Products in the form of assessment instruments are packed in book form. Guidance on the use of authentic assessment instruments of the performance of elementary school students that contain; 1) assessment purpose; 2) the division of the syllabus; 3) lattice; 4) observation sheet; 5) rubric. This research is an R & D development model using Borg and Gall analysis that modifies researchers into three stages including: (1) introduction; (2) product development (development); (3) Presentation of product development result. Research subjects at SD Nurrusshidiq city Cirebon and SDN Karanganyar Cirebon City. Validity uses expert validation from four assessors with expert valuation techniques. Performance assessment comes from three evaluation experts, a mathematical instrument and one senior math teacher. (1) An overview of existing instruments in Cirebon Elementary School in Mathematics learning is that teachers still use the description of the tests in the classroom assessment process. (2) The stage of development of this study consists of the initial stage that contains the needs analysis, grid making, the manufacture of performance appraisal instruments, development stage consisting of expert validity test, small-scale test, and stage presentation consisting of large-scale experiments and test the practicality of the instrument. (3) Experimental results of the assessment.

Penelitian ini bertujuan untuk mengetahui: (1) perencanaan pembelajaran, (2) pelaksanaan pembelajaran, (3) penilaian pembelajaran dan (4) pengawasan pembelajaran program homeschooling tingkat Sekolah Dasar di PKBM Anugrah Bangsa Kota Semarang. Penelitian ini menggunakan pendekatan kualitatif dengan metodologi Phenomenology. Subjek penelitian adalah koordinator Sekolah Dasar, tutor, dan homeschooler kelas 4 dan 6. Pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi. Keabsahan data dilakukan melalui triangulasi sumber dan triangulasi teknik. Analisis data diperoleh melalui pengumpulan data, penyajian data, reduksi, dan kesimpulan. Hasil penelitian mengungkapkan bahwa: (1) perencanaan pembelajaran disusun setiap awal semester, yang meliputi pembuatan program tahunan, program semester, silabus, dan rencana pelaksanaan pembelajaran, (2) pelaksanaan pembelajaran terbagi menjadi dua sistem pembelajaran, yaitu sistem komunitas, dan sistem Distance Learning dengan menerapkan berbagai model pembelajaran seperti model Numbered heads Together, Snowball Throwing, Talking Stick, Think Pair Share, dll yang dikombinasikan dengan E-Learning, (3) penilain pembelajaran yang dilaksanakan antaralain tugas individual, tugas kelompok, tugas proyek, tugas produk, ujian tengah semester, ujian akhir semester, ujian praktik, ujian sekolah bertaraf nasional yang wajib diikuti oleh semua siswa, (4) pengawasan pembelajaran dilakukan secara berkala oleh Koordinator Sekolah Dasar dan Pengawas Internal Sekolah, seperti pengecekan daftar hadir tutor, daftar hadir siswa, perencanaan pembelajaran, proses pembelajaran, dan proses penilaian pembelajaran.Kata Kunci : homeschooling, pembelajaran, sekolah dasar.

This study aims to analyze the differences in students' understanding of the science concept between predict-observeexplain and conventional learning, differences in students' understanding of science concepts between high and low curiosity, and the interaction impact between learning model and curiosity factors. The research approach used a quantitative approach with a Quasi Experiment methodology type 2x2 factorial design.The population of this study were fourth grade students in SD Negeri Keluarahan Nalumsari, namely SD N Nalumsari 1, 2, and 3. Furthermore, the sample was taken using the Cluster Random Sampling Technique with the acquisition of samples, namely fourth grade students at SD Negeri Nalumsari 1 and 2. The data was collected using the instrument for understanding the concept of science and a questionnaire sheet for students' curiosity, which was analyzed using the Two Way Anova provided that the data must be normally distributed and homogeneous. The results obtained are: 1) there are differences in students' understanding of the science concept between predictobserve-explain and conventional learning, 2) there is a difference in the understanding of students' science concepts between high and low curiosity, and 3) there is an interaction impact between the learning model and curiosity factors on the understanding of the science concept of fourth grade students at

This study aims to examine the effectiveness of the scientific approach with comic saintific media on mathematics subject which is measured through an analysis of differences in learning achievement, learning interest, and curiosity in learning mathematics between before and after being taught through a scientific approach with comic scientific media. This research approach is quantitative with the type of Quasi Experimental Design method of Time Series Design. The population in this study were fourth grade students, in elementary schools in Bojongsari, Depok, with a sample of SD Nurul Hidayah, SD Tadikapuri, SD Permata Bunda. Data collection instruments were in the form of items, interest learning questionnaire sheets, and curiosity questionnaire sheets. Data analysis techniques in the form of testing hypotheses using statistics Paired Sample t Test with data preconditions must be normally distributed. The results showed that: 1) there were differences in students mathematics learning achievement before and after being taught with a scientific approach with comic scientific media, with an average pretest achievement of 65.7917 and posttest achievement of 79.1458; 2) there are differences in students interest in learning mathematics before and after being taught with a scientific approach with comic scientific media, with an average pretest interest of 66.1667 and a posttest interest of 80.0417; 3) there are differences in curiosity in learning mathematics before and after being taught with a scientific approach with comic scientific media, with an average pretest curiosity of 68,9123 and a posttest of 81,4123.

This research is part of the development of mathematical quantitative literacy instruments for elementary school students. In this section, the purpose of this study is to analyze the content validity of the instrument. The instruments developed were 40 multiple-choice items constructed from interpretation, representation, calculation, assumptions, analysis, and communication skills. Furthermore, the instrument was assessed qualitatively and quantitatively by 6 experts with assessment aspects including 1) relevance of items to the dimensions of quantitative literacy, 2) relevance of items to item indicators, 3) clarity of items, 4) logicalness of all answer options, 5) fairness the language used, and 6) the functioning of the case descriptions/discourses/figures/tables/graphics in the items. The collected qualitative data were analyzed qualitatively and the collected quantitative data were analyzed using the Content Validity Index (CVI). The results show that 40 items each have a CVI value of more than 0.60 with an average of 0.98, it can be concluded that the items and quantitative literacy instruments for elementary school are valid based on content.