Development Of Learning Activities Research Articles

THE CULTURE OF ARABIC LANGUAGE LEARNING IN THE PERSPECTIVE OF BERNARD SPOLSKY'S LANGUAGE POLICY

<p><em>This article examines the culture of Arabic language learning through the perspective of Bernard Spolsky's language policy. Spolsky defines language policy as language practice, language belief, and language management. In the context of Arabic language learning, language policy includes the implementation of appropriate curricula, effective teaching methods, and sustainable management of education. </em><em>This research uses qualitative studies. Data collection techniques are carried out through observation, interviews and documentation. To perform data analysis, researchers use analytical theory according to Miles and Hiberman by condensing data, presenting data and drawing conclusions. At the data validity checking stage, researchers used triangulation methods and peer discussions.The study's findings are as follows: First, the ministry of religion's policy teaching materials are implemented using the minister of religious affairs' decree number 183 of 2019, and the administration of both madrasas construct learning plans, selecting appropriate learning media and methods. In madrasah Aliyah Negeri 2 Malang, the concept is similar. In developing learning activities, there involves planning for learning. Second, in both madrasas, the actuality of studying Arabic is based on the 2013 curriculum. And the ministry of religion's policy in the field to be more innovative and intensive on learning Arabic, as well as the idea of dimadrasah Aliyah negeri 2 Malang for arabic language learning to be done in a network or from home.</em><em></em></p>

Factors Affecting the Use of ICT by Teachers at Nan Yang Technician College, China

Background and Aims: Nowadays, the application of information and communication technology in education is becoming increasingly widespread, which poses new requirements for the ICT application ability of teachers. The aim of this study is to explore: (1) The ICT ability level of teachers at Nan Yang Technician College; and (2) Factors affecting the ICT ability of teachers at Nan Yang Technician College. Methodology: The data was collected from 185 Chinese teachers from a technician school engaged by using the questionnaires and analyzed by Mean, standard deviation, and one-way ANOVA. Results: Research has found that: (1) The overall ICT application ability of teachers at Nan Yang Technician College is at a good level (M=3.56). From the five dimensions, only the evaluation and diagnosis dimensions are at a poor level (M=2.68; SD=0.92). The Technician literacy dimension (M=3.86; SD=0.65) and the learning and development dimension scored the highest (M=3.87; SD=0.62), both reaching a good level. The dimensions of planning and preparation (M=3.19; SD=0.64) and organization and management (M=3.35; SD=0.98) are at a moderate level. (2) There are significant differences in ICT application abilities among teachers of different age groups. The overall level of young vocational school teachers is higher than that of older teachers, especially in terms of planning and preparation, as well as organization and management. There is no significant difference in ICT application ability among teachers of different genders, educational levels, and teaching majors. Conclusion: The overall score of ICT application ability of teachers at Nanyang Technician College is at a good level, but it is relatively low compared to teachers from similar schools. The evaluation and diagnosis dimensions are at a poor level. In terms of influencing factors, age has a significant impact on the teachers of Nanyang Technician College. The ICT application ability score of older teachers is significantly lower than that of younger teachers. The ICT application ability of older teachers needs to be paid attention to. Other factors such as gender, education level, and the courses taught have no significant impact on the ICT application ability of teachers. Based on the analysis of research results, this study suggests that unique ICT enhancement strategies should be developed for different age groups of teachers. The development of learning activities should be based on the analysis of the teacher's situation, such as strengthening the evaluation and diagnostic abilities of teachers.

Development of Learning Activities Using Layered Teaching Methods and Taekwondo Abilities of First-year Students at Luzhou Vocational and Technical College

Background and Aims: Taekwondo is a martial art that originated on the Korean Peninsula and has since spread across the country as a movement that emphasizes moral development and physical fitness. The "Healthy China 2030 Planning Outline" intends to support youth sports, guaranteeing young people's daily physical activity and competency in a variety of sports. Thus, this paper aims (1) To develop learning activities and the layered teaching method for the Taekwondo course. (2) To compare Taekwondo abilities using a layered teaching method between the pre-test and the post-test. And (3) To study the students’ satisfaction with the layered teaching method for the Taekwondo course. The sample group is 45 first-year students at Luzhou Vocational and Technical College. Methodology: The population is 3 classrooms of students, totaling 180 students with similar knowledge and abilities, and the first-year students at Luzhou Vocational and Technical College in the first semester of the academic year 2023. The sample group is 45 first-year students at Luzhou Vocational and Technical College, in the first semester of the academic year 2023, obtained from the cluster sampling technique. Results: The results of the study were as follows;1) The development of layered teaching methods for the Taekwondo course has an average suitability value for all plans equal to 4.23, which is at a high level. (2) Students who studied using the layered teaching method for the Taekwondo course had higher Taekwondo abilities post-test than pre-test at a statistical significance of.05, and (3) Students who learned using the layered teaching method for the Taekwondo course had overall satisfaction at a very high level. Conclusion: The Taekwondo course's layered teaching approach proved to be very effective, greatly enhancing students' post-test performance and resulting in extremely high levels of overall student satisfaction. This technique successfully raises student engagement in Taekwondo as well as skill acquisition.

The Development of Basketball Learning Activities and Basketball Abilities Using Gamification Teaching Model for Advanced Vocational Student

Background and Aims The gamification teaching mode is a teaching method that integrates game elements into the teaching process. It stimulates students' enthusiasm and initiative and improves learning by creating a challenging and interesting play environment. In physical education teaching, the gamification teaching mode has been widely used, especially in improving students' basketball dribbling ability. Vocational students refer to those students who receive vocational education, and their learning goals pay more attention to the cultivation of practical skills and the improvement of application ability. As a common sport, basketball has important practical significance for higher vocational students. However, traditional basketball dribbling teaching is often based on technical training, which lacks enough interest and motivation, which can easily lead to the decline of students' learning interest and learning effect. Thus, the purposes of this study were 1) To develop learning activities for the gamification teaching model for the basketball course. 2)To compare basketball abilities using the gamification teaching model between the test and the post-test. And 3) To study student satisfaction with the gamification teaching model of the basketball course. Materials and Methods: The sample included 50 first-year students from Luzhou Medical Device Vocational College. In the first semester of 2023. Obtained by cluster random sampling technique. Research tools are used in lesson plans, basketball ability tests, and satisfaction questionnaires. In data analysis including percentages, means, standard deviations, and paired t-tests. Results: The results of the study were as follows; 1）The development of a gamification teaching model for the basketball course has an average suitability value for all plans equal to 4.38, which is at a high level. 2Students who studied using gamification teaching model learning activities had higher abilities of basketball post-test than pre-test at a statistical significance of.05 and 3）Students who learned using the gamification teaching model had overall satisfaction at a very high level. Conclusion: The basketball course's gamification teaching approach proved to be a highly appropriate and successful one, greatly enhancing students' post-test performance and generating exceptionally high levels of student satisfaction. According to the study, gamification can improve learning outcomes and increase student engagement in the classroom.

Development of Academic Achievement in Systemic Anatomy Course Through Flipped Classroom Teaching

Background and Aims: With the rapid development of modern information technology, the popularization of computers and networks not only changes the way of entertainment but also has a profound impact on the reform of teaching. With the diversification of knowledge acquisition methods, traditional teaching ideas and teaching methods have to face reform. The traditional infusing teaching method does not give play to the students' subjectivity, but also seriously blows the students' enthusiasm for learning. The flipped classroom teaching approach, on the contrary, pays more attention to the principal position of students, transforms the one-way transfer of knowledge in traditional teaching into a two-way interaction between teachers and students, to help students better understand and master knowledge, promotes the internalization of knowledge, and enhance students' learning initiative. The purposes of this study were; 1) To develop learning activities for the flipped classroom teaching approach in the Systemic anatomy course and 2) To compare academic achievement scores between pre-test and post-test using the flipped classroom teaching approach. And 3) To study the students’ satisfaction with the flipped classroom teaching approach in the Systemic anatomy course. Methodology: The sample consisted of 40 first-year students of Luzhou Vocational College of Medical Devices. In the first semester of 2023. Obtained by cluster random sampling technique. Research tools are used in lesson plans, academic achievement tests, and satisfaction questionnaires. In data analysis including percentages, means, standard deviations, and paired t-tests. Results: The results of the study were as follows; 1) The development of learning activities for the flipped classroom teaching approach in the Systemic anatomy course has an average suitability value for all plans equal to 4.31, which is at a high level. 2) Students who studied using flipped classroom teaching approach learning activities had higher academic achievement scores post-test than pre-test at a statistical significance of.05 and 3) Students who learned using the gamification teaching model had overall satisfaction at a high level. Conclusion: The Systemic Anatomy course's flipped classroom teaching strategy greatly increased students' academic progress and garnered high marks from them, according to the study. The post-test results were much higher than the pre-test results, and the learning activities that were devised were highly appropriate.

THIẾT KẾ HOẠT ĐỘNG HỌC TẬP MÔN TIN HỌC CHO HỌC SINH TIỂU HỌC SỬ DỤNG MÔ HÌNH 21CLD ĐỂ PHÁT TRIỂN NĂNG LỰC GIAO TIẾP VÀ HỢP TÁC

Communication and collaboration competency is one of three core general competencies specified in the 2018 Vietnam General Education Curriculum. However, teachers encounter difficulties in designing appropriate learning activities and assessing the development of communication and collaboration skills to cultivate this competency. The 21st Century Learning Design (21CLD) model, proposed by Microsoft, is a teaching framework aimed at developing essential skills in students, including communication and collaboration. This study compared the 21CLD model with the common and core competency framework specified in Vietnam's 2018 General Education Curriculum and found similarities between the two assessment frameworks. Therefore, this article will present Microsoft's 21CLD model, detailing assessment levels according to specific criteria for each skill, and propose a process for applying this model to develop learning activities for Informatics at the elementary level to enhance students' communication and collaboration competency. Keywords: 21CLD; learning design; communication and collaboration; teaching Informatics; primary education.

Enhancing creative problem solving and learning motivation in social studies classrooms with gamified cooperative learning

Creative problem solving (CPS) is crucial for learners in our rapidly changing society. Literature suggests that cooperative learning environments, which encourage the exchange of ideas and new perspectives, can foster CPS. However, in reality, students often face low motivation, which hinders their willingness to work collaboratively. Limited empirical research has simultaneously addressed both CPS and learning motivation. Therefore, this quasi-experimental research aims to compare CPS and learning motivation in social studies before and after participation in gamified cooperative learning activities (GCL) and traditional cooperative learning activities (TCL), as well as between the two groups. The study involved 64 seventh-grade Thai students selected through purposive sampling. Data analysis included descriptive statistics, paired samples, and independent-samples t-tests. The findings indicated a significant increase in overall CPS and learning motivation in the GCL group. Furthermore, the overall CPS of the GCL group was significantly higher than that of the TCL group, although certain subcategories did not show significant differences. This study provides empirical insights into developing learning activities that enhance creative problem-solving and learning motivation, contributing to the literature on cooperative learning approaches that incorporate gamification.

ANALISIS KOMPETENSI PEDAGOGIK GURU DALAM PEMBELAJARAN TEMATIK KELAS III B DAN III C DI SDN X JAKARTA BARAT

This research only focuses on teacher pedagogical competence in teaching thematic for third grade III B and III C of SDN X West Jakarta. Pedagogic competence is an ability that must be mastered by teachers in carrying out their professional duties, namely in managing, implementing, and evaluating learning. The aims of this study were to: (1) describe the pedagogic competence of teachers in thematic learning for class III B and III C, (2) describe the inhibiting factors of teachers in implementing thematic learning for class III B and III C, and (3) describe the supporting factors for teachers in the implementation of thematic learning class III B and III C. The method used is qualitative research using a qualitative descriptive approach. Data collection techniques were carried out by means of observation, interviews and documentation. Data analysis techniques are carried out by collecting data in the field, data reduction, data presentation, and drawing conclusions. The validity of the data is carried out through credibility tests, namely source triangulation and member checking. The results of this study indicate that the pedagogical competence of class III B and III C teachers in the implementation of thematic learning in class as a whole is good. Teachers can understand the characteristics of students, are able to master learning theory and learning principles, teachers carry out curriculum development and educational learning activities, develop students' potential, and carry out assessments and evaluations. From the results, the percentage of teacher competency obtained is still categorized as low, namely 65%. Teachers need to improve the quality of their pedagogical competence in order to become professional teachers. Teachers are expected to be able to maintain and improve their pedagogical competencies so that thematic learning can run optimally.

Conceptualizing and integrating intercultural communicative competence in the English Language Teaching

Numerous higher education institutions prepare students English skills for life and jobs in a globalized world in light of current developments in international education. For many universities, they entails expanding educational exchange opportunities for domestic and international students, internationalizing the curriculum and campus, and helping students achieve intercultural competency. This research explored the concept of intercultural communicative competence in the teaching of the English language. It articulated the Byram’s framework. This research was a literature study with descriptive qualitative research and the latest literature review to illustrate the importance of integrating intercultural communicative competence (ICC) to the instructor in English learning and teaching. Some collection and review of references through scientific literature sources related to ICC and the integration in English language teaching keywords were addressed. As for the author's reference sources, they were determined from 2015 to 2023. The results of the study showed that the promoting and conceptualizing ICC in English classroom practice to the teacher has an important role in helping students achieve and develop learning activities that can be practiced directly by students in everyday life. Moreover, it was also mentioned that integrating the framework of the proposed concept into English Language Teaching (ELT) could help students develop their linguistic, intercultural competence, and sociocultural skills to communicating in proper English in appropriate real-life situations, and raised the teachers’ awareness.

Creativity Development of Secondary School Students Using Four Thinking Activities Blended Inquiry-Based Learning

Creative thinking is more than just thinking; it is a practical ability based on knowledge and experience that allows a person to accomplish things better. The objectives of this research were to design science learning activities and promote the creativity of eighth-grade students who received four thinking activities with inquiry-based learning to pass the 70% requirement and to examine the satisfaction of grade 8 students toward blended learning management of four thinking activities with inquiry-based learning. A total of 31 eighth-grade secondary school students at a public school in Northeast Thailand were selected using purposive sampling in the first semester of 2022. The research tools were seven learning management plans using four thinking activities combined with inquiry-based learning on the topic of the human body, a creativity test, and a satisfaction questionnaire. The statistics used were mean, standard deviation, and percentage. The findings revealed that combining learning management with inquiry-based learning resulted in the development of learning activities. The average score for creativity was 16 (80%), from a total of 20 points. The standard deviation was 1.54, which passed the requirement of 70%. Students were satisfied with the four thinking activities and inquiry-based learning, with a mean value of 4.39, representing a high level of satisfaction. Keywords: four thinking activities, inquiry-based learning, creativity, science learning activities, action research

MANAJEMEN PENGEMBANGAN KEGIATAN BELAJAR MELALUI KECERDASAN KINESTETIK

The title was made in this study about management development learning activities through the kinesthetic intelligence against the background of the problem based on the application curriculum of the 2013 demand the liveliness of the learners in the learning process, because physical motion turned out to have major contributions as revealed based on venon magnesen research say that brain of the human quick to get information from visual modality moving. Learning by doing must be a priority, because student learns 20% by reading, 30% by listening, 40% by looking, 50% by speaking, 60% by doing and 90% by looking, speaking and doing. The goal for obtaining an overview of the steps of planning, implementation, brominated and solutions in developing management development learning activities through the kinesthetic intelligence. Then was able to muster an effective category learning activities as well as efficient or can we take apart that learning it the right grind and grind it correctly. While the research conducted using qualitative methods descriptive observational field as well as supporting documentation. As for the results of the research obtained by the researchers are learning activities through the kinesthetic intelligence methods actually build a very productive learning atmosphere, during the development of the visible learning activities learning well and learners are very enthusiastic for the contribute in learning activities. Then it can be inferred that learning must have a principle of motion, change and evolve, kinesthetic intelligence help the whole body more responsive learning activities, class as a learning space should be one place of learning, and the teacher is able to realize the needs of every learner in the learning. Problems encountered based on explanation of the findings above, it is likely to be passive learners when learning activities are less than creative categories. The recommendations could be given for teachers on request able to conceptualize the active learning activities.

Pemanfaatan Media Berbasis Power Point Untuk Menumbuhkan Antusiasme Siswa dalam Materi Pendidikan Agama Islam di Sekolah Dasar

The purpose of this research is to find out the learning of Islamic Religious Education with the use of power point-based media at Surya Menang Elementary School. This research was conducted at Surya Menang State Elementary School, in the odd semester of the 2022/2023 Academic Year. Source of data in this study using primary and secondary sources. Data collection techniques by interviews, while data analysis in this study is data reduction, data presentation, and conclusions. The technique of guaranteeing the validity of the research data is the source triangulation method. The results of the research, namely at Surya Menang State Elementary School, it can be seen that learning using power point-based media can improve the quality of learning in Islamic Religious Education material. Based on the development of learning activities and learning outcomes that were seen during the research, all of them have increased to trigger the enthusiasm and willingness of students to learn and learn Islamic Religious Education materials will also be liked so that they are easily understood and understood by students. This quality improvement can be seen in the process and learning outcomes of Islamic Religious Education materials.

Our World, Our Futures: Transforming Education Through Environmental and Sustainability Education

Environmental and sustainability education is critical to the world we live in today. Our World, Our Futures, a small-scale, cross-cultural participatory study, explored what transformative environmental and global citizenship education might look like in primary schools across two contexts. The study aimed to explore how teachers innovate curriculum through a flexible, cross-curricular approach within the constraints of the existing formal school curriculum. Informed by a culturally situated, responsive approach to researching with students and teachers, the research team supported the teachers in developing learning activities that forefronted the students’ situated knowledge, ideas and concerns about the environment. The students were invited to create and share art and other texts reflecting their perspectives on local environmental issues, their aspirations for their future spaces and their active roles as global citizens. Teachers were invited to reflect on how, and the extent to which, ideas of global citizenship, environmental and sustainability education can be incorporated into the curriculum, exploring how the project supported teachers’ pedagogical praxis, autonomy and professional learning. Through these activities, data such as teacher interviews, classroom observations and artefacts of student work were gathered. The data were analysed to identify ways in which students’ cross-cultural dialogue developed along with teachers’ pedagogical development in integrating transformative and contextually relevant pedagogical approaches for delivery of environmental and sustainability education. The findings demonstrate the complexities and challenges of collaborating across distances, cultures and time zones, and of using virtual platforms. Finally, the findings present curriculum development as a lived, dynamic and experimental process that develops teacher autonomy and professional learning.

Kontribusi Pura Dasar Buana Amerta Jati Siwa Buda dalam Pengembangan Bahan Ajar Prodi Teologi Hindu STAHN Mpu Kuturan Singaraja

Dasar Buana Amerta Jati Siwa Buda temple is a temple located in Tajun Village, Kubutambahan District, Buleleng Regency. The location of this temple is between a cliff and a forest. However, the uniqueness of the temple is reflected in the presence of different cultures in one temple area. In the innards of the temple there is a Meru building as a symbol of Hinduism and a stupa as a symbol of Buddhism. Until now there are still Buddhists who are active in praying to Dasar Buana Amerta Jati Siwa Buda temple, especially when the piodalan day arrives. Thus Dasar Buana Amerta Jati Siwa Buda temple provides space for Hindus and Buddhists to develop an attitude of tolerance. Moving on from this, the Dasar Buana Amerta Jati Siwa Buda temple has contributed to the development of teaching materials at the Hindu Theology Study Program STAHN Mpu Kuturan Singaraja. Contributions can be seen in the development of teaching materials for Shiva Siddhanta, Social Theology, and Hindu Cultural History courses. With the Dasar Buana Amerta Jati Siwa Buda temple as a learning medium, students do not only learn in theory. Both lecturers and students find it easier to develop learning activities.

Postsecondary Students’ Social Stress and Learning Styles

Postsecondary students can experience anxiety or stress upon initial entry into large campus classrooms or education abroad settings. Social phobia scrutiny fears combined with social interaction anxieties may culminate in social anxiety disorder or social stress. Social stress may negatively affect one’s enjoyment and fulfillment of learning and one’s ability to learn. This study investigated relationships between students’ social stress, educational setting, learning style, and demographics using the Social Phobia Scale, Social Interaction Anxiety Scale, and the Learning Styles Inventory. Through a multiple correlational design, quantitative analysis revealed that social stress was positively associated with reflective observation and assimilative learning styles, but negatively associated with active experimentation learning styles for 144 students at a large southern US university. Females and on-campus students experienced more social stress than did males or those who participated in education abroad. Multiple linear regression revealed a significant increased level of social stress among minority students. About 18% of the variance in social stress was accounted for by significant independent variables (accommodative and convergent learning styles, being male, and Caucasian). Increased understanding of associations between social stress and learning style will help educators develop learning activities that promote inclusiveness for all. Continued research is needed to learn how to decrease social stressors in postsecondary education, especially for female and minority students to enable equitable learning spaces.

Characteristics of Students’ Cognitive Ability on the Hyperopia Concept: Rasch Analysis

Knowing the characteristics of students' cognitive abilities is very useful for designing appropriate learning so that students can achieve holistic cognitive abilities. This study aimed to analyze the characteristics of students' cognitive abilities on the hyperopia concept. Rasch analysis includes person and item analysis, which is used to analyze the characteristics of students' cognitive abilities. The research subjects were 64 K-10 students consisting of 38 female students and 26 male students at a public high school in West Bandung Regency. The instrument used to identify students' cognitive abilities on the hyperopia concept is an essay test consisting of 6 items from levels C1-C6 according to the revised Bloom's taxonomy. The results show that the student's cognitive abilities at the level of remembering (100%), understanding (94%), and applying (91%) are in the very good category. Meanwhile, the cognitive abilities at the analyzing, evaluating, and creating levels were below the average cognitive abilities of the students (logit value 0.79). The cognitive ability of female students at the analyzing level is significantly higher than that of male students. The results of this study can be used as an assessment to develop learning activities.

Improving global competence in classroom-based experiential learning activities

The purpose of this research was to develop learning activities to improve global competence for a classroom-based course in the field of clothing and textiles and explore how those activities affected the global competence of college students. To achieve this goal, the researchers proposed the following objectives: (a) develop learning activities on global competence and (b) explore the influences of newly proposed learning activities on the global competence of college students. The authors analyzed students’ reflective essays to identify themes through constant comparative analysis. The authors found participants learned about the Japanese culture through diverse aspects of global competence—affective, cognitive, and behavioral dimensions—throughout the semester via these learning activities. The authors also found informal writing could work as a starting point, where students were slowly exposed to a different culture, and reflective essays worked as a final summarizing phase where students could think further about their learning process related to global competence. This research is significant in terms of providing an empirical example of how to increase global competence in classroom-based courses. Additionally, scholars and teaching practitioners can gain insights from this study on how to improve global competence for the future workforce in a global economy.

The Development of Mathematical Problem-Solving and Reasoning Abilities of Sixth Graders by Organizing Learning Activities Using Open Approach

The researchers found that sixth-grade students at Traimit Pattana Suksa School had limited problem-solving and mathematical reasoning skills, which was attributed to the way their learning activities were organized by their teachers. The traditional approach did not allow students the freedom to think and practice solving a variety of problems in unconventional ways that mirror everyday life. To address this, the researchers applied an open approach to organizing activities and developed learning activities that fostered problem-solving and mathematical reasoning skills of the students. The goal of the study was to achieve an average score of not less than 70% using action research based on the concepts of Kemmis and McTaggart. Data were collected using a Sub-test at the end of the operating spiral, Mathematical Problem-Solving Ability Test, Math Reasoning Ability Test, and student behavior observation form. The data were analyzed using descriptive statistics, including percentage, mean, and standard deviation. The findings showed that the open approach to organizing activities can effectively develop the mathematical problem-solving and reasoning capabilities of students. The students were able to create work pieces, explain different types of 3D geometric shapes, show how to find the volume of a rectangular shape from given problem situations, and provide reasons to verify their ideas.
 
 According to the test results, 13 students (81.25% of the total number of students) had the ability to solve mathematics problems at 70% or higher, and 15 students (93.75% of the total number of students) had mathematical reasoning ability that met the criteria of 70% or higher.

Upaya Mengembangkan Kompetensi Guru Penggerak di Sekolah Dasar Pada Kurikulum Merdeka Belajar

Curriculum changes that occurred during the Covid-19 pandemic made the government reformulate the existing national education “Kurikulum 2013” to become “Merdeka Belajar” Curriculum (independent learning). The schools and teachers became the important institutions in the Independent Learning Curriculum that focused on the character of the Pancasila Students Profile. The teacher competencies need to be improved to achieve the learning objectives through the Sekolah dan Guru Penggerak (the activator schools and teachers). The role of the activator teachers was to improve the teachers’ quality in implementing the Independent Learning Curriculum. The purpose of this study is to determine the efforts of the teachers in improving their competence through the predicate of the Activator Schools. The research was conducted referring to a descriptive qualitative approach. The research was carried out at one Activator School, which was the Elementary School 4 Koba in the Koba district. The purposive sampling technique was used. The primary data sources were obtained through observations and discussions with 7 female teachers in low and high grades. Meanwhile, the secondary data sources were obtained from the previous studies from international, Sinta 1, and Sinta 2 journal articles. The interview process was done in a semi-structured way by providing a form, then the data results were analyzed by reducing and concluding. The results of this study revealed that the activator school sought to develop learning activities that realizes the characters of Pancasila to the students. The components that needed improvements was the teachers’ ability to do innovation in the lesson plan that contains the characters of Pancasila. The concerns faced by the activator teachers was that the training activities were carried out online in a short time, that reduced the opportunity to train making indicators and the implementation. It is suggested the school look for information from relevant education agency sources.

Analysis of Critical Thinking Skills of Prospective Elementary School Teacher Student

Objective: Education is one of the basic needs of humans. The current educational challenge is to produce individuals who can compete in the 21st century. We can access various information freely via the internet, and there is no guarantee that the news we see is true. To use this information properly, individuals must evaluate data and information sources. Method: The type of research used is qualitative research. The population in this study is all ESTE FoE Unesa students, and the sample used is the 2018-2020 class. The sample used was class 2019, D, and F, totaling 84 students. The data collection method used in this study is the test. The instrument used in this study was a critical thinking skills test. Data analysis was carried out in percentage terms. Results: The results showed that the critical thinking skills of Elementary School Teacher Education Faculty of Education Unesa students were in a low category. The results of this study are expected to be used by lecturers or researchers to design and develop learning activities that can facilitate students to practice critical thinking skills. Novelty: Lecturers can design the implementation of learning in the classroom that trains critical thinking skills to become more qualified, effective, and efficient.