The COVID-19 pandemic is a big challenge for education worldwide because education has to be done virtually to stop the spread of the COVID-19. The problem is that there are students who live in areas far from cities, while learning in an interconnected world should be done virtually. Diverse geographical conditions in Indonesia consisting of mountains, lowlands, highlands, and valleys and some areas that are far away from cities make students difficult to connect to the internet and thus, virtual teaching is challenging. These areas are often referred to as remote areas. So far, the Indonesian government's approach to dealing with learning difficulties in remote areas is vague. This research aims to construct a theoretical learning framework that can be used to facilitate distance learning in remote areas in Indonesia. This research proposes a developmental theory of alternative learning in remote areas through the integrative literature review. In this research, the theoretical framework evolved out of the review of existing research on community radio, blended learning, transformative education, and critical pedagogy. This research yields a theoretical framework regarding the community radio-based blended learning model that contributes as a promising alternative learning solution in remote areas. It is inferred that this learning model would be a promising learning model in remote areas during unpredictable situations such as in the pandemic era.

Recently, information technology literacy of the student in school is relatively high. Efforts to provide learning services that match the characteristics of the millennium generation will be one of the solutions to utilize this technology effectively in learning. Various open educational resources will significantly enhance personal learning activities; one of them is the physics magazine. This study is development research that aims to produce physics magazine on the subject of momentum, impulse, and collision. Learning features provided in this magazine include reading the concept, enrichment reading, crossword puzzles, multiple choice, essays, practicum, and so on. Various alternative activities are provided so that students can learn from anywhere they like. Physics experts and media experts validate this media. The result scores are 3.67 for the physics subject aspects and 4.18 for the media aspects out of 5. It shows a reasonable level of eligibility. Furthermore, this magazine was piloted on 26 students to see the level of interest in physics learning using this magazine. The result is a high level of interest (4.27 out of 5). It means that student can use this physics magazine to enhance the learning interest in physics.

Cultural-based mathematics learning is a model of learning approach that prioritizes students' activities with a variety of cultural backgrounds, which are known as ethnomathematica. In this article will be elaborated mathematical activities that use cultural background. Therefore, this paper will describe a) how the application of ethnomathematica in mathematics learning, b) how the number of learning with batik madura, typical trenggal dance and typical madura dance.Keyword: learning mathematics, batik madura, dance typical trenggal, dance typical maduraAbstrak: Pembelajaran matematika berbasis budaya merupakan suatu model pendekatan pembelajaran yang lebih mengutamakan aktivitas siswa dengan berbagai ragam latar belakang budaya yang dimiliki, yang selanjutnya dikenal dengan ethnomathematica. Dalam artikel ini akan dijelas aktivitas matematika yang menggunakan latar belakang budaya. Oleh karenanya, makalah ini akan menjabarkan a) Bagaimana penerapan ethnomathematica dalam pembelajaran matematika, b) Bagaimana pembelajaran bilangan dengan media batik madura, tari khas trenggal dan tari khas madura.Kata Kunci: ethnomathematica, pembelajaran matematika, batik madura, tari khas trenggal, tari khas madura

The implementation of learning in SD Muhammadiyah 5 Batu is still new in implementing the 2013 curriculum. Related is also related to learning tools. The tools used by the teacher have not yet reached the level of HOTS (Higher of Order Thinking Skills) thinking ability as evidenced from the learning objectives in the RPP that are made only at the level 1 level (C1 - C2). Where the learning kit announces HOTS (Higher Level Thinking Skills) asking for learning activities in it to be synonymous with cognitive level 3 learning activities, namely at C4 - C6. The initial conditions in the field indicate that learning activities in the RPP are only cooperative learning and group discussions or class discussions, learning activities are less varied. Seeing the conditions that have been described, it is deemed necessary to further improve the analysis of HOTS-based device installation needs in K13. The analysis of the needs of the preparation of HOTS-based tools discusses curriculum analysis, student analysis, and analysis of field considerations. Analysis of some aspects that need to be done to study the description of the need to be developed in a learning application in the form of RPP based on HOTS that suits the needs of students, curriculum, and also the field. In addition, in order to obtain a complete and complete picture related to learning and learning tools in SD Muhammadiyah 5 Batu.

Media pembelajaran tematik merupakan media pembelajaran yang bisa menjembatani 2 atau lebih mata pelajaran yang dipelajari dalam pembelajaran tematik. Dalam pembuatan media harus sesuai dengan analisis kebutuhan dan karaktersitik pembelajaran (tujuan pembelajaran), perkembangan belajar siswa SD serta dengan mempertimbangkan alat pengukur keberhasilan belajar siswa. SD Muhammadiyah memiliki siswa yang latar belakangnya menengah ke bawah serta didukung dengan para guru SD Muhammadiyah yang hampir 50% memiliki latar belakang non PGSD. Oleh karenanya, artikel ini akan menjelaskan secara mendalam mengenai media pembelajaran tematik di SD muhammadiyah, khususnya SD Muhammadiyah di Kota Malang.