This assistance is one of the stages of the community service program carried out by a group of lecturers. This program is in the form of training and mentoring for the mother community to learn Mathematics. Referring to the results of PISA in 2009 that the ability of Indonesian students in general is poor in solving math problems. Most students think that Mathematics is difficult to learn and lack of parental support to help students learn. The purpose of this assistance is to prepare Mathematics learning books. This study material book was prepared as a guidebook for the implementation of the IbM Community Mathematics Learning Mothers Community training and mentoring program in elementary schools which was carried out for approximately one semester. With this textbook, it is hoped that Mathematics will no longer be a scary subject for students, especially at the elementary school level, but will become an easy, fun, and enjoyable lesson. The results of the mentoring are in the form of teaching materials consisting of 40 essential topics in the elementary school Mathematics Curriculum. The structure of learning materials for each topic begins with concepts, sample questions, exercises, discussions, and answer keys. The textbook is ready to be used for the program.
Learning is said to be good if during the learning process all students are active or participate in answering or asking questions. The learning process is a form of educative interaction, which is an educationally valuable interaction that consciously sets the goal to change a person's behavior and actions. Educational interaction must describe a two-way active relationship between teachers and students with a number of knowledge as the medium. In educative interactions, the elements of teachers and students must be active, it is impossible for an educational interaction process to occur if only one element is active. Active in the sense of attitude, mental, and deed.
The purpose of this study was to find out whether by applying the Everyone is teacher here learning method, there was an increase in the learning interest of fourth graders in the Mathematics subject matter of fractions at MI Tanwirul Mubtadiin Pendil-Banyuanyar. The method used in this research is classroom action research method. Data collection techniques used are observation, interviews, tests, and documentation. Based on research that has been carried out in class IV MI Tanwirul Mubtadiin and from the analysis of the data, it can be concluded that through the learning method everyone is teacher here can increase student interest and learning outcomes. This is indicated by the increasing average mathematical reasoning ability and student interest from pre-cycle 40 to 65.71 in cycle 1 and increased to 88.57 in cycle 2. Likewise, students' interest in learning which was originally with a percentage of 52.04% in cycle 1 to 85.71% in cycle 2.
The aim of this research is to examine the effect of classroom teacher creativity on thematic learning at MI Nahdlatul Ulama Kraksaan. This study uses a quantitative method and uses a non-probability sampling technique (systematic sample). Respondents from this study amounted to 56 students. For data collection techniques, researchers used observation, documentation, and questionnaires/questionnaires. Statistical analysis of the data was carried out using the person product-moment correlation statistical technique. Based on the person correlation test using SPSS version 22.0. The results of this study according to data analysis, can be seen that the significance value is 0.000 and less than 0.05 (0.000 <0.05). While the results of the comparison of Rtable and Recount show the value of Rtable = 0.266 at a significance level of 5% and from the data analysis shows the value of Rcount = 0.849. From the two results, 45.4%, it can be concluded that the creativity of classroom teachers has a significant effect on thematic learning.
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