The purpose of this study  is to describe the implementation of thematic learning in SD N 1 Kragilan. The research approach used is qualitative. The author determines SDN 1 Kragilan as a research location. Research data were collected by observation and interview techniques. Data analysis techniques used include the phase of data reduction, data display, and data verification. The results showed that the teachers were able to understand thematic learning. Thematic learning is learning taught to children that combines several subjects put together in a theme. Thematic learning can take lessons from the natural surroundings and everyday life. The teachers have obstacles in carrying out thematic learning. The teachers find it difficult to run a thematic learning assessment system. Students are not yet accustomed to using thematic learning. The teachers already have a solution in thematic learning. The teachers exchange information, knowledge, and opinions with other teachers about thematic learning.

This study aims to find out the understanding, preparation, difficulties, and solutions to difficulties explored by teachers in the implementation of thematic learning in areas affected by earthquake disasters in Gantiwarno Sub-District, Klaten Regency. This research is a qualitative study conducted in a number of state elementary schools that were affected by the earthquake in Gantiwarno Sub-District, Klaten Regency. The two public elementary school teachers that were the object of research were the upper class teacher and the public elementary school teacher. Research data were collected by observation, documentation, and interview techniques. Research data were analyzed by data reduction, data display, and data verification. Thematic learning conducted in areas affected by the earthquake disaster in Gantiwarno Sub-District can be prepared by the teachers. The teachers prepare learning plans by making Learning Implementation Plans (RPP). The teachers find it difficult to run a thematic learning assessment system. Thematic learning material written in books is incomplete. The teachers experienced panic and confusion when a sudden earthquake occurred. The teachers have difficulty in learning outside the classroom. The teachers already have a solution in implementing thematic learning which was carried out in the area of the former earthquake disaster Gantiwarno Sub-District. The teachers exchange information, knowledge, and opinions with other teachers about thematic learning. The teachers can already practice what is printed in thematic textbooks. The teachers have also been able to apply learning strategies and methods according to thematic textbooks.

The term mondial has the same meaning as the global term, comprehensive, universal, global, spatial. In its development this term can be interpreted as "world-wide". The statement can be interpreted or drawn a conclusion that the term mondial is something that is related to the things that are new and general, all lines wear, all lines follow, and all lines undergo. The "line" limit is not only limited to local concepts, but also national, and even international. For it is clear that the era of mondial is a new era that all activities are done quickly and at the same time also digital or comprehensive / worldwide. Mondial era marked by the existence of a great competition, which occurs in all lines and dimensions, which accompanied the business competition, technology, information, industry, and even education itself. Current changes and developments are the impact of scientific and technological progress, as well as the intermingling of multidimensional influences from all sides. It is necessary to study multicultural approaches and models with a global perspective to meet the needs of learners, teachers, policy makers (school principals, heads of departments, and district heads), including the community itself. In relation to the above statement, it is necessary to anticipate early to follow and improve themselves to pay attention to technological progress in various aspects, such as: programmatic curriculum, qualified and professional teachers, learning process which is accompanied by the progress of time, proactive development of learners, evaluation of learning by using multidimensional approach, ready and ready to face rapid and enormous changes in free market opposition. The hope, by following the speed of technology, can give birth to human beings who are highly competitive and tough, and have qualified human resources to win the free market competition that is always progressive in accordance with the alignment and demands of life.

Kegiatan pengabdian di Hotel Golden Tulip Essential Makassar, Jalan Sultan Hasanudin, nomor 43, Sawerigading, Kecamatan Ujung Pandang, Kota Makassar, Sulawesi Selatan ini bertujuan untuk melatih guru-guru bidang studi pengampu Ujian Akhir Nasional dan Ujian Masuk Perguruan Tinggi. Kegiatan ini bisa berlangsung dengan sukses atas kerja sama antara Pengurus Madrasah Insan Cendekia, di seluruh  Indonesia, yang berdasarkan kesepartan bersama antar Kepala Sekolah yang ada di berbagai wilayah nusantara. Ketua panitia mengambil sikap bahwa dalam suasana pandemi tetap dilaksanakan dengan mengindahkan protokoler kesehatan. Pelaksanaan pelatihan ini dilaksanakan secara luring walaupun masih dalam suasana pandemi. Akan tetapi, pelaksanaan secara protokoler kesehatan, benar-benar tetap dijaga dan diutamakan. Pelaksanaan kegiatan ini tidak ada tendensi negatif apa pun, yang terpenting dapat menghasilkan tindakan yang positif, kreatif, tendentif, dan menggugah aspirasi para guru khususnya dalam menghantarkan para anak didiknya ke Perguruan Tinggi idaman (favorit). Metode yang dipakai dalam kegiatan ini adalah dengan memberikan ceramah, drilling, diskusi kelompok, dan presentasi. Hasil uji coba sebelum diadakan pelatihan dan setelah diadakannya pelatihan menunjukkan hasil yang signifikan, dengan kata lain para guru dapat meningkatkan prestasinya. Hasil uji, mengalami peningkatan yang bagus sekali.

Many folk stories are recorded in book form (manuscripts), but some are still in verbal form (oral stories). To facilitate and increase the provision of data sources on local wisdom in the form of books (manuscripts), it is necessary to carry out an inventory of these texts, one of which is an inventory of the legend of the origin of the name Merak Temple which is located in Karangnongko District, Klaten Regency. Departing from the above statement, this study aims to inventory the folklore about the origin of the name Merak Temple which is located in Candi Dukuh, Karangnongko Village, Karangnongko District, Klaten Regency. This research uses qualitative methods, namely research conducted to understand what is experienced by research subjects holistically, descriptively in the form of words and language, in a natural and scientific context. This method is used to analyze the legendary text of the origin of the name of the Merak temple. This research is a folklore research. Basically, this research begins with an inventory of the legendary stories in the form of manuscripts. Furthermore, the legend manuscript becomes the object of research, from reading the text of the legend of the origin of the peacock temple, it can be described the data which is the source of local wisdom in it, namely pamali (taboo / taboo) and recommendations contained in the text. The results showed that pamali or taboo is an expression of prohibition that arises in connection with the existence of the Merak Temple in Pura Karangnongko Hamlet. Pamali is trusted and believed by the hamlet community around Candi Merak as a rule that must be obeyed. Pamali found regarding the existence of the Merak Temple in the dukuh community was the prohibition of acting immoral or saying dirty, disrespectful words, spitting, throwing garbage (feces) around the temple. If the prohibition is violated, it will result in the person concerned being injured / unluck.  Keywords: merak temple, local wisdom, folklor, pamali