This study aims to determine the process and results of using Self Regulated Learning in increasing motivation to learn Arabic in the online learning system during the Covid-19 pandemic at SMA Negeri 1 Mataraman, Banjar, South Kalimantan. The research uses a qualitative approach designed in the form of action research. While the steps used refer to the Mertler model (2011), namely: (1) identification of initial ideas, (2) analysis of general problem finding, (3) general planning of action, (4) developing and implementing action steps (5) evaluating and revise the general design, and (6) develop in the second step of action and so on.
The results of the study found that in Cycle I the point of conformity reached 67.7% so that it was certain that students agreed with learning using the concept of Self-regulated learning. However, the acceptance of Arabic lessons is still low, some students still consider Arabic as a difficult subject. While in the second cycle the point of conformity reached 76.5%. Higher than the first cycle after improving the learning pattern in the personal evaluation system section by providing a standard format provided by the teacher. Thus, it can be concluded that students feel enthusiastic in carrying out Arabic learning with an online system if it is done using the concept of self-regulated learning.
The theoretical findings in the research are: (1) learning activities that provide wider opportunities for students or are more student centered (student centered learning) provide more opportunities for students to actualize themselves and develop themselves to be better, and (2) student satisfaction in solving their own problems and sharing with friends are important factors in online learning to foster high learning motivation. While the practical findings are (1) it is necessary to make other efforts to make Arabic lessons more interesting for students, even though the average results of the questionnaires are positive but some say they don't like Arabic lessons, and (2) cooperation in problem solving and Freedom in learning is an important thing that must be maintained, because it becomes a dominant factor in the motivation to learn Arabic.
Key words: Self-Regulated Learning, motivation, online learning

One of the most memorable films from our childhood would be "Mulan" by Disney. When most of the Disney princesses show us the glamour, the elegance of being a princess, “Mulan” shows us something else, like a battlefield, army, war, and lots of other things that may sound new and fresh from a child's perspective. People watch Mulan on her journey to become China's saviour. Ignoring the line that separates a man from a woman she kept her head up and worked hard to become the perfect soldier for her land. Despite showing her capability in fight and strategies to help her comrades survive the battlefield, she still faces rejection and anger when people around her find out that she is a woman. But she still tries her best to save the country by protecting China's emperor when he faces life and death situations caused by the enemies. Her success caused a lot of people to acknowledge her power as a woman and praise her. This paper will study the female representation of “Mulan”. A qualitative method will be used to conduct this study to show educational values in “Mulan” by Disney.

Gamification is the comprehensive use of game features with the aim of improving student’s performance and motivation in learning. The purpose of this present research is to conduct a systematic review of previous relevant research using the Quizizz and Kahoot! in learning English during 2021. The research method employed a Literature Study through a search on the Google Scholar page. Synthesis of literature data was analyzed from various components of students’ needs in learning English using Quizziz and Kahoot! The results point out that the online learning application Quizizz and Kahoot! have various advantages for learning English, among others, increasing the students’ ability and motivation in participating in the process of learning English actively and communicatively.

The Covid-19 pandemic has had a major impact on the world of education, so it has to adapt to doing virtual class (online) learning. Like learning yoga asanas at SMA Negeri 3 Palu, which must apply virtual class learning models with practical materials, they will find serious problems. The formulation of the problem is: 1. How is the virtual class model learning on yoga asanas at SMA Negeri 3 Palu? 2. How is the learning process through a virtual class model in learning yoga asanas at SMA Negeri 3 Palu? The method in this study is a qualitative descriptive method as an assessment of the problem in this study. The results are 1. In learning the virtual class model, the teacher uses online applications such as google meet, whatsapp group, and quizizz and is balanced with the provision of yoga asanas tutorial videos. 2. The learning process of the virtual class model consists of several stages, namely the planning or preparation stage and the implementation stage. The planning stage consists of the process of making lesson plans, Flyer invitations to enter learning, teaching materials or materials in the form of power points, and quizzz as the evaluation stage.

Penelitian  ini dilatarbelakangi karena rendahnya hasil belajar bahasa Indonesia di SD Negeri 064954 Medan. Tujuan penelitian ini untuk mengetahui perbedaan belajar bahasa Indonesia peserta didik yang diajarkan dengan  perbedaan hasil belajar peserta didik yang memiliki gaya belajar auditori, visual dan kinestetik; untuk mengetahui interaksi antara Strategi Pembelajaran dengan Gaya Belajar peserta didik dalam mempengaruhi hasil belajar bahasa Indonesia. Populasi Penelitian ini menggunakan metode penelitian eksperimen. Populasi penelitian ini berjumlah 90 orang yang terdiri dari 30 dari kelas Va dan 30 dari kelas Vb  dan 30 dari kelas V c SD Negeri 064954 Kota Medan. Teknik penarikan sampel dilakukan dengan cluster random sampling. Sampel penelitian terdiri dari 60 orang.  Hasil penelitian ini menunjukkan bahwa: (1) Terdapat perbedaan hasil belajar siswa yang diajarkan dengan strategi pembelajaran PBL dengan siswa yang diajarkan dengan strategi pembelajaran ekspositori. Hal ini terlihat dari hasil ANAVA bahwa adanya peningkatan hasil belajar yang signifikan yaitu rata-rata 84,00 pada kelas eksperimen lebih tinggi dari rata-rata 75,33 dibandingkan kelas kontrol. (2) Terdapat perbedaan hasil belajar bahasa Indonesia peserta didik yang memiliki gaya belajar auditori dan visual, hal ini terlihat dari hasil ANAVA bahwa rata-rata 88,18 pada visual lebih tinggin dari rata-rata 82,73 pada auditori. (3) Terdapat interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar bahasa Indonesia siswa.
Kata kunci : Hasil Belajar Bahasa Indonesia, Strategi Pembelajaran, dan Gaya Belajar

Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan karakter dalam pembelajaran PPKn bermuatan karakter nasionalis siswa. Metode penelitian menggunakan deskriptif kualitatif dengan desain fenomenalogi. Subyek penelitian adalah guru dan siswa. analisis data menggunakan Miles dan Huberman, yaitu pengumpulan data, reduksi data, display data dan kesimpulan atau verikasi. Hasil penelitian menunjukan pembelajaran PPKn bermuatan karakter nasionalis; Cinta tanah air dan Menghargai kebhinnekaan melalui kegiatan pembiasaan, komunikasi dan keteladanan setiap proses kegiatan belajar mengajar di kelas.
kata Kunci: Pembelajaran PPKN, karakter, Nasionalis