The aim of the study was to find out the significant influence of LMS-based Creative Problem Solving learning models on students on the ability of Cultural Literacy of Citizenship and multicultural attitudes. Experimental research is a non-equivalent post-test only control group design. The population in this study was 197 elementary students in Singaraja City and and the study sample amounted to 60 students with the specifications of students of grade IV Of State Elementary School 1 Banjar Tegal which amounted to 30 students as an experimental class and grade IV Elementary School 1 Great Package which amounted to 30 students as a control class. Simple random sampling is used as a sample determination for experiments and control groups. The data is analyzed using MANOVA. The results showed: 1) Based on the data of the analysis on hypothesis 1 obtained F values of 11.331, df = 1, and Sig = 0.001, This means that significance smaller than 0.05 can be concluded that there is a significant difference in state cultural literacy between students studying with lms-based Creative Problem Solving Learning Model with conventional learning model; 2) Based on the data of the analysis on hypothesis 1 obtained F values of 22.749, df = 1, and sig = 0.000, This means sig values smaller than 0.05 can be concluded that there is a significant difference in multicultural attitudes between students who follow the LMS-based Creative Problem Solving Learning Model and students who follow conventional learning models, 3) Manova analysis results show that the calculated F price for Pillae Trace, Wilk Lambda, Hotelling's Trace, Roy's Largest Root from the implementation of lms-based Creative Problem Solving Learning Model is smaller than 0.05. Thus, there is an influence on the application of LMS-based Creative Problem Solving Learning Model on state cultural literacy and multicultural attitude simultaneously in students.Keywords: Citizenship Cultural Literacy, Multicultural Attitudes, Creative Problem Solving Learning Model, LMS.
Student's activities in learning mathematics in elementary schools are suggested to be more in reading, writing, communicating, making pictures, tables, and so on, to encourage problem solving, reasoning, and mathematical connection skills. This activity can be stimulated by giving word problems as mathematical problems that must be solved by students. Giving word problems is the right way when mathematics learning is ready to be accepted by students at the application level in everyday life. To support the strategy of giving word problems to stimulate student learning activity, the CIRC learning model can be applied. CIRC stands for Cooperative Integrated Reading and Composition, is a cooperative learning model that encourages active students to read and write in small groups. Word problems become a support system in learning mathematics by applying the CIRC learning model. By applying the CIRC learning model, students do more reading, writing, communicating, and even arguing and debating in math class. So that students' understanding of mathematics material will be stronger, and students' learning activities and mathematics outcomes will be better.
Pelaksanaan pembelajaran daring menimbulkan banyak permasalahan pada pihak-pihak yang terkait, seperti permasalahan guru dengan orang tua serta dengan siswa. Berdasakan aturan yang diamanatkan oleh pemerintah serta mempertimbangkan kondisi lingkungan sekitar. Tujuan penelitian ini untuk menganalisis pelaksanaan pembelajaran tatap muka terbatas di tingkat Pendidikan Anak Usia Dini. Desain penelitian yang digunakan dengan metode studi kasus dengan menggunakan pendekatan deskriptif kualitatif. Data diperoleh dari wawancara dan dokumentasi yang dilakukan kepada lima belas guru Pendidikan anak usia dini. Terdapat tiga tahapan analisis data yang dilakukan dalam penelitian deskriptif kualitatif, yaitu tahap reduksi data (data reduction), tahap paparan data (data display), dan tahap penarikan simpulan dan verifikasi data. Hasil penelitian mengenai pelaksanaan pembelajaran tatap muka terbatas satuan PAUD menyangkut kesesuaian pelaksanaan pembelajaran terhadap aturan yang dikeluarkan pemerintah, perencanaan, pelaksanaan dan penilaian dalam pembelajaran yang dilakukan oleh guru. Guru memanfaatkan media pembelajaran berupa alat permainan edukatif yang digunakan siswa di tempat duduk masing-masing, siswa belum diijinkan mengggunakan media pembelajaran outdoor. Penilaian dilakukan guru dengan metode observasi, catatan anekdot, unjuk kerja, dan portofolio, berkaitan dengan keenam aspek penilaian perkembangan anak usia dini. Seluruh kegiatan pembelajaran tatap muka terbatas dilaksanakan dengan tetap mengikuti protokol kesehatan yang dianjurkan pemerintah.
This study aimed to identify the errors of PGSD students on simple algebra assignments on Basic Concept of Elementary Mathematics Subject at STAHN Mpu Kuturan Singaraja. The subjects of this study were Semester II PGSD students of STAHN Mpu Kuturan Singaraja in the academic year 2019/2020 as many as 11 people. Errors in mathematics in this study were divided into factual errors, procedural errors, and conceptual errors. This type of research was a quantitative descriptive study. The data collection method used was a test. The test instrument used was a concept understanding test to be able to find students' errors. A total of 20 items in the test were validated by two experts with the Lawshe’s CVR technique. The results showed that (1) the general error rate of PGSD study program students on Simple Algebra assignment on Basic Concept of Elementary Mathematics Subject was 30.26% in the low error category, (2) there was the highest error of 43% (error category moderate) and lowest 16% (very low error category), 3) factual errors ranged from 10% - 20% (very low category), 4) procedural errors ranged from 7% - 53% (very low category to medium category), and 5) conceptual errors ranged from 35% - 65% (low to high categories).
Media is helpful in providing meaningful learning activities through the application of the CORE (Connecting, Organizing, Reflecting, and Extending) model as a learning video scenario. This study aimed to determine the build design of the CORE model-based mathematics learning video and to determine the feasibility of the CORE model-based mathematics learning video for sphere material for sixth-grade students at SDN 1 Kaba Kaba. Media design used the ADDIE model (ADDIE (analyze, design, development, implementation, evaluation) as a step in the product development process. The study did not use a population or sample but used test subjects learning content experts, learning design experts, learning media experts, and grade VI students at SDN 1 Kaba Kaba. Data collection method used was a questionnaire method, observation, and interviews. The research data results were analyzed using a quantitative descriptive method by looking for the eligibility percentage in the learning process through the trial results. Thus, it generated learning video products, including as follows. There were design descriptions of the CORE model-based mathematics learning video development with stages of analysis, design, development, and evaluation. CORE model-based learning videos based on product trial results, including as follows. The assessment results of learning content experts with the acquisition of very good qualification percentage score (95.20%); the assessment results of the learning design expert with the acquisition of very good qualification percentage score (90.55%); the assessment results of the learning media experts with the acquisition of very good qualification percentage score (95.54%); and the student assessment results through individual trials obtained very good qualification percentage score (90.35%). Based on the trial results, it can be concluded that CORE model-based learning videos were feasible to use in the learning process.
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