Sejatinya, Penelitian ini bertujuan untuk mengetahui cara mengembangkan bank soal berbasis Higher Order Thinking Skills/HOTS di Sekolah Dasar dan mengetahui bagaimana hasil dari pengembangan bank soal berbasis HOTS. Penelitian ini merupakan penelitian dan pengembangan (research and development). Metode yang digunakan dalam penelitian ini adalah dengan mengacu pada model pembelajaran 4D oleh Thiagarajan, Semmel dan Semmel yang terdiri dari 4 tahapan pengembangan, yaitu pendefinisian (define), perancangan (design), pengembangan (develop), dan penyebaran (disseminate). Lembar validasi butir soal digunakan untuk mengetahui kevalidan produk. Berdasarkan hasil analisis kuantitatif butir soal HOTS menunjukkan bahwa dari 100 butir soal diperoleh 90 Soal yang layak dimasukkan dalam bank soal dengan pemerolehan data hasil validasi dari tim ahli sebesar 0,75 ( kriteria tinggi), reliabilitas sebesar 0,90 (kriteria sangat tinggi), rerata daya beda masing-masing sebesar 0, 6 (kriteria baik), serta rerata tingkat kesukaran 0,4 (kriteria sedang). Sehingga, dapat disimpulkan bahwa terdapat 90 butir soal yang layak dimasukkan dalam bank soal yang dibagi menjadi tiga paket, masing-masing paket berjumlah 30 butir soal.

The purpose of this study is to find out whether the implementation of active learning methods can increase the interest in learning of fifth-grade elementary school students and find out the results of increased interest in learning for fifth-grade elementary school students through the application of active learning methods in thematic learning. This research is a Classroom Action Research (CAR) which was conducted in six meetings in two cycles. Data collection techniques include test and non-test with the conceptual understanding test instrument and observation of learning interest sheet. Data analysis was performed with qualitative descriptive. The results showed that the application of the method of active learning could increase the interest in learning of fifth-grade elementary school students in thematic learning. Based on the results of the observation sheet of 17 in the pre-cycle; 18.4 in cycle 1; and 18.9 in cycle 2. In addition, there was an increase in the average test results of students’ understanding of concepts by 74 in the pre-cycle; 75 in cycle 1; and 78 in cycle 2.

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This study aims at exploring information about inculcating Sasak local cultural values through learning. Designed using descriptive qualitative through interviews, observations and documentation, this study used teachers, principals, and students in the district of East Lombok as informants that chosen randomly. The data obtained can be described as follows: first, the majority of local sasak cultures are almost extinct due to the rapid development of technology that exhibits external cultures that are easily accessed by the younger generation, while the local culture of the Sasak cannot keep up with these technological developments. Second, the inculcation of local culture through learning at school cannot be carried out because there are no guidelines as a reference for curriculum and policy development from the government (east Lombok education department). Third, there is no Sasak local culture curriculum that can be used as a reference in learning in elementary schools. Most elementary school students do not know Sasak culture because most schools cannot instill Sasak cultural values through learning as a culture that must be understood and as a guide in students’ daily life. As the results, Elementary school students are more familiar with various types of Indian and western dance and food rather than their their own culture.