This research aims to find out: (1) the more effective learning model on students' divergent-thinking skills; (2) the better adversity quotient on students' divergent-thinking skills; (3) the better adversity quotient to improve students' divergent-thinking skills in each learning model; and (4) the better learning model to improve students' divergent-thinking skills in each adversity quotient. This research uses a quantitative approach with a quasi-experimental type. The fifth-grade students were selected as the research subjects. This research was carried out at the public elementary schools in Laweyan District, Surakarta, Indonesia. Test and questionnaire techniques were used to collect data. The data analysis was performed with the analysis prerequisite, hypothesis, and multiple-comparison tests. The results showed that the learning model and adversity quotient have an influence on divergentthinking skills; for each adversity quotient, the thinking actively in a social context learning model is better than the creative problem solving and direct instruction learning model; the creative problem solving learning model is better than the direct instruction learning model; and adversity quotient of the climbers is better than that of the campers and the adversity quotient of the campers is better than that of the quitters in each learning model.

The rapid development of technology and science brings influence on education. it requires planning in conducting learning process utilizing technology advances. One of the ways is the utilization of teaching media such e-module as electronic learning material that is practically used in learning process. This article aims to develop the Emodule of Economics learning based Problem-based Learning to improve students' learning outcomes. The method used in writing this article is literature review of relevant research journals. Commonly, the problem is that learning tends to be conventional and lack of learning media utilization, so that students are less interested to understand learning material which influences on low learning outcomes. One of media that can be used is E-module based Problem-based Learning as learning innovation. E-module based Problem-based Learning is one of the innovative media that involve students actively. The utilization of E-module based Problem-based Learning gives in-depth concept understanding on the cognitive, affective, and psychomotor domains that support critical thinking and problem-solving abilities which improve students' learning outcome.

The research aims at: first the effects of Course Review Horay and Talking S tick learning methods towards S ocial Science learning result.; second the effect of high or low learning interest towards S ocial S cience learning result; third the interac tion effect between Course Review Horay and Talking S tick learning methods and S ocial S cience learning result. The research population is all students of grade V at S D Negeri Kecamatan Kedunggalar, Ngawi, East Java, in Academic Year 2017/2018. The research uses stratified cluster random sampling. The samples are 101 students which consists of 50 students for experimental class and 51 students for control c lass.The research instruments are soc ial science test result and questionnaire of students' learning interest.Hypothesis testing uses varianc e analysis (anava) with two different cell paths. The research conclusion is as follows: first, there is an effect of Course Review Horay and Talking S tick learning methods towards S ocial S cience learning result, second there is an effect betwee n students who have high or low learning interest and S oc ial S cience learning result, third there is no interaction between course review horay and talking stic k learning methods and learning interest. S ocial science learning result using course review horay learning method is better than social science learning result using talking stick learning method. S tudents are advised to be confident in participating in classroom learning. S tudents who actively participate during the learning process, so that students can understand meaningfully the material presented by the teac her.

No abstract

This study aims to determine the differences in critical thinking skills between students who learn using the problem based learning model and STAD model. This research is a quantitative study with a quasi-experimental method. The population of this study is the X grade students of SMK Negeri 3 Surakarta in the academic year 2017/2018. Samples were obtained by using cluster random sampling technique consisting of two classes namely X PM 1 class as the experimental class with problem-based learning and X PM 3 class as the control class with STAD learning. The technique of collecting data uses a multiple choice test to determine students' critical thinking skills. Data Analysis is using MANOVA. The results of the study indicate that there is a significant influence between the learning model on critical thinking skills. The application of the problem-based learning model proved to be more able to improve students' critical thinking skills compared to the STAD learning model.

This study aims to find out the effectiveness of problem-based Learning (PBL)-based personnel administration e-book that c an be ac cessed through website in smartphone or laptop and in order to find out the extent to which the e -book the result of learning students. The research method employed in this study was experiment research by comparing two classes of the class experiment and class control. Technique of analyzing data employed in this study was inferential statistic analysis through normality test and homogeneity, followed with prerequisite test with t-test. T-test was c onducted by comparing posttest score of two basic competencies for experiment and control classes and the result of comparison shows that the analysis that had been conducted using t-test with tstatistic of 3.112 while ttable of 2.051, or tstatistic > ttable. It indicated that there was a relevant difference between experiment and control class values so that the students' learning outcome in experimental class was better then the implementation problem-based learning (PBL)-based personnel administration learning e-book could improve the learning outcome of Vocational High S chool students.

This research aims to develop learning material is insight of a fairy tale that containing character values for grade 3 students through a handbook, consisting of teacher books and student books that can improve students’ intensive reading skills. This fairy tale material involves learning fairy tales with character-oriented insights and guided by using the correct intensive reading skill steps and easy to learn, understand, and understood by the students. This instructional material is equipped with competency map to be achieved by the students, description of student learning materials, student learning activities, exercise questions, reflection, and assessment used to measure students ‘competence to the students’ intensive reading skill. Research method in this development is using Borg and Gall technique. Expert validation results show content-oriented teaching materials to improve students’ intensive reading skills that are valid and highly viable to use. Students’ responses to the understanding of character values are increasing. Teaching materials based on character values to enhance intensive reading skills can improve the intensive reading skill of students’ fairy tales. The results of this study indicate that there is a significant difference between post test of experimental group and control group. Mean experimental group postest 83.6 and average control group postestscore of 78, both groups had a difference of 5.6, indicating a significant increase in increment. So it can be said that the experimental group of learning by using old teaching materials plus storytelling materials with character values insight to improve intensive reading skills more effectively improve student learning outcomes.

This research aims to explain 1) the different impact among Numbered Heads Together (NHT) model and direct instruction on the science learning outcomes. 2) the different effect among the high, medium and low self regulated learning on the students' learning outcomes of science. 3) the interaction among the learning models and self regulated learning towards the students' learning outcomes of science. The type of research was quasi-experimental research with factorial design 2×3. Population of this research was all students of fifth grade elementary school. The hypothesis test used two-way analysis variant with unbalanced cells. Based on data analysis, Numbered Heads Together model with high self regulated learning was the most effective.