This research aims to find out: (1) the more effective learning model on students' divergent-thinking skills; (2) the better adversity quotient on students' divergent-thinking skills; (3) the better adversity quotient to improve students' divergent-thinking skills in each learning model; and (4) the better learning model to improve students' divergent-thinking skills in each adversity quotient. This research uses a quantitative approach with a quasi-experimental type. The fifth-grade students were selected as the research subjects. This research was carried out at the public elementary schools in Laweyan District, Surakarta, Indonesia. Test and questionnaire techniques were used to collect data. The data analysis was performed with the analysis prerequisite, hypothesis, and multiple-comparison tests. The results showed that the learning model and adversity quotient have an influence on divergentthinking skills; for each adversity quotient, the thinking actively in a social context learning model is better than the creative problem solving and direct instruction learning model; the creative problem solving learning model is better than the direct instruction learning model; and adversity quotient of the climbers is better than that of the campers and the adversity quotient of the campers is better than that of the quitters in each learning model.

The rapid development of technology and science brings influence on education. it requires planning in conducting learning process utilizing technology advances. One of the ways is the utilization of teaching media such e-module as electronic learning material that is practically used in learning process. This article aims to develop the Emodule of Economics learning based Problem-based Learning to improve students' learning outcomes. The method used in writing this article is literature review of relevant research journals. Commonly, the problem is that learning tends to be conventional and lack of learning media utilization, so that students are less interested to understand learning material which influences on low learning outcomes. One of media that can be used is E-module based Problem-based Learning as learning innovation. E-module based Problem-based Learning is one of the innovative media that involve students actively. The utilization of E-module based Problem-based Learning gives in-depth concept understanding on the cognitive, affective, and psychomotor domains that support critical thinking and problem-solving abilities which improve students' learning outcome.

The research aims at: first the effects of Course Review Horay and Talking S tick learning methods towards S ocial Science learning result.; second the effect of high or low learning interest towards S ocial S cience learning result; third the interac tion effect between Course Review Horay and Talking S tick learning methods and S ocial S cience learning result. The research population is all students of grade V at S D Negeri Kecamatan Kedunggalar, Ngawi, East Java, in Academic Year 2017/2018. The research uses stratified cluster random sampling. The samples are 101 students which consists of 50 students for experimental class and 51 students for control c lass.The research instruments are soc ial science test result and questionnaire of students' learning interest.Hypothesis testing uses varianc e analysis (anava) with two different cell paths. The research conclusion is as follows: first, there is an effect of Course Review Horay and Talking S tick learning methods towards S ocial S cience learning result, second there is an effect betwee n students who have high or low learning interest and S oc ial S cience learning result, third there is no interaction between course review horay and talking stic k learning methods and learning interest. S ocial science learning result using course review horay learning method is better than social science learning result using talking stick learning method. S tudents are advised to be confident in participating in classroom learning. S tudents who actively participate during the learning process, so that students can understand meaningfully the material presented by the teac her.

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This study aims to determine the differences in critical thinking skills between students who learn using the problem based learning model and STAD model. This research is a quantitative study with a quasi-experimental method. The population of this study is the X grade students of SMK Negeri 3 Surakarta in the academic year 2017/2018. Samples were obtained by using cluster random sampling technique consisting of two classes namely X PM 1 class as the experimental class with problem-based learning and X PM 3 class as the control class with STAD learning. The technique of collecting data uses a multiple choice test to determine students' critical thinking skills. Data Analysis is using MANOVA. The results of the study indicate that there is a significant influence between the learning model on critical thinking skills. The application of the problem-based learning model proved to be more able to improve students' critical thinking skills compared to the STAD learning model.