The purpose of this study was to describe the use of a liveworksheet in optimizing the assessment of flipped classrooms in elementary school. This research used a descriptive qualitative approach. This research instrument was a questionnaire. The subjects of this study were 100 teachers from various regions in Indonesia. The results of the study stated that 96% of respondents stated that the liveworksheet media was interesting to use in learning, 91% of respondents said that the liveworksheet could be adjusted to the needs of students at elementary school age. As many as 82% of respondents stated that the use of a liveworksheet could be used for authentic assessment, and 76% of respondents stated that it was easy to use it in learning. Based on this, it could be said that the liveworksheet could be used as an alternative to an online-based assessment tool that was attractive, interactive, easily-accessible, and presented a variety of activities that could be tailored to the characteristics of students

This study aims to describe student learning outcomes through the application of the online learning system (SIPEDAR) during the COVID-19 pandemic and to find out what features are used in learning through SIPEDAR such as assignment (assignment), attendance (presence), bigbluebottonBN, choice, databases, external tools, feedback, forums, glossaries, quizzes, chats, quizzes, lessons, scrom packages, surveys, workshops, books, files, folders, IMS content packages, labels, pages, and URLs. This type of research is qualitative research. The subjects in this study were third semester students who took Mathematics at Elementary School Class High in the elementary school teacher education study program at Universitas Sarjanawiyata Tamansiswa. The instruments used were in the form of multiple choice questions, true false statements, and descriptions. The results of the study were the average quiz score and the average assignment score in class 3A, namely 83.27 and 72.90. The average quiz score and the average assignment score in the 3F class were 83.56 and 70.67. Student learning outcomes in both classes are included in the good category so that learning using SIPEDAR is carried out well and can be modified with other e-learning platforms.

Tujuan penelitian adalah untuk mendeskripsikan peningkatan minat dan hasil belajar matematika siswa kelas II SD Negeri Tukangan Yogyakarta. Jenis penelitian ini adalah penelitian tindakan kelas. Subjek penelitian ini adalah siswa kelas II SD Negeri Tukangan dengan jumlah siswa 20 orang yang terdiri dari 12 siswa laki-laki dan 8 siswa perempuan. Analisis data menggunakan analisis deskriptif dan analisis kuantitatif untuk mengetahui persentase peningkatakan minat dan hasil belajar matematika. Hasil penelitian menunjukkan bahwa model cooperative learning tipe Team Games Tournament (TGT) dapat meningkatkan minat dan hasil belajar matematika siswa kelas II dalam pembelajaran matematika di SDN Tukangan Yogyakarta. Rata-rata persentase minat siswa setiap aspek pada pratindakan sebesar 57,7% dengan kualifikasi rendah, meningkat pada siklus I menjadi 72,2% dengan kualifikasi sedang. Pada siklus II kembali mengalami peningkatan menjadi 80,2% dengan kualifikasi tinggi. Rata-rata hasil belajar matematika pada pratindakan 66,48 dengan ketuntasan belajar 30%, meningkat menjadi 71,41 pada siklus I dengan ketuntasan belajar 70% dan pada siklus II mengalami peningkatan dengan nilai rerata 79,72 dengan ketuntasan belajar 80%.

No abstract

This research aims to describe PowerPoint-based interactive multimedia products in learning multiple material mathematics and class IV factors of the Karangtengah Baru, Imogiri State Elementary School, and describe the feasibility of the product. This research uses a development method or Research and Development (R&D), which includes six stages of development. The results of this development study show that the product developed meets valid and practical criteria. The validity can be categorized as "Very Good", with an average score of 4.6 and a percentage of 92%. The assessment results from media experts are categorized as "Good", with an average score of 3.9 and a percentage of 78.7%. The assessment results from media experts are categorized as "Good", with an average score of 3.9 and a percentage of 78.7%. Assessment from class teachers is categorized as "Very Good", with an average score of 4.7 and a percentage of 95.7%. Practicality seen from student response assessments can be categorized as "Very Good", with an average score of 4.7 and a percentage of 94% of 10 students as respondents. Based on the above exposure, it can be concluded that PowerPoint-based interactive multimedia products are developed and feasible for use in Class IV elementary mathematics learning multiple materials and factors.