This study aims to describe the application of problem-based learning (PBL) models to the critical thinking skills of 5th graders at Elementary School. The method used in this research is classroom action research. In this study, there are two data, namely verbal data and nonverbal data. The research subjects were elementary school students in grade 5 in the city of Madiun. The collecting data using observation techniques, interviews and tests. The instrument in this study used a questionnaire and a test. The data analysis technique in this research is quantitative and qualitative data analysis. Qualitative data analysis uses questionnaire data and observation, while quantitative data uses test results. The results of this study indicate an increase in students' critical thinking skills in thematic learning from cycle 1 and cycle 2. An increase in students' critical thinking skills in cycle I is 30%, students who pass the Minimum Completeness Criteria, and 60% of the second cycle in each cycle. The more students experience an increase in their critical thinking skills.

The implementation of the drill method is a form of effort made by the teacher to train students' skills in learning initial writing skills. The low writing skills of first-grade students are a challenge for a teacher, so a learning innovation using the drill method is needed to train students in properly and correctly composing words or sentences. The purpose of this study was to determine the implementation of the drill method in learning this beginning writing skill for class 1C students at MI Al Islam, conducted from February to May 2021. This research used a qualitative descriptive type approach. The subjects of this study were class 1C teachers, and the informants of this study were class 1C students and the head of MI. Data was obtained through observation, interviews, and documentation. The data validation technique uses source, technical, and theory triangulation. Meanwhile, analyse the data in this study using data collection, reduction, presentation, and conclusion. Implementing the drill method through repeated exercises can train students' initial writing skills, because it can stimulate their memory abilities

Tujuan pengabdian pendampingan penyusunan instrumen berbasis AKM literasi numerasi adalah (1) Memberi fasilitas kepada guru MI dalam menyusun instrumen penilaian berbasis AKM literasi numerasi, dan (2) Memberi bantuan konsultasi kepada guru MI dalam hal penyusunan instrumen penilaian berbasis AKM literasi numerasi. Metode yang digunakan yaitu metode Community Based Participatory Research (CBPR). Langkah CBPR yaitu perencanaan, pelaksanaan, dan pelaporan. Subjek pengabdian ini yaitu sebanyak 82 guru MI dari 82 MI se-Kabupaten Sukoharjo. Pelaksanaan pendampingan dilaksanakan selama lima bulan, yaitu pada bulan April hingga September tahun 2022. Pelaksanaan kegiatan pengabdian kepada masyarakat dengan mengusung tema pendampingan penyusunan instrumen AKM literasi numerasi bagi guru MI dalam rangka menunjang implementasi asesmen nasional telah berjalan dengan baik. Berdasarkan hasil analitis data yang dilakukan secara kuantitatif deskriptif dapat diketahui bahwa sebanyak 58,54% peserta telah mampu menyusun instrumen AKM literasi numerasi dengan sangat baik. Sebanyak 26,83% peserta dapat menyusun instrumen literasi numerasi dengan baik, selebihnya terdapat 14,63% peserta memiliki kemampuan cukup dalam menyusun instrument AKM literasi numerasi. Adanya pendampingan penyusunan instrumen literasi numerasi bagi guru MI di Kabupaten Sukoharjo sangat efektif dalam meningkatkan kemampuan guru MI dalam penyusunan instrumen AKM literasi numerasi.The assistance service's objectives for preparing AKM-based reading literacy instruments are (1) To provide facilities for MI teachers in preparing AKM-based reading literacy assessment instruments and (2) To provide consultation assistance to MI teachers in the preparation of AKM-based reading literacy assessment instruments. The Community Based Participatory Research (CBPR) method is used in this community service. CBPR steps are planning, implementation, and reporting. The subject of this service is as many as 82 MI teachers from all MI in Sukoharjo Regency. The assistance was carried out for five months, from April to September 2022. The implementation of community service activities with the theme of assisting in the preparation of numeracy literacy AKM instruments for MI teachers to support the implementation of the national assessment has gone well. Based on the results of the data analysis, as many as 58.54% of the participants were able to construct the numeracy literacy AKM instrument very well. As many as 26.83% of participants could construct numeracy literacy instruments well, and the remaining 14.63% had sufficient ability to develop numeracy literacy AKM instruments. The assistance in preparing numeracy literacy instruments for MI teachers in Sukoharjo Regency was very effective in improving the ability of MI teachers to compile AKM arithmetic instruments.