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Elementary school students' rational skill is terminated on concrete situations; therefore, enhancing abstract reasoning becomes a prompt for students to be more critical in solving science problems. The objective of the study was to improve abstract reasoning in science learning using interactive multimedia based on augmented reality (AR) for fifth-grade students. This study used a Classroom Action Research conducted in two cycles consisting of Plan, Act & Observe, and Reflect stage each. Data collection techniques used tests and observations involving 28 students. The credibility of the research data was examined based on technical triangulation and source triangulation while the collected data were analyzed descriptively. The results of the study on process aspect showed that the use of interactive multimedia based on augmented reality gave positive changes to the learning processes on earth and rock structure topic in the fifth grade of elementary school. The students' enthusiasm during the learning processes thus strengthened student-teacher interaction as they enjoyed the learning processes actively, independently, and collaboratively. The interactive multimedia based on augmented reality facilitates the students to reason by exploring more realistic visual objects to eases student understanding of science concept, associating inter-concepts and implementation of information analysis, and problem-solving. The success of the product showed that students' abstract reasoning in science learning enhanced by 24.20% (in the first cycle) and 23.08% (in the second cycle). The results of this study concluded that the use of interactive multimedia based on augmented reality could enhance abstract reasoning skill of the fifth-grade elementary school students.

This present study imparts a literature review focusing on Augmented Reality (AR) in the field of education. The writers reviewed the published manuscripts by centering on types of manuscripts, research designs, types of participants, and the promising roles of AR in educational setting. A total number of 18 articles were thoroughly analyzed. The results showed a diverse type of manuscripts published in the journal databases including research articles, reviews, technical notes, features, and news. Types of research designs also varied such as Research and Development, Experimental, Content Analysis, Exploratory, Action Research, Descriptive Study, Survey, Mixed Method, and Design-Based Research. Types of participants embraced a diverse range of participants including university students, primary students, secondary students, teachers, and children with special needs. The most prominent role of AR was that it improved students' knowledge and understanding of the materials. Current gaps in AR-related studies in educational setting are recognized, and several recommendations for conducting upcoming studies are proposed.

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This study aims 1) to know the implementation of thematic learning on the curriculum 2013 in 4th-grade elementary school; 2) to know the needs of teachers in the implementation of thematic learning in 4th-grade elementary school. This study used qualitative research methods. The research was conducted in public elementary schools in the Gugus Pattimura, Klaten district which has been using the curriculum 2013. The subjects of the study were 4th-grade elementary school teachers. The data used to collect data is in-depth interviews, observation, and document analysis. The results of this research are: 1) All teachers have implemented thematic lesson in curriculum 2013. There are some teachers who still have difficulty in the implementation. Difficulties experienced by teachers, among others, in the making of the lesson plan, the implementation of thematic learning, assessment process, and develop the material in every learning. This is because of the needy costs, the amount of time required, and the teacher has other work to do besides teaching; 2) On the implementation of thematic learning, teachers still need other references to deepen the material and to develop the ability of learners to be more independent in learning activities and tailored to the competencies that must be achieved. The second requirement is that teachers need adequate facilities for the implementation of thematic learning can be maximized. In addition, teachers need regular coaching on the implementation of thematic learning so that learning activities can be given to learners maximally.

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Batik merupakan salah satu warisan budaya yang harus selalu dilestarikan oleh bangsa Indonesia. Salah satu motif batik yaitu berasal dari Kabupaten Ngawi. Motif yang ada di dalam batik bukan hanya untuk nilai estetik saja melainkan mempunyai makna sendiri. Setiap motif batik tentunya mempunyai makna tersendiri. Sehingga makna tersebut diduga bisa berkontribusi untuk dunia pendidikan. Pendidikan karakter sangat diperlukan untuk anak sekolah dasar selain dari pengetahuan kognitifnya dan psikomotornya saja. Maka dilakukan penelitian mengenai motif batik dalam pendidikan karakter di sekolah dasar dengan jenis penelitian kualitatif dan pendekatan hermeneutik. Penelitian ini dilakukan dengan tujuan untuk mengetahui apakah motif batik Ngawi mempunyai makna yang terkandung nilai karakter untuk pendidikan karakter di Sekolah Dasar. penelitian ini menggunakan penelitian kualitatif dengan pendekatan hermaneutik. Hasilnya didapat berdasarkan hasil observasi dan wawancara terdapat motif batik yang mempunyai makna dan nilai karakter yaitu motif batik Wahyu Ngawiyatan, Motif batik Srambang Park dan juga Motif Batik Benteng Pendem.