This study aims to analyze the effect of project-based assessment based on local culture on students' scientific attitudes and science process skills in science learning in elementary schools. This research is a quasi-experimental study with a non-equivalent post-test-only control group design. The population in this study was 151 participants, while the sample selected through random sampling technique was 61 participants divided into two classes. The data collection methods in this research were test and non-test methods. The instruments used were scientific attitude questionnaires and performance tests, and observation sheets. A validation process measured the validity and reliability of the instrument. The data obtained were analyzed using the MANOVA test assisted by the IBM SPSS Statistics 21.0 application. The hypothesis test results show a significance value of 0.003 (Sig <0.05) so that Ho is rejected and Ha is accepted. Thus, it can be concluded that there are simultaneous effects in scientific attitudes and science process skills between students’ learning with local culture-based Project-based Assessment and students’ learning with conventional assessment applied.

Penelitian  ini termasuk    penelitian    tindakan    kelas.    Subjek dalam  penelitian  ini  adalah  siswa  kelas XI IPA   SMA  N  Weluli  yang  berjumlah  29  siswa. Objek  penelitian  ini  adalah  penerapan model    pembelajaran    problem based learning. Teknik analisis data yang digunakan peneliti untuk mengolah data hasil observasi terhadap peningkatan keterampilan siswa dalam memecahkan masalah adalah teknik analitis deskriptif. Teknik analisis deskriptif meliputi pengumpulan data, menganalisis data, meginterprestasi data, dan diakhiri dengan sebuah kesimpulan yang mengacu pada penganalisisan data. Untuk mengukur keterampilan siswa dalam memecahkan masalah digunakan rubrik penilaian keterampilan. Berdasarkan hasil penelitian dan pembahasan yang telah diuraikan sebelumnya, dapat disimpulkan bahwa penerapan Problem Based Learning dapat meningkatkan keterampilan memecahkan masalah pada mata pelajaran Kimia di kelas XI IPA SMAN 1 Weluli. Hal ini terlihat dari peningkatan penguasaan kompetensi keterampilan memecahkan masalah yang meliputi aspek mengidentifikasi masalah, merumuskan masalah, menemukan alternatif solusi, memilih solusi terbaik, kelancaran memecahkan masalah, dan kualitas hasil pemecahan masalah dari siklus I siklus II, dan siklus III. Hal ini dapat dilihat dari persentase rata-rata penguasaan kompetensi keterampilan memecahkan masalah siklus I adalah 61,8% pada kriteria keterampilan sedang. Setelah diadakan tindakan perbaikan, pada siklus II diperoleh persentase rata-rata penguasaan kompetensi keterampilan memecahkan masalah adalah 74,1% pada kategori tinggi. Pada siklus III dialkukan perbaikan kembali hingga mencapai keterampilan 83,05% dengan kriteria sangat tinggi dan sudah melebihi indikator keberhasilan yaitu telah mencapai kriteria keterampilan sangat tinggi.

Penelitian ini bertujuan untuk meningkatkan hasil belajar kimia siswa kelas XII MIA 4 SMA Negeri 2 Singaraja melalui pemberian kuis di awal pembelajaran. Jenis penelitian ini tergolong penelitian tindakan kelas (PTK) yang dilakukan dalam dua siklus. Setiap siklus terdiri dari tahap perencanaan, pelaksanaan tindakan, evaluasi, dan refleksi. Subjek penelitian ini adalah siswa kelas XII MIA 4 SMA Negeri 2 Singaraja tahun ajaran 2016/2017 yang berjumlah 36 orang, terdiri dari 15 orang laki-laki dan 21 orang perempuan. Data kesiapan belajar siswa dikumpulkan melalui test kuis di awal pembelajaran dan data hasil belajar siswa dikumpulkan melalui tes hasil belajar berbentuk uraian yang dilaksanakan setiap akhir siklus. Data-data yang telah dikumpulkan dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa pemberian kuis sebelum proses pembelajaran dapat meningkatkan kesiapan belajar siswa kelas XII MIA 4 SMA Negeri 2 Singaraja Tahun Ajaran 2016/2017. Berdasarkan hasil penelitian, diperoleh bahwa peningkatan persentase ketuntasan siswa dalam mengerjakan soal kuis dari siklus I ke siklus II yaitu sebesar 58,3 %. Selain itu, berdasarkan hasil pengerjaan tes hasil belajar  diperoleh  peningkatan persentase ketuntasan siswa sebesar 58,33%.

This paper reports the effect of Balinese folktale literacy learning on elementary students’ reading ability and social attitudes. The type of research is pseudo-experimental research with a non-equivalent post-test-only control group design. The population in this study was 129 students. The sample was selected by using random sampling techniques.  23 students were treated as an experimental group and 27 students were treated as a control group. The data were obtained by administering multiple-choice tests and distributing questionnaires. The data were analyzed by using descriptive statistical analysis techniques and inferential statistics, i.e., Manova-test.  The data of this study were also described through the classification level of each data group by using five conversion guidelines. The results showed that there was a significant difference between the reading ability and the social attitudes of the students taught by using folktale literacy learning and those who were taught by using conventional learning.  It can be seen from the Sig.< value of 0.05. Based on these results, it can be concluded that Balinese folktale literacy learning affected reading ability and social attitudes of  elementary students.

<p align="center"><strong><em>Abstract</em></strong><em></em></p><p class="PreformattedText"><em>Science has great benefits in the technological development and human welfare. Besides that, every day and around us we are always exposed to scientific phenomena. Therefore, the concept of science should be instilled in children from early childhood, moreover that is the golden age where children are experiencing optimal development. Learning science can be done using the concept of the four pillars of education, namely learn to know, learn to do, learn to be and learn to live together. The application of the concept of the four pillars of education is carried out specifically and adapts to the concept of science and does not ignore the character of early childhood. The role of parents and teachers in science learning for early childhood is as a learning resource, learning planner, motivator, facilitator and evaluator.</em></p>