This writing aimed at (1) describing the importance of teacher to review instructional management at elementary school based on Piaget's cognitive development theory; and (2) describing teacher's instructional behavior in managing instructional at elementary school reviewed from Piaget's cognitive development theory. In general, Piaget' cognitive development theory divides children' cognitive development into four stages. In the elementary school ages of 7 to 11 or 12 years old, Piaget classified the cognitive development into concrete operational marked by the use of clear and logic rules. The children implement logic thinking on concrete object, yet abstract or hypothetical. Although the intelligence of this step has been advanced, the way of thinking of the children is still limited because still based on concrete object. Therefore, teacher should comprehend the importance of concrete operational instructional at elementary school so the children could maximally achieve the learning goal in accordance to their thinking level that they acquire. The suggestion that can be proposed is that the teacher should synergize the characteristics of elementary school students in concrete operational stage with the instructional readiness in the steps of planning, implementation and evaluation.

This study aimed to describe the shift of cognitive power and the reinforcement of characters by yoga asanas practice. This study was a qualitative descriptive study involving the students of SDN 2 Sesetan, Denpasar, Bali. The data were collected through interview and observation. Then, the data were analyzed based on the results of observation related to the students' learning concentration and character reinforcement during yoga extracurricular activities as well as from the analysis of interview related to the systematic and materials of yoga asanas. Findings of this study revealed that (1) yoga asanas could improve one of the cognitive functions, i.e. students' learning concentration for as much as 71%, (2) yoga asanas strengthened the students' character, especially the main character aspects, such as independent, religious, and integrity for as much as 85%, and (3) the type of yoga taught was hatta yoga in which the main materials were pavanamuktasana I, hamsa, asana (surya namaskara and chandra namaskara) and acro yoga; these included the steps starting from prayer, asana stretching, the core of asana, asana relaxation, pranayama, and simple meditation.

Tulisan ini bertujuan untuk menggambarkan kegiatan permainan tradisional kancing gumi dalam tinjauan pendidikan karakter. Penelitian ini merupakan penelitian deskriptif  kualitatif yang melibatkan  anak-anak di SDN 1 Buahan Tabanan, Bali. Pengumpulan data dilakukan melalui wawancara dan observasi. Analisis data menggunakan analisis isi terhadap prosedur permainan kancing gumi ditambah data hasil wawancara dan observasi terhadap anak. Validasi terhadap data dilakukan dengan diskusi ahli. Hasil penelitian menunjukkan bahwa permainan tradisional kancing gumi dapat mengasah tiga komponen karakter yakni pengetahuan moral, sikap moral, dan perilaku moral. Dari ketiga komponen tersebut, permainan kancing gumi mengandung komponen sikap moral yang sangat tinggi diantaranya (a) nurani, (b) harga diri, (c) empati, (d) cinta kebaikan, (e) kontrol diri dan (f) rendah hati. Pengembangan sikap moral ini melahirkan nilai-nilai karakter diantaranya adalah: nilai sportivitas, kebersamaan, kerjasama, empati, pengendalian diri.

This paper describes the activity of yoga asana in optimizing children gross motoric skill. It is a qualitative descriptive study involving early age children in Buahan Village, Bali in Yoga Asana as an activity to improve physical activity in covid-19 pandemic. The data source used primary and secondary data sources. The primary data source was collected from the result of observation and interview regarding to Asana’s systematic and sequences. The secondary data was collected from yoga literature review and research review, especially yoga for the children. Data analysis used content analysis about child muscle activity in every Asana in every steps of Yoga Asana. The finding showed that Yoga Asana activity consisted of five steps namely asana stretching, the core of asana, relaxation, pranayama, and simple meditation. From these sequences, asana stretching and the core of asana could the most optimize the child gross motoric performance by (1) improving child movement range through joint movement, (2) improving physical activity performance by preparing muscle, train muscular flexibility behind the knee, strengthening muscles of arms, back, stomach, shoulders and legs, (3) improving flexibility and align the spinal nerves, (4) improving movement coordination of the child body.

This research is qualitative research involving 21 fourth-grade students of SD Negeri 6 Pempatan. Based on the results of interviews with the homeroom teacher for class IV, the minimum competency assessment (AKM) for students' literacy and numeracy requires special interference, so student learning outcomes are very low, especially in science subjects. This study aims to improve student learning outcomes in science subject matter of plant body parts. This study uses differentiated learning involving three learning styles, namely visual, auditory, and kinesthetic. Methods of data collection using observation and interviews. Data analysis method with qualitative descriptive analysis. The results of this study show that the learning outcomes of fourth-grade students at SD Negeri 6 Pempatan have increased. This is evidenced by the increase in learning outcomes between learning 1 and learning 2. In addition, the findings in this study state that student-focused learning activities can improve aspects of the process of how students learn which will have meaningful learning experiences so that at this stage students can develop values from science learning and Pancasila student profiles as a form of strengthening character education.