This study aims to determine the effect of Jarimatika techniques on learning outcomes in mathematics with the material of addition and multiplication of 1-10. The design used in this study was the one-group pretest-posttest design. In this design, there is one group or class being studie. In this design the effect or effect of a treatment is seen based on the results of the posttest and pretest. The subjects of this study were 22 students of Class II SDN 5 Dasan Lekong. To measure the learning outcomes of students used tests (short answers). For the prerequisite test, the data normality test was performed using the chi square formula. From the test results, data is normally distributed. While testing the hypothesis using the t-test formula. Based on the results of the posttest, the average score was 77.4, while the pretest was 67.1. For the hypothesis test results obtained tcount> ttable, namely 5.358> 2.018. This means that the accepted hypothesis is that there is an effect of the technique on the mathematics learning outcomes of the addition and multiplication material of 1-10 grade II SDN 5 Dasan Lekong students in the 2020/2021 school year.

This research aims at evaluating the implementation of integrative thematic learning. This research is an evaluation of the CIPP model with a qualitative approach phenomenology. Data were collected through observations, in-depth interviews, and documentation. The informants in the study were principals, teachers, and students. Data were analyzed using a qualitative method that is descriptive and critical. The results show that the implementation of integrative thematic learning in Muhammadiyah Suronatan Elementary School Yogyakarta has been carried out quite well, both in planning, implementation, and assessment of processes and learning outcomes. The implementation is success because it has been supported by excellent teachers' competence and adequate facilities and infrastructure supporting the learning process. Besides, teachers also have the motivation and spirit of learning. The implementation of integrative thematic learning of curriculum 2013 has a positive impact on student learning outcomes from both aspects of knowledge, attitude, and skills. From the knowledge aspect, the integrative thematic learning of the curriculum 2013 can deliver the best value to the national exam in the top 10 of Yogyakarta. The attitude aspect of the student spirit in learning shows an increase in students' confidence. As for the skill aspect, students become creative and innovative in both thinking and working. However, constraints are still found: handbooks for students have not been distributed equally by the government, and the lack of teachers' understanding of the way of the subject complaint that corresponds to the sub-theme.

PENDAHULUANKualitas pendidikan yang baik tergantung pada upaya yang dilakukan dalam meningkatkan mutu pendidikan. Hal ini adalah tugas dan tanggung jawab semua stakeholders pendidikan baik dari pemerintah, masyarakat, guru, orang tua, dan siswa. Untuk meningkatkan kualitas pendidikan maka diperlukan sumber daya yang berkualitas untuk dapat bersaing secara global, maka siswa harus dibekali dengan keterampilan (Yuanita & Yuniarita, 2018). Disisi lain, fungsi guru sebagai transformasi ilmu pengetahuan perlu dibantu dengan model, alat peraga, serta media pembelajaran yang tepat agar proses belajar-mengajar dapat berlangsung secara efektif. Guru dapat meningkatkan kemampuannya dengan mengidentifikasi contoh-contoh pemikiran siswa tentang matematika yang terjadi di ruang kelas, sehingga memberikan pendidikan matematika yang berkualitas tinggi (Leatham et al., 2015). Hal ini disebabkan karena pekerjaan guru adalah pekerjaan profesional yang membutuhkan keterampilan dan kreativitas.Abstract: This research aimed to find out the validity and effectiveness of pleace o'clock media as the developed products and to find out students' achievement test. The development procedures used Borg and Gall model which had been modified into 8 stages. The subjects of this study were 23 of fifth grade (V) students of SDN 4 Jenggik. Data collection techniques used in this study were validation sheets, achievement test, and students' response questionnaire. The results from expert validators, or from media experts obtained 55 scores, then the average scores were 4.23 which were indicated as "excellent". Meanwhile, material experts obtained 37 scores, then the average scores were 3.36 and indicated as "sufficient". The results of students' response questionnaire obtained 268 scores or reached 89.76%. Hence, based on the conversion table, the score was indicated as "good" category. Meanwhile, the learning achievement test with the total number of 23 students, where 21 students had completed, with the percentage of completeness was 91, 30%. Thus, it can be concluded that the use of the o'clock pleace media on fractions was effective in the learning process in fifth (V) grade students of SDN 4 Jenggik.

<p>Pengembangan Keprofesian Berkelanjutan (PKB) masih fokus pada pengembangan kapasitas guru profesional berdasarkan kapasitas karir guru melalui golongan dan pangkat. PKB berdasarkan kesulitan analitis belajar siswa tidak pernah dilakukan. Padalah, keterampilan menemukan kesulitan belajar siswa strategis dalam menemukan solusi masalah belajar siswa. Kajian ini bertujuan menemukan keterampilan yang dibutuhkan guru dilatarbelakangi oleh kesulitan belajar siswa pada empat keterampilan berbahasa di sekolah dasar. Temuan kajian  ini sangat strategis dijadikan bagian kurikulum PKB bersama aspek-aspek kurikulum PKB lainnya dalam peningkatan kapasitas guru secara berkelanjutan. Data kajian dihimpun melalui proses dokumentasi dan survei. Data dokumen berbentuk kriteria ketuntasan minimal (KKM) siswa pada empat keterampilan berbahasa. Data survei berbentuk kesulitan analitis belajar siswa pada empat keterampilan berbahasa.  Kedua jenis data dianalisis dengan metode deskriptif dengan tahapan sebagai berikut: a) mendeskripsikan data existing KKM; b) mendeskripsikan kesulitan belajar analitis masing-masing keterampilan berbahasa; dan c) merumuskan kebutuhan PKB berdasarkan kondisi ideal, kesenjangan, dan kebutuhan ideal PKB berdasarkan hasil analitis kesulitan belajar keterampilan berbahasa. Berdasarkan analisis terhadap KKM dan kesulitan belajar siswa, dirumuskan 22 jenis keterampilan yang dibutuhkan guru dalam mengatasi kesulitan analitis belajar bahasa pada empat keterampilan berbahasa. Ke-22 keterampilan tersebut penting dijadikan sebagai bagian keseluruhan kurikulum PKB bagi guru dalam peningkatan kapasitas guru profesional secara berkelanjutan</p>