Pandemi covid 19 menjadikan semua jenjang pendidikan termasuk PAUD menghentikan kegiatan pembelajaran secara tatap muka dan berganti dengan sistem daring. Hal ini menimbulkan kekagetan budaya dan kendala dalam proses pembelajaran. Tujuan penelitian ini adalah untuk mengungkap tipikal kendala mengajar guru PAUD saat pandemi covid 19 dan implikasinya pada kegiatan pembelajaran berbasis konsep normal baru. Metode yang digunakan dalam penelitian ini adalah metode survey. Data penelitian diperoleh secara online menggunakan media google form. Sampel dalam penelitian ini adalah 645 guru  yang berada di wilayah Jawa Barat. Hasil penelitian menunjukkan bahwa  kendala mengajar yang dialami guru PAUD pada masa pandemi covid 19 berada  pada empat indikator  yaitu kendala komunikasi, metode pembelajaran,materi dan biaya serta penggunaan teknologi dengan kecenderungan prosentase yang tinggi  berada pada kategori sering dan kadang-kadang.  Tentunya perlu solusi untuk mengatasi masalah ini supaya tidak berdampak secara  sistemik serta supaya  guru PAUD lebih siap menerapkan kegiatan pembelajaran berbasis konsep normal baru.

This study departs from the discovery of the phenomenon of the burnout of learning experience of students, especially those who are already in the fourth or fifth semester of lecture activities. Symptoms of burnout experienced by students are in four areas, namely physical, emotional, intellectual, and low motivation. This study aims to find the profile of students' learning burnout, the underlying factors and their implications for guidance services. The method in this study uses a quantitative approach with descriptive analytic. The sample in this study was 53 randomly assigned ESTES. The instrument used in this study was a questionnaire to capture data about the learning burnout profile and also the underlying factors. The results showed that 60.38% of students experienced high levels of learning burnout and the rest were low. Based on the analysis, the factors that cause students' learning burnout as a result of the study show that the factors that are at a high rate are not able to accept if the grades are not in line with expectations and  not confident to consult with lecturers about learning activities. The recommendations of this study are aimed at Academic Advisors, UPT LBK, Study Programs, and further researchers.

PISA's findings reported that Indonesian elementary school students (IESS) achieved their average reading comprehension ability which were below the standard set by OECD. This research proposed school literacy movement (SLM) as an apparatus to cultivate IESS reading and writing skill habit. SLM served as the basis for achieving the 2013 Curriculum requirement. This study applied quasi-experimental method with employed sample of 126 IESS of 5th and 4th graders and their teachers serving in four schools. This study showed that there was significant effect of ITL to improve IESS reading comprehension ability of 5th graders.

ABSTRACT Based on the preliminary study, it revealed that the 5th grade students in some elementary schools in Bandung Regency had low ability to perform reading comprehension. This can be seen from students’ low ability to express explicit meanings, define main idea, search for keywords,  retell the contents of the text with their own words, create a concept map, and understand the message of the author. Based on this finding, there is a need to develop instructional devices based on specific learning models to improve reading comprehension.  The purpose of this study was to examine the effect of using integrated thematic instructional  based on Interactive-Compensatory Model (ICM) to improve reading comprehension among 5th grade students. This study applied quasi-eksperiment method. This study used sample of 123 students of 5th graders in 2 elementary schools. The results of this study show that the use of instructional  based on ICM had significant effect on improving reading comprehension of informational text among grade 5 elementary school students. This was evidenced by the difference of students’ reading comprehension ability before and after learning by using thematic and integrated instructional based on ICM. Keywords: Interactive-Compensatory Model, Instructional Integrated and Thematic, Reading Comprehension   ABSTRAK Hasil observasi menunjukkan siswa kelas 5 di beberapa sekolah dasar di Kabupaten Bandung memiliki kemampuan membaca pemahaman yang lemah. Hal ini ditunjukkan dengan rendahnya kemampuan siswa dalam mengungkapkan makna yang tersurat, menentukan pokok pikiran, mencari kata kunci, menceritakan kembali isi teks dengan kata-kata sendiri, membuat peta konsep, dan memahami pesan penulis. Berdasarkan data ini, maka diperlukan pengembangan perangkat pembelajaran berbasis model pembelajaran khusus untuk meningkatkan kemampuan membaca pemahaman. Tujuan penelitian ini untuk menguji pengaruh penggunaan perangkat pembelajaran tematik terpadu berbasis model Interactive-Compensatory untuk meningkatkan kemampuan membaca pemahaman siswa kelas 5 sekolah dasar. Penelitian ini menggunakan metode eksperimen kuasi. Penelitian ini menggunakan  sampel 123 siswa kelas 5 di dua sekolah dasar . Hasil penelitian ini menunjukkan bahwa penggunaan pembelajaran tematik terpadu bernuansa model Interactive-Compensatory  berpengaruh signifikan pada peningkatan  kemampuan membaca pemahaman teks informasi siswa kelas 5 sekolah dasar. Hal ini dibuktikan dengan adanya perbedaan kemampuan membaca pemahaman siswa pada saat sebelum dan pada saat sesudah pembelajaran dengan menggunakan pembelajaran tematik terpadu bernuansa model Interactive-Compensatory. Kata Kunci: Membaca Pemahaman, Pembelajaran Tematik Terpadu, Model Interactive-Compensatory.

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