<p>Penelitian ini bertujuan untuk mengetahui pengaruh model <em>Brain Based Learning </em>terhadap kemampuan komunikasi matematis yang ditinjau dari kreativitas. Penelitian dilaksanakan di SDN Pantai Harapan Jaya 01 Kecamatan Muara Gembong, dengan menggunakan penelitian eksperimen desain <em>treatment by level </em>2 x 2. Hasil penelitian menunjukkan hasil bahwa; 1) Kemampuan komunikasi matematis siswa yang diberikan perlakukan model <em>Brain Based Learning, </em>2) Terdapat interaksi model pembelajaran terhadap kemampuan komunikasi matematis ditinjau dari kreativitas, 3) Kemampuan komunikasi matematis yang diberikan perlakuan model <em>Brain Based Learning </em>lebih tinggi dibandingkan dengan siswa yang diberikan perlakuan model Ekspositori pada siswa yang memiliki kreativitas tinggi, dan 4) Kemampuan komunikasi matematis yang diberikan perlakuan model <em>Brain Based Learning </em>lebih rendah dibandingkan dengan siswa yang diberikan perlakuan model Ekspositori pada siswa yang memiliki kreativitas rendah.</p>

The study aims to determine the effect of the use of interactive learning media environment-based and learning motivation on science learning outcomes. This research was conducted on grade V students of SDN Wijaya Kusuma 07 Jakarta Barat from September to November 2019. The method used was an experiment with a research design using two-way ANAVA (treatment by level 2x2), with the sample of 61 students was obtained using a multi-stage random sampling. Based on data analysis, it was obtained: First, the science learning outcomes of students who learn to use interactive learning media environment-based are higher than the science learning outcomes of students who learn to use non-interactive learning media, as evidenced by Fcount (5.90) > Ftable (4.17 ); second, there was an effect of learning media interaction and learning motivation on the science learning outcomes, this can be seen from the acquisition price of Fcount (26.05) > Ftable (4.17); third, in groups of students who have high learning motivation, the science learning outcomes of students who learn to use interactive learning media environment-based are higher than the science learning outcomes of students who learn to use non-interactive learning media, with the Tukey-test Qcount Test (7.53) > Qtable (4.04); fourth, in groups of students who have low learning motivation, the science learning outcomes of students who learn to use interactive learning media environment-based are lower than the science learning outcomes of students who learn to use non-interactive learning media, with the Tukey-test Qcount Test (2.67) < Qtable (4.04).

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The study aims to determine the effect of learning methods on social studies learning outcomes in terms of students' critical thinking. The study was conducted in SDN Talun Subdistrict, Cirebon Regency, by using experimental research on treatment by level 2 x 2 design. The results showed that (1) Social Studies learning outcomes between groups using the Problem Based Learning method were higher than students using the Problem Solving method, ( 2) There is an interaction effect between learning methods with critical thinking skills on social studies learning outcomes, (3) Students who have high critical thinking skills, social studies learning outcomes using Problem Based Learning methods are higher than Problem Solving methods, (4) Students who have critical thinking skills are low, social studies learning outcomes using the Problem Based Learning method are higher than the Problem Solving method.

This study aims to develop digital comics for learning science in elementary schools. Digital comics make it easier for students to learn science both online and online. The method used is research and development. The method used in data collection is a questionnaire. Research and development results: (1) The development research process is carried out with several stages adapted from the Plomp development model. The stages: Initial Investigation, Design (design), Realization (construction). The initial investigation phase includes curriculum analysis, material analysis, and analysis of learning objectives. The design phase includes the preparation of material, media selection, format selection, and digital comic design. The realization phase (construction) includes finished products in the form of applications (.apk).