Pembelajaran  daring  adalah  salah  satu  kebijakan  yang  terpaksa diambil  oleh  pemerintah Indonesia sebagai upaya memutus mata rantai distribusi COVID-19 di masyarakat terutama di lingkungan sekolah. Kebijakan ini memaksakan adanya penjarakan sosial dalam pembelajaran antara guru dan peserta didik, yang semula metode pembelajarannya sebagian besar adalah tatap muka dan sekarang menjadi pembelajaran berbasis online/daring. Penulisan ini menggunakan metode studi literasi Namun demikian pelaksanaan pembelajaran daring memiliki tantangan/kendala, baik dari aspek sumber daya manusia, sarana-prasarana, dan teknis implementasi. Berkenaan dengan kebijakan pembelajaran daring ini tentunya semua pihak harus bekerjasama dengan baik agar pembelajaran daring menjadi kebijakan yang efektif sehingga hasil belajar peserta didik saat pembelajaran daring tidak kalah dari hasil belajar tatap muka di ruang kelas seperti pada saat pra-pandemi di negara kita. Teknologi sangat berperan penting bagi peserta didik dalam mengikuti pembelajaran daring, Berbagai Platform digunakan dalam pembelajaran daring. Berbagai respon positif disampaikan peserta didik terkait pembelajaran daring. selain itu guru serta orang tua juga tidak kalah berperan dalam memberikan dukungan dan bimbingan terhadap usaha belajar anak. Kompetensi dan keterampilan guru harus terus diperkaya, didukung oleh kebijakan sekolah yang mendorong guru terus belajar. Pihak terkait juga perlu mengevaluasi pembelajaran daring tersebut agar tujuan pembelajaran dapat tercapai secara optimal.

Research on captive and wild great apes has established that they employ large repertoires of intentional gestural signals to achieve desired goals. However, gestural research has focused on African great apes, with orang-utan data limited to a few captive studies. We address this gap by describing gesture use in wild Southwest Bornean orang-utan (Pongo pygmaeus wurmbii) mother and offspring pairs. We conducted focal follows on 16 individuals in the Sabangau peatswamp forest in Borneo, Indonesia. The resulting 681 h of video footage yielded 1299 communicative signals: 858 vocal signals and 441 gestural signals. Eleven vocal signal types and 21 gesture types met the criteria for inclusion in the repertoire; however, the gestural repertoire did not approach asymptote and further gesture types will likely be identified in the future. Signalers used gestures of any modality in higher frequency when the recipient was paying visual attention, and took the recipient's visual attention into account when selecting gesture modalities. Orang-utans employed hands and arms more than legs and feet in gesturing, but were more flexible in their choice of limb than chimpanzees using the same gestures. Orang-utans were highly responsive to gestural requests, using them to achieve eight goals and, where successful, responding either before gesturing ended or in <1 s in 90% of communications. Our findings on the range of gesture types and impact of visual attention support findings from captive orang-utans; and those on responsiveness and limb use highlight the importance of studying ape communication in the social and ecological context to which it is adapted.

Despite the researches into pre-service teachers' perception of online learning has been extensively undertaken during the pandemic COVID-19, little empirical evidence addresses their perception of the learning basic needs during the pandemic COVID-19 in Indonesia. To fill this void, this study aims to explore how Arabic pre-service teachers perception on online learning during the pandemic. Observations and in-depth interviews were carried out in the data collection process. The results of the study indicate that Arabic pre-service teachers' perceptions relating to the basic needs of online learning consist of four things; competence, arousal, self-determination, and relatedness. Finally, this research implies not only contextual but also empirical and policy contributions.

In this study, we examine acoustic individuality in male duet songs of wild, non-habituated Bornean southern gibbons (Hylobates albibarbis) and identify contributing acoustic variables. We recorded 174 male duet songs from nine groups in a rainforest in Central Kalimantan, Indonesia. Each male portion of the duet was analysed for 14 acoustic variables at three levels of variation, including six note-specific variables (start frequency, end frequency, minimum frequency, maximum frequency, average frequency and duration), four phrase-specific variables (minimum frequency, maximum frequency, duration and number of syllables) and four song-specific variables (minimum frequency, maximum frequency, duration and number of syllables). Principal component analysis was performed to summarise each of these sets of variables into a total of six principal components (PCs). Strong acoustic individuality was found in all PCs and at all three levels: note, phrase and song (all p < 0.001). Furthermore, a particularly high magnitude of individuality was found in PC 1 of the song-specific analysis, defined by the acoustic variables of duration and number of syllables. Due to the high levels of individuality, we suggest that these acoustic variables may be used by Bornean southern gibbons for individual discrimination. As well as furthering our biological understanding of male gibbon song with regards to individuality and associated conspecific recognition, these findings also have the potential to help improve population survey methods, such as the acoustic sampling method using listening points, by offering a more accurate method of individual recognition.

This article aims to determine the differences in character between students using the value analysis learning strategy by not using the value analysis learning strategy. In value education there are various approaches, one of which is the value analysis approach. Learning strategies of value analysis in the learning of Islamic Cultural History feature stories and stories. The research method used is experimental research. The results of this study indicate that the control class that does not use the learning strategy of value analysis can be seen from the mean value (average) which is 89.04, including the low category. Then, the experimental class that uses the learning strategy of value analysis can be seen from the mean (average) which is 112.57 including the medium category. The test results of the control class and experimental class can be seen from the value of sig. (2-tailed) 0,000 <0.05, it can be concluded that the experimental testing between the control class and the experimental class was successful.

Siri' na pacce is the local wisdom of the Bugis-Makassar tribe. Siri' embodies the unification of the attitude of shame and self-esteem, while pacce embodies an attitude of compassion and solidarity. This research aims at describing teachers’ perceptions about the inculcation of siri’ na pacce value in primary school learning and teaching practices. This research involved 102 primary school teachers in Makassar, Indonesia. The research instruments were questionnaires, interview guidelines, and recorded observations of learning. The majority of participants believed the value of siri' na pacce is still relevant to current conditions and realized their essential role in conveying it to students. Most participants thought that the value of siri' na pacce needs to be integrated into learning, although there were participants who thought it is difficult to do. More than 50% of participants stated that they always or often conveyed siri’ na pacce value to students both inside and outside the classroom. However, less than 50% of participants regularly or frequently consider how to integrate these values into learning. The activities of integrating siri' na pacce value conducted by the teacher in learning were not well planned yet.

Penelitian ini bertolak dari adanya potensi yang dapat dimanfaatkan dari perangkat smartphone yang bisa dikembangkan untuk mempermudah seorang guru dalam hal evaluasi pembelajaran di SMKN 2 Palangka Raya yang masih menggunakan lembar kertas pada saat proses evaluasi pembelajaran (metode konvensional), akan tetapi potensi tersebut belum dimanfaatkan. Oleh karena itu, peneliti ingin mengetahui bagaimana pemanfaatan Google Form sebagai alat evaluasi pembelajaran mata pelajaran Pendidikan Agama Islam di SMKN 2 Palangka Raya. Penelitian ini menggunakan pendekatan kualitatif dengan menggunakan metode deskriptif analitis. Subjek dalam penelitian ini yaitu satu orang guru mata Pelajaran Pendidikan Agama Islam dan siswa kelas XI Otomotisasi Tata Kelola Perkantoran. Hasil penelitian menunjukkan bahwa: (1) Pemanfaatan Google Form sebagai alat evaluasi pembelajaran mata pelajaran Pendidikan Agama Islam di SMKN 2 Palangka Raya secara umum telah dimanfaatkan secara baik, sejak penyusunan rencana evaluasi hasil belajar, menghimpun data, melakukan verifikasi data, mengolah dan menganalisis data, memberikan interpretasi dan menarik kesimpulan serta adanya tindak lanjut dari guru. (2) Guru memberikan tanggapan baik berdasarkan aspek efektifitas waktu, biaya, tenaga, kemudahan penggunaan/manfaat serta tampilan/ kemenarikan. (3) Berdasarkan aspek efektifitas waktu, biaya, tenaga, kemudahan penggunaan/manfaat serta tampilan/kemenarikan peserta didik memberikan tanggapan baik.

Penelitian ini menggunakan metode deskriptif Correlation Ex Post Facto (CEPF). Penelitian korelasi Ex Post Fakto merupakan jenis penelitian yang berfokus pada analisis hubungan antar variabel, yang diuji melalui statistik korelasional dan analisis regresi. Partisipan dalam penelitian ini berjumlah 177 siswa dari SMA Negeri Banda Aceh. Masalah utama dalam penelitian ini yaitu rendahnya prilaku sosial, sikap individualistik, hingga krisis harmonisasi dalam diri individualistik siswa. Tahapan penelitian ini meliputi uji analisis korelasi parsial, regresi sederhana dan regresi ganda. Hasil penelitian ini menunjukanahwa: (1) terdapat hubungan positif yang signifikan antara kesadaran sejarah dengan sikap Toleransi siswa SMA N Banda Aceh; (2) terdapat hubungan positif yang signifikan antara religious values dengan sikap toleransi siswa SMA N Banda Aceh; (3) terdapat hubungan positif yang signifikan antara pemahaman multi-etnis dengan sikap toleransi siswa SMA N Banda Aceh; dan (4) terdapat hubungan secara bersama antara kesadaran sejarah, religious values dan pemahaman multi-etnis dengan sikap toleransi siswa. Berdasarkan hasil penelitian penulis menyatakan bahwa, peningkatan sikap toleransi disebabkan oleh tingginya sumbangan kesadaran sejarah, religious values dan pemahaman multi-etnis siswa melalui sosialisasi dalam proses pembelajaran sejarah.