This study aims to formulate the RADEC learning model with full online learning mode in natural science instruction, both through synchronous and asynchronous communications. This research belongs to the type of qualitative description with the participants involved consisting of 20 students and 5 teachers taken based on a purposive sampling technique. The instruments used were a questionnaire and unstructured interviews that were processed with triangulation techniques. The results of this study indicate that 1) At the Read stage the teacher provides opportunities for students to enrich knowledge from various sources through asynchronous communication, 2) At the Answer stage, students also answer pre-learning questions through asynchronous communication, 3) At the Discuss stage, the teacher divides students into small groups. Students discuss pre-learning questions in their groups then answer them through asynchronous communication. Students’ answer is the sources information for the teacher to classify concepts based on difficulty level, 4) At the Explain stage, the teacher is a moderator who gives students opportunities to rebut or support the answers. The teacher also leads students to have scientifically conceptual knowledge with probing questions through synchronous communication, 5) In the Create stage, students agree, realize, and report ideas on the product. They have to present the product through synchronous communication.

This study aims to describe the impact of online mentoring activities in implementing the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the competence of elementary school teachers in training students’ critical thinking skills. The method was a pre-experiment with a one-group pretest-posttest design involving 25 elementary school teachers in Indonesia. The teachers received online mentoring in implementing RADEC learning model. The research instrument was a questionnaire to measure teachers’ knowledge and skills in training critical thinking. The data processing technique was carried out by calculating the mean and the percentage of each item to obtain a description of the teachers’ knowledge and skills in training students’ critical thinking before and after treatment. The data were analyzed inferentially with a paired sample t-test using SPSS version 22 software to see the impact of the treatment on teachers’ competence in training critical thinking. Based on the results of the paired-sample t-test, for both the knowledge and skills aspects, the probability value (sig) was 0.00 <0.05. This result means that there was a significant difference in the knowledge and skills of teachers in training students’ critical thinking skills before and after mentoring activities. The study results indicate that the online mentoring in implementing the RADEC learning model improved teachers’ competence in training elementary school students’ critical thinking skills.

This study aims to develop STREAM (Science, Technology, Religion, Engineering, Art and Mathematics) integrated thematic learning material with the context of the ring solar eclipse material for elementary students. This type of research is Research and Development (RnD) using ADDIE research design. The experimental subjects used in this study were 40 students at third grade in one of the integrated Islamic elementary schools in Cirebon. Data were collected using interviews, questionnaires, and tests. The instruments used consist of assessment sheets for students, observation of learning implementation, and interviews. The technique for the data analysis was qualitative and quantitative. The results showed that the average value of the expert validation test was 80.12 with the category of “very good”, the results of the teacher’s response were 94.34 with the category of “very good”, and the results of the responses of the students were 90.12 with the category of “very good”. From these results, the development of STREAM integrated astronomy teaching materials for elementary school students was declared “feasible” and “effective” to use during the instruction.

This Community Service Program aims to increase the ability of elementary school teachers in Bandung Wetan district to develop STEM-based science learning plans during the Covid-19 pandemic. In detail, the objectives of this service can be described as follows: first knowing the teacher's perceptions of the implementation of STEM learning that is carried out in online learning, second knowing the teacher's needs for the implementation of STEM in online learning, the third design of the SFH training program (STEM From Home ) to improve the ability of elementary school teachers in Bandung Wetan sub-district to develop a STEM-based science learning plan during the Covid-19 pandemic and most recently as an effort to describe the ability of elementary school teachers in Bandung Wetan sub-district to develop a STEM-based science learning plan during the Covid-19 pandemic after participating in the program SFH (STEM From Home) training. This service activity targets the target audience is elementary school teachers in the Bandung Wetan district. The number of schools in Bandung Wetan District is 17 with 15 private schools and 2 public elementary schools. On this occasion, the involvement of teachers as many as 28 people was prioritized. A series of PKM activities have been carried out from August to September 2020. And Broadly speaking, the participants of the activities gave positive responses to the implementation of In House Training activities: SFH (STEM From Home) Implementation Strategies as Alternative Learning Ipa During the Covid-19 Pandemic Period for Teachers Bandung Wetan elementary school

The COVID-19 pandemic suddenly compels pupils to study from home. Primary school teachers face difficulties to present learning at home, even more parents who have a new role as a teacher at home. The purpose of the research was gaining parents and primary school teachers opinion on Webinar Program SFH (STEM From Home) as a stimulator to create fun and creative learning at home. It was a descriptive study with purposive sampling technique. The samples of the research were teachers and parents who needed creative learning references from home. The instruments were questionnaires and open-ended questions that investigated their opinion on the webinar program. The data were triangulated to gain comprehensive findings. The findings of the Webinar Program SFH are very important as a foundation for further research in carrying out fun and creative science learning from home. The results showed that primary school teachers and parents gave positive feedback to Webinar Program SFH. They gained a new perspective to present science teaching with fun and creative method although it is conducted from home.