Research describes descriptive to develop LKPD to Accommodate Student Diversity in Class II Thematic Learning, study the feasibility of LKPD products based on expert validators, and study students' responses to LKPD products. This research was conducted at Muhammadiyah Danunegaran Elementary School. Data collection techniques using interviews, questionnaires, and documentation. The research method used in this study is the Research and Development (R&D) method. The steps of LKPD product development according to Borg and Gall's suggestion are 5 simple steps, namely: (1) product analysis to be developed or exploratory study, (2) initial product development, (3) expert validation and product improvement, (4) limited trials and product revisions, (5) main trials and final products. The research subjects were second-grade students of Muhammadiyah Danunegaran Elementary School. The results of the research are LKPD products that have been successfully developed. The feasibility of LKPD products has received a good rating from the validator material with an average score of 149, a good score from the validator, a linguist with an average score of 60, a good list from the validator, a media expert with an average score of 59, and also both from the teacher class with an average score of 75. Limited and primary trials show positive student responses with a percentage of 100%. Thus, the development of this LKPD product is of good quality and helps students in the thematic material of grade II Elementary School.

This quantitative study was conducted to identify the misconception between social studies and social sciences among pre-service elementary teachers. Data were collected from the subjects (n=122) drawn by cluster sampling in Yogyakarta. Aiken's validity and Cronbach Alpha were then employed to examine the instrument's quality. Collected data were analyzed using descriptive techniques to examine the level of misconception. The popular misconceptions between social studies and social sciences were identified by the criteria developed by Abraham, Grzybowski, Renner, Marek (1992). The results of the study show that there was a greater understanding of social studies and social sciences for the specific fields of geography, anthropology, and politics. Therefore, the main emphasis should be placed on these fields. The fields that were misconceived included economics, geography, and history. The implications of this research will eventually become the basis and guideline for social studies lecturers to give emphases on the fields of study belonging to social studies, distinguishing them from those of social sciences. In addition, each social science discipline adopted into social studies must receive special attention, given the greater level of misconception among the pre-service teachers in these fields.

Permasalahan ialah guru belum menggunakan media pembelajaran, seperti multimedia interaktif sebagai perantara penyampaian materi kepada siswa, hal tersebutlah yang membuat masih ditemukannya siswa yang pasif selama menerima pembelajaran. Penelitian ini bertujuan untuk mengembangkan multimedia interaktif menggunkan Powerpoint untuk pembelajaran tematik bermuatan ilmu pengetahuan sosial pada siswa kelas IV serta untuk mengetahui kelayakan multimedia interaktif menggunakan Powerpoint berdasarkan penilaian dari validator ahli media, ahli materi, guru kelas IV, dan respon siswa kelas IV. Metode penelitian yang digunakan dalam penelitian adalah metode Research and Development (R&D). Hasil penelitian menunjukkan multimedia interaktif menggunakan Powerpoint memiliki skor rata-rata, diantaranya ahli media pertama mendapatkan 3,25 kriteria “sangat baik” dan ahli media kedua mendapatkan 2,94 kriteria “baik”, ahli materi mendapatkan 3,60 kriteria “sangat baik” dan guru kelas IV mendapatkan 3,88 kriteria “sangat baik”. Hasil uji coba terbatas terhadap 10 siswa kelas IV mendapatkan skor rata-rata 81.37% kriteria “sangat baik” dan hasil uji coba pemakaian terhadap 21 siswa kelas IV mendapatkan skor rata-rata 84.64% kriteria “sangat baik”. Kesimpulannya berdasarkan rata-rata skor para ahli, guru kelas IV dan respon siswa kelas IV menunjukkan bahwa multimedia interaktif menggunakan Powerpoint yang berfokus pada Tema 5 yakni “Pahlawanku”, Subtema 2 yakni “Pahlawanku Kebanggaanku” pada Pembelajaran 1 dan 5 bagi siswa kelas IV SD Negeri Wirokerten Bantul memiliki kriteria “sangat baik” dan layak digunakan dalam proses pembelajaran pada siswa kelas IV.

Pertumbuhan yang cepat dari Teknologi Informasi dan Komunikasi (TIK) dalam pendidikan memungkinkan siswa untuk mengakses bahan belajar yang lengkap dari berbagai sumber. Para siswa didorong untuk belajar mandiri dan mereka menjadi subyek belajar (student centered) dan guru dituntut inovatif. Penelitian ini bertujuan untuk mengetahui Pengaruh Pembelajaran IPS berbasis ICT menggunakan Lectora Inspire dalam meningkatkan hasil belajar dari pada buku-buku teks. Penelitian ini merupakan penelitian eksperimental kuasi dilakukan di SD Negeri Gedongtengen Yogyakarta pada semester 2 tahun ajaran 2012/2013. Desain penelitian yang digunakan adalah Kelompok Kontrol acak desain pretest-posttest. Populasi penelitian adalah seluruh siswa kelas IV SD Negeri Gedongtengen Yogyakarta. Sampel diambil dengan menggunakan teknik ketersediaan sampling. Data dikumpulkan dengan menggunakan tes dan kuesioner. Perbedaan hasil belajar IPS serta minat siswa belajar IPS antara kelas eksperimen dan kontrol dianalisis dengan menggunakan t-test independen untuk mengetahui pengaruh pembelajaran IPS berbasis ICT dengan aplikasi Lectora Inspire. Hasil penelitian ini adalah (1) hasil belajar siswa dengan menggunakan ICT aplikasi Lectora Inspire lebih tinggi daripada menggunakan buku teks (t = 9,226 dan p= 0,004< α= 0,05, (2) minat belajar siswa menggunakan ICT dengan aplikasi Lectora Inspire lebih tinggi daripada menggunakan buku teks (t= 7,098 dan p= 0,001 < α= 0,05 ).Kata kunci : ICT , Hasil Belajar

Writing art criticism requires cognitive insights pertaining to artwork, art history, curatorial writing and art criticism, and evaluation of artwork. Face-to-face lessons take less than 1650 minutes to explore materials. Therefore, it is necessary to extend learning strategies and approaches using integrated learning methods. Lecturers write lesson plans, reference materials, assignments and class discussions through weblogs, face-to-face teaching activities with a combination of Internet access, writing practice and interpretation of works. The results of blended learning show the students' improvement in terms of real insights, curatorial writings, and art criticism positively.