This study aims to describe the application of innovative STEAM learning in primary schools in the city of Serang. This research was conducted using a narrative method with interview techniques. The subjects of this study were fifth-grade teachers at SDN 1 Pamarican, Serang City, Banten. Data were collected through interviews and documentation. The results showed that the application of innovative STEAM learning was as follows: 1) STEAM learning planning which was developed in guiding educators to carry out their duties as educators in serving the learning activities of their students; 2) Learning planning is seen as a tool that can help educators be more efficient in carrying out their duties and functions more effectively, on time, and provide opportunities for easier control and monitoring of their implementation; 3) each topic discussed must be appropriate in relation to components including science, technology, engineering, art and mathematics; and 4) the assessment must be in accordance with the performance objectives that have been set. Thus students through STEAM's innovative learning have direct experience so that they build a more meaningful understanding of learning materials. Educators become facilitators who facilitate learning by organizing teaching materials, delivering strategies, and managing activities by taking into account the objectives, obstacles, and characteristics of students so that effective and efficient results are obtained.
In the learning process in the classroom, students often find it difficult to understand the material being taught because the use of learning media is not optimal. This study aims to develop pop-up book learning media and to determine the feasibility of the developed pop-up book learning media. The type of research used is Research and Development (R&D) with research and development procedures from Borg and Gall. The instrument used was a questionnaire sheet for expert validation and student responses. Based on the data analysis, the material expert's assessment was 95.6% in the "Very Good" category; the linguist's assessment of 87.5% is categorized as "Very Good"; the media expert's assessment of 94.3% is categorized as "Very Good" and the assessment of the response of students in class IV SD Negeri Secang by 99% is categorized as "Very Good". So that the pop-up book meets the criteria to be used as a learning medium.
One of the important things that need to be considered in the management ofelementary school education (SD) is to build education that is equal. From the beginning,efforts must be made to implement gender justice in primary school education. This studyaims to determine the implementation of primary school education management based ongender policies and indicators of gender policy-based education management inelementary schools at SD Negeri Serdang 1, Kramatwatu District, Serang Regency. Theresearch method used is narrative research (Cresswell, 2012), with interview techniquesand documentation analysis. The results showed that the implementation of gender-basededucation management in primary schools has been carried out by referring to genderresponsive school indicators.Keywords: Education Management, Gender Policy, Elementary School
History textbooks as official history are historiographical works which in their use are permitted for educational purposes. The problem in the study of historical textbooks is that there is a dichotomy in the material orientation of the doctrine of Nationalism and multiculturalism, where these two values should be an integral and inseparable part. The internalization of the values of multiculturalism and nationalism needs to be understood by teachers and students in order to know the national identity without ignoring the sides of pluralism and multiculturalism as a form of socio-historical diversity of students as Indonesian society. The method used in this research is descriptive qualitative method with document study techniques (content analysis). This study aims to describe the process of planting multicultural values and the doctrine of nationalism in textbooks in building national identity (national character building) in learning history in the classroom.
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