Penelitian ini merupakan penelitian dan pengembangan (R&D) yang mengacu pada model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation). Tujuan penelitian ini yaitu mengembangkan bahan ajar berbasis inkuiri terbimbing pada materi penyajian data kelas VII SMP. Penelitian dilakukan di salah satu SMP yang berada di Karawang. Instrumen utama dalam penelitian ini adalah peneliti itu sendiri, yang menjadi instrumen kunci yang mengembangkan bahan ajar berbasis inkuiri terbimbing. Adapun instrumen pendukung yaitu instrument tes dan angket terbuka disusun berdasarkan analisis kebutuhan yang dilakukan pada tahap awal penelitian. Subjek pada tahap awal penelitian tersebut melibatkan lima siswa kelas VII yang dipilih dengan teknik sampling insidental. Proses penelitian dan pengembangan yang dikaji pada artikel ini telah sampai pada tahap pengembangan. Sementara itu, tahap implementasi dan evaluasi menjadi bahan kajian pada penelitian berikutnya. Hasil penelitian sampai tahap pengembangan yaitu produk draf bahan ajar berbasis inkuiri terbimbing pada materi penyajian data kelas VII SMP dengan tahan model ADDIE. Deskripsi setiap tahapan penelitian dan pengembangan diuraikan pula dalam artikel ini.

Literacy and Numeracy will be the main components in the Minimum Competency Assessment (AKM) as a substitute for the National Examination. This minimal ability consists of the ability or quality of literacy in a person in which there is the ability to read, write, and also recognize and understand ideas visually (literacy), the ability to apply number concepts and arithmetic skills in everyday life and interpret quantitative information that is around us, this ability is evidenced by a sense of comfort with numbers and cleverness in applying mathematical skills (numeration). The data was collected by the researchers directly from SDN Gading Kulon II Probolinggo Regency, including: a) Class AKM Pretest, which is a test before implementing literacy and numeracy that provides questions obtained from the Motivation application provided by the Ministry of Education and Culture. (b) Observation, how to collect data by direct observation of learning activities in class on the object to be studied. (c) Documentation of how to collect data includes archives, archives and photos related to the problem under study. (d) Posttest AKM Class, contains questions regarding literacy and numeracy which are also obtained from the Motivation application provided by the Ministry of Education and Culture. The results showed that the scores obtained by students increased after the implementation of literacy and numeracy. The data obtained in table 2 shows a significant increase compared to table 1 data. The percentage of success in table 2 is for literacy 95% to achieve completeness and for numeration 89% to achieve completeness.

Indicators of child development include the ability to walk at the age of approximately 18 months. If at this stage the child is not able to walk without being held, it can be said that the child has delayed walking. There are several factors involved in delayed walking, including motor, genetic and temperament. Giving stimulation is an effort made by adults in providing the optimal facilities and opportunities to achieve optimal development. The purpose of this study was to determine the efforts of parents in accompanying delayed walking in children. This was qualitative research with a case study approach. The data were collected through semi-structured interviews. Participants were selected using purposive sampling. Data were analyzed using domain analysis and triangulation was carried out. The results were consolidated into 4 themes, namely: 1) non-medical therapy, with 2 sub-themes: a) bringing children to traditional therapy, and b) doing light massage on children’s feet; 2) providing stimulation of walking exercises, with 3 sub-themes: a) stimulation of walking with toys, b) stimulation of walking with exercise, and c) environmental modification; 3) fulfillment of nutrition in supporting motor skills, with 2 sub-themes: a) providing vitamins, and b) providing food with adequate nutrition; and 4) providing rewards. Keywords: arents’ efforts, stimulation, delayed walking

Reading strategies are procedures to assist students’ reading comprehension which play an active role in reading literacy. This quantitative study aims to find out the reading strategies mostly used by students and to find out the correlation between students' reading strategies and their reading comprehension. The research design used was correlational study. The total sample in this study was 74 ninth graders in one of junior high schools in Surabaya. The participants were chosen using the convenience sampling method due to the availability of the students. The data were collected by using Survey of Reading Strategies (SORS) questionnaire and reading comprehension test. The data were analyzed by using descriptive statistics to find out the strategy mostly used by students, and Pearson Product Moment to find out the correlation between variables. The results showed that the students often used Problem-Solving Strategy (M= 4), Global Reading Strategy (M= 3.04), and Support Reading Strategy (3.04). Furthermore, it was found that there was no correlation between the two variables (p-value= 0.790, >0.05). According to the result, good reading strategy does not affect the reading comprehension correlation.