Keyakinan epistemologis guru terhadap matematika akan mempengaruhi keyakinannya dalam pembelajaran matematika. Penelitian ini bertujuan untuk mengetahui keyakinan epistemologis, keyakinan belajar-mengajar matematika serta hubungan keduanya pada calon guru matematika sekolah dasar. Kami menggunakan metode penelitian kuantitatif dengan menggunakan survei, yang dilakukan kepada 71 orang mahasiswa calon guru sekolah dasar. Hasil penelitian dipaparkan menjadi dua bagian. Hasil pada bagian pertama yaitu deskripsi keyakinan epistemologis akan matematika dan keyakinan akan belajar- mengajar matematika dari calon guru sekolah dasar, menunjukkan bahwa calon guru sekolah dasar lebih cenderung menyakinan matematika adalah pengetahuan statis. Hasil bagian kedua yaitu analisis korelasi antar keyakinan epistemologis akan matematika dengan keyakinan akan belajar-mengajar matematika, menunjukkan bahwa calon guru sekolah dasar cenderung memegang kedua keyakinan epistemologi statis dan dinamis akan matematika. Penelitian ini memberikan implikasi praktis dalam pendidikan, khususnya pendidikan guru sekolah dasar. Temuan ini mengimplikasikan bahwa untuk mengubah praktik belajar-mengajar matematika, harus dimulai dengan menguji ataupun mengubah keyakinan calon guru sekolah dasar mengenai epistemologi matematika.

Discipline is manifested in the student's compliance with the applicable class rules procedures in the classroom. The authors found problems related to the discipline of elementary school students. The discipline of grade 3 elementary school students does not show any indicators of discipline such as not following the rules procedures applicable in online learning. The purpose of writing this research is to review and describe the teacher's accuracy in instilling the discipline of elementary school students through online learning. The author uses research method with descriptive qualitative. Self-control of teachers is also an example that students certainly imitate. Based on the results of analysis and the findings of previous research, researchers concluded that the picture of discipline in grade 3 elementary school should be shown by compliance, obedience, self-control of the rules and procedures applicable in online learning. Discipline aims to bring students to maturity and change. The author recommends that elementary school teachers apply strictness to improve the discipline of elementary school students owned by students. Although the accuracy provided online learning can have a positive impact on student discipline in online learning. Students are expected to get used to discipline and exemplify teachers in terms of discipline.

Praktik refleksi telah menjadi salah satu prinsip utama dalam menjalankan pendidikan inklusif yang sukses. Dengan praktik refleksi, guru dapat memeriksa sikap mereka dan membedakan praktik penilaian, pengajaran, dan pengelolaan kelas mereka, untuk mengakomodasi kebutuhan setiap siswa dan memberikan semua siswa akses dan kemajuan dalam kurikulum pendidikan umum. Penelitian ini mengidentifikasi praktik refleksi yang dilakukan oleh guru dalam rangka memenuhi peranannya dalam pendidikan inklusif dan mengetahui faktor penghalang bagi guru dalam melaksanakan praktik refleksi.  Penelitian ini melibatkan empat guru kelas inklusif di sebuah sekolah dasar di Jakarta. Metodologi penelitian kualitatif dengan pendekatan studi kasus digunakan untuk menggambarkan praktik refleksi pada setiap guru dalam konteks pendidikan inklusif. Prosedur pengumpulan data menggunakan wawancara, observasi, dan jurnal refleksi. Penelitian ini menunjukkan bahwa setiap responden telah mulai melakukan praktik refleksi dalam pembelajarannya dengan mencerminkan sikap guru reflektif yaitu berpikiran terbuka, sepenuh hati, dan bertanggungjawab. Hasilnya, guru mampu mengidentifikasi, mengakomodasi, and memotivasi siswa dengan kebutuhan khusus.Kata kunci: praktik refleksi, pendidikan inklusif, peran guru

<div><p>This study aims to examine the relationship between epistemological beliefs, teaching-learning beliefs and assessment beliefs in mathematics education. This research is a quantitative study with a correlational study. Data collection using the survey method with a cross-sectional design. The participants were 71 pre-service elementary school  , mathematics teachers. The data on beliefs were collected through means of a questionnaire. The data collected from the questionnaire were then analyzed quantitatively through descriptive and inferential statistics. Descriptive statistics utilizes the mean value, maximum value, and standard deviation values. Inferential statistics use the product-moment correlation as well as path analysis. The research results show that there is a positive and significant correlation between static and dynamic beliefs on epistemology of mathematics, and the constructivist beliefs on mathematics teaching and learning, with the productive beliefs on mathematics assessment. In addition, there is seen to be a functional influence between both epistimological beliefs (both static and dynamic), as well as beliefs on teaching and learning (constructivist) and beliefs about mathematic assessment (productive). The results of this research signify the importance of considering one’s beliefs about the epistemology of mathematics and mathematics teaching and learning when constructing their beliefs regarding mathematics assessment.</p></div>

The learning capacity aims to bring multidimensional changes in human life aspects for the better. However, in the reality, both teachers and students struggle to carry out an effective learning process. Learning becomes meaningless which causes low conceptual understanding of students on what they learn. Contextual Teaching and Learning (CTL) is one learning model that can help students associate the lesson with their life context and make sense of things they learn. Therefore, this research aims to (1) elaborate on the significance of students’ conceptual understanding, and (2) elaborate on the effectiveness of CTL in improving conceptual understanding of primary students. The research method used is descriptive qualitative and the result shows that CTL is effective to help teachers carry out a meaningful learning experience to improve students’ conceptual understanding. It is recommended that (1) CTL can be implemented with various learning methods and media according to the learning environment and students’ characteristics, (2) apply CTL consistently in a period of time, and (3) manage the time well so all components in CTL can be performed as a whole.

The purpose of this paper is intend to describe the role of Pancasila in dealing with radicalism and social exclusivism in the era of globalization. This paper also tends to see the impact of globalization on the spread of deviant views such as radicalism and social exclusivism. Finally, how is Pancasila as an ideology to stem radicalism and social exclusivism in the era of globalization in everyday life in the context of nationality in Indonesia. With the literature review method, the writer tries to find answers to the focus of the writing. It was found that cultivation and appreciation of the values ​​of Pancasila need to be instilled in oneself from an early age. Tulisan ini bermaksud mendeskripsikan bagaimana peran Pancasila dalam menghadapi radikalisme dan eksklusi sosial di era globalisasi? Bagaimana pula dampak globalisasi terhadap merebaknya pandangan-pandangan menyimpang seperti radikalisme dan eksklusi sosial? Terakhir, bagaimana Pancasila sebagai ideologi untuk membendung radikalisme dan eksklusi sosial di era globalisasi dalam kehidupan sehari-hari dalam konteks kebangsaan di Indonesia. Dengan metode tinjauan pustaka, penulis mencoba mencari jawaban atas fokus penulisan. Ditemukan bahwa penanaman dan penghayatan nilai-nilai Pancasila perlu ditanamkan pada diri sendiri sejak dini.

Kemampuan berpikir kritis adalah potensi yang dimiliki manusia untuk memaksimalkan proses belajar. Pembelajaran yang bersifat abstrak penting dipahami siswa dengan cara memaksimalkan pola berpikir kritis. Hal ini menjadi tugas guru sebagai fasilitator untuk mendesain model pembelajaran yang sesuai dengan karakteristik siswa. Penelitian ini dilakukan di salah satu sekolah di Lampung dan bertujuan untuk memaparkan penerapan model Think, Pair, and Share berbasis alat peraga untuk meningkatkan kemampuan berpikir kritis siswa. Banyak siswa yang diteliti dalam penelitian ini berjumlah 24 orang. Metode penelitian yang digunakan adalah metode kualitatif deskriptif. Seorang guru memiliki peran dan tanggung jawab dalam memfasilitasi siswa untuk memahami konsep dasar melalui pengembangan pola berpikir kritis. Hasil dari penelitian menunjukkan bahwa penerapan model TPS berbasis alat peraga dapat meningkatkan kemampuan berpikir kritis siswa. Saran dari penulis yaitu guru dapat memodifikasi alat peraga dengan teknologi lain, dan penerapan model TPS bisa dilakukan lebih dari dua sesi pembelajaran untuk hasil yang maksimal.

Teachers as a facilitator is who facilitates students' needs to reflect on learning based on Biblical truth. The fact that happened in one of the Christian schools in Tangerang, there are a problem while teacher facilitating students in online learning. Therefore, teachers need to implement appropriate solutions to improve them. This paper aims to examine whether teacher personal reflection can assist teachers in carrying out their role as facilitators, which aims to find out the importance of personal reflection to help teachers as facilitators carry out their role in online learning. The method of writing uses descriptive qualitative. Personal reflection is a response to our salvation which is part of progressive sanctification to become more like Christ. Biblical truth is the basis for teachers' belief in reflection. As a result, through the implementation of personal reflection, teachers can find out problems then find solutions to correct mistakes when facilitating students in online learning. The conclusion is that the application of teacher personal reflection helps teachers to carry out their role as facilitators in online learning. The next writer is advised to use feedback from students to be the source of reflection