This study aims to (1) develop an integrative thematic textbook for the 1 st grade of elementary school oriented to improve critical thinking skills; (2) to know the feasibility level of integrative thematic textbooks (3) to know the level of legibility of integrative thematic textbooks; and (4) to know the level of effectiveness of integrative thematic textbooks in improving students' critical thinking skills of primary schools. This research method used R & D which refers to 4-D model by Thiagarajan. The test substance was the 1 st grade primary school student. Data collection used observation method, expert validation, readability test, and critical thinking ability test. Data analysis technique used descriptive and t test. The result of the research indicated that the integrative thematic textbook developed has good feasibility in good criteria, practical readability level and can be applied and easily understood, the effectiveness of the module was tested using t test at 0.05 significance level which result 0.000 <α = 0.05 where the critical thinking ability of students which uses an integrative thematic textbook was better than the critical thinking ability of students which only used ordinary textbooks. This textbook can be used to develop the critical thinking skills of elementary school students, especially in low classes.

This paper aims to reveal the effectiveness of Contextual Teaching and Learning (CTL) approach and Scientific Approach to the teaching of writing skill. This research used a quasi-experimental design. The population was grade VIII students of Redion School. Three classes were randomly selected as the sample. They are class 8A which used the CTL approach, and class 8B which used the scientific approach as the experimental groups, while class 8D became the control group which used the conventional approach. The data were collected by using a writing test. The data were analyzed through descriptive and inferential statistics with the SPSS 20 for Windows computer program. The results were as follows: (1) there were significant differences in the writing achievement among the students taught by using the CTL approach, the scientific approach, and the conventional approach, (2) the use of the scientific approach and the TL approach were more effective than that of the conventional approach to the teaching of writing skill, and (3) the use of the scientific approach was not more effective than that of the CTL approach to the teaching of writing skill. Therefore, the CTL approach and the scientific approach offered the new insights in enhancing the students' writing ability.