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Tabot Bengkulu as one of cultural ceremony in Bengkulu province is a cultural asset that held once a year in Muharram Month in Islamic Calendar. This ceremony has many character values in society such as religious, social care, and environment care. The use of local wisdom in learning can improve the social interaction knowledge for elementary students. The purpose of this research is to determine the impact of integrating ICT with thematic learning and discovery learning model for tabot Bengkulu as a cultural ceremony toward social interaction knowledge in elementary school. The research implemented pretest-posttest control group design. The research populations are two classes of fourth-grade students from the elementary school in Bengkulu in the academic year 2017-2018. These classes are divided into two, one class from as the experiment group with discovery learning and ICT from state elementary school 1 and the other one class as the control group with conventional media from state elementary school 22. The instrument used to measure student knowledge about the uniqueness of my residence area. The results showed that the average score difference between posttest and pretest in the control group was 23.46 and in the experimental group of 38.12 The analysis results for t value 0.13 and t table 2.00. It can be concluded that there is no significant effect of thematic learning based on the potential of the region with the discoveries of learning and ICT media on the knowledge of elementary students about the cultural ceremony "Tabot Bengkulu".

The  purpose  of  this  study  is  to describe  the  role  of  the  teacher  as  a  facilitator  in learning IPS class V SDN 12 Kota Bengkulu. The type of study used in this was descriptive      qualitative. The subjects of the research were the teacher and students of grade V SDN 12 Kota Bengkulu. The instrument of this study was the researcher by using the observation guidelines and interview guidelines. Technique of collecting data using observation and interview. The data obtained were analyzed by data reduction, data display and conclusion. Credibility test data through increasing persistence and triangulation. The results showed that as a facilitator in the learning IPS, the teacher already (1) Involving the students as the subject of learning, (2) Mastering of science to be studied, (3) Interesting and maintaining students interest. Based on the results of the study concluded that the role of teachers as facilitators of learning IPS has been implemented, but in the use of learning method and the use of instructional media must be improved again so that learning activities can be implemented more optimally.

Curiosity is a character that must be mastered by students to be able to learn independently. The purpose of this study was to determine the increase in the attitude of curiosity in grade 7A students. The research method used in this research is the Classroom Action Research model of Kemmis, Taggart & Nixon with the stages of planning, implementing, observing, and reflecting activities. The data collection instruments used in this study were the observation sheet of learning implementation and a curiosity attitude questionnaire. From the results of observations of the implementation of learning, there was an increase in the implementation of the PjBL learning model from cycle I and cycle II with a percentage score of 70.0 and 84.17. While the results of the questionnaire attitude of curiosity showed an increase in very high criteria with a score of 9.38% in the first cycle, an increase of 15.63% in the second cycle. So that it can be concluded that the PjBL model can increase the curiosity of students.