Rendahnya tingkat kreativitas anak kelompok B III TK Kartika Padangsidimpuan merupakan masalah dari dilakukannya penelitian ini. Padahal kemampuan kreativitas merupakan suatu kemampuan yang harus dikembangkan dari seorang anak agar daya imajinasi dan kepribadiannya meningkat sesuai dengan tingkat perkembangannya. Namun kenyataannya kreativitas masih dianggap kurang penting oleh sebagian orang tua bahkan orang dewasa disekitar anak. Kegiatan usab abur merupakan salah satu pilihan untuk dapat mengembangkan kreativitas anak usia dini. Jenis penelitian ini adalah penelitian tindakan kelas yang memiliki tahapan perencanaan, pelaksanaan, observasi dan refleksi. Subjek penelitian ini adalah anak kelompok B III TK Kartika Padangsidimpuan yang berjumlah 16 orang yang terdiri dari 4 perempuan dan 12 laki-laki dengan menggunakan instrumen yaitu lembar observasi dan analisis data, yang digunakan yaitu teknik analisis kualitatif yang dapat dilihat dari kreativitas anak dan data kuantitatif yang telah dihitung dengan rumus. Hasil penelitian yang diperoleh dalam kreativitas anak mengalami peningkatan. Sebelum dilakukan tindakan, tingkat kreativitas anak masih sangat rendah, setelah dilakukan penelitian kelas siklus I memperoleh 44% dan pada siklus II meningkat menjadi 80%. Setelah dilakukan penelitian mulai dari pra siklus, siklus I dan siklus II disimpulkan bahwa kreativitas anak kelompok B III TK Kartika Padangsidimpuan mengalami peningkatan melalui kegiatan usab abur.

Penelitian bertujuan untuk menilai kepuasan mahasiswa terhadap pembelajaran daring dengan menggunakan End User Computing Satisfaction (EUCS) yang dikembangkan oleh Doll. Ada lima indikator EUCS yang akan menentukan tingkat kepuasan yaitu isi, akurasi, bentuk, kemudahan penggunaan, dan ketepatan waktu. . Instrument EUCS yang dimodifikasi dengan sebelumnya telah melalui tahapan validitas dan uji coba, ada 12 item pertanyaan. Sampel dalam penelitian ini berjumlah 108 responden. Pengambilan data dilakukan dengan menggunakan kuisioner google form. Hasil penelitian menunjukkan bahwa mahasiswa IAIN Langsa memiliki tingkat kepuasan cukup untuk isi, akurasi, dan bentuk pembelajaran daring. Sedangkan pada item kemudahan penggunaan dan ketepatan waktu pembelajaran daring kepuasan mahasiswa bernilai baik.

Reading literacy skill is related to one’s ability to analytically and critically understand the reading text. Reading literacy is not only related to knowledge and skills but also motivation, attitudes and behaviour. During the pandemic, the use of digital apps plays a critical role;. This situation also led to the emergence of a reading literacy community called ‘a week a book’ community through digital media. This community has 232 members where everyone reads a book every week. At the end of the week, the volunteers reflected on the book they read and submitted through the application. This kind of circulation enabled everyone in the community to listen to the others’ review anywhere. This reading literacy community was initiated by sociopreneur.id. This study will focus on the phenomenon of reading literacy in the sociopreneur.id application related to activities and their contribution to reading literacy during a pandemic. This activity has a positive effect on reading interest, independence, social interaction, and the reading practice of members to increase.

The study was underlain by the child's introduction to letters performed by memorization, in which the children find it difficult to know it in sequence. Therefore, the purpose of this study was to increase children's ability to know the letters through phonic methods. The study applied the Class Action Research (CAR) Method with a model of Kemmis and Taggart. The data collection technique used is observation and test. The result of the study showed that a child could recognize the vowel and consonants. However, no child can recognize the initial letter sounds of the images of objects contained on the card, and there was no child able to combine letters into syllables and words at the pretest stage. In cycle I, there are 12 children able to recognize the vowel and consonant letters, 13 children can recognize the initial letter sounds of the images of objects contained on the cards, and 12 children can combine letters into syllables and words. In cycle II, there are 17 children able to recognize vowel and consonant letters, 16 children can recognize the initial letter sounds of the images of objects contained on the cards, and 15 children can combine letters into syllables and words. Thus the application of the phonic method can improve child-speaking ability.

Children with disabilities indeed are encouraged to have equal status in education with the normal ones. However, some domains may face particular challenges. Our article explores the insights of current inclusive education in eastern Aceh – Kabupaten Aceh Timur, Kabupaten Aceh Tamiang, and Kota Langsa – by discovering the views of 104 participants (students, teachers, principals, and officials of educational departments) on inclusive education. By applying a qualitative approach, we integrated a descriptive method through the distribution of questionnaires and interviews. Further, we analyzed the data in data reduction, display, and conclusion drawing stages. All students – both regular and disabled - had no problems sharing the same classroom, including the teachers and other school facilities, although some disabled thought that their school should have specific needs for them. Meanwhile, the officials had no strong power to support the development of inclusive education, while several schools may model inclusivity based on their school policy. Maximizing existing special education teachers, socializing the disabled’ needs to earn the rights for education within communities, and establishing special education centers at the university level, may contribute to the lack of inclusive education development in those regions.