Research aims to produce a storybook containing ecoliteracy education for elementary school students of good quality in terms of the validity, practicality, and effectiveness of a product. This type of research is Research and Development with the ADDIE model. The instruments used were validation questionnaires, observations, teacher response questionnaires and learning outcomes tests. The results of this study indicate that the validation of interactive storybooks for ecoliteracy learning gets an average coefficient of validation from the validator, which is very valid qualifications. The practicality of loading the teacher's response questionnaire gets a percentage of 97%, the results of teacher and student observations get a percentage of 91% and 94%. The effectiveness based on giving pretest and posttest to students amounted to 30 students in grade 1 and 30 students in grade 2 with an average pretest result of 74, while the average posttest was 90.8. The result indicates that there is a significant difference in the learning outcomes of early grade elementary school students using interactive story books. Based on the validation of the instrument and the recapitulation of the questionnaire filled in by the teacher, it can be stated that the quality of the interactive storybooks developed are very valid, practical and effective for use in learning. This interactive storybook can help early grade elementary school teachers in growing interest in reading related to ecoliteracy learning so that students' awareness of caring for and caring for the surrounding environment can be carried out from an early age.

The background of the research is to analyze the critical thinking skills of fourth grade elementary school students. The ability to think critically is one of the important things in the 2013 curriculum. Teachers as facilitators must be able to train students' critical thinking skills even though learning during the pandemic does not run normally. This study seeks to train students' critical thinking skills by presenting learning tools with an open-ended approach. This approach stimulates student activity and creativity in problem solving so that it is considered to be able to train students' critical thinking skills. This research was conducted using the Pre-Experimental Design method in the form of One-Group Pretest-Posttest Design. The procedure of this research is to carry out a pretest before being given learning treatment and implementing a posttest after being given a learning treatment with an open-ended approach. Sources of data in this study were grade IV elementary school students totaling 23 students

This research and development aims to produce character-based textbooks using multimedia that are of good quality in terms of validity, practicality, and effectiveness that can improve students' critical thinking skills. The research adopted the 4D model, which consists of four stages: define, design, develop, and disseminate. Data were collected through expert validation questionnaires, observation sheets of teacher and student activities, student response questionnaires, and critical thinking tests (pretest and posttest). The results of the study indicated that: (1) the character-based textbooks were highly appropriate, (2) the textbooks were found to be highly practical based on observations of teacher and student activities and received very positive feedback from students, (3) the textbooks were effective in improving critical thinking skills, as demonstrated by the medium category of n-gain on the critical thinking test and the posttest average score being higher than the pretest average score. This character-based textbook can assist teachers in instilling character and improving critical thinking skills in fourth grade elementary school students.

Penelitian pengembangan ini bertujuan menjelaskan kevalidan, kepraktisan dan keefektifan lembar kerja peserta didik berbasis proyek untuk meningkatkan hasil belajar siswa kelas V sekolah dasar. Penelitian pengembangan ini menggunakan model ADDIE (Analysis, Design, Development, Implementation, Evaluation) yang dikembangkan oleh Robert Maribe Branch. Teknik pengumpulan data menggunakam observasi, angket dan tes. Hasil penelitian ini menunjukkan bahwa: (1) hasil validasi LKPD memperoleh nilai 3,75 dengan kategori sangat valid, hasil validasi materi 3,78 dengan kategori sangat valid, validasi RPP memperoleh nilai 3,73 dengan kategori sangat valid, dan lembar tes hasil belajar memperoleh nilai 3,56 dengan kategori sangat valid; (2) hasil kepraktisan dari keterlaksanaan pembelajaran pertemuan I memperoleh persentase 75% dan pertemuan II memperoleh persentase 94% dengan kategori terlaksana baik, sedangkan aktivitas anak pertemuan I memperoleh persentase 77% dan pertemuan II memperoleh persentase 94% dengan kategori aktif dan hasil angket penilaian guru memperoleh rata-rata persentase 97%; (3) hasil keefektifan dari lembar kerja peserta didik berbasis proyek yang dikembangkan memperoleh nilai n-gain 0,67 dengan kategori sedang. Kesimpulan dari lembar kerja peserta didik berbasis proyek yang dikembangkan pada materi siklus air valid, praktis, dan efektif dalam meningkatkan hasil belajar siswa kelas V sekolah dasar.

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