This study focused on creating an innovative learning tool – a rotating solar system model – to help sixth-grade elementary students in Natural Sciences (IPA) better understand the solar system. We identified key challenges in teaching this topic: students often showed low interest and struggled with the abstract concepts of planetary movement. To address these issues, we used a Research and Development (R&D) approach following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The rotating solar system model was designed as a three-dimensional teaching aid that students could manually rotate. This simple yet educational design visually demonstrates the orbit and rotation of planets around the sun. During development, we consulted with subject matter experts and media experts to ensure the content's accuracy and visual quality. Validation results were highly positive, with average scores of 88% from subject experts, 83% from media experts, and 92% from practitioners, all categorized as "good." We then conducted a limited trial with 29 sixth-grade students at SD Negeri 222 Palembang. The results were encouraging: we observed a significant improvement in conceptual understanding, as evidenced by pre-test and post-test score comparisons, as well as an increase in student motivation during the learning process. 

The purpose of this study is to determine how the quality of teaching and learning process at Mis Al-Hilaal Wanakarta school is impacted by the aspects of teacher discipline. This study employs quantitative approach and uses saturated sample which involves twelve teachers. The data is gathered by observation, questionnaires with five possible answers on a Likert scale score choice form that are distributed to twelve teachers, and documentation as a supplementary method. The data is analyzed using a straightforward linear regression test that includes Spearman rank correlation and the determination coefficient test, t test, or partial test, and F test, or simultaneous test. According to the study's findings, (H_0)  is rejected and (Ha) is accepted, indicating a strong and positive relationship between the aspects of teacher discipline and the quality of teaching and learning process. This is supported by the Spearman rank correlation coefficient value of 0.6137. Based on the R Square value of 0.517 obtained from the simple linear regression test, there is a 51.7% impact of the teacher discipline aspects on the quality of teaching and learning process. The results of the t test shows that the variable aspects of teacher discipline have a significant impact on the quality of the teaching and learning process (t value (3.269) > t table (1.812) with a significance of 0.008 <0.05), and the results of the F test shows that the F value is 10.683 with a significance of 0.008 <0.05.