Creativity is a 21st Century skill that is needed by everyone. Creativity is born from the ability to think creatively. But, no one has connected creativity with personality. Personality The Myer Briggs’ dimension consists of 4 types of guardians personality students like coherent and systematic learning. Artisans’ students like active learning. Rationals students love the knowledge that uses logic. This study aims to determine students’ creative thinking abilities in solving mathematical problems in terms of the personality type dimensions of Myer-Briggs. The method used in this research is to use qualitative methods. Data collection was carried out in three stages, using questionnaires, written tests, and interviews. The survey was distributed throughout grade VII, and then one student was taken from each personality. The results showed the Guardian subject solves mathematical problems by arranging one or two ways, and the resulting method is fluent and flexible. Artisan’s subject solves mathematical problems by arranging one or two ways, and the resulting method is fluent and flexible, but still, there are misconceptions. Rational and Idealist subject solves mathematical problems by arranging one or two ways, the resulting method is fluent and flexible, but some answers are not new.

Effective language strategies contribute to learners’ success in learning English. In relation to this, this study aims at investigating ESL students’ strategies in learning a language. Those strategies are metacognitive strategies, deep cognitive strategies, and surface cognitive strategies. 50 English department students participated in a survey that required them to reflect on their own learning strategies for the four language skills by answering 80 questions. The result of the study suggests that the metacognitive strategies are the most highly used to improve their language skills compared to the deep cognitive and surface cognitive strategies that are moderately used. The data also showed those strategies are widely used in written texts insteadof spoken texts.

Nilai-nilai nirkekerasan yang terkandung dalam budaya lokal belum banyak diungkap. Penelitian ini bertujuan: (1) mendeskripsikan bentuk budaya lokal suku Sasak, (2) menjelaskan nilai-nilai nirkekerasan dalam budaya lokal suku Sasak, dan (3) merefleksikan inkulkasi nilai-nilai nirkekerasan dalam budaya lokal suku Sasak pada siswa SD Negeri di Kecamatan Sakra Kabupaten Lombok Timur. Metode penelitian menggunakan paradigma kualitatif. Teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi, sedangkan analisis data menggunakan model interaktif Miles & Huberman dengan tahapan pengumpulan data, reduksi data, penyajian data, dan pengambilan simpulan. Hasil penelitian menunjukkan: (1) bentuk budaya lokal suku Sasak yakni sesuatu yang menjadi tatanan ide, keyakinan, identitas, dan ekspresi; (2) nilai-nilai nirkekerasan dalam budaya lokal suku Sasak ada sepuluh, terdiri dari nilai besemeton (persaudaraan), soloh (toleransi), ra’i (empati), sangkep/ gundem (musyawarah), bedadayan (kerjasama), rema (kepedulian, solidaritas sosial), besiru (saling memberi), saling ajinang (saling menghargai), trasna (cinta, kasih sayang), dan saling saduq (saling percaya), dan (3) inkulkasi nilai-nilai nirkekerasan dalam budaya lokal suku Sasak pada siswa di SD dilakukan melalui pembiasaan, keteladanan, motivasi, pengarahan, dan metode pembelajaran kerja kelompok dan penugasan.