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This study aims to determine whether there is an effect of the storytelling method using wayang media on the listening skills of class II students at SDN 32 Cakranegara in the 2022/2023 academic year. The type of research used is Quasi Experimental Design type Nonequivalent Control Group Design. The population in this study were all grade II students at SDN 32 Cakranegara for the 2022/2023 academic year with a total of 70 students. The sampling technique used was Simple Random Sampling and obtained 30 students as samples. The data collection technique used tests in the form of multiple choice questions and filling in the results of listening skills (pretest-posttest). The analysis technique in this study used the t-test, the value of tcount > ttable was obtained, namely 3.316 > 2.469. This shows that Ho is rejected and Ha is accepted which says there is an effect of the storytelling method using wayang media on students' listening skills. The use of the storytelling method using wayang media can affect students' listening skills, therefore it is advisable to use the storytelling method using wayang media in listening learning.

Generalisasi merupakan ciri siswa dapat berpikir matematis. Guru dapat mengembangkan bahan ajar berbentuk buku teks untuk memfasilitasi kemampuan generalisasi. Penelitian ini merupakan hasil pengembangan model ADDIE yaitu tahap penerapan dan evaluasi, dengan produk berupa buku teks matematika kelas VIII semester genap yang berorientasi pada kemampuan generalisasi matematis siswa. Buku teks dengan pendekatan Pendidikan Matematika Realistik (RME) ini memuat lima prinsip meliputi eksplorasi fenomenologi, menjembatani dengan instrumen vertikal, kontruksi dan produksi siswa, interaktivitas, dan keterkaitan. Melalui alur kegiatan pemberian lebih dari satu konteks permasalahan, identifikasi kesamaan pola atau strategi hingga penarikan kesimpulan terkait materi, serta pemberian latihan soal pemodelan, buku teks ini telah memfasilitasi kemampuan generalisasi matematis. Berdasarkan hasil penerapan buku teks yang melibatkan 30 siswa kelas VIII salah satu SMP Negeri di Yogyakarta, persentase banyaknya siswa pada kategori good memenuhi batas minimal 75% yaitu mencapai 93,33%. Generalization is a feature that students can think mathematically. Teachers can develop teaching materials in the form of textbooks to facilitate generalization abilities. This study was the developmental stage of ADDIE model, namely the implementation and evaluation. The study produced a textbook for 8th grade even semester which was oriented to students' mathematical generalization skills. The textbook integrating a realistic mathematics education approach contained five principles including phenomenological exploration, bridging by vertical instruments, pupils’ own constructions and productions, interactivity, and intertwining. The flow of activities provided more than one problem context, identifying similarities in patterns or strategies to draw conclusions related to the material as well as modeling exercises to facilitate students' mathematical generalization abilities. Based on the results of textbook implementation involving 30 8th grade students from one of a state junior high school in Yogyakarta, the percentage of students in good category met the minimum point of 75%, which reached 93.33%.

Penelitian ini bertujuan untuk mendeskripsikan pengaruh model pembelajaran cooperative learning tipe Student Team Achievement Division (STAD) berbantuan media pembelajaran geoboard terhadap pemahaman konsep matematika siswa kelas IV SDN 1 Keruak. Jenis penelitian ini adalah penelitian quasi eksperimen tipe nonequivalent control group design. Populasi dalam penelitian adalah seluruh siswa kelas IV SDN 1 Keruak sebanyak 60 siswa, sedangkan sampel dalam penelitian yaitu siswa kelas IV A sebagai kelas eksperimen sebanyak 31 dan siswa kelas IV B sebagai kelas kontrol sebanyak 29 siswa. Instrumen yang digunakan adalah lembar observasi keterlaksanaan pembelajaran dan tes pemahaman konsep. Analisis data diawali dengan uji normalitas dan dilanjutkan dengan uji homogenitas, selanjutnya dilakukan uji hipotesis dengan uji-t dan uji lanjutan dengan uji effect size. Hasil analisis data menunjukkan nilai yaitu dan nilai Sig. 0,000 < 0,05. Hal ini menunjukkan bahwa pemahaman konsep matematika siswa yang menggunakan model pembelajaran cooperative learning tipe STAD berbantuan media pembelajaran geoboard lebih baik daripada siswa yang memperoleh model pembelajaran konvensional. Selanjutnya dilakukan uji effect size yang didapatkan hasil 1,175 berada pada kisaran nilai strong effect yang berarti model pembelajaran cooperative learning tipe STAD berbantuan media pembelajaran geoboard berpengaruh tinggi terhadap pemahaman konsep matematika siswa kelas IV SDN 1 Keruak.

This study aims to determine the effectiveness of training in making interactive worksheets with Wizer. me on the ability and knowledge of SDN 26 Mataram teachers in making interactive worksheets. This research is quantitative research with a pre-experimental design type one group pretest-posttest. This research includes population research because all 12 teachers are the research subjects. The instrument used was 10 multiple choice questions which were used as pretest and posttest questions. The data analysis technique used a normality test as a prerequisite for analysis, paired sample t-test, an effect size test, and an N-Gain test. All data are normally distributed as indicated by the normality test. The paired sample t-test test shows that there is a difference between the pretest and posttest values ​​where the posttest value is higher than the pretest value. The average value of the N-Gain score is 45.6944 or 46% (less effective). The minimum N-gain score is 0 and the maximum is 83.33%. The conclusion is that training on making interactive worksheets with Wizer. me is less effective in improving the skills and knowledge of SDN 26 teachers in making interactive worksheets.

The ability to develop interactive student worksheets is a competency that educators really need to support the learning process in the classroom. To improve teacher competence, it is necessary to conduct training in using free websites to develop interactive e-LKPD. One of the website platforms that can be used by teachers is the wizer me website. The platform is easy to use and the features provided in preparing the e-LKPD are very complete. The method of implementing community service is carried out in several stages, namely: the preparation stage, the implementation stage, and the evaluation stage. The target of this service is SDN 26 Mataram teachers, totaling 14 teachers. The results of this service can be said to be successful, seen from the teacher's enthusiasm in the practice of making interactive e-LKPD with materials prepared by the service team. Besides that, the teacher's enthusiasm in this training can be seen from the increase in the teacher's test results on the ability to understand the material delivered by the service team. The types of questions practiced by the teacher in making e-LKPD using the wizer me website are multiple choice, short entries, descriptions, matching, searching for words, sorting, labeling pictures. Therefore, by increasing teacher competence in compiling interactive e-LKPD, it is hoped that teachers can develop more fully using the teacher's own materials and ideas according to the needs and characteristics of students.

This study aims to describe the effectiveness of the case method in terms of students' critical thinking skills. This type of research is a quasy experiment with a one-group pretest-posttest design. The population of this study was all students of the Elementary School Teacher Education Study Program (PGSD) at the University of Mataram. The sample used in this study were 29 semesters 2 students taking elementary school mathematics education courses. Data collection techniques using test and non-test techniques. The instrument for collecting data uses a critical thinking ability test. The analysis technique uses the normality test for the prerequisite test, the t-test to find out the difference in the pretest and posttest averages, and the N-Gain score test to determine the effectiveness of the case method. The results showed that the results of the pretest and posttest of students' critical thinking skills obtained successive significance scores of 0.088 > 0.05 and 0.094 > 0.05 meaning that the data was normally distributed. Furthermore, the statistical results of the t-test showed a significance value of 0.000

The purpose of this study was to determine the effectiveness of the TTW (Think Talk Write) learning model on the basic literacy and numeracy abilities of VB class students at SDN Tanak Embang, Selebung, Batukliang, Lombok Tengah, Nusa Tenggara Barat. This research is quantitative research using pre-experimental design method type one group pretest-posttest. This research is a population study because all 21 students in class VB are the research subjects. The instruments in this study were 10 multiple choice questions which were used as questions for students' pretest and posttest. The data analysis technique used a normality test as a prerequisite for analysis, paired sample t-test, an effect size test, and N-Gain test. The normality test shows that all data are normally distributed. The paired sample t-test showed a difference between the pretest and posttest scores, where the posttest scores were better than the pretest scores. The effect size test shows that the score d=-1,445 is in a small category because it is 0.05. This means that the TTW (Think Talk Write) learning model has a small effect on students' basic literacy and numeracy skills. The N-Gain test shows the average N-gain score for class VB is 47.0805 or 47% is included in the less effective category. Thus, it can be concluded that the use of the TWW (Think Talk Write) learning model is less effective in improving the basic literacy and numeracy skills of class VB students at SDN Tanak Embang.

Pada era new normal saat ini, pendidikan mengalami perubahan pembelajaran yang sangat signifikan terutama dengan pemanfaatan teknologi informasi sebagai sarana pembelajaran. Ini menjadi tantangan terbesar guru dalam meningkatkan kompetensi khusunya dalam membuat media pembelajaran yang inovatif. Kegiatan workshop pembuatan media pembelajaran berbasis videoscribe terbagi menjadi empat tahapan. Adapun tahapan secara detail yang akan dilaksanakan pada kegiatan ini yaitu persiapan, menyediakan media pengabdian, pelaksanaan dan evaluasi. Berdasarkan hasil kegiatan yang telah dilaksanakan, pelaksanaan kegiatan workshop ini berjalan dengan lancar dan jadwal pelaksanaan kegiatan sesuai dengan agenda yang telah direncanakan. Rangkaian kegiatan mulai dari tahap persiapan, menyediakan materi dan media pengabdian, pelaksanaan workshop dan evaluasi berjalan dengan lancar. Untuk mengukur keberhasilan kegiatan, tim pengabdian memberikan angket respon terkait pelaksanaan workshop pembuatan media pembelajaran berbasis videoscribe yang dilaksanakan untuk guru SDN 1 Cakranegara sudah terlaksana dengan sangat baik.

As an effort to improve teacher competence in developing interactive and interesting learning resources, training on making interactive worksheets was carried out with wizer.me. Wizer.me has full features for making online assignments. In terms of appearance, this platform is dynamic but simple. There are several features provided by wizer.me including community, worksheets, create new worksheets, learners, and coffee room. This community service activity is divided into three stages, namely the preparation stage, the implementation stage, and the evaluation stage. This service is targeted at the teachers of SDN 26 Mataram, totaling 14 people. The training was conducive because 14 participants were guided by 5 members of the service team so that if there were difficulties, they could be resolved immediately. Participants were also enthusiastic about participating in the training because the presenters presented in a communicative language and guided step by step while making sure the participants had gone through each step well. The Service Team has also prepared emails that can be used as well as questions so that participants only need to input them. Some participants were also active in asking if there was something they didn't understand. Given the limited time, there are only 5 types of questions that can be practiced by participants, including multiple-choice, blank, matching, fill-on image, and word search puzzles.

Lembar kerja peserta didik (LKPD) interaktif saat ini sangat penting untuk dikembangkan agar dapat mendukung ketercapaian tujuan pembelajaran yang sudah dirumusukan. Pengabdian masyarakat ini bertujuan untuk meningkatkan kemampuan peserta dalam merancang dan mengembangkan LKPD interaktif dengan model Predict, Observe, and Explain (POE) berbasis kearifan lokal. Subjek dan lokasi pengabdian ini adalah guru-guru di SDN 12 Ampenan. Pengabdian ini dilaksanakan selama 4 jam dengan tahapan sebagai berikut: (1) pemaparan materi pertama tentang pengenalan LKPD dengan model POE berbasis kearifan lokal; (2) pemaparan materi kedua tentang cara membuat LKPD dengan model POE berbasis kearifan lokal; (3) pemaparan materi ketiga tentang pembuatan LKPD interaktif dengan liveworksheet; (4) peraktikum dan pendampingan membuat LKPD interaktif. Hasil pengabdian masyarakat dikatakan sukses dan berhasil. Keberhasilan ditunjukkan dengan antusiasnya peserta pelatihan dalam menyimak materi yang disampaikan oleh pemateri. Antusias peserta pelatihan ini juga dilihat dari proses pendampingan pada saat peraktik membuat LKPD interaktif. LKPD interaktif yang dibuat oleh peserta pelatihan sangat baik karena peserta pelatihan sudah mampu membuat berbagai jenis model soal diantaranya yaitu: soal pilihan ganda, isian singkat; uraian, join arrow, drop down, drag and drop, check box, word search, dan soal listening and speaking.

Cases of violence against children are still common in school environments, even the perpetrators themselves are school residents. Cases of violence include emotional violence, verbal violence, physical violence, and sexual violence. Child-Friendly Schools are set up in an effort to reduce cases of child abuse and as a form of state, a responsibility to fulfill the rights of children as mandated in law no. 35 of 2014. In an effort to realize the Child-Friendly School on an ongoing and better basis, the community service team socialized the strategy and policy of child-friendly schools for PGSD students of Mataram University. PGSD students are chosen because they are prospective teachers who will definitely jump into the school. The socialization was held on 12 August 2020 through the Zoom Meeting.Socialization participants are given information related to six indicators to measure the achievement of SRA, namely: (1) SRA policy, (2) curriculum implementation, (3) education and education personnel trained in children's rights, (4) facilities and infrastructure of SRA, (5) child participation and (6) participation of parents, community institutions, business world, stakeholders and alumni. The outside target or achievement of this socialization activity is improvement the understanding of students regarding child-friendly school policies and strategies.Keywords: socialization; violence; sra policy

Interactive student worksheets are a very important part of learning media to support the learning process to achieve the expected goals. The use of the liveworksheets site is one way to develop interactive worksheets so that online learning can run well. The purpose of this community service is to provide knowledge to teachers to take advantage of the free liveworksheets site to develop interactive worksheets so that the obstacles to teaching and learning activities during the Covid-19 pandemic can be overcome. The method of implementing this service begins with observations to partner schools before the implementation of training activities to discuss the time and need for facilities and infrastructure. Then during the training, the activity begins with the provision of material related to interactive student worksheets and how to create interactive student worksheets using the live worksheet site. Furthermore, assistance is provided during practice for teachers or training participants. The results of this service can be said to be successful, as seen from the enthusiasm of the teacher listening to the material and the practice of making interactive worksheets questions. The types of questions that were successfully practiced by the participants were the types of multiple-choice questions, short entries, descriptions, join arrows, dropdowns, drag and drop, checkboxes, word search, and listening and speaking questions. Therefore, with the increasing ability of teachers to create interactive worksheets, it is hoped that teachers can develop more perfect interactive worksheets that are made according to the needs of students. In addition, the knowledge that has been obtained from this training is expected for teachers to share their knowledge and knowledge with other teachers.

In the context of cultural anthropology, people have known various mathematical activities, such as counting, measuring, and weighting, which have different terms based on each culture. We understand that mathematics emerges from people activities in responding to the existence of their environment. Sasak people conduct various cultural activities in their daily life. One of which is in agriculture and in the form of traditional arts, therefore, this study aims to build mathematical conceptions by exploring the activities of Sasak culture that can be integrated into mathematics learning contextually. This study was an ethnographic research. Data were collected through various literature studies, field observations, and interviews with savvy informants regarding Sasak culture, traditional farming system, and Sasak traditional arts. Research results indicated that the culture of Sasak people relevant with principles and characteristics of Realistic Mathematics Education (RME) is a learning approach that can be integrated, both explicitly and implicitly, Pada konteks antropologi budaya, masyarakat telah mengenal berbagai aktivitas matematika seperti membilang, menghitung, mengukur dan menimbang, dengan istilah yang berbeda dari masing-masing budaya. Kita pahami bahwa matematika muncul dari aktivitas masyarakat dalam merespon keberadaan lingkungan mereka. Masyarakat suku Sasak melakukan berbagai aktivitas budaya dalam kesehariannya. Diantaranya adalah pada aktivitas pertanian dan bentuk kesenian tradisional oleh karena itu tujuan dari penelitian ini adalah membangun konsepsi matematika melalui eksplorasi bentuk aktivitas budaya Sasak yang dapat diintegrasikan ke dalam pembelajaran matematika secara kontekstual. Penelitian ini merupakan kajian etnografi. Data dikumpulkan melalui berbagai studi literatur, observasi lapangan, dan wawancara dengan informan yang memahami budaya Sasak, sistem pertanian tradisional dan bentuk kesenian tradisional Sasak Hasil penelitian ini menunjukkan bahwa relevansi budaya masyarakat suku Sasak dengan prinsip dan karakteristik pendidikan matematika realistik (RME) sebagai pendekatan pembelajaran yang dapat diintegrasikan baik secara eksplisit maupun implisit

Penelitian ini bertujuan untuk mengetahui secara empiris penalaran analogi mahasiswa dalam menyelesaikan masalah matematika berdasarkan gaya berpikir. Jenis penelitian ini merupakan penelitian kualitatif deskriptif. Subjek penelitian sebanyak 32 mahasiswa. Instrumen dalam penelitian ini adalah angket gaya berpikir, soal tes penalaran analogi matematika dan pedoman wawancara. Hasil penelitian menunjukkan bahwa 1) Kemampuan penalaran analogi mahasiswa yang berada pada kategori rendah sebesar 28%, kategori sedang sebesar 56%, dan pada kategori tinggi sebesar 16%. Mahasiswa yang memiliki kemampuan penalaran analogi tinggi sudah mampu menyelesaikan keempat tahapan penalaran analogi hingga Applying (Apl), mahasiswa yang memiliki kemampuan sedang hanya mampu sampai ke tahap ketiga yaitu Mapping (Map), sedangkan mahasiswa dengan kemampuan rendah hanya mampu sampai ke tahap Inferring (Inf); 2) Dilihat dari pola gaya berpikir mahasiswa didapatkan hasil pola gaya berpikir Sekuensial Konkret (SK) sebesar 34%, pola gaya berpikir Sekuensial Abstrak (SA) sebesar 28%, Acak Konkret (AA) sebesar 34%, dan Acak Konkret (AK) sebesar 3%. Kemampuan tinggi rendahnya penalaran analogi tidak dipengaruhi oleh pola gaya berpikir tertentu, sehingga tidak ada kecenderungan suatu gaya berpikir yang lebih tinggi dalam hasil penalaran analoginya.

Penelitian ini bertujuan untuk mendeskripsikan hasil analisis kemampuan komunikasi matematis siswa SD kelas V dan menelaah kesalahan-kesalahan siswa dalam menyelesaikan masalah matematika pada materi pecahan. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Subjek penelitian ini adalah siswa kelas V sebanyak 26 siswa. Instrument dalam penelitian ini dibagi menjadi dua yaitu instrument utama dan instrument pendukung. Instrument utama adalah peneliti sendiri dan instrument pendukung adalah tes soal kemampuan komunikasi matematis yang berbentuk uraian sebanyak 4 soal dimana setiap soal mengandung satu indikator. Hasil penelitian menunjukkan kemampuan komunikasi matematis siswa yang berada pada klasifikasi sangat baik sebesar 4%, klasifikasi baik sebesar 42%, klasifikasi cukup sebesar 35% , dan klasifikasi kurang dan sangat kurang secara berturut-turut sebesar 12% dan 8%. Kemampuan komunikasi matematis siswa secara kumulatif setelah dirata-ratakan berada pada klasifikasi cukup. Dari hasil analisis, siswa sudah mampu merepresentasikan permasalahan matematika ke dalam bentuk gambar untuk mempermudah penyelesaian masalah, serta sudah menuliskan proses penyelesaian masalah dengan benar dan sistematis.

The purpose of this research is to describe the results of the exploration of ethnomathematics of Sasak culture that can be used as a source of learning mathematics. This type of research is exploratory qualitative research with an ethnographic approach. This research focuses on buildings, crafts, arts, and traditional snacks. The research instrument is the researcher himself. While the method of data collection by interview, field studies, and documentation. Data analysis techniques with triangulation are data reduction, data presentation, and drawing conclusions. The results showed that Sasak cultural products can be used as a source of learning mathematics, especially on the elements of geometry including rectangles, triangles, trapezoid, circles, rhombus, laying-kites, cones, cylinders, and pyramid. Learning resources derived from Sasak culture, if properly utilized, will create meaningful mathematics learning for students.

This study aims to determine the effectiveness of the web-based Flipped Classroom model in terms of understanding the mathematical concepts of PGSD students. This type of research is a quasi-experimental quantitative research with one group pretest-posttest. This research was conducted on 2nd-semester PGSD students taking Mathematics Education courses. The population of this study was all 2nd-semester PGSD students and the sample of this study was taken randomly as many as 32 students. This research instrument uses a test for understanding mathematical concepts on geometry material with a total of 10 multiple-choice questions. The data analysis techniques in this study are the normality test as a prerequisite test, the Wilcoxon test to determine the difference between the average pretest and posttest, and the effect size test (Cohen's d) to conclude that the web-based flipped classroom model is effective or not on understanding mathematical concepts. The results of this study indicate that the normality test on the pretest data obtained data with a normal distribution, but on the posttest data the data was not normally distributed, so the Wilcoxon nonparametric test was used. Wilcoxon test results show the results of sig.

Mathematics is found in many activities of traditional culture. However, many perceive that mathematics is culture-free. Based on the occurring phenomenon, ethnomathematics study is made as the connector between mathematics and culture. The presence of ethnomathematics provides many opportunities to discover unique mathematical ideas exist in the traditional culture. This research aims to explore mathematical ideas in the layout of tui gubuk and the architecture of Segenter traditional house that can be made as mathematics learning sources. This study was a qualitative research with ethnographic method. This study was conducted in the traditional village of Segenter, Sukadana Village, Bayan District. Data were collected through an observation and interviews with Adat figures, cultural anthropologists, and traditional leaders who have the knowledge of the customs and culture of Bayan people, which consisted of three informants. Research results indicate that there are mathematical ideas in the layout of tui gubuk and the architecture of Segenter traditional house that can be made as the learning sources of mathematics and can be developed in mathematics learning, especially in materials of set and geometry, both geometry of space and flat geometry., Matematika ditemukan dalam aktivitas budaya tradisi. Namun banyak yang menganggap bahwa matematika bebas budaya. Berdasarkan fenomena yang terjadi, maka kajian etnomatematika dijadikan sebagai penghubung antara matematika dan budaya. Kehadiran etnomatematika memberikan banyak peluang untuk mengkaji ide-ide matematika yang terdapat dalam budaya tradisi yang bersifat unik. Tujuan dari penelitian ini adalah mengeksplorasi ide-ide matematika pada tata ruang tui gubuk dan arsitektur rumah adat Segenter yang dapat dijadikan sumber belajar matematika. Penelitian ini merupakan penelitian kualitatif dengan metode etnografi. Penelitian dilakukan di perkampungan tradisional Segenter Desa Sukadana Kecamatan Bayan. Pengumpulan data dilakukan dengan cara observasi dan wawancara dengan tokoh-tokoh adat, budayawan serta penghulu adat yang memahami adat istiadat dan budaya masyarakat Bayan yang terdiri dari 3 orang informan. Hasil penelitian menunjukkan bahwa terdapat ide-ide matematika yang terdapat pada tata ruang tui gubuk dan arsitektur rumah adat Segenter yang dapat dijadikan sebagai sumber belajar matematika dan dapat dikembangkan dalam pembelajaran matematika terutama pada materi himpunan dan materi geometri baik geometri datar dan geometri ruang.

This study aims to analyze the quality of Bulk frying oil in the Tulungagung district. Four samples were a test using physical parameters, organoleptic, density, and viscosity, while the chemical parameters were a test or the value of free fatty acids, acid numbers, and peroxide numbers. Comparison of the results of the analysis with SNI (Indonesian Standard Oil Quality), the four samples have poor chemical properties quality, it could be known by the acid number of samples 0.56, 0.78, 0.78, 1.65 (%) and Free fatty acids number 2.86, 9.98, 4.23, 6.7 (%) are higher than SNI 0.3 and 0.6 (%), even sample D has a poor peroxide number. So that overall, it is shown that the quality of Bulk oil from the samples used is not good enough.

Pendidikan inklusif di provinsi NTB telah lama didengungkan. Namun demikian dalam implementasinya di sekolah pendidikan inklusif masih banyak mengalami hambatan. Implikasinya adalah perkembangan pendidikan inklusif di NTB masih jauh dari harapan. Salah satu hambatan yang dijumpai adalah tidak adanya panduan praktis dalam pengembangan implementasi pendidikan inklusif di sekolah. UNESCO sebagai salah satu lembaga dunia yang menaruh perhatian besar terhadap pendidikan inklusif telah menerbitkan panduan pengembangan pendidikan inklusif di sekolah. Pada dasarnya panduan tersebut telah disusun secara sistematis, namun demikian panduan tersebut terlalu kompleks sehingga perlu disederhanakan dan disesuaikan dengan kondisi sekolah di NTB. Kegiatan ini bertujuan untuk memberikan pelatihan kepada aktor pendidikan dalam menyusun panduan penyelenggaraan pendidikan inklusif. Sasaran kegiatan ini adalah para aktor pendidikan di provinsi NTB yang terdiri dari unsur pemerintah, perguruan tinggi, NGO dan sekolah penyelenggara pendidikan inklusif. Melalui workshop ini diharapkan dapat tersusun draf panduan pengembangan pendidikan inklusif yang lebih sederhana sehingga mudah diterapkan dalam penyelenggaraan pendidikan inklusif di sekolah. Alur kegiatan dilakukan dengan tahapan ICARE (Introduction, Connection, Application, Reflection, dan Extension). Hasil akhir kegiatan didapatkan tiga draf panduan pengembangan pendidikan inklusif di sekolah, antara lain draf pengembangan sekolah inklusif unggulan, draf panduan pengembangan pendidikan inklusif dalam pembelajaran dan draf panduan pelibatan mitra dalam pendidikan inklusif. Kata kunci: panduan pengembangan; pendidikan inklusif; aktor pendidikan. ABSTRACTInclusive education in the province of NTB has long been touted. However, in its implementation in schools, inclusive education still faces many obstacles. The implication is that the development of inclusive education in NTB is still far from expectations. One of the obstacles encountered is the absence of practical guidelines in developing the implementation of inclusive education in schools. UNESCO as one of the world institutions that pay great attention to inclusive education has published guidelines for the development of inclusive education in schools. These guidelines have been compiled systematically, however, these guidelines are too complex and need to be simplified and adapted to the conditions of schools in NTB. Based on these problems, it is necessary to hold community service activities with the theme of workshops on the preparation of guidelines for the development of inclusive education based on guidelines that have been published by UNESCO. The target of this activity is education actors in the province of NTB consisting of elements of the government, universities, non-governmental organizations, and schools providing inclusive education. Through this workshop, it is hoped that a simpler draft guide for the development of inclusive education can be drawn up so that it is easy to implement in the implementation of inclusive education in schools. The flow of activities is carried out in ICARE stages (Introduction, Connection, Application, Reflection, and Extension). The final results of the activity obtained three drafts of guidelines for developing inclusive education in schools, including a draft of developing inclusive schools, a draft of a guide for developing inclusive education in learning, and a draft of a guide for involving partners in inclusive education. Keywords: development guide; inclusive education; education actor.

This qualitative research aims to explore parts of Masjid Agung Demak such as the Tajug, the top of the Tajug, the Soko Guru pillars, the carving of padma, and the carving of bledeg from ethnomathematics point of view. This exploration activity aims to see the mathematical elements contained in the Masjid Agung Demak. The data collection method was done by interview humanists, literature studies, and observation. Data analysis is not only based on the results of the researchers' interpretation but also based on the results of interviews conducted with humanists. The results of this study indicate that the Masjid Agung Demak contains several mathematical elements, including geometry and transformation. The geometric element is found on the Tajug which consists of three levels, the top of the Tajug, and the location of the Soko Guru pillars. The elements of transformation found in the carving of padma and bledeg. The Masjid Agung Demak is an architectural work that contains elements of mathematics. It does not only contains religious elements but accidentally contains elements of mathematics.

The media's role greatly affects the success of the teaching and learning process, which is no exception to writing. One of the stages in writing lessons is to compose a simple sentence. This research aims to determine the influence of the use of image media in the ability to write simple sentences of class IV students at SDN Repok Puyung Tengah Lombok. The main problem in this study is the low ability of students to write simple sentences. This research was designed in the form of experimental research using one group pretest-posttest design approach. Data collection is conducted with test and observation. Research Instrument in the form of writing ability test and observation guideline. Data on research results were analyzed by statistic inferential analysis techniques. The hypothesis was tested with a two-on-average test technique of Paired Sample T-Test. The average pretest value is 65.65 whereas the average value of Postest = 77.05. Based on the hypothesis test results, Sig. = 0.000 < I± = 0.05. Based on the results it can be concluded that the use of the serial image media has enough effect on the ability to write simple sentences of students at SDN Repok Puyung. Key words : image media, writing sentences, elementary school

Pembelajaran matematika dengan konsep budaya lokal atau yang disebut dengan etnomatematika merupakan suatu strategi untuk mengajarkan siswa sekolah dasar dalam belajar matematika yang selama ini dianggap menakutkan. Tujuan penelitian ini adalah untuk mendeskripsikan konsep-konsep geometri yang terkandung dalam kerajinan tradisional masyarakat Sasak. Dalam penelitian ini, jenis penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan etnografi. Metode yang digunakan untuk memperoleh data yaitu dengan metode studi lapangan yang diberbantukan oleh dua dosen PGSD, eksplorasi, observasi, dan dokumentasi. Instrumen penelitian ini adalah peneliti sendiri yang berperan sebagai instrumen utama. Hasil penelitian ini berupa konsep-konsep matematika khususnya konsep geometri yaitu pada motif kerajina tradisional tenun sesekan Sasak mengandung unsur bangun datar berupa persegi, persegi panjang, layang-layang, jajargenjang, segitiga, belah ketupat, konsep sudut, dan konsep kesebangunan. Kemudian pada kerajinan tradisional nyiru mengandung konsep bangun datar berupa lingkaran, dan elips. Selanjutnya pada kerajinan besek dan tembolaq mengandung konsep geometri berupa bangun ruang yaitu balok, kubus, dan setengah bola. Konsep-konsep geometri yang terdapat pada kerajinan tradisional masyarakat Sasak dapat dimanfaatkan oleh guru dalam pembelajaran matematika sekola dasar dan dapat memupuk rasa cinta siswa terhadap budaya mereka sendiri.