Abad 21 sarat dengan perkembangan teknologi informasi. Perkembangan berjalan semakin semakin pesat. Tujuan dari studi literatur ini adalah untuk menyelidiki tentang 1) Apakah pembelajaran IPS di SD masih relevan dengan keterampilan yang dibutuhkan pada abad 21, 2) Keterampilan apa saja yang didapatkan dari mempelajari IPS di SD, 3) Bagaimana seharusnya mempelajari IPS agar keterampilan abad 21 dapat dikuasai. Kajian ini menganalisis artikel yang berkaitan dengan pembelajaran IPS maupun keterampilan abad 21. Artikel yang dianalisis berupa artikel hasil penelitian empiris maupun hasil kajian konseptual. Analisis konsep dilakukan dengan melakukan sintesis dari beberapa artikel tersebut untuk menemukan relevansi pendidikan dengan keterampilan abad 21. Hasil kajian menunjukkan bahwa pembelajaran IPS masih relevan dengan pengembangan keterampilan abad 21. Keterampilan yang didapatkan melalui pembelajaran IPS diantaranya kemampuan bersosialisasi, kemampuan berkolaborasi, kemampuan networking, dan kemampuan berkomunikasi. Tuntutan keterampilan abad 21 yang mengharuskan setiap orang untuk memiliki keterampilan sosial dapat dipelajari melalui pembelajaran IPS. Agar keterampilan abad 21 dapat termuat dalam pembelajaran IPS secara untuk maka perlu dilakukan inovasi model pembelajaran.
Developing measurement tools in the form of a question is a skill that must be mastered by educators and prospective educators. With the implementation of the 2013 curriculum, educators must not only be able to develop authentic assessments but questions that developed must also be able to encourage students to master lower-order thinking skills (LOTS) as well as higher-order thinking skills (HOTS). This study aims to determine the cognitive level of final semester exam questions at fourth-grade elementary school level on theme 3, theme 4, and theme 5. This study uses descriptive-analytical methods in which the researcher tries to describe the object (question item). The results obtained that most of the multiple-choice questions both in Theme 3, Theme 4, and Theme 5 at the elementary school level grade IV (four) at Gugus 2 Aik Dareq sub-district, Central Lombok are still at the cognitive level of low-level thinking ability (LOTS).
<p><em>Professional teachers are not only required to teach well but also must </em><em>possess</em><em> good writing skills. Scientific work for teachers is part of professional development. However, not a few teachers still have difficulty writing scientific papers. This study </em><em>intends</em><em> to analyze the difficulties of teachers in compiling scientific papers. This research </em><em>utilized</em><em> descriptive quantitative. The research </em><em>took place at </em><em>SDN 1 and SDN 5 Pemenang Barat, North Lombok district. The research was conducted from August to September 2020. The number of teachers being the research sample was 20 teachers. Data collection </em><em>used</em><em> survey methods. The instruments were in the form of an open questionnaire and a closed questionnaire. The data analysis technique used descriptive statistics. The results showed that most teachers found it difficult to compile scientific papers. The contributing factors include</em><em>d</em><em> lack of motivation, lack of understanding of the concept of scientific work,</em><em> </em><em>the</em><em> feeling </em><em>of not having time</em><em>, and the low intensity of writing scientific papers.</em></p>
Literacy is not only the responsibility of formal education institutions. One form of education in society is a community library. This study aimed to describe the roles and problems faced by community library forums in enhancing literacy culture. The subject in this study was a community reading garden as a part of a community library forum. Data were collected in Kabupaten Lombok Tengah. This study applied a qualitative research design with a case study approach. Data collection was conducted through surveys, observation, and indepth interviews. Then, the data were presented in the form of tables, diagrams, and word descriptions. The researchers extended the observation time in order to achieve the validity of findings. The main problems found in this study included: what are the challenges faced by community library forums? What is the role of the community library forum in enhancing the literacy culture of children in Lombok Tengah? The results revealed that the challenges faced by community library forums included problems of regeneration, inadequate facilities, lack of book collections, low literacy culture, and non-optimal support from the government. The role of libraries in enhancing literacy culture was as a facilitator, motivator, creator, and pioneer of the literacy movement in rural areas. With the presence of the community library, the children felt more excited about reading.
This study aims to determine the impact of School Operational Assistance towards the challenges of community participation at Madrasah Tsanawiyah in Central Lombok. The case study in the form of qualitative research was used in this research. Subjects of the study include the madrasah principle, teachers, parents, committees and also students. The subject determination used purposive sampling. Data collection techniques and instruments are non-participant observation, semi-structured interviews and documentation. Data analysis was done by organizing, reading and making memos, describing, classifying, interpreting, presenting and visualizing the data. The results of study show that the communities/parents' involvements at school were limited on the routine involvements such as in the students' submission of the new academic year, distribution of report score, and farewell event. There is less involvement in improving the school qualities. Moreover, there are none involvements of the madrasas' committees and parents in designing the use of school operational assistance. Parents assume that the existence of operational assistance is sufficient for all school operational costs. The community involvements in funding the school fees and other contributions have been eliminated at schools. Thus, this situation makes the communities/parents' involvement decrease in developing the school quality.
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