<p class="normal" align="center"><span dir="LTR"><strong>Abstrak </strong></span></p><p class="normal"> </p><p class="normal" align="justify"><span dir="LTR">Tujuan dari penelitian ini adalah (1)untuk mengembangkan bahan ajar materi dongeng yang di peruntukkan kelas tiga sekolah dasar dengan mengangkat kearifan lokal Jawa Timur (2) Mengetahui kevalidan bahan ajar materi dongeng yang telah dikembangkan (3) Mengetahui kepraktisan bahan ajar materi dongeng yang telah dikembangkan. Metode penelitian yang digunakan adalah model penelitian pengembangan dengan menggunakan model pengembangan yang dikemukakan oleh borg &amp; Gall.Tahapan borg and gall diantaranya sebagai berikut </span><span lang="id-ID" dir="LTR">a.</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">n</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">l</span><span lang="id-ID" dir="LTR">is</span><span lang="id-ID" dir="LTR">i</span><span lang="id-ID" dir="LTR">s</span><span lang="id-ID" dir="LTR">k</span><span lang="id-ID" dir="LTR">e</span><span lang="id-ID" dir="LTR">butuhan d</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">n</span><span lang="id-ID" dir="LTR">p</span><span lang="id-ID" dir="LTR">e</span><span lang="id-ID" dir="LTR">n</span><span lang="id-ID" dir="LTR">g</span><span lang="id-ID" dir="LTR">umpu</span><span lang="id-ID" dir="LTR">l</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">n</span><span lang="id-ID" dir="LTR">d</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">ta, b. Tahap perencanaan, c. </span><span lang="id-ID" dir="LTR">p</span><span lang="id-ID" dir="LTR">e</span><span lang="id-ID" dir="LTR">ng</span><span lang="id-ID" dir="LTR">e</span><span lang="id-ID" dir="LTR">m</span><span lang="id-ID" dir="LTR">b</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">ng</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">n </span><span lang="id-ID" dir="LTR">r</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">n</span><span lang="id-ID" dir="LTR">ca</span><span lang="id-ID" dir="LTR">n</span><span lang="id-ID" dir="LTR">g</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">n produk, d. uji</span><span lang="id-ID" dir="LTR">tah</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">p aw</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">l</span><span lang="id-ID" dir="LTR">(v</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">l</span><span lang="id-ID" dir="LTR">i</span><span lang="id-ID" dir="LTR">d</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">si</span><span lang="id-ID" dir="LTR">)</span><span lang="id-ID" dir="LTR">, e. r</span><span lang="id-ID" dir="LTR">e</span><span lang="id-ID" dir="LTR">visi</span><span lang="id-ID" dir="LTR">p</span><span lang="id-ID" dir="LTR">r</span><span lang="id-ID" dir="LTR">oduk</span><span lang="id-ID" dir="LTR">aw</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">l f. </span><span lang="id-ID" dir="LTR">uji</span><span lang="id-ID" dir="LTR">c</span><span lang="id-ID" dir="LTR">oba</span><span lang="id-ID" dir="LTR">lap</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">ng</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">n</span><span lang="id-ID" dir="LTR"> t</span><span lang="id-ID" dir="LTR">e</span><span lang="id-ID" dir="LTR">rb</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">tas, g. </span><span lang="id-ID" dir="LTR">r</span><span lang="id-ID" dir="LTR">e</span><span lang="id-ID" dir="LTR">visi</span><span lang="id-ID" dir="LTR">p</span><span lang="id-ID" dir="LTR">rodu</span><span lang="id-ID" dir="LTR">k, h.</span><span lang="id-ID" dir="LTR"> uji</span><span lang="id-ID" dir="LTR"> l</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">p</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">n</span><span lang="id-ID" dir="LTR">g</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">n, i. p</span><span lang="id-ID" dir="LTR">e</span><span lang="id-ID" dir="LTR">n</span><span lang="id-ID" dir="LTR">y</span><span lang="id-ID" dir="LTR">e</span><span lang="id-ID" dir="LTR">m</span><span lang="id-ID" dir="LTR">p</span><span lang="id-ID" dir="LTR">u</span><span lang="id-ID" dir="LTR">rn</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">n</span><span lang="id-ID" dir="LTR">p</span><span lang="id-ID" dir="LTR">r</span><span lang="id-ID" dir="LTR">oduk</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">khir, j. diseminasi</span><span lang="id-ID" dir="LTR">d</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">n</span><span lang="id-ID" dir="LTR">i</span><span lang="id-ID" dir="LTR">mp</span><span lang="id-ID" dir="LTR">l</span><span lang="id-ID" dir="LTR">e</span><span lang="id-ID" dir="LTR">ment</span><span lang="id-ID" dir="LTR">a</span><span lang="id-ID" dir="LTR">s</span><span lang="id-ID" dir="LTR">i</span><span lang="id-ID" dir="LTR">.</span><span dir="LTR"> Hasil penelitian ini menunjukkan bahwa bahan ajar yang di kembangkan dinyatakan sangat valid, sangat tuntas dan dapat digunakan dengan skor 85.8% berdasarkan hasil validasi dari ahli pembelajaran Bahasa Indonesia. Untuk mengetahui kepraktisan bahan ajar dilakukan validasi kepada pengguna dan uji coba. Hasl validasi pengguna menunjukkan bahwa bahan ajar yang dikembangkan dapat digunakan dengan skor 91 %. Hasil uji coba produk menunjukkan bahwa siswa dapat menggunakan bahan ajar dengan baik.</span></p>

No abstract

This study is aim to describe forms of attitude assessment that implemented by teacher at elementary school in Kediri. Design of this study was qualitative reseach . The subjects were teacher of elementary school that has been implementing curriculum 2013 which consist of grade 1 to grade 5 teachers.Instrument of this study was a researcher who was supported with interview guide, observation form and documentation. The finding of this study show that all of teacher write their assessment instrument similar to book teacher of curriculum 2013. Teacher use observation technique without any instrument when they do assessment. They argue that assessing attitudes using instrument is difficult and need much time.The assessment report is write using microsoftt excel application. Microsoft excel applicatioan will automatically make describtion of the student when teacher submit their assessment report.

Kegiatan ini bertujuan untuk memberikan pelatihan kepada guru serta mempraktikkan pembuatan soal dan implementasinya di sekolah dasar. Sehingga guru mendapatkan pengalaman langsung dalam membuat soal melalui aplikasi Kahoot bagi guru. Metode pelaksanaan kegiatan ini dilaksanakan mulai tahap persiapan sampai pelaporan kegiatan yang membutuhkan waktu sekitar 1 bulan. Pihak yang terlibat dalam kegiatan meliputi: 1). Dosen sebagai pemateri dan moderator, mahasiswa sebagai tim pendukung pelaksanaan acara. 2). Guru-guru di lingkungan SDIT Bina Insani Kediri. Dari 25 guru yang telah mengikuti pelatihan, sebanyak 17 guru telah mengirimkan hasil analisis, Berdasarkan hasil kuesioner menunjukkan 4 guru menyatakan tidak ada kendala dalam mengimplementasikan kahoot. Sedangkan 13 lainnya menyatakan mengalami beberapa kendala yaitu kurang terbiasa dalam mengoperasikan kahoot. Keunggulan aplikasi saat diimplementasikan diantaranya adalah lebih menarik dan mudah untuk dilakukan. Aplikasi kahoot dapat menjadi salah satu alternatif variasi pembelajaran. Melalui penggunaan kahoot hasil belajar yang berkaitan dengan urutan tingkat kebenaran soal dapat lebih cepat diketahui. Aplikasi kahoot praktis, karena guru dapat memonitor secara langsung siswa yang mengerjakan soal.

The problems of this research are 1) What is the validity of Monopoly learning media on the function material of animal and plant body parts for fourth grade students of Sanggrahan 2 Prambon Nganjuk Elementary School 2) What is the practicality of Monopoly learning media on material function of animal and plant body parts for fourth grade students of Sanggrahan 2 Prambon Nganjuk Elementary School 3) How is the effectiveness of Monopoly learning media on material function of animal and plant body parts for Grade IV students at SDN Sanggrahan 2 Prambon Nganjuk This research is a type of development research with reference to research and development. According to Robert Maribe Branch (2009) in Sugiyono (2015: 38) "ADDIE is an extension of Analysis, Design, Development, Implementation and Evaluation". Research data collection techniques through observation, material expert validation questionnaires and expert validation questionnaires. media, teacher response questionnaire, student response questionnaire, pre-test and post-test. the implementation of monopoly learning media was carried out in trials, research trials were carried out at SDN Sanggrahan 2 Prambon. The results of Monopoly learning media research on the function of animal and plant body parts for fourth grade students at Sanggrahan 2 Prambon Elementary School conducted a validity test by media and material experts, the material validation test was carried out in 2 stages. . the second validation test with a score of 97% means that it is in the Very Valid criteria. for the results of the validation test by the learning media, 2 stages were carried out, the first was the validation test by the media with a score of 86.25%, meaning that it was included in the Very Valid criteria, the second was the validation test by the media with a score of 88.75%. the practicality test was validated by teachers and students, the results of the practicality test by the Teacher Response Questionnaire obtained a score of 77.78%, which means that it is included in the practical criteria and is easy to use. The results of the effectiveness test were carried out with the pretest and post-test, stated to be Very Effective in increasing students' ability to investigate the function of animal and plant body parts. Evidenced by the achievement of KKM ≥70 questions Posttest 100% of students who are able to achieve KKM.