary knowledge acquisition percentage mastery of classical mastery of vocabulary knowledge early stage 68,75% 65,48% 40,76% the final stage 82,65% 77,80% 76,55% based on the recapitulation of the data, it can be presented on the histogram picture of the percentage increase of average literacy ability of the students and the average percentage of mastery of the vocabulary knowledge before the research and after the research as follows. figure 1. graph of improved literacy capability and mastery of knowledge of vocabulary of fourth grade students of sdn cibeber 1 b based on the tables and graphs, it can be seen that there has been an increase in the literacy ability and the mastery of the students' vocabulary knowledge, that is, the average percentage by giving the action through the implementation of finding it model in fourth 0 10 20 30 40 50 60 70 80 90 early stage final stage percentage average literacy ability average percentage of knowledge of vocabulary knowledge percentage mastery of classical mastery of vocabulary knowledge journal of elementary education volume 2 number 1, february 2018 adaptive-responsive-active management approach to increase social maturity for elementary school students | 51 e-issn: 2580-7714 p-issn: 2580-9326 grade students sdn cibeber 1. achievement and improvement of literacy and mastery of vocabulary knowledge of students at the stage of giving a special way has reached the indicator of success in research. student literacy skills are in the category of success, the mastery of students' vocabulary knowledge is in the high category in the final stage. thus, this research succeeded in increasing the activeness and mastery of literacy ability and mastery knowledge of the vocabulary of fourth grade students sdn cibeber 1 year lesson 2017/2018. conclusions judging from the results of research in the fourth grade at sdn cibeber 1 can be concluded that learners will be better able to develop their abilities by learning using learning model find it. in contrast to learning that does not use the learning model, during student learning looks passive. learning is still centered on teachers who give more lectures than activities that involve students actively in learning. learning by not using the learning model resulted in students very dependent on the teacher, this resulted in less than optimal student learning outcomes. so that students only accept what the teacher submits and the learning process tends to be boring as well as the literacy that students have can not develop properly. based on the conclusion, it can be proposed some suggestions that is for students, by applying the learning model find it is expected that students become active in following the learning process and get a more enjoyable learning experience and meaningful so that students are able to achieve optimal learning outcomes. this research is far from perfect, so researchers invite other researchers to continue this research. acknowledgments researchers would like to thank all those who have supported this research both in terms of morale and material, especially at the ikip siliwangi and sdn i sukaraja sukabumi. references amirin. (2011). unesco (united nations educational, scientific and cultural organization). cromley, j. (2000). learning to think, learning to learn: what the science of thinking and learning has to offer adult education. washington, dc: national institute for literacy deporter, bobbi & hernacki, mike. (2006). quantum learning: membiasakan belajar nyaman & menyenangkan. bandung: pt.mizah pustaka kdk ratih pramita dewi, wyn sujana2, m.g rini kristiantari3. (2016). e-journal pgsd universitas pendidikan ganesha jurusan pgsd vol: 4 journal of elementary education volume 2 number 1, february 2018 52 | adaptive-responsive-active management approach to increase social maturity for elementary school students e-issn: 2580-7714 p-issn: 2580-9326 kern, richard. (2000). literacy and language teaching. oxpord newyork: oxpord university press. sugiyono. 2004. metode penelitian bisnis. bandung: alfabeta sukmadinata, nana syaodih. (2005). landasan psikologi proses pendidikan. bandung: pt rosda karya. increasing formulate and test conjecture math competence and self confidence in using the discovery learning teaching math | 119 increasing formulate and test conjecture math competence and self confidence in using the discovery learning teaching math sylvia rabbani1, tatang herman2 1stkip siliwangi bandung, cimahi, indonesia 2 university of indonesia education, bandung, indonesia 1sylviarabbani@gmail.com, 2tatangherman@upi.edu abstract the main problem of this study is the lack of ability to formulate a conjecture of mathematics students in grade 5 elementary schools, lack of ability to test the conjecture of mathematics students in grade 5 elementary school and a low attitude of self-confidence of students primary 5. this study uses quantitative and qualitative approach and methods of quasi and descriptive. the study population was the fifth grade elementary school students in district ciparay bandung regency. sample consisted of 66 students divided into 33 classes of students in the various groups of experiment v-a and 33 students in the class v-b as the control group. instrument used comprising written tests on multiplication and division of fractions, and ratio and scale, attitude scale questionnaire of self-confidence, observation and interviews. quantitative analysis was performed on average pretest and posttest ability to compose and mathematical conjecture test using the t test and mann whitney. qualitative analysis were also conducted on the attitude scale questionnaire score self-confdence confirmed by observation and interview. the results pointed to an that mathematics learning by using discovery learning can improve students' mathematical formulate conjecture. learning mathematics using discovery learning can also improve students' mathematical test conjecture. self-confidence of students in the experimental class were obtained using discovery learning math learning is good. keywords: discovery learning, conjecture formulating competence, conjecture testing competence, self-confidence i. introduction the regulation of the minister of national education no. 22 of 2006 on the standard content of mathematics subjects for all levels of elementary and secondary education states that the objectives of mathematics subjects in primary schools are so that students are able to: (1) understand mathematical concepts, explain the interconnection between concepts and apply concepts or logarithm, flexibly, accurately, efficiently, and appropriately in problem solving. (2) using reasoning in patterns and traits, performing mathematical manipulations in generalizing, compiling evidence, or explaining mathematical ideas and revelations. (3) solve mathematical problems that include the ability to understand problems, design models, interpret the solutions obtained. (4) communicate ideas with symbols, tables, diagrams, or other media to clarify circumstances or problems. (5) have an appreciation of the usefulness of mathematics in life, which has a curiosity, attention, and interest in learning mathematics, as well as a tenacious attitude and confidence in problem solving 120 | increasing formulate and test conjecture math competence and self confidence in using the discovery learning teaching math this is in line with stacey's statement (wijaya, 2012, p. 14) which mentions three knowledge and abilities that are the main characteristics of mathematical thinking: (1) deep mathematical understanding, (2) reasoning ability, and (3) heuristic strategy. similarly, leron (2004, p.26) defines mathematical thinking as the ability to build reasoning and idea communication. based on the above opinion it can be concluded that reasoning is an important aspect in mathematical thinking. in reasoning there are also some indicators that must be mastered by students. this is in line with sumarmo (shadiq, 2004, p.12), mathematical reasoning indicators on mathematics learning, among others, students can: draw logical conclusions; provide an explanation with models, facts, traits and relationships; estimating answers and solution processes; using patterns and relationships to analyze mathematical situations; construct and test conjectures; formulate the counter example (counter example); following the rules of inference, checking the validity of the argument; compose a valid argument; and establish direct, indirect, and mathematical induction. the indicators of mathematical reasoning are very important for students to achieve, but one of the most important indicators is to construct and test conjectures. based on the observation of the learning process and the result of mathematics reasoning test in one of the primary schools located in bandung district ciparay subdistrict, it is found that students are not accustomed to doing reasoning problems. the given questions already cover the 8 indicators of reasoning above. students feel confused when given the questions. most learners find it difficult to solve problems of mathematical reasoning presented in the form of story problems. learners are confused in determining the right way or method to solve the problems of mathematical reasoning, especially on the problem with the indicators of composing and testing conjecture. this is because in that case the students must find their own mathematical conjecture, then compile it and test the truth of the conjectures. in addition to cognitive abilities, affective abilities are also important to improve. one of them is the student's confidence in the knowledge and ability he has in working on the problem, solve problems, and follow the learning. this ability is better known as selfconfidence. this is in accordance with sumarmo (2013) which states that self-confidence is a positive attitude that is an important part of learning, because this self-confidence reflects how one thinks something according to interviews with some teachers of confidence (self confidence) is more emphasis on self-belief. this is in line with dariyo (2004, p.15) simply defines self confidence as having self-belief. the high self-confidence of students will have an impact on the high confidence in what the students do. this can be seen when students can express opinions or increasing formulate and test conjecture math competence and self confidence in using the discovery learning teaching math | 121 findings that have been found and when students are confident with the answers of any mathematical problems and not easy to believe with answers that are not necessarily true friends. with the confidence, the students will be more motivated and more like learning mathematics, so in the end expected mathematics learning achievement is also achieved more optimal. this is supported by several previous studies which reveal that there is a positive relationship between self-confidence in learning mathematics and mathematics learning outcomes (hannula, 2004, sehendri, 2012; maryati, 2013; yusmanto, 2015; edison, 2015) means the results of mathematics learning for every student who has high self-confidence as well. therefore, confidence needs to be owned and developed in every student. the need for self-confidence held by students in learning mathematics was not accompanied by the facts. there are still many students who have low self-confidence. this is demonstrated by the timss study in 2012 which states that on an international scale only 14% of students have high self-confidence and high mathematical skills as well. while 45% of students included in the medium category and the rest included in the low category. the same is true for indonesian students. only 3% of students had high self-confidence in mathematics, while 52% were in the category of students with moderate self-confidence and 45% were included in the category of students with low self-confidence. one of the efforts that can be taken by teachers in improving the ability to arrange and test the conjecture and self-confidence of students in learning mathematics is to apply learning model that can develop and improve those abilities. one of the learning model that is expected to improve the ability to arrange and test the conjecture and self-confidence of students is the model of learning discovery learning. the discovery learning learning model is one of the learning models that involves the active participation of students in exploring and discovering their own knowledge as well as using it in problem solving. according to fasco (in mustafa, 2014, pp. 18) applying the discovery learning model will have the following effects, 1) provide an initial experience for student interest in asking questions, concepts, situations or ideas; 2) giving students a manipilative and material situation to start exploration roads; 3) provide a source of information for student questions; 4) providing materials and tools that trigger discovery-learning and student outcomes; 5) allow time for students to manipulate, discuss, try, fail and succeed; 6) provide guidance, assurance, and reinforcement for student ideas and hypotheses; 7) appreciate and encourage an acceptable solution strategy. a positive atmosphere that supports the best results for the ability to construct and test mathematical conjecture and self-confidence. 122 | increasing formulate and test conjecture math competence and self confidence in using the discovery learning teaching math researchers try to use this discovery learning approach because this model is a learning one of the principles of directing students to find their own solution of the existing problems. with this kind of learning will familiarize the students to develop and test mathematical conjecture. based on the problems and phenomena that have been described previously, the authors intend to examine the effect of applying the discovery learning approach to the ability to arrange and test students' mathematical conjecture. for that researcher formulate research title that is increasing ability of composing and testing conjecture of mathematics and self confidence of students in mathematics learning using discovery learning. ii. methods this study uses quasi-experimental methods and descriptions with quantitative and qualitative approaches. the research was conducted on the students at ciparay elementary school in bandung regency. the results of data collection were obtained through tests, questionnaires, observations, and interviews. iii. results and discussion 1. the ability to arrange conjecture the data analysis of the research findings shows that there is a very significant difference in the ability to construct mathematical conjecture between the control class and the experimental class. in general, based on the postes result score for the ability to construct mathematical conjecture, the students of the experimental class given the lesson with discovery learning showed better scores than the students in the control class given the learning by direct learning. students in the experimental class obtained a mean score of 72.80 and control class 44.97 from a maximum score of 100. thus, from the average, the ability to construct students' mathematical conjecture in the experimental class is better than the students in the control class. the results of data analysis performed on the pretest score and postes score showed that there was a significant difference in the postes score in the experimental class and in the control class. this is caused by the treatment (treatment) discovery learning. rusefendi (in sunaryo, 2013: 81) explains that the increase in postes score compared to pretesbelu is certainly due to the treatment, therefore it is necessary to test the ability of the initial ability of both classes together. based on pretest score test, the ability to construct early mathematical conjectures of the experimental class is the same as the control class. thus it can be concluded that the increasing formulate and test conjecture math competence and self confidence in using the discovery learning teaching math | 123 improvement of the ability to construct better experimental mathematics experimental class than the control class is caused by discovery learning treatment. based on the above explanation, in the experimental class with discovery learning treatment it helps students to find their own way to solve the existing mathematical problems. in this case the teacher only directs the student to solve the problems. in addition to the experimental class, it is also used to work on groups of lks on mathematical issues concerning multiplication and fractional parts and scale and comparison. groups were heterogeneously randomized, in which one group consisted of upper, middle and lower group. after the lks is given, the students in the experimental class are accustomed to discuss the answers that have been discussed in front of the class. developing mathematical conjecture is included in one of the activities of non-routine mathematical thinking or known as high order mathematical thinking. this is in line with sumarmo (2003, p. 4) suggesting that the ability to understand mathematical ideas in more depth, observing data and exploring the implied ideas, constructing conjectures, analogies and generalizations, logically reasoning, problem solving, mathematics and associate mathematical ideas with other intellectual activities are classified as non-routine mathematical thinking or high order (high order mathematical thinking). in constructing mathematical conjecture we must provide learning that includes nonroutine mathematical thinking. this is in line with riyanto and rusdy's opinion that "learning with this conventional approach students solve many problems without a deep understanding, not exploring, finding traits, preparing and evaluating conjectures" (2011, p.23). based on the above explanation, in the experimental class with discovery learning it helps students to find their own way to solve the existing mathematical problems. in this case the teacher only directs the student to solve the problems. in addition to the experimental class, it is also used to work on groups of lks on mathematical issues concerning multiplication and fractional parts and scale and comparison. groups were heterogeneously randomized, in which one group consisted of upper, middle and lower group. after the lks is given, the students in the experimental class are accustomed to discuss the answers that have been discussed in front of the class developing mathematical conjecture is included in the activities of non-routine mathematical thinking or known as high order mathematical thinking. this is in line with sumarmo (2003, p. 4) suggesting that the ability to understand mathematical ideas in more depth, observing data and exploring the implied ideas, constructing conjectures, analogies and generalizations, logically reasoning, problem solving, mathematics and associate mathematical 124 | increasing formulate and test conjecture math competence and self confidence in using the discovery learning teaching math with high order mathematical thinking. in constructing mathematical conjectures we must provide learning that includes non-routine mathematical thinking. this is in line with riyanto and rusdy's opinion that "learning with this conventional approach students solve many problems without a deep understanding, not exploring, finding traits, preparing and evaluating conjectures" (2011, p.23). this validation must later be complemented using deductive methods (recio, angel m. and juan d, 2001, pp. 97) this validation should later be supplemented using the deductive method, but providing a certain logical consistency for the conjecture is done by means of intuitive procedures. in testing mathematical conjecture students should use deductive methods for logical reasons and appropriate procedures. the ability to test the mathematical conjecture of students in the experimental class is good enough. this is because discovery learning has several advantages compared to direct learning because discovery learning has a syntax of learning that can provide opportunities for students to develop the ability to examine mathematical conjecture, namely: the stage of stimulation (stimulation / stimulation), at this stage students are faced with problems that cause confusion, in order to arise desire to investigate itself. in addition, teachers can start learning activities by asking questions, providing math problems and other learning activities that lead to preparation of conjectures and test conjecture. stimulation at this stage serves to provide a learning interaction condition that can develop and assist students in exploring the problem. the problem presented is a contextual problem that is assisted with concrete objects that exist in the environment. by manipulating concrete objects, students are expected to be stimulated in composing and testing mathematical conjectures. so it can be concluded that the ability to test conjecture is very important to develop the ability of mathematical reasoning, especially for elementary school children. in testing conjecture, students can use concrete objects to help them. in addition students can also use the knowledge they already have in drafting the test dam conjecture. in this case the teacher acts as a facilitator and mentor. 2. self confidence another purpose of this research is to know the scale of self-confidence of students who acquire discovery learning. self-confidence is a student's belief or self-confidence based on individual's knowledge and understanding of one's own ability. the self-confidence inductor in this research is showing a confident attitude with the capability possessed; showing independence in making decisions; show sufficient intelligence (mathematics); showing optimism, being calm and unyielding; have socialization skills; show a positive attitude in increasing formulate and test conjecture math competence and self confidence in using the discovery learning teaching math | 125 dealing with problems; able to adapt and communicate in various situations; and have the ability to think objectively, rationally and realistically. the results showed that the average score of self-confidence scores of students in the discovery learning class is good enough. viewed from table 4:39 shows that in general the average score of self-confidence scores of students is good enough. the findings identified that learning mathematics would work well if teachers could choose the method of learning and devise appropriate learning plans to develop that capability. learning with discovery learning approach, teachers can train learning independence and develop student self-confidence. this is in line with somakin (2011,) states that in order to develop student self-confidence in mathematics, mathematics learning can be done through methods or approaches that can train learning independence. with the independence of learning can develop a sense of selfconfidence in working on the problem and in following the math lesson. the results are also reinforced by the scale analysis of student self-confidence based on the indicator. furthermore, based on the results of separate analysis of the indicators of self-confidence in this study looks at the attitude of self-confidence in the experimental class that received learning with discovery learning approach. this can be seen from the average score questionnaire scale self-confidence attitude and student observation for this fifth indicator is quite high. from the results of interviews to students who have high self-confidence, they say that it can already socialize with family, friends, teachers and some parties around the environment. they do not hesitate to ask friends or teachers if they have difficulty in understanding mathematical material. in edition they are also not awkward if there are friends who do not understand asking them to teach him. while interviews to students with moderate self-confidence, they state they will ask teachers or friends who understand when they have difficulty in math materials, sometimes they feel ashamed to ask their teachers and friends. on the other hand, the results of interviews to students with low self-confidence, they rarely ask teachers or friends if they have difficulty in math materials. they also mentioned they were afraid of being laughed at by their friends if they asked a teacher or friend who could have the material. the role of the surrounding environment in self-confidence is very important, as expressed by pierce and gardner (2004, pp. 612). communities, homes, schools, and colleagues are important for the growth of confidence. sending positive messages to others is detrimental to the development of high selfesteem, while exposure to negative messages lowers confidence levels. confidence is also the basic capital to develop self-actualization. dare to act and take the opportunity he faces. high confidence will affect the achievement that will be achieved. 126 | increasing formulate and test conjecture math competence and self confidence in using the discovery learning teaching math meanwhile, low self-esteem causes bad things for students and affects their ability to deal with any problems. confidence is based on a realistic belief in students' abilities. if the student feels inferior, then the student does not succeed in realizing the actual capability. they will avoid taking on new challenges. they will also limit their ability to give their best. so with a high confidence will be able to realize and apply his ability well so as to achieve the goal of achievement or desired learning outcomes. this is where the influence of confidence in student learning outcomes reinforce the belief in the abilities that exist in him, so hopefully will do the learning activities well and get good results iv. conclusion based on the formulation of problem analysis results and discussion of the results of research as described in this study, then obtained the following conclusions: 1. there is a difference in the ability to build mathematical conjecture between students who learn with discovery learning learning with students who learn by direct learning. n-gain score of students learning with discovery learning learning is higher than that of n-gain students who learn by direct learning, thus the ability to construct mathematical conjectures that learn with discovery learning learning is better than that of students who learn by direct learning. 2. there is a difference in the ability to test mathematical conjecture between students who learn with discovery learning learning with students who learn by direct learning. n-gain score of students learning with discovery learning is higher than that of n-gain students who learn by direct learning, thus the ability to test the mathematics conjecture of students who learn with learning discovery learning better than students who learn by direct learning. 3. students who have learned math with discovery learning have high self-confidence level references dariyo, a. (2004). psikologi perkembangan remaja. bogor: ghalia indonesia. depdiknas. (2007) permendiknas nomor 22 tahun 2006 tentang standar isi mata pelajaran matematika untuk satuanuntuk semua jenjang pendidikan dasar dan menengah. jakarta: depdiknas. hebaish, s. m. (2012). the correlation between general self-confidence and academic achievement in the oral presentation course. theory and practice in language studies, vol. 2, no. 1, page. 60-65. increasing formulate and test conjecture math competence and self confidence in using the discovery learning teaching math | 127 jacinta f.r. (2010). memupuk rasa percaya diri. [online] diakses dari http://www.e psikologi.com/dewasa/161002.htm [diunduh 11 mei 2016] kementrian pendidikan dan kebudayaan.(2013). model pembelajaran penemuan (discovery learning). jakarta. leron,u. (2004) mathematical thinking and human nature: consonance and conflict. technion-israel instituteof technology. procceding of th 28th conference of the internasional group for the psychology of mathematics education, 2004. technion, israel institute of technology, vol.3 page 217-224. hannula. (2004). development of understanding and self-confidence in mathematics, grades 5-8. proceding of the 28 th conference of the international group for the psychology of mathematics education. vol 3 page 17-24, [online] diaksesdarihttp://files.eric.ed.gov/fulltext/ed489565.pdf [diunduh 10 mei 2016] nctm. (2000). principles and standards for school mathematics. the national council of teachers of mathematics, inc. pierce, j. & gardner, d. 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(2007). penalaran atau reasoning perlu dipelajari para siswa di sekolah?.[online] diaksesdarihttp://prabu.telkom.us/2007/08/29/penalaran-atau-reasoning [diunduh 11 mei 2016]. shadiq, f.(2004).pemecahan masalah, penalaran dan komunikasi.disampaikan pada diklatinstruktur/pengembang matematika sma jenjang dasar tanggal 6 s.d. 19 agustus 2004 di pppg matematika. yogyakarta: departemen pendidikan nasional direktorat jenderal pendidikan dasar dan menengah pusat pengembangan penataran guru (pppg) matematika yogyakarta.2004,hal.2. http://www.e-psikologi.com/konseling/profil.htm http://files.eric.ed.gov/fulltext/ed489565.pdf http://prabu.telkom.us/2007/08/29/penalaran-atau-reasoning 128 | increasing formulate and test conjecture math competence and self confidence in using the discovery learning teaching math sumarmo, u. (2003).berfikir matematik tingkat tinggi: apa, mengapa, dan bagaimana dikembangkan pada siswa sd dan sm dan mahasiswa calon guru. makalahseminar nasional dan lokakarya, fkipuniversitas sriwijaya, palembang 20-21agustus 2003 widyantini, t.(2012). penerapan model pembelajaran langsung dalam mata pelajaran matematika smp/mts. pusat pengembangan dan pemberdayaan pendidik dan tenaga kependidikan (pppptk) matematika. wijaya. a (2012). pendidikan matematika realistic: suatu alternative pendekatan pembelajaran matematika. yogyakarta: graha ilmu. application of inventory method in improving student learning activities on natural resources summary and environmental environment | 53 application of inventory method in improving student learning activities on natural resources summary and environmental environment aqmarina dewi setiawarga primary school, cimahi city, west java, indonesia dewi_aqmarina@yahoo.com abstract the main issues of this research are how to improve the learning activity of elementary school students on natural resources (nr) and environment (en) subject matter through the method of discovery. the objectives of the research are as follows: (1). increase the learning activity of elementary students through discovery method; (2). provides learning through discovery methods that enhance learning activities. the methods / approaches used in achieving the following objectives: (a). collect students and elementary teachers involved in research; (b). provide an overview of the research activities to be undertaken; (c). reflecting on, discussion of learning by method of discovery; (d). collaborate with elementary teachers in the determination of experimental class and control class; (e). implementation of learning method of discovery; (f). evaluation of learning by method of discovery. the results showed that there was an increase in learning activity of elementary school students through learning by inventory method of 34%; (2). elementary students are enthusiastic about learning by the method of discovery given by the teacher; (3). the occurrence of collaboration between one student and another student at the time of learning by the method of discovery is done. keywords: learning activity, discovery method. i. introduction this research was conducted to find out the relationship between discovery method and student learning activity in improving learning for fifth grade students in elementary school (sd) especially on natural science (ipa) study considering that nowadays a lot of learning done in elementary school only by using lecture method or demonstrations only. given that the curriculum of learning in schools now turns into a national curriculum that refers to student-centered learning (student center), teacher center is not the only teacher and teacher as a classroom learning facilitator. in the national curriculum, students must further explore the learning or science based on the theme and the learning process should be done in real way so that the students gain direct experience in the learning process. as in the learning activities so many learning methods that we can do to make the students more interested in learning activities in elementary and exploring at home. here the researchers will use one of the mailto:dewi_aqmarina@yahoo.com 54 | application of inventory method in improving student learning activities on natural resources summary and environmental environment methods of learning that is the method of discovery to further explore the interest and learning activities of students on science learning. based on law no.20 year 2003 article 37 on sisdiknas (2003), the curriculum of ktsp in science subjects in 2006 aims to make students have the following capabilities: 1. know the concepts related to society and the environment. 2. have basic skills for logical and critical thinking, curiosity, inquiry, problem solving, and skills in social life. 3. have a commitment and awareness of social values and humanity. 4. have the ability to communicate, work together and compete in a pluralistic society, local, national, and global. (gunawan, 2011). referring to law no.20 of 2003 on national education system, researchers hope that science subjects in elementary school can be understood by students and can be actualized in everyday life by students with the method of discovery at school. the implementation of the discovery method is expected to enable students to use inductive reasoning to develop more enjoyable ipa learning. through the application of the method of discovery, it is expected that the 5th graders can improve their activities on understanding the natural resources and the environment on learning. based on the problems that developed above, this study focuses on the study"application of discovery methods in improving student activity on the subject of natural resources and environment". a. background research the things underlying this research are based on general research data that has been previously disclosed and field observation records in general where the learning process in elementary school is still far from expectations that should be more enable students through activities that can find something new. in science learning in the classroom for example, often less meaningful learning process for students. students just sit sweet and silent, listen to the teacher's explanation, many teachers stand in front of the class explain the subject matter, and teachers tend to be more active lectures themselves. there is also an indication that teacher pedagogy practices are less appropriate to the topic and do not have an appropriate focus so that experience, understanding does not develop optimally. application of inventory method in improving student learning activities on natural resources summary and environmental environment | 55 the 21st century national education paradigm states that the strategy of achieving education in the future one of them is by applying different learning methods in elementary school. this method holds to the principle that each individual is unique and has their own talents, so the learning method must take into account the diversity of "learning style" of each individual. through different learning activities through the use of this discovery method, students are expected to further develop their learning activities. learning models that emphasize these characteristics and diversity need to be developed. examples of learning models in question include pbl (problem based learning) and methods of discovery. in addition, emphasis should be placed on cooperative learning models between individuals to improve their interpersonal and social competence, such as: cooperative learning and collaborative learning through learning activities based on discovery methods. the things that happened that have been expressed before can be understood as kemahluman that really happened in elementary school. thus there is a need for mentoring and research that can provide examples of various learning with discovery methods so that students and teachers of the elementary school more excited and open to study harder. through this research, we hope to find meaningful findings on the extent to which methods of discovery have been made to improve student learning activities. the specific problems we may face are the reluctance of students and elementary teachers to our presence, but through collaborative discussions, we are confident that this will be resolved and this research will provide deep meaning to all of us. the method of discovery is a learning model based on the constructivism approach of piaget and vygotsky. constructivism understands the essence of learning as a human activity of building or creating knowledge by trying to give meaning to knowledge according to experience (nurohman: 2008). the method of discovery is a model designed to engage students in digging information and inquiring, performing and finding, collecting data and analyzing and making their own inferences. in this model students are given the freedom in constructing thoughts and findings during the activity so that students do themselves without the burden, fun and high motivation so that learning will be more meaningful. the method of discovery of learning emphasizes the development of reasoning, model building, the interrelationship with real-world applications or daily life and can make students have direct experience, so as to overcome learning problems 56 | application of inventory method in improving student learning activities on natural resources summary and environmental environment such as difficult recall of the subject matter (starrett and morcos, 2001); (raviv daniel, 2004); and (atles and ali, 2011). characteristics of the method of discovery are: independent, mutually supportive, happy, passionate learning, integrated learning, using multiple sources, active, fun, not boring, sharing with friends, critical and creative students. the method of discovery can also provide an in-depth appreciation of what is learned, so that what is obtained by students is not easily forgotten because students acquire such knowledge directly through their own experience. by learning the method of discovery, students can appreciate the concepts taught by the teacher, the students can prove facts and concepts, and also encourage the students 'curiosity in more depth, so it tends to arouse students' desire to conduct research to gain observation and experience in the scientific process. through the method of discovery, students can also benefit from: increase interest, motivation, strengthen memories, can overcome the problem of learning difficulties, avoid misunderstandings, get feedback from students and connect the concrete and abstract. (weinberg, ithaca and thomas, 2009) and (ivers and whitney, 2009). in the implementation of learning with the method of this invention to be really effective need to pay attention to student learning activities. discovery methods make learners become independent, dare to ask questions, explore curiosity and become creative learners. a teacher can and should be able to provide students with experience, at least ten minutes for students where students can feel, hear, see, and act on subjects to be taught for the rest of the time. this can create a fun atmosphere, reduce student boredom and learn more effectively. b. formulation of the problem based on the background that has been disclosed before, this research is directed to answer the problem as follows: "how use of discovery method in improving student activity of primary school on the subject of natural resources and environment?". our problems are detailed through the following research questions: 1. can the discovery method increase the learning activity of elementary students on the subject of natural resources and the environment? 2. how much is the improvement of the learning activity of elementary school students who are learning through the method of discovery? application of inventory method in improving student learning activities on natural resources summary and environmental environment | 57 c. limitations of research based on the formulation of the problems that have been disclosed, it is necessary to limit the research to make this research more focused. the research limits are given as follows: 1. this research is limited to elementary school science lesson. 2. the subject of the research is the 5th grade elementary school students. 3. learning is done through the use of learning by method of discovery. 4. learning outcomes measured are student learning activities through the test of learning outcomes in the form of a description. d. research purposes the purpose of this study as follows: 1. to obtain an effective and efficient learning method that can improve the learning activity of elementary students. 2. to obtain the student worksheet (lks) tool for learning of discovery methods developed to guide students for their learning activities to develop optimally. 3. to obtain an appropriate evaluation tool to be able to test the achievement of student learning activities through learning methods of discovery given. 4. to obtain information on the feasibility of the method of invention given in its implementation. 5. to facilitate the teacher in delivering the learning materials should be given by the method of discovery. 6. to direct elementary students in gaining more knowledge and experience through the study of discovery methods. e. output target the expected output target for this research activity is as follows: 1. manual manual for mechanism of how to develop learning activity of discovery method in elementary school. 2. the results of research that can be used as material as data and facts when this activity is done, can be a material of further study for the material of final project completion (thesis) / research and can be published nationally through the available educational journals. 3. there is a follow-up research program for the next year of program development based on program evaluation, whether conducted by the monev team, or elementary school. 58 | application of inventory method in improving student learning activities on natural resources summary and environmental environment 4. as a study material, as for the follow-up research program that can be done as follows: the increase of students and teachers who do the learning with the method of discovery. 5. increased understanding of learning at elementary school level for both students and teachers. the greatest portion of science that students learn in school is not obtained through discovery, but is obtained through notices (by lecture / expository), reading, imitating, seeing, observing, and the like. the method of discovery is one method of learning to find and discover on their own. learning in this system the teacher presents the lesson material in the final form, but the students are given the opportunity to seek and find it themselves and use problem-solving techniques (djamarah and zain, 2002).broadly speaking the procedure as follows: 1. simulation teachers begin to ask questions by asking students to read / listen to the descriptions that contain the problem. 2. stating the problem students are given the opportunity to identify problems. most chose it that was considered most attractive and flexible to solve. the selected problem must then be formulated in the form of a question / hypothesis, ie statement (statement) as a temporary answer to the question posed. 3. data collection to answer the questions / prove whether or not this hypothesis is true, students are given the opportunity to collect (collect) various objects, interviews with resource person self-test and so on. 4. data processing all reading, interview, observation, etc. information are all randomized, classified, tabulated, even where necessary in a certain way and interpreted at a certain level of need. 5. verify proof based on the results of processing and interpretation / information that there is a statement / hypothesis that has been formulated earlier then checked, whether answered / no, whether proven or not. application of inventory method in improving student learning activities on natural resources summary and environmental environment | 59 6. generalization the next stage based on student verification learns to draw certain conclusions / generalizations. according to sudirman et al. (1991) that the method of discovery is a way of presenting a lesson involving many students in mental processes in the context of its discovery. furthermore ruseffendi (1991) explains that "the method (teaching) of discovery is a teaching method that governs teaching in such a way that the child acquires knowledge that he has not previously known through notification, partially or entirely found alone." ii. methods in learning a lot of media that we can actualize in learning so that students can receive the subject matter well and fun. one of them is environmental media around.in order for learning to use the surrounding environment media can run smoothly it is necessary to have appropriate learning methods as a bridge so that students can receive the subject matter well and fun. one such method is the discovery method, in which students can find themselves the core of the learning process in the school and the teacher only provides reinforcement and concludes in the process of learning activities undertaken. in addition mulyasa (in fate, 2012) states that discovery is a learning strategy that emphasizes direct experience in the field, without having to always rely on the theories of learning contained in the textbook guide. the researcher hopes that there is a correlation between the method of discovery with the current curriculum system, the national curriculum.the research will be carried out in several stages: 1. planning. 2. implementation. 3. observation. 4. reflection. the subjects of this study are five odd semester students totaling as many as 35 people consisting of students 18 men and 17 female students held in setiawargacimahi school. the fifth grade was chosen as the subject of the study because the students needed immediate action to improve student activity and learning outcomes by applying the discovery learning approach with surrounding environmental media. 60 | application of inventory method in improving student learning activities on natural resources summary and environmental environment the study was conducted in two cycles so that there will be significant results. in each cycle the study consists of two meetings, one meeting for the implementation of learning and one meeting for the test of learning outcomes. the method used in data collection in this study is a test method that is carried out at the end of the cycle by using the test of learning outcomes to know the improvement of science learning outcomes. the test used is a written test. in this study the instrument used is the test of learning outcomes in the form of multiple choice tests. for the purposes of collecting data related to the observer's task, the researcher and the partner researcher determine the necessary data collection techniques: 1. observation technique observations used are direct observation so as to know the actual state of the class and observe the activities of teachers and students during the learning process takes place. 2. techniques the test is done to find out the students' understanding on natural science subject matter of natural appearance. 3. data analysis techniques data processing is a research effort to summarize accurately the data that has been collected in a form that can be trusted and true. data that have been collected by both researchers and partner researchers will be processed and analyzed qualitatively-descriptive. iii. results and discussion this research activity has been carried out in sdn setiawarga kota cimahi and produced some findings that fit the title of "use of mp to improve student activity of primary school on natural resources and lh subject". as described in the previous chapter, this study aims to improve the activity of primary school students through the learning of mp. results and outcomes achieved in this study as follows. research findings obtained in the form of findings of research activities of student learning activities and interviews. the findings are further analyzed and interpreted. a. student learning activity result data the data obtained to determine student learning outcomes in the form of preliminary and final tests. initial test is done to determine the students 'initial ability before the mp learning is given and the learning result obtained in the final test is used as a comparison to know the application of inventory method in improving student learning activities on natural resources summary and environmental environment | 61 students' success in following the learning using mp. initial test result data are presented in the following table: table 1 research data of comparative class (demonstration method) no value percentage gain (%) student group pretes postes pretes (%) postes (%) 1 0,50 2,50 5,0 25,0 20,0 low 2 0,75 2,50 7,5 25,0 17,5 low 3 1,00 2,50 10,0 25,0 15 low 4 1,00 5,50 10,0 55,0 45 low 5 1,50 7,00 15,0 70,0 55 low 6 1,50 4,25 15,0 42,5 27,5 low 7 1,75 3,25 17,5 32,5 15 low 8 1,75 5,50 17,5 55,0 37,5 low 9 1,75 6,25 17,5 62,5 45 low 10 2,00 5,50 20,0 55,0 35 medium 11 2,00 5,50 20,0 55,0 35 medium 12 2,25 6,00 22,5 60,0 37,5 medium 13 2,25 8,25 22,5 82,5 60 medium 14 2,50 4,00 25,0 40,0 15 medium 15 2,50 2,75 25,0 27,5 2,5 medium 16 2,75 3,75 27,5 37,5 10 medium 17 2,75 6,50 27,5 65,0 37,5 medium 18 3,00 4,75 30,0 47,5 17,5 medium 19 4,50 1,75 45,0 17,5 -27,5 medium 20 4,75 8,25 47,5 82,5 35 medium 21 5,25 6,25 52,5 62,5 10 medium 22 5,25 8,50 52,5 85,0 32,5 medium 23 5,50 5,25 55 52,5 -2,5 medium 24 5,75 6,00 57,5 60,0 2,5 medium 62 | application of inventory method in improving student learning activities on natural resources summary and environmental environment no value percentage gain (%) student group pretes postes pretes (%) postes (%) 25 5,75 6,00 57,5 60,0 2,5 medium 26 5,75 7,25 57,5 72,5 15 medium 27 6,00 9,50 60,0 95,0 35 medium 28 6,00 9,50 60,0 95,0 35 medium 29 6,25 5,75 62,5 57,5 -5 medium 30 6,25 8,50 62,5 85,0 22,5 high 31 6,25 7,00 62,5 70,0 7,5 high 32 6,25 7,75 62,5 77,5 15,0 high 33 6,25 6,75 62,5 67,5 5,0 high 34 6,50 7,25 55,0 72,5 7,5 high 35 7,00 8,00 50,0 80,0 11,0 high avarage 30,0 35,0 30,0 table 2 data of class mp study results no vakue percentage gain (%) student group pretes postes pretes (%) postes (%) 1 1,50 5,50 15 55 40,0 low 2 2,20 6,25 22 62,5 40,5 low 3 2,70 9,50 27 95,0 68,0 low 4 3,00 7,00 30 70,0 40,0 low 5 3,00 7,75 30 77,5 47,5 low 6 3,00 8,25 30 82,5 52,5 low 7 3,00 8,50 30 85,0 55,0 low 8 3,00 8,00 30 80,0 50,0 low 9 3,20 9,00 32 90,0 58,0 low 10 3,20 6,75 32 67,5 35,5 low 11 3,20 8,50 32 85,0 53,0 medium 12 3,20 9,75 32 97,5 65,5 medium application of inventory method in improving student learning activities on natural resources summary and environmental environment | 63 no vakue percentage gain (%) student group pretes postes pretes (%) postes (%) 13 3,50 9,00 35 90,0 55,0 medium 14 3,50 8,00 35 80,0 45,0 medium 15 3,50 8,75 35 87,5 52,5 medium 16 3,70 9,75 37 97,5 60,5 medium 17 3,70 9,75 37 97,5 60,5 medium 18 4,00 9,50 40,0 95,0 55,0 medium 19 4,00 9,00 40,0 90,0 50,0 medium 20 4,25 8,50 42,5 85,0 42,5 medium 21 4,25 8,00 42,5 80,0 37,5 medium 22 4,50 9,00 45,0 90,0 45,0 medium 23 4,75 8,00 47,5 80,0 32,5 medium 24 4,75 8,00 47,5 80,0 32,5 medium 25 4,75 7,50 47,5 75,0 27,5 medium 26 4,75 9,25 47,5 92,5 45,0 medium 27 5,00 8,25 50,0 82,5 32,5 medium 28 5,00 9,00 50,0 90,0 40,0 medium 29 5,00 8,75 50,0 87,5 37,5 medium 30 5,50 9,00 55,0 90,0 35,0 medium 31 5,50 9,25 55,0 92,5 37,5 high 32 6,00 9,00 60,0 90,0 30,0 high 33 6,25 9,50 62,5 95,0 32,5 high 34 6,25 9,25 62,5 92,5 30,0 high 35 6,50 9,75 75,0 97,5 42,5 high avarage 60,0 95,0 70,0 based on the above table, the average score of the initial test obtained by the comparator class (md) is 30 with the highest score of 60 and the lowest 5, whereas the mp class the average score of the initial test 60 with the highest value of 75 and the lowest 10. after tested 64 | application of inventory method in improving student learning activities on natural resources summary and environmental environment statistically , the average score of the initial class tests of md with the mp class, the comparison is not much different and the second homogeneous test score score, it indicates that the initial ability of the two classes before the treatment is given is the same. based on the above table, the average score of the final test obtained by the md class students is 30 with the highest score of 70 and the lowest of 15, while the average grade of the final test score is 95 with the highest score of 98 and the lowest 50. if compared between the average score the final test of the two classes, the final grade of mp is bigger than the md class. the class gain scores of md and mp classes were obtained from the difference between the initial test result and the final test. based on the above table, the average gain score of the class of md is 30 with the highest value of 50 and the lowest -27.5, while the average gain of the mp class is 55 with the highest value of 78 and the lowest 37. when compared between the average score of the second gain class, average score gain of mp class is bigger than class of md. this indicates that there is an increase in learning outcomes and student learning activities in the mp class that use learning-based discovery method as a learning method. b. statistical test results this statistical test was conducted to determine the difference of learning outcomes between the classes that were given the lesson using the mp with the class that was given the md lesson as the comparison class. test results for final score as follows: table 3 analysis of learning outcomes of md class and class of mp students of low group no. %gain md class mp class 1 20,0 40,0 2 17,0 40,5 3 15,0 68,0 4 45,0 40,0 5 55,0 47,5 6 27,0 52,5 7 15,0 55,0 8 37,0 50,0 9 20,0 58,0 application of inventory method in improving student learning activities on natural resources summary and environmental environment | 65 no. %gain md class mp class 10 35,0 35,5 avarage 20 50 there is a significant difference in learning outcomes between low-grade students in the md class and the mp class. mp learning can increase the percentage of students' low group learning outcomes from 20% to 50%. table 4 analysis of learning outcomes md class and class mp student group medium no. %gain md class mp class 1 35,0 53,0 2 37,0 65,5 3 60,0 55,0 4 15,0 45,0 5 2,5 52,5 6 10,0 60,5 7 37,5 60,5 8 17,5 55,0 9 -27,5 50,0 10 35,0 42,5 11 10,0 37,5 12 32,5 45,0 13 -2,5 32,5 14 2,5 32,5 15 2,5 27,5 16 15,0 45,0 17 30,0 32,5 18 35,0 40,0 19 -5,0 37,0 66 | application of inventory method in improving student learning activities on natural resources summary and environmental environment no. %gain md class mp class 20 22,0 35,0 avarage 20,0 45,0 there was a significant difference in learning outcomes between the moderate group students in the md class and the mp class. mp learning can increase the percentage of students' learning outcomes in moderate groups from 20% to 45%. table 4 analysis of learning outcomes of class of md and class of high student group of students no. %gain nh class hypertext class 1 7,5 37,5 2 15,0 30,0 3 5,0 32,5 4 7,5 30,0 5 10,0 32,0 avarage 10,0 30,0 there is a significant difference in learning outcomes between high group students in the md class and the mp class. mp learning can increase the percentage of high student learning outcomes from 10% to 30%. table 5 analysis of classroom learning results of md and class mp no. %gain md class mp class 1 20,0 40,0 2 17,5 40,5 3 15,0 68,0 4 45,0 40,0 application of inventory method in improving student learning activities on natural resources summary and environmental environment | 67 no. %gain md class mp class 5 55,0 47,5 6 27,5 52,5 7 15,0 55,0 8 37,5 50,0 9 45,0 58,0 10 35,0 35,5 11 35,0 53,0 12 37,5 65,5 13 60,0 55,0 14 15,0 45,0 15 2,5 52,5 16 10,0 60,5 17 37,5 60,5 18 17,5 55,0 19 -27,5 50,0 20 35,0 42,5 21 10,0 37,5 22 32,5 45,0 23 -2,5 32,5 24 2,0 32,5 25 2,0 27,5 26 15,0 45,0 27 35,0 32,5 28 35,0 40,0 29 -5,0 37,5 30 22,5 35,0 31 7,5 37,5 32 20,0 30,0 68 | application of inventory method in improving student learning activities on natural resources summary and environmental environment no. %gain md class mp class 33 5,0 52,5 34 7,5 30,0 35 10,0 32,5 avarage 20,0 54,0 there is a significant difference in learning outcomes between the md classes and the mp classes. mp learning can increase the percentage of learning outcomes from 20% to 54%. c. obtained outside from the results of research activities that have been implemented in sdn setiawarga kota cimahi obtained some outcomes according to the plan that has been described in the previous chapter. the results are as follows: table 6 research survey no. output type indicator 1 scientific publications in journals accepted 2 publication on mass media (print / electronic) draft 3 improved understanding and skills of the community done 4 services, models, social engineering, systems, products / goods done outcomes that have been implemented as described above are activities to increase understanding and skills of society and services, models, social engineering, systems, products / goods through activities to elementary school teachers in sdn setiawarga. the next release is scientific publication in the journal / proceedings which will be published in september 2017 to the journal of primaryedu stkip siliwangi bandung. in addition to the outcomes that have been delivered, there are several outpourings among them as follows: 1. the data of other research results can be used as material as data and facts for the material of final project completion (thesis) / research and can be published. application of inventory method in improving student learning activities on natural resources summary and environmental environment | 69 2. there is a follow-up program for the next year of program development based on program evaluation, whether conducted by the monev team or sd. 3. increased students and elementary school teachers who are doing mp learning. 4. increased understanding of learning at elementary level for students, as well as teachers. iv. conclusion based on the results of research conducted in sdn setiawarga kota cimahi, it can be concluded things as follows: 1. learning mp can improve student learning activities primary elementary school on natural resources and environment. 2. increased student learning outcomes of the mp class is greater than the md class (34%) and there are significant differences in learning outcomes among each group of students. v. acknowledgments lead researcher tim would like to thank a lot to independent research, setiawarga elementary school for the trust given, and ramdhanwitarsa, m.pd.as a mentor in elementary school education stkip siliwangi bandung. we will keep our trust and mother confidence and will continue to develop in future studies. vi. references ahamed, y., macdonald, h., reed, k., naylor, p. 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(2002). determining baseline physical activity levels in children. medicine and science in sports and exercise, 14, 432-441. world health organization.(2009). global strategy on diet, physical activity and health. retrieved march 10, 2012 from http://www.who.int/dietphysicalactivity/childhood/en/ http://www.who.int/dietphysicalactivity/childhood/en/ implementation of inventory method in improving visual students visual learning on natural responsibility resources and environmental survival | 73 implementation of inventory method in improving visual students visual learning on natural responsibility resources and environmental survival tresna nurhayati cibabat mandiri primary school 3, cimahi city, west java, indonesia tresna.nurhayati45@gmail.com abstract the main issues of this research are how to improve the visual abilities of elementary school (es) students on natural resources (nr) and environment (en) subjects through the method of discovery. the objectives of the research are as follows: (1). improving visual abilities of elementary students through discovery methods; (2). provides learning through fun discovery methods and can inspire elementary students. the methods / approaches used in achieving the following objectives: (a). collect students and elementary teachers involved in research; (b). provide an overview of the research activities to be undertaken; (c). reflecting on, discussion of learning by method of discovery; (d). collaborate with elementary teachers in the determination of experimental class and control class; (e). implementation of learning method of discovery; (f). evaluation of learning by method of discovery. the results showed that there was an increase in visual ability of elementary school students through learning with the method of discovery of 24%; (2). elementary students are enthusiastic about learning by the method of discovery given by the teacher; (3). the occurrence of collaboration between one student and another student at the time of learning by the method of discovery is done. keywords: learning, invention method, visual. i. introduction this research was conducted to find out the relationship between discovery method and the students' visual ability in improving the learning for the 2nd grade students in elementary school especially in social science learning (ips) considering that nowadays a lot of learning is done in elementary school only by using lecture or demonstration method alone especially for low-grade classes. given that the curriculum of learning in schools now turns into a national curriculum that refers to student-centered learning (student center), teacher center is not the only teacher and the teacher only as a classroom learning facilitator. in the national curriculum, students must further explore the learning or science based on the theme and the learning process must be done so that students gain direct experience in the learning process. as in the learning activities so many learning methods that we can do to make the students more interested in learning activities at school and explore it at home. here the researchers will use one of the methods of learning is the discovery method of discovery or learning to further explore the interest of students on social studies learning. based on law no.20 of 2003 article 37 on sisdiknas (2003), curriculum ktsp social science subjects in 2006 aims to learners have the following capabilities: mailto:tresna.nurhayati45@gmail.com 74 | implementation of inventory method in improving visual students visual learning on natural responsibility resources and environmental survival 1. know the concepts related to society and the environment. 2. have basic skills for logical and critical thinking, curiosity, inquiry, problem solving, and skills in social life. 3. have a commitment and awareness of social values and humanity. 4. have the ability to communicate, work together and compete in a pluralistic society, local, national, and global. (gunawan, 2011). referring to law no.20 of 2003 on sisdiknas, researchers hope that social science subjects in elementary school can be understood by students and can be actualized in everyday life by students with discovery learning method in school. implementation of discovery learning is expected students can use inductive reasoning to develop more enjoyable ips learning. through the application of discovery methods using visual media, it is expected that grade 2 students can improve their visual ability on understanding natural resources and the environment on thematic learning. based on the problems that developed above, this study focuses on the study of "application of discovery methods in improving student's visual ability on natural resources and environmental subjects". a. foundation of research the things underlying this study are based on general research data previously disclosed and field observation notes in general where the learning process in elementary school is still far from expectations that should be able to further enable students through activities that can find something new. in learning social science in the class for example, often less meaningful learning process for students. students just sit sweet and silent, listen to the teacher's explanation, many teachers stand in front of the class explain the subject matter, and teachers tend to be more active lectures themselves. there is also an indication that teacher pedagogical practice is less appropriate to the topic and does not have an appropriate focus so that experience, visual understanding does not develop optimally. the 21st century national education paradigm states that the strategy of achieving education in the future one of them is by applying different learning methods in elementary school. this method holds to the principle that each individual is unique and has their own talents, so the learning method must take into account the diversity of "learning style" of each individual. through different learning activities through the use of this method of discovery, both students and teachers are expected to develop more visually. implementation of inventory method in improving visual students visual learning on natural responsibility resources and environmental survival | 75 learning models that emphasize these characteristics and diversity need to be developed. examples of learning models in question include pbl (problem based learning) and methods of discovery. in addition, emphasis should be placed on cooperative learning models between individuals to improve their interpersonal and social competence, such as: cooperative learning and collaborative learning through learning activities based on discovery methods. the things that happened that have been expressed before can be understood as the truth that really happened in elementary school. thus there is a need for mentoring and research that can provide examples of various learning with discovery methods so that the students and teachers of elementary school are more enthusiastic and open to study harder. through this research, we hope to find meaningful findings on the extent to which methods of discovery have been made to improve students' ability in their visual aspects. the spe cific problems we may face are the reluctance of primary school students and teachers to our presence, but through collaborative discussions, we believe it will be resolved and this research will give deep meaning to all of us. the method of discovery is a learning model based on the constructivism approach of piaget and vygotsky. constructivism understands the essence of learning as a human activity of building or creating knowledge by trying to give meaning to knowledge according to experience (nurohman: 2008). the method of discovery is a model designed to engage students in digging information and inquiring, performing and finding, collecting data and analyzing and making their own conclusions. in this model students are given the freedom in constructing thoughts and findings during the activity so that students do themselves without the burden, fun and high motivation so that learning will be more meaningful. the method of discovery of learning emphasizes the development of reasoning, model building, its interrelationship with real-world applications or daily life and can make students have direct experience, so as to overcome learning problems such as difficulty in recalling the subject matter (starrett and morcos, 2001); (raviv daniel, 2004); and (atles and ali, 2011). characteristics of the method of discovery are: independent, mutually supportive, happy, passionate learning, integrated learning, using multiple sources, active, fun, not boring, sharing with friends, critical and creative students. the method of discovery can also provide an in-depth appreciation of what is learned, so that what is obtained by students is not easily forgotten because students acquire such knowledge directly through their own experience. by learning the method of discovery, students can appreciate the concepts taught 76 | implementation of inventory method in improving visual students visual learning on natural responsibility resources and environmental survival by the teacher, the students can prove facts and concepts, and also encourage the students 'curiosity in more depth, so it tends to arouse students' desire to conduct research to gain observation and experience in the scientific process. through the method of discovery, students can also benefit from: increase interest, motivation, strengthen memories, can overcome the problem of learning difficulties, avoid misunderstandings, get feedback from students and connect the concrete and abstract. (weinberg, ithaca and thomas, 2009) and (ivers and whitney, 2009). in the implementation of learning with the method of this invention to be truly effective need to pay attention to several things include: the visual aspect. discovery methods make learners become independent, dare to ask questions, explore curiosity and become creative learners. a teacher can and should be able to give the student experience, at least ten minutes to the student where the student can feel, hear, see, and act on the subject to be taught for the rest of the time. this can create a fun atmosphere, reduce student boredom and learn more effectively. b. formulation of the problem based on the background that has been disclosed before, this research is directed to answer the problem as follows: "how use of discovery method in improving visual aspect ability of elementary school students on natural resources and environment subject?". our problems are detailed through the following research questions: 1. can the discovery method improve the visual aspect of elementary students on the subject of natural resources and the environment? 2. how big is the visual aspect improvement of elementary school students doing the learning through discovery method? c. limitations of research based on the formulation of the problems that have been disclosed, it is necessary to limit the research to make this research more focused. the research limits are given as follows: 1. this research is limited to the social science teaching of elementary school. 2. the subject of the research is the students of grade 2 primary school. 3. learning is done through the use of thematic learning by the method of discovery. 4. the measured learning outcome is the ability of the visual aspect through the test of learning outcomes in the form of a description. implementation of inventory method in improving visual students visual learning on natural responsibility resources and environmental survival | 77 d. research purposes the purpose of this study as follows: 1. to obtain an effective and efficient learning method that can improve the visual aspect ability of elementary school students. 2. to obtain a student worksheet tool for learning of discovery methods developed to guide students for their visual abilities to develop optimally. 3. to obtain an appropriate evaluation tool to be able to test the achievement of students' visual aspect abilities through the study of the method of invention given. 4. to obtain information on the feasibility of the method of invention given in its implementation. 5. to facilitate the teacher in delivering the learning materials should be given by the method of discovery. 6. to direct elementary school students in gaining more knowledge and experience through learning of discovery methods. e. output target the expected output target for this research activity is as follows: 1. manual manual for mechanism of how to develop learning activity of discovery method in elementary school. 2. the results of research that can be used as material as data and facts when this activity is done, can be a material of further study for the material of final project completion (thesis) / research and can be published nationally through the available educational journals. 3. there is a follow-up research program for the next year of program development based on program evaluation, whether conducted by the monev team, or elementary school. 4. as a study material, as for the follow-up research program that can be done as follows: the increase of students and teachers who do the learning with the method of discovery. 5. increased understanding of learning at elementary level for students, as well as teachers. the greatest part of social science that students learn in school is not obtained through discovery, but is obtained through notices (by lecture / expository), reading, imitating, seeing, observing, and the like. the method of discovery is one method of learning to find and discover on their own. learning in this system the teacher presents the lesson material in the final form, but the students are given the opportunity to seek and find it 78 | implementation of inventory method in improving visual students visual learning on natural responsibility resources and environmental survival themselves and use problem-solving techniques (djamarah and zain, 2002).broadly speaking the procedure as follows: 1. simulation teachers begin to ask questions by asking students to read / listen to the descriptions that contain the problem. 2. problem statement students are given the opportunity to identify problems. most chose it that was considered most attractive and flexible to solve. the selected problem must then be formulated in the form of a question / hypothesis, ie statement (statement) as a temporary answer to the question posed. 3. data collection to answer the questions / prove whether or not this hypothesis is true, students are given the opportunity to collect (collect) various objects, interviews with resource person self-test and so on. 4. data processing all reading, interview, observation, etc. information are all randomized, classified, tabulated, even where necessary in a certain way and interpreted at a certain level of need. 5. verification proof based on the results of processing and interpretation / information that there is a statement / hypothesis that has been formulated earlier then checked, whether answered / no, whether proven or not. 6. generalization the next stage based on student verification learns to draw certain conclusions / generalizations. according to sudirman et al. (1991) that the method of discovery is a way of presenting a lesson involving many students in mental processes in the context of its discovery.furthermore ruseffendi (1991) explains that "the method (teaching) of discovery is a teaching method that governs teaching in such a way that the child acquires knowledge that he has not previously known through notification, partially or entirely found alone." ii. methods in learning a lot of media that we can actualize in learning so that students can receive the subject matter well and fun. one of them is visual media or image media. according to udik (2008) "the successful use of visual based media is determined by the quality and effectiveness of the visual materials and the graph itself. this can be achieved by organizing implementation of inventory method in improving visual students visual learning on natural responsibility resources and environmental survival | 79 and organizing ideas that arise and plan them carefully. "researchers will conduct research using visual media because not all primary schools have the same facilities that have advanced technology and not all teachers can operate advanced technology if using audio visual media. in order for learning to use visual media to run smoothly it is necessary to have an appropriate learning method as a bridge so that students can receive the subject matter well and fun. one such method is the discovery learning or discovery method, where students can find their own core of the learning process in school and the teacher only provides reinforcement and concludes in the process of learning activities undertaken. in addition mulyasa (in fate, 2012) states that discovery is a learning strategy that emphasizes direct experience in the field, without having to always rely on the theories of learning contained in the textbook guide. the researcher hopes that there is a correlation between the method of discovery with the current curriculum system, the national curriculum. the research will be carried out in several stages: 1. planning, 2. implementation (action), 3. observation, 4. reflection the subjects of this study are the students of second grade odd semester amounted to 35 people consisting of students 18 men and 17 female students held in cibabat mandiri 3 primary school, north cimahi subdistrict, cimahi city. class ii is chosen as the subject of research because students need immediate action to improve student activity and learning outcomes by applying learning discovery approach with visual-assisted media. the study was conducted in two cycles so that there will be significant results. in each cycle the study consists of two meetings, one meeting for the implementation of learning and one meeting for the test of learning outcomes. the method used in data collection in this study is a test method that is carried out at the end of the cycle by using the test results to learn to improve learning outcomes social science. the test used is a written test. in this study the instrument used is the test of learning outcomes in the form of multiple choice tests. for the purposes of collecting data related to the observer's task, the researcher and the partner researcher determine the necessary data collection techniques: 1. observation technique observations used are direct observation so as to know the actual state of the class and observe the activities of teachers and students during the learning process takes place. 80 | implementation of inventory method in improving visual students visual learning on natural responsibility resources and environmental survival 2. techniques the test is done to find out the students' understanding on the subject matter of social material appearance. 3. data analysis techniques data processing is an attempt by researchers to accurately summarize data that has been collected in a form that can be trusted and true. data that have been collected by both researchers and partner researchers will be processed and analyzed qualitatively-descriptive. iii. results and discussion this research activity has been carried out in sdn cibabat mandiri 3 kota cimahi and produce some findings that fit with the title of "use of mp to improve visual aspect ability of elementary school students on natural resources and lh resources". as explained in the previous chapter, this study aims to improve the visual aspect abilities of elementary school students through the learning of mp. results and outcomes achieved in this study as follows. the research findings obtained in the form of findings of students' visual research and interview data. the findings are further analyzed and interpreted. a. data on student learning results the data obtained to determine student learning outcomes in the form of preliminary and final tests. initial test is done to determine the students 'initial ability before the mp learning is given and the learning result obtained in the final test is used as a comparison to know the students' success in following the learning using mp. initial test result data are presented in the following table: table 1 research data of comparative class (non-discovery) no value percentage gain (%) student group pretes postes pretes (%) postes (%) 1 0,50 2,50 5,0 25,0 20,0 low 2 0,75 2,50 7,5 25,0 17,5 low 3 1,00 2,50 10,0 25,0 15,0 low 4 1,00 5,50 10,0 55,0 45,0 low 5 1,50 7,00 15,0 70,0 55,0 low 6 1,50 4,25 15,0 42,5 27,5 low 7 1,75 3,25 17,5 32,5 15,0 low implementation of inventory method in improving visual students visual learning on natural responsibility resources and environmental survival | 81 no value percentage gain (%) student group pretes postes pretes (%) postes (%) 8 1,75 5,50 17,5 55,0 37,5 low 9 1,75 6,25 17,5 62,5 45,0 low 10 2,00 5,50 20,0 55,0 35,0 medium 11 2,00 5,50 20,0 55,0 35,0 medium 12 2,25 6,00 22,5 60,0 37,5 medium 13 2,25 8,25 22,5 82,5 60,0 medium 14 2,50 4,00 25,0 40,0 15,0 medium 15 2,50 2,75 25,0 27,5 2,5 medium 16 2,75 3,75 27,5 37,5 10,0 medium 17 2,75 6,50 27,5 65,0 37,5 medium 18 3,00 4,75 30,0 47,5 17,5 medium 19 4,50 1,75 45,0 17,5 -27,5 medium 20 4,75 8,25 47,5 82,5 35,0 medium 21 5,25 6,25 52,5 62,5 10,0 medium 22 5,25 8,50 52,5 85,0 32,5 medium 23 5,50 5,25 55,0 52,5 -2,5 medium 24 5,75 6,00 57,5 60,0 2,5 medium 25 5,75 6,00 57,5 60,0 2,5 medium 26 5,75 7,25 57,5 72,5 15,0 medium 27 6,00 9,50 60,0 95,0 35,0 medium 28 6,00 9,50 60,0 95,0 35,0 medium 29 6,25 5,75 62,5 57,5 -5,0 medium 30 6,25 8,50 62,5 85,0 22,5 high 31 6,25 7,00 62,5 70,0 7,5 high 32 6,25 7,75 62,5 77,5 15,0 high 33 6,25 6,75 62,5 67,5 5,0 high 34 6,50 7,25 55,0 72,5 7,5 high 35 7,00 8,00 50,0 80,0 11,0 high avarage 30,0 35,0 30,0 82 | implementation of inventory method in improving visual students visual learning on natural responsibility resources and environmental survival table 2 data of class mp study results no value percentage gain (%) student group pretes postes pretes (%) postes (%) 1 1,50 5,50 15,0 55,0 40,0 low 2 2,20 6,25 22,0 62,5 40,5 low 3 2,70 9,50 27,0 95,0 68,0 low 4 3,00 7,00 30,0 70,0 40,0 low 5 3,00 7,75 30,0 77,5 47,5 low 6 3,00 8,25 30,0 82,5 52,5 low 7 3,00 8,50 30,0 85,0 55,0 low 8 3,00 8,00 30,0 80,0 50,0 low 9 3,20 9,00 32,0 90,0 58,0 low 10 3,20 6,75 32,0 67,5 35,5 low 11 3,20 8,50 32,0 85,0 53,0 medium 12 3,20 9,75 32,0 97,5 65,5 medium 13 3,50 9,00 35,0 90,0 55,0 medium 14 3,50 8,00 35,0 80,0 45,0 medium 15 3,50 8,75 35,0 87,5 52,5 medium 16 3,70 9,75 37,0 97,5 60,5 medium 17 3,70 9,75 37,0 97,5 60,5 medium 18 4,00 9,50 40,0 95,0 55,0 medium 19 4,00 9,00 40,0 90,0 50,0 medium 20 4,25 8,50 42,5 85,0 42,5 medium 21 4,25 8,00 42,5 80,0 37,5 medium 22 4,50 9,00 45,0 90,0 45,0 medium 23 4,75 8,00 47,5 80,0 32,5 medium 24 4,75 8,00 47,5 80,0 32,5 medium 25 4,75 7,50 47,5 75,0 27,5 medium 26 4,75 9,25 47,5 92,5 45,0 medium 27 5,00 8,25 50,0 82,5 32,5 medium 28 5,00 9,00 50,0 90,0 40,0 medium 29 5,00 8,75 50,0 87,5 37,5 medium 30 5,50 9,00 55,0 90,0 35,0 medium 31 5,50 9,25 55,0 92,5 37,5 high 32 6,00 9,00 60,0 90,0 30,0 high 33 6,25 9,50 62,5 95,0 32,5 high 34 6,25 9,25 62,5 92,5 30,0 high 35 6,50 9,75 75,0 97,5 42,5 high implementation of inventory method in improving visual students visual learning on natural responsibility resources and environmental survival | 83 no value percentage gain (%) student group pretes postes pretes (%) postes (%) avarage 60,0 95,0 70,0 based on the above table, the average score of the initial test obtained by the comparative class students (np) is 20 with the highest score of 60 and the lowest 5, whereas the mp class the average score of the initial test 61 with the highest score of 75 and the lowest 10. after tested statistically , the average score of the initial test of the np class with the mp class, the comparison is not much different and the second homogeneous test score score, it indicates that the initial ability of the two classes before the treatment is given is the same. based on the above table, the average score of the final test obtained by the np class students is 35 with the highest score of 70 and the lowest is 15, whereas the mp class the average score of the final test is 95 with the highest score of 98 and the lowest 50. if compared between the average score the second end of the test class, the final grade of mp is greater than the np class. the np class gain scores and the mp class are obtained from the difference between the initial test result and the final test. based on the above table, the average gain score of the np class is 20 with the highest value of 50 and the lowest -27.5, while the average gain of the mp class is 55 with the highest value of 78 and the lowest is 37. when compared between the average score of the second gain class, the average gain score of the mp class is greater than the np class. this suggests that there has been an increase in learning outcomes in mp classes that use discovery-based learning methods as a learning method. b. statistical test results this statistical test is conducted to know the difference of learning outcomes between classes that were given learning using mp with classes that were given np lesson as a comparison class. test results for final score as follows: table 3 analysis of learning outcomes class np and class mp students group low no. %gain np class mp class 1 20,0 40,0 2 17,0 40,5 3 15,0 68,0 4 45,0 40,0 84 | implementation of inventory method in improving visual students visual learning on natural responsibility resources and environmental survival no. %gain np class mp class 5 55,0 47,5 6 27,0 52,5 7 15,0 55,0 8 37,0 50,0 9 40,0 58,0 10 35,0 35,5 avarage 30,0 50,0 there is a significant difference in learning outcomes between low group students in the np class and the mp class. mp learning can increase the percentage of students' learning outcomes from the low group from 30% to 50%. table 4 analysis of learning outcomes md class and class mp student group medium no. %gain md class mp class 1 35,0 53,0 2 37,0 65,5 3 60,0 55,0 4 15,0 45,0 5 2,5 52,5 6 10,0 60,5 7 37,5 60,5 8 17,5 55,0 9 -27,5 50,0 10 35,0 42,5 11 10,0 37,5 12 32,5 45,0 13 -2,5 32,5 14 2,5 32,5 15 2,5 27,5 16 15,0 45,0 17 30,0 32,5 18 35,0 40,0 19 -5,0 37,0 20 22,0 35,0 avarage 20,0 45,0 implementation of inventory method in improving visual students visual learning on natural responsibility resources and environmental survival | 85 there was a significant difference in learning outcomes between the moderate group students in the md class and the mp class. mp learning can increase the percentage of students' learning outcomes in moderate groups from 20% to 45%. table 4 analysis of learning outcomes of class of md and class of high student group of students no. %gain nh class hypertext class 1 7,5 37,5 2 15,0 30,0 3 5,0 32,5 4 7,5 30,0 5 10,0 32,0 avarage 10,0 30,0 there is a significant difference in learning outcomes between high group students in the md class and the mp class. mp learning can increase the percentage of high student learning outcomes from 10% to 30%. table 5 analysis of classroom learning results of md and class mp no. %gain md class mp class 1 20,0 40,0 2 17,5 40,5 3 15,0 68,0 4 45,0 40,0 5 55.0 47,5 6 27,5 52,5 7 15.0 55.0 8 37,5 50.0 9 45.0 58.0 10 35.0 35,5 11 35.0 53.0 12 37,5 65,5 13 60.0 55.0 14 15.0 45.0 15 2,5 52,5 86 | implementation of inventory method in improving visual students visual learning on natural responsibility resources and environmental survival no. %gain md class mp class 16 10.0 60,5 17 37,5 60,5 18 17,5 55.0 19 -27,5 50.0 20 35.0 42,5 21 10.0 37,5 22 32,5 45.0 23 -2,5 32,5 24 2.0 32,5 25 2.0 27,5 26 15.0 45.0 27 35.0 32,5 28 35.0 40.0 29 -5.0 37,5 30 22,5 35.0 31 7,5 37,5 32 20.0 30.0 33 5,0 52,5 34 7,5 30,0 35 10,0 32,5 avarage 20,0 44,0 there is a significant difference in learning outcomes between the md classes and the mp classes. mp learning can increase the percentage of learning outcomes from 20% to 44%. c. achieved outcomes from the results of research activities that have been implemented in sdn cibabat mandiri 3 kota cimahi obtained some outcomes according to the plan that has been described in the previous chapter. the results are as follows: table 6 research survey no. output type indicator 1 scientific publications in journals accepted 2 publication on mass media (print / electronic) draft 3 improved understanding and skills of the community done 4 services, models, social engineering, systems, products / goods done implementation of inventory method in improving visual students visual learning on natural responsibility resources and environmental survival | 87 outcomes that have been implemented as the basis for the activities of elementary school teachers in cibabat mandiri primary school 3. the next issue is scientific publication in journals / proceedings to be published in september 2017 to the journal of primaryedu stkip siliwangi bandung. in addition to the outcomes that have been delivered, there are several outpourings among them as follows: 1. the data of other research results can be used as material as data and facts for the material of final project completion (thesis) / research and can be published. 2. there is a follow-up program for the next year of program development based on program evaluation, whether conducted by the monev team or elementary school. 3. increased students and elementary school teachers who are doing mp learning. 4. increased understanding of learning at elementary level for students, as well as teachers. iv. conclusion based on the results of the implementation of research that has been implemented in cibabat mandiri 3 primary school cimahi city, it can be concluded things as follows: 1. learning mp can improve the visual aspect ability of elementary school students on the subject of natural resources and environment. 2. increased student learning outcomes of the mp class is greater than the np class (24%) and there are significant differences in learning outcomes among each student group. v. acknowledgments the chief researcher expressed his gratitude to the mandiri research team, sdn cibabat mandiri 3 for the trust given, and ramdhanwitarsa, m.pd. as mentors in elementary education stkip siliwangi bandung. we will keep our trust and mother confidence and will continue to develop in future studies. references aho, s. 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(1993).a survey of the nature and extent of bullying in junior/middle and secondary schools. educational research, 35, 3-25. influence of use of mind mapping method by teachers on teaching preparation in basic school in subject of materials teaching eyes lesson science natural science (ipa) | 37 influence of use of mind mapping method by teachers on teaching preparation in basic school in subject of materials teaching eyes lesson science natural science (ipa) dadang hermansyah 1 , ramdhan witarsa 2 1 tagogapu 2 elementary school, west bandung distric, west java, indonesia 2 elementary education, stkip siliwangi bandung, cimahi, indonesia 1 dadanghermansyah94@gmail.com, 2 ramdhansatu@gmail.com abstract in terms of time, mind mapping can streamline the use of time in studying an information. this is mainly because this method can present a comprehensive picture of a thing in a short time. in other words, mind mapping is able to cut learning time by changing the pattern of linear recording into effective recording and at the same time directly understood by the individual. so is the preparation of teachers. teaching preparation is a special tip in the successful delivery of a subject matter. one of the subjects in elementary school (es) is a natural science that in fact many proofs between theory and practice. therefore, the mind mapping method in preparation for teaching is one of the special tips for the delivery of the material in its entirety. the more mature the preparation of a teacher in planning the lesson, the better prepared the teacher teaches. with mind mapping, the teacher must have tried to think about the things involved with the lesson to be conveyed, such as the tool of the demonstration, how to estimate the condition of the learning condition if using the props, how to use the props, or whether the learner should try the props we make / we serve. with mind mapping, teachers are ready to teach with all their abilities accompanied by learning tools that are prepared. keywords: mind mapping, preparation, teaching. i. introduction mind map is a creative thinking tool that reflects the natural workings of the brain. mind maps allow the brain to use all its images and associations in radial and network patterns as the brain is designed, as it is internally always used by the brain, and where it needs to give it a habit. mind mapping is usually made by students to be able to vary on each material. this is due to the different emotions and feelings that are present in the student at all times. the pleasant atmosphere that students get when they are in the classroom during the learning process will affect the creation of mind maps. thus, teachers are expected to create an atmosphere that can support student learning conditions, especially in the process of making mind mapping. the learning process that a person experiences depends on the learning environment. if the learning environment can provide positive suggestion, it will have good impact on the learning process and outcomes, otherwise if the environment gives negative suggestions it will adversely affect the process and learning outcomes. so is the teacher. the teacher is one of the decisive figures of success in a lesson. in making mind mapping is also required courage and high creativity. variations with capital letters, colors, underscores or symbols depicting key points or ideas. turning on the mind mailto:dadanghermansyah94@gmail.com mailto:ramdhansatu@gmail.com 38 | influence of use of mind mapping method by teachers on teaching preparation in basic school in subject of materials teaching eyes lesson science natural science (ipa) mapping created by the teacher will be more impressive. creating mind mapping contained in the learning when the implementation becomes a stimulus for students to be more creative. a. problem formulation based on the description that has been disclosed in the background of research, then the formulation of this research problem stated as follows: "what is the effect of using mindmapping method by teachers on the preparation of teaching in elementary school (sd) in the delivery of subject matter of natural science (ipa)? . " b. research questions the problems in research are specifically formulated through the following research questions: 1. what is the effect of learning when a teacher does not prepare well? 2. how does the mind mapping method benefit if used by a teacher on all subjects given to elementary students? 3. what is the effect of using mind mapping method by teachers on preparing teaching in elementary school in the delivery of subject matter of science subjects? c. research purposes the specific objectives of this study are based on the formulation of the issues already discussed previously concerning the ability of teachers in presenting the subject matter of science in elementary school which makes the aspects that should be owned and taken by the teacher so that the learning given to the students can be delivered properly. the objectives of this study are specifically as follows: 1. gain a picture of the difference in learning, to a teacher who does not prepare well and who prepare well what will be taught to the students. 2. to obtain the benefits of mind mapping methods when used by a teacher on all subjects given to elementary students. 3. getting a picture of the effect of using mind mapping method by teachers on the preparation of teaching in elementary school in the delivery of teaching materials subjects ipa. d. research survey output target of research that will be achieved from this research as follows: 1. the results of this study were published in the journal of primaryedu pgsd stkip siliwangi bandung in september 2017. 2. the results of this study will be published in the teacher working group (kkg) at both the school cluster level, sub-district level and at the district and provincial levels. influence of use of mind mapping method by teachers on teaching preparation in basic school in subject of materials teaching eyes lesson science natural science (ipa) | 39 3. research results on mind mapping method can be applied to teachers, especially those teaching in elementary, in order to maximize all its ability in the delivery of materials, especially science subjects. science is a science that learn about the nature and its contents. this means the science of learning all the objects that exist in nature, events, and symptoms that appear in nature. science can be interpreted as an objective knowledge. so from the side of the term ipa is an objective knowledge about the nature and its contents. the term science or nature science is also known as science. this word of science comes from the latin word scienta which means "i know". in english, the word science comes from the word science which means "knowledge". science then developed into a social science which is in indonesian known as social science (ips) and natural science which is in indonesian is known as natural science (ipa). in the fowler dictionary (1951), natural science is defined as: systematic and formulated knowledge dealing with material phenomena and based primarily on observation and induction (which means that natural science is defined as: systematic knowledge and composed by linking natural phenomena material and based on observations and inductions). another source states that natural science is defined as a piece of theoretical knowladge or a kind of theoretical knowledge. ipa is a branch of knowledge that begins with natural phenomena. ipa is defined as a collection of knowledge about objects and natural phenomena derived from the results of scientists' thought and investigation carried out with the skill of experimenting using scientific methods. this definition implies that ipa is a branch of knowledge built on observation and classification of data, and is usually compiled and verified in quantitative laws, which involves applications of mathematical reasoning and data analysis of natural phenomena. thus, ipa is essentially a science of natural phenomena poured in the form of facts, concepts, principles and laws tested kebenaranya and through a series of activities in scientific methods. science is a science that studies about natural phenomena and everything that exists in nature. ipa has some understanding based on the scientist's point of view from the definition of science itself, the way of thinking of science, the way of science investigation to the object of science study. the understanding of science according to trowbridge and bybee (1990) science or ipa is a representation of a dynamic relationship that includes three main factors namely the extant body of scientific knowledge, the values of science and the method and the procces of science "which means that science is the product and process , and contains values. ipa is the result of an interpretation of the world of depth. ipa as a process / method 40 | influence of use of mind mapping method by teachers on teaching preparation in basic school in subject of materials teaching eyes lesson science natural science (ipa) of inquiry involves the way of thinking, attitude and action steps of scientists to obtain ipa products, such as observation, measurement, formulating, testing hypotheses, collecting data, experimenting and predictions. therefore ipa should be viewed as a way of thinking to understand nature, as a way to conduct investigations and as a collection of knowledge. this is consistent with that of collete and chiapetta (1994) "ipa should be regarded as a way of thinking in the search for the understanding of the secrets of nature and as the body of knowledge produced from inquiry." it can be concluded that ipa is a collection of knowledge or science as a scientific product, a way or a way of thinking or science as a scientific product and a way to investigate or science as a scientific process. to clarify our knowledge about the nature of science, we need to put forward the terms "facts, concepts, principles, and theories" as follows: 1. facts in science are statements about things that really exist, or events that really happen and have been objectively confirmed. examples of facts; the hydrogen atom has an electron; markuri is the closest planet to the sun; and water freezes at 0 ° c. 2. the concept of science is an idea that unifies facts. the concept is a combination of facts that are related to each other. example: all substances are composed of particles; living things are affected by the environment; matter will change its level of existence when it absorbs or releases energy; 3. the ipa principle is a generalization of the relationship between concepts of ipa. for example: heated air expands, is the principle of connecting the concept of air, heat, expansion. this means the air will expand if the air is heated; 4. scientific theory is a broader karangka of facts, concepts, and principles are interconnected. theories can also be said as models, or images created by scientists to explain natural phenomena. for example, meteorological theory helps scientists to understand why and how fog and clouds are formed. selection of appropriate learning strategies tailored to the goals and students as the subject of learning. kozna (in unno 2011), learning strategy is an activity chosen to provide facilities, assistance to the students toward the achievement of learning objectives. in addition dick and carey (in unno 2011), learning strategies are all components of the learning procedure, learning materials used by teachers to help students achieve learning objectives. while unno own (2011), learning strategy is the chosen way, the teacher used to convey the material so as to facilitate the students to receive, understand and master the goal at the end of learning activities. influence of use of mind mapping method by teachers on teaching preparation in basic school in subject of materials teaching eyes lesson science natural science (ipa) | 41 from these various conclusions can be concluded learning strategy is as a way of the teacher to choose the material, procedure activities that can help students receive, understand, master the goals at the end of learning activities. the components of learning strategies according to dick and carey (in unno 2011) include: 1. preliminary learning activities: teachers are expected to attract students' interest on the subject matter to be delivered; 2. submission of information: teachers should understand the situation, conditions, so that the information conveyed can be absorbed by students well; 3. participation of learners: the learning process is more meaningful if the students are actively doing the exercises directly and relevant to the intended purpose; 4. test: conducted at the end of learning activities to determine the achievement of learning objectives; 5. follow-up activities: given as a consequence of learning outcomes obtained by students. these five components are a system that can not be separated interconnection function to each other to achieve the goal. selection and use of strategy becomes an important factor in achieving defined learning objectives. mind mapping was discovered and developed by tony buzan, a british researcher who applied knowledge about the brain and thought processes in various areas of life. buzan explains mind mapping as the easiest way of putting information into the brain and taking information out of the brain, how to record creative, effective, literally mapping out our thoughts very simply (khan, 2010). mind mapping involves both sides of the brain because it uses images, colors, imagination (right brain region) along with words, numbers and logic (left brain region). all ideas in mind mapping are related, helping the brain make great leap in imagination and imagination through association (buzan, 2011). mind mapping helps us learn, organize, store as much information as possible, group them in a natural way, giving us easy and direct access (perfect memory of whatever we learn). the following steps to make mind mapping by buzan (2011): 1. starting from the middle of a blank paper with long sides laid flat. 2. using images or photos for the central idea to make it more interesting, keeps us focused, helps concentrate and activates the brain. 3. using color. 42 | influence of use of mind mapping method by teachers on teaching preparation in basic school in subject of materials teaching eyes lesson science natural science (ipa) 4. making connections, interconnection between branches because the brain works by association, linking two or more things to easily understand and remember. 5. make a curved line, not straight so as not to be boring. 6. use one keyword for each line. this is in accordance with the opinion of olivia (2008) mind mapping emphasizes the process of student learning is active, independent, train creativity, imagination so that learning outcomes will be achieved maximally. the steps of mind mapping strategy by olivia (2008) implemented in learning activities according to ktsp process standards (2007) are: 1. students re-read briefly the material described by the teacher at the beginning of the learning activity; 2. answering the subject matter in general; 3. students are divided into groups (4-5 people per group); 4. each group analyzes the material and discusses the mind mapping of the subject matter; 5. students are mentored, motivated, supervised by teachers during group discussions to create mind mapping of subject matter; 6. each group presents their mind mapping for feedback, feedback from other groups and teachers; 7. students and teachers equate perceptions of the presentation and discussion of all groups; 8. the teacher reviews the material and the learning activities in outline with the mind mapping material; 9. students are given strengthening, motivation to be more creative to make mind mapping learning materials at the next meeting. warseno and kumorojati (2011) revealed the benefits of using mind mapping: 1. learning feels good because the process of making mind mapping involves pictures, colors etc; 2. can see the picture of the material in detail, thorough, clear without loss of antartopic thread; 3. make it easy to remember information because there are visual markers; 4. there is a grouping of information; 5. appealing to the eye and not boring; 6. ease of concentration; 7. save, make good use of time; 8. getting good grades; 9. organize thoughts, hobbies, life. influence of use of mind mapping method by teachers on teaching preparation in basic school in subject of materials teaching eyes lesson science natural science (ipa) | 43 mind mapping strategy will teach students how to summarize to know the essence of a subject matter in a structured manner. that way he can see the entire learning material in one paper with an eye-catching, non-boring, easy-to-understand and remembered visualization (olivia, 2008). the use of mind mapping strategy makes students learn to think to form the framework of thinking, not learn to memorize the subject matter (surya, 2011). he also stated advantages of using mind mapping strategy, namely: 1. stimulate the active participation of students in the learning process, 2. free the mind of the students from the subjective nature, bias or mental groupings; 3. stimulate students to focus and concentrate on the subject of thought, 4. enabling maximal brain function to think, 5. directing students to develop a detailed and objective reconstruction of a subject organization of thought, 6. demonstrate the relationship between the piece of information that is terisoli, 7. provide a graphical representation of what students understand about the subject of thought so as to make it easier to identify associations in information, 8. directs students to concentration, helps gain understanding and understanding so that the information obtained can form skills and provide long-term memory. from the formula can be used as an alternative problem solving by implementing mind mapping strategy according to olivia (2008) implemented in the learning activity according to ktsp process standard (2007), that is: 1. students reread a glimpse of the material the teacher has described at the beginning of the learning activity. 2. an outline of the subject matter. 3. students are divided into groups (4-5 people per group). 4. each group analyzes the material, discusses to create a mind map of the subject matter. 5. students are mentored, motivated and supervised by teachers during group discussions to create mind mapping materials. 6. each group presents their mind mapping for feedback, feedback from other groups and teachers. 7. students and teachers equate perceptions of the presentation and discussion of all groups. 8. teachers review the material and learning activities that have been implemented in outline with the help of mind mapping material. 9. students are given strengthening and motivation to be more creative to make mind mapping learning materials. 44 | influence of use of mind mapping method by teachers on teaching preparation in basic school in subject of materials teaching eyes lesson science natural science (ipa) in learning using mind mapping strategy, students actively participate in group discussions to make the mind mapping learning materials after the teacher provides a stimulus in the form of explanations and brief questions and answers about the material and learning activities that will be done. this is in accordance with the concept of learning theory of behaviorism where students will do learning activities consciously after the teacher provides stimulus, appropriate stimulus to students. implementation of cognitive learning theory in learning can be seen when students actively read back the material that has been explained by previous teacher, question and answer about learning materials, role in group discussion and class discussion. teachers guide, motivate and supervise the course of learning is the implementation of the theory of kontruktivisme, where students become the main focus of learning, the teacher just as a facilitator. students' need for pleasure during the learning process in accordance with the concept of humanism learning theory. this can motivate students to get good learning outcomes. teacher skills and student activities in a system are positioned as synergistic inputs with the learning process resulting in output in the form of learning outcomes. the quality of learning includes these three indicators as an absolute benchmark to achieve learning success. improving the quality of science learning using mind mapping strategy assessed by researchers as the most appropriate step to solve the problem. the amount of material causes low motivation and student activity to study the science. using a long mindmapping strategy of information is diverted into colorful, organized charts, real-time image display, memorable because it works in harmony with the brain's natural work in doing things. the combination of colors, images, curved branches, the image of the environment itself is more visually stimulating than traditional notes that tend to be linear and one color. this makes it easier for us to remember information (buzan 2011). the learning step using mind mapping strategy (olivia 2008): 1. each student provides blank paper with no lines and colorful markers. 2. determine the main topic of the subject matter to be discussed. 3. write down the main topic in the middle of the paper then circle and color it as attractive as possible. 4. create a pointer line around the circle as a subtopic, coloring it in different colors and using one keyword for each line. influence of use of mind mapping method by teachers on teaching preparation in basic school in subject of materials teaching eyes lesson science natural science (ipa) | 45 5. from each line a subtopic pointer is made a line like a branch of a tree to create additional information and write down the keywords on each branch in the form of important words from the material summary using capital letters. 6. create an image or symbol next to text or text that matches the content of the text, underlining the words and using bold. 7. new information can be added by adding additional branches creatively and imaginatively. 8. activities can be done individually or in groups. the steps implemented in the learning activities refer to the standard ktsp process (2007) as follows: 1. students are asked to re-read briefly the material that has been explained by the teacher at the beginning of learning activities. 2. questions for learning materials in outline. 3. students are divided into groups (4-5 people per group). 4. each group analyzes the material and discusses the mind mapping of the subject matter. 5. students are mentored, motivated and supervised by teachers during group discussion to create mind mapping of subject matter. 6. each group was asked to present their mind mapping on the results of their discussion to get feedback, feedback from other groups and teachers. 7. students and teachers equate perceptions of the presentation and discussion of all groups. 8. teachers review material and learning activities that have been implemented in outline with the help of mind mapping material. 9. students are given strengthening and motivation to be more creative in making the mind mapping material on the next learning. ii. methods a. research methods and design the class action research model (ptk) used is a research model developed by stephen kemmis and robbin mc taggart with a spiral model (sujati, 2000). the model consists of a cycle that has four components, namely planning (planning), action / acting (acting), observation (observing), and reflection (reflecting). images of the spiral model are: 46 | influence of use of mind mapping method by teachers on teaching preparation in basic school in subject of materials teaching eyes lesson science natural science (ipa) b. stages of research preparation / initial phase the initial condition in this research is the low preparation of a teacher in science learning in elementary school students. the condition is obtained from the results of observation of student learning outcomes, questionnaire response to science learning, and the evaluation of students on previous ipa materials. the purpose of this study is to provide action to increase teacher motivation using mind mapping method on the learning of science subjects in elementary school students. at this stage the activities undertaken include permissions and determination of research subjects as for the steps as follows: 1. literature study to study the theoretical foundation on mind mapping learning, case study of teacher difficulty in delivering ipa materials in sd and subject to be studied. 2. develop learning implementation plan (rpp) implemented on science lesson. 3. develop suitable teaching tool, observation, test, and questionnaire of teacher motivation on science learning and student response. c. implementation phase implementation stage is the main activity to obtain data of research results with the following activities: 1. take care of the permit to conduct research and ask for recommendation from the education office, upt padalarang district to determine the right sd to be examined in order to get the appropriate data to answer research questions. 2. preliminary observation to know the condition of school following with teacher and student so get information about difficulties experienced by teacher in delivery of influence of use of mind mapping method by teachers on teaching preparation in basic school in subject of materials teaching eyes lesson science natural science (ipa) | 47 material especially science subjects and student response on the subject so deserve to be sample research. 3. collecting teachers and their students to be sampled research to build understanding to be willing to participate in research and willing to be observed during the lesson. 4. determining the schedule of observation visits to be performed 5. gathering one material (from teachers) of science subjects that are considered difficult to convey. 6. make observations and record three times the learning of teachers and students while in class. data processing stage at this stage, the steps taken is to process the data of research that is the series of preparation of teachers in teaching including props, questionnaire responses of students on science materials taught by teachers, data analysis of student learning outcomes through student ability tests after learning. 1. analyze the results of a teacher in preparing before the lesson begins, which has previously prepared the necessary things in the lesson, starting from the preparation of its rpp, the appropriate teaching aids in the material, the creation of its own lks, and the appropriate test instrument after the learning is done. 2. analysis of student questionnaire responses data on science materials taught by teachers, after the teacher presents them with lectures or just looking at the sources, with teachers who teach with careful preparation through props, slideshows, questions and answers and more. 3. data analysis of student learning outcomes from the ability test results after learning diampu. this analysis data is compared with the same material when the teacher explained without preparation, with the teacher performing the preparation (mind map), so this activity gets accurate and significant results. location and subject of research this research was conducted at sd cluster ix of padalarang district. the subjects of this study were all 5th and 6th grade students in cluster ix which included 5 sd. data analysis technique research data analysis techniques used in this study as follows: 48 | influence of use of mind mapping method by teachers on teaching preparation in basic school in subject of materials teaching eyes lesson science natural science (ipa) 1. data difficulties experienced by teachers, especially teachers in grade 5 and 6 in the delivery of some sd science materials, and take a sample of the difficult material to be re-taught to students with good preparation, ranging from rpp, props, test instruments , and others. 2. the test data of the students' initial ability when the teacher delivered the basic material. 3. data analysis of student learning outcomes of the ability test results after learning is implemented. this analysis data is compared with the same material when the teacher explained without preparation, with the teacher performing the preparation (mind map), so that this activity gets accurate and significant results. iii. results and discussion 1. the influence of mind mapping on teachers success preparation of teachers in science lessons in elementary school proves that, the application of mind mapping method in learning can increase students' attention becomes more focused. in addition, with the application of mind mapping methods teachers also more master the material that will be given to students. this is in accordance with the theory put forward by michael michalko in buzan (2007) which states that one of the benefits of using mind mapping method in learning is to focus students' attention on the subject to achieve learning objectives. active learning is also evident from the increased student activeness in each given action. in previous actions teachers who teach poorly without careful preparation of the material given is not maximal. in addition, students do not seem to actively ask when something is poorly understood. from these explanations, proving that the activity of students in learning greatly affects the level of student learning. this is in accordance with the opinion of hendra surya (2007) which states that if we are active in learning, then we dispel the emergence of the process of odysence of mind (duplication of mind), and intensity of learning concentration will be more optimal. 2. effect of mind mapping on student motivation mind mapping method successfully helps students to improve students' learning motivation. the constraints experienced can be corrected appropriately. for example, constraints when students are still confused in the creation of mind mapping, so that teachers provide solutions to control one by one (around) during the process of mind mapping, and help students who have difficulty in pouring their ideas. in addition, the researchers also added an example of mind mapping in each student's lks prepared by the teacher. influence of use of mind mapping method by teachers on teaching preparation in basic school in subject of materials teaching eyes lesson science natural science (ipa) | 49 from the provision of these actions, also found that the period of concentration of students in receiving the subject matter increasingly long. this is in accordance with the theory proposed by ratihzulhaqqi (2013) which states that to know how long the time span of a person's concentration ability, the formula is 3-5 minutes multiplied by age. in the final reflection of the learning done by the teacher, the students admitted that they were happy to follow the activity with the mind mapping method, because the students not only listen to the lecture, but also directly learn to master the material, pour the main idea and create their pictures freely. from the reflection, it is also known that through the mind mapping method students not only learn the theory to improve cognitive abilities, but also affectively and motorically involved actively participate in the actions undertaken. students are able to create mind mapping with their own creations. mind mapping that made it look fun for students because it contains pictures, symbols, writing, and colors that are interesting to look at so that students are impressed away from the word tired or bored. in addition, with this mind mapping, the atmosphere in the classroom becomes comfortable and conducive. the above explanation states that the hypothesis of mind mapping method can improve students' learning motivation of class v and class 6 elementary in cluster ix. iv. conclusion based on the results of data analysis and discussion, then the conclusion that can be taken from this research is the application of mind mapping method can influence the success of a teacher on science learning in class v and 6 elementary. the improvement of the learning achievement of ipa materials is supported by the careful preparation by using mind mapping method can be done through modification of action in the form of: the delivery of material with modified mind mapping method, question and answer material by involving students akif, create mind map form with teacher and researchers, presented the students mind map results by randomly selecting them, and reflecting on learning by involving students at the end of the lesson. the students' science learning motivation has improved with the high-criterion. in the pre-action, the number of students who scored concentration and learning motivation only reached (46.9%), and the teachers made good preparations in terms of teaching aids, learning tools and the use of mind mapping method, then increased to (100%). furthermore, data on student learning outcomes that get the value = 75 (kkm) of the total number of students that is almost reached 80%. 50 | influence of use of mind mapping method by teachers on teaching preparation in basic school in subject of materials teaching eyes lesson science natural science (ipa) v. acknowledgments the chief researcher expressed his gratitude to the independent research team, 2 tagogapu elementary schools for the grant fund provided and good cooperation with the elementary education of stkip siliwangi bandung. we will keep our trust and mother confidence and will continue to develop in future studies. references abu, ahmadi dan munawar sholeh. 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(2006). berani menulis artikel. jakarta: pt gramedia pustakautama. wiyanto, asul. 2004. terampil menulis paragraf. jakarta: pt gramedia widiasarana indonesia. use of picture and picture method in increasing ability of sunware students | 91 use of picture and picture method in increasing ability of sunware students marta indri hapsari gamaliel christian primary school, bandung city, west java, indonesia martaindri10@gmail.com abstract the main issues of this research is how to improve the ability of elementary school students (es) in recognizing the sun through picture and picture method. the objectives of the research are as follows: (1). improving the ability of elementary students in recognizing the sun through picture and picture method; (2). provide learning through picture and picture method that improves students' ability. the methods / approaches used in achieving the following objectives: (a). collect students and elementary teachers involved in research; (b). provide an overview of the research activities to be undertaken; (c). reflecting, discussing about learning with picture and picture method; (d). collaborate with elementary teachers in the determination of experimental class and control class; (e). implementation of learning method picture and picture; (f). evaluation of learning with picture and picture method. the results showed that there is an increase in the ability of elementary students in recognizing the sun through the study of picture and picture method by 19%; (2). elementary students are enthusiastic about learning the picture and picture method given by the teacher. keywords: method, learning, picture and picture. i. introduction this research was conducted to find out the relationship between picture and picture (pnp) method with the students' ability to recognize the sun for the fifth grade students in elementary school especially on the study of natural sciences considering that nowadays a lot of learning is done in elementary school only by using lecture or demonstration method only. given that the curriculum of learning in schools now turns into a national curriculum that refers to student-centered learning (student center), teacher center is not the only teacher and teacher as a classroom learning facilitator. in the national curriculum, students must further explore the learning or science based on the theme and the learning process should be done in real way so that the students gain direct experience in the learning process. as in the learning activities so many learning methods that we can do to make the students more interested in learning activities in elementary and exploring at home. here researchers will use one of the methods of learning is pnp method to further explore the interest and learning activities of students on science learning. based on law no.20 year 2003 article 37 on sisdiknas (2003), the curriculum of ktsp in science subjects in 2006 aims to make students have the following capabilities: 1. know the concepts related to society and the environment. mailto:martaindri10@gmail.com 92 | use of picture and picture method in increasing ability of sunware students 2. have basic skills for logical and critical thinking, curiosity, inquiry, problem solving, and skills in social life. 3. have a commitment and awareness of social values and humanity. 4. have the ability to communicate, work together and compete in a pluralistic society, local, national, and global. (gunawan, 2011). referring to law no.20 of 2003 on national education system, researchers hope that science subjects in elementary school can be understood by students and can be actualized in daily life by students with pnp method in school. the implementation of the pnp method is expected to enable students to use inductive reasoning to develop more enjoyable learning. through the application of pnp method, it is expected that 5th graders can improve their ability to know the sun. based on the problems that developed above, this study focuses on the study "application of pnp method in improving student's ability to know the sun". a. the things underlying research the things underlying this study are based on general research data that has been previously disclosed and field observation records in general where the process of learning in elementary school is still far from expectations that should be able to better enable students' abilities. in learning social science in the class for example, often less meaningful learning process for students. students just sit sweet and silent, listen to the teacher's explanation, many teachers stand in front of the class explain the subject matter, and teachers tend to be more active lectures themselves. there is also an indication that teacher pedagogy practices are less appropriate to the topic and do not have an appropriate focus so that experience, understanding does not develop optimally. the 21st century national education paradigm states that the strategy of achieving education in the future one of them is by applying different learning methods in elementary school. this method holds to the principle that each individual is unique and has their own talents, so the learning method must take into account the diversity of "learning style" of each individual. through different learning activities through the use of this pnp method, students are expected to further develop their abilities. learning models that emphasize these characteristics and diversity need to be developed. examples of learning models in question include pbl (problem based learning) and pnp methods. in addition, emphasis should be placed on cooperative learning models among individuals to improve their interpersonal and social competence, such as: use of picture and picture method in increasing ability of sunware students | 93 cooperative learning and collaborative learning through learning activities based on the pnp method. the things that happened that have been expressed before can be understood as the truth that really happened in elementary school. thus there is need for assistance and research that can provide examples of various learning with pnp method so that students and teachers are more excited and open to study harder. through this research, we hope to find meaningful findings on the extent to which the pnp method of improving students' ability to recognize the sun. the specific problems we may face are the reluctance of students and elementary teachers to our presence, but through collaborative discussions, we are confident that this will be resolved and this research will provide deep meaning to all of us. the pnp method is a learning model based on the constructivism approach of piaget and vygotsky. constructivism understands the essence of learning as a human activity of building or creating knowledge by trying to give meaning to knowledge according to experience (nurohman: 2008). the pnp method is a model designed to engage students in digging information and inquiring, conducting and finding, collecting data and analyzing and making their own inferences. in this model students are given the freedom in constructing thoughts and findings during the activity so that students do themselves without the burden, fun and high motivation so that learning will be more meaningful. the pnp method of learning emphasizes the development of reasoning, model building, its association with real-world applications or everyday life and can make students have hands-on experience, so as to overcome learning problems such as difficulty in recalling the subject matter (starrett and morcos, 2001); (raviv daniel, 2004); and (atles and ali, 2011). characteristics of the pnp method are: independent, mutually supportive, happy, passionate learning, integrated learning, using multiple sources, active, fun, not boring, sharing with friends, critical and creative students. the pnp method can also provide an indepth appreciation of what is learned, so that what is obtained by students is not easily forgotten because students gain that knowledge directly through their own experience. by learning the pnp method, students can appreciate the concepts taught by the teacher, the students can prove facts and concepts, and also encourage the students 'curiosity more deeply so that it tends to arouse students' desire to conduct research to gain observation and experience in the scientific process. through the pnp method, students can also benefit from: increase interest, motivation, strengthen memories, can overcome problems of learning 94 | use of picture and picture method in increasing ability of sunware students difficulties, avoid misunderstandings, get feedback from students and connect the concrete and abstract. (weinberg, ithaca and thomas, 2009) and (ivers and whitney, 2009). in the implementation of learning with pnp method is to be really effective need to pay attention to student learning activities. the pnp method allows learners to be independent, courageous to ask questions, explore curiosity and become creative learners. a teacher can and should be able to give the student experience, at least ten minutes to the student where the student can feel, hear, see, and act on the subject to be taught for the rest of the time. this can create a fun atmosphere, reduce student boredom and learn more effectively. b. problem formulation based on the background that has been disclosed before, this research is directed to answer the problem as follows: "how to use pnp method in increasing ability of elementary school students in knowing the sun?". our problems are detailed through the following research questions: 1. can the pnp method improve students' ability to recognize the sun? 2. how much is the improvement of the ability of elementary school students to recognize the sun doing the learning through pnp method? c. limitations of research based on the formulation of the problems that have been disclosed, it is necessary to limit the research to make this research more focused. the research limits are given as follows: 1. this research is limited to elementary school science lesson. 2. the subject of the research is the 5th grade elementary school students. 3. learning is done through the use of learning with pnp method. 4. the learning outcomes measured are the students' ability to recognize the sun through the test of learning outcomes in the form of a description. d. research purposes the purpose of this study as follows: 1. to obtain an effective and efficient learning method that can improve the ability of primary school students in knowing the sun. use of picture and picture method in increasing ability of sunware students | 95 2. to obtain the student worksheet tool for learning pnp methods developed to guide students in order to develop their ability optimally. 3. to obtain an appropriate evaluation tool to be able to test the achievement of students' ability to recognize the sun through learning pnp method given. 4. to obtain information on the feasibility of the pnp method given in its implementation. 5. to facilitate teachers in delivering learning materials should be given by pnp method. 6. to direct elementary school students in gaining more knowledge and experience through pnp method learning. e. output target the expected output target for this research activity is as follows: 1. the availability of guidebook manual for mechanism of how to develop learning activity of pnp method in elementary school. 2. the results of research that can be used as material as data and facts when this activity is done, can be a material of further study for the material of final project completion (thesis) / research and can be published nationally through the available educational journals. 3. the existence of a follow-up research program for the next program development year based on the evaluation of the program undertaken. 4. as a study material, as for the follow-up research program that can be done as follows: the increase of students and teachers who do learning with pnp method. 5. increased understanding of learning at elementary level for students, as well as teachers. one model that is currently popular in learning is the model of learning picture and picture (pnp) is one form of cooperative learning model. cooperative learning model is a model of learning that prioritizes the existence of groups. cooperative learning is a learning that consciously and systematically develops interaction with each other, silih asih, and silih asuh. pnp learning model is a learning method that uses images and paired / sorted into a logical sequence. this learning has an active, innovative, creative, and fun character. any model used always emphasizes the active students in every learning. innovative learning should provide something new, different and always attract students. and creatively, each learner must generate an interest in the student to produce something or be able to solve a problem by using methods, techniques or methods mastered by the students themselves derived from the learning process. 96 | use of picture and picture method in increasing ability of sunware students this learning model relies on images as a medium in the learning process. these images become the main factor in the learning process so that before the learning process the teacher has prepared the image that will be displayed either in the form of cards or in the form of treasures in large size. or if at school already using ict in using power point or other software. according to johnson & johnson, the basic principle in the cooperative learning model pnp as follows: 1. each member of the group (student) is responsible for everything done in his group. 2. each group member (student) must know that all group members have the same goals. 3. each member of the group (student) must share the same duties and responsibilities among the members of his group. 4. each group member (student) will be subject to evaluation. 5. each group member (student) shares leadership and requires skills to learn together during the learning process. 6. each member of the group (students) will be required to individually account for the materials handled in the cooperative group. as the name implies, this type uses the image media in the learning process that is by installing / sorting the pictures into a logical sequence. through this way students are expected to think logically so that learning becomes meaningful.the steps in the pnp learning model are as follows: 1. the teacher conveys the competence to be achieved. in this step the teacher is expected to convey what is the basic competence of the subject in question. thus the students can measure to what extent should be mastered. besides, the teacher must also present indicators of achievement of basic competence, so that until the limits of predetermined value can be achieved by the learners. 2. present the material as an introduction. presentation of the material as an introduction to something very important, from here the teacher gives the momentum of the beginning of learning. success in the learning process can start here. because teachers can provide motivation that attracts the attention of students who have not been ready. with good motivation and techniques in the delivery of materials will attract students to learn more about the material being studied. 3. teacher shows / shows pictures of activities related to the material. in the process of presenting the material, the teacher taught the students to be actively involved in the learning process by observing each picture shown by the teacher or by his friend. with images we will save our energy and students will more easily use of picture and picture method in increasing ability of sunware students | 97 understand the material being taught. in subsequent developments as teachers can modify images or replace images with video or demonstration of specific activities. 4. teachers appoint / invite students to alternately install / sort pictures into a logical sequence. in this step the teacher should be able to innovate, because direct appointment is sometimes less effective and students feel punished. one way is by lottery, so students feel they have to perform the tasks that must be given. existing pictures are required by students to be ordered, created, or modified. 5. teacher asks the reason / rationale for the sequence of images. after that invite students to find the formula, height, storyline, or basic competence demands with indicators to be achieved. invite as many as possible the role of students and other friends to help so that the process of discussion in learning more interesting. 6. from the reason / sequence of images the teacher embarks embed the concept / material in accordance with the competence to be achieved. in the process of discussion and reading of this picture the teacher should give emphasis to this accomplished by asking another student to repeat, write or other forms with the student's goal of knowing that it is important in achieving the kd a nd the indicator that has been set. make sure that the student has mastered the predefined indicator. 7. conclusion / summary. at the end of the lesson, the teacher and the students come to the conclusion as a reinforcement of the subject matter. the advantages of pnp learning model as follows: 1. the teacher is more aware of the ability of each student. 2. train logical and systematic thinking. 3. help students learn to think based on the point of view of a subject discussed by giving students freedom in the practice of thinking. 4. develop motivation to learn better. 5. students are involved in class planning and management. lack of pnp learning model as follows: 1. it takes a lot of time. 2. many students are passive. 3. the teacher is worried that there will be chaos in the classroom. 98 | use of picture and picture method in increasing ability of sunware students 4. many students are not happy when asked to cooperate with others. 5. required support facilities, tools and costs are quite adequate. ii. methods in learning a lot of media that we can actualize in learning so that students can receive the subject matter well and fun. one of them is the image media. in order for learning to use the media around the image can run smoothly it is necessary to have appropriate learning methods as a bridge so that students can receive the subject matter well and fun. one such method is the pnp method, where students can find their own core of the learning process in school and the teacher only provides reinforcement and concludes in the process of learning activities undertaken. the research will be carried out in several stages: 1. planning. 2. implementation. 3. observation. 4. reflection the subjects of this study are five odd semester students totaling as many as 35 people consisting of students 18 men and 17 female students who are held at the gamaliel christian school in bandung. the fifth grade was chosen as the subject of the study because the students needed immediate action to improve the students' activity and learning outcomes by applying pnp learning approach to the image media. the study was conducted in two cycles so that there will be significant results. in each cycle the study consists of two meetings, one meeting for the implementation of learning and one meeting for the test of learning outcomes. the method used in data collection in this study is a test method that is carried out at the end of the cycle by using the test of learning outcomes to know the improvement of science learning outcomes. the test used is a written test. in this study the instrument used is the test of learning outcomes in the form of multiple choice tests. for the purposes of collecting data related to the observer's task, the researcher and the partner researcher determine the necessary data collection techniques: 1. observation technique observations used are direct observation so as to know the actual state of the class and observe the activities of teachers and students during the learning process takes place. 2. techniques use of picture and picture method in increasing ability of sunware students | 99 the test is done to find out the students' understanding on the subjects of solar matter science. 3. data analysis techniques data processing is an attempt by researchers to accurately summarize data that has been collected in a form that can be trusted and true. data that have been collected by both researchers and partner researchers will be processed and analyzed. iii. results and discussion this research activity has been carried out in gamaliel bandung christian primary school and produced some findings that fit the title of "the use of pnp methods to improve the ability of elementary school students in knowing the sun". as described in the previous chapter, this study aims to improve the ability of primary school students through pnp learning. results and outcomes achieved in this study as follows. research findings obtained in the form of findings of research results of students' abilities and data interviews. the findings are further analyzed and interpreted. a. data on student learning results the data obtained to determine student learning outcomes in the form of preliminary and final tests. initial tests were conducted to determine the initial ability of students before pnp learning is given and the results obtained in the final test are used as a comparison to determine the success of students in following the learning using pnp. initial test result data are presented in the following table: table 1 comparative research class result data (card method) no value percentage gain (%) student group pretes postes pretes (%) postes (%) 1 0,50 2,50 5 25 20 low 2 0,75 2,50 7,5 25 17,5 low 3 1,00 2,50 10 25 15 low 4 1,00 5,50 10 55 45 low 5 1,50 7,00 15 70 55 low 6 1,50 4,25 15 42,5 27,5 low 7 1,75 3,25 17,5 32,5 15 low 8 1,75 5,50 17,5 55 37,5 low 9 1,75 6,25 17,5 62,5 45 low 100 | use of picture and picture method in increasing ability of sunware students no value percentage gain (%) student group pretes postes pretes (%) postes (%) 10 2,00 5,50 20 55 35 medium 11 2,00 5,50 20 55 35 medium 12 2,25 6,00 22,5 60 37,5 medium 13 2,25 8,25 22,5 82,5 60 medium 14 2,50 4,00 25 40 15 medium 15 2,50 2,75 25 27,5 2,5 medium 16 2,75 3,75 27,5 37,5 10 medium 17 2,75 6,50 27,5 65 37,5 medium 18 3,00 4,75 30 47,5 17,5 medium 19 4,50 1,75 45 17,5 27,5 medium 20 4,75 8,25 47,5 82,5 35 medium 21 5,25 6,25 52,5 62,5 10 medium 22 5,25 8,50 52,5 85 32,5 medium 23 5,50 5,25 55 52,5 -2,5 medium 24 5,75 6,00 57,5 60 2,5 medium 25 5,75 6,00 57,5 60 2,5 medium 26 5,75 7,25 57,5 72,5 15 medium 27 6,00 9,50 60 95 35 medium 28 6,00 9,50 60 95 35 medium 29 6,25 5,75 62,5 57,5 -5 medium 30 6,25 8,50 62,5 85 22,5 high 31 6,25 7,00 62,5 70 7,5 high 32 6,25 7,75 62,5 77,5 15 high 33 6,25 6,75 62,5 67,5 5 high 34 6,50 7,25 55 72,5 7,5 high 35 7,00 8,00 50 80 11 high avarage 30 35 30 table 2 research data of pnp class no value percentage gain (%) student group pretes postes pretes (%) postes (%) 1 1,50 5,50 15 55 40 low 2 2,20 6,25 22 62,5 40,5 low 3 2,70 9,50 27 95 68 low 4 3,00 7,00 30 70 40 low use of picture and picture method in increasing ability of sunware students | 101 no value percentage gain (%) student group pretes postes pretes (%) postes (%) 5 3,00 7,75 30 77,5 47,5 low 6 3,00 8,25 30 82,5 52,5 low 7 3,00 8,50 30 85 55 low 8 3,00 8,00 30 80 50 low 9 3,20 9,00 32 90 58 low 10 3,20 6,75 32 67,5 35,5 low 11 3,20 8,50 32 85 53 medium 12 3,20 9,75 32 97,5 65,5 medium 13 3,50 9,00 35 90 55 medium 14 3,50 8,00 35 80 45 medium 15 3,50 8,75 35 87,5 52,5 medium 16 3,70 9,75 37 97,5 60,5 medium 17 3,70 9,75 37 97,5 60,5 medium 18 4,00 9,50 40 95 55 medium 19 4,00 9,00 40 90 50 medium 20 4,25 8,50 42,5 85 42,5 medium 21 4,25 8,00 42,5 80 37,5 medium 22 4,50 9,00 45 90 45 medium 23 4,75 8,00 47,5 80 32,5 medium 24 4,75 8,00 47,5 80 32,5 medium 25 4,75 7,50 47,5 75 27,5 medium 26 4,75 9,25 47,5 92,5 45 medium 27 5,00 8,25 50 82,5 32,5 medium 28 5,00 9,00 50 90 40 medium 29 5,00 8,75 50 87,5 37,5 medium 30 5,50 9,00 55 90 35 medium 31 5,50 9,25 55 92,5 37,5 high 32 6,00 9,00 60 90 30 high 33 6,25 9,50 62,5 95 32,5 high 34 6,25 9,25 62,5 92,5 30 high 35 6,50 9,75 75 97,5 42,5 high avarage 60 95 70 102 | use of picture and picture method in increasing ability of sunware students b. statistical test results testing of this statistic is done to know the difference of learning outcomes between classes that are given learning using pnp with classes that are given media learning as a class of comparison. test results for final score as follows: table 3 analysis of learning outcomes of class mk and class pnp low group students no. %gain md class mp class 1 20 40 2 17 40,5 3 15 68 4 45 40 5 55 47,5 6 27 52,5 7 15 55 8 37 50 9 20 58 10 35 35,5 avarage 20 50 table 4 analysis of learning outcomes of mk class and pnp class of medium group students no. %gain mk class pnp class 1 35 53 2 37 65,5 3 60 55 4 15 45 5 2,5 52,5 6 10 60,5 7 37,5 60,5 8 17,5 55 9 -27,5 50 10 35 42,5 11 10 37,5 12 32,5 45 use of picture and picture method in increasing ability of sunware students | 103 no. %gain mk class pnp class 13 -2,5 32,5 14 2,5 32,5 15 2,5 27,5 16 15 45 17 30 32,5 18 35 40 19 -5 37 20 22 35 avarage 20 45 table 5 analysis of learning outcomes of mk class and pnp class of high group students no. %gain nh class hypertext class 1 7,5 37,5 2 15 30 3 5 32,5 4 7,5 30 5 10 32 avarage 10 30 table 6 analysis of classroom and pnp classroom learning outcomes no. %gain mk class pnp class 1 20 40 2 17,5 40,5 3 15 68 4 45 40 5 55 47,5 6 27,5 52,5 7 15 55 8 37,5 50 9 45 58 10 35 35,5 104 | use of picture and picture method in increasing ability of sunware students no. %gain mk class pnp class 11 35 53 12 37,5 65,5 13 60 55 14 15 45 15 2,5 52,5 16 10 60,5 17 37,5 60,5 18 17,5 55 19 -27,5 50 20 35 42,5 21 10 37,5 22 32,5 45 23 -2,5 32,5 24 2 32,5 25 2 27,5 26 15 45 27 35 32,5 28 35 40 29 -5 37,5 30 22,5 35 31 7,5 37,5 32 20 30 33 5 52,5 34 7,5 30 35 10 32,5 avarage 20 39 there is a significant difference in learning outcomes between mk classes and pnp classes. pnp learning can increase the percentage of learning outcomes from 20% to 39%. c. achieved outcomes from the results of research activities that have been implemented in gamaliel christian primary school bandung city obtained some outcomes according to the plan that has been described in the previous chapter. the results are as follows: use of picture and picture method in increasing ability of sunware students | 105 table 6 research survey no. output type indicator 1 scientific publications in journals accepted 2 improved understanding and skills of the community done 3 services, models, social engineering, systems, products / goods done outcomes that have been implemented as described above are activities to increase understanding and skills of society and services, models, social engineering, systems, products / goods through activities to elementary school teachers in gamaliel christian school. the next release is the scientific publication in the journal pgsd which will be published in september 2017 to the journal of primaryedu stkip siliwangi bandung. in addition to the outcomes that have been delivered, there are several outpourings among them as follows: 1. the data of other research results can be used as material as data and facts for the material of final project completion (thesis) / research and can be published. 2. there is a follow-up program for the next program development year based on the evaluation of the program. 3. increasing number of students and elementary school teachers doing pnp learning. 4. increased understanding of learning at elementary level for students, as well as teachers. iv. conclusion based on the results of the implementation of research that has been implemented in the christian primary school gamaliel bandung, it can be concluded things as follows: 1. learning pnp can improve the ability of primary school students in knowing the sun. 2. improved learning outcomes of students of pnp class is greater than mk class (19%) and there are significant differences in learning outcomes among each group of students. v. acknowledgments the chief researcher thanked the mandiri research team, gamaliel christian primary school for the trust given, and ramdhanwitarsa, m.pd. as a mentor in basic education stkip siliwangi bandung. we will keep our trust and mother confidence and will continue to develop in future studies. 106 | use of picture and 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(2004).culture p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, february 2022 p-issn: 2580-9326 e-issn: 2580-7714 primaryedu : journal of elementary education volume 7, number 1, april 2022 analysis of the use of rumpang techniques in description writing skills assisted by image media class 5 ilham mauliddul quddus1, hermansyah2, murjainah3 13prodi pendidikan guru sekolah dasar, universitas pgri palembang, indonesia 2prodi pendidikan bahasa inggris, universitas pgri palembang, indonesia iammmq7@gmail.com1, hermansyah@univpgri-palembang.ac.id2, murjainah@univpgri-palembang.ac.id3 abstract the purpose of this study was to determine the use of the gap technique in the writing skill descriptions with the help of image media. the research method which was used in this research was descriptive qualitative method with the data collection techniques by using the observations, interviews, and documentations. the results of this study will contain the data extract that will describe the data presentation. this study used the observation, interview and documentation techniques to collect the data. the results of the study on the use of the gap techniques from the data obtained in the 5th grade was the teacher must prepare in the learning process by using the gap technique are as follows, the teacher prepares a paragraph story, the teacher prepares a paragraph that has been crossed for the students to fill in. keywords: rumpang technique, description writing skill, 5th grade drawing media introduction the indonesian people have various tribes who live on several islands, each island has a diverse culture and language. from this diversity, a unifying liaison is needed so that they feel they are one nation, while the unifying tool for the nation is indonesian. therefore, indonesian has been taught in elementary school education from low to high grade. as a communication tool with the status of a unified language, indonesian is very important to be taught to children starting from an early age.(cahyani, 2016). indonesian culture will not be separated from the indonesian language, because indonesian is a means of communication from various ethnic cultures in the country, this is what enriches the indonesian language, we as indonesians should be proud of the richness of language in the eyes of the world. of course, as indonesians, we must be skilled in using indonesian. why do we have to have skills in indonesian, because humans and language have become one unit that cannot be separated from this life.cahyani, 2016). therefore, having language skills is also very important. as stated by cahyani, (2016) indonesian language skills include four aspects, namely; listening, speaking, reading and writing skills. the four aspects of language skills are interrelated with each other, so to learn one language skill, several other language skills will also be involved. one of the most complex language skills is writing skill. writing is the pinnacle of language skills, because it consists of three other skills (nurjamal, 2015). in a preliminary study during ppl (field experience practice) at sd negeri 6 palembang, researchers found several problems in learning indonesian, namely that there were still a lot of students in using good and correct indonesian. this problem occurs because of the lack of motivation of students in writing, reading, and speaking, lack of vocabulary, and the difficulty of students understanding reading. in addition, the problems found in the field are that students can only write word structures but it is not meaningful, the lack of skills of elementary school teachers when teaching indonesian, the lack of books that support writing skills. then, there are still few suitable teaching techniques used by teachers. the techniques used tend to be monotonous or less varied. teaching indonesian cannot use one method, it must be varied because indonesian is dynamic, language is not a science but a skill so that the use of the right method must be done (cahyani, 2016) this was also felt by the researcher when he moved the kkl practice (field work course) which was held at sd negeri 244 palembang at that time the 5th grade teacher at sd negeri 224 palembang tried to make a change in the indonesian language learning process which aimed to increase the level of writing skills. students by applying the gap technique in the standard of competence in writing descriptions. the use of the gap technique is applied by 5th grade teachers in learning indonesian. the gap technique is one of the techniques in learning, according to hittelman in haryadi, (2014) is a technique of systematically removing words from a discourse, and the reader is expected to be able to fill in the missing words with the appropriate words. image media is certainly no stranger to its use in the learning process activities. the use of image media facilitates the process of delivering visual material so that it creates the attraction of children in the learning process. according to the indonesian dictionary, media is a means of communication such as newspapers, magazines, radio, television, films, posters and banners. drawings are paintings, imitations of images (people, plants, animals and so on) made with pencil strokes, watercolors, and others on paper or canvas. example: the walls of my father's room have many pictures of landscapes. based on the description above from the low interest in writing of students, the title chosen by the researchers in this study was "use of the gap technique in writing description skills assisted by image media", the researchers saw how the use of the gap technique in kmd was. method void technique the gap technique was first introduced by wilson taylor in 1953 which came from the term closure, a term from gestalt psychology. the gap technique is a technique of learning to write or read by removing some words from a complete discourse to train the reader's grasping power of the author's message by cutting the language pattern in the parts that are erased / superimposed, (sabarua, 2017). the gap paragraph according to puji santoso, (2009) refers to the concept described by wilson taylor. paragraph gaps are the concept of measuring an essay with a gap technique that is used to train the attractiveness of the reader. the steps for compiling the gap technique include: 1) choosing a discourse whose readability level is in line with the reading power of the students to be tested, with a discourse length of approximately 250 to 300 words. 2) eliminate every nth word (if following a systematic pattern) or certain words according to the test target. 3) replace the missing word with a horizontal line along the deleted word. 4) the completeness in question is to number each line sequentially which functions as a substitute for the word that is missing. 5) provide space for the identity of the testee. 6) reread the instruments that have been compiled and revise them if you find any typing errors. 7) determine the time allocation and put it in the gap test technique instrument sheet or it can also only be informed to students at the time of implementation. 8) make instructions for working on instruments which are expected to guide the testees during the process of filling out the gaps in the discourse. 9) make an answer key, it may be in the form of "free words" or a complete discourse from the gap test technique,(sabarua, 2017). description writing skills writing skill is one of the most productive and experimental language skills that can be used to communicate indirectly (tarigan, 2013). in line with the opinion according to iskandarwasih, (2013) explaining this writing skill is a skill that expresses the thoughts and feelings that exist in the author which is done in writing. dalman, (2015) revealed that a descriptive essay is an essay that describes or describes an object or event in clear and detailed words so that it is as if the reader also feels or experiences directly whatever the author describes.according to dalman, (2018) regarding the steps for writing a descriptive essay, namely; (1) determine the object or theme to be described (2) determine the goal. (3) collecting data by observing the object to be described. (4) arrange the data into a good order (systematic) or make an essay. (5) describe or develop a written essay into a descriptive essay. image media the word media comes from the latin medius which literally means the middle or intermediary from the sender to the recipient of the message(azhari, 2015) learning media as a whole is a tool or material used in the teaching and learning process that has a function as a carrier of information from learning resources. various kinds of image media according to experts:dina indriana, (2011) states "still images are visual media in the form of images produced through the photographic process". this image or photo media is able to provide details in the form of images as they are. so, pictures/photos are the most commonly used media. research methods researchers used qualitative research methods. qualitative descriptive research method is a method in which it uses data in the form of words, pictures, in addition to numbers, (almanshur, 2012). so the results of this study will contain data excerpts that will describe the presentation of the data. the researcher acts as an observer on the use of the gap technique in descriptive writing skills with the help of image media. the data used in this study used qualitative data and data sources were taken from all 5d grade students at sdn 244 palembang, totaling 41 people consisting of 20 boys and 21 girls, teachers, and parents/guardians. sugiyono, (2018) argues that there are 2 sources of data, namely, primary and secondary data sources. this research data collection uses the following techniques:sugiyono, (2018)in the opinion of passive participation observation, the researcher comes to the place of the activity of the person being observed, but is not involved in the activity. 2) interview, the researcher uses a structured interview technique according tosugiyono, (2018)structured interview is a data collection technique to find out the information that will be obtained in conducting interviews, researchers have prepared research instruments in the form of questions. the subject or informant in this interview is a 5th grade teacher at sd negeri 244 palembang. 3) documentation, documentation is a record of events that have passed. in the documentation can contain writings, pictures, or monumental works of someone (sugiyono, 2018). in this study, researchers document the form of photos of ongoing learning activities and learning outcomes. the researcher uses the technique of data validity triangulation sources, to test the credibility of the data about service quality, then the collection of data testing that has been obtained can be done to employees who provide services, consumers who receive services and supervisors, (sugiyono, 2018). while the data analysis techniques used are data reduction, data presentation, and drawing conclusions. results and discussion the location of this research was carried out at sdn 244 palembang, which was located on jalan colonel sulaiman amin, alang-alang lebar subdistrict, karya baru village km 7 palembang. the time of the study was carried out in the even semester of the 2021/2022 academic year.this study only takes one class, namely class 5.b which contains 20 students, 10 students and 10 students. data analysis results observation the first research that was conducted was the teacher's observation on the use of the gap technique in the skill of writing descriptions with the help of image media. the researcher observed directly how the 5th grade teacher in teaching students about writing skills using the gap technique in the classroom. the researcher prepared an observation sheet to observe the teacher on the use of the gap technique in writing skills. table 1.teacher's observation results on the use of gap techniques in writing skills aided description of picture media class 5 indicator indicators of using the gap technique in writing description skills with the help of picture media for grade 5 achieved not achieved in accordance with the goals to be achieved 1. the accuracy of the spelling of words in sentences using the gap technique in writing skills according to the purpose 1. the choice of words in writing using the gap technique is in accordance with the purpose learning process activities 1. learning using the gap technique in writing skills can support the material being taught. (achievement of basic competency level and indicators). 1. learning using the gap technique in writing skills related to teaching and learning. 1. learning using the gap technique in writing skills supports students' writing skills. teacher and student interaction 1. using the gap technique in writing skills is easy for teachers and can be understood by students. 1. the use of the gap technique in writing skills can show the truth of the learning needed evaluation of learning outcomes 1. the use of the gap technique in writing skills can motivate and improve students' writing skills (source: 2022 data processing) from table 1 above that the first indicator can be achieved well, it is proven that before the teacher uses the gap technique to achieve the goal, namely the accuracy of the spelling of words in sentences, if all elements can be fulfilled then the teacher can carry out learning using the gap technique in writing skills so that it is appropriate with the learning objectives to be achieved and are in accordance with the material to be conveyed. the second indicator can be seen. when the teacher starts the process of teaching and learning activities the teacher considers and makes sure to find out whether learning using the gap technique has supported the material and supports students' writing skills. writing using the gap technique in accordance with the objectives and material to be conveyed or taught by the teacher. the third indicator can be achieved well, as evidenced by the fact that at the time of interaction between teachers and students, they can support students' writing skills in learning using the gap technique without experiencing problems because the teacher has taught them how to fill in sentences that have been laid out properly, and can show the truth. required learning, so that the material to be taught by the teacher can be conveyed properly. the fourth indicator can be achieved well, it is proven that when learning using the gap technique can be motivated and improve students' writing skills. indicators, basic competencies, learning objectives, and the character of students can already be achieved by carrying out learning through the use of the gap technique, if all these elements can be fulfilled, then learning is feasible to carry out and the teacher distributes tasks to fill out a paragraph that has been passed in class 5d. writing skills from the results of data analysis shows that the gap technique is able to motivate students' writing skills, this can be seen from the results of the teacher's assessment in the classroom, the following table of assessments obtained by the researcher from the classroom teacher. table 2. writing skill student no student's name rated aspect language aspect non-linguistic aspect word selection spelling accuracy of words in sentences alignment of words in sentences writing neatness trying to do amount score score 1 ap 4 4 4 3 4 19 95 2 ar 4 3 3 3 4 15 85 3 us 4 3 3 4 4 18 90 4 az 3 3 3 4 4 16 85 5 ds 4 4 4 3 4 19 95 6 dr a 3 3 4 4 4 18 90 7 er 4 4 4 3 4 19 90 8 fa 4 4 4 4 4 20 100 9 fa 4 4 4 3 4 19 95 10 fl 4 4 4 3 4 19 95 11 jf 3 3 3 4 4 17 90 12 lp 3 4 4 4 4 19 95 13 mfr 4 4 4 3 4 19 95 14 mkr 3 3 3 3 4 16 80 15 mmr 3 3 3 4 4 17 85 16 ms 4 4 4 4 4 20 100 17 rn 4 4 3 3 4 18 90 18 rdw 4 4 4 4 4 20 100 19 rs 4 4 3 3 4 18 90 20 rp 4 4 3 3 4 18 90 amount 364 18368 average 91.8 (source: 2022 data processing) from the assessment aspect table 2, it can be seen that the use of the gap technique in students' writing skills gets an average score of 91.8, thus the gap technique in students' writing skills gets good results seen from the value of the assessment criteria in the 80-100 interval. interview from the results of interviews obtained by researchers from 5th grade homeroom teachers at sd negeri 244 palembang, namely mrs. inda sari s, pd. the results of the interviews obtained related data, namely the use of the gap technique in writing skills for 5th grade elementary school has been going well and appropriately, the use of the gap technique can increase the level of students' writing skills, because the gap technique stimulates students' minds so that students' skills become better. table 3. teacher's interview results on the use of the gap technique in writing description skills assisted by class 5 picture media no question answer 1. how is your preparation in starting the use of the gap technique in writing skills in classroom learning? the preparation is to prepare story paragraphs related to the learning material, then prepare paragraphs that have been superimposed and finally prepare pictures related to the prepared paragraphs. 2 how to use the gap technique in writing skills? the first is to attend the students, then ask the students to read the story of the paragraphs that the mother has prepared in turn, after reading the mother distributes the paper containing the paragraphs that have been laid out for students to fill out, while the help of the image media as imagination power or brain stimulant to fill the paragraphs that have been superimposed 3. do you always use the gap technique in all 5th grade lessons? cannot be used in all learning, for example mathematics learning. 4. what are the steps taken by mother in using the gap technique in the classroom? steps taken 1.determine the object or theme to be described. 2. set goals. 3. collect data by observing the object to be described. 4. arrange the data into a good order (systematic) or make an essay. 5. describing or developing written essays into descriptive essays. 5. how do you do an assessment using this gap technique? the mother's way of doing her assessment is by looking at student absences, students' skills in filling out paragraphs that have been crossed out, and finally giving assignments. 6. are there any difficulties experienced by students when using the gap technique? at first, many children were constrained by limited imagination to fill in sentences that had been omitted 7. the next question is whether there are advantages and disadvantages in using the gap technique? the advantages are that many students are active, happy and able to interact with their teachers, and also students can be faster in improving thinking power in writing skills, the drawback is that many students whose imagination is sometimes not in accordance with the story paragraph (source: 2022 data processing) this interview was conducted during the fourth day of research, which aims to find out how teachers use the gap technique in students' writing skills in grade 5 learning. from the interviews of teachers who use the gap technique directly in learning, from the interview data it can be concluded that teachers who use the gap technique must master the gap technique so that it can support students' writing skills, while the image media is only a tool so that students can describe sentences that are made up by the teacher in a paragraph through writing.from the results of the interviews, it was also obtained data such as difficulties in using the gap technique and the advantages of the gap technique, the difficulty is basic. from the description of the assessment aspects, it can be concluded that the gap technique has been successfully used in writing skills, this is evidenced from all aspects of writing skills, the average student gets a score of 80-100, thus the results of data analysis from the use of the gap technique are successful and motivate students in their skills. write a description. conclusion the conclusion in this study in the use of the gap technique from the data obtained in grade 5 teachers that the steps that the teacher must prepare in learning using the gap technique are as follows, the teacher prepares a paragraph story, the teacher prepares paragraphs that have been crossed to be filled in by students, the teacher preparing picture media as a tool in the use of the gap technique, after that the gap technique can be used to facilitate students in writing skills assisted by image media as an incentive for students to make a sentence or word that will be filled in a paragraph that has been superimposed by the teacher. the conclusions from the results of interviews conducted directly with grade 5 teachers, it can be concluded that the teacher must prepare the gap technique, and the teacher must also master the use of the gap technique so that learning can run according to the material to be achieved, then the use of the gap technique is known to also have shortcomings and advantages, disadvantages are the imagination of children who are still not able to fill in sentences that are overlapped, the advantages are in students who are more precise in choosing words and also students can improve their writing skills. references azhari, a. (2015). the role of educational media in improving the arabic language skills of madrasah students. journal of scientific didactika: scientific media of education and teaching, 16(1), 43-60. aprida. (2017). study and learning. journal of the study of islamic sciences, 333-352. baehaki, i. (2015). improving writing skills description using the rumpang technique through picture media (classroom action research on class v students at sd negeri campakai, campaka district, cianjur regency). ilham baehaki, 2. cahyani, i. (2016). improving writing skills description using the rumpang technique through picture media (classroom action research on class v students at sd negeri campaka i, campaka district, cianjur regency). eduhumaniora, 2. haryadi, 2014. the basics of reading: containing creative thinking and character education values. semarang: unnes press. diah, il, & diah, li (2021). analysis of students' writing skills using flash card media in indonesian language subjects. hanafy, ms (2014). the concept of learning and learning. lantern pendidikan: journal of tarbiyah and teacher training, 17(1), 66-79. haryadi, 2013. fundamentals of reading: a theoretical review. semarang: unnes press haryadi, 2014. the basics of reading: containing creative thinking and character education values. semarang: unnes press. harjasujana, as and mulyati y. 1997. “teaching materials for reading and readability” in reading 2. jakarta: ditjen dikdasmen. mulyati and harjasujana (1997) read 2 open university modules. jakarta: ministry of education and culture pane, aprida, and muhammad darwis dasopang. "learning and learning." fitrah: journal of the study of islamic sciences3.2 (2017): 333-352. sabarua, jo (2017). implementation of the gap test technique in indonesian language learning in elementary schools. sugiyono. (2018). quantitative, qualitative, and r&d research methods. bandung: alphabeta. title of article | 2 | title of article title of article | 1 infinity journal of elementary education volume 2 number 1, february 2018 analysis of difficulty in designing learning science in elementary school | 25 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 analysis of difficulty in designing learning science in elementary school ramdhan witarsa1, asep solihat2, dini nurhasanah3, nia karlina4 1ikip siliwangi 2sdn baros mandiri 2 3sdn mekar rayahu 1 4sdn babakan loa 1witadan44@gmail.com, 2asepsolihat1982@gmail.com, 3syahnafri1984@gmail.com, 4nengniakarlina@gmail.com abstract learning science is a learning done in elementary school (es). during this time, science learning is still felt difficult by most teachers and prospective es teachers. these difficulties include difficulty in designing learning. these difficulties affect the readiness and ability of teachers in implementing learning in the classroom. the purpose of this study is to analyze the difficulties experienced by the pgsd study program in terms of planning science learning in es. the research method used is descriptive quantitative research method. the population of this research is the students of pgsd ikip siliwangi who take the course of learning planning in es as many as 50 students. the sampling method used purposive sampling technique, which is apprentice applicant 1 who get the learning planning in es as much as 25 students. the data collected were questionnaire and data analysis using mode. the results showed that the sequence of the most difficult steps to the easiest in planning science teacher candidate elementary as follows: 1). mapping sk / kd and indicators; 2). determining indicators; 3). determining effective weeks; 4). arrange syllabus; 5). establish an assessment; 6). preparing rpp; 7). prepare teaching materials. keywords: analysis of difficulties, planning of science learning, elementary school. introduction regulation of the minister of national education number 22 year 2006 states that science learning in elementary school (es) is implemented through an integrative scientific approach. based on the government mandate mentioned above, education in elementary school must be implemented with integrative science-based learning. integrative scientific learning is a learning that is carried out in elementary school especially in science subjects. students in elementary school according to their cognitive development level are distinguished in the lower and upper classes or the first class generally sit in the first year to three (praseto, 2008). since the required permendiknas 22 year 2006, science learning is still felt difficult by most teachers and prospective elementary school teachers. these difficulties include difficulties in the planning of science learning, these difficulties affect the readiness and ability of teachers in implementing learning in the classroom. unresolved complaints and journal of elementary education volume 2 number 1, february 2018 26 | analysis of difficulty in designing learning science in elementary school primaryedu e-issn: 2580-7714 p-issn: 2580-9326 lack of solutions will cause problems and if not resolved will cause confusion for the teacher and impact on the unfinished learning of science should be. based on the gap between the conditions in the field of teachers are still difficulties in science learning, the researchers considered it necessary to do research that aims to analyze the difficulties experienced by students in the study program pgsd science learning in elementary. research problems based on this background, then the problem formulation in this research is how the difficulties experienced by students of pgsd study program in terms of science learning plan in elementary school?. research purposes the purpose of this research is to analyze the difficulties experienced by pgsd students in planning science learning in elementary school. benefits of research benefits derived from this research is after knowing difficulties in science learning planning, lecturers can make improvements in science learning in terms of methods and strategies. research study in the implementation of science learning, it is necessary to do some things that include planning phases that include basic competence mapping activities, syllabus development, and preparation of learning implementation plans. a. mapping of basic competencies this mapping activity is carried out to obtain a comprehensive and complete picture of the same competency standards, basic competencies and indicators and various combined and chosen learning eyes. activities undertaken as follows: 1) elaboration of competency standards and basic competencies into indicators conduct standardization activities of competency standards and basic competencies of each subject into indicators. in developing indicators need to pay attention to the following matters: a. indicators are developed in accordance with the characteristics of learners. b. indicators are developed according to the characteristics of the subjects. journal of elementary education volume 2 number 1, february 2018 analysis of difficulty in designing learning science in elementary school | 27 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 c. formulated in operational verbs that are measurable and / or observable. 2) setting discussion a. how to determine the discussion in terms of determining the discussion can be done in two ways as follows: the first way is to study the basic competency standards contained in each subject, followed by determining appropriate discussion. the second way is to prioritize the binding of cohesiveness, in order to determine the subject, the teacher can cooperate with the learners so that they match the interests and needs of the child. b. the principle of determining the discussion in the discussion of the need to consider the following principles: • pay attention to the immediate environment of the student. • from the easiest to the hard. • from simple to complex. • from the concrete to the abstract. • the selected topic should enable the thinking process to the students. • the scope of the subject is tailored to the age and development of students, including their interests, needs, and abilities. c. identification and analysis of competency standards, basic competencies and indicators. identify and analyze for each competency standards, basic competencies and indicators suitable for each subject so that all competency standards, basic competencies and indicators are shared. d. setting relationships make a discussion that is linking basic competencies and indicators with the discussion will show the relationship between discussion, basic competence and indicators of each subject. this discussion can be developed in accordance with the time allocation of each discussion. e. preparation of syllabus the results of all the processes that have been done in the previous stages are used as the basis for the preparation of the syllabus component consisting of competency standards, basic competencies, indicators, learning experiences, tools / resources, and assessment. journal of elementary education volume 2 number 1, february 2018 28 | analysis of difficulty in designing learning science in elementary school primaryedu e-issn: 2580-7714 p-issn: 2580-9326 f. preparation of learning plans for the purpose of teaching implementation, teachers need to develop a learning implementation plan. this lesson plan is a realization of the student learning experience that has been established in the learning syllabus. the thematic learning plan components include: • subject identities (the names of the subjects to be integrated, class, semester, and time/number of meeting hours allocated). • basic competencies and indicators to be implemented. • the subject matter and its description that need to be studied by students in order to achieve basic competence and indicator. • learning strategies (concrete learning activities that students must do in interacting with learning materials and learning resources to master basic competencies and indicators, this activity is contained in the opening, core and closing activities). • tools and media used to facilitate the achievement of basic competence, as well as the source of materials used in thematic learning activities in accordance with the basic competencies that must be mastered. • assessment and follow-up (procedures and instruments to be used to assess student learning achievement and follow-up assessment results). method types of research this research is quantitative descriptive research. this means that in this study the data have been obtained will be tabulated using simple statistics of the mode or numbers that appear most at every step of science learning planning. population and sample research the population of this study is prospective elementary school teachers or students pgsd ikip siliwangi force 2016 amounted to 50 students. the method of determining the sample is purposive sampling that is the 1st apprentice applicant who obtained the science learning test. this is done with the consideration of apprentice participants 1 more serious working on rpp so to know the difficulty in planning or preparation of rpp more can be done. the sample is 25 students. journal of elementary education volume 2 number 1, february 2018 analysis of difficulty in designing learning science in elementary school | 29 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 method of collecting data the data needed to uncover difficulties in science learning planning is the primary data in the form of an open questionnaire. the lattice analysis of student difficulties is referring to the steps of preparing the science learning plan as follows: 1. determine the indicator. 2. determining the discussion and the effective week. 3. mapping sk / kd and indicators into the discussion. 4. prepare a discussion of one semester. 5. prepare the discussion relationships per discussion. 6. prepare a discussion per discussion. 7. develop a weekly discussion. 8. develop a daily discussion. 9. prepare a syllabus. 10. develop a lesson plans (rpp). 11. prepare the teaching materials. 12. develop assessment. data analysis method the data that have been obtained is analyzed using the mode that is the most number appear in every step of science learning plan. the most common sequence is then a sequence in the difficulty of science learning. results and discussion this research is a quantitative descriptive research where the data comes from questionnaire which is shown to prospective elementary school teachers who take the internship exam 1 or microteaching in pgsd ikip siliwangi study program. the sample selection is aimed at the participants of the internship exam 1 because the sample is more serious or more difficulty in preparing the specific subject of paedagogik (spp) compared to the other interns. questionnaires compiled from the guidelines or steps of preparing the science learning plan from the national agency for standards of education (bnsp) is divalidari by science learning experts from the study program pgsd ikip siliwangi. the result of questionnaire validation states that the questionnaire can be used to take the data of this journal of elementary education volume 2 number 1, february 2018 30 | analysis of difficulty in designing learning science in elementary school primaryedu e-issn: 2580-7714 p-issn: 2580-9326 research and be in good category. the results of the recapitulation of the research questionnaire indicate that the step of mapping sk, kd and indicators into the discussion is the most difficult step done by prospective elementary teachers, while the easiest step is to prepare teaching learning materials science. table 1 research results planning steps it's easy to difficult 1 2 3 4 5 6 7 8 9 10 11 amount % ha define the indicator 5 5 6 0 2 2 3 1 0 0 0 25 25 2 determining the effective discussion and week 1 3 0 4 3 3 4 1 1 1 3 25 17 3 map sk, kd, and indicators 8 2 4 1 2 2 4 1 0 0 0 25 33 1 prepare a syllabus 1 2 2 2 1 2 1 2 5 4 2 25 21 4 prepare rpp 2 1 1 1 4 1 1 1 1 8 3 25 33 6 prepare teaching materials 2 1 0 4 0 3 0 4 1 0 9 25 38 7 develop an assessment 1 2 2 3 3 2 2 1 6 2 0 25 25 5 table 1 shows the easiest results (1) maps the sk / kd and indicators into the discussion (2) determines the indicators (3) determines the effective discussion and week (4) prepares the syllabus (5) prepares the assessment (6) prepares the rpp (7) ) compile teaching materials. from the results of the study showed that 34% of primary school teachers experiencing the most difficult step in planning science learning is to map sk / kd and indicators. at the planning stage of preparing the lesson plan and preparing each teaching material is considered very difficult by 8% of elementary school teachers. while in the step of determining the discussion and the effective week, compiling syllabus and making the assessment is considered very difficult for each step of 4% of the total respondents. based on tabal 1 it can be seen also that in addition to 33% of prospective teachers considered the most difficult step in science learning in elementary school is to map the competence standards / basic competencies (sk / kd) and indicators into the discussion. the information obtained from the questionnaire states that the cause of this is because the prospective teacher must adjust the indicators that can be linked with indicators that can be linked with other subject indicators in order to appear integrative. in this step required imagination or high imagination of elementary school teachers in imagining the lesson to be done. journal of elementary education volume 2 number 1, february 2018 analysis of difficulty in designing learning science in elementary school | 31 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 this mapping exercise is conducted to obtain a comprehensive and complete picture of all competency standards, basic competencies and indicators of the various subjects combined in selected science subjects. activities undertaken among others (1) identification and analysis of competency standards that is to identify and analyze for each competence standard suitable for each discussion so that all standard of competence is divided (2) identification and analysis of basic competence is to identify and analysis for each basic competence suitable for every discussion (3) indicator identification and analysis is to identify and analyze each suitable indicator for each discussion so that all indicators are divisible (bnsp, 2006). some prospective teachers find it difficult to adjust one sk to another while other prospective teachers have difficulty adjusting the subject with sk / kd. when mapping sk / kd and discussion into indicators, prospective teachers should predict the learning path to be implemented. in addition, how to connect between subjects should have been prepared or predicted earlier so that learning can be done maximally and not be a science-based learning course only. as many as 21% of prospective teachers consider the second difficult thing is to determine their own indicators. this is because prospective teachers are still confused by using the operational verbs (kko) and the difficulty of sorting from the lowest to the hardest especially when required to develop indicators for processes, products and characters. in addition, prospective teachers are still confused to sort kko based on the characteristics of the students. in bnsp (2006), there are two points in preparing indicators: (1) indicators should be tailored to the needs and characteristics of learners and the characteristics of subjects and (2) indicators formulated in operational verbs that can be measured and observed by students or teachers. the first step of the development of indicators is to analyze the level of competence in sk and kd. this is necessary to meet the minimum demands of competence that are made as a national standard. schools can develop indicators beyond these minimum standards (bnsp, 2006). based on the questionnaire filled with prospective elementary teachers, their difficulty in preparing indicators is at number two, namely formulating the kko in accordance with the characteristics of students and the characteristics of subjects. the level of competence can be seen through the operational verbs used in sk and kd. the level of competence can be classified in three parts, namely the level of knowledge, process level, and application level. verbs at the knowledge level are lower than the process journal of elementary education volume 2 number 1, february 2018 32 | analysis of difficulty in designing learning science in elementary school primaryedu e-issn: 2580-7714 p-issn: 2580-9326 and implementation level. the application level is the highest required level of competence (bnsp, 2006). based on the questionnaire, prospective teachers have difficulty in setting up an affective domain indicator, their difficulty lies in sequencing the affective domain from the simplest to the complex or from the easy to the difficult. the most difficult thing when the science learning plan in elementary school is to determine the discussion because it must determine the discussion and the week effective. a total of 17% of prospective teachers have difficulty determining the discussion that binds the integration between sk / kd and the indicators that have been made. some prospective teachers have difficulty on the demands of variations of the discussion to appeal to students. the difficulty in determining the subject matter experienced by prospective elementary teachers is the closest to the students. in addition, the determination of themes from easy to difficult or simple to complex for students is also a constraint of their own for the prospective teacher. the difficulty in crafting an effective week lies in the calculation of the effective week per discussion. this is because the prospective elementary school teachers should predict the complexity, the carrying capacity of the students for learning in one discussion thoroughly in accordance with the specified time allocation. thus, although permendiknas number 22 year 2006 has given the effective week reference in one year is 34-38 weeks effective, but to break down into one semester or discussion, prospective teachers still have difficulty. the fourth step that is considered difficult is to arrange the discussion relationships within one semester. as many as 21% of prospective teachers said that the difficulty is to integrate sk / kd and indicators of all subjects in one semester is not easy because sometimes it is considered less fit is included in the discussion. even some of the prospective teachers feel that in incorporating the indicator on sk / kd impressed imposed because it does not have a picture of learning to be done. another difficulty faced is the technical problem of writing is how to load dozens of indicators per subject put together in one semester. to do this requires a separate writing technique. a total of 17% of prospective teachers consider that composing weekly discussions is the fifth most difficult step in preparing the ssp. this is because they or the prospective teacher is difficult to determine a suitable subject in a week. according to them, it is quite difficult to divide the discussion per semester into the discussion per week because it must determine the effective week first. at the time of calculating the effective week for one semester must be adjusted with permendiknas number 22 year 2006 on content standard journal of elementary education volume 2 number 1, february 2018 analysis of difficulty in designing learning science in elementary school | 33 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 that is effective week for sd is 34-38 weeks effective. the educational calendar should be the reference in determining the effective week. preparing the syllabus is the sixth difficulty of the prospective elementary teacher in planning science lessons in elementary school. as many as 21% of prospective teachers stated so. this is because many aspects that need to be considered include learning activities. learning activities are the most difficult in designing the syllabus because it adapts to indicators that have been made. statement of prospective elementary teachers in this study is in line with the results of research gularso (2010) which states that the difficulties experienced by elementary school teachers in science learning is the preparation of learning activities on the syllabus. seventh difficulty in science teaching plan of elementary school teacher is determining the discussion of discussion per discussion. as many as 25% of potential teachers experience difficulties due to difficulties in first determining large discussion to combine the small themes of one semester discussion. as in the theory of discussion of bnsp (2006) that the discussion should be made from the easiest to the most difficult, from concrete to complex and the discussion must be in accordance with the needs and characteristics of the students of the elementary school concerned. planning steps that are considered difficult next is to make an assessment. table 1 shows that 25% of prospective teachers give the eighth order for this step. they argue that the difficulty of judgment depends on the predetermined indicator in the first step. assessment in science learning is done per subject because it is assessed is the competence of each indicator per subject so scientific is an approach in the course of learning, but the assessment remains per subject in accordance with the competencies that have been formulated at the time of preparing indicators of learning. some elementary school teachers have difficulty in preparing rubrics for affective and psychomotor assessments. the ninth difficulty sequence for the analysis of the difficulties of science learning planning step is to prepare the lesson plans (rpp). a total of 33% of prospective teachers stated so. the reason they stated that the preparation of rpp is not too difficult for them is the rpp stay down and develop from the syllabus. rpp development lies in more detailed learning activities than syllabus. difficulties experienced by prospective teachers is to share the activities of teachers and activities undertaken by students. in addition, exploration, elaboration and confidence are also the focus of rpp work. journal of elementary education volume 2 number 1, february 2018 34 | analysis of difficulty in designing learning science in elementary school primaryedu e-issn: 2580-7714 p-issn: 2580-9326 the last difficulty or the easiest one in the planning step of science learning is the preparation of teaching materials. about 38% of prospective teachers choose teaching materials as the easiest step (table 1). this is because the teaching materials are available from both stores and science books that circulate in the community. some elementary school teachers develop existing teaching materials with additional knowledge available on the internet for more contextual teaching materials. conclusion the sequence of the most difficult steps to the easiest in planning the science of the prospective primary teacher is as follows: (1) map the sk / kd and indicators into the discussion (2) determine the indicator (3) determine the discussion and the effective week (4) arrange the syllabus (5) (6) preparing rpp (7) preparing teaching materials. suggestions for lptks are to improve coaching and coaching on the difficulty of sequences 1 to 3 where prospective teachers are still a lot of confused and those three things are at the heart of the problem. this step is domino so that if the first step is wrong then the next step is also wrong. suggestions for further researchers are samples taken more so that the results are closer to the truth and can be generalized. acknowledgments the chief researcher and the members would like to thank the team and es for their good cooperation during the research. the institution's trust will continue to be maintained and we will continue to develop in future studies. references badan standar nasional pendidikan. (2006). model pembelajaran tematik kelas awal sd, departemen pendidikan nasional: jakarta. dhiniaty, g. (2010). pendidikan kemampuan guru standar sekolah dasar kelas i, ii, dan iii dalam pembelajaran menggunakan pendekatan tematik di kecamatan kasihan, kabupaten, banten provinsi daerah istimewa yogyakarta. jurnal simbiosis, prodi pendidikan biologi jurusan pmipa fkip universitas patimura ambon vol. 7 no. 1 april 2010 no. issn 1829-5452 hal 187-193. dhiniaty, g. (2011). potret pelaksanaan pembelajaran tematik di sekolah dasar kabupaten bantul daerah istimewa yogyakarta. jurnal pendidikan dan humaniora “kompetensi” fkip uniba vol. 2 no. 1, juli 2011 no. issn 2087-0485 hal 19-29. peraturan menteri. (2006). peraturan menteri nomor 6 tahun 2007 tentang kurikulum tingkat satuan pendidikan. peraturan menteri. (2006). peraturan menteri nomor 22 tahun 2006 tentang standar isi untuk pendidikan dasar dan menengah . peraturan menteri. (2006). peraturan menteri nomor 23 tahun 2006 tentang standar kompetensi kelulusani untuk pendidikan dasar dan menengah. sugiyono. (2007). metode penelitian pendidikan , pendekatan kuantitatif dan r&d, penerbit : alfabeta, bandung. journal of elementary education volume 2 number 1, february 2018 effect of cooperative learning model type team game tournament (tgt) on cross-cultural skills in learning science social knowledge in primary school 63 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 effect of cooperative learning model type team game tournament (tgt) on cross-cultural skills in learning science social knowledge in primary school 1 galih dani septiyan rahayu and 2 febby fajar nugraha 1 ikip siliwangi 2 universitas kuningan 1 galih040990@ikpsiliwangi.ac.id 2 febbyfajarnugraha@gmail.com abstract the purpose of this research is to know the influence of cooperative model of game tournment team (tgt) type to cross cultural skill in ips learning in fourth grade of sd negeri talaga kulon i. the method used in this research is pre experiment with one group pretest-posttest research design with instrument is a checklist observation system guidance. the result of this research is tgt type cooperative model have an effect on the improvement of cross cultural skills of elementary school students of talaga kulon i. this is seen from the comparison of pretest and posttest score and statistical test showing improvement especially on indicators "harnessing social and cultural differences to work together effectively". keywords: game team tournament model and cross cultural skills introduction indonesia is one of the diverse countries seen from various aspects such as culture, language, ethnicity, religion, and so forth. one of the factors that make indonesia rich in its diversity is the vast area of indonesia that stretches from sabang to merauke. the vastness of indonesia's territory and diversity has its own advantages for the indonesian state as well as the love of the homeland, its uniqueness compared to other countries, and the attraction for foreign citizens. the above things can happen if diversity in indonesia continues to be preserved and introduced to other countries. however, this will not happen if indonesian citizens themselves do not recognize diversity, do not value diversity, and do not introduce diversity to other countries. challenges continue to emerge related to preserving indonesia's diversity such as technological developments, industrial developments and developments in other fields in this era of globalization. in the globals era, challenges related to preserving indonesian diversity include easy entry of foreign cultures from foreign countries, the number of television shows, songs, shows, and advertisements that do not show diversity in indonesia, as well as the number of games and social media apps that make children less likely to communicate with other children in the real world. these factors have an impact on the low level of cross-cultural skills in indonesia especially in urban areas. as for cross-cultural skills according to mailto:1galih040990@ikpsiliwangi.ac.id mailto:2febbyfajarnugraha@gmail.com journal of elementary education volume 2 number 1, february 2018 64 | effect of cooperative learning model type team game tournament (tgt) on cross-cultural skills in learning science social knowledge in primary school primaryedu e-issn: 2580-7714 p-issn: 2580-9326 partnership for 21st century skills trilling and fadel (2009, pp. 81) there are several crosscultural skills that must be possessed by students as follows. interact effectively with others 1. know when it's appropiate to listen and when to speak 2. conduct themselves in a respectable, proffesional maner 3. work effectively in verse teams 4. respect cultural differences and work effects with the range of social and cultural backgrounds 5. open-mindedly respond to different ideas and values 6. leverage social and cultural differences to create new ideas and increase innovation and quality of work. the problem of low cross-cultural skills triggered the emergence of other problems such as those occurring from 2013-2015 in some regions of indonesia as proposed by the ministry of home affairs in heru (2017) are as follows. figure 1. conflict occurring in 2013, 2014, and 2015 based on the data of problems related to cross-cultural skills, it can be done several things to improve it such as introducing and practicing cross-cultured skills that have been exposed from an early age in elementary school (sd) with menggunkaan models that are innovative. based on the above problems the problem formulation in this study is "are there any significant improvements in cross-cultural skills of students in the ips learning of cultural diversity in indonesia by using cooperative learning model of game tournament (tgt) team type?". the purpose of this study is to find out whether there is a significant increase in crosscultural skills of students in the ips lesson of cultural diversity in indonesia by using cooperative learning model of game tournament (tgt) team type. some of the benefits derived from the results of this study are: 0 5 10 15 20 25 30 35 40 45 2013 2014 2015 journal of elementary education volume 2 number 1, february 2018 effect of cooperative learning model type team game tournament (tgt) on cross-cultural skills in learning science social knowledge in primary school 65 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 1. academic benefits a. providing inputs to education stakeholders for consideration in formulating specific education policies for ips subjects. b. as an input for teachers to make cooperative model of game tournament team type (tgt) as an alternative to be developed and set in implementing ips learning. 2. practical benefits a. providing inputs in improving students' social skills, especially cross-cultural skills and improving student learning outcomes in ips learning. b. providing inputs to improving the effectiveness of ips learning. c. providing input for teachers how to apply cooperative learning type of game tournament (tgt) team in ips learning. team game tournament learning (tgt) the cooperative model of the tournamnet game team type (tgt) is a learning model that emphasizes student activity, in line with which slavin (2015) tgt is learning that uses an academy tournament, and uses quizzes and an individual progress scoring system, where students competing as their team representatives with other team members whose previous academic performance was equivalent to theirs. in this learning the teacher only as facilitator and mentor. in learning using this model students are invited to interact more with other students. galih (2017) proposed the tgt learning stages, namely the delivery of the material concept from the teacher, the division of the group, the students were divided into several heterogeneous groups both from gender factors, intelligence level, and student background to perform games aimed at facilitating students in understand the material presented by the teacher. after students perform the game each group sends their representatives to the tournament. viewed from the tgt learning stages described, the tgt model can be used as a solution to improve the cross culural skills of students because in this tgt model students will interact with many other students so that students skills can be trained at all stages of learning using tgt model. cross cultural skills indonesia's diversity is a potential for its people when the community is able to live side by side and be peaceful with its diversity. in the 21st century there are human beings capable of interacting and cooperating with other human beings without differentiating from various factors. in making decisions and solving problems people can not do it themselves but need the help and guidance of others so that mutual respect and able to work together is very important owned by every human apalgi in a country that bergam like indonesia. one of the skills to make this happen is cross cultural skill. skills this is in line with what trilling journal of elementary education volume 2 number 1, february 2018 66 | effect of cooperative learning model type team game tournament (tgt) on cross-cultural skills in learning science social knowledge in primary school primaryedu e-issn: 2580-7714 p-issn: 2580-9326 fadel (2009) proposes, that understanding and accommodating social and cultural differences and being able to use them to create creative ideas and solutions to a problem will be an important skill of the century. the cross-cultural skill according to partnership for 21st century skill (2008) and gertsen (johnson et al, 2006) is a cross-cultural skill development and knowledge consisting of three dimensions of attitude, personality, and behavior through experience that will lead to complex and solvent schemes problems as well as building unity and unity. methods this research was conducted in class iv sdn talaga kulon i kec. talaga kab. majalengka with 36 research subjects consisting of 12 male students and 24 female students. the method used in this research is pre experiment with one group pretest-posttest research design. according to soegeng (2016) pre experimental research with one group pretestposttest design is a research using minimal control with design drawing is as follows initial test treatment final test t1 x t2 figure 1. one-pretest-posttest research design from figure 1. soegeng (2016) explains that the steps of one group pretest-posttest design are as follows. 1. perform the initial test (t1) to measure the average score that students get before the students get treatment by using the game team tournament model (tgt). 2. give treatment (x) which in this study is a model of learning game tournament team (tgt) in an effort to improve cross-cultural skills. 3. conduct a final test (t2) to measure the average score obtained after using the game team tournament learning model (tgt). 4. comparing t1 with t2 to see whether there is a difference in cross-cultural skills before treatment is given after treatment is given. 5. conduct appropriate statistical tests to see significant differences. 6. provide iterpretation or meaning of research results. data collection techniques conducted in this study using cross-cultural skills questionnaire tools based on partnership for 21st century skills in the form of a pretest and posttest questionnaire with a total of 18 statements to see students' cross-cultural skills. before the instrument is used, instrument test is done to the expert so that the instrument used is really in accordance with the needs and can answer the objective problem formulations so journal of elementary education volume 2 number 1, february 2018 effect of cooperative learning model type team game tournament (tgt) on cross-cultural skills in learning science social knowledge in primary school 67 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 that the valid results are obtained related to cross-cultural skills. the pretest and posttest data obtained in the test with the stage of analyzing the results of pretest, postes and n-gain crosscultural skills of students who then performed statistical processing to see the difference between skills before treatment is given and after being treated in the form of learning model teams game tournament (tgt). results and discussion the result of the research is that the school state of sdn talaga kulon i is a school that has a variety of students in terms of religion and ethnicity, so it is suitable to do research with the aim to see the influence of learning game team tournament (tgt) model to increase cross-cultural skills. the result of the questionnaire that was executed during the pretest is as follows. garifk 1. average pretest score skills cross cultural based on pretest results data above the statement items that got the highest average score is statement number four that is "not distinguish friends by social status" with average 3 while the items that get the lowest average score that is item number eighteen is "leveraging social and cultural differences to work effectively together" with an average of 1.0. after implementing the pretest and analyzing the pretest, the next step is to provide treatment using the game team tournament learning model (tgt) and held for two meetings. before preparing the lesson using the teacher game tournament learning model (tgt) teacher prepares the necessary things such as analyzing syllabus and material related to cross-cultura skills and preparing lesson-based learning plan (rpp) game team tournament (tgt). after carrying out the lesson for two meetings, postes are held. the post ces cross cultural skills are as follows. 0 1 2 3 4 a b c d e f g h i j k l m n o p q r average score indicator for cross-cultural skill questionnaire average score indicator for crosscultural skill… journal of elementary education volume 2 number 1, february 2018 68 | effect of cooperative learning model type team game tournament (tgt) on cross-cultural skills in learning science social knowledge in primary school primaryedu e-issn: 2580-7714 p-issn: 2580-9326 garifk 2. average postes score skills cross cultural based on the data of postes result above the statement item which got the highest average score is statement number eight that is "ability to cooperate with individual with different cultural background" with average 3,8 whereas the item get the lowest average score namely point eighteen "utilizing social and cultural differences to work effectively together" with an average of 3.0. to see the increasing difference between the pretest and posttest results of each questionnaire the n-gain test was performed. the results of the n-gain test are as follows. graph 3. n-gain cross cultural skills viewed from the above garfik can be concluded that after learning using cooperative model of game team tournament type (tgt) cross-cultural skills have increased. the most elevated cross-culturic grain can be the eighteenth cross-cultural point of "utilizing the social and cultural differences to work effectively" with n-gain = 1.75 while the lowest crosscultural increase is the fourth point of "not distinguish friends by social status" with n-gain = 0.05. from the results of the research that has been exposed, learning using cooperative 0 1 2 3 4 a b c d e f g h i j k l m n o p q r average score indicator for cross-cultural skill questionnaire average score indicator for crosscultural skill questionnai re 0,00 0,50 1,00 1,50 2,00 a = m e d iu m b = m e d iu m c = h e ig h t d = l o w e = l o w f = m e d iu m g = m e d iu m h = l o w i = h e ig h t j = m e d iu m k = m e d iu m l = m e d iu m m = h e ig h t n = h e ig h t o = h e ig h t p = h e ig h t q = h e ig h t r = h e ig h t n-gain indikator angket keterampilan cross cultural n-gain crosscultura l skill questi onnair e questi onnai… journal of elementary education volume 2 number 1, february 2018 effect of cooperative learning model type team game tournament (tgt) on cross-cultural skills in learning science social knowledge in primary school 69 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 learning model type of game tournament team (tgt) gives a positive impact is seen an increase in cross-cultural skills. in the learning process using game tournament team (tgt) in this study found beberpa interesting things that become learning and can be used as input for research other research. the first interesting findings were first encountered during the observation of early ability on cross cultural skills. the finding is that there are some students who have been sitting with no differentiating social status as there is a child merchant sitting with a doctor's son, a child tni sitting with a child farmers and so forth. in this case the students already have cross-cultured skills on their own, but they are not aware of it and the teacher has not linked the students' initial ability to the classroom learning. another finding occurred at the stage of treatment using the game team tournament model (tgt), ie students are not used to learn by grouping and discussing. there are some students who belong to the group of superior students in their class refused to be grouped with students who diaggapnya lower ability, some students also have refused grouped with students who are not playmates outside the classroom. this is a challenge for teachers because it requires patience in explaining the benefits of group learning. conclusion learning using cooperative model of game tournament team type (tgt) can improve cross-cultural skills of fourth grade students of sdn talaga kulon i kec. talaha kab. majalengka. a significant cross-cultural indicator of cross-cultural skills is the eighteenthcentury cross-cultural indicator, "utilizing social and cultural differences to work effectively" while the lowest cross-cultural indicator is the fourth item, "no discriminating based on social status ". acknowledgments researchers of the ikip siliwangi, university of kuningan, and sd negri talaga kulon i. references johnson, dkk. (2006). cross-cultural competence in international business: toward a definition and a model. journal of international business studies.37, hlm.525543. mudiyanto, h. (2016). pengaruh model pembelajaran kooperatif tipe tgt (team game tournament) terhadap keterampilan cross-cultural dan hasil belajar siswa sd kelas v pada pembelajaran ips. tesis tidak diterbitkan. bandung: pascasarjana upi. journal of elementary education volume 2 number 1, february 2018 70 | effect of cooperative learning model type team game tournament (tgt) on cross-cultural skills in learning science social knowledge in primary school primaryedu e-issn: 2580-7714 p-issn: 2580-9326 partnership for 21st century skill. (2008). 21st century skills, education and competitiveness. a resourche and policy guide. tucson : partnership for 21st century skill. septiyan, g. (2017). pengaruh model teams games tournament terhadap keterampilan pengambilan keputusan dalam pembelajaran ips di sekolah dasar. mimbar sekolah dasar, 4(1), 106-116. soegeng, a.y. (2016). dasar-dasar penelitian. yogyakarta: magnum pustaka utama. slavin, r. e. (2015). cooperative learning. bandung: nusa media. trilling & fadel. (2009). 21st century skills learning for life in our times. san francisco : jossey bass. journal of elementary education volume 2 number 1, february 2018 family influence on the development of children | 1 e-issn: 2580-7714 p-issn: 2580-9326 family influence on the development of children erna roostin stkip sebelas april sumedang ernaroostin@ymail.com abstract the family is a group of people or a group of people living in one household because of blood relations, marriage or other bonds, living together in a house headed by a family head and eating in a pot. they interact with each other, have their own roles and create and maintain a culture. the role of the family as the main educator in the family is claimed to work together to educate their children. the main role of the family in educating children is as a foundation for moral education and religious life. the nature and nature of children is largely derived from both parents and from other family members. family environment is the first educational environment, because in this family every individual or a child first get education and guidance. in providing education should pay attention to the development of children. the development of the child is a change in the child where the infinite development of the growing sense of growth, but in it also contains a series of changes that take place continuously and are fixed from the physical and spiritual functions of the individual to the stage o f maturity through growth, maturation and learning , there are several periods of development that must be achieved by the child. therefore the family has a very important influence in the period of child development in order to have a basic knowledge of the ethics and norms that prevail in the community against himself. keywords: family, child development period. introduction education is the currency that applies in every time and everywhere. this is the most appropriate word used to describe the function and role of education and this sentence can also be interpreted that education is the main capital that must be owned by every living individual in order to survive the progress of the times. times that demand themselves to be able to master the information and technology that always raced in experiencing changes every time also every individual would want to get a decent, prosperous and brilliant education in the future, as a benchmark to compete with the world of today's era of globalization that demands everything fast-paced , instant, and easy. family environment is the first educational environment, because in this family every individual or a child first get education and guidance. it is said that the main environment, because most of the life of the individual or child is in the family, so that education is most widely accepted by the child is in the family and family as well as laying the basic knowledge of ethics and norms against him. the role of increasingly advanced technology and higher education today. in fact, today's parents are increasingly aware of the importance of their role in children's education. a number of efforts by parents to support the education of their journal of elementary education volume 2 number 1, february 2018 2 | family influence on the development of children e-issn: 2580-7714 p-issn: 2580-9326 children. as for a number of efforts made by creating a conducive learning environment at home, the implementation of special learning time for children and mentoring when children learn, not even a few parents who allocate a special budget for additional tutoring is expected to improve the achievement of children in school. whatever effort is done one intention, that is to educate children. the role of the family as the main educator in the family is claimed to work together to educate their children. the main role of the family in educating children is as a foundation for moral education and religious life. the nature and nature of children is largely derived from both parents and from other family members. as said syamsu yusuf and nani m. sugandi (2011), said that in one of the traditions narrated by imam bukhari, the holy prophet said: each baby is born in a state of fitrah (sacred). it was his parents who made him jewish (if they were jews), christians (if they were christians), or magi (if they were magi). like a perfectly born animal, do you see any injuries at birth. in addition, the family is a place of learning for children in all attitudes to worship god as a manifestation of the highest value of life. thus it is clear that the first and foremost person responsible for survival in educating the child is the family. as a primary educator in the family many of the advantages parents get in educating children is the first opportunity to provide a picture of the value and norm to the child as a basic strengthening that they must have. family understanding according to soefandi and pramudya (2009), said that the family is a social group consisting of two or more people who have blood ties, marriage, or adoption. families can also be interpreted as small social groups consisting mostly of fathers, mothers, and children, which has a profound effect on children's socialization process. the family is a household environment where there are some people who still have blood or marital relationships. the term family in sociology becomes one of the areas that receive special attention, in general the family is also considered important as part of the community. the formation of a family begins with social thought says that the family is the first unit and the first institution in society where the relationships contained in it are mostly direct relationships. that's where individuals develop early stages of the socialization process, and through individual interaction acquire their knowledge, skills, interests, values, emotions and attitudes in life. journal of elementary education volume 2 number 1, february 2018 family influence on the development of children | 3 e-issn: 2580-7714 p-issn: 2580-9326 according to the library review (2012), there are several family definitions from several sources, namely: 1. family is a group of people with marriage, birth and adoption ties aimed at creating, maintaining culture, and improving the physical, mental, emotional, and social development of each family member (duvall and logan, 1986). 2. families are two or more individuals who live in one household because of blood, marriage, or adoption relationships. they interact with each other, have their own roles and create and maintain a culture (bailon and maglaya, 1978). 3. the family is the smallest unit of society consisting of the head of the family and several people who gather and live in a place under one roof in a state of interdependence (ministry of health, 1988). family characteristics according to the library review (2012), as follows: 1. consists of people who have blood ties or adoption. 2. members of a family usually live together in one house and they form one household. 3. have a unity of people who interact and communicate with each other, who play the role of husband and wife, father and mother, children and relatives. 4. maintain a common culture largely derived from a wider common culture. the formation of the family in islam begins with the creation of a sacred relationship that entwines a man and a woman through a lawful marriage, fulfilling the pillars and legal requirements. therefore, both husband and wife are the two main elements in the family. so the family in its narrow sense is a social unit consisting of a husband and a wife, or in other words the family is a kosher association between a man and a woman who is constantly in which one feels secure with the other in accordance with determined by religion and society. and when both husband and wife are blessed with a child or more, then the children become the third main element in the family in addition to the two previous elements from the above understanding can be concluded that the family is one group or a group of people living in one household because of the blood relationship, marriage, or adoption that live together as a unit or smallest unit of society and usually there is always a relationship blood, marital bonds or other bonds , living together in a house headed by a family head and eating in a pot. they interact with each other, have their own roles and create and maintain a culture. journal of elementary education volume 2 number 1, february 2018 4 | family influence on the development of children e-issn: 2580-7714 p-issn: 2580-9326 understanding child development basically development refers to a systematic change of physical and psychic functions. physical changes include basic bologic developments as a result of conception (ovum fertilization by sperm), and the result of interactions of biological processes and genetics with the environment. while psychic changes concern the overall individual psychological characteristics, such as cognitive, emotional, social and moral development. development can be interpreted as a process of quantitative and qualitative change of individuals in their life span, from the time of conception, infancy, childhood, childhood, adolescence, to adulthood. development can also be interpreted as "a process of change in the individual or organism, both physical (physical) and psychic (spiritual) to the level of maturity or maturity that takes place in a systematic, progressive and sustainable". according to syamsu yusuf and nani m. sugandhi (2011), explaining what is meant by systematic, progressive and sustainable is as follows: 1. systematic, means that changes in development are interdependent or interdependent parts of the organism (physical and psychological) and is a harmonious unity. examples of this principle, such as the ability to walk along with the maturation of the leg muscles, or the growing interest to pay attention to the opposite sex along with the mature sexual hormones. 2. progressive, means changes that occur are forward, increased, deep or widespread, both quantitatively (physical) and qualitative (psychic). for example, such as the physical size change of the child (from short to high, from small to large); and changes in the ability of children, from simple to more complex (from knowing letters and numbers to the ability to read, write and count). 3. continuous, means changes in the part or function of the organism that takes place regularly or sequentially, do not happen by chance or jump-jump. for example, to be able to walk, a child must master the previous stages of development, that is supine, stomach, sit, crawl and stand. to be able to speak the child must go through the stage of groping or to reach adulthood, the individual must go through adolescence, child, child, infant and conception. while many experts define development as reni akbar hawadi (2001) has pointed out, developments are broadly referring to the whole process of change from the potential of the individual and appearing in new qualities of abilities, traits and characteristics. in journal of elementary education volume 2 number 1, february 2018 family influence on the development of children | 5 e-issn: 2580-7714 p-issn: 2580-9326 developmental terms is also covered the concept of age, which begins from the moment of conception and ends with death. according to f.j. monks, et al., (desmita, 2008), the notion of development suggests "a process in a more perfect and irreversible direction". and according to santrock (1996), explains the notion of development as follows: “development is the pattern of change that begins at conception and continues through the life span. most development involves growth, although it includes decay (as in death and dying). the pattern of movement is complex because it is product of several processes-biological, cognitive and socialemotional.” where it can be interpreted that the development of children is a pattern of change that begins from the conception and continues throughout the life cycle. child development patterns are complex because they involve biological, cognitive and socioemosional processes. from some understanding of child development above so that it can be concluded that the development of children is a change in children where that unrestricted development of understanding of growing the greater, but in it also terkendung series of changes that take place continuously and are fixed from the physical and spiritual functions that owned individuals to the stage of maturity through growth, maturation and learning (desmita, 2008). methode the approach used in this research is descriptive approach. this study only examines the importance of learning in primary schools. results and discussion family influence in child development family environment is seen as a major determinant of child development. because the initial environment is the main family environment. relationships between families have an important role in determining the pattern of attitudes and behavior of children later in relation to others. although this pattern will change with the growing number of babies and the extent of the environment, but the core pattern tends to remain. in addition, the family or parents must maintain, care for, protect children in order socialization so that they are able to control themselves in social life. the child's relationship with the whole family affects the child's attitude toward others in general. journal of elementary education volume 2 number 1, february 2018 6 | family influence on the development of children e-issn: 2580-7714 p-issn: 2580-9326 the reasons for the importance of family influence on child development are (a) the family is the first social group to become the center of the child's identity; (b) the family is the first environment to introduce the values of life to the child; (c) parents and other family members constitute "significant people" for the child's personal development; (d) the family as an institution that facilitates basic human (human) needs, both physical-biological, and sociopsychological; and (e) the child spends much of his time in the family environment (syamsu yusuf and nani m. sugandhi; 2011). the family environment is the first educational environment, because in this family the first child gets upbringing and guidance. also in the main environment, because most of the child's life is in the family, so in educating the child's most dominant child and most widely accepted by the child in laying the foundation for the education of ahlak and the religious life view of the child. on the development of children take place in sequence or continuous through period or period. according to santrock (yusuf and nani, 2011) the period of development consists of three periods, namely children (chilhoad), adolescence (adolescence), and adulthood (adulthood). of the three it is classified into several periods, namely: period before birth (pranatal) this period is the lifetime of an individual starting from the time of conception (beginner) to birth, about 9 months in the womb. according to hurlock (yusuf and nani, 2011) attention to the pre-natal development began in 1940, which was not previously a study of experts. this period although relatively short but has significance for further developments. there are six important features of the pre-natal period, as follows. 1. at this time the nature of the mix, which serves as the basis for further development is reduced once for all. 2. good conditions in the mother's body can support the development of innate traits, whereas adverse conditions can hamper its development, even disturbing future patterns of development. 3. newly created individual sex is confirmed at conception, and conditions in ibi's body will not affect it, as well as inherent traits. 4. normal growth and growth occurs more frequently during the prenatal period compared to other periods in the entire life of an individual. 5. the period of pre-natal is a period of great danger, both physical and psychological. journal of elementary education volume 2 number 1, february 2018 family influence on the development of children | 7 e-issn: 2580-7714 p-issn: 2580-9326 6. the period of pre-natal is the time when interested people form attitudes on the newly created individual. the role of the family especially the mother in this period is to pay attention to the child while in the womb, such as consuming foods and beverages that are lawful and nutritious, not meroko, do not consume lethargy and illegal drugs and routinely check the content of doctors. infant period. infant period (infacy) is a period of development that extends from birth to 18 or 24 months. this period is characterized by the following characteristics: 1. the basic period of formation of behavior patterns, attitudes and emotional expressions. 2. the period of growth and change goes fast, both physically and psychologically. 3. the period of lack of dependence. 4. the period of individuality increases, that is when the baby develops things that match his interests and abilities. 5. the beginning of socialization. 6. the beginning of the development of the classification of the role of sex, as related to his clothes. 7. the period of interest both in physical form and in behavior. 8. the beginnings of creativity. 9. harmful period, whether physical (like kecalakaan) or psychology (due to bad treatment). in this period according to hammer and turner (yusuf and nani; 2011) family influence is very important. the family acts as a caregiver (caregiver). where mom and dad have a role to maintain the hygiene and health of children, such as providing nutritious food intake, bathing, and dressing clean. and the family also acts as protector (protector). at this time the child begins to crawl and walk, the family or parents need to pay extra attention, to guard and protect it, because by that time the child has started to explore his environment, he can move from one place to another, and try to maneuver ( touching, pulling, pushing or scratching) objects so that when parents are not paying attention, there is a possibility of a child having an accident like a wound, slip or fall. journal of elementary education volume 2 number 1, february 2018 8 | family influence on the development of children e-issn: 2580-7714 p-issn: 2580-9326 early childhood period. the child's early period is a period of development that extends from the end of infancy to the age of 5 or 6 years, this period is sometimes called preschool years' preschool years. during this period, the child learns to become more independent and cares for himself. they develop school readiness (such as following orders, and getting to know the letters) and spending much of their time playing with peers. where according to hummer and turner (yusuf and nani; 2011), that the family acts as a nanny. when the child is at the age of preschool, in general (especially those living in urban areas) the child has entered kindergarten or ra. for that family or parents need to provide care or guidance to children, such as: 1. familiarize children to wear their own clothes and feed themselves, 2. maintaining personal hygiene and environment, 3. mambimbing ways of social relationships with friends in school, 4. familiarize the child to do his own homework. midter and late childhood period. this period is a period of development that spans from about 6 to 10 or 11 years of age. this period is often called elementary school years. children at this time have mastered the basic skills of reading, writing and mathematics. the central theme of this period is the achievement and the development of self-control. in this period according to hummer & turner, explained that the family acts as a driver. where when children already have a lot of activity, especially related to the academic and social (extracurricular) programmed in school. related to that, the family especially the parents need to facilitate the child's activity, that is by motivating or encouraging him to keep the spirit to actively follow the activities programmed school (yusuf and nani; 2011). adolescence period. adolescence is a period of transition between childhood and adulthood, ranging from about 12-13 years to 19-20 years, characterized by changes in biological, cognitive and socioemosional aspects. the key task of adolescents is the preparation for adulthood. in this period according to hummer & turner explained that the family, especially the parents as a counselor role. the term konseleor here is not meant to be a professional counselor who provides guidance and counseling services at school, but how families or journal of elementary education volume 2 number 1, february 2018 family influence on the development of children | 9 e-issn: 2580-7714 p-issn: 2580-9326 parents apply the attitude and treatment to the child like a counselor who serves as a facilitator and motivator for the child in achieving its development. at the age of adolescence, the development of the child is leading to an independent attitude, the desire to be free from the interference of others, so that children do not want to be treated like a child. therefore, a more suitable approach in dealing with teenagers is dialogue. for example, when a child chooses a major in a school or chooses a major in a college, the family or parents should not dictate or require the child to choose a particular department or college, but to make a dialogue on what the department is, what the entry requirement is, why choose a course that, and bgaimana learning process in the department. through the dialogue, the child will have a broad understanding, so he can make his choice with careful consideration. adult period (adulthood) this period consists of three periods, namely the beginning, middle and end of adulthood. the early adult period starts from the age of about 20 years to 30-35 years. this is the time for individuals to build independence (personal) and economic independence and career development. the mid-adult period begins around the age of 35 to 45 years, and ends at the age of 55 to 65 years. this period is a time of increased interest to instill values into the next generation, increasing the reflection on the meaning of life and attention to his own body. while the adult end is a range from the age of 60 or 70 to death. this period is a time of adjustment to the weakening of strength and physical condition, retirement and reduced income. when viewed from the task of development for each period / age of development, the actual completion of child and adolescent development is also influenced by the achievement of adult developmental tasks. for example, if in the early adult age of a married man and woman, they are required to complete such age-appropriate developmental tasks, such as the obligation to manage the household, nurture and educate the child, and work, if they have successfully completed the tasks these developments mean they have indirectly facilitated the child in completing his developmental tasks. individual life processes range from the period of the pregnancy to the old age. in the course of each period there are influences that can be affected, one of the main influences is the family. the family is very influential is very important in the child's life because the first education that children get from the family. if the influence of a good family to the child will produce children with good development as well, but when the influence is not good to the journal of elementary education volume 2 number 1, february 2018 10 | family influence on the development of children e-issn: 2580-7714 p-issn: 2580-9326 child will result in the formation of the child's behavior that failed. as havigashurst (yusuf and nani, 2011) says, “a development task is taks which aries at or about a certain period in the life of the individual, successful achievement of which leads to his happiness and to success with laters task, while failure leads to unhappiness in the individual, disaproval by the society, and difficulty with later tasks.” that is, the task of development is a task that arises at a certain period in the life span of the individual, which if the task is successfully completed will bring happiness and success in completing the next task; while failing, it will cause unhappiness in the individual concerned, cause community rejection, and difficulties in completing subsequent tasks. conclusion family environment is the first educational environment, because in this family every individual or a child first get education and guidance. it is said that the main environment, because most of the life of an individual or a child is in the family, so that education most widely accepted by individuals or children is in the family and family as well as laying the basic knowledge of ethics and norms against him. the family itself is either a group or a group of people living in one household because of the blood relations, marriage, or adoption that live together as one unit or the smallest unit of society and there is usually always a blood relation, marriage or other bond, one house led by a head of the family and eating in a pot. they interact with each other, have their own roles and create and maintain a culture. the development of the child itself is that unrestricted development of the growing sense of growth, but in it is also contained a series of continuous and fixed changes of the physical and spiritual functions that individuals have to the stage of maturity through growth, maturation and learning. according to santrock (yusuf and nani, 2011) the period of development consists of three periods, namely children (chilhoad), adolescence (adolescence), and adulthood (adulthood). of the three were classified into several periods, namely: (1) the period of the child: before birth (pranatal) in which the family is very influential, especially the mother keep and pay attention to the child while in the womb, infancy (infacy) where the family has a role as nurse and pelindng , early childhood, in which the family acts as a caregiver, midle and late childhood where the family acts as a driver, (2) adolescence period in which the family acts as a counselor, and the adulthood period journal of elementary education volume 2 number 1, february 2018 family influence on the development of children | 11 e-issn: 2580-7714 p-issn: 2580-9326 (adulthood) where in this period of individual life can be characterized by the achievement of optimal body maturity and readiness to produce (offspring). as a primary educator in a family many benefits parents get to influence development in educating children is the first opportunity to provide a picture of the value and norms to children as a basic strengthening that they must have. opportunities can be described as white paper coloring, much easier than looking for white parts on colored paper. well, here family or parents is the first person who gets a chance to form the character of the child. so that's where the role of the parents family is very important for the development of children's education. therefore, opportunities that should not be excluded parents' families in influencing the development of children who are so supportive of their children to get the best education possible in the process of strengthening their education. acknowledgments researchers would like to thank all those who have supported this research both in terms of morale and material, especially at the stkip sebelas april sumedang. journal of elementary education volume 2 number 1, february 2018 12 | family influence on the development of children e-issn: 2580-7714 p-issn: 2580-9326 references harawi, akbar. (2001), psikologi perkembangan anak : mengenal sifat, bakat, dan kemampuan anak, jakarta : grasindo. desmita. (2008). psikologi perkembangan. bandung : pt remaja rosdakarya offset. hurlock, elizabeth b. (1980). psikologi perkembangan. jakarta : erlangga. reza, m (2017). peran keluarga dalam mendidik anak. [online]. tersedia : https://www.google.co.id/amp/aceh.tribunnews.com/amp/2017/04/08/peran-keluargadalam-mendidik-anak. santrock, johm w.,(1996), child development, boston, massachusetts: mc.graw hill companies soefandi, i dan pramudya, a. (2009). strategi mengembangkan potensi kecerdasan anak. jakarta : bee media indonesia. yusuf, nani. (2011). perkembangan peserta didik. jakarta : pt raja grafindo persada. https://www.google.co.id/amp/aceh.tribunnews.com/amp/2017/04/08/peran-keluarga-dalam-mendidik-anak https://www.google.co.id/amp/aceh.tribunnews.com/amp/2017/04/08/peran-keluarga-dalam-mendidik-anak journal of elementary education volume 2 number 1, february 2018 implementation assistance workshop curriculum 2013 improving teacher ability in mi (madrasah ibtidaiyah) to make plan of learning in east district of jatitujuh| 53 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 implementation assistance workshop curriculum 2013 improving teacher ability in mi (madrasah ibtidaiyah) to make plan of learning in east district of jatitujuh etty jaskarti stkip sebelas april sumedang etijaskarti@gmail.com abstract the purpose of this study is to observe: 1) the final ability of mi teachers to make / compile rpp with discovery learning, problem based learning, and project based learning model according to the provision in the 2013 curriculum after being given the drill method using job sheet. 2) early ability of mi teachers to make / compile rpp with discovery learning model, problem based learning, and project based learning according to the provision in curriculum 2013 before being given practice / drill method using job sheet. data collection during the workshop on curriculum implementation 2013 for 22 hours (3hari). alternative strategy taken in this research using experimental method with pre-experimental design form. while the design used one-group pretest-posttest design. in this design there are pretest before being treated, and posttest after being given treatment using drill method, the study population is all the participants of workshop on the implementation of curriculum 2013 which amounted to 34 mi teachers in one class. posttest implemented towards the end of the workshop. based on the results of the study and discussion are described as follows: 1) the final ability of mi teachers is good with average posttest 77,082 with variance 31,780 and corelasi 0,934> 0,05. 2) the initial ability of mi teachers is still in doubt with pretest averages of 55.440 and variance of 12,678, better ending ability than initial ability and with asymp.sig (2-tailed) = 0.005 <0.05 means there is a difference in ability beginning and end. in the end, it can be concluded that the practice / drill method using job sheet in the workshop can improve the ability of mi teachers to arrange rpp with discovery learning, problem based learning, and project based learning model according to the provision in the 2013 curriculum, in other words the method of drill / drill classified effective in the preparation of rpp based on the provisions according to the curriculum 2013. keywords: training method / drill, rpp with discovery learning model, problem based learning, and project based learning introduction department of religion requested assistance to all widyaiswara pppptk ranks and lecturers of higher education who joined in satker pppptk in west java, and accompanied by local district supervisor to menatar curriculum 2013 with curriculum of curriculum implementation curriculum 2013 in all schools under the auspices of department of religion west java, covering all madrasah ibtidaiyah (mi) both public and private, madrasah tsanawiyah (mts), madrayah aliyah (ma), with a training pattern of 30 hours for 4 days. the 2013 curriculum is a phenomenal curriculum because of its passionate spirit. its powerful advocates, developed in a relatively short time but have the desire to appear perfect. the idea is great, ideal, the model is very different, and certainly very ambitious. this impression is understood by ordinary people before there is an explanation from the minister mailto:etijaskarti@gmail.com journal of elementary education volume 2 number 1, february 2018 54 | implementation assistance workshop curriculum 2013 improving teacher ability in mi (madrasah ibtidaiyah) to make plan of learning in east district of jatitujuh primaryedu e-issn: 2580-7714 p-issn: 2580-9326 of education and culture, that the 2013 curriculum is an implementation of the rpjmn 2010-2014 (national medium term development plan). curriculum policy 2013 is an effort to consolidate the implementation of the national education system which is one of the policies that reads for the improvement of the curriculum of primary and secondary education. for beginners, understanding the essence of the 2013 curriculum is relatively difficult because it requires a high appreciation ability with high-level reason. we need to change teachers' mins from instant-thinking habits to "indicative" thinking. for example, if you as a teacher, usually in the learning process in the classroom, we perku measure improving the ability of learners only from the aspects of cognitive and skills. learning outcomes can be known immediately. we recommend the curriculum 2013, teachers are asked to also observe the tendency of the attitude of learners at any time, whereas the attitude aspect is generally indicative. however, we should also be grateful that the 2013 curriculum is a wellintentioned curriculum because it is an expression of all the good wishes to shape the best generation of the indonesian nation in the future. are we able to do it? in this case the researcher in the worshop mentoring the implementation of the 2013 curriculum provides materials: simulation of scientific-based learning, authentic assessment simulation, rpp preparation, creating learning media, peer teaching. during the lesson of the 2013 curriculum accompaniment training program with rpp preparation training materials, the drill using a job sheet with time of 22 hours in 3 days is inseparable from pretest and posttest assessment, attitude, knowledge and skill, but in data analysis here only using pretest and posttest only. the drill is a subsystem of the 2013 curriculum implementation guidance workshop which is a structured and scheduled activity, and provides opportunities for teachers to gain real experience in order to improve knowledge, attitudes and skills related to the level of knowledge of rpp preparation. based on the situational analysis and the above problems, to find out how "the drill by using the job sheet and the tematic sd package book according to the tema class can improve the ability of mi teachers in making / preparing the rpp in accordance with the provisions of the 2013 curriculum in candy 65 of 2013 on standard process ?. the things that are the focus of this research is the improvement of the final ability of teachers on the preparation of rpp after being given the practice / drill method. in relation to only 1 class of training / workshop, the data collection was conducted during 22 hours of training (3hari) in journal of elementary education volume 2 number 1, february 2018 implementation assistance workshop curriculum 2013 improving teacher ability in mi (madrasah ibtidaiyah) to make plan of learning in east district of jatitujuh| 55 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 the learning process using the drill / exercise method using job sheet and primary school theme book package according to the class group. providing guidance on the implementation of the 2013 curriculum to teachers to understand the 2013 curriculum, which is a planning document that contains the objectives to be achieved, the content of the material and the learning experience to be undertaken by students, strategies and ways that can be developed, evaluations designed to gather information about the achievement of objectives, and the implementation of the documents designed in the form of real. the objectives and benefits of the curriculum implementation workshop 2013 are as follows: 1. provide information to teachers about the concept of a scientific approach that essentially provides learners with the experience to acquire knowledge based on scientific methods independently, as this approach encourages or forces learners to observe, question, search data, summarize, and communicate the results. 2. introduce permendikbud number 65 of 2015 on standard process chapter iv implementation of learning which explains that to strengthen the integrated and scientific thematic approach it is suggested to apply discovery / inquiry learning. to encourage learners to produce creative and contextual works, both individuals and groups, it is recommended to use a learning approach that produces project based learning. 3. developing learning activities which contains the introduction, core and closing steps. in the core activities of permendikbud number 65 of 2013 on standard process chapter iv implementation of learning provides opportunities for teachers to use discovery / inquiry learning model, problem based learning model, and project based learning model the steps to be followed and present in the core activities, the following should be in accordance with the model used and all of these are contained in the rpp which should be prepared by the teachers. 4. target achievement achievement / workshop on curriculum implementation implementation 2013: mi, mts and ma teachers in west java are target for bdkdepartment of religion for the intellectual life of indonesian nation through mi, mts, and ma schools. the success of learning of teachers is an improvement in their ability, is the achievement of the state of the change process that is the change of behavior as a result of interaction with the environment in the learning process. the success of learning can be known by evaluation because evaluation means the assessment of the level of ability of journal of elementary education volume 2 number 1, february 2018 56 | implementation assistance workshop curriculum 2013 improving teacher ability in mi (madrasah ibtidaiyah) to make plan of learning in east district of jatitujuh primaryedu e-issn: 2580-7714 p-issn: 2580-9326 teachers to achieve the goals set in a program. the indicator of the success of learning as a benchmark in declaring that a teaching and learning process can be said to succeed: a) absorption ability of learning materials to achieve high achievement, both individually and group (cognitive is knowledge), b) behavior outlined in the purpose of learning has achieved by both individual and classical teachers (affective is attitude). c) skills in developing / creating a clear systematic rpp is an applied knowledge and attitude that must be understood by teachers properly and correctly. the drill method, this method is generally used to obtain a dexterity or skill from what has been learned. drill in denotative is an action to improve skill and skill. as a method, drill is a way of teaching learners (teachers) to develop skills and skills and can develop attitudes and habits. exercise or practice is a process of learning and getting used to being able to do something, (abdul majid, 2016). job sheets are provided based on discovery, problem based learning and project based learning models, which teachers should try to follow as they are the content of the core activity as the learning steps in the lesson plan. learning by job sheet is not testing teachers, but training teachers, so teachers can think and work to understand the learning models desired by curriculum 13. training implementation method. each teacher from each village from a nearby sub-district of a district is called to attend the 2013 curriculum implementation assistance training, and is placed in a school that is a kkm, if for mi, while for mts and for ma se mgmp. with some material level with 30 hour training pattern. teachers who exist in the place that has been determined from the ranks of the department of education, supervisors and lecturers / widyaiswara who has been appointed by the ministry of religion. the table below is a training pattern in the workshop for the implementation of curriculum 2013 k-min mined source of kulon kecamatan jatitujuh regency majalengka. no training materials number of hours 1 curriculum implementation policy 2013 2 2 change of mindset and rationalization of curriculum 2013 2 3 analysis of skl, ki, kd 2 4 analysis of master's books and student books 2 5 developing a document 1 curriculum 2 6 simulation of scientific-based learning 4 7 authentic assessment simulation 4 8 preparation of rpp 6 9 creating learning media 4 10 peer teaching 4 number of jpl 30 journal of elementary education volume 2 number 1, february 2018 implementation assistance workshop curriculum 2013 improving teacher ability in mi (madrasah ibtidaiyah) to make plan of learning in east district of jatitujuh| 57 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 eligibility for higher education lecturers, lecturers who are able to manage the subject of education and subject matter have been trusted by a training institution of pppptk, seameo qitep in science, lpmp is authorized to run min, mts, man under the auspices of department of religion. the relationship between lecturers in higher education with this type of activity, in general, the lecturer has followed the socialization of curriculum at national and regional levels. method the method used in this research is experimental research method with preexperimental designs design with one-group pretest-posttest design and is a research used to find the effect of treatment (treatment) specified in the sample. the type and source of this research data is primary data. primary data is data obtained directly by researchers in conducting their research, data obtained before the learning (pretest) and the end of learning (posttest) using the method of drill / exercise at the curriculum implementation workshop 2013 in sumber kulon village, jatitujuh sub-district majalengka regency. taken 2 data pretest and posttest result which is the ability of beginning and end only. the sample used is the workshop participants amounted to 34 teachers. table 1. identification of variables dependent variable (y) end-ability of mi posttest teachers dependent variable (y) end-ability of mi posttest teachers dependent variable (y) end-ability of mi posttest teachers independent variables (x) early ability of mi pretset teachers independent variables (x) early ability of mi pretset teachers independent variables (x) early ability of mi pretset teachers the analysis steps are: the normality test is performed to determine whether the data is from a normally distributed population. a homogeneity test was conducted to find out whether two samples were taken to have a homogeneous variance or not. in this homogeneity test used levene test with 5% significance level. hypothesis used in homogeneity test of variance. because of the same sample then use wilcoxson test with 5% significance level. journal of elementary education volume 2 number 1, february 2018 58 | implementation assistance workshop curriculum 2013 improving teacher ability in mi (madrasah ibtidaiyah) to make plan of learning in east district of jatitujuh primaryedu e-issn: 2580-7714 p-issn: 2580-9326 statistics x n valid 34 missing 0 mean 55.4412 std. error of mean .61065 median 55.0000 mode 55.00 std. deviation 3.56065 variance 12.678 range 10.00 minimum 50.00 maximum 60.00 sum 1885.00 percentiles 25 55.0000 50 55.0000 75 60.0000 statistics y n valid 34 missing 0 mean 77.0882 std. error of mean .96680 median 78.0000 mode 84.00 std. deviation 5.63736 variance 31.780 range 19.00 minimum 65.00 maximum 84.00 sum 2621.00 percentiles 25 74.0000 50 78.0000 75 84.0000 the mean difference test is intended to determine whether the average experiment class data differs significantly with the mean of the control class data. if the data is normally distributed and the variance is homogeneous then the test is done by t test. as for normal distributed data but not having homogeneous variance then the test using t 'test. and for data that is not normally distributed then the test manggunakan nonparametrik test that is using mann-whitney test. test t-testberger (dependent), this test is used to determine whether there is difference in the average value of two groups of data paired. paired here means that one sample gets different treatment from time dimension. to analyze two samples correlated with the type of interval / ratio data, two-t test is used. the design of hypothesis testing is to know the difference of pretest and post test value on the drill method. journal of elementary education volume 2 number 1, february 2018 implementation assistance workshop curriculum 2013 improving teacher ability in mi (madrasah ibtidaiyah) to make plan of learning in east district of jatitujuh| 59 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 t-test paired samples statistics mean n std. deviation std. error mean pair 1 x 55.4412 34 3.56065 .61065 y 77.0882 34 5.63736 .96680 paired samples correlations n correlation sig. pair 1 x & y 34 .934 .000 paired samples test paired differences t mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 x y 21.64706 2.63867 .45253 -22.56773 -20.72638 -47.836 from the above table it can be seen that the average value before the practice / drill (pretest) method is 55.44 with a minimum value of 50 and a maximum value of 60 and a variance value of 12.678. while the average value after the practice / drill (posttest) method of 77.088 with a minimum value of 65 and a maximum value of 84 and the value of variance of 31.780. the variance difference is large enough to indicate homogeneous data, and correlation 0.934> 0.05. it can be concluded that in observation of pretest and posttest data that mean difference of 21,648 and variance difference of 19,102 there is significant difference of ability of mi teacher before and after practice / drill method. determination of criteria test, test criteria conducted to determine the boundaries in making acceptance / rejection of the proposed hypothesis. the test criteria performed are as follows: 1) degree of freedom (dk) = n1 + n2 -2. 2) the real level α = 0.05. 3) test 2 parties. journal of elementary education volume 2 number 1, february 2018 60 | implementation assistance workshop curriculum 2013 improving teacher ability in mi (madrasah ibtidaiyah) to make plan of learning in east district of jatitujuh primaryedu e-issn: 2580-7714 p-issn: 2580-9326 one-sample kolmogorov-smirnov test x y n 34 34 normal parameters a,b mean 55.4412 77.0882 std. deviation 3.56065 5.63736 most extreme differences absolute .255 .184 positive .255 .142 negative -.245 -.184 test statistic .255 .184 asymp. sig. (2-tailed) .000 c .005 c based on the calculations in the table using spss program version 23 which is seen from the kolmogorov-smirnov one-sample test table it can be concluded that in observation of pretest and posttest data has significance value (asymp.sig.2-tailed) for y 0.005 less than 0.05 (5%), meaning that both data are not normally distributed. because the normality requirement is not fulfilled, the hypothesis test is wilcoxon signed rank test. this test is used to determine whether there are differences in the ability of teachers before and after the practice / drill method. the wilcoxon test is used to analyze the results of paired observations from two different whether or not data. wilcoxon signed rank this test is used only for data that does not follow the normal distribution and type of interval or ratio. based on the calculation of the above table asymp.sig. (2-tailed) is obtained 0.000 <from 0.05 which means there is a difference in the ability of teachers after and after the practice / drill method, this indicates that the drill method with job sheet and thematic sd book effectively gives a real influence in improving ability teachers in preparing rpp. results and discussion this research was conducted in the class during the training on curriculum implementation implementation 2013 on 13,14,15,16 august 2015 in sumber kulon village, jatitujuh sub-district majalengka regency, many participants attending the curriculum implementation workshop 2013 are 34 mi teachers. (4jp), preparation of rpp (6jp), creating learning media (4jp), peer teaching (4jp) amounted to 22 jp for 3 days for the material that the researcher gave, the simulated learning-based scientific (4jp), authentic assessment simulation (4jp). journal of elementary education volume 2 number 1, february 2018 implementation assistance workshop curriculum 2013 improving teacher ability in mi (madrasah ibtidaiyah) to make plan of learning in east district of jatitujuh| 61 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 table 2. assessment of learning process by drill method no rated aspect amount total number of teachers percentage (%) 1 participation full presence a. not present 34 0 100 0 2 knowledge (cognitive) pretest a. posttest 34 34 100 100 3 skills (psychomotor) highly skilled to make rpp with computer skilled enough to make rpp with computer highly skilled media skilled enough to create media a. skilled in peer teaching 18 16 26 8 34 52,94 47,05 76,47 23,52 100 4 attitude (affective) active simply on a. not active 28 6 0 82,35 17,64 0 participation is a mental and emotional involvement as well as the participant (teachers) in responding to the activities of the 2013 curriculum implementation workshop and supporting the achievement of the workshop objectives. the participation shown in the above table is 100% with full attendance for 22 hours. for statistical analysis only used prestest and posttest. table 3 pretest value data value group value interval category amount frequency % 1. 81-100 ( a ) very good 2. 76-80 ( a-) good 3. 71-75 (b+) good 4. 66-70 ( b ) enough 5. 61-65 ( b-) enough 6. 56-60 (c+) enough 10 29,41 7. 45-55 ( c ) less 24 70,58 8. 26-44 ( d ) less 9. 0-25 ( e ) less journal of elementary education volume 2 number 1, february 2018 62 | implementation assistance workshop curriculum 2013 improving teacher ability in mi (madrasah ibtidaiyah) to make plan of learning in east district of jatitujuh primaryedu e-issn: 2580-7714 p-issn: 2580-9326 table 4. posttest value data value group value interval category amount frequency % 1. 81-100 ( a ) very good 10 29,41 2. 76-80 ( a-) good 9 26,47 3. 71-75 (b+) good 9 26,47 4. 66-70 ( b ) enough 4 11,76 5. 61-65 ( b-) enough 2 5,8 6. 56-60 (c+) enough 7. 45-55 ( c ) less 8. 26-44 ( d ) less 9. 0-25 ( e ) less conclusion 1. the method of drill is effective and gives a real effect in improving the ability of teachers in making rpp based on the provisions of curriculum 2013. 2. 2013 curriculum implementation is in need of conducive conditions and the creation of a school culture depends on the willingness of the principal. 3. curriculum 2013 is an educational system that is loaded with character education, then the success of the curriculum 2013 is determined by the exemplary culture that develops in schools. 4. the 2013 curriculum requires a culture of initiative in developing schools. teachers without being supervised or motivated, take the initiative to improve themselves in carrying out learning according to the demands of the curriculum 2013. acknowledgments researchers would like to thank all those who have supported this research both in terms of morale and material, especially at the stkip selebelas april sumedang. references ahmad y. 2013. mindset kurikulum 2013. alfabetha , bandung brady,l. 1990. curriculum development. new york, london, toronto, sydney, prentice hall. hunkins, francis p. 1980. curriculum development program improvement.columbus, toronto, london, sydney, a bell & howell company. kemendibud, 2014. panduan pelatihan implementasi kurikulum 2013, jakarta, bpsdm. __________, 2014. tematik terpadu kurikulum 2013, jakarta, puskurbuk. majid. a. 2016. strategi pembelajaran. bandung. rosdakarya sanjaya, w. 2008. kurikulum dan pembelajaran. jakarta. kencana media group. _________, 2015. strategi pembelajaran berdasarkan standar proses. jakarta. media group. trianto. 2007. model-model pembelajaran inovatf berorientasi kontruktivis, surabaya publiser. journal of elementary education volume 2 number 1, february 2018 use of picture and picture model based on multimedia with internalize character education on language civilized educational learning | 13 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 use of picture and picture model based on multimedia with internalize character education on language civilized educational learning dewi afriany susanti universitas quality medan dewigtgs@gmail.com abstract the research conducted is classroom action research by using picture and picture model based on multimedia by internalizing character education on civiv education subject, state iv state elementary matter material 040448 kabanjahe lesson year 2016/2017.the location of this research is sd negeri 040448 kabanjahe. the subjects in this study were third grade students of sd negeri 048232 kabanjahe which amounted to 49 students and as an object is the improvement of learning on the material of state coat by using picture and picture model based on multimedia.data collection techniques are: observation sheet teachers and observation sheets of student activities. data analysis techniques used were observation and test sheets.based on the research that has been done then the implementation of learning activities of teachers 80% (good category), the implementation of learning activities 87 students (good category), and student learning outcomes 85% classically, and the average value 82.from the results of this study can be concluded that the implementation of learning included into both categories, and student learning outcomes have been increased and completed in a classical manner using the picture and picture model based on multimedia to improve student results on civiv education subjects, state iv state elementary school 040448 kabanjahe lesson year 2016/2017. keywords: picture and picture model, multimedia based, character education internalization, civic education introduction education has a very important role in human life. education is a process of changing one's attitude in the long run. education is a way to improve the quality of human resources (hr). according to the law of the republic of indonesia no.12 of 2012, education is a conscious and planned effort to create an atmosphere of learning and learning so that learners are actively developing their potential to have religious spiritual power, self-control, personality, intelligence and noble character. civic education is a subject that is used as a vehicle to develop and preserve the noble and moral values rooted in indonesian culture. this noble moral value embodied in the form of daily life behavior of students, both as individuals and as social beings in the community, and creatures of god almighty. the scope of citizenship education includes: pancasila, nationalism (nation and national identity), state, citizenship, constitution, good govermance, government and government, civil-military relations, religion and state relations, civil society, democracy and human rights (sofhian, 2011: 10). journal of elementary education volume 2 number 1, february 2018 14 | use of picture and picture model based on multimedia with internalize character education on language civilized educational learning primaryedu e-issn: 2580-7714 p-issn: 2580-9326 the goal of citizenship education is to shape the character of a good citizen. in addition, the need for civics to be taught in primary schools is that students are able to understand and exercise the right and obligation to become intelligent, skilled and characterized indonesian citizens in accordance with pancasila and the 1945 constitution, as well as to understand the values of discipline, honesty, and good attitude against fellow human beings. to improve students' learning ability and to overcome difficulties faced by students, the researcher applied multimedia picture and picture model by internalizing character education to increase activities and learning outcomes of elementary students on citizenship education subject. is a series of teaching material delivery by showing concrete images with multimedia point powered to students so that students can understand clearly about the essential meaning of teaching materials that are delivered to students who didalmnya contained the expected character education. learning learning is one form of behavior that is very important for human survival. learn to help humans adjust (adaptation) with the environment. with the human learning process can survive. learning is the process of changing human behavior. below are some experts opinions about learning. learning is one form of behavior that is very important for human survival. learn to help humans adjust (adaptation) with the environment. with the human learning process can survive. learning is the process of changing human behavior. r. gagne in ahmad susanto (2014: 1), states: learning can be defined as a process by which an organism changes its behavior as a result of experience. learning and teaching are two concepts that can not be separated from one another. these two concepts become integrated in one activity where reaction occurs between teacher and student, as well as students with students at the time of learning. herman hudojo in asep jihan and abdul haris (2013: 3) states: learning is an activity for everyone, knowledge of skills, passion and attitude of a person is formed, modified and developed due to learning. therefore one is called learning, if it can be assumed in a person to be a process of activity resulting in a change of behavior. snerner in dimyati and mudjiono (2013: 9) states: learning is a behavior. at the time people learn, the response becomes better. conversely, then he did not learn then the response decreased. in learning, the following findings are found: (i) chance of occurrence of events which elicits a learners response, (ii) the learner's response, (iii) the corroborating consequences of the response. reinforcement occurs in the stimulus that corroborates the journal of elementary education volume 2 number 1, february 2018 use of picture and picture model based on multimedia with internalize character education on language civilized educational learning | 15 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 consequences. from some of the opinions of the experts above can be interpreted learning is the process of one's efforts to improve the cognitive, affective and psychomotor skills acquired through experience and aims to change the personality becomes more established. learning model picture and picture picture and picture learning model is a model where teachers use tools or picture media to explain a material or facilitate students to actively learn. by using the tools or media images, it is expected that teaching and learning conditions can be fun and students are able to follow the lesson with focus, and messages delivered by teachers can be accepted and pervasive in the heart, and can be remembered by students. according to istarani (2012: 12) picture and picture is a series of teaching material delivery by showing concrete images to students, so that students can understand clearly about the essential meaning of the teaching materials presented to him. thus, the main ingredients of using the picture and picture model are the drawings that concern the learning materials. with no drawing, it is impossible to do the teaching and learning process by using model picture and picutre. according to hamdani (2011: 89) "picture and picture model is a learning method that uses images that are paired or sorted into a logical sequence". from the opinion of the experts above can be concluded that the picture and picture model is a learning model that the delivery of material by using the pictures and sorted into a logical sequence and have the right argument. media media is any form of intermediary used to convey an information or message. the word media comes from the latin medium which is literally 'middle', 'intermediate', or 'observer'. or in other words the media is an intermediary. according to arsyad (2013: 4) "media is a tool that is physically used to convey the content of teaching materials, which consists of books, tape recorders, tapes, video cameras, video recorders, films, slides, photographs , pictures, graphics, television and computers ". furthermore, according to fathurrohman and sobry (2007: 65) "media is a tool used to distribute messages or information from the sender to the recipient of the message". from the opinion of experts above can be concluded that media is a tool used by educators who used to mnyampaikan teaching materials to learners, so that learners can easily understand the teaching materials presented to him. journal of elementary education volume 2 number 1, february 2018 16 | use of picture and picture model based on multimedia with internalize character education on language civilized educational learning primaryedu e-issn: 2580-7714 p-issn: 2580-9326 the image media is a visual medium that can be seen only. media images is the most commonly used learning media, in the form of images relating to teaching materials that serve to convey messages from teacher to student. according to arsyad (2013: 102) "media image is the visualization of messages, information or concepts to be conveyed to students can be developed in various forms, such as photographs, drawings, lines, graphics, charts and a combination of two or more forms". : 262) "media image is a two-dimensional visual representation that utilizes the drawing design as a means of consideration about everyday life, such as concerning human, events, objects, places and so on." from the opinion of the experts above can be drawn conclusion that media image is visible visual media presented to learners relating to teaching materials delivered to him, so as to motivate, encourage, and attract the attention of learners in the learning process. model picture and picture model picture and picture has steps in making it, this matter put forward by istarani (2012: 7). step by step model picture and picture a. the teacher conveys the competence to be achieved. b. present the material as an introduction. c. teacher shows / shows pictures of activities related to the material. d. teachers appoint / invite students alternately to install / sort pictures into a logical sequence. e. master asks the reason for the sequence of images. f. from the reason / sequence of images the teacher starts to instill the concept / material in accordance with the competence to be achieved. g. conclusion / summary. multimedia in the current era of globalization, multimedia is also needed in teaching and learning activities to attract students' attention and make innovations in learning. therefore, to create a class situation that attracts the merging of the picture and picture model of multimedia -based is very helpful to the teacher in transferring his knowledge to students to facilitate students' understanding of multimedia lessons is the use of computers to present and combine text, sound, images, animation and video with tools aids (tools) and connections (links) so that journal of elementary education volume 2 number 1, february 2018 use of picture and picture model based on multimedia with internalize character education on language civilized educational learning | 17 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 users can navigate, interacted work and communicate (hofstetter 2001) as a tool for presentation assistance. to produce a good and significant multimedia required elements that have the ability to convey an information. the multimedia elements include: a. text the text is usually generated by a word processing program and is the primary information in most multimedia applications, namely the menus, navigation systems and programs themselves. the text is explicit and accurate. vaughan (1993, p12) argues that texts can provide many meanings for expressing what is meant to be so important in the delivery of information to be able to display an app that is appealing, the balance of text usage on the screen needs to be taken into account. b. animation animation is a moving image. animation can be generated by displaying picture frames quickly to produce movement effects. with animation, we can present a visual concept which, if described in other ways, will be much more difficult. animations can also be interactive. c. graffic graphics are especially useful to illustrate something or compare information. graphs can be curves, photos, scanners and other images either two-dimensional or threedimensional. d. image the image is an object that can be displayed in graphical form (non-text) or a codeshaped concept that has no relation with time (andleigh and thakrar, 1996, p39). e. audio according to vaughan (1993, p37), sound is the most sensational multimedia element. the integration of audio or sound into multimedia applications can provide information that other media can’t provide. there is information that is impossible or very difficult to explain without voice assistance. character education character is the values that are imprinted in the self through education, parenting, experimentation, sacrifice, and environmental influences so that the intrinsic value that underlies the attitude and behavior of a person. character does not come alone but must be journal of elementary education volume 2 number 1, february 2018 18 | use of picture and picture model based on multimedia with internalize character education on language civilized educational learning primaryedu e-issn: 2580-7714 p-issn: 2580-9326 formed, developed and built consciously and deliberately. according to the minister of national education (2011: 8), there are nine pillars of character, namely: a. the character of god's love and all of his creation. b. independence and responsibility. c. honesty / trust and diplomatic. d. respectful and polite. e. generous and helpful-help and mutual cooperation / cooperation. f. confident and hardworking. g. leadership and justice. h. good and humble. i. character of tolerance, peace and unity. zainal aqib (2011: 38), argued that character education is the overall relational dynamics between individuals with various dimensions, both from within and from outside himself. in order for the person to be more able to live his freedom so he can be more responsible for the growth of himself as a person and the development of others in their lives. in short, character education bias is defined as a social aid so that the individual can grow in living his freedom in living with others in the world. according to the ministry of national education (2011: 21), in practice character education is a system of planting the values of the character in the school community that includes the components of knowledge, awareness or willingness, and actions to implement those values, both against god almighty (yme). self, fellow, environment, and, nationality to become human beings kamil us. character education is character education plus, which involves aspects of knowledge (cognitive), feeling (feeling), and action (action). according to thomas lickona (in kemendiknas 2011: 7), without these three aspects, then education will not be effective. so, it can be concluded that character education is education to form values, moral education, moral education, character education, or moral education that aimed at developing the ability of learners to give good decisions, and realize the goodness of good in everyday life. civic education the nature of citizenship education is a conscious and planned effort to educate the nation's life for citizens by fostering the nation's identity and morals. pancasila and citizenship education are subjects focusing on religious, socio-cultural, linguistic, age and journal of elementary education volume 2 number 1, february 2018 use of picture and picture model based on multimedia with internalize character education on language civilized educational learning | 19 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 ethnic formation, to be intelligent, skilled, and characterized citizens mandated by pancasila. the purpose of civics subject is as follows: a. think critically, rationally, and creatively in response to citizenship issues. b. participate in a responsible and responsible way and act intelligently in the activities of society, nation, and state. c. growing positively and democratically to establish themselves based on the characters of indonesian society in order to live together with other nations. d. the goal of citizenship education is to shape the character of a good citizen. in addition, the need for civics to be taught in primary schools is that students are able to understand and exercise the right and obligation to become intelligent, skilled and characterized indonesian citizens in accordance with pancasila and the 1945 constitution, as well as to understand the values of discipline, honesty, and good attitude against fellow human beings. the material taken from the civics subject of the subject of the state symbol of indonesia is pancasila. pancasila has a symbol on every silanya and also has meaning and meaning. state symbol of a gold-colored garuda birds shrouded shields in which pictured symbols pancasila, and gripped a piece of white ribbon that reads "bhinneka tunggal ika". in accordance with the design, the symbol is officially named garuda pancasila.pancasila is the basic ideology for the state of indonesia. the name is made up of two sanskrit words: five means five and sila means principle or principle. pancasila is the formulation and guidance of the life of nation and state for all the people of indonesia. garuda pancasila consists of three main components, namely garuda bird, shield. methods type of research conducted is research action class (ptk). the subject in classroom action research (ptk) is a fourth grader sdn 048232 kabanjahe lesson year 2015/2016. the object of this study is the result of student learning in the lesson of civics using picture and picture model based multimedia by internalizing character education on the subject of civics subject of the state symbol indonesia. data collection tools are: a. observation sheets (teachers and students) b. test journal of elementary education volume 2 number 1, february 2018 20 | use of picture and picture model based on multimedia with internalize character education on language civilized educational learning primaryedu e-issn: 2580-7714 p-issn: 2580-9326 data analysis techniques are: 1. observasi observation is conducted to determine the suitability of the action done with the plan that has been prepared, so it can be seen whether the implementation of the action carried out to produce changes in accordance with the desired. to analyze the result of observation to teacher and student determined by formula: a. master activity assessment to know the implementation of learning teacher activity used the formula: hp = 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑂𝑏𝑠𝑒𝑟𝑣𝑎𝑡𝑖𝑜𝑛 𝑅𝑒𝑠𝑢𝑙𝑡𝑠 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑂𝑏𝑠𝑒𝑟𝑣𝑎𝑡𝑖𝑜𝑛 𝑃𝑜𝑖𝑛𝑡𝑠 (piet a.sahertian, 2013:61) (1) table 1 assessment criteria in the implementation of learning teacher activity (piet a.sahertian, 2013: 61) assessment criteria information a = 81 – 100 % very well b = 61 – 80 % good c = 41 – 60 % enough d = 21 – 40 % less e = 0 – 20 % very less b. assessment of student activities to know the implementation of student activity learning used the formula: value of students = 𝐴𝑛 𝐴𝑐𝑞𝑢𝑖𝑠𝑖𝑡𝑖𝑜𝑛 𝑆𝑐𝑜𝑟𝑒 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒 𝑥 100 (2) (adoption of asep jihad and abdul haris, 2012: 130) journal of elementary education volume 2 number 1, february 2018 use of picture and picture model based on multimedia with internalize character education on language civilized educational learning | 21 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 table 2 assessment criteria in the implementation of learning student activity (asep jihad, 2012: 130) assessment criteria information 1 = 10 – 29 very less 2 = 30 – 49 less 3 = 50 – 69 enough 4 = 70 – 89 good 5 = 90 – 100 very good 2. learning result a. determining individual student assessment by the formula: %100x tt t kb  (trianto, 2010:241) (3) information : kb = mastery learning t = number of scores students gained tt = total score total b. determining student's students' satisfaction with the formula: ∑ students complete learning p = 100% ∑ student (zainal aqib,dkk,2010:41) (4) c. determining the average value of a class by the formula: 𝑥 ̅ = ∑ 𝑓𝑖.𝑥𝑖 ∑ 𝑓𝑖 sudjana(2005 :67) (5) information : �̅� =avarage value ∑ 𝑓𝑖. 𝑥𝑖= the sum of all student grades ∑ 𝑓𝑖 = the number of students journal of elementary education volume 2 number 1, february 2018 22 | use of picture and picture model based on multimedia with internalize character education on language civilized educational learning primaryedu e-issn: 2580-7714 p-issn: 2580-9326 by using model picture and picture based multimedia by internalizing character education on civic subjects the subject of state coat of arms in class iv sd negeri 040448 kabanjahe lesson year 2016/2017 can increase student learning outcomes and complete the classical and implementation of good categorized learning results and discussion based on the analysis of data on cycles i and ii then the important points that need to be studied are as follows. 1. pelaksanaan pembelajaran a. based on the results of research on the first cycle is known implementation of learning activities of teachers 53.33% (sufficient criteria) because it has not met the standard provisions of the implementation of learning is at least 75% (good criteria). while the activity of student 58,33 (criteria enough) because not yet fulfill standard of instruction implementation requirement that is, at least 75 (good criterion) by applying picture and picture model based multimedia by internalizing character education at cnn subject of state coat subject in class iv sd negeri 040448 kabanjahe lesson year 2016/2017. b. based on the result of the research in cycle ii, it can be seen that the implementation of learning activity of teacher is 77,83% (good criterion because it has fulfill the standard of instruction implementation that is minimum 75% (good criterion) and student activity 86,66 (good criterion) the provisions of the implementation of learning is 75 (good criteria) by applying model picture and picture model based multimedia by internalizing character education on the subject of civics symbol of the state in class iv elementary school 040448 kabanjahe lesson year 2016/2017. c. thus, the implementation of learning by applying the picture and picture model based multimedia by internalizing character education on the subject of civics the subject of the state coat of arms in class iv sd negeri 040448 kabanjahe lesson year 2016/2017 is classified as good criteria. 1. learning result a. cycle i of 49 students of 30 students complete class (61.22%) students and from 49 students the number of students who do not complete 19 (38,78%) by applying multimedia picture and picture model model by internalizing character education at civic subjects subjects of state coat of arms in class iv elementary school 040448 kabanjahe lesson year 2016/2017. not yet completed classically because where a class journal of elementary education volume 2 number 1, february 2018 use of picture and picture model based on multimedia with internalize character education on language civilized educational learning | 23 primaryedu e-issn: 2580-7714 p-issn: 2580-9326 is said to complete the classical learning if in the class there are 85% of students who have completed study while the average obtained is 69.79. b. cycle ii of 49 students who complete classically 45 (91,83%) students and from 49 students the number of students who are not complete 4 (8.17%) by applying multimedia model picture and picture model by internalizing character education at civic subjects subjects of state coat of arms in class iv elementary school 040448 kabanjahe lesson year 2016/2017. because where a class is said to complete the classical learning if in the class there are 85% of students who have completed study while the average obtained is 85.30. thus the results of student learning by applying model picture and picture model based multimedia by internalizing character education on the subject of civics the subject of state coat of arms in class iv elementary school 040448 kabanjahe lesson year 2016/2017 increased and completed in a classical. conclusion the conclusion in this research are: 1. implementation of learning by applying picture and picture model based multimedia by internalizing character education at cnm lesson already categorized good. 2. learning outcomes are increasing by applying multimedia-based picture and picture models by internalizing character education on civic subjects. acknowledgment for that writing to thank as much as possible to: 1. mrs. prof. dr. erna frida, m. si as the rector of the university of quality. 2. mr. drs. osbeth sinaga, m.si as vice chancellor of quality university. 3. mr. drs. heriyanto, m.pd, as dean of fkip university of quality. 4. drs. pandapotan tambunan, m.pd, as head of teacher education program of elementary school of quality university. 5. mr. and mrs. lecturer / teaching staff at the faculty of teacher training and education university of quality. 6. headmaster of sdn 040448 kabanjahe. 7. to the big family and to colleagues journal of elementary education volume 2 number 1, february 2018 24 | use of picture and picture model based on multimedia with internalize character education on language civilized educational learning primaryedu e-issn: 2580-7714 p-issn: 2580-9326 references arikunto, suharsimi, dkk. 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