Ki Hadjar Dewantara is the Father of Indonesian Education who was instrumental in carrying out an educational revolution in Indonesia from colonial-based to nationalist-based. The learning carried out puts forward the development of character that is balanced with the good mastery of knowledge. One of the teachings used by Ki Hadjar Dewantara in conducting the learning process is the trilogy of leadership and tri nga. The teachings are used as a balance between the knowledge students have and the character carried out in everyday life. These teachings can also enhance the students' characters which are very important in the revolution of industry 4.0 era, namely cooperative and proactive attitudes. This article aims to describe the implementation of the teachings of Ki Hadjar Dewantara in enhancing students' cooperative and proactive characters through science learning in elementary schools. By implementing Ki Hadjar Dewantara's teachings, the students' proactive and cooperative characters increase, which makes them able to adjust to the progress of the times.

This research aims to describe the nature-based school curriculum as a solution to the learning-teaching that promotes students’ freedom. The implementation of the learning-teaching is designed to be fun based on the natural characteristics of children. This research utilized a qualitative-descriptive method involving students, teachers, and parents as participants. Data were collected through observations, questionnaires, and interviews. The data analysis consisted of four stages: data collection, data reduction, data presentation and drawing conclusions. The results of this research indicate that the curriculum developed at the nature-based school is implemented by integrating the national curriculum with the natural school curriculum consisting of four pillars: morality, scientific logic, leadership, and entrepreneurship. The positive impact of this research is that the innovation of natural curriculum has been in line with the implementation of independent curriculum by implementing four pillars in learning-teaching process and are carried out through experience-based learning and project-based learning methods. Students are facilitated to express their opinions in different activities and are given the freedom to choose a place to learn in several activities. For example, in some activities, students are free to choose learning places which can be in the prayer room, in the school yard, in the library, or in other places. The learning-teaching can increase students’ enthusiasm to go to school, be happy, feel valued and feel free when they are at schools. With this nature-based school curriculum, children develop according to their nature and grow into meaningful, independent, and beneficial human beings in the surrounding environment who have noble character, have logical abilities, have a good leadership spirit, and have an entrepreneurial spirit.

This study aims to find out the characteristics of e-LKPD in the subjects of natural science (IPA) based on the scientific approach,  the validation, and the effectiveness of the developed e-LKPD. This research used Research and Development (R&D) method. In collecting the data, the researcher used questionnaires, observation, interviews, the result of the learning process, and documentation. The data analysis used descriptive statistics analysis. Development of e-LKPD includes 9 stages of development. The subject testing was conducted on 24 students of fifth-grade students of SD N 2 Surokarsan Yogyakarta. The results of this study are the characteristics of e-LKPD in the subjects of natural science (IPA) based on a scientific approach using 5M components. The validation of e-LKPD product of the expert validator material result is obtained an overall average of 3.34 in the very good category, the validation of language expert has obtained an overall average of 3.25 in the very good category, the validation of media expert has obtained an overall average of 3.66 in the very good category, and the validation of the teacher of fifth-grade is obtained an overall average of 3.83 in the very good category. The practicality of the e-LKPD product showed a positive response with an average percentage of 81,1% and 82,3%. The effectiveness of e-LKPD is measured by the student result of the learning process who gets a score of 82,81.

Proses penilaian belajar siswa merupakan komponen penting sebagai upaya memperoleh informasi capaian pembelajaran. Pemanfaatan teknologi (komputasi) membuat proses ini lebih efektif. Quizizz menjadi salah satu platform yang diharapkan mampu menarik minat, dan menambah konsenterasi siswa.  Penelitian ini menggunakan metode deskriptif kualitatif untuk menggambarkan kondisi minat dan konsentrasi belajar siswa kelas VI di SDN Banjarharjo. Penelitian ini menggunakan berbagai insturmen untuk mengumpulkan data (1) lembar obeservasi, (2) kuesioner/angket respon peserta didik; (3) lembar pedoman wawancara  sebagai pendukung hasil kuesioner respon peserta didik.  Hasil penelitian memberikan gambaran bahwa aplikasi Quizizz dapat meningkatkan minat dan konsentrasi siswa dalam mengerjakan soal penailian untuk mencapai hasil yang maksimal.

Penelitian ini bertujuan untuk mengetahui pengaruh model belajar Blended Learning menggunakan Phet Simulation  terhadap hasil belajar IPA siswa kelas VI SD Negeri Srepeng Semanu. Hasil refleksi guru terhadap pembelajaran di Masa Pandemi Covid-19, menunjukkan bahwa rendahnya hasil belajar siswa disebabkan oleh kurang tepatnya metode pembelajaran daring dan tatap muka terbatas yang dilaksanakan. Penelitian ini merupakan penelitian Kuantitatif Korelasional yaitu menyelidiki sejauh mana Model Blended Learning melalui Phet Simulation mempengaruhi hasil belajar IPA siswa kelas VI SDN Srepeng Semanu berdasarkan koefisien korelasi. Penelitian ini dilaksanakan di SDN Srepeng Semanu, Gunungkidul dalam proses pembelajaran daring dan tatap muka terbatas Mata Pelajaran IPA Kelas VI Tahun Pelajaran 2021/2022. Subjek penelitian ini adalah siswa kelas VI SDN Srepeng Semanu, dengan jumlah siswa 20 siswa, terdiri dari 9 siswa perempuan dan 11 siswa laki-laki. Teknik pengumpulan data yang digunakan yaitu tes berupa pretes dan postes untuk mengetahui hasil belajar siswa. Pembelajaran dengan Model Blended Learning melalui Phet Simulation dapat meningkatkan hasil belajar siswa. Hal ini terihat dari peningkatan hasil belajar siswa yang signifikan. Nilai rata - rata pretes atau sebelum menggunakan model ini adalah 53, sedangkan nilai postes atau setelah menggunakan model Blended Learning melalui Phet Simulation adalah 61,5.