Penelitian ini bertujuan mendeskripsikan (1) pengembangan media pembelajaran Wayang Karakter pada pembelajaran tematik kelas IV sekolah dasar, (2) efektifitas media pembelajaran wayang karakter pada pembelajaran tematik, dan (3) hasil pengembangan media pembelajaran wayang karakter pada pembelajaran tematik. Metode yang digunakan pada penelitian ini adalah jenis penelitian pengembangan (Research and Development) dengan desain pengembangan 4D, yaitu define (Pendefinisian), design (Perancangan), develop (Pengembangan), disseminate (Penyebaran). Penelitian ini dilakukan pada siswa kelas 4 pada pembelajaran tematik. Metode pengumpulan data yaitu observasi, dokumentasi, wawancara, dan angket. Diperoleh hasil pertama, penelitian dan pengembangan media pembelajaran Wayang Karakter pada pembelajaran tematik kelas IV sekolah dasar dapat dilakukan dengan menggunakan desain pengembangan 4D. Kedua, media pembelajaran Wayang Karakter telah diuji efektfitasnya melalui uji coba terbatas pada kelompok kecil posttest dengan hasil 78,57%  dan lebih dari 75% siswa tuntas dalam belajar yang berarti media pembelajaran efektif digunakan untuk pembelajaran tematik pada kelas 4 sekolah dasar. Ketiga, hasil pengembangan media pembelajaran wayang karakter diperoleh hasil yang “Baik” pada penilaian ahli materi dengan skor rata-rata keseluruhan 4,00. Penilaian ahli media memperoleh skor rata-rata 4,69 dengan kriteria “Sangat Baik”, dan penilaian ahli pembelajaran dengan skor rata-rata 4,70 dengan kriteria “Sangat Baik”. Pada ujicoba kelompok kecil diperoleh penilaian dengan rerata skor 4,70 termasuk kriteria “Sangat Baik”. Diharapkan media pembelajaran wayang karakter dapat memotivasi guru untuk menggunakan media pembelajaran dalam pelaksanaan pembelajaran tematik di sekolah terutama pada teks bacaan panjang.

This research aims to develop a picture storybook to increase childrens’ understanding about earthquake and tsunami disaster mitigation. This type of research is Research and Development (R&D) with the ADDIE development model which consists of five stages, namely, analysis, design, development, implementation, and evaluation. The data collection techniques used were observation, tests, questionnaires, and documentation. The data analysis technique used is the analysis of the level of validity of the product and the data analysis of the test results with paired sample t tests. The results showed that: (1) the earthquake and tsunami disaster mitigation picture storybook media has been developed using the ADDIE model, (2) the picture storybook media is declared "Very Valid" based on the average media expert assessment of 4.5, the average material expert assessment of 5, and the average linguist assessment of 4.36, (3) the development results show that children's responses to picture storybook media are very positive with an average small group response questionnaire of 4.71 (Very Valid) and an average large group response questionnaire of 4.38 (Very Valid); (4) the picture storybook media is declared effective in increasing children's understanding of earthquake and tsunami disaster mitigation with the results of the t test sig. (2-tailed) 0.004 < 0.05.

This research aimed to describe the reflective thinking process of eighth-grade students of junior high schools in solving mathematical problems of circle material based on mathematical reasoning. It was a qualitative descriptive with a case study approach. There were 6 subjects selected by using purposive sampling technique based on mathematical reasoning levels. The methods used were test, interviews, and documentation techniques. The results showed that students with high mathematical reasoning level were able to fulfill all indicators of the reflective thinking process including identifying facts and questions, explaining the operations to be chosen, carrying out plans, and giving logical conclusions with indicators students wrote the correct final answers based on the order of the previous problem solving process; students with medium mathematical reasoning fulfilled two to three indicators of identifying facts and questions, explaining the operations to be chosen, carrying out a problem-solving plan; students with low mathematical reasoning fulfilled an indicator of identifying facts and questions; students tend to experience errors in the calculation aspects, lack of students’ prior knowledge, understanding, and mathematical attitude. It was concluded that there is a connection between problem solving and mathematical reasoning with reflective thinking ability of students. It have implications for teachers to condition mathematics learning by paying attention to students’ thinking skills.

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