This research was aimed to examine the most effective learning model for Pranatacara (Master of Ceremony) course. By having effective learning, the students can master the skills at being a professional Pranatacara. The study used the experimental method with the pretest-posttest nonequivalent group design. Four parallel classes were given learning treatments each with modeling, mind mapping, e-learning, and hybrid learning. The data of the practice test were analyzed by the one-way Anova. The result indicates that there is a significant difference among the learning models. The hybrid learning can be considered as the most effective model to increase the total score, with the effectiveness of 11.58%; followed by modeling (5.58%); e-learning (4.10%); and mind mapping (3.54%) respectively. The hybrid learning was found as the most effective to improve the fluency score, i.e. 14.23%; followed by mind mapping (8.31%); modeling (4.74%) and e-learning (4.00%) respectively. Moreover, there was a significant difference in the effectiveness of vocal exercise. The highest increase in vocal score was through hybrid learning, with 10.85%; followed by modeling (10.09%); e-learning (4.39); and mind mappling (2.88%). Therefore, hybrid learning was declared as the most effective for learning Pranatacara courses and on the contraty, the e-learning was found as the most ineffective.

This study aimed to develop web-based Javanese school exam questions using the East Javanese language and emphasizing cultural questions as a form of culturally responsive assessment. This study used the Borg & Gall model development method, which included three steps: the conceptual model, the hypothetical model, and the empirical model. Good scores were obtained from the questionnaire instrument for practitioners. The results of the small group test showed that the mean score of SMKN 3 Malang students in the post-test was 12.11 (19.86%) higher than in the pre-test. The field test of students resulted in a mean of B (good). The form and content of the questions developed in this study can be used as a guideline for other schools in the area, or for other environments that have a similar language and culture. Keywords: online exam, assesment, Javanese language

This study aims to improve reading skills through the application of the Iqro 'method and in particular to determine the improvement of students' skills in reading Javanese characters in class VII students of SMPN 1 Banyudono Boyolali. The subjects of this study were teachers and students of class VII SMPN 1 Banyudono Boyolali, while what was observed in this study was fluency and thoroughness which led to students' skills in reading Javanese script and student activities in learning. Data collection techniques are carried out through observation, interviews, tests, and documentation. The data were analyzed using an interactive analysis model which consisted of examining all the data that had been collected, reducing the data, and making conclusions. The results showed an increase in reading skills. Prior to the implementation of the measures obtained by the average value of 63.03 with 29% completeness study, in the first cycle the average value obtained with mastery learning 68.07 79%, and the second cycle increased reading skills significant value an average of 74.96 and mastery learning 93%. Based on the results of this study, it was concluded that learning with the application of the Iqro 'Aksara method could improve the reading skills of Javanese script students of class VII SMPN 1 Banyudono Odd Semester 2022/2023.

Lampung language as one of the subjects that are in local content taught in educational units has experienced a dynamic development. One of the components developed in the element of education is the curriculum. The curriculum is a reference for the implementation of the teaching and learning process in all educational units for all subjects. Lampung language is one of the regional languages in Indonesia and has been taught by the local government of Lampung Province since 1975. The focus of teaching the Lampung language is on linguistic elements in which there is literacy, culture, and literature. The development of the learning paradigm that is attached to each curriculum becomes a reference that every educator needs to study so that the learning mission can be achieved optimally. The research method used in this research is descriptive qualitative. The purpose of qualitative description descriptive is research that is used to examine natural objects to describe, describe, explain, explain, and answer in more detail the problems to be studied. For the Lampung language subject, the implementation has elements of specific learning and teaching principles. It consists of, the context of language learning, language skills, strategies to grow language acquisition, and language skills. So whatever the curriculum development and learning paradigm, Lampung language learning still puts forward the four principles of language learning and teaching.

This research aims to develop school implementation guidance based on culture bygovernment regulation no. 5 / 2011. Research and development (R D) design useAllesi-Trollip model. Allesi-Trollip model consists of planning, designing, validating,revising, up to become a final product. Results of this research and development are (1) thisresearch was successfully developed two books : (I) Rencana Tindakan PengembanganSekolah Berbasis Budaya and (II) Contoh Implementasi Pengembangan Sekolah BerbasisBudaya nilai Sopan Santun. These books which have been assessed by experts and got the score4,36 (satisfactory). Assessment by the head of the primary school got score 4.39(satisfactory). The average of these scores is 3.38 which also means satisfactory, and (3) Themain qualitative results is SBB will soon to be socialized and implemented at elementaryschool which accompanied by Yogyakarta State University experts and supported byDikpora.