Pictorial stories;Alternative energy; LiteracyThe main objective of this research was to produce a pictorial story about alternative energy. The concept of alternative energy is discussed in thematic learning in class IV theme 2, subtheme 3, Learning 1. This product was made based on the limitations of the material in the 2013 Curriculum student book and the needs in the classroom. Based on a questionnaire from 27 students, 77% answered that they had never read a book/literature on alternative energy. Research & Development (R & D) method was applied in this research, with six stages: (1) Potential and problem analysis, (2) Data collection, (3) Product Design, (4) Product validation, (5) Product Design Improvement, (6) Product Design Testing. The data gathering techniques applied were interviews, observations, and questionnaires. The product was approved by two validators with 3.81 of 4 in average. This product will be worth testing after it has been revised. The trial was conducted on students and teachers. The student's score of understanding the contents was obtained at 2.94 (maximum score of 4). However, the teacher said that this product could be a media for literacy in the ecological topic. These pictorial stories helped them to realize integrated learning.

Based on the results of the mid-semester exams of Primary School Teacher Education (PGSD) students class of 2019 (class 6B and 6C) of Sanata Dharma University, researcher get data if they still have difficulty in making HOTS-based thematic questions. Therefore, the researcher collaborated with 4th grade teacher of Santa Angela Elementary School Bandung (graduated from S2 Biology Education, Universitas Pendidikan Indonesia) to provide online assistance to students through high-end integrated learning courses (which is mastered by researcher). This research is a narrative research to describe (1) the strategy of preparing HOTS-based thematic questions in 4th grade Elementary Schools, (2) infographic analysis of HOTS-based thematic questions compiled by students, (3) the results of the trial of the infographic of these questions to 4th grade students of Santa Angela Elementary School Bandung.

From the results of pre-study questionnaires distributed to seventeen sixth-grade elementary students of SD Sanjaya Tritis Pakem District and SD Cahaya Bangsa Utama Yogyakarta, researchers obtained data that they had difficulty concentrating in learning because they prefer to play games. In fact, they will face the Regional Education Standardization Assessment (ASPD). Researchers were encouraged to help them doing mindfulness exercises so that they can exercise self-control when facing difficulties or temptations, with the guidance of “Becoming a tough person based on Ignatian Spirituality” module developed by the researchers. The development of the coaching module was carried out by researchers using the five-step ADDIE model, namely: (1) Analysis: distributing questionnaires to obtain information about the duration of time the sixth-grade elementary students spent to study and play games; (2) Design: compiling a grid of coaching modules. (3) Development: compiling a coaching module which then validated by a lecturer and teacher. The average score of the two validators showed a good result, which is 3.4 (from a range of values 1-4), meaning that the coaching module can be tested and published. (4) Implementation: the researchers conducted a trial at SD Sanjaya Tritis Pakem District which was attended by 15 students. (5) Evaluation: from the results of reflection, the students wrote down their intentions to manage the desire to play so they can focus on learning.

ABSTRAKDi awal tahun ajaran 2018/2019, siswa kelas 6 SD Cahaya Bangsa Utama cenderung mengalami kejenuhan, kebosanan dan kesulitan menghadapi metode belajar drilling dalam rangka menghadapi Ujian Nasional (UN). Mereka kerap mengeluh saat menjawab soal-soal, khususnya soal matematika. Perilaku tersebut apabila dibiarkan dapat menghambat mereka untuk bersikap resilien. Oleh karena itu, tujuan pengabdian ini untuk mendampingi wakil kepala sekolah bagian kesiswaan supaya dapat memberikan bimbingan pribadi dan bimbingan belajar (bekerja sama dengan guru kelas 6 dan guru matematika), agar siswa kelas 6 mengerjakan soal matematika dengan resilien.Berlandaskan pada teori growth mindset, maka bimbingan pribadi dan bimbingan belajar menjadi sarana bagi siswa untuk memiliki persepsi positif tentang matematika. Mereka pun mengetahui manfaat matematika bagi hidupnya di masa kini maupun masa depan. Teori growth mindset juga menegaskan bahwa talenta dan keahlian seseorang itu bukan berasal dari bawaan sejak lahir, melainkan karena diasah, dilatih, dipelajari; maka bimbingan belajar matematika menumbuhkan resilience atau daya juang siswa, sehingga menjadi bersemangat dan tekun mengerjakan soal-soal matematika. Kata kunci: Bimbingan pribadi, bimbingan belajar, resiliensi.

Since 1996 Directorate General of Ministry of Elementary and Secondary Education has been emphasizing the importance of giving ecological education so that pupils will have concern for caring and keeping the integrity of creation. This is in line with the teaching of the Catholic Church, which is strengthened by Pope Francis in his encyclical letter, Laudato Si’, published on May 24, 2015. From answers to questionnaires distributed to five Catholic teachers teaching at urban schools can be concluded that (1) ecological spirituality should become foundation of ecological education, (2) themes on ecological education found in elementary school thematic lessons should be understood as efforts to build ecological morality, and (3) the need for providing an example of a drama script which can be used by teachers as a method of teaching materials on ecological education. This research aimed at developing a book prototype entitled Caring for the Earth as Our “Common Home”: A Reflection on Encyclical Letter Laudato Si’ (for Elementary School Teachers). This book prototype has articles on ecological spirituality and ecological education as well as a drama script which can be used by teachers of fifth grade to teach third theme “Healthy Food,” second sub-theme “The Importance of healthy food for human body.” The development of this book prototype utilizes five of ten steps of Research and Development according to Borg & Gall: (1) analyzing the needs of developing a book prototype of ecological education, (2) studies on ecological education found in thematic lessons at elementary school, (3) developing a book prototype, (4) validation of the book prototype, and (5) revision of the book prototype. Findings of the research showed that the book prototype could be published. This was shown by evaluation given by a lecturer of biology with a mean score of 3.5 and evaluation given by a five grade teacher with a mean score 3.75. These mean scores are very high.