This study aims to determine grade IX students' response to the application of problem-based learning in economy and to determine the increase students' critical thinking skills through problem learning methods. The design of this research is Class Research (TOD), with the subjects of 31 grade IX students at one Christian junior high school in the city of Tangerang. Research instruments used in the application of problem students' daily test scores, surveys, feedback from supervising teachers and fellow students, interviews with mentor teachers, and journal reflections. Analysis of the data used is descriptive analysis, the value of students' daily tests, observations, interviews and students'questionnaires.The results showed that students' response to the problem-based learningcould improve critical thinking skills of students in learning economy. It could be seen from the increase in students' critical thinking skills in both students' ability questions, answer questions, analyze and solve problems presented by the author.Keywords: Application of problem think critically, learning in economy. ABSTRACT This study aims to determine grade IX students' response to the based learning in economy and to determine the increase students' critical thinking skills through problem-basedThe design of this research is Class-Action Research (TOD), with the subjects of 31 grade IX students at one Christian junior high school in the city of Tangerang. Research instruments used in the application of problem-based is the cores, surveys, feedback from supervising teachers and fellow students, interviews with mentor teachers, and journal reflections. Analysis of the data used is descriptive analysis, the value of students' daily tests, observations, interviews and uestionnaires.The results showed that students' response could improve critical thinking skills of students in learning economy. It could be seen from the increase in students' critical thinking skills in both students' ability to ask questions, answer questions, analyze and solve problems presented Application of problem-based learning, the ability to , learning in economy.

Radicalism is one of the major threats to Indonesian unity which has a diversity of ethnicities, religions and races. Some research shows that radicalism can thrive in the environment of high school students. This is most likely to occur, considering high school students are in the phase of determining identity. Therefore, this study was conducted to find out how much an indication of the influence of radicalism on Karawaci Christian High School students. Research subjects were high school students from two Christian schools in Karawaci, Tangerang. The research method used is a survey. The results showed that the indication of radicalism towards students in the Karawaci Christian school was 37% of intolerance practices had occurred among students, 31% for fanatical action, then 32% exclusive attitude and 27% students doing destructive. The largest percentage was found in indicators of intolerance to race and ethnicity. Based on this, it can be concluded that indications of the influence of radicalism on Lippo Karawaci Christian High School students are still categorized as safe enough, but it does not rule out a significant increase if the school allows the intolerance attitude to occur.

Pengelolaan kelas merupakan satu hal yang penting untuk diperhatikan bagi para guru dalam proses belajar mengajar. Hal tersebut dapat memberikan satu kontribusi yang signifikan dalam menciptakan satu lingkungan belajar yaitu kelas yang kondusif baik bagi siswa dan guru pada saat pembelajaran berlangsung. Kegiatan pelatihan ini diadakan melihat kebutuhan peningkatan keterampilan para guru di dalam mengelola kelas pada saat pembelajaran berlangsung. Keterampilan ini sangat diperlukan mengingat salah satu faktor yang mempengaruhi ketercapaian tujuan pembelajaran di kelas adalah kemampuan pengelolaan kelas (classroom management). Oleh karena itu, tujuan Pengabdian kepada Masyarakat (PkM) ini adalah memperkenalkan dan melatihkan praktik-praktik pengelolaan kelas yang efektif kepada guru. Pelatihan ini dilakukan pada bulan Mei hingga Juni 2020 dengan peserta yakni guru dari tingkat TK-SMP yang dilakukan secara online. Melalui kegiatan pelatihan ini, menunjukkan hasil bahwa guru dapat memahami materi pelatihan sekalipun media yang digunakan menggunakan video pelatihan yang diunggah dichanel youtube. Terlihat dari evaluasi kegiatan dan penguasaan materi yang diberikan oleh para guru menunjukkan bahwa pelatihan dapat diikuti dengan baik serta guru memiliki pemahaman terhadap materi dengan kategori baik. Simpulan yang dapat diberikan terkait dengan kegiatan PkM ini yaitu melalui pelatihan ini dapat membantu serta memperlengkapi para guru untuk mempersiapkan tahun akademik 2020-2021 dalam hal pengelolaan kelas.

<p><em>Teachers </em><em>of </em><em>Mardi Yuana Cilegon School have gaps in all areas of teaching, namely: 1) Affection domain, where the teacher appears dominant in dealing with students, fellow teachers, parents, and leaders; 2) Psychomotor domain, where the affection problem has an impact on class management skills (the teacher arranges the class according to his own will without thinking about the learning objectives); 3) Cognitive domain, where affection problems also have an impact on the preparation of le</em><em>sson</em><em> plan (teachers feel that they have mastered the subject matter so they are not interested in learning anymore). Because impactful learning is heart-to-heart, this teacher training is focused on managing affection (positive expectation) to support classroom teaching. Thus, the aim of this training is to introduce and train teachers to practice effective affection management. This training was held eight times (January-April 2019) with seventy teachers from kindergarten to junior high school at Mardi Yuana Cilegon School. The teacher training materials provided are: 1) The importance of having positive expectations; 2) How to help students succeed; 3) How to appear in class; 4) How to make students interested in learning; 5) How to increase students' positive behavior. The result of observations during learning is that the teachers look enthusiastic about learning new things. The result of the implementation evaluation shows an increase in teacher understanding of positive expectations in the learning process</em><em>.</em></p><p><strong>ABSTRACT (INDONESIAN): </strong>Guru Sekolah Mardi Yuana Cilegon memiliki kesenjangan di semua ranah pengajaran, yaitu: 1) Ranah afeksi, dimana guru tampak dominan di dalam berelasi dengan siswa, sesama guru, orangtua, dan pimpinan; 2) Ranah psikomotorik, dimana masalah afeksi tersebut berdampak pada keterampilan pengelolaan kelas (guru mengatur kelas menurut keinginannya sendiri tanpa memikirkan tujuan pembelajaran yang ada); 3) Ranah kognitif, dimana masalah afeksi juga berdampak pada penyusunan rencana pembelajaran (guru merasa sudah menguasai materi pelajaran sehingga tidak berminat untuk belajar lagi). Oleh karena pembelajaran yang berdampak adalah dari hati ke hati, maka pelatihan guru ini difokuskan pada pengelolaan afeksi (<em>positive expectation) </em>untuk mendukung pengajaran di kelas<em>.</em> Sehingga, tujuan pelatihan ini adalah memperkenalkan dan melatihkan praktik-praktik pengelolaan afeksi yang efektif kepada guru. Pelatihan ini diadakan sebanyak delapan kali (Januari-April 2019) dengan peserta sebanyak tujuh puluh orang guru dari TK-SMP di sekolah Mardi Yuana Cilegon. Materi pelatihan guru yang diberikan adalah: 1) Pentingnya memiliki ekspekstasi positif; 2) Bagaimana membantu siswa agar berhasil; 3) Bagaimana berpenampilan di kelas; 4) Bagaimana membuat siswa tertarik untuk belajar; 5) Bagaimana meningkatkan perilaku positif siswa. Hasil pengamatan selama pembelajaran adalah para guru terlihat antusias mempelajari hal baru. Hasil evaluasi pelaksanaan menunjukkan adanya peningkatan pemahaman guru mengenai <em>positive expectation </em>di dalam proses pembelajaran.</p><p> </p><p> </p>

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