Penelitian ini bertujuan untuk menjelaskan dan mendeskripsikan bagaimana pengembangan media pembelajaran komik matematika berbasis Problem Based Learning dengan manga studio V05 dan GeoGerba dan menganalisis penggunaan media pembelajaran komik matematika menggunakan manga studio V05 dan geogebra sudah memenuhi kualitas baik pada kelas VIII SMP. Data penelitian diperoleh dengan cara menyebar angket kepada guru dan siswa dan tes hasil belajar siswa. Setelah angket dan tes dikembalikan, data dianalisis secara kualitatif dengan rumus presentase. Hasil penelitian menunjukan bahwa bahwa media pembelajaran komik matematika berbasis Problem Based Learning yang dikembangkan sudah sangat baik, media pembelajaran yang dikembangkan memenuhi kualitas baik, karena memenuhi kriteria valid dengan rata-rata skor 4,33 ini termasuk dalam kategori interval 𝑋>𝑋𝑖 + 1,8×𝑆𝑏𝑖, dengan kualitas sangat baik. Media pembelajaran memenuhi kriteria kepraktisan, yaitu berdasarkan hasil penilaian guru matematika dengan rata-rata skor 4,45 dengan kategori sangat baik, dan hasil penilaian siswa dengan rata-rata skor 4,478 dengan kategori sangat baik. Media komik matematika berbasis Problem Based Learning memenuhi kriteria keefektifan, yaitu berdasarkan presentasi siswa yang tuntas sesuai KKM adalah 73, 69%. Menurut Nieveen (1999:126-127) kualitas bahan ajar yang dikembangkan haruslah memenuhi kriteria valid, praktis, dan efektif. Maka produk media pembelajaran komik matematika mempunyai kualitas baik.Kata Kunci: komik matematika, Manga Studio V05, Geogebra, PBL This study aims to explain and describe how the development of mathematics comic learning media based on Problem Based Learning with manga studio V05 and GeoGerba and analyze the use of comic mathematics learning media using manga studio V05 and geogebra has fulfilled good quality in the eighth grade of junior high school. Research data is obtained by distributing questionnaires to teachers and students and testing student learning outcomes. After the questionnaire and test were returned, the data were analyzed qualitatively with a percentage formula.The results showed that the mathematical comic learning media based on Problem Based Learning developed was very good, the learning media developed fulfilled good quality, because it fulfilled valid criteria with an average score of 4.33 included in the interval category X> (X_i) ̅ + 1,8 × Sb_i, with very good quality. Learning media meets the criteria of practicality, which is based on the results of the assessment of mathematics teachers with an average score of 4.45 with a very good category, and student assessment results with an average score of 4.478 with very good categories. Mathematical comic media based on Problem Based Learning meets the criteria of effectiveness, which is based on the presentation of students who complete the KKM is 73, 69%. According to Nieveen (1999: 126-127) the quality of teaching materials developed must meet the criteria of valid, practical, and effective. Then the mathematics comic learning media products have good quality.Keywords: mathematics comics, manga studio V05, Geogebra, PBL

Character Development in Sports and Physical Education. There are three approaches to character development, i.e. the social learning, structural development, and socio-psychological approaches. These underlie nine strategies to develop character through physical and sports activities. The strategies can be implemented by formulating characteristics of real sportspeople in a program, strengthening sportsmanlike behaviors, modeling good and appropriate behaviors, explaining why particular behaviors are good and acceptable, discussing moral dilemmas, actualize moral dilemmas in actual situations, teaching cooperative learning strategies, creating an atmosphere that motivates movement tasks, and transferring power from leaders to participants (members).

Penggunaan media pembelajaran dapat menumbuhkan pembelajaran yang lebih efektif. Ada banyak pilihan media pembelajaran yang dapat digunakan, salah satunya adalah media berupa video pembelajaran. Selain dapat memudahkan siswa memahami konsep dari materi yang dipelajari, video pembelajaran diharapkan dapat mendukung kemampuan literasi numerasi dan digital siswa. Penelitian dilakukan guna melihat efektivitas penggunaan video pembelajaran terhadap kemampuan literasi numerasi dan digital siswa. Jenis penelitian ini adalah penelitian kuasi eksperimen. Desain eksperimen yang digunakan adalah post test only control group design dan teknik analisis data penelitian menggunakan uji manova. Adapun instrumen yang digunakan dalam penelitian yaitu lembar observasi keterlaksanaan pembelajaran, lembar tes kemampuan literasi numerasi siswa, dan angket literasi digital siswa. Subjek penelitian adalah siswa kelas VIII di SMP Negeri 7 Muaro Jambi. Berdasarkan pengolahan data menggunakan uji multivariate diperoleh bahwa H 0 ditolak. Berdasarkan uji lanjut menggunakan uji T 2 Hotelling diperoleh bahwa H 0 ditolak. Dengan demikian dapat disimpulkan bahwa kemampuan literasi numerasi dan literasi digital siswa pada kelas eksperimen lebih baik dari pada kelas kontrol. Hal ini berarti penggunaan video pembelajaran pada pembelajaran di kelas efektif ditinjau dari kemampuan literasi numerasi dan kemampuan literasi digital siswa. Kata kunci: Kemampuan literasi digital; kemampuan literasi numerasi; video pembelajaran matematika.

The research had been carried out to develop the e-student worksheet (e-SW) based on multiple representational learning models on the material factors which affect the rate of reaction to determine its effectiveness in understanding the concepts and activities of students, as well as the teacher's and the student's responses towards e-worksheet application. The research method and development (R&D) of the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model were used for the development of e-SW. The research samples used were the students of class XI MIPA 1, and the chemistry teachers of class XI of senior high school 3 Banda Aceh, then the determination of the sample for implementation was carried out using random sampling techniques. Based on the results of the study, it can be concluded that an e-worksheet based on the developed multiple representation learning models on the factors which affect the reaction rate fulfilled the very feasible criteria with the acquisition of validity and reliability of 0.85 and 85. Complete understanding of the concepts and activities of students using eworksheet was splendid, namely 84.8 and 85%. The response of students and teachers to the development of e-worksheet based on the multiple representation learning models was also splendid.

RPP is one of the things that determine the success of the learning process carried out by the teacher. This study aims to describe the suitability of the RPP material for the periodic system of elements with the demands of 21st century learning. This study uses a qualitative approach with a descriptive type of research. The data in this study are the RPP components contained in the PPG RPP which are downloaded on the Ministry of Education and Culture RI teacher sharing website and the chemistry teacher RPP at several schools in Banda Aceh. Data collection is done by using documentation technique, while data analysis is done by qualitative descriptive technique which includes data reduction, data presentation, and drawing conclusions. The results showed that the PPG lesson plans contained on the teacher sharing website and the lesson plans developed by teachers at several schools in Banda Aceh were in accordance with the demands of 21st century learning. All lesson plans had integrated the elements required in 21st century learning, namely strengthening character education (PPK), Literacy, HOTS, and 4C (communication, collaboration, creativity, critical thinking). The elements of KDP that have been integrated into the RPP include religious values, independence, mutual cooperation, nationalism, and integrity. Next, the elements of literacy that are integrated are basic literacy, media literacy, technological literacy, and visual literacy. Furthermore, the HOTS element in lesson plans is shown by the use of operational verbs to analyze, evaluate, and compare several components of lesson plans, such as GPA and learning objectives. Then, the 4C component in the lesson plans has been demonstrated through learning activities in the form of discussions, presentations, and group assignments. Thus, it can be concluded that the lesson plans designed by teachers are in accordance with the demands of 21st century learning

Permukiman tepian sungai merupakan sebuah ciri khas dalam konteks kelokalan yang menjadi daya tarik tersendiri dari Kota Banjarmasin. Pada perkembangannya sekarang permukiman tepian sungai sudah banyak berubah, berkembangnya beragam tipe rumah dengan berbagai pola peletakannya memberikan keberagaman pada permukiman tepian sungai Kota Banjarmasin pada saat ini. Penelitian ini menganalisis bagaimana tipologi pola tata letak rumah pada permukiman tepian sungai Pulau Bromo Kota Banjarmasin. Metode yang digunakan pada penelitian ini menggunakan deskriptif kualitatif dengan pendekatan tipologi dan untuk teknik pemilihan sampel menggunakan purposive sampling.  Hasil temuan dari 25 objek sampel rumah tepian sungai, didapatkan 3 jenis posisi peletakan rumah, yaitu di area atas sungai, bantaran sungai dan tepi sungai. Selain itu didapatkan 5 tipologi untuk pola tata letak, dengan tipe yang paling dominan, yaitu posisi rumah yang berada di tepi sungai dan berorientasi ke Sungai Martapura.

The utilization of online media such as learning videos, e-books, e-libraries, and virtual laboratories as a source of independent learning by learners is still very low, as a result of which teachers are still the main source of learning. This shows the low independence of learning learners, even though independence is one-factor affecting learning achievement. The correct learning methods can increase the independence of learning learners, one of which is by applying flipped classrooms. This research aims to find out the effect of the application of flipped classrooms on learning independence and cognitive achievement of learners in thermochemical materials as well as the correlation of learning independence with the achievement of cognitive abilities of learners. This study is an experimental study with the design of two groups at random. The measuring instrument used is a matter of postest and learning independence questionnaire. The research data were analyzed using the SPSS for Windows program. The results found that learning independence and better achievement of cognitive abilities were shown in the group that applied the class upside down. There was a significant positive relationship between the achievement of cognitive ability and the independence of learning in both groups, both in classes that applied classes in reverse and in classes that did not apply inverse classes.

Kompetensi pedagogik dan profesional sebagian guru pendidikan jasmani, olahraga, dan kesehatan (PJOK) ditengarai lemah, terutama pada guru berusia lanjut. Hal ini ditandai dengan adanya data guru PJOK berusia lanjut kesulitan mengikuti perubahan kurikulum, menyusun RPP dengan sistematika lama, melaksanakan pembelajaran dengan cara lama, dan tetap mengajarkan teknik-teknik dasar kecabangan olahraga. Penelitian ini bertujuan untuk mengetahui hubungan kompetensi pedagogi dan kompetensi professional guru PJOK dengan usia, serta jenis sekolah. Penelitian ini dilakukan dengan metode deskriptif kuantitatif, data diperoleh dengan menggunakan data sekunder, yaitu terkait kompetensi pedagogik, kompetensi professional, yang diperoleh dari Dinas Pendidikan kota Yogyakarta. Data dianalisis dengan teknik statistic Anova untuk komparasi atau uji beda kompetensi guru berdasarkan usia, dan dengan Uji t untuk uji beda antara kompetensi guru sekolah negeri dan yang sekolah swasta. Hasil Uji korelasi, baik kompetensi total dengan usia, kompetensi pedagogik dengan usia, maupun kompetensi professional dengan usia guru, menunjukkan perbedaan yang signifikan. Berturut-turut nilai r = -0,143, r = -0,05, r = -0,173. Sedangkan hasil uji-t menunjukkan p value untuk nilai profesional, pedagogik, dan total kurang dari 0,05, maka terdapat perbedaan mean atau rerata yang signifikan (untuk ketiga nilai tersebut) antara sekolah negeri dan swasta. Sekolah negeri memiliki rerata skor hasil uji kompetensi guru pendidikan jasmani yang lebih tinggi dari sekolah swasta. Physical Education Teacher Competencies Base On Age and Type of School AbstractThe pedagogical and professional competence of some physical education, sports, and health (PE) teachers is suspected to be weak, especially in older teachers. This is indicated by the data of elderly PE teachers having difficulty following curriculum changes, compiling lesson plan with old systematics, implementing learning the old fashioned way, and still teaching basic techniques of sports branching. This study aims to determine the relationship between pedagogical competence and professional competence of PE teachers based on the teacher’s age and type of school. This research was conducted with a quantitative descriptive method, the data were obtained using secondary data, namely related to pedagogical competencies, professional competencies, obtained from the Yogyakarta City Education Office. Data were analyzed using ANOVA statistical technique for the comparison or differences in teacher’s competency tests based on age, and with T test for differences in tests between competencies of public and private school teachers. Correlation test results, both total competence with teacher’s age, pedagogical competence with teacher’s age, and professional competency with teacher’s age, showed significant differences. Consecutive values r = -0,143, r = -0.05, r = -0,173. While the results of the t-test showed p values for professional, pedagogical, and total values of less than 0.05, there were significant mean or mean differences (for all three grades) between public and private schools. Public schools have a higher average score of physical education teacher competency scores than private schools.