The purpose of this study was to describe the learning interest of class III B students at SDN Bumiayu 3 Malang City when learning without using the Quizizz learning application and to describe the learning interests of class III B students at SDN Bumiayu 3 Malang City when learning using the Quizizz learning application. The approach used is a mix method (combination research) with the type of research using descriptive research and the design method used is the parallel combined method design. Data were collected using a questionnaire (questionnaire), interviews and documentation. The results of the study showed that students' interest in learning without using the Quizizz learning application was categorized as moderate with a percentage of 63 percent. Then for students' interest in learning using the Quizizz learning application, the percentage of 83 percent is in the high category. There is an increase in interest in learning, namely 20 percent, so it can be concluded that the Quizizz learning application can be an alternative for teachers in using learning media during online learning during a pandemic to increase students' interest in learning, as well as create a more interesting, fun, not monotonous learning atmosphere for learning. followed by students, and utilize technology. Abstrak: Tujuan penelitian ini adalah mendeskripsikan minat belajar peserta didik kelas III B SDN Bumiayu 3 Kota Malang ketika pembelajaran tanpa menggunakan aplikasi belajar Quizizz dan mendeskripsikan minat belajar peserta didik kelas III B SDN Bumiayu 3 Kota Malang ketika pembelajaran menggunakan aplikasi belajar Quizizz. Pendekatan yang digunakan yaitu mix method (penelitian kombinasi) dengan jenis penelitian menggunakan penelitian deskriptif dan desain metode yang digunakan yaitu desain metode gabungan paralel. Data dikumpulkan menggunakan kuesioner (angket), wawancara, dan dokumentasi. Hasil dari penelitian menunjukkan bahwa minat belajar peserta didik tanpa menggunakan aplikasi belajar Quizizz dikategorikan sedang dengan persentase 63 persen. Kemudian untuk minat belajar peserta didik menggunakan aplikasi belajar Quizizz menunjukkan persentase 83 persen yang termasuk kategori tinggi. Terdapat peningkatan minat belajar yaitu 20 persen, sehingga dapat disimpulkan bahwa aplikasi belajar Quizizz dapat menjadi alternatif guru dalam menggunakan media pembelajaran selama pembelajaran dalam jaringan di masa pandemi guna meningkatkan minat belajar peserta didik, serta menciptakan suasana pembelajaran yang lebih menarik, menyenangkan, tidak monoton untuk diikuti peserta didik, dan memanfaatkan teknologi.

Learning mathematics can develop students' thinking patterns in solving problems. The purpose of this study is to describe the ability to solve geometry problems based on independent and field dependent cognitive styles in fifth grade students of SD Karangbesuki 2 Malang. The research subjects consisted of 2 students with independent field cognitive styles and 2 students with field dependent cognitive styles. Based on the results of the study, students who have independent field cognitive style in this study are able to solve geometry problems based on Polya's steps, namely (1) able to find aspects that are known and asked, (2) able to draw up problem solving strategy relevant to what was asked, (3) able to solve the problem correctly, and (4) able to draw conclusions from the answers. Whereas students who have a field dependent cognitive style experience difficulties, namely (1) not including complete information, (2) being less able to prepare a completion plan, (3) the results of the answers are less precise, (4) not doing a look back step.

Kemajuan teknologi menuntut kehidupan manusia semakin berkembang. Dengan demikian, semakin banyak pula keterampilan dan kompetensi yang harus dimiliki. Di abad 21 ini, keterampilan berpikir kritis merupakan salah satu keterampilan wajib yang seharusnya dikuasai oleh generasi penerus supaya mereka dapat bersaing di dunia yang akan datang. Merdeka belajar sebagai salah satu kebijakan baru Menteri Pendidikan memberikan tantangan baru bagi seluruh sekolah di Indonesia, termasuk SD. Permasalahan yang ada yaitu kesulitan guru dalam menuangkan pembelajaran berbasis High Order Thinking Skill (HOTS) dalam perangkat pembelajaran. Tujuan kegiatan pengabdian ini untuk memaparkan pelatihan pengembangan perangkat pembelajaran berbasis HOTS berlandaskan Merdeka Belajar bagi guru SD. Metode yang digunakan yaitu pendampingan. Instrumen yang dipakai yaitu angket. Hasil kegiatan menunjukkan bahwa dengan pendampingan, pengetahuan serta keterampilan guru dalam membuat perangkat pembelajaran berbasis HOTS berbasis Merdeka belajar mengalami peningkatan dan termasuk dalam kategori baik. Tingkat kepuasan kegiatan yang dilaksanakan sebesar 94%.

Covid-19 has made the education order change. One form of change is the learning system that was originally done faceto-face, now it has turned into a network. Various actions have been taken in order to reduce the number of citizens who are indicated by Covid-19, including learning from home. This study aims to provide an overview of the creativity of junior high school teachers in developing learning during the Covid-19 period. The research method used is quantitative with descriptive qualitative research type. The data collection technique is done using a questionnaire / questionnaire. The data analysis technique uses the percentage technique. The results showed that most junior high school teachers have used certain applications in carrying out online learning, namely WhatsApp, Facebook, Instagram, and YouTube. Their creativity lies in the content of these media as well as the way teachers package learning by utilizing these media or applications.

This study aims to produce media products in the form of e-comic on PPKN content with the theme of local culture of Malang City, class IV SD semester 2 at SDN Tasikmadu 1 Malang and SDN Tasikmadu 2 Malang which are valid and interesting. This research is a development research, which consists of (1) Analyze, (2) Design, (3) Development, (4) Implementation, (5) Evaluation. The test subjects were fourth grade students at SDN Tasikmadu 1 and SDN Tasikmadu 2 Malang. The small group trial subjects consisted of 10 students and the large group test subjects consisted of 45 students. The results of this study indicate that the developed media received a very valid and very interesting rating, according to experts and users. The results of the small-scale test showed a result of 0.93 which was stated to be very interesting and the large-scale test showed a result of 0.95. Abstrak: Penelitian ini bertujuan menghasilkan produk media berupa e-comic pada muatan PPKn bertemakan kebudayaan lokal Kota Malang kelas IV SD semester 2 di SDN Tasikmadu 1 Malang dan SDN Tasikmadu 2 Malang yang valid dan menarik. Penelitian ini merupakan penelitian pengembangan, yang terdiri dari (1) Analyze, (2) Design, (3) Development, (4) Implementation, (5) Evaluation. Subjek uji coba adalah siswa kelas IV SDN Tasikmadu 1 dan SDN Tasikmadu 2 Malang. Subjek uji coba kelompok kecil terdiri dari 10 siswa dan subjek uji coba kelompok besar terdiri dari 45 siswa. Hasil penelitian ini menunjukkan media yang dikembangkan ini mendapatkan penilaian yang sangat valid dan sangat menarik, menurut para ahli dan pengguna. Hasil dari uji skala kecil menunjukkan hasil 0,93 yang dinyatakan sangat menarik dan uji skala besar menunjukkan hasil 0,95.

This study is aimed to discover the negative impacts on the use of smartphone in children, their causing factors, and the means to minimalize them. This study used a qualitative research method with case study research type. The result of this study showed that the negative impacts of the use smartphone were: (1) addicted to play smartphones, (2) less discipline, (3) frequently told lies, (4) slower in understanding the lesson, and (5) influence on their behaviors. Factors that caused those negative impacts were (1) little supervision and limitation on the use of smartphones from parents, (2) the parents always obey all the students wishes, (3) addicted to online games , and (4) influence from the students’ environment. The means that can be done in order to minimize the negative impacts were (1) the teachers should give the clear schedule of online learning (2) the parents should give time limitation on the use of smartphones, and (3) the parents monitor the applications that used by the students. Abstrak: Penelitian ini bertujuan untuk mengetahui dampak negatif penggunaan smartphone pada anak, faktor penyebab timbulnya dampak negatif tersebut, serta upaya meminimalisir timbulnya dampak negatif dari penggunaan smartphone pada anak. Penelitian ini menggunakan metode penelitian kualitatif dengan jenis penelitian studi kasus. Hasil penelitian ini menjelaskan bahwa dampak negatif dari penggunaan smartphone yaitu: (1) kecanduan bermain smartphone, (2) menurunnya kedisiplinan siswa, (3) siswa menjadi sering berbohong, (4) lambat dalam  menerima pembelajaran, dan (5) mempengaruhi perilaku siswa. Faktor yang menyebabkan timbulnya dampak negatif tersebut yaitu: (1) kurangnya pengawasan, pendampingan, dan pembatasan penggunaan smartphone dari orangtua, (2) orangtua selalu menuruti segala keinginan siswa, (3) kecanduan game online, dan (4) pengaruh dari lingkungan bermain siswa. Upaya yang telah dilakukan untuk meminimalisir timbulnya dampak negatif yaitu: (1) guru memberikan jadwal pembelajaran daring yang jelas, (2) orangtua memberi batasan waktu dalam penggunaan smartphone, dan (3) orangtua memantau aplikasi yang digunakan oleh siswa.

This study aims to: (1) describe the learning planning in Cluster 1, Purwosari District, Pasuruan Regency. (2) To describe the implementation of bold learning in Cluster 1, Purwosari District, Pasuruan Regency. (3) To describe the evaluation of learning in Cluster 1, Purwosari District, Pasuruan Regency. (4) To describe the difficulties of teachers in learning Cluster 1, Purwosari District, Pasuruan Regency. (5) To describe the teacher's solution in learning Cluster 1, Purwosari District, Pasuruan Regency. Which is applied to research, the reason for choosing a qualitative approach is because the research studied is in the approach of a fact or reality in depth and detail. The results of this study indicate that in planning, it was found that the teacher did not plan according to bold learning. Learning is carried out boldly only through the WhatsApp application to deliver material and the Youtube application to search for learning media in the form of videos. The evaluation activities carried out by the teacher are only from the results of the evaluation with the daily assignment assessments that have been done by students. Distribution and assignments are also carried out via the WhatsApp application with a 1x24 hour time limit sent to the teacher's private chat in the form of photos or videos according to the instructions given. The difficulties found were the preparation of lesson plans, preparing instructional media, facilitating learning, completing material and production. The solutions found by attending seminars, holding discussions with fellow teachers, and communicating with parents. Abstrak: Penelitian ini bertujuan untuk : (1) Untuk mendeskripsikan perencanaan pembelajaran daring Gugus 1 Kecamatan Purwosari Kabupaten Pasuruan. (2) Untuk mendeskripsikan pelaksanaan pembelajaran daring Gugus 1 Kecamatan Purwosari Kabupaten Pasuruan. (3) Untuk mendeskripsikan evaluasi pembelajaran daring Gugus 1 Kecamatan Purwosari Kabupaten Pasuruan. (4) Untuk mendeskripsikan kesulitan guru dalam pembelajaran daring Gugus 1 Kecamatan Purwosari Kabupaten Pasuruan. (5) Untuk mendeskripsikan solusi guru dalam pembelajaran daring Gugus 1 Kecamatan Purwosari Kabupaten Pasuruan. Pendekatan yang diterapkan pada penelitian, alasan memilih pendekatan kualitatif adalah karena pada penelitian yang diteliti merupakan menggali suatu fakta atau realita secara mendalam dan detail dengan jenis penelitian studi kasus. Hasil penelitian ini menunjukkan bahwa pada perencanaan ditemukan guru tidak membuat perencanaan yang sesuai dengan pembelajaran daring. Hal itu dikarenakan masih belum ada pedoman baku untuk menyusun RPP daring. Pelaksanaan pembelajaran dilakukan secara daring hanya melalui aplikasi WhatsApp dan aplikasi Youtube. Kegiatan evaluasi yang dilakukan guru hanya dari hasil evaluasi dengan menilai penugasan sehari-hari yang telah dikerjakan siswa. Kesulitan yang ditemukan meliputi penyusunan RPP, menyiapkan media pembelajaran, fasilitas pembelajaran daring, ketuntasan materi dan penilaian. Solusi yang ditemukan dengan mengikuti seminar, melakukan diskusi dengan teman sejawat guru, dan melakukan komunikasi dengan orang tua.

No abstract