The teaching materials available in schools are not for the needs of students. The teaching materials used in schools are only copies of student books so that in the learning process, students do not get additional information. The purpose of this development research is to develop android-based digital teaching materials on changing the shape of objects in grade V elementary school. This type of research is the development of the ADDIE research model. The research subjects were 2 learning media experts, 2 learning content experts, and 2 teachers. The test subjects were 10 students. The data collection method used is a questionnaire. The instrument used in collecting data is a questionnaire. The data analysis technique is descriptive qualitative and quantitative analysis. The results of the research are media validity is very good, material validity is very good, the practicality of practitioners/teachers is very good, and student practicality is very good. The results showed that android-based digital teaching materials on the topic of changing the shape of objects in class V elementary schools were categorized as suitable for use in the learning process on changing objects in class V elementary schools.

Sengketa tanah yang sering timbul di masyarakat diawali dengan banyaknya kasus atau tanda-tanda hak atas tanah lama yang tidak hilang ketika diubah menjadi sertifikat, sehingga banyak pihak yang memiliki pipil atau sertifikat dari negara yang sama. Sedangkan pipil atau sejenisnya merupakan bukti kepemilikan tanah, sebelum Undang-undang No. 5 Tahun 1960 tentang Agraria, yang menyatakan bahwa sertifikat adalah bukti kepemilikan tanah yang sah. Oleh karena itu, persoalan ini berkaitan dengan bagaimana kekuatan pipil membuktikan hak atas tanah sebelum sertifikat diterbitkan dan sengketa tanah ulayat di desa adat Guwang diselesaikan pada saat sertifikat. Penelitian ini menggunakan jenis penelitian hukum empiris dan pendekatan sosiologis. Hasil dari penelitian ini adalah Pipil merupakan bukti sahnya kepemilikan hak-hak lama sebelum lahirnya Undang-Undang Pokok Agrari (UUPA) dan Sertipikat merupakan bukti sahnya pemilikan tanah menurut UUPA. Untuk sengketa adat Desa Guwang yang hak milik atas tanahnya disebutkan dalam Pasal 19(2)(c) UUPA, sertifikat merupakan alat bukti yang kuat, yaitu keterangan fisik dan hukum yang terdapat dalam surat pernyataan tidak menjadi penentu sengketa adat Desa Guwang.

This study was intended to investigate the implementation of blended character education program at North Bali Bilingual School (NBBS Singaraja), the teachers’ perception toward its implementation. The character education program in this study were focused on the five-character values of priority in the character education reinforcement program stated in the curriculum 2013. This study employed embedded mixed method design. The subjects of the study were a headmaster and two English teachers of NBBS. The data were collected through document study, interviews, and questionnaires. Qualitative and quantitative approaches were used to analyze the data. As the result, the study revealed that the character education at NBBS Singaraja was implemented effectively through various programs/activities such as: (a) praying activity and celebrating holy days were practiced to instill the character of religious. (b) house reading, project-based activity, and online-based learning were practiced to build the character of integrity (c) The character of self-directedness was implemented through weekly package tasks. (d) Other programs were also implemented to instill the character of nationalists such as flag ceremony and poster making, while (e) Earth day, children’s book week, and performing arts day were the activities of implementing the character of collaboration. Teachers’ perception towards character education implementation was positive. The English teachers had no disturbing challenges during the implementation of character education program. They found some challenges but they could handle it with patience, consistent supervision, guidance and repetition. They also believed that the programs were worth to be implemented since the they were useful for building and fostering students’ character and behavior, student’s English literacy and their academic development.