The Training of The Use of Finale Software in Songs Notation for Cultural Teachers of SMP In Pontianak

This Community Service (PKM) activity is motivated by the lack of knowledge and skills of most art and culture teachers in writing music notation with beam notation in junior high schools in Pontianak. Thus we need a media that can help accelerate and exact the understanding and skills of writing music notation. The method used is the implementation of the final program in the form of training and mentoring to increase interest, knowledge, and skills in writing block notation. The training is delivered in a variety of ways through lectures, demonstrations, questions and answers, and practices at MGMP (Subject Teachers' Group) teacher group meetings. The results of the activities show that the training program has achieved the expected objectives, namely increasing the interest, knowledge, and skills of teachers in writing block notation with finale media. It is indicated by the teacher's response to the activity, the results of the assignment, and the final test for writing simple songs.

Teachers’ Effort to Implement Cultural Education and National Character Values through PPKn in Senior High School

This study is titled: Teacher's Efforts to Implement Cultural Education and National Character Values Through Learning West Kalimantan State High School Bengkayang PPKn. The problem in this study is "How Teachers' Efforts to Implement Cultural Education and Nation Character Values Through Learning PPKn in Bengkayang State High School, West Kalimantan Province. This study aims to" obtain objective information and clarity regarding the Implementation of Character Education through learning PPKn in the Learning Process in Bengkayang State High School. This research is reviewed from two benefits, namely theoretical and practical benefits. The population in this study were students and teachers of Bengkayang State High School PPKn. Data collection was carried out using direct communication techniques using a questionnaire as a data collection tool, indirect communication techniques using interview guides to school principals, teachers, and students who were designated as informants. Besides these two tools, observation techniques and documentation techniques are also used. Data processing uses non-metric descriptive statistical techniques with 1) the formula "Percentage" to find out the percentage of success of the PPKn teacher Applying cultural education and national character values. 2) the "Mean" formula to find the average number of school success rates. Implement cultural education and national character values from the School Indicators, Class Indicators, and Student Behavior Indicators. 3) Standard Deviation (SD) formula to find out the highest and lowest levels of each school applying cultural education and national character values. 4) Absorption formula to determine the level of absorption of each school using each School Indicator effect, Class Indicator, and Student Behavior Indicator. The results of this study show that Teachers' Efforts to Implement Cultural Education and Nation Character Values Through Learning PPKn in Bengkayang State High School are in the "Fair" position. The actual score is 90,139, and the ideal score is 182,532, with a percentage level of 49.38%. It is recommended that the Bengkayang State High School Authority instruct the School Principals and PPKn teachers so that in providing learning material they are not in a hurry to get into the subject matter, but instead start the lesson first by instilling Character Education. The Regional Government, through the Office of Education and Culture, needs to collaborate with the School authorities to improve the implementation of Cultural Education and National Character Values in PPKn learning.

The Training of Portfolio-Based Learning Model to Develop The Democracy Value and The Students’ Critical Thinking Skill

Pancasila and Citizenship Education (PPKn) Learning is a vehicle for democratic education. In the context of international discourse, PPKn learning in Indonesia is still included in the knowing democracy paradigm. While in other countries, it is already in the paradigm of building democracy. For this reason, PPKn learning needs to be facilitated so that it develops from the knowing democracy paradigm towards doing democracy. As a vehicle for the education and development of democratic citizens, the PPKn has three main functions, namely developing civic intelligence, fostering civic responsibility, and encouraging civic participation. The three competencies of citizens are in line with the three main components as a learning estuary for PPKn namely civic knowledge, civic skills and civic dispositions. PPKn learning can ideally equip students with sufficient knowledge and intellectual skills as well as provide practical experience to have competence and be able to participate effectively. For this reason, two things need attention in preparing PPKn learning in class, namely knowledge about learning materials and the use of learning methods/models. One learning model that is suitable to be applied in PPKn learning is portfolio-based because the superiority of this model in its application can develop democratic values and enhance students' critical thinking skills. However, discussions with several teachers obtained information that many of them did not understand the characteristics, advantages, and ways of implementing portfolio-based learning models on PPKn learning so that this model does not get the attention to be applied by teachers in learning PPKn. Community Service Activities were carried out on August 14, 2018, located at Sungai Pinyuh State Middle School 3, Mempawah Regency, and were attended by teachers from the MGMP PPKn SLTP level throughout the District of Mempawah. This community service activity has the goal of increasing teacher knowledge and understanding of planning, implementing, evaluating, and knowing the obstacles faced by teachers in applying portfolio-based PPKn learning to develop democratic values and critical thinking abilities of students. PKM activities carried out in the form/method of socialization. The result of this activity is an increase in the knowledge and understanding of PPKn teachers on the concepts and nature of portfolio learning models, the effectiveness of portfolio learning models to develop democratic values and critical thinking skills of students, the application of portfolio learning models in planning, implementing, and evaluating PPKn learning activities, and regarding various obstacles faced by PPKn teachers in applying the portfolio model.

The Socialization of Class Action Research Implementation Based on Lesson Study

The purpose of this PKM is to provide an understanding of the implementation of action-based classroom study research. The target audience in this activity is elementary school teachers in Pontianak City. There were 26 teachers involved and were representatives of several schools. The method of activities carried out in the form of socialization by presenting speakers who have competence in the field of classroom action research based on lesson study. From the results of community service activities with a focus on implementing action-based classroom study research, teacher's knowledge and understanding of the implementation of lesson study-based action research is getting better. In addition, the increasing interest of teachers to collaborate on lesson study in conducting research will be carried out because the stages contained in lesson study are simpler and help teachers be more thorough in carrying out classroom action research.

IbM Teacher of Early Childhood Education in Mempawah Hilir Sub District for Learning Tools Designing Based on 2013 Curriculum

The main goal of this IbM was to improve (1) knowledge and skills of the teacher from Malikian to design APE (2) knowledge and skills of the teacher from Tanjung and MAlikian to design K-13 based RKH, (3) knowledge and skills of the teacher from MAlikian and Tanjung on designing K-13 based evaluation instrument. The output of this IbM was (1) 8 APE, (2) 16 RKH, (3) 16 evaluation instrument. Methods of this activity were (1) giving a course to teachers how to design APE, RKH, and K-13 based evaluation instrument, (2) training teachers how to design APE, RKH, and instrument evaluation. (3) giving guidance of implementation of APE, RKH and K-13 based instrument evaluation. Evaluation of this activity was done two times which was done after the course and training activities. As a result, this IbM was successfully done without mistakes and obstacles.