This Research aim to find out the significancy effect of ARIAS model to motivation to learn and abiliy to solve problems. The research is using quasy experiment methode. Designed with non equivalent control group. The exsperiment class using ARIAS model. While the control group using conventional learning models. The data in this research achieved by giving the pretest and postest in experiment and control class.The result of the research shows that mean value of motivation to learn at the postest of experiment class is 65,52% and at the control class 47,76%.  This result shows different 18,76%. The mean value of ability to solve problems test on the posttest at the experiment class shows at 77,83 while the control class shows 63,46. This result shows different 14,37. The result of the research test using independent sample t test using the SPSS 24 for windows programe. Keywords: Ability to Solve Problems, ARIAS Model, Motivation of Learning. ABSTRAK                                                                                         Penelitian ini bertujuan untuk mengetahui seberapa signifikan pengaruh model pembelajaran ARIAS terhadap motivasi belajar siswa dan kemampuan memecahkan masalah. Penelitian ini merupakan penelitian eksperimen  semu  (quasy  eksperiment)  dengan  rancangan  penelitian yang digunakan adalah Non Equivalent Control Group Design. Kelas eksperimen menggunakan model pembelajaran ARIAS, sedangkan kelas kontrol menggunakan model pembelajaran konvensional. Data  penelitian  diperoleh  melalui  pretest  dan  postttest pada  kelas  eksperimen  maupun  kelas  kontrol. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest motivasi belajar siswa pada kelas eksperimen sebesar 65,52% dan nilai kelas kontrol sebesar 46,67%. Sehingga, selisih antara kelas eksperimen dengan kelas kontrol sebesar 18,76%. Adapun hasil tes kemampuan memecahkan masalah menunjukkan bahwa rata-rata nilai posttest pada kelas eksperimen sebesar 77,83 dan perolehan nilai kelas kontrol sebesar 63,46. Sehingga, selisih nilai rata-rata antara kelas eksperimen dengan kelas kontrol sebesar 14,37. Hasil penelitian dianalisis menggunakan uji independent t test berbantuan program SPSS 24 for windows. Kata Kunci: Kemampuan Memecahkan Masalah, Model Pembelajaran ARIAS, Motivasi Belajar.

This research aims to find out the improvement of social literacy outcome by using cooperative picture and picture learning model and mind map media for students class 4th  of Coal Chatolic  Elementary School, Western Manggarai Regency. This research was Classroom Action Research by research design of Mc Taggart and Kemmis model which done in four stages that were: planning stage, action, observation, and reflection. In this research students learn about economy activities and kinds of natural resources which are related with economy activities. The method of data collection in this research are learning activity observation method and social study achievement test method. The instrument that used was learning activity observation sheet and multiple choice tests. The result of research shows that 1) on the first cycle students individual activity in amount of 2,68 with percentage 67%. Whereas students group activity in amount of 2,77 with percentage 69,2%. The post test result shows classical mean 67,31 with 65% of students are success. 2) on the second cycle the learning activities are the increased.  Students  individual activity score in amount 3,03 with percentege 76%.  While group activity score is 3,28 with percentage 81,7%. And the post test result shows classical mean 75,64 with 88% students success. Based on these result then can be concluded that by applying cooperative picture and picture learning  and by using mind map, learning process more effective and students can increase their  the ability of social literacy.Keywords: class action research, cooperative picture and picture, mind map, social literacy. ABSTRAK                                                                                          Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan literasi sosial siswa dengan menerapkan model pembelajaran kooperatif picture and picture pada siswa kelas IV SDK Coal, Kabupaten Manggarai Barat. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) dengan desain penelitian mengikuti model  Mc  Taggart  dan  Kemmis  yang  dilaksanakan  dalam empat  tahap  yaitu  tahap perencanaan, pelaksanaan, observasi dan refleksi. Subjek dalam penelitian ini adalah siswa kelas IV berjumlah 26 orang. Dalam penelitian ini siswa mempelajari materi tentang aktivitas ekonomi dan sumber daya alam yang berhubungan dengan aktivitas ekonomi. Metode pengumpulan data dalam penelitian ini adalah metode observasi aktivitas belajar dan metode tes hasil belajar IPS. Instrumen yang digunakan adalah lembar observasi aktivitas belajar dan tes pilihan ganda. Hasil penelitian menunjukkan bahwa 1) pada siklus I tingkat aktivitas siswa secara individual mencapai skor 2,68 dengan persentase keaktifan 67%. Hasil post tes mencapai rata-rata 67,31 dengan 65% siswa mencapai ketuntasan. 2) Pada siklus II aktivitas belajar mengalami peningkatan. Aktivitas individual mencapai skore 3,03 dengan persentase 76%. Sedangakan aktivitas kelompok mencapai skore 3,28 dengan persentase 81,7%. Hasil post tes menunjukkan adanya peningkatan rata-rata 75,64 dan persentase ketuntasan mencapai 88% dari 26 orang siswa. Berdasarkan data di atas dapat disimpulkan bahwa dengan menerapkan pembelajaran kooperatif picture and picture, dan menggunakan media mind map proses pembelajaran IPS menjadi lebih efektif dan siswa dapat meningkatkan kemampuan literasi sosialnya.Kata Kunci: penelitian tindakan kelas, kooperatif picture and picture, mind map, literasi sosial.

The main purpose of this research is: 1) to describe the effect of the google earth  media to student learning outcomes, 2) to describe the effect of student activeness to student learning outcomes, 3) to describe the interaction effects between  google earth media and student activeness to student learning outcomes. This research was conducted at SDN Lidah Kulon 1 Surabaya with research subjects are students of Fourth Grade Student B as the control class and Fourth Grade Student C as an experimental class of the school year 2015/2016. Type of research is experimental. The data was obtained as follows: (1) there is the effect of the google earth media to student learning outcomes. With the same test two way of anova significance value the effect cognitive ability level of 0.002<0.05, (2) there is a activeness the effect to student learning outcomes. This conclusion is drawn from the results of empirical tests using two way of anova. With the test results show the value of the activity's significant the effect to student learning outcomes of 0,023<0,05, (3) there is no interaction effect of media and activeness to student learning outcomes. This conclusion is drawn based on two way of anova showed significant value interaction effect of media and activeness to student learning outcomes of 0.547> 0.05. Based on the research, it can be concluded that: (1) google earth media have a significant effect to the learning outcomes of students, (2) activeness have a significant effect to the learning outcomes of students, (3) there is no significant effect from the interaction between the media and the activeness to student learning outcomes. Keywords: Google Earth, Activeness, Learning Outcomes. ABSTRAK                                                                                          Tujuan utama penelitian ini adalah: 1) untuk mendeskripsikan pengaruh media google earth terhadap hasil belajar siswa, 2) untuk mendeskripsikan pengaruh keaktifan siswa terhadap hasil belajar siswa, 3) untuk mendeskripsikan pengaruh interaksi antara media google earth dan keaktifan siswa terhadap hasil belajar siswa. Penelitian ini dilakukan di SDN Lidah Kulon 1 Surabaya dengan subjek penelitian adalah siswa kelas IV B sebagai kelas kontrol dan IV C sebagai kelas eksperimen tahun pelajaran 2015/2016. Jenis penelitian yang dilakukan adalah penelitian eksperimen. Data hasil penelitian yang diperoleh sebagai berikut:  1) terdapat pengaruh media google earth terhadap hasil belajar siswa. Dengan uji yang sama yakni uji anava dua jalur diperoleh nilai signifikansi pengaruh tingkat kemampuan kognitif sebesar 0,002<0,05, 2) terdapat pengaruh keaktifan terhadap hasil belajar siswa. Kesimpulan ini diambil mengacu pada hasil uji empiris menggunakan anava dua jalur. Dengan hasil uji menunjukan nilai signifikansi pengaruh keaktifan terhadap hasil belajar siswa sebesar 0,023<0,05, 3) tidak terdapat pengaruh interaksi keaktifan dan media terhadap hasil belajar siswa. Kesimpulan ini diambil berdasarkan hasil uji anava dua jalur yang menunjukan nilai signifikansi pengaruh interaksi media dan keaktifan terhadap hasil belajar siswa sebesar 0,547>0,05. Berdasarkan hasil penelitian, dapat disimpulkan bahwa: 1) media google earth terhadap hasil belajar siswa menunjukan terdapat pengaruh yang signifikan, 2) keaktifan terhadap hasil belajar siswa menunjukan terdapat pengaruh signifikan, 3) interaksi antara media dan keaktifan tidak memiliki pengaruh signifikan terhadap hasil belajar siswa. Kata Kunci : Google Earth, Keaktifan, Hasil Belajar.

Within 1359-1364, Hayam Wuruk did a quest monitoring Majapahit, either to the east side, or the west side. From the many objects he visited, in addition to visiting authorities and local villagers, he also visited religious sacred places. Prapanca, who worked as Dharmadyaksa ring Kasogatan was one of the higher authorities in the kingdom who followed him (Pigeaude, 1963, IV, 150-153). The king’s quest was also followed by many authorities, and they were certainly intellectual prominent figures in their era. The position of saptopapati, for instance, was occupied by those who were entitled to as pangei or sanget. The term was derived from the root words of (V pgat) meaning: putus (Jw) mastery (Van Naerssen, 1933: 239-258). Furthermore, the terms of pgat is also defined by Van Nseassen as notable (Naerssen, 1933: 239-258). Within various epigraphs, authority titled with pamget or samget was under the third position of kingdom higher authority: rakryan katrini, namely rakrayan kartini (three higher authority), rakrayan mamantri I Hino, Rakryan I halu, Rakryan I Siikan. Within Nagarakratagama, pupuh 68, the second syair noted :” … wanten bodda Mahayana pgat/rin tantra yogiswara … was an expert (Jw. Mumpuni) of Buddha mahyana’s lesson on Tantra and Yoga …” (Pigeadu, 1963: 52). The terms refer to educated people who have comprehensive and mastery knowledge, so that they can take a decision based on their expertise independently, either in the field of science or governmental problems. Accordingly, if they master their knowledge (Jw. Putusing ngilmu), they will have the authority to make decision towards a problem whenever they are needed. The question is: what kind of knowledge, how can they attain it, and where they learn it? In many sources it was known that one kind of education spread within the age was mandala. During his quest, Hayam Wuruk, for example visited mandala segara. The term mandaleng (mandala – ing) was also found in Serat Pararaton. This article focuses on studying education in ancient Indonesia.

This study aims at evaluating the effectiveness of review horay cooperative learning model with power point media to improve critical thinking skills and student activities. The research used evaluation sheet and observation sheet. The participants were 50 fourth grade elementary school students in Sidodadi Elementary School, Surabaya, who were divided into two classes. This study found that Course Review Horay with power point media was effective in two parameters. The first parameter was the student activity which showed that the students were actively involved during the learning activities. The second parameter was the critical thinking skills which explained that all the phases in the Course Review Horay model with power point were at a very good level. Their dominant activities were solving problems, discussing, and collaborating. The finding of the evaluation of this model and media had been effectively applied in elementary schools.