Writing in English is often claimed as the most complex skills compared to the other three skills. Due to its complexity, feedback is seen to be an important part in writing process since it can lead to the students' better writing performance. It has been a consensus that teacher feedback is not practical to be given in a class with a big number of students; thus, this challenges peer feedback to be implemented in the writing classroom. While there are studies showing that peer feedback is effective to enhance the students' writing performance, how peer feedback should be conducted has been overlooked and limited. In this study, we investigated the effect of two types of peer feedback provision on the students' writing performance. This study involved 55 EFL students of the English Department of a state university in Indonesia. The study revealed that both in-class peer feedback provision and small group peer feedback provisiom led to the students' better writing performance. Nonetheless, neither of these two was more effective than the other. This indicates that regardless of the types of peer feedback provision, the results will be the same.

This study aimed to identify the effectiveness of online teacher with peer feedback provided on students' writing performance. Some experts state that both teacher and students feel that teacher feedback on the students' writing is essential, and it is believed to be the most effective feedback. On the other hand, the practice of peer feedback is supported by the theory of Vigotsky's Zone of Proximal Development which holds that the cognitive development of individuals result from social interaction where individuals can learn from each other. Furthermore, with the development of technology, it is more interesting to integrate information and communication technology ICT in EFL writing classes. Hence, this study investigated the combination of these three aspects -teacher feedback, peer feedback, and Edmodo -and looked at the impact on the students' writing performance. This study was a quasi-experimental, which involved 55 English Department students in a state university in Indonesia. These students were grouped into the experimental group and the control group. The result of this study revealed that the students having the online teacher and peer feedback provided through Edmodo did not perform better in writing than those who experienced teacher feedback in the conventional method

Latar Belakang: Dampak kurangnya semangat belajar siswa dalam pelajaran Matematika mengakibatkan terhambatnya keterampilan berhitung dan bernalar. Hambatan tersebut tentunya mempengaruhi proses belajar siswa. Siswa yang tidak memiliki semangat belajar akan mengalami penurunan kemampuan hasil belajar. Untuk mengatasi hal tersebut dibutuhkan pendekatan pembelajaran yang mampu membangkitkan semangat belajar siswa. Penggunaan game digital dipandang sebagai salah satu media pembelajaran yang sesuai dengan pembelajaran Matematika. Tujuan: Untuk mendeskripsikan penggunaan game digital untuk meningkatkan penguasaan keterampilan dalam berhitung dan bernalar. Metode penelitian yang digunakan literature review dengan telaah kepustakaan dari buku dan artikel, selanjutnya dianalisis dengan metode kualitatif deskriptif untuk menyelesaikan masalah. Metode: Penelitian ini menggunakan metode penelitian literature review.  Literature review merupakan metode penelitian dengan tujuan mengumpulkan dan memperoleh inti dari penelitian sebelumnya kemudian dianalisis. Hasil: Hasil analisis literature review bahwa penggunaan game digital berbasis komputer maupun android efektif dalam pembelajaran keterampilan berhitung Matematika dan juga memberikan pengaruh positif terhadap penguasaan kemampuan berpikir tinggi siswa. Game digital yang dinilai interaktif memberikan dampak positif ini nyatanya dapat memotivasi individu atau siswa dalam belajar serta membuat suasana menyenangkan dalam proses pembelajaran. Kesimpulan: Berdasarkan analisis ketiga artikel dapat disimpulkan bahwa game edukasi menggunakan metode Game Based Learning yang berbasis Higher-Order Thinking Skills memadukan antara konsep belajar dan bermain dengan melalui beberapa fase yang harus dilakukan sehingga terciptanya prototype game edukasi. Fase-fase tersebut yaitu analisis desain, pengembangan jaminan kualitas kemudian implementasi dan evaluasi. Game edukasi yang berbasis Higher-Order Thinking Skills tersebut dapat membantu meningkatkan siswa dalam keterampilan berpikir kritis.

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<strong>Abstract:</strong> Now that the spread of Covid 19 is still high and the teaching and learning process should be continued to be conducted at homes, but it seems that some teachers –in this case EYL teachers– are not ready to integrate various digital platforms. It is necessary for us to respond to the need of investigating technology readiness of English for young learners teachers in teaching during this Covid 19 pandemic. It is strongly important to reveal the teachers’ technology readiness as it plays vital role, especially during this pandemic —when the only thing that the teachers and the students can do is interacting online. Without having adequate literacy in technological thing, it is impossible to create teaching and learning process which can facilitate both the teachers and the students. Based on the result of initial survey, it could be stated that some teachers might not be ready in integrating the technology in their virtual classrooms; ending up in either providing lots of assignments or creating monotonous activities, which of course break the nature of teaching English for young learners. Hence, it is expected that by conducting this study, the researchers could assist some of the teachers to be more aware with their technology readiness, so that they could serve the students better, and the students could also learn the material more interesting and meaningful.

The implementation of inclusive education is based on a belief that all people are part of society regardless of their differences. So that education can be accessed easily by all people, including Children with Special Needs (ABK). With this inclusive education, it will have an impact on them so they don't feel marginalized by those who are normal. This study aims to determine the implementation of inclusive education services in public schools after the issuance of central and local government policies in Indonesia regarding the implementation of inclusive education including problems in the management of inclusive education and school efforts to overcome problems in managing inclusive education from the aspect of school management, education personnel, facilities. and infrastructure, curriculum, learning process and cooperation in the management of inclusive education in Blitar City State Elementary Schools. This research used descriptive method and the data were analyzed using a qualitative approach through interviews, observations and documentation studies. The research subjects were principals, teachers, and parents at SDN Responsibility 2, one of the schools providing inclusive education. The results showed that the implementation of inclusive education in schools did not go well. There are many problems in the implementation of inclusive education including; limited knowledge and skills of teachers in providing services to children with special needs, there are no special supervising teachers at schools providing inclusive education, infrastructure and school environments that are not yet fully accessible to children with special needs, Human Resources (HR) have difficulty in modifying the curriculum, assessment academic and non-academic children with special needs, the management of cooperation with related parties (parents and the Center for Disability Services) is less than optimal, there is no supervision and intensive guidance on inclusive education in schools by the education ranks and the local government.

Penelitian ini adalah penelitian kualitatif deskriptif dengan metode observasi, wawancara dan studi dokumentasi yang bertujuan untuk menganalisis kesulitann guru dalam menerapkan pembelajaran tematik. Subjek penelitian adalah kepala sekolah dan guru-guru kelas I, II, dan III pada SDN Watuwara. Hasil penelitian diperoleh bahwa 1) dalam perencanan guru merasa kesulitan ketika memadukan materi pelajaran dalam langkah-langkah pembelajaran pada saat penyusunan RPP. 2) dalam pelaksanaan yakni guru merasa pembelajaran tematik membutuhkan waktu yang lebih banyak, karena isi pembelajaran tidak hanya mencakup satu mata pelajaran saja dan pembelajaran tematik masih berpusat pada guru. 3) dalam evaluasi, guru-guru merasa kesulitan dalam menilai rana afektif karena perbedaan karakterisitik dari setiap siswa berbeda dan guru kesulitan ketika mengisi laporan hasil belajar siswa karena penilaiannya sesuai mata pelajaran. Adapun upaya yang dilakukan untuk mengatasi kesulitan guru yakni kepala sekolah mengikutsertakan guru-guru dalam seminar, pelatihan-pelatihan yang berkaitan dengan pembelajaran tematik untuk meningkatkan kualitas para guru.

This article analyzes the influence of mind mapping in improving sixth-grade elementary school students’ descriptive writing ability. The type of research is qualitative research with a problem-solving research design. Problem-solving is an approach that indicates the data in the form of words or statements obtained through interviews, documentation, observations, and so on. Classroom action research is conducted to solve problems in learning in the classroom or to improve learning quality. The research subjects involved 24 students of class VI at SDN Blimbing 2. The test results before implementing the class research action indicate that the average value is 54. In cycle I, the average value is 68.7 with a completeness percentage of 42%. It shows that between the pretest and cycle 1 there is an increasing value of 14.7. In cycle 2, the average value increases to 75.2 with a completeness percentage of 100%. The observation results of students’ activity in cycle 1 achieve 71% while in cycle 2 it achieves 81%, which means that there is an increasing percentage of 10%. The observation results teacher’s teaching management in cycle 1 achieves a percentage of 73% and in cycle 2 it achieves a percentage of 87%, which means that there is an increasing percentage of 15%. Thus, the data analysis of students’ writing descriptive essays through mind mapping from the pretest, cycle 1 to cycle 2 has achieved an average score target.