This research aims to know the increase mastery of concept and critical thinking skill through problem based learning model with a science writing heuristic approach on simple machine. Methods of this research using pre-experimental with one group pre-test - post-test design. The subject of this research is student grade VIII at one of Junior High School in Bandung. Instrument that used for this research is a test form of mastery of concept and critical thinking skill. Improvement mastery of the concept and critical thinking skill is measured by the normalized gain. The result shows an average gain of N-gain the mastery of concept is 0.59 with fair category. And the critical thinking skill is 0.63 with fair category. The response of students to the implementation of problem-based learning models with the Science Writing Heuristic approach shows that almost all students gave positive responses. Thus, the increase of mastery of concept and critical thinking skill and at students on the simple machine through the implementation of problem based learning model with the approach science writing heuristic has improved. Student responses to the learning model that is implemented positively.

The purpose of this study was to determine the role of TPA teachers to reduce addiction to mobile phones for early childhood in Kelurahan Curup. This type of research is a qualitative study, using interview techniques, observation and documentation analysis. The results of this study are the role of TPA teachers to reduce mobile addiction for early childhood in the village of Curup First Village TPA teachers as role models ie TPA teachers teach with examples applied directly from the TPA teacher itself, Second TPA teachers as supervisors namely TPA teachers not only transferring knowledge but more than that is by guiding students guiding about morals and guiding in achieving learning goals in order to be achieved as it should, the three TPA teachers as Motivators namely TPA teachers must be motivators so that students are motivated to apply the materials described in daily life, the four TPA teachers as managers namely TPA teachers must be able to manage the learning atmosphere that is reviewed from various aspects such as models, strategies and learning methods so that the material delivered by the teacher can be understood by students, the models, strategies and methods applied are also must be seen da ri various aspects such as the age of students, culture and various other aspects.

Tujuan penelitian untuk mengetahui kemampuan baca siswa sebelum dan sesudah menggunakan Media Flashcard dan Cardmatch. Metode penelitian dalam penelitian ini menggunakan pendekatan deskriptif kualitatif. Kemampuan membaca siswa sebelum diterapkannya metode flashcard dan cardmatch adalah < 60 dengan skor tertinggi 58,33, sedang kemampuan membaca siswa setelah diterapkanya metode flashcard adalah > 77 dengan skor tertinggi 85,33, kemampuan membaca siswa setelah diterapkanya metode cardmatch adalah > 77 dengan skor tertinggi 85,33, artinya bahwa kemampuan membaca siswa lebihbaik setelah penggunaan metode flashcard dan cardmatch, adapun perbandinagn diantara metode flashcard dan cardmatch yang lebih tinggi adalah flashcard, dengan jumlah siswa yang memiliki sekor tertinggi 85,33 dengan persentase 68% sejumlah 17 orang lebih besar dari cardmatch  yang memiliki sekor tertinggi 85,33 dengan persentase 28% sejumlah 7 orang dari total 25 siswa

The preliminary study found that the teacher did not yet have a practical instrument to assess students' critical thinking skills in mathematics. This study aims to develop assessment guidelines for students' critical thinking skills in practical mathematics subjects. The development model refers to the theory of Borg and Gall with 9 steps of development. Small-scale test subjects were conducted on 21 students and a large-scale test was conducted on 90 grade X students of MIPA SMA N 1 Pringgasela. The content validity in this study used the Aiken's V formula and the Ebel formula to look for reliability. Whereas the construct validation with the Confirmatory Factor Analysis (CFA) model used the AMOS 24 application. The results showed that: (1) the validity of the contents of the instrument, from the aspects of construction, language, and material got the score > 0.3, which means that the instrument was stated to be very valid in content, and very reliable in values > 0.5; (2) contract validity, loading factor per item > 0.3 means that the instrument was valid in contract, the RMSEA value = 0.023 < 0.06, and the GFI value = 0.932 > 0.9, which means that the model developed was very suitable; (3) validation of the items showed that items 5 and 11 were accepted with a slight revision because d < 0.4 and the remaining 10 items were received without revision with d > 0.4, for Alpha Crombach values = 0, 783> 0.5 (very reliable instruments ); (4) practicality test used all math teachers (5 teachers), with an average score of 85.6 means that the instrument was very practical. In conclusion, the instruments developed were very valid, very reliable and very practical. The benefits of the development results were, there were guidelines in carrying out assessment of students' critical thinking skills.

Seeing the observation result, the evidence from teachers' reports and final tests show that writing is the weakest aspect of students' work in English and supported by semi-structured interview given with a group of students having problem in English writing. The method was pre-experimental, and the Eighth grade of A is chosen as the sample. The findings show that there is significant difference in the mean score between students’ writing before and after treatment. It is also indicated from the result of hypothesis testing, it results in Ho is rejected because 0.000 < 0.025 (2-tailed) and based on t-test criteria, if t-test is bigger than t-table, it means that Ha is accepted and Ho is rejected. Besides students’ writing skill achievement with portfolio assessment is better than students without the assessment at the level of believe 95%. Portfolio assessment has positive correlation with students’ writing skill, it shows from the result of r-test in this study is 0.671 and the level of correlation is in the level of strong. Therefore, the assessment of teachers should have well-prepared materials, assignments, and other activities being appropriate time and it is better implemented in small class because it can be easily managed.