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The purpose of this study is to describe the holistic thematic learning at elementary school in the implementation of Curriculum 2013 in Indonesia: ie to know wether the learning is thematic and holistic. The research method used is descriptive qualitative. Data were collected through documentation, observation, and interviews. Data were analyzed based on Miles & Hubermen interactive model. Conclusions are determined by triangulation of methods and sources. This study has two findings: 1) in preparing the theme networking, each subject indicator has not been associated with subthemes, 2) thematic learning is not designed holistically through cognitive, affective, and psychomotor aspects. Based on these findings it can be concluded that the implementation of Curriculum 2013 on thematic learning in Indonesia is not in accordance with the characteristics of a holistic thematic learning. It is not thematic and holistic. The results of the study imply that in designing the theme networking, the teacher should link the each subject matter with subtheme. Teachers must develop students' ability holistically on the cognitive, affective, and psychomotor aspects in a balanced.

The research aims to analyze the quality of the learning process using the Problem-Based Learning (PBL) model to find out the improvement of student’s motivation and critical thinking skills. It is a classroom action research conducted in two cycles, cycle I consist of 4 meetings, and cycles II consists of 3 meetings, with the topics of Temperature, Expansion, and Heat. The subjects of the research were 34 students on grade VII in one of the junior high schools in Malang. Instruments used to measure the implementation of learning PBL model using the form of implementation sheet following the lesson plan, tools to measure motivation using a poll and to measure the critical thinking skill, and researchers use essay questions. The implementation of the PBL model in the cycle, I was 72.9% and was classified as a good qualification; while in cycle II, it was 91.2% and was classified as a very good qualification. The analysis of student’s learning motivation in pre-cycle was 56%, was classified as a quite good qualification, cycle I was 67.2%. I was classified as a quite good qualification, while in Cycle II, it was 87.2% and was classified as good qualification. The analysis of student’s average critical thinking skills in pre-cycle was 44.12% and was classified lack of good qualification, cycle I was 76.4% and was classified as a quite good qualification; while in cycle II it was 88.4% and was classified as good qualification. The results showed that the PBL model successfully improved motivation and critical thinking skills of students beginning the pre-cycle, cycle I, and cycle II.

A person's confidence to succeed in running a business that will be carried out is called Entrepreneurial selfefficacy Entrepreneurial self-efficacy is not an innate ability, but can be generated by motivating students to become entrepreneurs. The effort to grow self-efficacy for entrepreneurship was carried out to 35 Kanjuruhan University Malang students. The activity is entrepreneurship training, visitsin SMEs, internship activities in SMEs, and training in preparing a business plan. The purpose of this study was to determine the factors that influence ESE. Data is collected through observation, questionnaires, and tests. Data were analyzed using multiple regressions using the SPSS 20 programs. The results showed that entrepreneurship training and internships in SMEs had a positive effect on ESE, while the visits to SMEs and training in business plan preparation did not affect on ESE.

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The 4.0 industrial revolution transformed life remarkably. Dependence on technology is notable and influences the learning system in our country. In fact, its weight becomes more visible in the post-COVID-19 situation that strikes the world today. Online learning compels educators to be more creative in designing the learning process. One of them is to employ a digital game strategy in learning that utilises the elements of the game intending to motivate students, maximise positive feelings and engagement with the learning process. Furthermore, the application of this media can help to improve students’ higher-order thinking skills because through the digital game, students can explore innovative things as well as test their level of acceptance of the topics discussed in the lecture. Nonetheless, to what extent is the approach victorious in helping to overcome various problems in learning and able to improve students’ higher-order thinking skills? Therefore, this paper identified the implementation of digital games in learning and its implications for the advancement of higher-order thinking skills of students either at the secondary or tertiary education level. Extensive literature review methods were administred to identify and present data relevant to the current situation, especially in the learning atmosphere in this epoch of COVID-19 pandemic. In particular, this research addressed the fundamental concepts of digital games, its implementation and function in enhancing students’ higher-order thinking skills. Further, the researchers proposed that this study would contribute to educators, particularly in improving the efficiency of technology. Ergo, it would be supporting students to explore novel ideas.

Penelitian ini bertujuan untuk mengidentifikasi senyawa fitokimia dan mengarakterisasi antosianin pada sabut kelapa hijau. Hasil uji fitokimia menunjukkan bahwa ekstrak kasar metanol yang mengandung HCl 1% dari sabut kelapa hijau mengandung antosianin sebagai salah satu flavonoid dengan kandungan 8.34 mg/100 g berat basah. Hasil LC/MS menyatakan bahwa terdapat 4 jenis antosianin didalamnya yakni Cyanidin-3-O-glucoside, Peonidin-3-O-glucoside, Cyanidin-3-O-(6"-O-coumaroyl)-glucoside, Petunidin-3-O-glucoside. Hasil ini menunjukkan bahwa sabut kelapa hijau dapat berpotensi sebagai sumber pigmen antosianin alami