Teaching is a component of the success of education. Technological knowledge (TK) or technological knowledge, which is one of the frameworks of technological pedagogical content knowledge (TPACK), is knowledge that students possess in order to be able to transmit or impart content to facilitate understanding for students. The aim of this study was to identify the kindergarten students of prospective primary school teachers in elementary science learning. This study uses a descriptive type of research with a quantitative approach. The research population are the students of the UKI Toraja Elementary School Teacher Education Class of 2019. While the research sample consists of students who have taken the courses Introduction to School Fields, Science Learning Development, and Computer Applications, there are no less than 72 respondents. The instrument used is an instrument developed from the research of Akyuz, Desstya, and Mishra, tested for validity and reliability and specially designed for the elementary school level. Data processing is done using the Microsoft Excel application, where the collected data is then searched for the average score per indicator and category. The results of the study showed that the average overall TK of the primary school teacher candidates in elementary science instruction was 7,3. From these results, it can be concluded that the kindergarten teacher candidates for primary school are classified as "high" in science lessons.

This study aims to odentify obstacles to the implementation of thematic learning at SD. This research uses a qualitative approach with a descriptive type of research. Data were collected through interviews, observation and documentation. The research location is in Malango' Tagari 1 Christian Elementary School which has implemented the 2013 Curriculum. The research subjects are low grade teachers (class I, II, III) who teach at Malango' Tagari 1 Christian Elementary School. The object of this research is the teacher's activity in implementing thematic learning. The data collected will be analyzed using the flow developed by Mills & Huberman, namely data collection as the first step, then data reduction, data display, and conclusion are drawn. The result showed that the obstacles to the implementation of thematic learning at SD Kristen Malango Tagari 1 were (1) the limited understanding of teachers about the concept of development of elementary school-aged children and their characteristics because they were only obtained during educational lectures and had an impact on teachers being less than optimal in carrying out thematic learning according to children’s development, (2) the limited jnowledge of teachers regarding the implementation of thematic learning, so that it has an impact on the absence of some thematic learning characteristics, (3) the factors that hinder the implementation of thematic learning are. a) undisciplined teachers. Time in terms of completing teacher administrative tasks, b) teacher do not really understand about the development of thematic learning in lesson plans, c) teachers have difficulty integrating themes into existing schedules, d) teachetrs have difficulty mananing the learning process of low grade students due to lack of understanding in child development elementary school age, e) the teachers does not focus on the material being taught.

One of the factors that affect a person's learning outcomes is their learning style(Aryo Andri Nugroho, Ida Dwijayanti 2017). The division of student classes, taking into account each individual's learning styles; will greatly aid instructors in preparing teaching methods and materials that are appropriate for the students' learning styles. The VAK (Visual, Auditory and Kinesthetic) learning style was developed by Rita Dunn and Kennenth Dunn(Lehmann dan Ifenthaler 2012). Children with visual learning styles typically learn through external visual relationships, children with auditory learning styles learn more easily through listening, and children with kinesthetic learning styles learn through physical movements to input information into their brain(Sari n.d.).The aim of this study is to describe the results of the VAK analysis of the learning style (visual, auditory and kinesthetic) of students in the UKI Toraja PGSD study program in order to address issues related to the National Research Master Plan (RIRN) on Social Humanities, Cultural Arts, and education bureau can solve. Domestic studies on educational and learning technology. This research will be carried out in 3 (three) stages. The first phase was to observe the VAK (Visual, Auditory and Kinesthetic) learning style of the UKI Toraja PGSD study program students. In the second phase, data was collected and direct interviews were conducted with relevant sources on the VAK (Visual, Auditory and Kinesthetic) learning style of students in the UKI Toraja PGSD study program. The third phase is to manage and analyze the results of face-to- face interviews and to publish the results of research on the VAK learning styles (visual, auditory and kinesthetic) of students in the UKI Toraja PGSD study program. The results of the analysis of the VAK learning style of students in the UKI Toraja PGSD study program for the 2019/2020 academic year. This research is a descriptive study with a qualitative approach. The subjects of this study were all students in the 2018/2019 primary school teacher-training course. The instrument used in this study was a questionnaire, the content of which was adapted from 18 elements from the versions of Rita and Kenneth Dunn. These are then grouped into 6 subsections of learning styles that are common to students, namely: Visual, Auditory, and Kinesthetic. The data analysis used in this study is a descriptive analysis using statistical methods. Based on the results of the analysis of the study style questionnaire of 2018 UKI Toraja PGSD students, of which the respondents were 282 students, the auditory was 34.2%, the visual 44.7% and the kinesthetic 21.1%. From the above data, it can be concluded that the class of PGSD students in 2018 has a predominantly visual learning style.