Based on the necessary with the teacher, it is concluded that teachers need information technology (IT) based on learning media in the teaching and learning process. The main purpose of this study is to know about the research procedure, to know about the quality of the media that developed, and the expert's respond. This study is a Research and Development (R&D). The on  procedure of the procedure uses 9 steps, including 1)Potentials and problems, 2)Data collection, 3)Product design, 4)Design validation, 5)Design revision, 6)Product try-out, 7)Product revision, 8)Application try-out, 9)Product revision until the desired products interactive powerpoint learning media are complete. The result of the study showed that the media were appropriate to be implemented. This showed from media experts of the validation result that average score 3,34 with a very good category. Material expert student's that average score 3,40 with very good category and from linguists expert result that average score 3,22 with the good category. Next, the average validation score of the teacher is 3,62 with a very good category and peers of the validation result that average score 3,44 with a very good category. The last response of the students in applications try-out responses that average score 92,75 with a very good category.

The purpose of this study was to determine character education in the Gigana (Digital Disaster Mitigation) Comic Earthquake. This type of research is a qualitative descriptive study. This research uses the Abrams model pragmatic theory, which is the study of language usage that is associated with the context of its use. Data collection techniques namely refer, read, and note. Data analysis using Miles and Huberman consisting of data reduction, data display, and conclusion drawing and verification. The results of the study show that Comics as reading can benefit readers, namely children. Character education can be found in children's reading, one of them through comics. In the comic titled Comics Gigana (Digital Disaster Mitigation) Earthquakes by Siti Anafiah and Shanta Rezkita found 6 character values, namely peace, independence, responsibility, peace, environmental care, and social care. Such character education can be found through characters, characterizations, plot, settings, and mandates in the story.

The process of students’ character instillation was carried out in Masehi Temanggung elementary school to establish ethics, character and moral attitudes that can be used by the students as the role models in their environment. The characters that are intended to be established in Masehi Temanggung elementary school is the students’ character that is naturally established, in a sense that the change of the students’ behavior is due to their self-motivation based on what they do everyday; and not just merely due to the school obligation. The researchers employed qualitative approach method by observing thoroughly the students’ behavior occurred in the school setting. It is expected that the results from the direct observations will be able to portray the reality hidden in that situation. The evaluation method is used to analyze the information that is relevant to the students’ behavior at school and the next stage is classifying those data into two categories: first category is the students’ behavior that needs to be supervised and the second category is the students’ behavior that deserve the reward. In conclusion, making it as their habits can do the process of students’ character instillation. The students’ habits of good deeds are also carried out through games, for example by playing traditional games and toys (dolanan). There is a moral value implied in the traditional games and toys that is good to support the students’ character instillation.

Penelitian ini bertujuan untuk mendeskripsikan proses pembelajaran matematika dengan menggunakan media power point interaktif pada siswa kelas V SD Negeri 1 Kebakalan Karanggayam Kebumen untuk meningkatkan kedisiplinan dan hasil belajar siswa. Penelitian ini dilakukan di kelas V SD Negeri 1 Kebakalan Kecamatan Karanggayam Kabupaten Kebumen. Jenis penelitian ini adalah Penelitian Tindakan Kelas. Subjek penelitian ini adalah seluruh siswa kelas V SD Negeri 1 Kebakalan Karanggayam Kebumen yang berjumlah 26 siswa. Teknik pengumpulan data dalam penelitian ini menggunakan teknik observasi, teknik tes, catatan lapangan, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa melalui penggunaan media interaktif power point dapat meningkatkan kedisiplinan dan hasil belajar matematika, ditunjukkan dengan persentase rata-rata kedisiplinan siswa pra tindakan sebesar 50%, siklus I meningkat menjadi 73%, dan siklus II meningkat menjadi 73%. siklus meningkat lagi menjadi 89%. Peningkatan hasil belajar siswa ditunjukkan dengan peningkatan jumlah siswa yang memenuhi KKM dan peningkatan nilai rata-rata siswa. Pada pra tindakan persentase ketuntasan sebesar 31%. Pada akhir siklus I meningkat menjadi 58% dan pada akhir siklus II meningkat menjadi 77%. Dengan demikian, guru matematika diharapkan dapat menggunakan media power point interaktif dalam mengajar agar mendapatkan hasil yang maksimal. Kata kunci: disiplin, hasil belajar, matematika, power point interaktif

Penelitian ini bertujuan untuk mendeskripsikan proses pembelajaran matematika dengan menggunakan media power point interaktif pada siswa kelas V SD Negeri 1 Kebakalan Karanggayam Kebumen untuk meningkatkan kedisiplinan dan hasil belajar siswa. Penelitian ini dilakukan di kelas V SD Negeri 1 Kebakalan Kecamatan Karanggayam Kabupaten Kebumen. Jenis penelitian ini adalah Penelitian Tindakan Kelas. Subjek penelitian ini adalah seluruh siswa kelas V SD Negeri 1 Kebakalan Karanggayam Kebumen yang berjumlah 26 siswa. Teknik pengumpulan data dalam penelitian ini menggunakan teknik observasi, teknik tes, catatan lapangan, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa melalui penggunaan media interaktif power point dapat meningkatkan kedisiplinan dan hasil belajar matematika, ditunjukkan dengan persentase rata-rata kedisiplinan siswa pra tindakan sebesar 50%, siklus I meningkat menjadi 73%, dan siklus II meningkat menjadi 73%. siklus meningkat lagi menjadi 89%. Peningkatan hasil belajar siswa ditunjukkan dengan peningkatan jumlah siswa yang memenuhi KKM dan peningkatan nilai rata-rata siswa. Pada pra tindakan persentase ketuntasan sebesar 31%. Pada akhir siklus I meningkat menjadi 58% dan pada akhir siklus II meningkat menjadi 77%. Dengan demikian, guru matematika diharapkan dapat menggunakan media power point interaktif dalam mengajar agar mendapatkan hasil yang maksimal.