The writing of this article aims to describe the learning of social studies in elementary schools as a medium to strengthen multicultural education in the era of the curriculum 2013. Writing methods used are qualitative descriptions and literature studies. Social studiesis one of the subjects found in the basic education curriculum.Social studies essentially examines human relationships with the environment. The environment in question here is one of the ethnic, religious, racial, ethnic and linguistic diversity in Indonesian. Become, the context of social studies learning is multicultural education.Multicultural education is a process of developing human potential that values heterogeneity as a consequence of diversity based on the principle of equality, mutual respect, and mutual acceptance and understanding of the moral commitment to bring about social justice. But in fact, social studies learning has not been applied as a medium of multicultural education.Therefore, through the implementation of curriculum 2013 Social studies subjects as a medium to strengthen multicultural education.This is because the implementation of the 2013 curriculum is oriented towards the formation and development of learners' character in diversity.

AbstrakPembelajaran IPS hendaknya disajikan semenarik mungkin agar peserta didik dapat memahami seluruh kajian yang terdapat pada pembelajaran IPS dengan mudah. Dengan demikian, maka perlu dihasilkan modul pembelajaran IPS berbasis multimedia interaktif untuk siswa kelas IV seko dasar. Metode penelitian yang dilakukan adalah penelitian pengembangan atau development research. Hasil dari penelitian diperoleh rerata nilai validasi perangkat multimedia 3,40 kategori valid. Hasil uji coba praktikalitas diperoleh hasil respon peserta didik kelas IV selama pembelajaran praktis dengan rata-rata 3,67 dalam kategori sangat sesuai. Hasil respon guru terhadap praktikalitas modul IPS dalam kategori praktis dengan rata-rata sebesar 3,38. Hasil pengamatan aktivitas peserta didik dalam satu kali kegiatan pembelajaran dalam kategori tinggi yakni dengan skor rata rata perolehan sebesar 71,15. Hasil pengamatan aktivitas pada saat penyebaran (disseminate) menunjukkan bahwa aktivitas peserta didik termasuk dalam kategori tinggi d perolehan sebesar 68,33. Maka, dapat disimpulkan modul pembelajaran multimedia interaktif baik digunakan dalam kegiatan pembelajaran. AbstractIPS is a knowledge which sustained many kinds of disciplinary knowledge and the humanities. It also includes human activities covers as scientific which purpose to give knowledge and comprehension for students in Elementary School. Teaching IPS must be interesting for students in order, they comprehend all of the materials easily. Therefore, it is necessary to create module of learning IPS as bas Interactive multimedia for students at grade IV in Elementary school. MULTIMEDIA DASAR hendaknya disajikan semenarik mungkin agar peserta didik dapat memahami seluruh kajian yang terdapat pada pembelajaran IPS dengan mudah. Dengan demikian, maka perlu dihasilkan modul pembelajaran IPS berbasis multimedia interaktif untuk siswa kelas IV sekolah Metode penelitian yang dilakukan adalah penelitian pengembangan atau development research. Hasil dari penelitian diperoleh rerata nilai validasi perangkat multimedia 3,40 kategori valid. Hasil uji coba praktikalitas diperoleh hasil respon peserta didik kelas IV selama pembelajaran sangat dalam kategori sangat sesuai. Hasil respon guru terhadap praktikalitas modul IPS dalam rata sebesar 3,38. Hasil didik dalam satu kali kegiatan pembelajaran dalam kategori tinggi yakni dengan skor rata-. Hasil pengamatan aktivitas pada saat penyebaran (disseminate) menunjukkan bahwa aktivitas peserta didik termasuk dalam kategori tinggi dengan Maka, dapat disimpulkan modul pembelajaran multimedia interaktif baik digunakan dalam IPS is a knowledge which sustained many kinds of disciplinary . It also includes human activities covers as scientific which purpose to give knowledge and comprehension for students in Elementary School.eresting for students in order, they comprehend all of the materials easily. Therefore, it is IPS as base of Interactive multimedia for students at grade IV in ElementaryThe methodology of this research is development research. Thi...

Education as explained above, the point is humanizing human beings based on the Pancasila and the 1945 Constitution. This, of course, will have different meanings when viewed today, education is used as a way to find jobs. So that the graduates produced may not necessarily have a good attitude or character. Therefore, education that has a meaningful and purposeful goal (humanizing humans) must be returned by not making education as a land to draw human beings as workers only. The government as the executor of the task should not only look at the challenges of the work world but also need to pay attention to the moral degradation that occurs in Indonesian society today.

This research aims to describe the difference in learning outcomes of cognitive and affective aspects of IPA students by applying cooperative learning model type Two Stay Two Stray with conventional method in class IV SD 34 Air Pacah Padang. The type of research is experimental research. Place of study at SD 34 Air Pacah Padang with the number of research sample there are two classes that is student class IV A and IV B with amount of student 49 student. Analyze technique using t -test. The results showed that the learning outcomes of cognitive aspects of the average IPA in the experimental class is 86.25 and the control class is 74.8. Hypothesis testing using t-test shows tcount> ttable, with tcount of 2,91 and ttable value equal to 1,68 at significant level significant 0,05. The learning outcomes of the affective aspects of experimental class and control class with experimental grade grade were 75.83 and 70.63. Hypothesis testing using t-test shows tcount> ttable, with tcount value of 1.81 and ttable value equal to 1.68 at significant level significant 0,05. Based on the result of this research, it can be concluded that there is a significa nt difference between the cognitive aspect and affective of the experimental and control class students using the Two Stay Two Stray learning model

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