<p>This paper was presented on the basic of senior high school teachers’ complaint over the implementation of scientific- based approach in 2013 Indonesian National Curriculum. Their path to successful learning is obstructed by the discontinuity of five stages of scientific- based approach which comprises of observing, questioning, associating, experimenting, and networking. This study was aimed at developing a theoretical model of reading comprehension based on metacognitive learning strategies. Descriptive qualitative approach was carried out to determine some possible theories which might lead to coin the theoretical model of reading comprehension based on metacognitive learning strategies for Indonesian students of Senior High School. Results of the study showed that underlining, note taking, summarizing, concept mapping might also be instantly working together to help senior high school students get the text content well-comprehended.</p><p> </p><center><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a></center><p> </p>

This study has developed a digital mathematics handbook that helps students to strengthen their mathematical skills at the elementary level of education. A survey of mathematics teachers collected data. In developing an integration manual on technology based on a survey of the state of technological integration in schools, it employed a research and development (RD) approach. A number of 24 teachers participated in the material creation. The multimedia materials produced during the trial were developed and used. Participants consisted of primary learning children. Results have shown that the trainers' preferred theory is undergraduate, and most of them have a poor capacity to integrate creativity into a research analysis. In the presentation of the under-graduates in mathematics the material produced was extremely good.

The curriculum 2013 has implemented in more than 5 years, but the teachers of the primary school still complaints that they have difficulty implementing a thematic and scientific-based learning approach. In fact, because of the Ministry of Education freed teachers and schools to use the Curriculum 2013 or not. Actually, the curriculum 2013 is very good for shaping knowledge and can build high-level thinking skills for learners as provision prepares to be a quality human. This article aims to describe the implementation of thematic-scientific learning in Elementary Schools In Klaten Regency, as a preliminary study to develop Thematic-Scientific Learning Models And devices that involving metacognition to build students' high order thinking skills.

Penelitian ini dilatarbelakangi oleh kemampuan siswa dalam berpikir logis dan rasional masih rendah sedangkan era globalisasi menuntut adanya persaingan antar negara dalam berbagai aspek kehidupan termasuk sumber daya manusia. Kualitas sumber daya manusia bukan saja akan menentukan kemajuan suatu negara tetapi juga menjadi penentu daya saing antar bangsa. Kondisi demikian mendorong bidang pendidikan didesain untuk mampu membekali siswa yang tanggap terhadap tantangan era globalisasi. Untuk menghadapi tantangan tersebut, maka perlu melatih siswa agar mampu belajar secara mandiri dan berkembang kemampuan bernalar serta berpikirnya. Hal ini sejalan dengan tujuan pembelajaran dari sekolah dasar yaitu membentuk manusia intelektual, mampu memecahkan permasalahan serta mampu berpikir/bernalar. Berdasarkan hasil penelitian membuktikan bahwa penggunaan strategi metakognitif problem solving merupakan alternatif strategi pembelajaran yang dipertimbangkan dan mampu mengembangkan keterampilan berpikir tingkat tinggi siswa. Hal ini ditunjukkan dari skor rerata skor tes awal adalah 27,94; rerata skor akhir 71,54, dan N-Gain 61 (100%) dalam kategori sedang.

In entering the era of the industrial revolution 4.0 which is also known as the phenomenon of disruptive innovation, a learning process is needed that leads to the formation of high-order thinking skills (HOTS). Elementary school is the earliest formal education to provide a foundation for the next education. For this reason, HOTS-based learning is also needed in elementary schools. Following the demands of the refined 2013 curriculum, learning is given in a thematic form. This study is combining thematic learning with scientific learning to build higher-order thinking skills. Because currently it is still in a pandemic period, so the learning is carried out by distance learning. To support the learning, the communicative learning media are made that can be accessed by zoom meeting and lead to higher-order thinking. The media is made using power points, which be arranged according to sub-themes, that have been determined according to the curriculum based on the stages of scientific learning by paying attention to higher-order thinking processes. Also, an evaluation tool that leads to higher-order thinking is developed. From the trial results, scientific thematic learning can be carried out online with the help of power point media, with the result that more than 70% of students get a score of more than 70. By using the mean difference test, it is evident that there is a significant increase in the average value between pretest and posttest for 4 (four) subjects.The limitation of this learning is that not all students can actively participate in online discussions.