Penelitian ini bertujuan untuk mengetahui perbedaan keterampilan proses sains antara kelas siswa yang diajarkan menggunakan pendekatan inkuiri terbimbing dengan suplemen LKS dan kelas yang pembelajarannya menerapkan metode konvensional pada materi selalu berhemat energi kelas IV SD Negeri Oeba 3 Kota Kupang. Penelitian ini adalah penelitian eksperimen semu (quasi experiment) dan menggunakan desain post-test only control group design. Data keterampilan proses sains diperoleh melalui tes. selanjutnya dianalisis menggunakan statistik deskriptif dan uji-t. Hasil penelitian yang diperoleh bahwa thitung = 50,943 dan ttabel = 4,00 taraf 5%. Berati thitung > ttabel, maka diinterpretasikan terdapat perbedaan yang signifikan pada keterampilan proses antara kelas yang menggunakan model pembelajaran inkuiri terbimbing  memakai suplemen LKS dan kelas pembelajaran metode konvensional. Rerata hasil post-test keterampilan proses, berada pada kategori sangat tinggi dengan Mean 74,44 pada keompok eksperimen sedangkan kelompok kontrol di kategori sedang dimana hasilnya Mean 64,91. Disimpulkan model inkuirii terbimbing menggunakan suplemen LKS meningkatkan keterampilan proses sains siswa materi selalu berhemat energi kelas IV SD Negeri Oeba 3 Kota Kupang.

This research aimed at discovering the improvement of students' learning outcomes using the mode of POGILsupplemented with the student worksheet. This research was a quasi-experiment using post-test only control group design. The data of learning outcomes ability were obtained through test. The data were then analyzed using descriptive statistical technique and ANOVA. The results of tvalue were 7,397 and the ttable = 4,00 (with the significance level of 5%). It meant that the tvalue > ttabel; thus, it could be concluded that there was a significant difference on the students' learning outcomes which was taught by the model of POGIL-supplemented with the student worksheet and the students who taught using the conventional method. From the average scores, the learning outcomes were in the very high category, in which the Mean was 76,17, while the control class was in the moderate category with the Mean results of 64,80. Therefore, the conclusion is that the model of POGIL using the Student Worksheet (LKS) supplement can improve the stduents' learning outcomes 0f 4 th grade in State Primary School of Oeba 3, Kupang City, especially on the material of "save energy"..

Tujuan pelatihan kurikulum 2013 bagi guru SDI Fatukoan ini diharapkan dapat meningkatkan kemampuan guru tentang: (1) model pembelajaran dalam kurikulum 2013; (2) strategi dan pendekatan model pembelajaran dalam implementasi kurikulum 2013; (3) memaparkan materi tentang penguatan pengembangan soal diagnostik; (4) materi tentang   penyusunan Rencana Pelaksanaan Pembelajaran (RPP); (5) tanya jawab tentang materi yang telah disampaikan   terkait Kurikulum 2013 (6) menyusun perangkat pembelajaran. Pelaksanaan kegiatan pengabdian melalui pelatihan kurikulum 2013 berjalan sesuai dengan program yang telah direncanakan. Metode pelaksanaan yang digunakan dalam kegiatan pengabdian masyarakat ini dibagi menjadi 4 (empat) tahapan meliputi (1) observasi awal daerah kegiatan (2) pemetaan masalah (3) sosialisasi kegiatan (4) penyelenggaraan pelatihan dengan melibatkan guru-guru SDI Fatukoan,dan dosen Prodi PGSD Universitas Muhammadiyah Kupang. Outcome yang diperoleh dari kegiatan ini adalah adanya pemahaman guru-guru tentang implementasi kurikulum 2013 serta pengembangan soal diagnostik serta media pembelajaran.

Mind mapping is one of the learning models that learns the concept or technique of remembering things with the help of mind mapping (learning techniques using mind maps, recording learning material as outlined in diagrams containing interconnected symbols, codes, pictures and colors) so that the two parts of the human brain can be used optimally. Picture is one of the media that is used to convey messages visually. The objectives of this study are to find out: (1) development of student learning outcomes; affective domain, (2) activities by teachers and students, (3) teacher skills in managing learning, and (4) the students' responses to the mind mapping learning model with picture media. The samples involved in this study were 28 students from grade IV of Madrasah Ibtidaiyah Al-Fitrah. Data collection techniques used (1) pretest and posttest, (2) observation sheet of teacher and student activities, (3) observation sheet of teacher skills, and (4) response sheet of students. Meanwhile, data analysis used quantitative descriptive techniques. The results of this study show that: (1) Individual completeness scores increased from 19 students completed in the first cycle to 22 students completed in cycle II, and 25 students completed in cycle III. The percentage of classical completeness also showed an increase from 67% in cycle I, 78% in cycle II, and 89% in cycle III. There was also an increase in students' attitude in the application of mind mapping learning model assisted with picture media as the learning processes in class IV starting from the first to the third cycle. The attitude enhancement consists of the aspects of honesty, discipline, responsibility (co-operative), caring, polite, friendly, mutual cooperation, cooperation, peace of mind, and responsiveness and proactivity in participating in learning; (2) The activities by teachers and students showed an increase to match the percentage of ideal time; (3) Teacher skills showed an increase seen from the acquisition in which a score of 2.55 in the first cycle with a moderate category, a score of 3.1 in the second cycle with a good category, and 3.46 in the third cycle with a good category; and (4) The response of students to the mind mapping learning model assisted with picture media can be classified to be good, 92 percent of samples thought that mind mapping learning model assisted with picture media could improve students' understanding of the theme of the beauty of togetherness, and sub-theme of cultural diversity in my country.

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