One of the advantages of digital technology (internet) as the 21st century characterizes learning is the availability and accessibility of teaching materials. The purpose of the study was to formulate specific competencies and measure the readiness of teachers to face 21st-century learning. Based on four teachers’ competencies and three TPACK components, it has been defined as a specific competency attribute for 21st-century teacher competences. The research phase begins with the FGD process and concludes with expert justification. 21st Century teacher formula tested through survey techniques to get the level of acceptance or readiness of teachers in the field. The survey was conducted on 360 teachers in North Sumatera. The level of teacher acceptance was descriptive analysis. The results of this study are the competency profiles of 21st-century teachers who are based on digital learning and are synched with the TPACK framework. The teachers in North Sumatera received and ready to face 21st-century learning. Data collection is done through online surveys. Data analysis using descriptive analysis. The results showed that teachers in North Sumatra were ready to face the demands of 21st-century learning.

This study aims to (1) develop digital interactive module as a learning media for Management and Training Courses in Early Childhood Education, (2) reveal the feasibility of android application as a learning media for Management and Training Courses (3) examine students' perception on the interactive digital module and the level of validity of the interactive digital module which is based on android mobile application from media and content experts. This research is used for research and development (Research and Development) which refers to the ADDIE model, namely analysis, design, development, implementation, and evaluation. However, this research ended in the Implementation stage. Validation was carried out by a team of expert lecturers on subject matter and media, while the test was carried out on 6 0 semester IV (fourth) students of the Early Childhood Education Teacher Education study program, Medan State University. Broadly speaking, the results of the assessment of the material aspect validation test are classified as Good with a total score of 75 and the range of values and validation of the media aspect are also classified as Very Good, namely 82 with an average score of 4.5. So that the development of interactive digital-based PAUD Management and Training learning media is worthy of being used as a learning medium and a source of independent learning.

Permasalahan merupakan penyimpangan antara tujuan dan hasil. Dalam permasalahan belajar dipengaruhi faktor internal dan eksternal siswa. Metode penelitian ini adalah deskriptif pendekatan kualitatif. Mendefinisikan serta menganalisis secara naratif. Data melalui kajian ilmiah yang dikaji dan dianalisis secara sistematis. Hasil menunjukan bahwa permasalahan peserta didik yaitu faktor eksternal berasal dari lingkungan keluarga. Keluarga yang baik akan melahirkan peserta didik yang memiliki karakter serta motivasi belajar yang tinggi. Lingkungan sekolah memiliki peran utama. Guru sebagai penentu tercapainya keberhasilan siswa. Upaya guru dalam meningkatkan minat belajar serta capaian siswa diantaranya; metode, model, dan media agar tujuan belajar dapat tercapai dengan optimal. Lingkungan masyarakat memiliki peran membentuk peserta didik berkarakter sesuai dengan budaya masyarakatnya.

Since COVID-19 broke out in early 2020, State University of Malang has implemented online lectures. This transformation creates new problems, including in Modern Physics experiment lectures. The fact is that when students was founded with the problem of assembling complex tools they are unable to implement their knowledge. The problems with Modern Physics experiment lectures that have existed for a long time are now exacerbated by the emergence of the COVID-19 pandemic. In overcoming this problem, the researcher implementation, management strategy with a systems approach as a solution with the consideration that this strategy is able to direct students to think critically. This study aims to improve students’ practical understanding and learning quality. This research was conducted in 2 cycles. The research instruments were questionnaires and experiment reports. Based on the data analysis of the questionnaire cycles I and II, it was concluded that the quality of the implementation of modern physics experiment learning was good with an average result of 88.38%. In addition, there is an increase in students’ practical understanding which can be seen from the average score of the experiment report, where the first cycle is 91.33 and the second cycle reaches 95.

Pembelajaran berbasis proyek memiliki enam tahapan: mengenal masalah, mendesain proyek, Menyusun jadwal pelaksanaan proyek, menilai hasil dan melakukan evaluasi. Pada penelitian ini akan menanalisis efektifitas model belajar dan bermain berbasis proyek pada pesert didik PAUD. Penelitian merupakan deskriptif untuk menjabarkan kajian secara naratif belajar bermain berbasis proyek dan data lapangan (field research). Subjek terdiri dari 29 peserta didik dari TK yaitu TK Negeri 1 Air Merah berjumlah 15 anak dan TK Character And Education Center (CEC) berjumlah 14 anak. Berdasarkan hasil karya peserta didik pada TK Negeri 1 Air Merah menunjukkan hasil capaian 93%, sedangkan TK Character And Education Center (CEC) menunjukkan capaian 100%. Adanya perbedaan capaian pada pelaksanaan belajar berbasis proyek pada media video tutorial sehingga peserta didik lebih fokus. Hasil analisis terbukti efektifitas model belajar bermain berbasis proyek pada tema lingkunganku sub tema keluargaku di sekolah TK Negeri 1 Air Merah dan TK Character And Education Center (CEC).