A textbook should reflect a curriculum being applied. The compability of the philosophical foundation between the curriculum and textbook is needed to achieve the educational goals. This study aims to find the philosophical foundation of the English in Mind Students' Book and the compability of the philosophical foundation between the curriculum and the textbook. This study is an inferential content analysis. The object is the English in Mind Students' Book. The procedure is the data making; physical and referential units, sampling; six chapters, data recording, data reduction, and withdrawal of inference. This study used semantic validity and test-retest reliability. This study used analytic constructs as a reference for the meaning of data to be analyzed using conceptual domain analysis techniques. Based on data analysis, there are six philosophies namely philosophy of perennialism, progressivism, essentialism, existentialism, humanism, and social reconstruction in the English in Mind Students' book and in the curriculum 2013. It means that there is no difference in philosophical foundation between the curriculum 2013 and textbooks. Both of them also emphasize on critical thinking skills, problem solving, communication and collaboration, creative and innovative and character development for students.

This study aims to develop a digital module based on team learning for elementary social studies basic concepts. The research method used is a research and development method. The population in the study were PGSD students at the University of Sarjanawiyata Tamansiswa Yogyakarta in class 2A and 2D in the Even Semester 2020/2021. The sample used in this study used saturated sampling. Data collection techniques were carried out by distributing questionnaires to respondents. Data analysis was carried out descriptively with a frequency distribution table. The results of this research are 1) defining stage, 2) planning, 3) development, and 4) dissemination. In the definition stage, it is done by analyzing students, namely students, curriculum analysis, and material analysis. The planning stage is the selection of formats, the design of teaching materials. This development stage is carried out through validation and testing. While at the dissemination stage by conducting a seminar on results at PGSD.

The aims of this study are to find implicature of criticism utterances, maxim, and politeness strategies of the criticizing utterances in Troy and King Arthur movies manuscript. The type of this study is a qualitative study. The data source of this study is Aristocratic movies manuscript. The methods of collecting data are documentation the movies manuscript and observation of the utterances, gathering data criticism utterances, coding the data and finding criticism utterances implied. This study shows the variety of implicatures, cooperative principles, and politeness pattern of criticizing utterances. The implicature of criticism utterances are mocking, contradiction, order, disappointment, forbid, satire, anger, and advice. The second analysis is cooperative principles by Grice. There are maxim of clarify and quantity. The politenesses of strategies are bald on record, positive and negative politeness.

The purpose of this paper is to describe mathematics self-regulated learning of elementary school teacher education students. This type of research used qualitative approach. The subject research is taken from 2nd semester student’s primary school teacher education of 2020 academic year. Instrument used in this research is questionnaire. The questionnaire is used to know the student's self-regulated in mathematics learning with six factors namely (a) independence of others, (b) have self-confidence, (c) behaving dicipline, (d) having a sense of responsibility, (e) behaving based on their own initiative, and (f) perform self-control. Based on the results of the research, it can be concluded that self-regulated learning though edmodo is in the high category.

Menghadapi abad ke 21, Indonesia membutuhkan SDM dengan kreativitas dan skill untuk menghasilkan output berupa karya bermanfaat unuk orang banyak. Oleh karena itu, diperlukan program-program sekolah untuk memfasilitasi peserta didik dalam belajar dengan keterampilan kreatif untuk menjadi problem solver kelak di kemudian hari. Dengan latar belakang itu maka penelitian ini bertujuan untuk memaparkan beberapa aspek di antaranya yaitu cara yang digunakan, faktor yang katalis dan inhibitor dalam penginkubasian kreativitas melalui tambahan jam di luar waktu pembelajaran yaitu ekstrakurikuler Science Club di SD Muhammadiyah Pakel Program Plus.  Penelitian ini digolongkan pada tipikal penelitian deskriptif kualitatif. Fokus utama penelitian ini yaitu pelaksanaan ekstrakurikuler Science Club dalam menanamkan kreativitas pada siswa yang mengikuti ekstra tersebut. Peneliti melakukan pengelompokan data yang diperlukan dengan teknik observasi, wawancara, dan dokumen-dokumen yang diperlikan. Subjek penelitian yang diperlukan datanya adalah pimpinan sekolah sekolah, 2 instruktur ekstrakurikuler Science Club, dan 6 siswa. Validitas data dilakukan melalui proses triangulasi baik teknik maupun sumber. Data dianalisis dengan data interaksi induksi dengan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa inkubasi kreativitas melalui ekstrakurikuler Science Club Club di SD Muhammadiyah Pakel Program Plus dilihat dari 1) Aspek kreativitas yang ditanamkan yaitu (1) Kognitif (aptitude) berupa keterampilan berpikir lancar, luwes, orisinil, dan memperinci. (2) Afektif (nonAptitude) berupa rasa ingin tahu dan bersikap merasa tertantang. 2) Strategi inkubasi kreativitas dengan 4 tahap yaitu pribadi, proses, pendorong, dan produk. 3) Faktor pendukungnya ialah stimulus mental, kondisi lingkungan, dan peran pendidik. Faktor penghambatnya yaitu evaluasi, reward, dan kompetisi.