This study discusses about the teachers performance in optimizing learning in the Full Day school program at SMAN 22 Makassar. This research was qualitative research. Data collection methods obtained through observation, interviews and documentation. The data was analyzed by reducing data, presenting data, verifying data, and validating data (triangulation). The result of the research showed that; the first was the teacher performance at SMAN 22 Makassar has improved such as planning, implementation and evaluation. The second was Full Day school at SMAN 22 Makassar about school schedules based on school rules. The third was Effective efforts to optimize learning are carried out by teachers and schools. The teacherteach the learning to the students, gave some motivation and learning methods. The school helps teachers by school rules, teaching and learning process (PBM picket) and controlled by hand master in the school.

Children Religious development, especially for children's knowledge about the virtues of fasting for Muslims, is very important to be stimulated because it becomes the basis for children to be able to know their religion. Through stories directly, it can stimulate children's development, especially about knowledge of the virtues of events for Muslims in the world. This study aims to determine the knowledge of knowing the age of child after the application of the storytelling method to children 5-6 years old. This community service research in the form of service learning was carried out at Aisyiyah Bustanul Athfal II Kindergarten Perumnas with a total of 4 children with 2 girls and 2 boys. The instruments used were picture paper, observation sheets for children and intervention implementation sheets. Data were analyzed using descriptive statistics. The results showed that children were able to increase their knowledge through storytelling activities. The findings in this study imply that the increase in knowledge of 2 girls is better than the increase in knowledge of 2 boys.

Giving stimulation in early childhood is very important for optimizing children's development, including fine motor skills. It is important to optimize fine motor development stimulation because it will affect the child's readiness to maximize the movements of the wrist and fingers. This also affects the coordination of the child's eye and hand functions so that he can process the information he receives at the same time. This study aims to determine the improvement of the child's eye and hand coordination after applying the method of thickening the dotted line to children aged 4 to 5 years in community service research through service learning at TK Aisyiyah Bustanul Atfhal II Perumnas Makassar City with a total of 4 participants. children. In its application, it uses a dotted line patterned drawing paper instrument, an observation sheet, and an evaluation sheet for the implementation of the intervention. The data obtained were analyzed using descriptive statistics. The results of this research show that the application of thickening the dotted line is effective in improving children's hand and eye coordination in carrying out activities simultaneously. This study implies that the development of hand-eye coordination in stimulated children has different speeds.

Tujuan penelitian ini adalah untuk mengetahui apakah terdapat perbedaan hasil belajar matematika peserta didik yang diajar menggunakan Metode Polya berbantuan soal cerita dengan tanpa berbantuan soal cerita. Penelitian ini merupakan jenis penelitian experimen semu (Quasi Experimental Design) dengan desain penelitian Non Equivalent Control Group Design. Populasi dalam penelitian ini adalah seluruh peserta didik kelas VIII MTs Negeri Sinjai Utara yang berjumlah 152 peserta didik dengan sampel penelitian berjumlah 61 peserta didik yang berasal dari dua kelas yaitu VIIID dan VIIIC. Pengambilan sampel yang digunakan yaitu teknik Simple Random Sampling. Instrumen yang digunakan berupa tes terdiri dari Pretest dan Posttest. Selanjutnya dianalisis dengan menggunakan statistik deskriptif dan statistik inferensial. Berdasarkan hasil analisis deskriptif diperoleh, nilai rata-rata pretest sebesar 50,77 dan posttest 67,20 dengan peningkatan sebesar 16,43 pada peserta didik yang diajar menggunakan Metode Polya tanpa berbantuan soal cerita. Nilai rata-rata pretest diperoleh 48,97 dan rata-rata posttest sebesar 69,29 dengan peningkatan sebesar 20,32 pada peserta didik yang diajar menggunakan Metode Polya berbantuan soal cerita. Hasil analisis inferensial diperoleh nilai signifikan = 0,318. Sehingga dapat disimpulkan bahwa tidak terdapat perbedaan rata-rata hasil belajar matematika antara peserta didik yang belajar menggunakan Metode Polya dalam menyelesaikan soal matematika berbantuan soal cerita dengan peserta didik yang belajar menggunakan Metode Polya tanpa berbantuan soal cerita. Hal ini disebabkan karena pada dasarnya Metode Polya memiliki banyak kesamaan dengan metode pemecahan masalah yang lain, yakni mempunyai karakteristik dan sintaks yang menunjang agar pemecahan masalah dari peserta didik dapat meningkat.