Penelitian ini dilatar belakangi oleh proses pembelajaran yang terbatas dimasa pandemi. Proses pembelajaran disekolah dilaksanakan secara daring dan luring. Hal tersebut membuat peserta didik merasa bosan sehingga motivasi belajar berkurang. Penelitian ini bertujuan untuk mendeskripsikan proses pengembangan video pembelajaran dengan menggunakan aplikasi PowerDirector 18 pada materi lingkaran matematika kelas VI sekolah dasar yang valid, praktis dan efektif. Jenis penelitian adalah pengembangan menggunakan model umum desain penelitian Plomp yang terdiri atas 3 tahap yaitu Preliminary research, Prototyping phase, Assesment phase. Data uji validitas diperoleh melalui lembar validasi video pembelajaran, RPP. Video pembelajaran terlebih dahulu di evaluasi oleh peneliti sendiri, lalu dilanjutkan validasi oleh validator untuk mendapatkan masukan sehingga diperoleh kevalidan video pembelajaran untuk semua aspek adalah 90 % masuk kategori sangat valid. Berdasarkan uji coba praktikalitas dapat diketahui bahwa video pembelajaran dapat memberikan kemudahan kepada guru dan peserta didik, menarik minat guru dan peserta didik, serta berguna bagi guru untuk memberikan pembelajaran kepada peserta didik, sehingga diperoleh tingkat praktikalitas video pembelajaran adalah 93% pada kategori sangat praktis. Selanjutnya video pembelajaran memberikan dampak, pengaruh dan hasil yang sangat baik terhadap aktivitas peserta didik yaitu 88,4%, sikap 83%, pengetahuan 84% dan keterampilan 87% sehingga secara keseluruhan efektivitas video pembelajaran dikatakan sangat efektif. Disimpulkan bahwa video pembelajaran materi lingkaran matematika kelas VI SD telah dinyatakan valid, praktis dan efektif.

This study aims to analyze the application of Realistic Mathematics Education (RME) on fractions topic in elementary schools. The method used is a systematic literature review. The sample consisted of 32 primary studies on the effect of RME on Mathematics learning on fractions, which were drawn from all related studies. The study results were taken from indexed journals published in the 2016-2020 period. The key question in this research is how to describe the effect of RME on fraction material in elementary schools in terms of the study year, study level, research subject, research methodology, and research results. Through the systematic literature review method it was found that there had been an increase in research during the last 5 years. based on the level of study, research research in the higher class is more dominant, based on the duration of the majority. The research was conducted in elementary schools, and based on the number of samples, the research was conducted in classes with 20-30 subjects or more. Based on the results of the study, it was obtained data that there was an increase in still learning fraction topic using the RME approach.

This study was conducted to observe the effect of the Contextual teaching and learning (CTL) approach and learning motivation on the skills of writing poetry of fifth graders in elementary school. This research is an experimental research with the subject of fifth grade students and carried out in Elementary School Cluster I Pariaman City. The research instruments were  a learning motivation questionnaire and performance test. Data analysis was carried out using a t-test and two-way ANAVA for the interaction. Learning outcomes obtained by using the CTL approach to students is  higher than conventional methods, both those with low motivation and high motivation. CTL approach makes students more interested and enthusiastic in learning to write poetry. As well as creating new experiences for students, making students active, making learning more fun compared to conventional methods which make some students become passive

This research is  to investigate the effects of Instructional strategies toward mathematical reasoning which was conducted with one-hundred and eighty  of fifth graders that were selected randomly.  The research is a 2 x 2 factorial design.  the data was collected by using the  reasoning test and questioners about home environment condition that were analyzed by using (ANOVA) and Tukey HSD. The findings of the research are mathematical reasoning  of the students using metacognition strategy is higher than mathematical reasoning  of those who are using conventional strategy in  mathematics Instruction. sum up findings recognize that  using metacognitive strategy  can enhance students' reasoning in mathematics instruction.

This research is  to investigate the effects of Instructional strategies toward mathematical reasoning which was conducted with one-hundred and eighty  of fifth graders that were selected randomly.  The research is a 2 x 2 factorial design.  the data was collected by using the  reasoning test and questioners about home environment condition that were analyzed by using (ANOVA) and Tukey HSD. The findings of the research are mathematical reasoning  of the students using metacognition strategy is higher than mathematical reasoning  of those who are using conventional strategy in  mathematics Instruction. sum up findings recognize that  using metacognitive strategy  can enhance students' reasoning in mathematics instruction.