Reading literacy is the main key on develop knowledge. Reading literacy in elementary schools was developed through the implementation of the school literacy movement. The literacy activities are carried out as evidence of the implementation of the school literacy movement. This study aims to describe the implementation of reading literacy activity and read aloud in elementary schools. The research method used was descriptive qualitative through data collection based on a questionnaire and documentation study at ten elementary schools in Majalengka. The results show that literacy activities have been implemented in primary schools, although they have not been routinely carried out. Reading literacy methods used include read aloud, review, alphabetical methods, and reading comprehension. There are schools that have used read aloud as an effort to increase the reading literacy of elementary school students. Generally teachers in schools do not yet know the read aloud and its implementation. Training is needed for teachers to developing literacy activities in primary schools, so that could optimizing literacy activities through the use of various reading strategies.

This research was conducted to determine the increase in concept mastery of primary school students' teaching material through the use of media kits of science for kids. The research method used was quasiexperimental research using the matching only pretest and posttest control group design. The learning process uses the media kit of science for kids and the traditional learning media is used as a comparison. Learning takes place during four meetings, each learning process is carried out observing the implementation of learning activities. Research subjects were 55 students consisting of 28 students using the media kit of science for kids and 27 students with traditional learning media. The research instrument uses multiple-choice tests for concept mastery. The data analysis technique used n-gain mean data and non-parametric test t-test. The value of n-gain in class with a kit of science for kids media is 0.47 while in class with traditional learning media is 0.26. The results showed that an increased understanding of the material using the kit of science for kids was higher than students who received traditional learning media.

This study purposes to identify about elementary level understanding of the magnetic force over experiential learning. The indicator of understanding aspect used purposes to extent students’ understanding of the elementary school. The indicator that used in this study is a Bloom indicator. A descriptive-qualitative design and random sampling have previously been pretentious to accumulate data from fourth grade elementary students in one of Bandung Regency (27 participants: 9-10 years old). The instrument which is operated designed multiple choices with interview process. The significance shows that every aspect of understanding such as: modelling, classifying, comparing, explaining, and estimating students have dissimilar results. The students’ understanding mostly lies in the indicators of the aspects of understanding the exemplifying part. Toward entirety up, students’ understanding of elementary school is stumpy and necessities to be enhanced.

Abstrak. Penelitian ini bertujuan untuk memperoleh gambaran secara komprehensif mengenai keterampilan berpikir kritis siswa yang memperoleh pembelajaran RADEC berorientasi penyelidikan. Metode penelitian yang digunakan yaitu mixed methods, dengan sampel sebanyak 29 orang mahasiswa PGSD. Instrumen yang digunakan yaitu tes keterampilan berpikir kritis mengacu pada 5 aspek Critical Thinking Abilities yang dikembangkan Ennis (2011). Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis mahasiswa PGSD pada materi perkembangbiakan pada tumbuhan melalui pembelajaran RADEC berorientasi penyelidikan  memiliki kategori cukup (53,4%). Adapun keterampilan berpikir kritis tertinggi pada aspek the bases for a decision (59,1%) dan persentase terendah pada aspek basic clarification (44,5%). Hasil uji hipotesis menggunakan software SPSS 22 menunjukkan bahwa tidak terdapat perbedaan yang signifikan keterampilan berpikir kritis antara mahasiswa PGSD perempuan dan laki-laki. Namun demikian, nilai rata-rata keterampilan berpikir kritis perempuan (55,3) lebih besar daripada laki-laki (45,8), maka dapat disimpulkan keterampilan berpikir kritis mahasiswa PGSD perempuan lebih tinggi daripada keterampilan berpikir kritis mahasiswa PGSD laki-laki.Kata kunci: Keterampilan berpikir kritis, RADEC, Penyelidikan

This study aim is to identifying the childrens’ idea of the heat and temperature in their daily activity. Heat and temperature is the physic concept that easily found in children daily life. Knowing children idea is important to fix misconception because they bring the concept by themselves experience. A descriptive-qualitative design with observation has been implemented to gather data from 44 (5-6 years) children in three kindergartens in Tasikmalaya. The result showed that the children in early years understanding temperature as qualitative notion that they can sense rather than qualitative notion. Some case children use the same terms to describe the different temperature. This result can give description about children’s prior idea related heat and temperature to avoid or fix the misconception in the next level education.