This study aims to evaluate the suitability of the HOTS-based learning process with the Minister of Education and Culture Regulation Number 22 of 2016. This study is an evaluation study with Stake Countenance Models. Evaluation is carried out through evaluation stages, namely: Antecedent stage; Process Stage (transaction); and Outcomes stage. Respondents in this study were 98 people who were selected using the Stratified Random Sampling technique. The results showed that HOTS-based learning has not been fully achieved, namely for the implementation of HOTS in the 2013 curriculum in the incomplete category at 3%; a quite complete category at 9.44%; a complete category at 62.44%; and a very complete category at 25.11%. So, can be concluded that not all HOTS-based learning processes have been implemented suitable with the Minister of Education and Culture Regulation Number 22 of 2016.

This research aims to get information about the effect of the PjBL learning model used in learning on PGSD student’s ability to conduct research of ICT-based science research subjects. This research is an experimental study with a pretest-posttest control group design. The outreach population is all 6th-semester students of the ICT-based Science Research Program at Yogyakarta State University and the sampling method uses Purposive Sampling. Data analysis uses a Variant Univariate Analysis T-Test on the significance level of 5%. The results showed that the project-based learning model increases positively and significantly towards student’s ability as well as a significant difference of results towards student’s ability between the group of students studying in the class with conventional methodology and PjBl methodology.

Pembelajaran tematik pada dasarnya membutuhkan optimalisasi penggunaan model dan media pembelajaran yang bervariasi sehingga akan membantu siswa dalam memahami konsep – konsep materi yang bersifat abstrak. Maka dari itu penggunaan model pembelajaran berbantuan media pembelajaran merupakan hal yang penting dalam sebuah pembelajaran. Guru dituntut untuk kreatif dan produktif dalam membuat dan menggunakan media pembelajaran. Indonesia merupakan salah satu negara dengan berbagai macam kebudayaan tradisional. Salah satu bentuk kebudayaan tersebut adalah pemainan tradisional dan setiap daerah provinsi di Indonesia memiliki permainan tradisional. Untuk menyediakan variasi model pembelajaran dan melestarikan kebudayaan daerah diperlukan sebuah model pembelajaran yang dikombinasikan dengan media pembelajaran permainan tradisional yaitu permainan dakon.