Tujuan penelitian ini untuk melihat pengaruh aktivitas dan hasil belajar siswa yang diajar menggunakan model pembelajaran Problem Based Learning( PBL) dan kativitas serta hasil belajar yang diajar menggunakan metode konvensional pada pembelajaran tematik terpadu kelas V SDN 01 Barulak dan SDN 04 Tanjung Alam di Kabupaten Tanah Datar. Jenis penelitian adalah quasi eksperimet. Populasinya adalah siswa kelas V yang terdiri dari 2 kelas dengan jumlah 40 orang. Pengambilan sampel dilakukan dengan purpose sampling. Data penelitian dikumpulkan menggunakan menggunakan tes kemampuan awal dan tes kemampuan akhir. Berdasarkan hasil uji hipotesis diperoleh temuan : terdapat pengaruh yang signifikan antara  model pembelajaran Problem Based Learning( PBL)  terhadap aktivitas siswa pada pembelajaran  berdasarkan perhitungan uji t diperoleh nilai nilai signifikan 0,00 lebih kecil dari taraf nyata 0,05. terdapat pengaruh yang signifikan antara  model pembelajaran Problem Based Learning( PBL)  terhadap hasil belajar siswa pada pembelajaran  berdasarkan perhitungan uji t diperoleh nilai nilai signifikan 0,00 lebih kecil dari taraf nyata 0,05 pada pembelajaran tematik terpadu di kelas V SD. Hasil penghitungan pada tabel dengan menguji uji F diperoleh F hitung sebesar . Sedangkan F tabel yang diperoleh adalah . Dapat disimpulkan bahwa terdapat pengaruh model pembelajaran PBL terhadap aktivitas dan hasil belajar siswa pada pembelajaran Tematik Terpadu di Kelas V Sekolah Dasar

Penelitian ini dilatarbelakangi oleh pembelajaran belum dimulai dengan memberikan masalah yang autentik, sehingga apabila siswa dihadapi dengan suatu permasalahan siswa kurang mampu menyikapi dan menentukan solusi terhadap pemecahan masalah tersebut. Penelitian ini bertujuan untuk mengetahui pengaruh model Problem Based Learning hasil belajar  siswa pada materi mengidentifikasi sifat-sifat bangun ruang di kelas V Sekolah Dasar tahun ajaran 2016/2017. Jenis penelitian adalah eksperimen semu (quasi experimen). Populasi dalam penelitian ini adalah seluruh siswa kelas V SD Negeri 05 Garegeh Kota Bukittinggi. Teknik pengambilan sampel yaitu Non Probability Sampling dengan jenis Purposive Sampling.  Sampel dalam penelitian ini yakni siswa kelas VA sebagai kelas eksperimen yang berjumlah 33 siswa dan siswa kelas VB sebagai kelas kontrol berjumlah 32 siswa. Teknik pengumpulan data menggunakan tes, uji hipotesisnya menggunakan rumus t-test yang didahului dengan uji prasyarat analisis menggunakan uji normalitas dan uji homogenitas.Hasil penelitian menunjukkan bahwa terdapat pengaruh penggunaan model Problem Based Learning (PBL) terhadap hasil belajar pada materi mengidentifikasi sifat-sifat bangun ruang di kelas V SD Negeri 04 Garegeh. Hal ini dibuktikan dari hasil t-test dengan taraf signifikan 5% (0,05) diperoleh t hitung (7,36) > t tabel (1,6694). Hasil belajar siswa yang diperoleh kelompok eksperimen lebih tinggi daripada kelompok kontrol, ditunjukkan dari mean kelompok eksperimen 82,18 sedangkan mean kelompok kontrol sebesar 76,62.

Learning evaluation is to find out how far the progress, development, and success of students after carrying out the learning process within the specified time period is, including the evaluation of the innovative learning curriculum, namely the <em>sekolah penggerak</em> curriculum. The purpose of this study is to describe the evaluation of the school curriculum using the Context, Input, Process and Product (CIPP) evaluation model. Qualitative research designed in the form of case study research. The research subjects were the principal, curriculum representative, and school supervisor. Determination of research subjects was carried out purposively. Data collection techniques using observation sheets and data analysis techniques used are descriptive statistics. Research findings using the Context, Input, Process and Product (CIPP) is seen from the Context, Input, Process and Product aspects that the implementation of the <em>sekolah penggerak</em> curriculum is in accordance with the learning objectives. The implementation of this curriculum innovation is expected to have an impact on the quality of learning outcomes, the quality of the main competencies, the quality of teachers, the acceleration of school digitization and the profile of Pancasila students.

This study aims to examine how the mastery of teacher pedagogy competence in the implementation of the curriculum 2013 in the Padang city. This research uses a quantitative approach by using purposive sampling technique. Piloting school in question is spread over a number of districts in Padang with a sample of 45 peoples. The results showed that in the mastery of pedagogy competence as 52.00% of teachers have been ready for the implementation of the curriculum 2013. Traced deeper through an interview obtained results that are a weakness of teachers less able in; (1) managing the class, (2) enabling students trough the learning process, (3) varying the learning strategy. It is recommended that the training provided to teachers more intensive and sustainable so that the mastery of pedagogical competence is more optimal.

West Sumatera geographical conditions are prone to natural disasters and earthquakes, resulting in people vulnerable to becoming victims. This is especially true for students, because they do not have the capacity to face earthquake disasters. Therefore, it is important to equip learners systematically and massively on a wide range of knowledge, attitudes/values, and basic skills required by the curriculum in schools in order to minimize the risk of earthquakes. Related to this, the present study was conducted in order to produce a model of local content disaster-based curriculum, especially about earthquakes, for elementary school students. This research was developed by using a conceptual model comprised of several stages: a literature review, a needs analysis, development of the draft, validation/expert tests, revisions, activities of focus group discussions, and finalization of models. The data was obtained from various elements of information that were relevant to earthquakes through questionnaires, the assessment format, and recording of the activities of focus group discussions; these methods were analyzed by using a descriptive qualitative analysis. The results of this development were the formulation of course objectives, competency standards, basic competencies, subject matter, approaches to learning, teaching methods, and types of assessment. These components are interrelated to one another and have clear ideas, are comprehensive, and are positioned to equip students to be functional in the face of an earthquake.