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The implementation of learning activities in schools has not provided opportunities or encouragement for students in developing their procedural knowledge. This research aimed to test the effectiveness of developing Bloom's Taxonomy revision-oriented learning activities to grade IV elementary learners' procedural knowledge capabilities and learning outcomes. This research used quasi-experiment with a quasi-experimental design which consisted of a posttest-only control design. The population of this study was sixth-grade students of 9 schools with an overall number of 229 students. The sample in the study was 50 students, there were 26 students from the experimental class and 24 students from the control class. A test method with 10 question items was used as a data collection method. The data analysis methods and techniques used were quantitative descriptive analysis and inferential statistical analysis. Then the data were analyzed using the MANOVA test assisted by the IBM SPSS Statistics 21.0 program. The hypothesis test results showed a significance value of 0.000 (Sig<0.05). It can be concluded in procedural capabilities and learning outcomes between groups of students there is a significant difference from following learning by implementing Bloom's Taxonomy Revision oriented learning activities with the experimental and control group.

The aim of this research is to investigate the impact of a self-concept-based Upanisad learning model integrated in mixed learning on the building of character and creative thinking skills. This study adopted a quasi-experimental design with a posttest-only control design. The population of the study consisted of 90 students. A random sampling technique was used to take the samples which consist of 60 students. Tests and questionnaires were used as data collection methods. The test instruments used were a description test with 10 items and a questionnaire with a total of 30 items. The analysis technique employs MANOVA in SPSS. The results showed that learning with the self-concept based Upanisad learning model simultaneously or partially impacts character and creative thinking skills. The results show that students who are taught using the self-concept based Upanisad learning model gain mean scores in character and creative thinking skills. Moreover, other results show that learning with the self-concept based Upanisad learning model is more influential on students' character than their ability to think creatively. Based on these conclusions, the researcher recommended that a self-concept-based Upanishad learning model be able to be used as an innovative learning model for improving character and creative thinking skills.

Learning activities carried out in schools today lack innovative and varied approaches. There are few learning activities that can help develop students' meta cognitive abilities. Meta cognitive abilities are important for students to realize their weaknesses and strengths in studying and utilizing learning materials. This study analyses the effectiveness of developing revised Bloom's taxonomy-oriented learning activities to improve students' meta cognitive abilities. A quasi-experiment was used as the research design, in the form of a posttest which allowed control over the design. The subjects of this survey were all fourth graders, consisting of 132 students. The random sampling method was used to select 44 students. The data collection method used was via a test. The testing instrument used was a 10-item descriptive test. The methods and techniques of data analysis used were inferential statistical analyses. The data analysis used an independent sample t-test using SPSS. The independent sample t-test result showed 0.00 < 0.05. This meant that the development of learning activities based on Bloom's revised classification method was effective for improving students' meta cognitive skills.

The decline in student character is the result of low student learning outcomes. The common student learning outcomes are influenced by several factors, and one of them is teacher-centered, monotonous learning model. For this reason, it is deemed necessary to conduct research that aims to determine the effect of project-based assessment on values clarification technique (VCT) learning on improving students' learning outcomes by controlling the family environment. This study uses a 2x2 factorial experimental design. The sample was selected through multistage random sampling with 120 students. The two-way ANCOVA data analysis technique was used to analyze the data. The findings obtained after controlling the family environment are: 1) civics learning outcomes from the group of students who used value clarification techniques are higher than those using conventional learning models and 2) civics learning outcomes from the group of students who were given project-based assessments are higher than the group who are given conventional assessments. Thus, it can be recommended that civics education teachers used appropriate VCT and project-based assessments to improve learning outcomes.

The aim of this study was to analyze the impact of Problem Based Learning (PBL) with the support of Prezi media on scientific literacy and independence. The research design used was quasi-experimental in nature. The sample of this study consisted of 59 fourth grade students. Data were collected using a test and a questionnaire. The instruments used were a 20-item test to assess scientific literacy and a 30-item questionnaire to measure independence. The data were analyzed using descriptive analysis and statistical inference. Multivariate Analysis of Variance (MANOVA) was used in testing the hypotheses. The findings show that the PBL model supported by Prezi media has a simultaneous and partial effect on students' scientific literacy and independence. The findings also show that the Prezi media-enabled PBL model has a greater impact on scientific literacy than on students' independence.

This study aims to analyze the effect of Self-Regulation, Social Skills, Critical Thinking, and Problem-Solving Skills on Social Learning Outcomes. This research used a quantitative approach, survey methods, and path analysis techniques. The participants were class V students throughout Jakarta from November 2015 to October 2016, with a total of 250 students. The research instrument to measure students' critical thinking skills, problem-solving skills, and social learning test results was multiple-choice tests, while to measure self-regulation and social skills were using a non-test instrument in the form of a questionnaire. The data analysis technique used descriptive analysis and path analysis by testing the significance of the path coefficient using the independent sample t-test. The results showed there was a positive direct effect of self-regulation, social skills, critical thinking skills, and problem-solving skills on social studies learning outcomes on learning outcomes. This research implied that efforts to improve social studies learning outcomes began with improving self-regulation strategies, practicing social skills, developing critical thinking skills, and problem-solving skills.

The current conditions in Indonesia show that student activities in the learning process tend to be passive which impacts factual knowledge. This study aims to analyze the effectiveness of concrete media in improving students' factual knowledge through observing activities. This study was quasi-experimental, designed in a non-equivalent post with only a control group. The population examined where the 4th-grade elementary school students in the 2013 curriculum pioneer school, Buleleng Regency. A total of 353 students were randomly sampled, and a group of 56 students was identified to take part. Data were collected on students' factual knowledge using objective tests. Data were analyzed using descriptive statistics, namely modus, median, mean, and inferential statistics, i.e., the t-test. The results of the t-test analysis with t-count were greater than the t-table, 5.46 > 2.00. Thus, it can be concluded that observing learning activities assisted by concrete media has a positive effect on students' factual knowledge in an elementary school. This finding will have implications that will lead to an increase in the factual knowledge of students in elementary schools by using concrete media through observing activities.

The aim of this study was to describe and to test the effect of learning model (problem solving learning model oriented toward Balinese local wisdom (PSBLW) Vs Direct Instruction Model (DI)) and type of mathematics problems (open and closed problems) on the ability to solve mathematics problem of the fifth-grade students of elementary in Singaraja Bali. This quasi-experimental research used non-equivalent control group design with pretest and posttest. The data were analyzed with factorial 2 × 2 analysis of covariance (Ancova). The sample consisted of the fifth-grade students of Elementary School with the total of 152 students spread into 4 classes. The sample was selected by cluster random sampling. The data were collected using mathematics problem solving ability test at the 5% significance level (a = 0.05). The statistical analysis was done with the aid of SPSS 16.0 for Windows. The results showed that (1) the ability, may to solve mathematics problems of the students who learned through PSBLW is higher than those who learned through direct instructional model; (2) the students' ability to solve problems facilitated with open mathematics problems was higher than that with closed mathematics problems; and (3) there is effect of interaction between learning model and problem type on problem solving ability. The conclusion is local wisdom-oriented problem-solving learning model effective to improve mathematical problem-solving ability.

This classroom action research aimed to improve the students' creative thinking and achievement in learning science. It conducted through the implementation of multiple intelligences with mind mapping approach and describing the students' responses. The subjects of this research were the fifth grade students of SD 8 Tianyar Barat, Kubu, and Karangasam. The objects of this research were multiple intelligence, achievement in science and students' response. The research was conducted in two cycles and every cycle consisted of planning, action implementation, observation, and reflection. The data of students' creative thinking were collected by performance test; the data of students' achievement in learning science were collected through questionnaire. After the data were collected, then they were analyzed descriptively and quantitatively. The results of the study showed that (1) the implementation of multiple intelligence approach improved the students' creative thinking and achievement in learning science. The improvement in the students' creative thinking from cycle I to cycle II is 16.56%. (2) The improvement of the students' achievement in learning science from cycle I to cycle II is 11.46%. (3) The students' response to the implementation of multiple intelligence with mind mapping fell into category positive.The students felt happy in learning science through the implementation of multiple intelligences with mind mapping.

This study aimed to find out the effect of learning model and form of assessment toward inferential statistical achievement after controlling numeric thinking skills. This study was quasi experimental study with 130 students as the sample. The data analysis used ANCOVA. After controlling numeric thinking skills, the result of this study show that: (1) the inferential statistical achievement of the students group which follow SCSS learning model is higher than the group which follow conventional learning inferential, (2) statistical achievement of students group which got performance assessment is higher than conventional assessment, (3) there is interaction effect between learning model and form of assessment toward the students' statistical achievement, (4) in SCSS learning model, the students' inferential statistical achievement which got performance assessment is higher than the group which got conventional assessment, (5) in conventional learning model, the students' inferential statistical achievement which got performance assessment are lower than the group which got conventional assessment, (6) in performance assessment, the students' inferential statistical achievement which follow the study with SCSS learning model is higher than those which follow conventional learning model, and (7) in conventional assessment, the students' inferential statistical achievement which follow SCSS learning model is lower than the group which follow conventional learning model.

Teacher professionalism can be seen from its role in carrying out tasks, namely developing the potential of students with heterogeneous backgrounds, both basic abilities, social, economic and cultural. Today's teacher professionalism is still included in the "semi" or "quasi" professional category because their work, such as teaching, is not fully given autonomy rights in practice. Professionalism in relation to the right to autonomy for a teacher in carrying out his main duties as an educator and teacher includes the ability to plan, implement and evaluate learning. Meanwhile, without mastering various basic knowledge about science, about students, about the society and culture in which the school operates, learning theory, various learning models, and various evaluation models, it is difficult for teachers to easily adapt to the new demands of implementing national education keep changing. As for achieving the real category of teacher professionalism, teacher positions must require further education and special training, namely at least having a Bachelor's degree and continuing with specialized education in their field which currently can be pursued in teacher professional education (PPG). [ABSTRACT FROM AUTHOR]

There are still many students who face difficulty in expressing ideas for writing poetry, and not a few students are less motivated in writing literary works in the kind of poetry. The aim of this study was to analyze the effect of learning with a rural nature-inspired contextual approach on the ability to write poetry and creative thinking skills of elementary school students. Quasi-experimental study is used in this study with a non-equivalent pre-test post-test control group design. The research population was all fifth-grade students, totaling 231 students. The sample was taken by random sampling technique, totaling 44 students. Data were collected using a test technique. The test instruments were in the form of a description test and a five-scale non-test instrument. Both instruments have been analyzed for their feasibility quality by testing their validity and reliability. The data analysis technique used MANOVA with the help of SPSS. The results showed that the significance value of the MANOVA test results was 0.000 (<0.0). It means that there is a difference in both partial and simultaneous studies in writing poetry and students' creative thinking skills who learn by applying a contextual approach inspired by rural nature. So, there is a positive effect of learning with a rural nature-inspired contextual approach on the ability to write poetry and creative thinking skills. [ABSTRACT FROM AUTHOR]