This study aims to improve the ability of students in extracurricular programs to improve the social competence of students in primary schools. In this study, the traditional game to be played is a common game performed by the people in the area around the school, the game of fort and selodor. Both types of traditional games are assumed to have a social interest because it is done in groups that require cooperation. The experimental design used in this study was to design the pretest-posttest control group design, ie experimental design divided into experimental and control groups. Data analysis techniques in this study divided into two stages, the first stage uses the Wilcoxon test, the second stage of the Mann-Withney U Test. The subjects of this study were 40 elementary students in North Lombok Regency divided into two groups, namely 20 people in SD Negeri 4 Gondang as an experimental class and 20 students in SD Negeri 1 Rempek as control class. The social competence in this study is measured by using the scale of social competence. The results of this study were (1) There is a significant difference in social competence in the experimental group between before and after being treated; (2) There were significant differences in social competence between the experimental group and the control group after being treated

ABSTRAKTulisan ini bertujuan untuk mengkaji peran Teknologi Informasi dan Komunikasi dalam meningkatkan kualitas pembelajaran dalam sudut pandang Kurikulum 2013 sebagai kurikulum baru pengganti kurikulum 2006 (KTSP). Kajian dalam tulisan ini menggunakan metode kajian pustaka dari sumber-sumber primer. Sumber data berupa dokumen. Analisis difokuskan pada upaya menemukan, mengidentifikasi, dan menganalisis secara kritis unsurunsur penting dalam dokumen kurikulum 2013 yang dikaitkan dengan kajian dari beberapa litaratur yang relevan. Dari berbagai dokumen yang dianalisis dapat disimpulkan bahwa dalam Kurikulum 2013 terdapat beberapa perubahan, salah satu yang terkait dengan peran Teknologi Informasi dan Komunikasi adalah dihapusnya mata pelajaran TIK dan sebagai penggantinya TIK menjadi alat bantu guru dalam proses pembelajaran pada semua mata pelajaran. Hal ini berimplikasi pada pentingnya penguasaan TIK oleh guru. Bila proses pembelajaran dilakukan berbantukan TIK, maka diyakini akan meningkatkan kualitas pembelajaran. ABSTRACTThis paper aims to examine the role of ICT in improving the quality of learning in the light of the new curriculum. Curriculum 2013 as the replacement for the curriculum in 2006 (KTSP). Study in this paper using a literature review of primary sources. Source of data in the form of documents. The analysis focused on finding, identifying, and analyzing critically important elements in the curriculum document 2013 that is associated with the study of some relevant litaratur. Of the various documents that were analyzed can be concluded that in 2013 there were some changes in curriculum, one of which related to the role of Information and Communication Technology is the removal of subjects ICT and ICT as a tool replacement teacher in the learning process in all subjects. This has implications for the importance of mastery of ICT by teachers. When the learning process is done ICT, it is believed to improve the quality of learning.

This study aims to obtain teacher perceptions about the impact of the implementation of the Learning from Home policy according to a circular from the Minister of Education and Culture dated March 24, 2020, which regulates the implementation of education during the coronavirus spread. The research method uses exploratory case studies, the research approach uses qualitative case study methods which are used to obtain information about the effectiveness of the learning process from home during the Covid-19 pandemic. This research was conducted in June 2020. Respondents of this study were 20 elementary school teachers spread across five districts in North Lombok Regency, West Nusa Tenggara. Respondents were drawn from each elementary school teacher spread over five districts. The data of this study were sourced from the results of questionnaire and interview answers developed based on a review of relevant literature. All respondents filled out a research questionnaire online through the Google forms application, then the questionnaire was confirmed via telephone interview. The results of this study conclude that learning policies from home during the Covid-19 pandemic period according to teacher perceptions have not been implemented well and according to teacher observations, only 25% of students actually carry out learning from home. As many as 60% of teachers feel that their burden becomes heavier when compared to the learning process that has been carried out in classi fi cation or face-to-face and 65% of teachers state that they need additional skills to be able to carry out the learning process from home.

This study aims to obtain teacher perceptions about the impact of the implementation of the Learning from Home policy according to a circular from the Minister of Education and Culture dated March 24, 2020, which regulates the implementation of education during the coronavirus spread. The research method uses exploratory case studies, the research approach uses qualitative case study methods which are used to obtain information about the effectiveness of the learning process from home during the Covid-19 pandemic. This research was conducted in June 2020. Respondents of this study were 20 elementary school teachers spread across five districts in North Lombok Regency, West Nusa Tenggara. Respondents were drawn from each elementary school teacher spread over five districts. The data of this study were sourced from the results of questionnaire and interview answers developed based on a review of relevant literature. All respondents filled out a research questionnaire online through the Google forms application, then the questionnaire was confirmed via telephone interview. The results of this study conclude that learning policies from home during the Covid-19 pandemic period according to teacher perceptions have not been implemented well and according to teacher observations, only 25% of students actually carry out learning from home. As many as 60% of teachers feel that their burden becomes heavier when compared to the learning process that has been carried out in classi fi cation or face-to-face and 65% of teachers state that they need additional skills to be able to carry out the learning process from home.