ACTUALIZATION OF RELIGIOUS MODERATION TOWARDS A SOCIETY 5.0 ERA THROUGH UNDERSTANDING EDUCATION MANAGEMENT, MENTAL HEALTH AWARENESS, AND ORGANIZATIONAL ACTIVITY

Currently the presence of the millennial generation is sunnatullah, the emergence of this generation is due to advances in science and technology. Millennials rely heavily on social media, however, they do not yet have a strong filter to be able to filter the information they receive. The millennial generation also has challenges in facing a new era in their life, namely the era of society 5.0 as a complement to the 4.0 Industrial Revolution. In this instantaneous era, various religious problems that never end, such as rampant politicization, terrorism, radicalism, extremism, disintegration, misuse of da'wah, exploitation of the people, so many hate speeches, hoaxes and slander are now flooding the faces of the diversity of the nation. In relation to this impact, the level of understanding of education management, mental health awareness, and organizational activeness turned out to be greatly influences human behavior, especially for new students who are vulnerable to invitations from outside influences. Facing an era like this, it is time for the millennial generation to take part in actualizing the moderation of religion as a solution to religious problems.

ANALYSIS OF SCIENCE MATERIALS SOCIALIN MI/SD, CONFORMITY OF CHARATERISTICS, HOTS, AND 4C

Teaching material is an important learning element, it gets the attention of the teacher so that students can learn the things needed to achieve learning goals. This analysis aims to determine the suitability of class IV thematic textbooks with the Ministry of Education and Culture regulation Number 21 of 2016, the scope of social studies material. The suitability of textbooks with the characteristics of students and the literacy contained therein. The results of the analysis show: 1) Based on the content standards contained in the Regulation of the Minister of Education and Culture Number 21 of 2016, Class IV Thematic textbooks published by the Ministry of Education and Culture have met the predetermined standards. 2) it is in accordance with the development of students both in terms of material presentation, writing and image portions in the textbook. 3) there is no HOTS in the whole learning theme. 4) and there is financial literacy, culture and citizenship and character education. Keywords: Teaching materials, thematic textbooks, social studies material.

THE PRINCIPAL’S POLICY TOWARDS ONLINE LEARNING VIA WHATSAPP GROUP IN THE COVID-19 ERA

Penelitian ini bertujuan untuk mengetahui kepala sekolah MI Miftahul Huda Jepara dalam melaksanakan pembelajaran online melalui grup whatsapp di era pandemi COVID-19. Metode penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus. Objek penelitian adalah MI Miftahul Huda Jepara sedangkan kepala sekolah adalah subjek penelitian. Sumber data diperoleh melalui wawancara dan dokumentasi. Analisis data dilakukan dengan menganalisis, mengorganisasi data, dan menemukan hasil penelitian yang dapat dilaporkan secara sistematis. Sedangkan uji validitas data dilakukan dengan cara melakukan kredibilitas data melalui triangulasi, observasi ekstensifikasi, pemeriksaan teman sebaya, dependabilitas dan konfermability. Hasil penelitian menunjukkan bahwa Kepala Sekolah MI Miftahul Huda Jepara memiliki kebijakan dalam melaksanakan pembelajaran online melalui whatsapp group dengan tahapan perencanaan. implementasi dan evaluasi. Untuk mensukseskan kebijakan yang telah ditetapkan, kepala sekolah bekerjasama dengan wali kelas, guru kelas dan orang tua siswa. Kebijakan prinsipal berdampak positif dan negatif. Dampak negatif kepala sekolah ini ditanggapi dengan sejumlah solusi yang solutif agar pembelajaran online tetap kondusif.

The IMPLEMENTATION OF ALFABET BOX EDUCATIVE GAMES TO IMPROVE LANGUAGE SKILLS

Language development is an important development to be stimulated properly, because it is this development that lead children to social development that can affect emotions and even cognitive. If this language development is not stimulated optimally then the child can experience developmental stagnation. The importance of language development is not accompanied by adequate educational learning tools. So researchers want to know how to implement the Alphabet box game to improve children's language development. This research is a qualitative research with a description method with the mother teacher data source and class B1 BA Restu 1 Malang. Data were collected in 3 ways, namely interviews, observation, and documentation. So that the results of in-depth, detailed, and credible research, researchers in miles and hub analysis techniques include data collection, data presentation, data reduction, and concluding. The results of this study indicate that the implementation of an alphabet box educational game tool can improve children's language development accompanied by the mother of the teacher.

IMPLEMENTATION OF CURRICULUM MANAGEMENT THE LEARNING CENTER IN PAUD TERPADU MUTIARA YOGYAKARTA

Early childhood Education institutions that provide services and facilities to the students with the aim of the development aspects of the religion-moral, cognitive, language, social-emotional, and physical-motor. Proper learning model for early childhood is required. Centre learning models applied in the PAUD Institute need to have a curriculum management tailored to the curriculum that is carried out in an institution. The purpose of this article is to know the implementation of curriculum management in the Learning Center in PAUD Terpadu Mutiara Yogyakarta. The research method used in this study aims to obtain facts and conclusions in order to gain understanding, explanation, divination, and control. This type of research is a qualitative field research. Research in PAUD Terpadu Mutiara Yogyakarta. The result of this research is that the implementation of curriculum management in the Learning Center in PAUD Terpadu Mutiara Yogyakarta became the 4 stages of the processing process, as follows: 1) Planning curriculum is designed in accordance with vision, mass and institution objectives, 2) The organization of the curriculum contains the management of organizational in the institution, 3) Implementation of the curriculum in the Learning Centers (Preparation Center, Role of Micro Center, Macro Role Center, Beam Center, Faith and Taqwa Center, Arts Creativity Center, Science Center, Cooking Center, Multimedia Center, and Natural Material Center), 4) Control or appraisal is done in the students and all educators.

IMPACT OF COVID-19 ON MIDDLE CHILDHOOD SOCIAL AND EMOTIONAL DEVELOPMENT: A NARRATIVE REVIEW WITH RECOMMENDATIONS

This study aims to narratively review various articles related to the social and emotional development problems of children affected by the COVID-19 pandemic and to find out preventive measures to keep children’s social and emotional development on track. The method used in this article is a review of articles related to the social and emotional development problems of children affected by the COVID-19 pandemic. The results of this study indicate that there are several problems related to social and emotional development in children during COVID-19 pandemic, namely anxiety, depression, attachment, annoyance, irritability, and fear of asking questions about the pandemic. The research also includes actions that can be taken to safeguard children's social and emotional development, such as community health education strategies and family support, managing games for children, physical activity, a balanced diet, regulating the use of gadgets, providing time to share sadness, providing time to listen to children, sharing feelings of security, strength, and affection with children, providing special care for children who suffer from toxic stress, provide psychosocial support, and provide initial psychological support.

ANALYSIS OF THE SUBJECT MATTER OF ART AND CULTURE CLASS III MI/SD, CONFORMITY OF CHARATERISTICS, HOTS, AND 4C

The analysis of the subject matter of Cultural and Arts and MI / Elementary Workshops conducted by the author aims to find out the relevance of the subject matter contained in the Thematic Book of teachers and class III students of the 2013 revised 2018 curriculum with the scope of the subject matter of Cultural Arts and MI / SD Crafts which includes competencies knowledge and skills, characteristics and development of MI / SD Art and Cultural Materials, analyzing KI-KD and their relevance to MI / SD Art and Cultural structure, characteristics of student development, HOTS, 4C (Critical Thinking, Creativity, Communication, Collaboration ), cultural and citizenship literacy and character education, and innovation. The method used is the type of library research. Collection and review of reference indicators for the analysis of the subject matter of Art and Culture and Grade III elementary / MI. The research method used is the type of library research. The results of the analysis state that the relevance of the scope of Culture and Arts and Crafts in Permendikbud number 21 2016 on Basic and Secondary Education Content Standards with the 2013 Revised 2018 Curriculum Student Book is considered to be relevant. Characteristics of Cultural Arts and MI / Elementary Workshops include aspects of fine arts, aspects of music, aspects of dance and aspects of skills. Characteristics of student development are in a concrete operational stage. Hots Distribution (Critical Thinking 24%, Problem Solving 9%, and Creative Thinking 67%). 4C distribution (Critical Thinking 23%, Communication 6%, Collaboration 8%, and Creativity 63%). Cultural and citizenship literacy as well as character education are listed in the subject matter of Cultural Arts and the Revised Workshop of 2018 books of teachers and class III students. The innovations offered in the learning of Arts and Culture and MI / SD Crafts are using interactive multimedia that is relevant to the development of science and technology in the era of the industrial revolution 4.0.

THE COHESION OF TWO STUDENT GROUPS AND ITS IMPACT FOR LEARNING STRATEGIES AT ELEMENTARY SCHOOL

Group cohesiveness is usually an interesting object of study in the context of social life and work management. However, cohesiveness can also be found in educational study areas. This study aims to determine the cohesiveness of the students of SD Negeri 2 Prambanan, find out the differences in cohesiveness between the independent groups and teacher formation groups, and the impact of the cohesiveness on the learning strategies. The quantitative methods are used to measure and to compare cohesiveness between the two groups using a t-test. The qualitative methods are used to narrate how teachers implement learning strategies according to student cohesiveness. The cohesiveness refers to the concept of Forsyth, which divides into the social, task, perceived, and emotional. This study finds that first, the group cohesiveness of students is in a moderate position. Second, the independent groups have significantly higher than the teacher formation groups. Third, there are five follow-ups in ​​learning strategies undertaken by the teacher, i.e. rearranging student seats, making students who have high group cohesiveness as group leaders, motivating students who have low cohesiveness to be actively involved in their groups, giving freedom to groups to compete, and applying various collaborative

DEVELOPMENTAL CHARACTERISTICS INFLUENCED BY FLOW IN PSYCHOLOGY

Development is a pattern of change that begins at the time of conception (conception) and berkanjut throughout the life span in the development of children, it must be instilled character teaching in the character teaching is very important, because the ideal society is when the community has a good character and character. Quality characters need to be touched and nurtured from an early age. Childhood ages 0 to 6 years is a golden priode of growth, this is the most appropriate time to leverage and develop all potentials in the child. The development of this potential is not only from the intellectual sis, but also develops other aspects such as character.

DEVELOPING STRATEGIES AND EVALUATION OF HOTS-BASED LEARNING ON THEMATIC LEARNING IN ELEMENTARY SCHOOL

Education is an important component of a nation. Developed nations must have a good education system. The purpose of this research is to find out how to develop strategies and evaluation of hots-based learning in thematic learning in elementary schools. The method used is the approach of library research through library sources related to learning strategies and evaluations in thematic learning as well as various other literature sources. Then analyzed and presented the findings of the data objectively. The results showed that higher order thinking skills (HOTS) learning carried out by teachers in improving the quality of learning, teachers must design scenarios of the learning process. To support this, it is administratively stated in the Learning Implementation Plan (RPP). A teacher must prepare teaching materials, learning resources, learning media/props, and test instruments to measure students' learning outcomes. The spirit of a HOTS learning is in the core activities. At this stage teachers practice design, models, strategies, and learning methods. There are several learning models that are recommended to be implemented by teachers in the learning process, such as: project-based learning, problem-based learning, problem solving, and inquiry/discovery. In the assessment process must be adjusted to the competency achievement indicators that will be measured using relevant instruments and able to stimulate students' critical thinking ability.