The main objective of this research was to produce a prototype of a pictorial story with the topic “Processing Solar Thermal Energy into Electric Energy”. This product could be used as a supplementary book for Grade IV of Elementary Schools. This product was made based on the limitations of the material in the 2013 Curriculum student book and the needs in the classroom. 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 technique applied interviews, observations, and questionnaires. The product was approved by two validators with the average score of 3.16 (from a range of values 1-4); and was included in “good” category; so, it was worth testing in a student learning activity, after being revised. After implementing in 4th grade elementary school students, the product obtained an average score of 3.58 which was included in “very good” category. As the result, the prototype was worth to be implemented as a learning medium which was also a means of literacy in supporting the “Gerakan Literasi Sekolah” (school literacy movement).

Abstrak -Telah dilakukan pengamatan redaman pada pendulum sederhana. Eksperimen dilakukan dengan merekam pendulum yang sedang berosilasi. Selanjutnya kedudukan setiap saat dari beban ditentukan dengan menganalisa rekaman video menggunakan perangkat lunak LoggerPro. Hasil analisa menunjukkan bahwa untuk berbagai beban dengan ukuran yang sama, besarnya penurunan amplitudo berbanding terbalik dengan massa beban. Sedangkan untuk beban yang massanya sama, redaman berbanding lurus dengan jari-jarinya.Abstract -A damp oscillation has been investigated using a video analysis. The position of the bob at any time was determined using a video analysis software i.e. LoggerPro. The results show that the decrease in amplitude is inversely proportional to the mass of the bob. For the bob of the same mass, the damping is proportional to its radius.

The challenge most often faced today is how to make students and teachers aware of the importance of literacy. One of the important literacy is scientific literacy. Scientific literacy is defined as a person's ability to use scientific knowledge and scientific process skills to understand and make decisions about the natural environment. In this community service, strengthening scientific literacy and assisting in the manufacture of teaching modules for elementary school teachers at Kanisius Demangan Baru Elementary School. The implementation of community service is carried out in 3 stages, namely: (1) mapping the teacher's interest in scientific literacy (2) the team prepares training materials based on the mapping (3) strengthening scientific literacy and assisting in making teaching modules. From this community service, teachers can create teaching modules that can train students' scientific literacy skills well.

The purpose of this training was to facilitate elementary school teachers in Sanjaya Elementary School Tritis, Pakem so that they were able to provide learning media for Natural and Social Sciences. The learning media was a set of equipment that could be used as learning media to help teachers deliver lessons to the students so that students were motivated to learn. Media that could be used should be helpful for the students to understand the concept of learning, be suitable with the characteristics of the students, and facilitate the students to obtain the learning objectives, as well as appropriate with the learning condition, facilities and time availability. This training was directed in such a way that the teachers in that school became creative in utilizing objects around them to teach Natural and Social Sciences. Games were also used to teach Mathematics.

This article describes learning that contains computational thinking (CT) on the use of money material in grade III elementary schools. CT is a basic skill that involves problem formulation, problem-solving, as well as scientific reasoning. The government's policy regarding the need to integrate CT into learning is motivated by the low-quality index of Indonesian education in PISA and efforts to prepare students for 21st-century skills. The material about the use of money has a special urgency, namely instilling financial literacy which can be beneficial for the future of students. The method used is descriptive qualitative with primary data sources, namely class III students at SD Negeri Jatisawit totaling 32 students. The results of this study are that the implementation of CT-charged learning on the use of money material can bring up CT foundational aspects, namely decomposition and algorithms, and the teacher's ability to manage computational thinking-charged learning on the use of money material reaches a score of 91.6 percent or in the "good" category, the results student learning achieved RTP in the high category, namely 85 percent on the decomposition foundation score and 88 percent on the algorithm foundation score, the student's response to the application of CT-loaded learning was positive by achieving a score of 88.75 percent.Artikel ini mendeskripsikan pembelajaran yang bermuatan computational thinking (CT) pada materi kegunaan uang pada kelas III sekolah dasar. CT adalah keterampilan dasar yang melibatkan perumusan masalah, pemecahan masalah, serta penalaran ilmiah. Kebijakan pemerintah mengenai perlunya pengintegrasian CT dalam pembelajaran dilatarbelakangi oleh rendahnya indeks mutu pendidikan Indonesia dalam PISA serta upaya mempersiapkan peserta didik menuju kecakapan abad 21. Materi kegunaan uang memiliki urgensi khusus yakni menanamkan literasi finansial yang dapat bermanfaat bagi masa depan peserta didik. Metode yang digunakan adalah kualitatif deskriptif dengan sumber data primer yakni peserta didik kelas III SD Negeri Jatisawit berjumlah 32 peserta didik. Hasil dari penelitian ini adalah bahwa implementasi pembelajaran bermuatan CT pada materi kegunaan uang dapat memunculkan aspek fondasi CT yakni dekomposisi dan algoritma, kemampuan guru dalam mengelola pembelajaran bermuatan computational thinking pada materi kegunaan uang mencapai skor 91,6 persen atau dalam kategori “baik”, hasil belajar peserta didik mencapai RTP kategori tinggi yakni 85 persen pada skor fondasi dekomposisi dan 88 persen pada skor fondasi algoritma, respon peserta didik terhadap penerapan pembelajaran bermuatan CT adalah positif dengan mencapai skor 88,75 persen.