This study aims to determine the effect of using a scientific approach to problem-solving skills related to environmental problems in fourth-grade students in elementary school. This type of research is quasi-experimental with an equivalent control group design. The research subjects were students at SD LAB UPI Kampus Cibiru class IV-A (control/26 students) and IV-B class (experimental/26 students). Data collection used the pre-test – post test technique. Data analysis used descriptive and inferential parametric statistics with SPSS 23.0 for windows program. The result of the problem-solving skills (Pretest) earned tcount (0.087) < ttable (1.677), indicating no difference in problem-solving skills. After being given treatment, problem-solving skills (Post-test) obtain tcount (2.754)> ttable (1.677), indicating there are differences in student problem-solving skills. The problem-solving skills in the experimental class are higher than the control class. Based on data analysis, it was concluded that the scientific approach had a significant positive effect on problem-solving skills related to environmental problems.

This research objective was to improve the environmental concern attitude of grade 4 students by using reading materials. This research is a classroom action research. The research was conducted in two cycles with each cycle consisting of planning, action, observation, and reflection. The subject of this study was the grade 4 students of SDN 5 Panjer which amounted to 24 students. The data sources used in this research were students, teachers, and observers. Data analysis using quantitative and qualitative techniques, including data reduction, data presentation, and drawing conclusions. The results of this research indicate that students environmental concern attitude improved from pre-cycles, cycle 1 and cycle 2. The results of this research indicate that students environmental concern attitude improved from pre-cycles 25%, cycle 1, 48% to cycles 2, 82%. In learning, the teacher uses a reading material based contextual approach with steps: (a) constructivism, (b) inquiry, (c) questioning, (d) learning community, (e) modeling, (f) reflection, (g) authentic assessment. The conclusion of this study is the use of reading materials based contextual approach can improve environmental concern attitude of grade 4 elementary school students.

Learning environmental pollution in the Problem-based learning (PBL) model allows students to improve their science process skills. This research is quasi-experimental due to students were remaining in their classes. In the experimental class, PBL models and control classes were given conventional models. The sample was chosen by simple cluster random sampling technique. Before be implemented, the research instrument was tested for its validity and reliability. Data analysis used descriptive and inferential techniques. Descriptive techniques are used to see of sample representation. Inferential techniques are used to see normality and homogeneous data. Descriptive analysis results show that the score of all indicators of science process skills consists of: observing, interpreting, predicting, using devices and materials, applying concepts, planning experiments and communicating quantitatively is higher in the PBL model group than the conventional model group. The inferential analysis results show that the data obtained is normally distributed and homogeneous. One way ANOVA test results in a significance value = 0.033 < α = 0.05, H0 is rejected. There is a significant effect of the PBL model on science process skills in learning about environmental pollution.

This paper describe learning in the 2013 curriculum using the theme "My Place of Regions" which is described as the sub-theme of "The Uniqueness of My Places of Occupation" using the cooperative learning model, the type of jigsaw. The application of the jigsaw cooperative model in learning is quite effective. This can be seen from the students' mastery of the material being studied. Students are able to answer questions given by the teacher both directly and through LKS well. Be concluded as follows. (1) The application of a jigsaw type cooperative model to the material "The Uniqueness of My Place Area" is quite effective. (2) The role of the teacher in learning using the jigsaw cooperative model is as a facilitator of learning activities, not as a center or source of all information, thus students will have the opportunity to develop in a variety of abilities and will also enhance student creativity. (3) The use of a jigsaw cooperative model is not only able to develop students 'cognitive but also able to develop students' affective domains such as cooperation, tolerance, responsibility for sharing and courage of students in expressing opinions, and other characteristics that are useful in establishing a relationship between students.

This study aims to improve student achievement through the application of realistic mathematical education assisted interactive multimedia. This research used classroom action research, carried out in two cycles. Each cycle consists of planning, action, observing, evaluating and reflecting. The stages of implementing learning begin with the delivery of concrete examples of integer problems, making concrete models up to formal forms of mathematics about integers. The results showed the percentage of students who met the minimum completeness criteria of 71.87%. After improving learning in cycle 2, there was an increase in student achievement of 28.13%. The percentage of students’ achievement in cycle 2 has reached 100%.