Learning Local Content Based On The Excellence Of Shell Shells And Growing The Entrepreneurship Soul In Elementary School

This research leads to research on the development of local content models based on the advantages of clam shells in growing entrepreneurship. Art education is certainly interpreted comprehensively and contextually, art learning is not only viewed contextually and philosophically, but also becomes practical art learning, so as to be able to develop intelligence effectively. intellectual, emotional intelligence and spiritual intelligence, various approaches to art learning can be utilized according to the psychological level of students and school conditions such as the free expression approach, the discipline approach and the multicultural approach as well as the thematic approach, from these various approaches, of course, teachers have a very important role. Such as developing strategies and methods used, including in the process of assessing and evaluating student learning. So that everything needs to be prepared in the unit of learning and teaching tools. Art is a conscious effort to pass down all forms of transformation both in the fields of culture and art education which is a necessity where culture gives birth to art. The meaning of art education is the provision of aesthetic experiences, both in the form of experiencing the value of aesthetic beauty, which means that there are two parts, the first is appreciating and the second is creation. Creating learning models to develop students' aesthetic experiences so that they have sensitivity, creativity, initiative and taste in the value of expression and concern for the natural environment and social culture that exist around them Knowing how much influence the learning model has to foster an entrepreneurial spirit from a creativity that is done by students by doing various uses of used materials, waste, or processed products that can produce a craft that can be used 3) Knowing the effectiveness of the learning development model for arts, culture and crafts produces something beautiful and can be useful of course through the process the creativity and skills possessed by students in gaining experience in learning The research model used, namely the Research and Development (R&D) model, is a research method used to research so as to produce new products, and then test the effectiveness of these products. a learning model guide that becomes a reference for teachers of arts and crafts education in art learning for high school elementary school students

IMPROVING STUDENT LEARNING OUTCOMES WITH THE ICARE LEARNING MODEL MATHEMATICS LESSONSIN CLASS V SDN 9 PALU

This type of research is classroom action research. This study aims to improve student learning outcomes by using the ICARE learning model in mathematics class V SDN 9 PALU. The research subjects were 30 grade V SDN 9 students consisting of 16 male students and 14 female students. The results of the research in the first cycle showed the percentage of classical learning completeness (CBC) of 80% with the results of teacher and student observations in good criteria, while the second cycle showed the percentage of classical learning completeness (CBC) of 90% with the results of teacher and student observations in very criteria. well. Based on the percentage of completeness of learning outcomes and observation results, it can be concluded that applying the ICARE model can improve learning outcomes with triangular flat shape material in grade V SDN 9 students

RELATIONSHIP BETWEEN TEACHER TEACHING CREATIVITY AND STUDENT LEARNING OUTCOMES IN MATHEMATICS IN CLASS V SDN 14 BUNGKU DURING THE COVID-19 PANDEMIC

This The problem in this study is whether there is a relationship between teacher teaching creativity and student learning outcomes in mathematics class V SDN 14 Bungku during the Covid-19 pandemic. This study aims to determine the relationship between teacher teaching creativity and student learning outcomes in mathematics in grade V SDN 14 Bungku during the Covid-19 pandemic. The subjects of this study were all fifth grade students of SDN 14 Bungku with a total of 16 students. This research is a quantitative study, the design used in this study is a correlation design. The instruments used in data collection were observation, questionnaires and documentation. Student learning outcomes data were obtained from the students' daily test scores on fractions. The results of the research data analysis showed that: (1) The teaching creativity of teachers at SDN 14 Bungku during the Covid-19 pandemic was included in the very good category, there were 15 students or 93.75% who stated that the teacher's teaching creativity was very high and 1 student or 6, 25% stated that the teacher's teaching creativity was high. (2) Student learning outcomes in mathematics class V are included in the good category, there are 11 students or 68.75% of students whose mathematics learning outcomes get a very good predicate and 5 students or 31.25% students whose mathematics learning outcomes get a good predicate. (3) There is a significant relationship between teacher teaching creativity and student learning outcomes in mathematics. This can be seen from the acquisition of rcount> rtabel = 0.5151> 0.4973 at the 95% significance level or α = 0.05 and n-2 = 14 (16-2). The value of this correlation coefficient if interpreted at the interpretation value of the correlation coefficient can be categorized as "moderate" in the level of influence. Based on this, the hypothesis (H1) is "accepted", thus there is a relationship between teacher teaching creativity and mathematics learning outcomes for fifth grade students of SDN 14 Bungku during the Covid-19 pandemic.

ANALYSIS OF STUDENT LEARNING ERRORS IN COMPLETING THE OPERATIONS OF CLASS V ROUND NUMBERS OF SD NEGERI MALEWA

This study aims to describe the types of student learning errors in completing integer arithmetic operations and to determine the factors that cause student learning errors in completing integer arithmetic operations. This research is a qualitative descriptive study based on the polya steps. The subjects in this study were all class V, amounting to 3 students, and the sampling technique was using tests, interviews, and documentation. The instrument in this study was a test in the form of an integer arithmetic operation story question consisting of 5 questions. The results of this study can be concluded that: (1) misunderstanding of the problem, namely students do not write down what is known and asked, (2) errors in making plans, namely students do not determine the strategy and methods to be used to make problem solving solutions, (3) errors in implementing the plan is that students do not correctly write down the steps or work procedures in solving the problem (4) errors in re-checking, namely students incorrectly seeing (checking) the results obtained. The factors that cause student learning errors in completing integer arithmetic operations are (1) the student is in a hurry, (2) is afraid of a shortage of time, (3) the student is not able to solve the problem, (4) the student is not careful in working on story problems, ( 5) the atmosphere is less conduciv

Task-specific effects of reward on task switching

Although cognitive control and reinforcement learning have been researched extensively over the last few decades, only recently have studies investigated their interrelationship. An important unanswered question concerns how the control system decides what task to execute and how vigorously to carry out the task once selected. Based on a recent theory of control formulated according to principles of hierarchical reinforcement learning, we asked whether rewards can affect top-down control over task performance at the level of task representation. Participants were rewarded for correctly performing only one of two tasks in a standard task-switching experiment. Reaction times and error rates were lower for the reinforced task compared to the non-reinforced task. Moreover, the switch cost in error rates for the non-reinforced task was significantly larger compared to the reinforced task, especially for trials in which the imperative stimulus afforded different responses for the two tasks, resulting in a "non-paradoxical" asymmetric switch cost. These findings suggest that reinforcement at the task level resulted in greater application of top-down control rather than in stronger stimulus-response pathways for the rewarded task