Project Based Learning to Improve Online Geometry Learning in Elementary School Teacher Education Students in The Covid-19 Pandemic

The Covid-19 pandemic is still ongoing and requires learning to be done online. For this reason, it is necessary to use the right learning model so that learning objectives can be achieved. This research was conducted to improve learning outcomes of Geometry learning through a project-based learning model, namely Project Based Learning (PjBL). This research is a classroom action research (action research) which consists of two cycles. The subjects in this study were 124 students of PGSD FKIP UNS Kebumen Campus for the 2020/2021 academic year. Data collection techniques used are observation, interviews, and tests. This learning model is carried out in several steps, namely (a) presenting problems, (b) preparing project plans, (c) compiling a schedule of project activities, (d) monitoring project implementation, (e) presenting project results and (f) evaluating project results. The results of this study indicate that student learning outcomes increased, indicated by an increase in the average learning outcomes of cycle 1 by 71.2 and increased in cycle 2 to 81.3. Therefore, the Project Based Learning (PjBL) learning model can improve online geometry learning for PGSD FKIP UNS students, Kebumen Campus. © 2021 ACM.

Elementary School Students' Attitudes Towards Science Through Challenging Problem-Solving Tasks in the Covid-19 Pandemic

This study aims to investigate the attitudes of elementary school students towards any challenging task of learning science, especially during the covid 19 pandemic. In this study, the attitude characteristics observed were general attitude towards ideas and information, attitudes related to the evaluation of ideas and information, a commitment to a particular scientific belief such as loyalty to truth. The research was quantitative research. The research participants were elementary school students in grades 4-6 who received science lessons as many as 96 male and female students. The technique of collecting data is by interviewing online or through filling out google forms and observing. Quantitative data is analyzed by quantitative description. The interview data analysis technique for attitude uses qualitative analysis, namely data collection, data reduction, data display, and drawing conclusions. Qualitative data analysis assisted by ATLAS ti 8 Windows software. The results of the phased study of student attitudes during the pandemic showed that most of the students' attitudes towards competitiveness were happy with challenging assignments but had to be with parental participation or guidance. As for students whose parents are less attentive, their attitude does not show a positive attitude and their learning outcomes are not good. © 2021 ACM.

Spada-based learning in the Covid-19 priode primary teacher traning education faculty of teacher training and education sebelas Maret University

The purpose of this study is to (1) find the effectiveness of SPADA-based learning in the Covid Pandemic Period-19, (2) find the SPADA-based learning constraints in the Covid-19 Pandemic Period, and (3) find alternative solutions to SPADA-based learning constraints in the Pandemic Period Covid-19 at Primary Teacher Education, Faculty of Teacher Training and Education, Sebelas Maret University. This study uses a qualitative approach type case study on the Primary Teacher Education, Faculty of Teacher Training and Education, Sebelas Maret University Campus Kebumen in the even semester of the academic year 2019/2020.This study uses student respondents and lecturers of Primary Teacher Education. The instruments used were questionnaires and in-depth interviews. Analysis of the data used is qualitative data analysis, which includes: data reduction, data presentation, and conclusions. The results of this study indicate that (1) the effectiveness of SPADA-based learning in the Covid-19 Pandemic Period is not good, (2) SPADA-based learning constraints in the Covid-19 Pandemic Period, among which (a) lack of understanding of the concept of SPADA-based learning, (b) lack of readiness in implementing SPADA-based learning, (c) lack of readiness in the management of learning resources for SPADA-based learning. The alternative solutions are (a) the need to deepen the concept of SPADA-based learning, (b) increasing the readiness of implementing SPADA-based learning, and (c) improving the management of learning resources in SPADA-based learning. The conclusion of this research is that SPADA-based learning still needs to be improved, especially issues of socialization, understanding, and learning resource management. © 2020 ACM.