Social studies education as a science combines a number of selected concepts from branches of social science and other sciences. Students are less motivated in learning history. This condition arises because the variation in historical learning is still lacking because teachers only use traditional methods that place the teacher as the center of information. The Quizizz media-assisted STAD model has the potential to overcome the problems of motivation and student learning outcomes at Trimurti High School. The study was conducted to determine the effect of the STAD (Student Team Achivement Division) learning model assisted by the Quizizz media on motivation and learning outcomes in Indonesian History subjects class XI at Trimurti High School Surabaya. This research is an experimental study using pretest-posttest control group design. The treatment in the experimental class was the application of the STAD (Student Team Achievement Division) learning model assisted by the Quizizz media and the direct learning model (MPL) applied to the control class also assisted by the Quizizz media. T test shows the value of sig 0.03 <0.05, so there are differences in the value of the motivation of students in the control class with the experimental class. T test shows the value of sig 0.002 < 0.05, so there are differences in the value of student learning outcomes in the control class with the experimental class.

The urgency that occurs in the learning process at the Bima Regency Elementary School is the difficulty of students learning how to find innovative, effective, and creative answers so that they are unable to solve problems from various points of view. This study aims to determine how the Brain-Based Learning model influences the development of mathematics creativity in elementary school students. This type of research using experimental research design true experimental design using the technique pretest-posttest control group design. The research held in elementary schools, with the sampling technique used was probability sampling theory with the cluster sampling method. Data collection techniques using test questions and data analysis techniques pretest-posttest, normality test, homogeneity test, and t-test. The results showed that the Brain-Based Learning model had an innovative impact in developing students' creativity and provided opportunities for students to express their ideas and ideas that were then validated by students and teachers. An active and conducive learning environment created evaluation took place. This research provides benefits and deserves to continue improving education quality, especially in Indonesia

Tujuan penelitian ini adalah menghasilkan perangkat pembelajaran dengan model Problem Based Learning yang berkualitas baik. Perangkat pembelajaran yang dikembangkan terdiri dari Silabus, Rencana Pelaksanaan Pembelajaran (RPP), Bahan Ajar Siswa (BAS), Lembar Kerja Peserta Didik (LKPD), dan Tes Keterampilan Berpikir Kritis (TKBK). Subjek uji coba penelitian adalah 35 siswa di SDN Karah III Surabaya. Penelitian ini mengembangkan perangkat pembelajaran dengan model Problem Based Learning berupa Silabus, Rencana Pelaksanaan Pembelajaran (RPP), Bahan Ajar Siswa (BAS), Lembar Kerja Peserta Didik (LKPD), dan Tes Keterampilan Berpikir Kritis (TKBK) yang valid, praktis, dan efektif. Hasil validasi menunjukkan perangkat yang dikembangkan valid dengan kriteria sangat baik. Kepraktisan pada uji coba lapangan mencapai kategori sangat baik.. Keefektifan perangkat yang dikembangkan terlihat dari meningkatnya hasil pada tes keterampilan berpikir kritis dengan diperoleh N-gain 0,70 termasuk dalam kategori tinggi.

Abstrak: Pendidikan karakter perlu ditanamkan dalam pembelajaran. Kearifan lokal dapat dijadikan alternatif instrument yang tepat dalam penguatan pendidikan karakter karena nilai-nilai kearifan lokal dapat menjadi filter budaya asing yang tidak sesuai kepribadian bangsa. Salah satu upaya penguatan karakter dalam pembelajaran adalah dengan menyediakan bahan ajar yang menuntun pada perubahan karakter siswsa. Tujuan penelitian ini untuk mengetahui kelayakan, kepraktisan, dan efektivitas bahan ajar berbasis kearifan lokal. Desain penelitian ini menerapakan model pengembangan 4-D (four D Models ) yang dikembangkan oleh Thiagarajan. Tahap pengumpulan data menggunakan dokumentasi, validasi ahli, angket, dan instrument non test pretest posttest. Kelayakan bahan ajar berbasis kearifan lokal menunjukkan persentase 93% dengan keterangan sangat layak. Hasil angket siswa dan guru menunjukkan 89,8% dengan keterangan sangat praktis. Hasil peningkatan karakter siswa dibuktikan dari perbandingan hasil posttes kelas eksperimen dan kelas kontrol. Berdasarkan uji Independent Samples T- Test pada aspek religious diketahui nilai thitung = 6,675 >ttabel =0,000, aspek mandiri diketahui nilai thitung = 6,298 >ttabel =0,000, data aspek gotong royong diketahui nilai thitung = 5,112 >ttabel =0,000. Hal ini menunjukkan bahwa terdapat perbedaan antara kelas kontol dan kelas eksperimen maka H0 di tolak dan Ha di terima. Hal ini menunjukkan bahwa bahan ajar berbasis kearifan lokal Kampung Nambangan sebagai sumber pendidikan karakter yang telah dikembangkan dinyatakan layak digunakan, praktis diterapkan, dan efektif meningkatkan karakter siswa.Kata Kunci: Bahan Ajar, Kearifan Lokal, Pendidikan Karakter Abstract: Character education needs to be embedded in learning. Local wisdom can be used as an appropriate alternative instrument in strengthening character education because the values of local wisdom can be a filter of foreign culture that does not fit into the nation's personality. One effort to strengthen character in learning is to provide teaching materials that lead to changes in student character. The purpose of this study was to determine the feasibility, practicality, and effectiveness of teaching materials based on local wisdom. This research design applies the 4-D (four D Models) development model developed by Thiagarajan. The data collection stage uses documentation, expert validation, questionnaires, and non-pretest posttest instruments. The feasibility of teaching materials based on local wisdom shows a percentage of 93% with very decent information. The results of student and teacher questionnaires showed 89.8% with very practical information. The results of the improvement of student character are evidenced by the comparison of the results of the experimental class posttes with the control class. Based on the Independent Samples T-Test on the religious aspect it is known that the value of tcount = 6.675> ttable = 0.000, the independent aspect is known the value of tcount = 6.298> ttable = 0.000, the aspect of mutual cooperation data is known the tcount value = 5.112> ttable = 0.000. This shows that there is a difference between the dick class and the experimental class then H0 is rejected and Ha is accepted. This shows that the teaching materials based on local wisdom of Kampung Nambangan as a source of character education that has been developed are declared to be appropriate, practical, and effective in improving student character.Keywords: Teaching Materials, Local Wisdom, Character Education

The facts that social studies teachers do not yet have a research culture that focuses on improving the quality of social studies learning and slightly varied learning models used during the learning process lead to the urgency of having a teacher training program on improving teachers' understanding and skills on research-based learning (RBL) model. This paper reports the program implementation of a training program on research-based learning involving twenty-seven social studies teachers as the participants from Nganjuk regency, Indonesia. The method of implementation consists of four stages: 1) needs analysis; 2) preparation; 3) program implementation; and 4) activity of evaluation. The main output of this implementation is the improvement of the participants' understanding of research-based learning. Results showed that the level of understanding, the ability to design RBL learning, the ability to apply RBL in learning at school, and the view of the importance of RBL in learning at school increased at 74%, 70.59%, 70.59%, and 87.06%, respectively. This means that RBL application training in learning in schools has a positive impact on the ability of teachers to learn and is a critical learning model to be applied. As a recommendation, it is necessary to train RBL learning to broader school scope.