Physics is one of the subjects in the science family that emphasizes the development of inductive and deductive analytical thinking skills. Physics can also be used to solve problems related to scientific problems and also develop students' knowledge, skills and perceptions of the scientific world. One of the main aspects that can be developed further is creative thinking skills, which can be categorized as exploratory activities to generate new ideas that are different from existing ones. Therefore, in carrying out classroom learning, students must be actively involved so that their skills can be developed appropriately. The purpose of this study was to determine the level of creative thinking skills and student responses in the PGSD FIP Department. This research is a descriptive research. The population in this study were all students of the 2018-2020 PGSD FIP Department of Unesa with a total sample of 126. All students were taught by researchers, making it easier to collect all the data. The data collection method used in this study was a test. The instrument used in this research is the Creative Thinking Ability Test, which is a written test consisting of five questions in the form of a description, which is used to measure students' creative thinking abilities. This test instrument has been tested and analyzed its items regarding validity, reliability, level of difficulty, and distinguishing power, so it is feasible to be used as a research instrument. In addition, questionnaires were distributed to students to determine students' responses and perceptions of their creative thinking abilities. Closed-type questionnaire was used to provide a clear picture of the perception of students' creative thinking abilities. Based on the results of the data obtained and discussed, it can be concluded that the ability of students' creative thinking skills still needs to be improved even though the responses given by students related to learning that accommodates creative thinking skills that have been carried out in the Department of PGSD FIP Unesa are in the good and very good categories. Therefore, it is necessary to know that it is necessary to take effective steps and approaches to improve students' creative thinking skills in all upcoming learning semesters to ensure that all students in the PGSD FIP Department reach the desired level.

Abstract Training activities on the development of evaluation questions based on Higher Order Thinking Skills (HOTs) for elementary school teachers in Tumpang District, Malang Regency, aim to provide training to teachers relating to developing and implementing evaluation questions based on Higher Order Thinking Skills (HOTs) in the 2013 curriculum. focuses on the teacher's activities in real developing HOTs-based evaluation questions in accordance with the themes or sub-themes that will be taught in class in the 2013 curriculum. This activity is also to change the mindset of the teacher in the evaluation, so that not only using evaluations from the teacher's book can lead to the teacher not creative and indirectly the questions used to only measure low knowledge do not train higher-order thinking. Therefore, this problem needs to be done immediately so that teachers get out of their comfort zone to be more creative in developing HOTs-based evaluation questions in particular. This is reinforced by one of the points in the standard competency of elementary school graduates that students have critical thinking skills and can apply in everyday life. The activity is planned to be held from June to November 2019. This training involves elementary school teachers from Tumpang Subdistrict, Malang Regency, Tumpang Regional Headquarters, and PGSD FIP Unesa Lecturers. The methods used in this training are the presentation of material by the team, questions and answers related to material that is not understood, and workshops developing evaluation questions based on Higher Order Thinking Skills (HOTs) until an evaluation product is ready to be used in classroom learning. Data obtained in the service activities are in the form of participant responses and HOTs-based portfolio evaluation questions for the themes / sub-themes chosen by the participants. The data obtained were analyzed qualitatively and quantitatively. Based on the results of the portfolio data of participant work and the responses obtained during the implementation of community service activities at SDN Tumpang I, it can be concluded the ability of elementary school teachers in all districts. Overlapping in compiling evaluation questions based on Higher Order Thinking Skills (HOTs) showed a significant improvement and the response was given by the participants was very good. This is evidenced by the results of each aspect of the participant's portfolio assessment on the scale of the assessment scale between 3-5, especially on the 4-5 rating scale.   Keywords: Evaluation, Higher Order Thinking Skills, Elementary School

The development of the times has become a separate demand for teachers in terms of varying learning media according to curriculum developments and integrating technology to facilitate teachers in fulfilling their duties as one of the important components of the advancement in Indonesia’s education sector. In this case, it is also necessary to know that the development of the teacher's social-emotional behavior also influences the quality of education. The purpose of this study is to determine the impact of introducing thematic learning media based on the Glide Apps startup on the social-emotional behavior of teachers. This research is a type of descriptive qualitative research. The sampling technique uses purposive sampling. Data collection methods used in this study were participatory passive observation. Data analysis techniques use Miles and Huberman model. Based on the results of the study it was found that there was an impact on the training as indicated by the achievement of social-emotional aspects such as affection, participation, communication, and interaction, adaptation, confidence, high curiosity, and expressing appropriate emotions. Calculation of the results from observation sheet score shows a very good category with a percentage score of 90.4% and a Likert scale score of 4.52. These results indicate that the introduction of Glide Apps-based learning media has a positive impact on the development of social-emotional behavior of elementary school teachers. Suggestions that can be given based on the results of the research are the need for a good preparation for unexpected things such as variations in questions and building positive energy to support good social-emotional behavior.