The competence of PAUD teachers is indispensable in achieving early childhood education goals, in fact 47.42% of PAUD teachers have not obtained UKG scores according to the criteria or can be said to have no professional and pedagogic competence in the high category. Therefore, it is necessary to study the education background, certification, and age of PAUD teachers towards the UKG results. The purpose of the study was to analyze: (1) the achievement of the value of UKG for Early Childhood Education (PAUD) teachers in Bandar Lampung in 2015, (2) educational background, certification, and age of PAUD teachers who had attended UKG in Bandar Lampung City in 2015. The results of the research were found: (1) Competency mapping based on educational background, certification, and age of PAUD teachers and (2) Formulation of recommendations of policy makers on the effectiveness of programs in improving the competence of PAUD teachers in the form of education and training, seminars, internships, workshops, and comparative studies to support PAUD teacher professionalism. Keywords: Test of Teacher Competence, PAUD Teacher Certification, Educational Background, Age of PAUD Teachers

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This research aimed to describe the effect of realistic mathematical approaches on mathematics learning outcomes of fourth grade students at SDN 4 JatiMulyo. Type of this research is quantitative research using quasi-experimental methods and using one-group pre-test and post-test design. This research is conducted for grade IV odd semester 2019/2020 at SDN 4 JatiMulyo. The population in this research are all fourth grade students of SDN 4 Jati Mulyo with a total of 31 students. The sampling using saturated sampling technique (total sampling), thus the sample in this research amounted to 31 students. The data collection is done through tests, namely pre-test and post-test. The data analysis technique used in this study is descriptive analysis. Based on the result and discussion in this research, it can be concluded that there is an effect of a realistic mathematical approach to the mathematics learning outcomes of fourth grade students at SD N 4 JatiMulyo. This is evidenced by the mean value of mathematics learning outcomes is 83.84 (very good category). From these results it can be concluded that there was an effect of a realistic mathematical approach to student mathematics learning outcomes.

This research is motivated by students' mathematical communication skills that areconsidered still low. This is because the use of learning models or methods is less varied, and the teacher has not linked the subject matter to the everyday context because in teaching only uses one learning source. The study aimed to find out whether there was an effect of the application of the Hypnoteaching method in Contextual Teaching and Learning (CTL) to the mathematical communication skills of fifth grade students of Elementary School 1 Sukarame. The research method used is Quasi Experimental (Quasy Experimental Design). The population in this research were all sixth grade students of Elementary School 1 Sukarame, amounting to 87 students. The sample in this study uses saturated sampling because the entire population is used as a sample. Students' mathematical communication skills were measured using a test consisting of 8 essay questions, with a reliability index of 0.707. Based on the results of normality, using the Liliefors test and homogeneity, using the Bartlett test, it was found that data from three samples were normally distributed and homogeneous. So that for testing hypotheses can beused Anava test one way with the same cell. Anova test results obtained obtained Fcount = 19.195, while the value of Ftable = 3.105, because Fcount> Ftable then H0 is rejected which means that is a significant influence of Hypnoteaching method in CTL. When H0 was rejected, it was carried out by a double compatibility test with the Schefee method, and from the three treatments it was concluded that the Hypnoteaching method in CTL was better than conventional Hypnoteaching learning methods and conventional learning methods.