The practice of contextual learning in Indonesia is a method that is often used. This study aims to determine the average value of elementary school students with contextual learning. Meta-analysis is used to calculate the average score of elementary school students with contextual learning. The scope of the article is contextual learning research conducted on elementary school students in Indonesia. The publication year is limited to 2016 to 2021. This study uses 44 data sources for articles and theses with the result that the aggregate proportion of students who complete their studies with contextual learning is around 79.25. These results prove that contextual learning can obtain learning outcomes above the national minimum completeness criteria.

This research aims to describe: (1) the implementation of environmental care character education based on Tri Hita Karana (THK), (2) the implementation of environmental care character education based on ecotourism. This research was conducted on Nusa Penida Island, Bali Province, by using qualitative descriptive method. The subject of this research was chosen purposively which consisted on headmasters, teachers, students, and tourism doers. The data was collected through the observation, deep interview, and documentation. The validity of data was done through data triangulation way. The process of data analysis consisted of three related steps, they were: data reduction, data display, and conclusion drawing. The results of this research showed two findings. First, the implementation of environmental care character education based on THK reffered to the aspects of parahayangan, pawongan and palemahan. Second, the implementation of environmental care character education based on ecotourism at Elementary School students at Nusa Penida and it also was implemented in some aspect such as environment, development, and experience.

Literacy is a basic reading skill in modern society. The development of reading literacy questions is needed to be useful as an assessment function. The development of reading literacy questions needs to pay attention to the principle of conformity with indicators and pay attention to the characteristics of the items. A total of 167 fifth grade elementary school students were sampled in the test instrument for the reading literacy test. Instrument testing was carried out in two stages; first, content validity testing by seven experts, secondly analysis of model fit and item difficulty to determine item characteristics. The results showed that based on the results of expert judgment, 17 items were valid and 1 item had moderate validity. Items with moderate validity are S18 items that are classified as evaluating and reflecting type questions at level 6. Further analysis using the Rasch model obtained 2 items in the very easy category, 14 items in the easy category, 1 item in the difficult category and 1 item in the difficult category. very difficult category. With a distribution of difficulty levels, 11% of very easy questions, 78% of easy questions, 6% of difficult questions, and 6% of very difficult questions.

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