Indonesia Open University (UT: Universitas Terbuka) is a large, open university delivering distance education to students throughout Indonesia. An important aspect of its mission is to provide opportunities for Indonesian teachers to improve their education in-service. This includes two courses on classroom action research. In order to assess the effectiveness of these courses and, if necessary, improve them, a team of lecturers from UT conducted an investigation of the challenges teachers were facing in learning to conduct classroom action research through the UT modules. The team found that the modules did not adequately reflect an understanding of the actual characteristics of the teachers they were serving and were thus less effective than they might be in teaching teachers to conduct classroom action research. Changes in both the content and scheduling of the modules are recommended in order to more effectively promote classroom action research in Indonesian schools. AbstrakUniversitas Terbuka atau UT merupakan universitas besar yang menyelenggarakan pendidikan jarak jauh untuk mahasiswa di berbagai penjuru Indonesia. Aspek terpenting dari misi UT adalah menyediakan kesempatan kepada para guru Indonesia untuk meningkatkan kualitas pengabdian mereka di dunia pendidikan. Materi yang ditawarkan UT termasuk dua mata kuliah tentang penelitian tindakan kelas. Dalam rangka mengevaluasi efektifitas kelas ini, dan memperbaikinya jika perlu, tim dosen dari UT meneliti kendala yang dihadapi para guru dalam belajar melakukan penelitian tindakan kelas melalui modul UT. Tim menyimpulkan, modul kelas ini tidak merefleksikan pemahaman yang cukup tentang karakterisktik riil para guru yang diajar, dan karena itu, kurang efektif untuk dijadikan acuan mengajar penelitian tindakan kelas. Tim menyarankan beberapa perubahan pada isi dan penjadwalan modul, guna lebih mengefektifkan kampanye penelitian tindakan kelas di sekolah-sekolah di Indonesia.

Household waste continues to grow daily, forcing the Indonesian government to start thinking about a good management strategy that will not damage the environment or harm the community. A two-fold increase in waste is very likely to occur if there are no strict policies for waste that result in environmental and ecosystem pollution. Waste is not only a big city problem. Each district/city in each province has the same problems in handling waste. For example, in Bogor Regency, approximately 2,800 tons of waste must be managed and transported daily. However, only about 700 tons of waste can be transported and managed by the local government. This condition was also found at SDN Putat Nutug, Bogor Regency. Waste management at SDN Putat Nutug 03 Ciseeng, Bogor Regency, still relies on traditional methods, namely burning. Garbage-burning activities that do not comply with this procedure can cause problems such as air pollution. This community service activity aims to increase students' knowledge and skills through hands-on sorting, processing, and managing waste. The practical activities of waste processing are divided into two parts: the presentation of theory and education regarding waste and how to process it and the practical activities of waste processing with the 3R method. The activity results in environmentally friendly products from plastic waste, showing that the 3R method interests’ students. Hopefully, in the future, schools that apply the 3R method will increase the method of waste management so that the waste problem can be reduced slowly

Tarian tradisional merupakan salah satu budaya Indonesia yang hampir dilupakan, terutama oleh generasi masa kini. Kegiatan ini bertujuan untuk mengimplementasikan pengembangan model praktik Tarian Rakyat Indonesia melalui gerak kreatif yang diciptakan Guru sebagai bahan pembelajaran anak usia dini (AUD). Pada kegiatan ini, para guru diarahkan untuk menciptakan sebuah tarian kreatif dengan cara mengubah, memodifikasi atau menciptakan gerakan-gerakan kreatif yang disesuaikan dengan karakteristik dan kemampuan AUD. Kegiatan dilaksanakan Bulan Agustus-November 2021dengan Mitra TK Senthosa Jl Kembang Sepatu-Cireundeu Tangerang Selatan. Kegiatan berlangsung secara luring (tatap muka) dengan enam pertemuan dan jarak jauh (pendampingan dan kerja mandiri) selama enam minggu. Rincian pelaksanaan tatap muka, meliputi: 1) Penyamaan persepsi dan penyusunan jadwal kegiatan luring dan pembimbingan jarak jauh. 2) Penyampaian materi dasar oleh Pakar. 3) Diskusi dan pemilihan lagu dan gerak yang akan diciptakan. 4) Reviu hasil karya cipta model tarian rakyat. 5) Evaluasi hasil revisi karya cipta tarian rakyat yang dibuat Guru. 6) perekaman dan pembuatan produk video tarian rakyat ciptaan guru. Sedangkan kerja mandiri dilaksanakan diantara pertemuan tatap muka. Proses yang dilakukan dalam kerja mandiri:1) pembuatan dan penciptaan rancangan tari, 2) pembuatan tarian 3) konsultasi dan pembimbingan melalui telepon, video call ataupun percakapan di WhatsApp. Peserta adalah Guru-guru TK Senthosa Tangerang Selatan berjumlah enam Guru. Hasil kegiatan berupa video model tarian rakyat hasil ciptaan guru. Semua Guru menyatakan bahwa kegiatan ini sangat bermanfaat dan menambah keterampilan Mereka dalam mengembangkan bahan pembelajaran khususnya tarian untuk menstimulasi anak didiknya. Rekomendasi adalah proses pengembangan tarian harus dilakukan dengan pembimbingan secara intensif dan tarian yang diciptakan perlu diujicobakan kepada anak usia dini secara nyata guna mengetahui efektivitasnya. Traditional dance is one of the Indonesian cultures that is almost forgotten, especially by the current generation. This activity aims to implement the development of an Indonesian Folk Dance practice model through creative movements created by the teacher as learning materials for early childhood children. In this activity, teachers are directed to create a creative dance by changing, modifying, or creating creative movements that are adapted to the characteristics and abilities of early childhood. The activity will be held in August-November 2021 at Senthosa Kindergarten on Jl Kembang Sepatu-Cirendeu, South Tangerang as a partner. The activity takes place offline (face to face) with six meetings and remotely (assistance and independent work) for six weeks. Activities are carried out offline (face to face) with six meetings and remotely (assistance and independent work) for six weeks. Details of face-to-face implementation, including 1) Equalization of perceptions and preparation of schedules for offline activities and remote mentoring. 2) Submission of basic material by the Expert. 3) Discussion and selection of songs and movements to be created. 4) Review the creation of a folk dance model. 5) Evaluation of the revised folk dance creations made by the teacher. 6) recording and making folk dance video products created by the teacher. While independent work is carried out between face-to-face meetings. The process is carried out in independent work: 1) making and creating dance designs, 2) making dances 3) consulting and mentoring via telephone, video calls, or conversations on WhatsApp. The participants were Senthosa Kindergarten teachers, South Tangerang, totalling six teachers. The result of the activity is a video model of a folk dance created by the teacher. All the teachers stated that this activity was very useful and increased their skills in developing learning materials, especially dances to stimulate their students. Recommendations that can be conveyed are that the process of making dances must be carried out with intensive guidance and the dances that are created need to be tested on real early childhood children to determine their effectiveness.

This study aims to determine the effectiveness of providing exercises on improving emotional intelligence in early childhood in Pembina Kaliwungu Kindergarten, Kudus regency with a research sample of 2 early childhood groups of 24 each. The research design used is quasi-experimentation by comparing the experimental group and the control group. Data collection uses observation and deed tests. Meanwhile, the data were analyzed with the t-test, which was previously tested for the normality of the data and the homogeneity of the variant. The results of the study obtained an average in the experimental class before being given treatment of 67.25 and the control group of 57.00. Meanwhile, after being given treatment, a score was obtained in the experimental class of 69.33 greater than the average control class of 57.00. Thus there is a difference in average between the experimental class and the control class. The difference test obtained that the average score of the experimental class has increased. the child achieves completeness of learning compared to the control class.