Having the development of learning materials of the history of physics with Socratic learning dialogue, we implemented them to the two classes in a public university in Indonesia. The materials consisted of a lesson plan, student worksheets, evaluation sheets, and rubrics that fulfill the criteria of construct, content, and empirical validity. However, the discussion of this paper focused on the results of empirical validity. Learning materials were trialed and tested on a limited participant (10 university students from a public university in Surabaya - S), then the real classes included 40 students from a public university in Surabaya, Indonesia- S1 and S2 (20 students for each class). The data analysis technique used a descriptive statistical analysis with percentages and logical analysis. The research findings included: 1) the student's assessment of the learning materials (especially the handout and student worksheet) were categorized as good, 2) the feasibility of the learning materials during the real teaching activities obtained: the implementation of history of physics learning at S1 and S2 for each item was a quite good category, and 3) assessment of critical thinking students who are oriented Socratic dialogue showed that over 60% and 70% of S1 and S2 student answers lead to Socratic thinking, respectively. The implication of the study is the availability of physics history learning materials that are ready to be used in conducting lectures in the following semester.

The Implementation Multicultural Cooperative Learning Primary School in MIN 3 Grobogan. Understanding the elements would be a common awareness of teachers. However, the implementation and practice are extremely complicated as the important and challenging issues mentioned Education in Indonesia, whose society consists of various races, ethnic groups, nationalities, and religions, considered important for implementing multicultural education. This study used descriptive qualitative, literature studies and case study. In the case of MIN 3 Grobogan, Multicultural education in Indonesia can only be developed through continuous and integrated efforts. Role and support from teachers/teaching staff, educational institutions, and other educational policymakers, especially in applying the curriculum with a multicultural approach. Finding of the study: 1) Multicultural education is a form of awareness about cultural diversity. Multicultural education can be used as a strategic instrument to develop an awareness of one's pride in the ethnic group. 2) Multicultural education is also very relevant to plural societies such as Indonesia, which emphasizes understanding of multi-ethnic, multi-religious, multi-lingual and multicultural, which requires new construction of justice, equality, and democratic society. 3) Application of multicultural education in an integrated curriculum or integrated with other subjects. 4) The application of integrated multicultural education can use cooperative learning models. 5) The basis for efficient group formation is the formation of non-permanent groups with session agreements or face-to-face meeting agreements, which allow students to interact in turns with classmates. 6) Familiarization with the basis of the formation of varied groups in the cooperative learning model will develop an awareness that life now and later for students is no problem in adjustment.

Indonesia and Singapore, despite having very different approaches to basic education, both perform highly in standardized testing and are respected internationally for their education systems. However, there are many obstacles that should be solved and evaluated so as to provide a solid foundation for students to pursue higher education. Based on this reality, a curriculum comparison needs to be done with countries that already have the best quality education system in this regard Singapore. The objective of the paper is to obtain a summary of the comparison of the curriculum development between Indonesia and Singapore. Indonesia has made several changes in its educational curriculum. The method used is to use a comparative method with a literature review. Indonesia always in low position in international assessment although many things are done to improve the rank of Indonesia. PISA 2015 results positioned Indonesian students in the lowest order. On the contrary, many countries in Southeast Asia are in the top position, such as Singapore which has the best position in Southeast Asia and even on the world level, Singapore is in the top position compared to Indonesia lower than PISA 2015 result shows that the dominance of countries in East Asia. From this study, there are several findings can be adopted in the curriculum of primary schools in Indonesia such as: 1) The application of a uniform curriculum in each school, 2) The function of teachers in preparing their students graduation and 3) The use of instructional media and emphasis on mastery of learning materials. The advantages of this study are: 1) The school can apply the curriculum from the government without ignoring local wisdom, 2) The teachers are able to prepare the students` preparation earlier, and 3) The teachers can prepare them self to be skill full in operating Information Communication and Technology (ICT) devices.

Indonesia's education system is still not able to fully answer the needs and global challenges for the future. The program of equity and improvement of education quality is a prominent problem in Indonesia. Meanwhile, the number of people at the age of primary education not included in the national education system is still very high. The education environment in Indonesia is still faced with a variety of internal problems that are fundamental and complex. In addition, the Indonesian people still face a number of problems from the basic education to higher education. The quality of education in Indonesia is still far from being expected. It is different from Finland. The government and people realize that a strong commitment to build and develop a national education system is a key determinant of the success of the state to maintain its survival as a small, resource-limited nation living in extreme and less friendly conditions. The development of the nation and nation stands on the pillars of innovation-based education and research and is fully supported by all components of the nation. This paper is expected to be an inspiration for readers to improve the quality of education in Indonesia.The method used is to use a comparative method with a literature review in which the literature related to the topics of the problem is collected, grouped, analyzed and formulated to obtain the differences that are then selected for development into the education curriculum in Indonesia. From the comparative methodology, there are several findings and can be applied in the curriculum of primary schools in Indonesia such as the education system, the implemented curriculum, and the teaching innovation and teachers.

This study aims to identify students' mental models on each energy concept. Descriptive quantitative methods were used to get an overview of students' mental models related to the concept of energy. The sample of this study was grade IV students at SD Muhammadiyah 6 Pekanbaru. The instrument used to collect data was a conceptual understanding level test consisting of three question sections asking for answers in explanations and depictions. Students' mental models related to each energy concept reached the three categories of mental models determined: Scientific, Synthetic, and Initials. The mental model of students in the Scientific category is 5.77% in the energy concept of changing energy forms, the lowest Synthetic category is 11.1% in the concept of energy benefits, and the highest Initials category is 88.46% in the concept of energy utilization in daily life. These results indicate that students understand the concept of energy based on daily experiences without using appropriate concepts. Students have not built on the knowledge gained during the learning process, and their answers are not correctly coherent.