This research aims to find out: (1) Differences in student learning outcomes taught using Camtasia media with conventional media; (2) Differences in student learning outcomes that have visual, auditory and kinesthetic learning styles taught by Camtasia media; and (3) Differences in student learning outcomes that have visual, auditory and kinesthetic learning styles that are learned with conventional media. The population in this study was grade V students of SD Negeri 060798 Medan Area, amounting to 82 students consisting of 3 classes. While the study sample is all 3 classes. The research instrument was in the form of a science learning outcomes test, and a learning style questionnaire. This research method is quasi-experimental hypothesis analysis technique t test; and analysis of variance. The results showed that: (1) Student learning outcomes taught with Media Camtasia 85.26 ± 5.45 (± SD) were higher than learning with conventional media 75.52 ± 5.86 (tcount = 8.147; p = 0.000); (2) There are differences in student learning outcomes that have visual, auditory and kinesthetic learning styles that are learned with Media Camtasia (Fcount = 24,964; p = 0,000); (5) there are differences in student learning outcomes that have visual, auditory and kinesthetic learning styles that are learned with Conventional media (Fcount = 6.770; p = 0.002).

Teacher learning creativity is often a topic of discussion by various parties, because it is considered to determine the achievement of educational outcomes. The teacher is the spearhead of the ongoing learning activities. Based on the results of observations in March 2021 that have been carried out by researchers at SD Negeri 060800, Medan Area District, it is very clear that teacher creativity still needs to be improved. Judging from the number of existing class teachers, namely 15 classroom teachers, there are only about 13% of classroom teachers who have high creativity and have won the competition for outstanding and creative teachers at the Medan Area District level, while 87% of the number of classroom teachers are still lacking and need to be improved. his creativity. Low teacher learning creativity, among others, is manifested through actions of lack of care, just carrying out tasks, orientation to low achievement, low productivity, less efficient and effective, lack of discipline, boring students and so on.Factors that influence teacher creativity include: internal factors (inheritance and psychological), namely, intelligence which includes verbal ability, fluent thinking, knowledge, problem formulation, strategy formulation, mental representation, decision-making skills and balance and general intellectual integration, and cognitive or intellectual style, which includes slack and convertible attachment, creating one's own rules, doing things one's own way and preferring less structured problems. The dimensions of personality and motivation include traits such as flexibility, drive for achievement and recognition of tenacity in facing obstacles and taking moderate risks. External factors (social and cultural environment), namely, teacher educational background, teacher trainings and teacher organizations, teacher teaching experience, and teacher welfare factors.

AbstrakAbstrak :Penelitian ini bertujuan untuk mengetahui: 1) hasil belajar IPS siswa yang diajar dengan teknik kunjungan lapangan dibandingkan dengan hasil belajar IPS siswa yang diajar dengan teknik penyajian kasus; 2) hasil belajar IPS siswa yang memiliki gaya belajar visual dibandingkan dengan siswa yang memiliki gaya belajar auditori; dan 3) interaksi antara teknik pembelajaran dan gaya belajar terhadap hasil belajar IPS siswa. Penelitian ini dilaksanakan di SD Negeri 060954 Kecamatan Medan Marelan. Populasi dalam penelitian ini adalah seluruh siswa kelas V yaitu sebanyak 50 siswa sedangkan sampel dalam penelitian ini yaitu siswa yang mengambil mata pelajaran IPS sebanyak 25 siswa pada kelas V/a dan sebanyak 25 siswa pada kelas V/b. Instrumen yang digunakan diantaranya yaitu angket gaya belajar dan tes hasil belajar. Metode penelitian menggunakan metode quasi eksperimen dengan desain faktorial 2x2. Teknik analisis data menggunakan ANAVA dua jalur pada taraf sig0,05. Hasil penelitian menunjukkan 1) Hasil belajar IPS siswa yang diajarkan dengan teknik kunjungan lapangan lebih tinggi dibandingkan dengan teknik penyajian kasus (F hitung = 19,86> F tabel = 4,05), 2) Hasil belajar IPS Siswa yang memiliki gaya belajar visual lebih tinggi dibandingkan dengan gaya belajar auditori (F hitung = 8,65 > F tabel = 4,05). 3) Terdapat interaksi teknik pembelajaran dan gaya belajar siswa dalam mempengaruhi hasil belajar IPS siswa (F hitung = 6,52> F tabel = 4,05). Hasil penelitian menunjukkan bahwa teknik pembelajaran dan gaya belajar berpengaruh terhadap hasil belajar IPS siswa. Kata Kunci: Teknik Pembelajaran, Gaya Belajar, Hasil Belajar PENDAHULUAN Belajar merupakan perubahan yang relatif permanen dalam perilaku. Dalam proses ini perubahan tidak terjadi sekaligus tetapi terjadi secara bertahap tergantung pada faktor-faktor pendukung belajar yang mempengaruhi siswa. Oleh karena itu dalam hal ini guru sangat berperan penting karena guru diharapkan mampu melakukan pembaharuan dalam pola pembelajaran. Seorang guru perlu memahami aspek-aspek yang akan diperbaharui agar dalam melaksanakan pembaharuan dapat terlaksana dengan baik.Kondisi ideal yang diharapkan dari hasil belajar IPS di sekolah dianggap belum sesuai dengan harapan, Pendidikan

This research in meant to know The Role of Character Education as the Formation of Student Character at Grade IV of 067952 Primary School Medan in Year 2020/2021. The research is a descriptive. The population in this study is 30 student Grade IV of 067952 Primary School Medan , and sampel in research this study is 30 student Grade IV of 067952 Primary School Medan, because is the sampel technical to pose totality sampel. Data collection tools use questionnaires and documentation of student report card grades at the end of the semester on June 29. Forms of the application of character education in the 067952 elementary school of medan are Take part in the flag ceremony every Monday, Pray before doing learning activities, When with a teacher or friend do a smile, and greetings, Getting used to respecting teacher or older ones, Getting used to maintaining class cleanliness and neatness, Get used to study hard, Accustom each other to respect and love fellow friends, and Get used to being humble and always grateful. In the questionnaire there is four answer choices and scoring techniques based on Liker scale that is one to four. From the research result obtained analysis data 15 statements with the value of calculation as much 42,45% which states that role of character education will influence the formation of student character and in the good category. So that character education at the 067952 Elementary School of Medan is good.

The aim of this research is to look at the governance of technology-based Islamic education at the madrasah level in the city of Medan, namely Madrasah Ibtidaiyah Al Quba. The study of this research uses qualitative research methods. Methods of data collection using interviews, observation and documentation. Interviews were conducted with teachers and students. The results of the study show that governance at the Al Quba Ibtidaiyah madrasah level, Medan is a significant matter, because along with changing times, technology cannot be avoided, so that if there are madrasas that do not keep up with the times, they will be left behind by other schools. What's more, schools are currently the same as competition to get students, so technology is the main source for introducing schools to outsiders.