Mathematics learning with sorogan method assisted by peer tutor is learning where students do the exercises in front of the teacher directly, but the students have studied the exercices with their peers before. The aim of this research was to determine the effectiveness of mathematics teaching with sorogan method assisted by peer tutor. The results of this study was mathematics learning with sorogan method assisted peer tutors was effective and there was an increase of understanding the concept in experimental class.Keywords : sorogan, peer tutor, understanding the concept

The studied aims to determined the characteristics of the development of learned devices with the problem-based learned model with a scientific approached which container the character in math subject. The research method used is a development research. Development is carried out with the preparation of valid, practical and effective tools. The learned tools developed were syllabus, (RPP) Learning Implementation Plans, (LKS) Student Worksheets, Student Books, and TKPM (Problem Solving Ability Tests). After the learned device valid then tested, the experiment was carried out by observed the learned process, process skills, students' character, at the end of the learned process did by TKPM and filled in the student response questionnaire. Data were analyzed to determined the practicality and effectiveness of the used of learned devices. The results showed: (1) the average score of the learned device validation results was 4.37 in the very good category so the devices developed were valid; (2) the application of practical learned tools because the average score of the teacher's ability to manage to learned is 3.98 in the good category and the average score of 4.36 student respons is in the very good category; (3) the application of effective learned devices because TKPM has achieved classical completed, the average TKPM experimental class better than the control class, the proportion of completed TKPM students experiment better than control class students, there is a positive influence was students' process and attitude skills towards TKPM, there is an increase in mathematical problem-solved abilities.

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This study aims to discuss whether or not there are changes in the implementation of Curriculum 2013 and how to apply Curriculum 2013 in Class I learning at SDN 05 Kecapi Jepara. This research is a descriptive qualitative research with the research subjects of students and full professors of class I SDN 05 Kecapi. Research data obtained through interviews, observations and documentation. The data that has been collected will then be analyzed through data reduction, data presentation and conclusions. The results showed that the implementation of the 2013 curriculum in the I SDN 05 Kecapi class changed slightly, where learning was not carried out in an integrated thematic way, but separately between lessons and the use of the learning were also separated. However, the essence of K13 is still felt in the implementation of learning, where teaching materials always refer to K13. A student-centered scientific approach is also applied to classroom learning I at SDN 05 Kecapi, so that students remain active while learning. Student activity is highly visible when the teacher implements the learning model using digital cards, where students enthusiastically answer questions and practice in front of the class. The teacher also shows an assessment that includes cognitive (test), affective (observation) and psychomotor (practice) aspects.

Standar Nasional Pendidikan merupakan kriteria minimal tentang sistem pendidikan di  seluruh  wilayah  hukum  Negara Kesatuan  Republik  Indonesia. Ada  8  Standar Nasional Penelitian salah satunya adalah standar pengelolaan. Khususnya pengelolaan di bidang informasi. Bagaimana informasi dari sekolah dapat tersampaikan kepada penerimanya dengan cepat dan akurat. Semakin baik pengelolaan yang terdapat pada satuan pendidikan, semakin baik pula kualitas mutu layanan pendidikan nya. Akan tetapi kondisi yang ada pada MTs NU Mafatihul Ulum ini, penyebaran informasi promosi sekolah yang dilakukan masih bersifat konvensional, yaitu melalui surat, papan pengumuman, maupun dari mulut ke mulut lingkungan sekitar saja. Metode konvensional ini memang banyak sekali kekurangnnya, antara lain 1) informasi yang disampaikan terbatas; 2) jangkauan penyebaran informasi yang sempit; 3) kurangnya update informasi; 4) penggunaan waktu dan biaya yang kurang efektif dan efisien. Oleh karena itu dibutuhkan media penyebaran informasi promosi sekolah menggunakan website sehingga semua informasi dari sekolah dapat diakses secara online dan terbuka oleh semua masyarakat umum.

Tujuan pengabdian kepada masyarakat pada Sekolah PAUD Taman Kanak-Kanak Al Ikhlash Pekalongan Kabupaten Jepara ini adalah untuk meningkatkan kualitas  penguasaan materi administrasi sekolah, pembuatan administrasi, meningkatkan kualitas guru dalam mengelola dan mempersiapkan adminsitrasi sekolah agar lebih baik, serta adanya jadwal pelatihan yang diperuntukkan untuk para guru. Kebaruan dari artikel ini adalah memuat tentang pentingnya pelatihan dan penguasaan materi praktek administrasi sekolah bagi guru paud taman kanak-kanak al ikhlash. Hasil dari pengabdian ini adalah Peserta dapat menguasai materi pelatihan yang telah diberikan serta peserta dapat mengikuti dan mempraktekkan pembuatan administrasi sekolah.

This study aims to (1) determine the characteristics of mathematics learning with problem-based learning in the 2013 curriculum, and 2) describe mathematical problem-solving abilities and student process skills in learning with the problem-based learning model. This type of research is a mixed method research with the concurrent embedded design which is a combination of qualitative and quantitative research methods that are carried out together. In this study, qualitative research is the primary method while quantitative research is a secondary method. The research subjects were 37 students of MTs PB Roudlotul Mubtadiin Balekambang Jepara. Student process skills observed include observing, questioning, gathering information, associating, and forming networks / communicating. The results of this study indicate (1) the learning device with the problem-based learning model in the 2013 curriculum is effective because it meets the completeness test in the experimental class and the comparative test that the experimental class mathematical problemsolving ability is better than the control class mathematical problem-solving ability, (2) score students ' problem-solving ability in the experimental class increased after following the learning with the problem-based learning model and the students' process skills in following the learning in the 2013 curriculum increased significantly.

The purpose of this research is to find out the impact of online learning on offline learning in the new normal era in mathematics courses and to find out the perceptions of parents and students about online learning. This type of research is descriptive qualitative. The research subjects were fifth-grade students at SDN 04 Krapyak Jepara. Data collection techniques used are interviews, observation, tests, and documentation. The stages of data analysis used in the research include data collection, data reduction, presentation, and conclusion. The results of the study show that online learning has both positive and negative impacts. The positive impacts are (1) parents have a lot of time accompanying children, (2) students are used to studying at home. The negative impacts of online learning on mathematics learning in the new normal era include; (1) students becoming less focused, (2) students having difficulty understanding math material because they do not understand the basics of multiplication and division, (3) students having difficulty remembering formulas, (4) some students have difficulty communicating with teachers, (5) tendency to play cellphones at home increase. It can be seen that the impact of online learning on mathematics learning in the new normal era is that students still do not understand the concept of multiplication and division so students have difficulty understanding mathematics material which causes low student learning outcomes. Keywords: online learning, mathematics learning outcomes, new normal era