THE ROLE OF TEACHERS MANAGING TEACHING DURING THE COVID-19 PANDEMIC AND TO FACE THE ERA OF THE 21ST

1 2

RoziIrfanRosyadhi,EriNugroho

2

1

ABSTRACT

LearningactivitiesthroughouttheCovid-19Pandemicshouldstilltargettheactionoftwentyfirstcenturyskillsthatintegrateknowledge,skills,andattitudes,further as mastery of technology, data and communication, even in COVID-19 conditions like today Therefore, this study aims to see however lecturers plan, perform learningandsteerageaswellondecidethesortofassessmentcarriedout.thiskindofanalysisemployedinthisresearchisdescriptivequalitative.Thisstudyusecase study at Elementary School UMPPurwokerto as the sample in research. The research instruments used were observation, interview and documentation. the info assortmenttechniqueisvictimizationprimaryandsecondarydatasources.whereasthedataanalysistechniqueusedisthruthreestages,namely:datacollection,data reduction,datapresentation,anddatacategorization.Theresultsofthisresearch,theteachercanstylevariedlearningplanswithinthekindofassignmentsthatmaybe doneonline,beitbyvideocall,googleclass,zoom,ordirectvisitstostudentswhodon'thaveawebnetwork.withintheassessment(assessment)theteachercanbonk bycreatingajournalormanagementcardthatisallottedbystudentswhileathome.

st KEYWORD:TheRoleofTeachers,21 CenturyLearning.

INTRODUCTION:

Humankindisfacingunprecedentedrevolution,allouroldstoryarecrumbling andnonewstoryhassofaremergedtoreplacethem.Howcanwepreparedour selfandourchildrenforaworldofsuchunprecedentedtransformationsandradicaluncertainties.Ourstudenttodaywillbein2050.Ifallgoeswellstudentwill stillbearound2100,andmightevenbetheirchildrenwillbeanactivecitizenof the twenty second century What should we teach to the student that will help themsurviveandflourishintheworldof2050orofpreparationtothetwentysecondcentury Whatkindofskills,abilitieswillstudentneedinordertogetajob, understandwhathappeningaroundthem,andgivethemguidancefromthemaze oflife.Humancouldnotneverpredictfuturewithaccuracybuttodayismoredifficult than ever before, because once technology enables us to engineer bodies trainsandminds,wecannolongerbecertainaboutanythingincludingthingthat previouslyseemedfixedandeternal.

Whenweliveathousandyearsago,in1018,thereweremanythingspeopledid notknowaboutthefuture,buttheywereneverthelesstheydon'tknowthefeature ofsocietyofhumankindnotgoingtochange.Thereuponin1018poorChinese parenttaughttheirchildrenhowtoplantriceorweavesilkandwealthierclassparent taught their boys how to read the Confucian classics, write calligraphy or fightohhorsebackandtaughttheirgirltobemodestandobedienthousewives, obviouslythatskillwouldstillbeneededin1050.

Theotherstorycontrasttodaywehavenoideahowchinaortherestoftheworld willlookin2050.Peopledonotknowaboutwhattheywilldoin2050,wedonot knowwhatthefunctionofthearmies,howthebureaucracieswillfunctionand howtherelationofgenderwillhappen,perhapswhatkidslearntodaywilllikely beirrelevantby2050.

Nowadaysalotofschoolfocusonoverfillinformation,wealreadyknowinthe past because information was scarce and even the slow to get information and evenblockedbycensorship,forsupposeweliveinoneprovincialtowninIndonesiain1900,itwasdifficultforustoknowmuchaboutthewiderworld.There wasnoradio,television,dailynewspapersorpubliclibraries.Evenifwefound oneprivatelibrary,therewasnotmuchbooktoreadotherthannovelsandreligioustracts.

Incontrast,inthetwentyfirstcenturywearefloodedbymassamountofinformationandeventhecensorsdonottrytoblockit.Insteadofgivinggoodanduseful informationtheybusyspreadingmisinformationordistractingpeoplewithirrelevantthings.OntheotherhandifweliveinsomeprovincialIndonesiatownand we have smartphone with us, we just can spend many lifetimes just reading Wikipedia, watching YouTube, taking online course. But others also got the effectofdifficultytofocus,whensomethinglooksdifficultandcomplicateditis temptingtoswitchtosomefunnything,gossipormaybeporn.

Since we don't know about the future exactly we tend to invest a lot of efforts teachingourkidshowtowriteC++orhowtospeakotherlanguagesuchasEnglish,chinses,etc.andsofarwealreadyknowaboutArtificialIntelligencemore betterthanhumantoencodeandwehavegoogletranslateenableustoconversationinanylanguages..Sowhatshouldwebeteaching,manypedagogicalexpert

stillarguethatschoolshouldswitchtoteachingthe4Cs:Criticalthinking,communication,collaborationandcreativity Andschoolshoulddownplaytechnical skill and emphasize general purpose life skills, to learn new things and to preservementalbalanceinunfamiliarsituation.

LITERATUREREVIEW: st21 Century: st Learninginthe21 centuryisanaccumulationofsoftskillssuchasknowledge, workhabits,digitalliteracy,criticalthinkingandproblemsolving,helpingstudentsleadasuccessfulcareerinthemodernworkplace.Studentsareexpectedto acquiretheseskillswhencreatingclasscontent.Thistypeoflearningcontributes to an increasingly digital learning environment where students rely on the Internettoaccessinformationand virtualclassroomsforcontentdelivery

st21 century learning refers to the development of learning, reading and living skillsaspartofaclassroomexperience.Learningskillsincludecriticalthinking, creativity,collaboration,andcommunication.Thesearerecognizedasessential for successful adaptation to modern working environments. Literacy skills, including information, media, and technology literacy, focus on understanding numbers, assessing the reliability of sources, and understanding the machines andcomputernetworks we relyon today Lifeskillsincludeflexibility, leadership, initiative, productivity, and human skills. These skills help students plan projectsstrategically,stayefficient,andnetworkwithothers.

st Challengesin21 Century: Ÿ Technologicaldisruption: Changes in information, nano, bio, and neurotechnology have already brought about significant changes in unprecedented scale and speed. In orderforustobenefitfromthesechanges,itisessentialtolearntoliveand workwithAIaspartofourlives.Accordingtotrends,theworldpopulation ofrobotswillincreaseoverthenextfewyears,reachingupto20millionby 2030,including14millioninChinaalone.Atthesametime,estimates suggestthatasimilarnumberofmanufacturingjobswillbelost.

Theeffectsoftheseunemploymentsvarywidelyfromcountrytoregionand haveadisproportionateimpactonunskilledworkersandpoorlocaleconomies.Inmanyplaces,theimpactwillexacerbatesocialandeconomicstress whenpoliticalpolarizationtendstobeaconcern.AstheOECDpointsout, thismeansthatparticipationinhighereducationismoreimportantthanever

Ÿ

SocietyLiving:

Theeconomyismoreinterdependentthanever Thiscreatesopportunities, butitcanalsoleadtosignificantinstability Accesstotheopportunitiesthat globalization must provide is unequal, and many feel alienated from their directcommunities.Changesinlaborpracticesandproductionmodelshave leftmanypeopleinvolatileandlow-wageemployment,andmanycitizens feelthattheyhavelostcontroloftheirfatetodistantandstrangeinstitutions.

Insomestates,theresponseisinward-lookingnationalismtoaddresschallenges such as cybersecurity, health pandemics, climate change and environmental sustainability, increasing refugee vulnerability, and migration

SMSDepartment,JawaharlalNehruTechnologicalUniversity,Hyderabad,India.

ElementaryEducationTeacher,UniversitasMuhammadiyahSurakarta

Ÿ

Ÿ

thatcannotberesolvedbythestate alone.Threatensimportantglobalcooperation.

Ÿ Increasinginequality:

Withthedevelopmentofagriculture,medicalfacilitiesandscientificinventions,ourstandardoflivinghasimprovedsignificantly Thishasledtothe challenges of population growth, pollution, and the unsustainable use of resourcestomeetthegrowingdemandforourneeds.Overcrowdedcitiesare reminiscentofantslivingintheircolonies.Thishascausedmanyproblems suchasB.Impropercityplanning,lackofsanitation,drinkingwater,food, shelter, lack of energy, etc. Globalization and transportation have changed ourlives,butwearenowbuildingawallofactivenationalismandprotectionismthatisreflectedintradewarsandtariffincreases.Cyberthreatand socialdiplomacy Thishasincreasedrural,urban,north-south,development anddevelopment,andothereconomic,social,andpoliticalinequality Are youworkinghardenoughtoensurethatnooneisleftbehind.

Hunger:

Even an only child who is hungry is ashamed of humanity as a whole, but accordingtoWHO,850millionpeoplearehungryeverydaytoday,accounting for almost one-tenth of the world's population. Hunger, poverty, climate change, population, pollution, floods, droughts, heatwaves and food securityareallinterrelated.Allofthiscanberesolvedthroughawarenessraising,education,increasedresearch,andtheuseofmoreenvironmentally friendly alternatives. We must work together for everyone, but instead of doingsoastheworldapproaches,peoplemoveawayfromselfishinterests.

TheDigitalDivide:

Wewanttorecognizethatifthemisusersofgenerationarebecomingsmart, the protectors of protection want to get smarter For this technological schoolingwishestobepromoted.Theboomofthenethasdeliveredaprojectofvirtualdivide.Inallthis,thechildren,agedandgirlsareaffectedthe maximumbecauseoflossofaccess.Thegapsinschoolingandrecordswant tobesolvedthroughinclusiverulesandschemes.

The growing nation funded cyber attacks, the wave of dis-records, faux informationandtheunfoldoffakepropagandasisperformingasadivide,in now no longer best people however additionally nations. The function of social media in US elections, Brexit, boom in terrorist radicalization thru fakepropagandaarefewexamplesofourlargedemandingsituations.

Dataisthebrandnewgold,wewanttosellrecordsprotection,privateness anddecreasetheexchangemonopoliestothemassivetechnologicalgiants throughgrowingtaxes.ThiscashmaybeutilisedtoaidtheterriblewithUniversalBasicIncome.

school. Teachersareexpectedtolookbeyondtheordinaryandadaptdifferentstylesofpedagogy,thatdon`tjustappeasestudents,butimbibevarious intellectual, psychological and social skills. Here`s a look at a few chalst lengesfacedbyteachersinthe21 century

1. Personalization:Theold"one-size-fits-all"teachingmethodhasbeen around for a long time, and the focus has shifted to different learning styles.Studentsarenolongerforcedtolearnbeyondtheirunderstanding. Instead, the lessons are tailored to help students understand their learningstyle.Teachersarenowexpectedtopersonalizeteachingmethodsandassessmentsaccordingtotheirlearningstyle,layingthefoundationforstudent-centriclearning.Combiningdifferentlearningstyles withaperiodoftimecanmakepersonalizationdifficult.

2. MakingtheRightUseofTechnology:Digitalinductionineducation goesfarbeyondmerelybringingacomputerintotheclassroom,orgiving digital homework. Digitalization in classrooms extends to more intrinsic adaptations such as flipped learning, mobile learning, AIbased decision making, data management, e-learning, visual learning, animations,digitalassessments,recordkeepingetc.Teachersmayalso getoverwhelmed,tryingtocuratecontentfromvariedsourcesofinformation,andkeepingatrackofstudents`learningwhomaydependon cariousdigitalsources.

3. ClassroomManagement:Classroommanagementisoftenmisunderstoodassimpleenoughtokeepclassesundercontrol.However,inpractice,teachersarenotonlylisteningintheclassroom,butalsoorganized, careful,focused,andinterestedinthelessons,astheirteachingstrategies prevent students with diverse learning styles and behaviors from beingdistracted.Youneedtohaveandactuallylearn. Changingyour learningstrategywillalsochangethedynamicsofyourclassroom,makingitmoredifficulttomanage.Studentsarenolongerjustpassivelisteners.Theyexpectactiveparticipationandneedtofeelimportantand respectedintheclass.

4. Curriculum:Teachingwasprobablynotmuchmoredifficultinanera when learning and curriculum were limited to textbooks and classrooms.Moderneducationrequiresadynamiccurriculumthatincludes content, abilities, and basic skills aimed at student overall growth, as well as academic performance. Teachers need to create a studentcentriccurriculumthatnotonlyfosterslearninginterestsandabilities, butalsopromotescritical,creativeandcognitivethinkingandservesas thefoundationforlifelongskilldevelopment.

Ÿ

The function of media in preventing terrorism, communalism, protectionism,fauxinformationmaybeverycritical.Ithasthestrengthtotrainmasses. Theparticipationofyoungstersineachelementiscriticalandtheauthorities facesaprojectofmakingnewjobs.Wewanttoconquerthisasurgentlyand successfully as viable as a way to gain the advantages of our demographic dividend. This may be executed through tackling the twenty first century demandingsituationsandpredictingthedestinyproblems.

Ÿ Patriarchate:

The idea of patriarchy, which was said to be an ancient concept in , still showsitsroots today Womenfacemanychallenges,includinggenderdiscrimination, unequal wages, poverty in old age, access to education, and early marriage. We have come a long way to improve the situation for women,butthereisstillalongwaytogo.Weneedtogettheminvolvedin innovation, business and sports and understand that women's issues are importanttothedevelopmentoftheworld.

4Cs

5. GlobalAwareness: Today's education is not just about preparing studentsforknowledge,survivalandcareer Itaimstocreatefutureleaders andglobalcitizenswithanintegratedviewandapproachtothecommunity and the world. Therefore, teachers are expected to raise global awareness of students and help them understand the world's environmental,social,cultural,politicalandeconomiceventsandtherolethey playorcanplay.Studentsalsoneedtobefamiliarwithvariousvalues suchastolerance,empathy,equality,justice,andinclusion.

“FourCs”of21stCenturyLearning:CriticalThinking,Communication,Collaboration,andCreativity

CriticalThinking:

Critical Thinking is a focused and careful analysis to better understand something.Whenpeopletalkabout"leftbrain"activity,theyusuallyrefertocritical thinking.Herearesomeofthemostimportantcriticalthinkingskills:

Ÿ

Ÿ

Climatechange:

Thereisconsiderableresearchontheincreaseinglobalwarmingnegatively impactingoursociety Icelossesarerapidlyspreadingdeepintotheinterior oftheAntarctic.ThewarmingoftheSouthernOceanisresultinginglaciers slidingintotheseaincreasinglyrapidly,withicenowbeinglostfivetimes fasterthaninthe1990s.Thedecisionswemaketodaywillaffectthenature of theeco-systemsof our planet.Growing pressure toacthas resultedina number of policy commitments across the world to reach net zero carbon emissionsasonemajorsolutiontothevarietyofharmsfromoursocieties.

Wearelosingourmostpreciousresourcessuchaswaterandwearepollutingtheairwebreathe.Weneedtoaddressawidevarietyofissuesrelatedto climate change, and environmental degradation.The effects we are seeing are impacting societies differently, with poorer people and poorer nations beingdisproportionatelyaffected.

Education:

Ÿ

Educationhasevolvedandprogressedinrecentyears,bringingindifferent notions of learning, classrooms, curriculum, pedagogies, learner profiles, andtheoverallsystem,aimedatcateringbetterandeffectivelearningtostudents,eventuallyresultinginthesuccessthatlastsbeyondthewallsofthe

Ÿ

Analysismeansbreakingsomethingdownintoitspartsandexamining eachparttoseehowthepartsarecombined.

Ÿ

Discussion means reaching a conclusion using a series of statements thatarelogicallyrelatedandsupportedbyevidence.

Classificationmeansidentifyingatypeorgroupofsomethingandshowinghoweachcategorydiffersfromothercategories.

Ÿ

Ÿ

Comparisonmeansshowingsimilaritiesanddifferencesbetweentwoor moresubjects.

Definitionistoexplainthemeaningofatermusingdesignations,meanings,examples,etymology,synonyms,andantonyms.

Ÿ

Ÿ

Descriptionmeans,forexample,todescribethepropertyofsomething B.Size,shape,weight,color,use,placeoforigin,value,condition,location,etc.

Valuationmeansdeterminingthevalueofsomethingincomparisontoa perceivedvaluestandard.

Ÿ

Ÿ Descriptionmeanstosaywhatsomethingisorhowitworks,sothatotherscanunderstandit.

Ÿ Problemsolvingis theanalysisofthecauseandeffectofaproblemand findingawaytostopthecauseoreffect.

Ÿ Tracking causes and effects determines why something happens and whathappensasaresult.

CreativeThinking:

Creative Thinking is a broad and free invention, a discovery of possibilities. Whenpeopletalkabout"right-brain"activity,theyusuallymeancreativethinking.Herearesomeofthemostcommoncreativethinkingskills:

Ÿ

Ÿ

Ÿ

forcriticismwithoutpausing.

Ÿ

Decision making requires categorizing the many options presented to the partyandreachingasingleoptiontomoveforward.

Delegationmeansassigningatasktoamemberofagroupandexpectingthe membertoperformsomeofthework.

Ÿ

Brainstormingideasincludeaskingaquestionandquicklylistingallthe answers.

Ÿ

Evaluating product, process, and group members gives you a clear idea of whatworksandwhatimprovementsarepossible.

Goal setting requires the group to analyze the situation, determine the desiredoutcome,andarticulatetheachievablegoals.

Leadingagroupmeanscreatinganenvironmentwhereallmemberscancontributeaccordingtotheirabilities.

Ÿ

Ÿ

Tocreatesomething,youneedtocombineandshapethematerials,probably according to the plan, or perhaps based on the impulse of the moment.

Ÿ Designmeansfindingtherelationshipbetweenshapeandfunctionand shapingthematerialforaspecificpurpose.

Ÿ Entertaining others means telling stories, joking, singing, playing games,playingroles,andhavingconversations.

Ÿ Imaginationofanideameanstryingsomethingunknownandimpossible,perhapsvaguelyorveryfocused,asEinsteindidinathoughtexperiment.

Ÿ

Improvisationofasolutionistheuseofsomethinginsomenewwayto solveaproblem.

Ÿ Innovation means creating objects, processes, ideas, etc. that never existedbefore.

Ÿ Toflipsomethingistoturnitaroundtogainanewperspective,perhaps byredefiningthesituation,reversingthecauseandeffect,orlookingat somethinginawholenewway

Ÿ Problem solving requires the use of many of the creative skills listed heretoidentifypossiblesolutionsandimplementoneormoreofthem.

Ÿ Questions actively engage with the unknown, informing them of the unknown,seekinginformation,andfindingnewwaystodosomething.

Communication:

Ÿ Situational analysis means thinking about the subject, purpose, sender, recipient,medium,andcontextofamessage.

Ÿ Media selection involves determining the best way to deliver a message, fromface-to-faceconversationsto400-pagereports.

Ÿ Evaluatingnewsmeansdeterminingwhetherthenewsisaccurate,complete, reliable,reliable,andup-to-date.

Followingconventionmeanscommunicatingwiththestandardsexpectedof theselectedmedia.

Ÿ

Ÿ

To listen positively, you need to be careful, take notes, ask questions, and workonideasthatareotherwiseconveyed.

Readingmeansdecodingwrittenwordsandimages tounderstandwhatthe calleristryingtoconvey

Ÿ

Ÿ

Speakingconveysideasusingspokenlanguage,intonation,bodylanguage, gestures,facialexpressions,andvisualaids.

Turningmeanseffectivelyswitchingfromreceivingideastoprovidingideas amongpeopleinacommunicationsituation.

Ÿ

Ÿ

Tousetechnology,youneedtounderstandthefeaturesandlimitationsofall technologycommunications,fromphone toemailtoinstantmessaging.

Writing is the process of encoding a message into words, sentences, paragraphs and communicating with distant people, distant people in time, or both.

Collaboration:

Ÿ

Distributionofresourcesandresponsibilitiesensuresthatallmembersofthe teamcanworkoptimally

Ÿ

Timemanagementistomatchyourto-dolisttoyourscheduleandtrackyour progresstowardsyourgoals.

Conflictsareresolvedusingeitherenforcement,cooperation,compromise, competition,orpostponementstrategies.

Ÿ Team building means working together over time to achieve a common goal.

IslamicPurposeoflife: Naqliortheargumentrevealedmeansliterallyconveyedevidence.Itreferstothe transitionfromKnowledgefromrealtextsourcessuchasAlKoranand Sunnah of Navim Hamad.These twoThe source is the authority in its own right when thereisadisputeamongdevoutMuslimsoverevidenceandcounterarguments. Something.InIslamiceducationalterms,educatorsarecalledNaqli(Revealed Knowledge).Communicateknowledgefromrealsources(QuranandSunnah)to learners. In student-centered Islamic classrooms, Nakuri knowledge can be acquiredbythestudentsthemselves.Butit'snot anefficientandaccurateprocess.BecausethestudentsarenotQuranandSunnahexpertsInthecaseofNavi Muhammad,theyareverylikelytooverlookthetruemeaningandinterpretation ofthesource.AsTherefore,inIslamicclassroomsitishighlyrecommendedto transferknowledgefromscholars.Fromeducatortolearner

AllahsaysintheQuran:(Purposeofcreation)AndI(Allah)creatednottheJinns andhumansexcepttheyshouldworshipMe(Alone).Quran51:56.

Mankind has a duty to fulfill as responsible human beings on Earth. Man has beengiventheprivilegeandisblessedbyAllahasaKhalifah(vicegerent)sothat hecanleadotherstosalvation.AllahsaysinsurahAl-Alaq,(96:1-3-4),Read!In theNameofyourLord,Whohascreated(allthatexists),Read!AndyourLordis theMostGenerous,Whohastaught(thewriting)bythepen.Hastaughtmanthat whichheknewnot:(96:1-3-4-5).

SixMajorBeliefs:

1. BeliefintheOnenessofGod:MuslimsbelievethatGodisthecreatorofall things,andthatGodisall-powerfulandall-knowing.Godhasnooffspring, no race, no gender, no body, and is unaffected by the characteristics of humanlife.

2. BeliefintheAngelsofGod:Muslimsbelieveinangels,unseenbeingswho worshipGodandcarryoutGod'sordersthroughouttheuniverse.Theangel Gabrielbroughtthedivinerevelationtotheprophets.

3. BeliefintheBooksofGod:MuslimsbelievethatGodrevealedholybooks or scriptures to a number of God's messengers. These include the Quran (given to Muhammad), the Torah (given to Moses), the Gospel (given to Jesus), the Psalms (given to David), and the Scrolls (given to Abraham). Muslims believe that these earlier scriptures in their original form were divinelyrevealed,butthatonlytheQuranremainsasitwasfirstrevealedto theprophetMuhammad.

4. BeliefintheProphetsorMessengersofGod:MuslimsbelievethatGod's guidancehasbeenrevealedtohumankindthroughspeciallyappointedmessengers, or prophets, throughout history, beginning with the first man, Adam,whoisconsideredthefirstprophet.Twenty-fiveoftheseprophetsare mentioned by name in the Quran, including Noah, Abraham, Moses, and Jesus. Muslims believethatMuhammadis thelastin this lineof prophets, sentforallhumankindwiththemessageofIslam.

5. BeliefintheDayofJudgment:MuslimsbelievethatontheDayofJudgment,humanswillbejudgedfortheiractionsinthislife;thosewhofollowed God's guidance will be rewarded with paradise; those who rejected God's guidancewillbepunishedwithhell.

Ÿ

Tobrainstormanideainagroup,suggesttheideaquicklyandwriteitdown

6. BeliefintheDivineDecree:Thisarticleoffaithaddressesthequestionof God'swill.Itcanbeexpressedasthebeliefthateverythingisgovernedby divinedecree,namelythatwhateverhappensinone'slifeispreordained,and

thatbelieversshouldrespondtothegoodorbadthatbefallsthemwiththankfulnessorpatience.Thisconceptdoesnotnegatetheconceptof"freewill;" since humans do not have prior knowledge of God's decree, they do have freedomofchoice.

ThefivepillarsoractsofworshipinIslam:

1. TheDeclarationofFaith(shahada):Thefirstactofworshipisthedeclarationthat"ThereisnodeityexceptGodandMuhammadisthemessengerof God."Muslimsrepeatthisstatementmanytimesadayduringtheirprayers. IfsomeonewantstobecomeaMuslim,heorshemakesthisprofessionof faithasanentryintoIslam.

2. Prayer(salat):Islamprescribesabriefprayerorritualworshipfivetimesa day:atdawn,noon,lateafternoon,sunsetandnight.Muslimsperformablutionbeforeprayer--abriefprescribedwashingofthehands,mouth,nose, face,armsandfeet.Onemayprayaloneorinagroupinanycleanlocation, including a mosque. The Friday noon prayer is special to Muslims and is doneinamosqueifpossible.MuslimsfaceinthedirectionofMeccawhen theypray

3. Charity(zakat):Muslimsarerequiredtogivetothepoorandneedy Islam prescribesanobligatorycharity,knownaszakat,basedontwoandahalfpercentofone'sincomeandwealth.Inadditiontothisprescribedcharity,Muslims are encouraged to give as much as they can in voluntary charity throughouttheyear

4. Fasting(sawm): Muslimsarerequiredtofastfromdawntosunsetduring themonthofRamadan,theninthmonthofthelunarcalendar.Peoplegather in the evenings for a festive breaking of the fast. When fasting, Muslims refrainfromfood,liquid,andsexualactivity DuringRamadan,Muslimsare alsosupposedtoabstainfromnegativebehaviorssuchaslying,gossip,petty arguments, and negative thoughts or behaviors, including getting angry Muslims are required to start fasting when they reach puberty, although someyoungerchildrenmayalsofast.Peoplewhoaresick,traveling,menstruating,andpregnantornursingmaybreaktheirfast,butmaymakeupthe days later in the year.The elderly and people with disabilities are excused fromfasting.

5. RamadanwasthemonthinwhichtherevelationoftheQurantoMuhammad began. Therefore Muslims are encouraged to read the Quran during this month and often gather in the evenings in mosques to listen to recitations fromtheQuran.

6. PilgrimagetoMecca(hajj):EveryMuslimisrequiredtomakethepilgrimage to Mecca, located in SaudiArabia, once in their lifetime if financially andphysicallyable.MeccaishometothefirsthouseofworshipofGod,the Kaaba,saidtohavebeenbuiltbytheprophetAbrahamandhissonIshmael. MuslimsallovertheworldfacetowardstheKaabawhentheypray Alloutwardsymbolsofrankandwealthareerasedduringthepilgrimage,asMuslimfromeverypartoftheglobecometogetherforthepurposeofworshippingGod.Muslimswhocompletethepilgrimagearereferredtoas"Hajji" and greeted with great celebration and respect in their communities when theyreturn.

Lifeskill:

1. FocusandSelf-Control:

Studentneedthisskilltoachievegoals,especiallyinaworldfilledwithdistractionsandinformationoverload.Thisincludespayingattention,exercisingself-control,rememberingtherulesandthinkingflexibility

2. PerspectiveTaking:

Thisinvolvesunderstandingwhatothersthinkandfeel,andformsthebasis for children's understanding of the intentions of parents, teachers and friends.Studentwiththisskillarelesslikelytogetinvolvedinconflicts.

3. Communicating:

Much more than understanding language, reading, writing and speaking, communicatingistheskillofdeterminingwhatonewantstocommunicate andrealizinghowitwillbeunderstoodbyothers.Itistheskillteachersand employersfeelismostlackingtoday.

4. MakingConnections:

ThisLifeSkillisattheheartoflearning:figuringoutwhat'sthesame,what's different,andsortingthemintocategories.Makingunusualconnectionsisat the core of creativity and moves children beyond knowing information to useinformationwell.

5. CriticalThinking:

This skill helps children analyze and evaluate information to guide their beliefs,decisionsandactions.Studentsneedcriticalthinkingtomakesense oftheworldaroundthemandtosolveproblems.

6. TakingonChallenges:

Studentswhotakeonchallengesinsteadofavoidingorsimplycopingwith

themachievebetterinschoolandinlife.

7. Self-Directed,EngagedLearning: By setting goals and strategies for learning, children become attuned and better prepared to change as the world changes. This helps children foster theirinnatecuriositytolearn,andhelpsthemrealizetheirpotential.

MentalHealth:

TheWorldHealthOrganizationhasdefinedmentalwellbeingas“astateofmind inwhichanindividualisabletorealizehisorherownabilities,cancopewiththe normalstressesoflife,canworkproductively,andisabletomakeacontribution tohisorhercommunity”(WorldHealthOrganization,2010).

TheWorldHealthOrganization(WHO)definesmentalhealthas“astateofwellbeinginwhicheveryindividualrealizeshisorherownpotential,cancopewith the normal stresses of life, can work productively and fruitfully, and is able to makeacontributiontoherorhiscommunity.”TheCenterforDiseaseControl (CDC)usestheWHOdefinition. TheWHOwebsitestatesthat“around20%of theworld`schildrenandadolescentshavementaldisordersorproblems. Educatorsoftenworkwithchildrenwholacktheresilienceandcopingskillstheyneed tobesuccessful.

Itisvitallyimportantthatschoolpersonneldelvemoredeeplyintotheissueof mentalhealthandbecomeaseducatedaspossibleaboutthesignsofdistressin students and, as well, know when and how to follow up in order to address a potentiallyseriouscondition.

In2007,ASCDlaunchedtheWholeChildInitiative,which"changeseducational conversationsfromthosefocusedonacademicperformanceinthenarrowsense tothosethatpromotethelong-termdevelopmentandsuccessofchildren."The principlesofthe initiativeareasfollows: Allstudentscometoahealthyschool tolearnandpracticeahealthylifestyle.

Ÿ

Eachstudentlearnsinaphysicallyandmentallysafeenvironmentfor studentsandadults.Allstudentsareactivelyinvolvedinlearningand connectwithschoolsandthewidercommunity

Ÿ

Ÿ

Each student has access to personalized learning and is supported by qualifiedandcaringadults.

Eachstudentisacademicallychallengedandpreparedforsuccessorfurtherresearchattheuniversity,aswellasemploymentandparticipation in the global environment. The words and phrases embedded in these principlesgobeyondtherequirementthatstudentssimplymeetthestandards of the curriculum. Terms such as healthy lifestyle, physical and mentalsafety,connectedtoschoolandthewidercommunity,andsupportedbyqualifiedandcaringadultsincludeschoolattendance,graduationrate,andtestscores.Itshowsthatthereismuchmoresuccesswith childrenthanimprovementin.

Traumaticthigs:

Some children experience traumatic pressure and stress in their personal lives, includingthedeathoffamilyandlovedones,witnessingviolenceandcrime,dealing with family conflicts and divorces, personal bullying, and homelessness. ExperienceReactionstothesetraumaticexperiencescanunintentionallymanifestthemselvesinclassroombehaviorandaffecttheclassroomatmosphere.ElementaryschoolteachersPeteHallandChristineSowerspromotedtheideaofcreating a "trauma-sensitive" learning environment for students. They write: "Whenchildrenlosetheabilitytodealwithtraumaticeventsintheirlives,they look for ways to regulate themselves. They are to deal with the stress-related intensityoftheseevents.Wemakefulluseofallresources,healthyorunhealthy ”As educators, Hall and Souers warn that as educators, students may not fully understand what they have experienced and their reactions. They recommend specificpracticesthatcancreateamorepeacefulandsafeenvironmentforallstudents.Yourideais:

Ÿ Understand student motives: Instead of scolding or punishing outbursts of negative behavior, try to understand what was behind the behavior

Ÿ

Buildpositiverelationships:Payspecificattentiontothestudentswith themostchallengesandgaintheirtrustthroughacceptance.

Ÿ Reactstrategically:Remaincalm,consistent,andcaringinthe“faceof provocativebehavior”whichcanserveasamodelforotherstudents.

Ÿ

Keepone'sfooting:Remaintruetoyourbeliefsandstayrootedinpersonalbehaviorsthatwillhelpstudentscopeandimprovetheirbehavior

Academiccompetition:

Studentsmayexperiencepressurefromcausesotherthanwhatadultsfaceinlife. Intoday'sschools,thecurriculumismoredemanding,admissiontothecollege of choice is more competitive, and success in requiring standardized tests is essential to future educational decisions. The Washington Post reports: Low-

income parents are beginning to tell researchers that they have no time or resourcestoparticipateinahighlycompetitiveparentingculture,butareafraid toleavetheirchildrenbehind.“

SocialMedia:

Inadditiontolearningtocopewiththenormalstressoffacingthehurdlesofadolescence, today`s young people have the extraadded phenomenon of social media. Although there are many positive benefits derived from technological innovations,socialmediaaddsadimensionthatcanresultinexcessivepeerpressure and cyberbullying. Most teenagers (and many tweens) have phones and socialmediaplatformsrightattheirfingertips.Someobservershaveconcluded thatsocialmediaisbecomingmorethanjustpartoftheirworld;forsometeens it`salmosttheirentiretheirworld.

Connection news reporter Victoria Ross writes, “Add social media to the mix, where students can compare their existence to other teens 24 hours a day on Facebook,Snapchat,Twitterandothersocialnetworks,andtheresultingstress canleadtodepressionandsuicidalthoughts.”Discovery.comcitesmultiplestudies including a survey of 753 middle school and high school students in which researchersfoundthatthosewhospentmorethantwohoursadayonsocialnetworkingsiteslikeFacebook,InstagramorTwitterweremorelikelytoreportdistress,poormentalhealthandevensuicidalthoughts.

Pedagogic/KurikulumpendidikanIndonesiaSekarang Curriculum13

Thecurriculumisasetofplansandarrangementsregardingtheobjectives,content, and learning materials as well as the methods used as guidelines for the implementation of learning activities to achieve certain educational goals.The preparation of the 2013 curriculum focuses on simplification, integrative thematicreferstothe2006curriculumwherethereareseveralproblemsincluding; a.thenumberofsubjectswithalevelofdifficultythatexceedsthelevelofdevelopmentofthechild'sage;b.notyetfullycompetency-basedinaccordancewith thedemandsofthefunctionsandobjectivesofeducation;c.Charactereducation, balanceofsoftskillsandhardskills,4entrepreneurshiphasnotbeenaccommodated in the curriculum; d. teacher-centered learning process standards; e. assessmentstandardshavenotledtotheprocessandresultsandhavenotexplicitly demanded periodic remediation, according to (Mulyasa, 2013: 61-63) in "2013CurriculumDevelopmentandImplications”

LegalFoundationforCurriculum13

The juridical foundation of the 2013 curriculum is the 1945 Constitution, Law number20of2003concerningtheNationalEducationSystem,GovernmentRegulationNumber19of2005concerningNationalEducationStandards,andRegulationoftheMinisterofNationalEducationNumber23of2006concerningGraduateCompetencyStandardsandMaterialRegulationsNationalEducationNumber 22 of 2006 concerning Content Standards. In addition, the development of the 2013 Curriculum is mandated by the National Secondary Curriculum Plan (RPMN).Anotherjuridicalbasisfordevelopingthe2013Curriculumisthe2013 PresidentialInstructionoftheRepublicofIndonesiaconcerningCharacterEducation,ActiveLearning,andEntrepreneurshipEducation.

ISMUBA Curriculum (Al Islam, Kemuhammadiyahan and Arabic Language)

Indonesiaisanarchipelagiccountrywithdiversityineachregion.Thisdiversity gives birth to different development needs and challenges between regions in ordertoimprovequalityandeducatepeople'slives.Relatedtothedevelopment ofeducation,eachregionrequireseducationinaccordancewiththecharacteristics of the region. Muhammadiyah institutionally responds to the needs of the communitybycreatinganintegrative-holisticmodernIslamiceducationsystem, in the form of public schools that integrate Islamic religious sciences, and madrasasthatintegrategeneralsciences.ThisIslamiceducationsystemissupportedbyacurriculumthatisalwaysdevelopedaccordingtointernalandexternalfactors.

This education system has a main characteristic, namely Islamic religious knowledge and Arabic language, and in its development, it is also taught kemuhammadiyahan subjects These three subjects, namely Al-Islam, Kemuhammadiyahan,andArabiccommonlycalledIsmubaforMuhammadiyah schoolsandmadrasasarespecialcharacteristicsandadvantages.Sinceitsinception,MuhammadiyahschoolsandMadrasahshavedesignedamodern,integrative-holistic Islamic education system, so as to produce graduates who master general science according to their level, and the religion of Islam, Kemuhmammadiyahan, and Arabic. In an effort to improve the quality of Muhammadiyah education by paying attention to the development of science andtechnology,IsmubaeducationinMuhammadiyahschoolsandmadrasas,itis deemed necessary to develop an Ismuba curriculum, which includes concepts andprinciplesoflearningandassessmentofIsmubaeducation.

METHODOLOGY:

Thestudiestechniqueusedinthisstudiesisastudiestechniquequalitative.Qualitativestudiesstrategiesarestudiesstrategiesprimarilybasedtotallypostpositivismorinterpretativephilosophy,whichusedtotakealookatthesituationof theitemthat'snatural,whereintheresearcherisaskedinstruments,factsseries strategiesdonethroughtriangulation(combinedmark,interviewanddocumen-

tation),factsreceivedhaveatendencytobequalitativefacts,factsevaluationis inductive/qualitative,andqualitativestudiesconsequencesareforapprehendthe meaning,apprehendtheuniqueness,assemblephenomena,andfindhypothesis (Sugiono,2020).

Qualitative studies does now no louse populace place and sample, because of studies qualitative departs from sure instances that exists in sure social conditions and outcomes the observe will now no longer be carried out to populace. Samplesinqualitativestudiesarereferredtoasatheoreticalsample,duetothe fact the motive of qualitative studies is to generate theory Main device is the researcher herself, however further after the studies attention turns into clear, then device is in all likelihood to be developed easy studies, that's predicted to entirethefactsandevaluateitwiththefactsthathasbeendeterminedviaremark, interviews,anddocumentation.sortsofqualitativestudiesfactssourcesmaybe labeledasfollows:

(1) Resourcepersons(informants),observationthewriterobtainsinformation/factsviainterviewfromtheprincipal,grade1trainerandgrade1 collegestudentstotaling6people,soyougettheinformation/factsthat relevant.

(2) Events Or Activities With direct remark of activities observed, researcherscanseehowlearning,mediausedandstrategiesutilizedby thetrainerinteachinghiscollegestudents.

(3) DocumentsorArchives.Inthisresearch,thewritersavesvariousfiles as studies proof along with pictures whilst college students are studying,devicesthatmaybeusedasfacts,anddirectsolutionsgivenbycollegestudents,instructors,andprincipals.

Dataseriesstrategiesusedaretoapplyfactssourcesprimerandsecondary While the technique facts evaluation used is thru 3 stages, namely: facts series, facts reduction,factspresentation,andfactscategorization.Asforcheckingthevalidityofthefactsinthisstudyistodotriangulation,whereintheremaybenodifferencebetweenwhat'spronouncedandwhatsimplytakesplacetoanitemthatwas researched.

RESULTANDDISCUSSION:

Since the emergence of a international motion calling for brand new gaining knowledgeoffashionsforthetwentyfirstcentury,therewasadevelopingopinionthatformalschoolingshouldbechanged.Thisextradeiscriticaltoconveyup newtypesofgainingknowledgeofwantedinovercomingcomplicatedinternationalchallenges.Identificationofpupilabilitiesthatwanttobeevolvedcould beverycriticaltostandthetwentyfirstcentury

Teachersareexperteducatorswhooughttoperformtheirobligationsnicelyand withquality Qualitytrainingcanproduceentirepersonalitieswithstudyingthat develops students' creativityand trains better order questioning skills (HOTS). live,active,independent.Thecrucialfunctionofatwentyfirstcenturytraineras a function version for trust, openness, perseverance and dedication for college kidswithinsidethefaceofuncertaintywithinsidethetwentyfirstcentury

The twenty first century sincerely desires instructors whose profiles are effective,expertandcaptivatingwho'reappropriatetostandthedemandingsituations ofthetwentyfirstcentury Teacherabilitieswhichhavebeenformulatedviaway of means of the authorities consist of character abilities, expert abilities, social abilities,andpedagogicabilitiesthatwanttobecontextualizedandchangedin orderthatthey'recapableofputtogetherandpredictingthegainingknowledge of desires of twenty first century college students and the needs of twenty first centurysociety,namely:

1) Pedagogiccompetenceistheteacher'sabilitytomanagelearningfrom planning,implementingtoevaluating;

2) Personalitycompetenceisapersonalitythatreflectsapersonalitythatis steady, stable, mature, wise, sophisticated, humorous but firm, and authoritative,alwayscharmingforstudents;

3) Socialcompetenceofeducatorsaspartofthecommunitytocommunicateandinteracteffectivelywithstudents,felloweducators,education staff,parentsandthecommunity;

4) Professional competence is an ability related to mastery of learning materialbroadlyanddeeply

Teachers are expected to be able and able to organize a learning process that relies on and implements the four pillars of learning recommended by UNESCO's52InternationalCommissionforEducation,namely:1)Learningto Know,2)LearningtoDo,3)LearningtoBe,and4)LearningtoLiveTogether (Karim,2017)

1. Learning to Know, Learning to recognize is an interest to acquire, deepenandmakeuseofunderstandingcloth.Masteryoftheclothisone ofthecrucialmattersforcollegekidswithinsidethetwentyfirstcen-

tury Studentshavetoevenhaveawillingnesstoresearchforlifestyles. Thismannerthatscholarshavetoconstantlychecktheirpersonalcompetenciesapproximatelywhattheyalreadyrecognizeandkeeptosense thewanttobolstertheirknowledgefordestinysuccess.Studentshave tobepreparedtocontinuallyresearchwhilstgoingthroughnewconditionsthatrequirenewskills.Learningwithinsidethetwentyfirstcenturyoughttolocationgreateremphasisatthesubjectmatterofinterdisciplinary learning. Four particular subject matters applicable to fashionablelifestylesare:1)internationalawareness;2)monetaryliteracy, economics,business,andentrepreneurship;3)civicliteracy;and4)fitnessliteracy Thesesubjectmatterswanttogainknowledgeofinfacultiestohigherputtogethercollegestudentstostandlifestylesandthesectoroflaborwithinsidethedestiny

2. Learning to Do, In order for us to adapt and adapt in a society this is growing very fast, people want to learn how to work. Students and adultsalikewantinstructionalandcarriedoutexpertise,canhyperlink expertise and skills, be innovative and adaptive, and be capable of reworkalotofthesecomponentsintotreasuredskills

3. Learning to Be, Academic and cognitive competencies are essential competenciesforastudent,howeverthey'renownolongerthesimplest competencies that scholars want to be successful. Students who've essentialcognitiveskillsarepeoplewithfirst-rateandidentity Suchcollegestudentsarecapableofreplytofailureinadditiontoconflictsand crises, and are organized to stand and triumph over hard issues with insidethetwentyfirstcentury Inparticular,themoreyouthfuleraneed tobecapableofpaintingsandexaminecollectivelywithdiversebusinessesindiversevarietiesofpaintingsandsocialenvironments,andbe capableofadapttoconvertingtimes.

4. LearningtoLiveTogether,Variousevidencesdisplaythatscholarswho paintings cooperatively can gain a better stage of cap potential while regardedfromtheeffectsofwonderingandthecappotentialtopreserve datawithinsidethelongtimethancollegestudentswhopaintingsindividually Learning collectively will offer possibilities for college students to be actively concerned in discussions, continuously display theirmasteringtechniquesandachievementsandemergeasvitalthinkers.

Sincetheemergenceofaglobalmovementcallingfornewlearningmodelsfor st the21 century,therehasbeenagrowingopinionthatformaleducationmustbe changed.Thischangeisimportanttobringupnewformsoflearningneededin overcomingcomplexglobalchallenges.Identificationofstudentcompetencies st thatneedtobedevelopedisveryimportanttofacethe21 century

Teachersareprofessionaleducatorswhomustcarryouttheirdutiesproperlyand withquality Qualityeducationcanproducecompletepersonalitieswithlearning thatdevelopsstudents'creativityandtrainshigherorderthinkingskills(HOTS). st live, active, independent. The important role of a 21 century teacher as a role modelfortrust,openness,perseveranceandcommitmentforstudentsintheface st ofuncertaintyinthe21 century

st The21 centuryreallyneedsteacherswhoseprofilesareeffective,professional st andcharmingwhoaresuitabletofacethechallengesofthe21 century Teacher competenciesthathavebeenformulatedbythegovernmentincludepersonality competencies, professional competencies, social competencies, and pedagogic competenciesthatneedtobecontextualizedandadjustedsothattheyareableto st prepare and predicting the learning needs of 21 century students and the st demandsof21 centurysociety,namely:

1) Pedagogiccompetenceistheteacher'sabilitytomanagelearningfrom planning,implementingtoevaluating;

2) Personalitycompetenceisapersonalitythatreflectsapersonalitythatis steady, stable, mature, wise, sophisticated, humorous but firm, and authoritative,alwayscharmingforstudents;

3) Socialcompetenceofeducatorsaspartofthecommunitytocommunicateandinteracteffectivelywithstudents,felloweducators,education staff,parentsandthecommunity;

4) Professional competence is an ability related to mastery of learning materialbroadlyanddeeply

Teachers are expected to be able and able to organize a learning process that relies on and implements the four pillars of learning recommended by UNESCO's52InternationalCommissionforEducation,namely:1)Learningto Know,2)LearningtoDo,3)LearningtoBe,and4)LearningtoLiveTogether (Karim,2017)

1. Learning to Know Learning to know is an activity to acquire, deepen and utilize knowledge material. Mastery of the material is one of the important things for students in the 21st century Students must also

haveawillingnesstolearnforlife.Thismeansthatstudentsmustcontinuouslyassesstheirownabilitiesaboutwhattheyalreadyknowand continuetofeeltheneedtostrengthentheirunderstandingforfuturesuccess.Studentsmustbereadytoalwayslearnwhenfacingnewsituations thatrequirenewskills.Learninginthe21stcenturyshouldplacemore emphasis on the theme of interdisciplinary learning. Four specific themesrelevanttomodernlifeare:1)globalawareness;2)financialliteracy,economics,business,andentrepreneurship;3)civicliteracy;and 4)healthliteracy Thesethemesneedtobetaughtinschoolstobetterpreparestudentstofacelifeandtheworldofworkinthefuture.

2. LearningtoDoInordertobeabletoadaptandadaptinasocietythatis developing very fast, individuals need to learn to work. Students and adultsalikeneedacademicandappliedknowledge,canlinkknowledge and skills, be creative and adaptive, and be able to transform all these aspectsintovaluableskills.

3. LearningtoBeAcademicandcognitiveskillsareimportantskillsfora student,buttheyarenottheonlyskillsthatstudentsneedtobesuccessful. Students who have fundamental cognitive competencies are individuals with quality and identity Such students are able to respond to failureaswellasconflictsandcrises,andarepreparedtofaceandovercomethedifficultproblemsofthe21stcentury Inparticular,theyounger generation must be able to work and study together with various groupsinvarioustypesofworkandsocialenvironments,andbeableto adapttochangingtimes.

4. Learning to Live Together Various evidences show that students who work cooperatively can achieve a higher level of ability when viewed fromtheresultsofthinkingandtheabilitytoretaininformationinthe longtermthanstudentswhoworkindividually Learningtogetherwill provide opportunities for students to be actively involved in discussions, constantly monitor their learning strategies and achievements andbecomecriticalthinkers.

1. Planning,implementinglearningandguidance: In this pandemic period, it does not mean that teachers only do ordinary learning,butteacherswillstillberequiredtoprovidelearningthatstillchallengesstudentstothinkcreatively TheUMPPurwokertoelementaryschool planseverylearningimplementationactivitybyrequiringteacherstomake RPP(LearningImplementationPlans)foreachsubjectandsub-themethat willbetaughttostudents.ThisisstatedinthedistributionofBasicCompetenciesandCompetencyAchievementIndicators.BasicCompetenceisthe teacher's vision of achievement for students, while the Competency Achievement Indicators here are defined as the window of student understandinginlearning.TheRPPplannedbytheprimaryschoolteacheratUMP Purwokertoalsoincludeslearningsteps,whicharemeantbytheselearning stepsfromthebeginningtotheendofthedeliveryoflearning.Activitiesin thelearningstepsinclude,preliminaryactivities,coreactivities,closing.In alltheactivitiescontainedintheplannedlearningstepsintheRPP,theUMP Purwokerto elementary school has adopted the 4Cs principle (Critical Thinking, Communication, Collaboration, and Creativity) which is a hallst mark of 21 century learning. courierkulum 2013, UMP Purwokerto elementary school also adopted the ISMUBA curriculum (Islam, Muhammadiyah andArabic). In implementing the teaching process at the elementaryschool,UMPPurwokertoadoptsProblem-basedlearning(PBL) isateachingstylethatpushesstudentstobecomethedriversoftheirlearning education. Problem-based learning uses complex, real-world issues as the classroom's subject matter, Encouraging students to develop problemsolvingskillsandlearnconceptsinsteadofjustabsorbingfacts.Theteacher guidesandre-explainsthematerialaftergivingstudentstheopportunityto trytounderstanditontheirown.Thisisdonetocheckhowfastthechild's understandingisandtopreventmisunderstandingsintheprocessofunderstandingalearningmaterial.

As far as the learning process takes place, communication occurs, namely with student discussions with other students and teachers, collaboration, namely by reflecting together on the subjects that have been studied and taught before the closing of learning activities, critical thinking, which is where students are given the opportunity at the beginning to analyze an eventandatmosphereinanevent.object,Creativityprocesstheemergence ofideas,opinionsorideasfromstudentactivitiesrelatedtotheobservedphenomena And don't forget also in the learning process of the UMP Purwokertoelementaryschoolstartingandendingwithprayeraccordingto theIslamicreligion,thisalsoteachesstudentsabouttheconceptofknowledge that comes from God, and asks for convenience and strength so that theycanbecomesmart,intelligent,andalwaysintheinstructions.

UMPPurwokertoElementarySchoolalsoappliesonlinelearningwhenitis needed,suchasin2021yesterdaylearningactivitieswerefocusedononline base learning which uses media such as google meet, zoom, WA group, google document etc.This is done because of the government's call about COVID-19andthedemandsforlearningthatmustcontinue.Theexistence ofthisonlineactivityalsodoesnotreducetheprocessofdeliveringlearning

to students, where there are not so many obstacles faced by elementary schoolstudentsatUMPPurwokerto.TheUMPelementaryschoolteacher's expertiseinchangingtheassessmentmodeltocapturestudentunderstandingisbychanginggivingassignmentsthatreflecttheintendedassessment, such as making videos of activities to help parents at home, collaborating withsiblingsandsiblings.Asfortheassessmentofacademicteachers,they askquestionsthroughanonlinefilethatcanbedoneonlineorassignments thatmustbecollectedintheformofafilegivenaperiodoftimeforcollection.

2. AssessingLearningoutcomes:

Inadditiontodesigninginterestingandeasylearning,theteachermustalso provideanassessment.Learningassessmentisusedtomeasuretheextentto whichstudentsunderstandthelearningmaterial.Butinabnormalconditions likethis,ofcoursewehavetochangethatparadigm. Theassessmentdoes notonlymeasurestudents'understanding,butalsotoimprovetheconceptof effectiveonlinelearning.AccordingtoIqbal(2020:209)Distancelearning isalearningprocessthatiscarriedoutnotintheformofdirectface-to-face betweeneducatorsandstudents.Botharenotinthesameplaceatthetimeof learningtakesplace.Intheconditionofdistancelearning,assignmentsare definitelythemostimportantinstrument.Throughassignments,wecansee theconsistencyofstudentsindoingthem.Becauseusually,ifonlinelearningiscarriedoutforthislongperiod,itisquitetiringandboringforstudents. Itcouldbethatwehaveprovidedcreativeandinterestinglearning,butthe accumulationof learningfrom a large number of subjects still makes childrenbored.Ifstudentsareactiveincompletingassignments,theyaregenerallyconsideredactiveinonlinelearning.

Assessments are carried out in schools periodically to diagnose the cognitiveandnon-cognitiveconditionsofstudentsasaresultofdistancelearning. Non-cognitiveassessmentisaimedatmeasuringthepsychologicalaspects andemotionalconditionsofstudents,suchasthepsychologicalandsocial emotionalwell-beingofstudents,theenjoymentofstudentswhilestudying from home, and the condition of the students' families. Cognitive assessment is aimed at testing students' learning abilities and achievements.The resultsoftheassessmentareusedasthebasisforselectinglearningstrategies and providing remedial or additional lessons for students who are the mostlaggingbehind.Thecurriculumusedinschoolsinspecialconditions providesflexibilityforschoolstochooseacurriculumthatsuitsthelearning needsofstudents,teachersinlearningcanbeseenfromtheprocessofplanning, implementing and assessing learning. Assessment is an important stageinlearning,totesttheeffectivenessoflearning.Assessmentisalsoas feedbackandmaterialforsubsequentlearningimprovements.

The UMP elementary school in its RPP (Learning Implementation Plan) explainsthatintheassessmenteachteacheremphasizesattitudeassessment, knowledge assessment and skills assessment. The purpose of all forms of assessmentistodeterminelearningachievement.Intheprocessoftakingstudentassessments,toassesstheattitudeoftheteachertoobservestudentsin class,thisisrelatedtothebehaviorofstudentsinclass.Knowledgeassessment,theteachergiveswrittenquestionsthatarelikeexams,wherestudents aretestedfortheirunderstandingofrelatedsubjects.SkillsAssessment,in this assessment process theteacheruses practicaland portfoliotechniques where students are required to practice learning that needs to be tested by practicalmethods.

AsforonlinelearningduringtheCOVID-19period,sothatlearningisnot monotonousanddoesnotstressstudents,theteachermakesassignmentsat homeintheformofprojectsorutilizesonlinelearningapplications.There areseveralwaysthatteacherscandoindevelopingchildren'screativitywith parentsathome.

First,makingproject-basedlearningbymakingusefulproducts,preferably byselectingmaterialsthatonlyusematerialsavailableathome.Sostudents do not need to leave the house and bother their parents.Theassignment is sentviathestudent'sparentWhatsAppgroup.Aftercompletingtheproject, studentsareassistedbytheirparentstoreportthestepsoftheactivitiescarried out.The report was photographed and shared by the student's parents viatheclassteacher'sWhatsApp

Second, read books. During learning activities at home, parents can have more quality time with their children by reading books together Choose your child's favorite story book and read it with him. This will train children's imagination and have an impact on emotional, social skills and developareadingliteracyculture.

Third, exercise together Not only intellectual abilities that need to be trained, physical activities can also be done with parents and children at home.Childrenareinvitedtoexercisetogetherathomebydoinggymnastics orothersportsforfiveto15minutes.Theroleofteachersandparentsinsupportingthelearningprocessathomebybuildingcollaborationstomaximize children'slearningactivitiesduringthepandemic.Thecreativityofteachers ininterestingandfunonlinelearningactivitieswilldeterminetheamountof students' attention to online learning activities. Assessment in the online

learningsituation,theteachercontinuestomakeassessments,butwiththe concept model that the home is a place for children to learn. The teacher takesacademicassessmentsbygivinghomeworkforeachmeeting,sothat studentslearnathomewiththeirparents.Inaddition,teachersalsocarryout non-academic assessments such as attitudes and religiosity by filling out journalsandmakingvideos.Forexample,thepracticeofprayingandhelpingorcollaboratingwithrelatives,canbeintheformofvideosasaformof futureassessment.

CONCLUSION:

InthelearningprocessthatisappliedandusedbySDUMP,itisappropriateand st meetsthestandardstofacethechallengesthatwillcomeinthe21 century we canseethisfromthelearningplanningprocessandtheassessmentprocessforstudents. As for the pandemic conditions, teachers continue to conduct distance learning using online social media as a mediator Students' assignments and homework also become more diverse, but this does not reduce the essence of implementingtheexistingcurriculumandlessonplansthathavebeenpreviously announced.UMPElementarySchoolstudentshavealsobeenpreparedasglobal netizens,meaningthatthereisanexchangestudentprogramabroadwithteacher assistance, providing an opportunity to learn about differences and the use of internationallanguages.

REFERENCES:

I. Arizona, K., Abidin, Z., & Rumansyah, R. (2020). Pembelajaran Online Berbasis Proyek Salah Satu Solusi Kegiatan Belajar Mengajar di Tengah Pandemi Covid-19. JurnalIlmiahProfesipendidikan,5(1),64–70.

II. As’ari,A.R.(2017).TantanganPengembanganProfesionalismeGurudalamRangka MembelajarkanMatematikadiAbadke-21danMembangunKarakterPesertaDidik. Dalam Prosiding Seminar Nasional Mahapeserta didik Kerjasama Direktorat JenderalGurudanTenagaKependidikanKemendikbud2016

III. Mislikhah.(2020). Dosen Pascasarjana IAIN Jember dan Ketua Program Studi PendidikanMadrasahIbtidaiyahS2PascasarjanaIAINJember (Internet).(cited02 Januari 2021) https://radarjember jawapos com/pascas arjana iain/06/08/ 2020/mewujudkanpembelajaran-abad-ke-21-di-tengahpandemi-covid-19/ IV Mustofa. (2007). Upaya pengembangan profesionalisme guru di Indonesia. Jurnal Ekonomidan V Pendidikan4(1):76-88.Santi,Maudiarti.(2018).PenerapanELearningdiPerguruan Tinggi.PerspektifIlmuPendidikan,32(1),53-68.

VI. Sugiono.(2020).MetodePenelitianKulaitatif.Bandung:Alfabeta st

VII. Trilling,B.andFadel,C.(2009).21 CenturySkills:LearningforLifeinOurTimes. SanFrancisco:Calif,Jossey

VIII. Wicaksono, S. R. (2012). Kajian Pembelajaran Online Berbasis Wiki Di Lingkup Perguruan Tinggi Journal of Education and Learning (EduLearn), 6(1), 51 (Internet).(cited05Januari2021).https://doi.org/10.11591/edulearn.v6i1.190.

IX. Yakobus, S. P (2020). Strategi Pembelajaran Daring Berbasis Multimedia di SMA Negeri 1 Menjalin Kabupaten Landak Provinsi Kalimantan Barat. JARDIKNASJurnalPendidikandanSosial,1(1),17–26

X. Daryanto,KarimS.(2017).PembelajaranAbad21.Yogyakarta:GavaMedia. st XI. Harari,YuvalN.(2018).21Lessonforthe21 Century

XII. Fauzi,I.,&Suryadi,D.(2020).DidacticalDesignResearchuntukMengembangkan KompetensiPedagogikGurudiSekolahDasar INVENTA:JurnalPendidikanGuru SekolahDasar,4(1),58–68.Frydenberg,M.,&Andone,D.(2011).Learningfor21st CenturySkills,314–318.

XIII. ImanSantoso.2020GuruKelasSekolahDasarNegeri(SDN)Kalikamal,Kecamatan Brebes, Kabupaten Brebes, Jawa Tengah (Internet) (cited 02 Januari 2021).https://jateng.nu.or.id/read/dvM/p embelajaran-abad-21-di-masa-pandemicovid-19

XIV Iqbal. F.A. (2020).AsesmenAlternatif dalam Pembelajaran Jaraj Jauh pada Masa DaruratPenyebaran

XV Coronavirus Disease (Covid-19) di Indonesia. Jurnal Peagogik, Vol. 07 No. 1, Januari-Juni2020

XVI. Kemdikbud RI (2020) Edaran Tentang Pencegahan Wabah COVID-19 di LingkunganSekolahSeluruhIndonesia

XVII. Kusnandar. (2008) Guru Profesional Implementasi Kurikulum Tingkat Sekolah(KTSP)danPersiapanMenghadapiSertifikasiGuru.Jakarta:RajaGrafindo Persada