Some previous research has reported the effectiveness of RME in improving students' problem solving ability and cognitive achievement. This quasi experimental research, therefore, aimed to investigate the difference in students' mathematics cognitive achievement after implementing RME and conventional learning. The controlled treatment consisted of mathematics learning with RME equipped with snake and ladder board game and conventional learning. Instrument measuring students' cognitive achievement was developed by the researcher and validated by some experts prior to the research. The results of the t-test confirmed the difference in students' cognitive achievement both of the experimental and control group. The students who were taught with RME achieved better than the students who were involved in conventional learning. This research finding has suggested that it is important for teachers to empower students' intellectual ability through RME and games in order that meaningful and contextual learning can be generated. It is recommended that future research will explore the effect of RME on students' attitude, problem-solving ability, learning interest, or other variables related to mathematics learning.

Previous research reports mention several learning models which are potential in improving students' thinking skills. This quasi-experimental research aims to determine the difference in critical thinking skills of the students who learned by using inquirydiscovery model and conventional learning model in class X. The treatment of this research was teaching physics by inquiry-discovery model and conventional learning model. The instruments of critical thinking skills were developed by the researcher and validated by an expert prior to use. The results of the research showed that there was a significant difference in the critical thinking skills between the experimental class and the control class. The result of critical thinking skills of the students in the inquirydiscovery class was higher than that of the conventional learning class. The research recommends that teachers empower HOTS ability of the students in the inquirydiscovery class, so that a meaningful learning and student-centered learning can be created. Future researches are needed to explore the contribution of inquiry-discovery model on students' critical thinking skills.

Learning that encourages the development of students’ creative thinking needs to be maximized since the level of primary education, including in the disadvantaged, outermost, and frontier regions that is referred to 3T areas (terdepan, terluar, tertinggal) in Indonesia is still categorized as underdeveloped that requires special attention. The main objective of this research was to diagnose students’ creative thinking skills for four components including fluency, flexibility, originality, and elaboration on students in the islands. The study was conducted on 161 students sitting in fourth grade from 6 elementary schools. The unique thing why this research was conducted because the research location was one of the Maluku Islands, which has abundant sea, air and land in terms of natural resources and is one of the areas that borders directly with Australia, so it can be predicted students’ creative thinking skills will be good. However, the analysis results report that students’ creative thinking skills were still very low and thus require comprehensive learning improvement to improve students’ creative thinking skills. It was hoped that good creative thinking skills of students will support better regional development in the future.

Tulisan ini disusun dengan maksud mengeksplorasi masalah manajemen pembelajaran  di sekolah  yang patut mendapat perhatian semua pihak. Masalah mutu lulusan diberbagai jenjang dan jenis sekolah dipengaruhi pula oleh kualitas manajemen pembelajaran yang diterapkan di sekolah.  Fakta bahwa seluruh proses dan hasil belajar yang dicapai siswa sangat tergantung kepada peranan, tugas dan tanggung jawab kepala sekolah dan  guru di sekolah. Salah satu tugas dan peran kepala sekolah dan guru adalah pengelola proses pembelajar yang bertumpu pada kinerja yang bermutu. Proses pengelolaan di sekolah harus dimulai dari tahap perencanaan, pengorganisasian, pelaksanaan, pengawasan, penilaian dan tindak lanjut. Yang menjadi tuntutan itu adalah supaya proses manajemen pembelajaran dimaksud dilakukan dengan baik dan benar oleh guru yang  profesional, sehingga memuat konten pembelajaran yang mampu menghasilkan kompetensi akademik dan non akademik yang utuh di dalam diri siswa. Oleh karena itu, kualitas kerja guru dalam merencanakan sampai mengevaluasi dan menggunakan hasil belajar peserta didik, berkorelasi positif dengan mutu lulusan di sekolah. Guru yang memiliki kinerja manajerial positif yang tercermin secara efektif dalam proses belajar mengajar, tentu akan memberikan dampak  besar terhadap hasil pembelajaran yang dicapai oleh peserta didiknya.  Pelaksanaan proses belajar mengajar di sekolah  didahului dengan pekerjaan manajemen yang baik dan benar, adalah  keniscayaan kerja setiap pemimpin pembelajaran yang disebut Kepala Sekolah dan guru selaku eksekutor pembelajaran  di sekolah

Th is study aimed to examine the eff ectiveness and practicality of modules used to teach the elementary students in Ambon, Moluccas, Indonesia and as a result generate a thematic module based on Numbered Heads Together (NHT) cooperative learning model. We adopted a 4D development model, which comprises four stages: defi ne, design, develop, and disseminate to produce the module. A survey and interviews were conducted at the defi ne stage and the results proved that the students used modules which only accommodate the traditional learning model. Th ese modules did not provide the students with activities which could help improve their thinking skills. At the defi ne stage, a thematic module was created and at the develop stage, it was revised based on suggestions from experts and the results of the fi eld try-outs. Th e use of the module showed a signifi cant improvement in student achievement. Th e fi nal step of the development of the module was performed by providing teachers with a training program on teaching resources and lesson study. Future research is expected to be empirical so that it can investigate the eff ect of the thematic module on students' higher order thinking skills.

<p><span>Many future studies have been developed by scientists today in the form of methods, models, strategies, and techniques in improving student learning outcomes that are oriented to psychology and the development of students' intelligence. One of the latest innovations in learning offered in this study is the homogeneity psycho cognition (HPC) strategy. The research objective was to develop the latest learning strategies in physical education, sports, and health learning. This development research uses a 4D model consisting of four stages: define, design, develop, and disseminate to produce products in the form of an HPC learning strategy. This study involved 115 elementary school students in several sample schools in Ambon City as participants. This study found that the HPC learning strategy had been developed following the relevant development directions and procedures. The validation of the HPC strategy by experts indicates that the HPC strategy is feasible to implement with due regard to minor revisions. The results of small and medium-scale trials show that the HPC strategy can improve student learning outcomes.</span></p>

Jigsaw type cooperative learning is explored again to train students from an early age to become a small expert to reveal the effects it has on the cognitive achievement of elementary students. The study was conducted at one of the public schools in Ambon City, preceded by a placement test on the classes used. The cognitive learning achievement test instrument was developed with a cognitive load reaching C4 and has met the instrument quality prerequisite tests. The results of the study prove that there are differences in student learning outcomes in learning with Jigsaw and Example Non-Example (ENE) types. The corrected mean score showed that the treatment group was 25,856 points higher than the control group. This means that Jigsaw is superior in improving student cognitive achievement compared to ENE. Thus, Jigsaw can be used in other learning in elementary school because it has the potential to enhance student learning outcomes. Further studies are needed to uncover the potential of Jigsaw to empower various types of learning outcomes and other thinking skills.

Inquiry-discovery learning plays an important role in improving high-order thinking skills (HOTS) and scientific literacy (SL). In this HOTS and SL research, it was designed with Inquiry-discovery based learning. The purpose of this study was to promote Inquiry discovery models in empowering higher-order thinking skills and scientific literacy in physics with different classes. This research used Quasi-Experimental Design research, and Pretest-Posttest Control Group Design. The research analysis design matrix used two-way ANOVA. The sample was taken from two classes, namely the experimental and control classes of 68 students. The results of the study prove that Inquiry discovery can improve HOTS and SL physics of students. Thus, inquiry-discovery can be recommended to increase student's HOTS and SL physics when compared to conventional classes. The novelty of this study is that inquiry-discovery learning models are more likely to reconstruct students' scientific knowledge of physics on aspects of HOTS and SL with real-world life.