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In line with technological development, the computer-based national examination (CBNE) has become an urgent matter as its implementation faces various challenges, especially in developing countries. Strategies in implementing CBNE are thus needed to face the challenges. The aim of this research was to analyse the challenges and strategies of Indonesian schools in implementing CBNE. This research was qualitative phenomenological in nature. The data were collected through a questionnaire and a focus group discussion. The research participants were teachers who were test supervisors and technicians at junior high schools and senior high schools (i.e. Level 1 and 2) and vocational high schools implementing CBNE in Yogyakarta, Indonesia. The data were analysed using the Bogdan and Biklen model. The results indicate that (1) in implementing CBNE, the schools should initially make efforts to provide the electronic equipment supporting it; (2) the implementation of CBNE is challenged by problems concerning the Internet and the electricity supply; (3) the test supervisors have to learn their duties by themselves and (4) the students are not yet familiar with the beneficial use of information technology. To deal with such challenges, the schools employed strategies by making efforts to provide the standard electronic equipment through collaboration with the students’ parents and improving the curriculum content by adding information technology as a school subject. Keywords: computer-based national examination, challenges in implementing CBNE, strategies for implementing CBNE.

ABSTRACT:Cognitive development based on Piaget's theory in elementary school-aged children is in the concrete operational and formal operational period, children can think logically about something concrete, but if faced with abstract problems they will tend to have difficulty During the COVID-19 pandemic, education was held online which resulted in several problems. Likewise with SDN Tegalmulyo which has several problems, such as decreased student enthusiasm in learning, reduced understanding of the material, and decreased student interest in learning. The purpose of this research is to develop interesting and interactive learning media and to assist teachers in delivering thematic learning materials. This program of activities goes through a series of methods that include pre-activities (licensing and needs analysis), implementation (programming guides, program development, to the learning process) and post-activity (evaluation). Feedback from application users for two months showed that 70% of students felt the learning atmosphere became more interesting and fun; 90% of students feel more enthusiastic when learning to use PIN.AR; and 60% of students want the PIN.AR application to be applied until the end of the semester. Through the learning media, PIN.AR makes learning more interactive, so that students can understand the material more easily, can increase interest in learning, and can improve student understanding.ABSTRAK:Perkembangan kognitif berdasarkan teori Piaget pada anak usia sekolah dasar berada pada masa operasional konkret dan operasional formal, anak dapat berpikir logis terhadap sesuatu yang bersifat konkret, tetapi jika dihadapkan dengan permasalahan abstrak akan cenderung kesulitan. Selama pandemi COVID-19, pendidikan diselenggarakan secara daring yang mengakibatkan adanya beberapa permasalahan. Begitu pula dengan SDN Tegalmulyo yang memiliki beberapa permasalahan, seperti menurunnya antusias siswa dalam pembelajaran, berkurangnya pemahaman materi, serta menurunnya minat belajar siswa. Tujuan dari penelitian ini adalah untuk mengembangkan media pembelajaran yang menarik dan interaktif serta membantu guru dalam menyampaikan materi pembelajaran tematik. Program kegiatan ini melalui serangkaian metode yang mencakup prakegiatan (perizinan dan analisis kebutuhan), pelaksanaan (penyusunan panduan program, pembuatan program, hingga proses pembelajaran) dan pasca kegiatan (evaluasi). Umpan balik dari pengguna aplikasi selama dua  bulan didapat hasil bahwa 70% siswa merasa suasana pembelajaran menjadi lebih menarik dan menyenangkan; 90% siswa merasa lebih semangat jika belajar menggunakan PIN.AR; serta 60% siswa menginginkan aplikasi PIN.AR diterapkan  sampai akhir semester. Melalui media pembelajaran PIN.AR ini menjadikan pembelajaran lebih interaktif, sehingga siswa menjadi lebih mudah memahami materi, dapat meningkatkan minat belajar, dan dapat meningkatkan pemahaman siswa.

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This study presents a robot movement in tracking 2D objects. This input image is transformed into another image by certain techniques. In this study, by utilizing image processing, the robot can work to detect objects in the form of hexagons. Apart from detecting the detected shape, this image processing is also for detecting color. So that a hexagon-shaped 2D object will be detected with the magenta color that has been set in advance. The movement of this robot is to follow the motion of objects horizontally. While the object is shifted to the right, the robot will move to the right, and if the object is shifted to the left, the robot will move to the left. Robot movement is controlled by fuzzy logic. There are 5 membership functions to divide the object’s position area and 5 membership functions output to adjust the speed and direction of the robot’s motion.