The objectives of these research was to developed student’s competence of writing a paragraph in using Concept sentence. These Classroom action research held at the 3rd grade of SDN 20 West Halmahera at the year of 2018-2019. The type of this research was classroom action research and consist of two cycles that includes in planning, action, observation and reflection. The technique that used in this research were, observation, interviews and evaluation. The result of this researched concluded that in using concept sentence increased students competence in writing a paragraph proved by some items consisted of (1) concept sentence correctly implemented (2) the setting or placement of the punctuation and letter were correctly (3) the students chosen of words in thir thought based on the key words (4) the interrelation of each sentence in a paragraph was correctly design.Key Words: Improving, concept sentence model, writing paragraph

This study aims to determine the Effect of Using Gadgets (Smartphones) on Aspects of Children's Emotional and Social Development at SD Negeri 50 Ternate City. The method used in this study is quantitative survey with Cross Sectionalapproach. The population used in this study was students of SD Negeri 50 Ternate City aged 9-12 years with a total of 35 students while for the samples used in this study were students of SD Negeri 50 Ternate City aged 9-12 years with a total of 32 students. Sampling techniques used are Stratified Random Sampling. The variables in this study consisted of independent variables (X) the use of gadgets (smartphones), dependent variables (Y1) emotional development and dependent variables (Y2) social development. To obtain data in this study, questionnaires /questionnaires were distributed to students 9-12 years old. Questionnaires / questionnaires in this study using guttmannscale, with the form of positive and negative statements as many as 18 items. Then data analysis techniques using univariate and multivariate data analysis. Based on the results of the study using univariate data analysis obtained the use of gadgets (Smartphones) by 50% and emotional and social development by 56% while for the results of data analysis using manova test obtained significant values of 0.000 where 0.000 < 0.05 means H0 (reject) and H1 (receive). Thus, it can be concluded that the influence of the use of gadgets (smartphones) on aspects of emotional and social development of children.

This study aims to determine the increase in learning outcomes of students in class V SD Inpres Labuha on the concept of reading comprehension by applying the cooperative learning model of the Think Pair Share type and to determine the activities of teachers and students when implementing the type of cooperative learning model Think Pair Share in grade V SD students. Labuha's Inpres on the concept of reading comprehension. The type of research used is Classroom Action Research (PTK). The research was conducted on the fifth-grade students of SD Inpres Labuha. The subjects of the research were 14 students of class V SD Inpres Labuha. The observer consists of two teachers, each with one teacher observing the activities of the teacher and another teacher observing the activities of students in the learning process. The techniques used in this research are test and non-test techniques. The test technique was used to determine student learning outcomes by using questions in the form of essays totaling 4 questions in cycle I and 4 questions in cycle II with a maximum score of 16. both classically and individually. The learning process that has been implemented is in accordance with the learning model Think Pair Share, starting from the stage Think (thinking individually), the stage Pair (pairing with a peer), the stage Share (sharing answers with other partners) can be carried out well by researchers and students class V SD Inpres Labuha. After being analyzed using descriptive statistics, it was found that an increase in student learning outcomes in class V SD Inpres Labuha through the cooperative learning model Think Pair Share on the concept of reading comprehension and the number of students who completed classical learning in the first cycle there were 8 students or 57%, in the second cycle, it increased. to 13 students or 92%, the results of observations on student activity increased by an average of 63% in the first cycle and 77% in the second cycle, while the results of teacher activity observations increased from 85% in the first cycle to 92% in the second cycle.

This research is focused on elementary school students multiple mathematical representations through realistic mathematics education on fractions lesson. The problem that will be solved is "what is the ability of multiple mathematical representations of fourth grade elementary school students through realistic mathematics education on the concept of fractions and equivalent fractions?" This research was conducted at public school 1 Ternate City. The research subjects were 4 students, one high-ranking student, two medium-ranking students, and one low-ranking student. The research was conducted in two learning actions. The results of data analysis found: (1) high-ranking students (S1), from the beginning of first action to the end of second action, liked to study in groups. In the first action the percentage of mathematical representation ability to the ideal maximum score is 100% both when working on the LKPD and in the final test of first action. The mode of representation ability level is at level 4 (creating and using representations correctly); (2) students of moderate rank (S2 and S3), enjoy working in groups. The average percentage of achievement of the mathematical representation ability score by masters working on the LKPD is 94% and at the end of the action test it is 100%. The percentage of achievement of the mathematical representation ability score by S3 doing LKPD is 99.5% and at the end of the action test is 96%. S2 and S3 mathematical representation ability level mode is at level 4; (3) low-ranking students (S4) who like to work alone. The average percentage of achievement scores of mathematical representation abilities by S4 working on LKPD is 72% and on the final test of action 78%; (4) students enjoy learning the concept of fractions and equivalent fractions through realistic mathematics education. The use of bread model props for the concept of fractions and or equivalent fractions makes students actively work in pairs and enjoy learning; (5) students are able to use props to solve problems, (6) students are able to manipulate images to solve problems.

This research includes qualitative research. Qualitative research is research that examines phenomena in a state of potency and attempts to describe these phenomena. The phenomenon studied in this study is the way of solving and thinking processes of students in mathematical problem solving related to mixed arithmetic operations by fourth grade elementary school students. The method of solving the problem will be studied according to the four steps of Polya's problem solving, namely: (a) understanding the problem; (b) planning solutions; (c) solving problems; (d) re-examine the results of the work. In this paper, we will discuss how to solve a student's problem and his thinking process in solving mathematical problems related to mixed arithmetic operations.