The low level of scientific literacy is due to the lack of success of students in completing the types of scientific literacy with characteristics. This research aims to determine the literacy achievement of elementary school students in terms of content, process, and science context aspects. The sampling technique used is purposive sampling, where the sampling criteria are based on suggestions from the class teacher and the characteristics of the students themselves. The teacher suggested that the class that had received the material to be tested were class VI, which consisted of 31 students from 16 female students and 15 male students. The research instrument used was a scientific literacy test in the form of 10 multiple-choice questions on the human digestive system material which included aspects of the content, process, and context of scientific literacy. Data were analyzed by descriptive percentage formula. The results showed that the average scientific literacy ability as a whole obtained a percentage value of 51.09% in the low category. In the content aspect, it obtained a percentage value of 49.73% with the low achievement category. The process aspect obtained a percentage value of 44.43% in the low category. Meanwhile, the context aspect shows the highest gain among other aspects of scientific literacy ability, which is 59.13% in the medium category. Conclusion, students' literacy skills are still low, so teachers must pay more attention to improving students' scientific literacy skills through a contextual learning process by connecting science and the application of science in students' daily lives

MTs Nurul Ummah students, among others (1) held in the morning and the reading of Asmaul Husna. (2) Dhuha prayer in congregation both students and teachers and employees. (3) Religious activities such as remembrance, istigosah, commemoration of Islamic holidays, haul, and once moved pilgrimage to Wali Sanga or scholars. The obstacle that changes the teacher in improving the religious character of MTs Nurul Ummah students is the difference in the character of students which makes it difficult for teachers to improve the religious character of students simultaneously and improve communication between teachers. The solution made by teachers in improving the religious character of MTs Nurul Ummah students is that the teachers communicate with each other by sharing, deliberation and holding meetings between teachers both with the cottage / dormitory in order to create students with religious character.  

The purpose of this study is to re-analyze the application of the role playing method to the speaking skills of elementary school students.The research method used is meta-analysis by summarizing various research results by examining the parts of each study and the relationship between each study to obtain in-depth conclusions on the research studied with a sample of 10 national journals that are relevant to the title of the research conducted. The data collection technique was carried out by searching electronic journals through Google Scholar with the keywords "role playing method", "speaking skills", "elementary school students", "speaking skills". Data were analyzed using qualitative descriptive analysis.The results of the study found that the role playing learning method had an effect on the speaking skills of elementary school students ranging from the lowest 7.86% to the highest 94.25% with an average of 32%. From the data analysis above, the application of the role playing method has a major influence on the speaking skills of elementary school students.

This study are aims to improve the critical thinking skills and students' learning outcomes using the Science, Technology, and Society (STS) learning model on the 5 th grade students of SDN Dukuh 05 Salatiga. The type of this research is a Classroom Action Research (CAR). The data were collected through tests, observations, and documentations. The instrument that used in this research is questionnaire sheets of critical thinking skills with the total of 25 statements and the evaluation questions with the total of 20 questions. The data analysis was carried out by qualitative and quantitative analysis. This research was conducted in two cycles. Obtaining the mean score of critical thinking skills of students in the first cycle are 62, 96 (enough). Then in the second cycle increased to 75 (high). Furthermore, the students' learning outcomes also increase, which can be seen from the grade mean scores and the number of students who get score above the Minimum Criteria of Mastery Learning ≥ 66. Ratio of the percentage of completeness in the first cycle is 48% with the mean score of 70.2, then in the cycle II increased to 84% with the mean score of 80.8. In this research was concluded that critical thinking skills and learning outcomes are improved after the learning action of the Science, Technology, and Society (STS) learning model.