Development of Learning Modules Based on a Realistic Mathematical Approach with Autograph Software to Improve Creative Mathematical Thinking Ability Students of SMP Negeri 1 Blangkejeren

Regulation of the Minister of Education and Culture number 21 of 2016 concerning content standards for primary and secondary education for mathematics, namely showing attitude, logic, criticism, analytical, creative, careful and thorough, responsible, responsive, and not easy to give up in solving problems. From the Minister of Education and Culture, it can be seen that mathematics can train students' logic, argumentation and creativity. Besides that, it can also foster student responsibility, diligence and responsiveness. So it can be concluded that mathematics is an important subject for students to master. Abstract

Improving the quality of mathematics learning in Indonesia, according to the demands of the 2013 curriculum, requires various efforts. Educational design that provides opportunities for students to develop their potential in a fun learning atmosphere and in accordance with their abilities. Along with the development of the internet, the learning strategy has shifted and various information and communication technology-based learning strategies have emerged from the e-learning model, smart classroom technology, virtual classroom, belded learning, etc. (Fitri & Zahari, 2019).
Conditions in the field are inversely related to the importance of mathematics. Most students think of mathematics as a difficult and scary subject. So that students tend to dislike and avoid learning mathematics. This can be seen from the results of UNBK SMP 2019 from the set competency standards of 55 points, mathematics only obtained 46 points. This result is not much different from 2018 which also experienced a decline.
In addition to the results of UNBK SMP, researchers also conducted interviews with mathematics teachers at SMP Negeri 1 Blangkejeren on August 20, 2019 regarding the obstacles faced by teachers in learning mathematics, He stated that students often had difficulty working on questions whose solutions were different from the example questions. Students find it difficult to answer if there is a change in the questions from the questions students usually do. There are even students who cannot answer at all if the answers to the questions asked must be different from the existing sample answers. From the problems faced by the teacher, it can be concluded that the ability needed to be able to answer with unique, new and varied answers is the ability to think creatively.
McGregor (Mahmudi, 2009) states that creative thinking is a type of thinking that directs the acquisition of new insights, new approaches, new perspectives, or new ways of understanding something. Both of these opinions indicate that higher-order thinking skills will occur when a student can relate new information to the information he already has in his memory and connect or rearrange and develop information to achieve a goal or find a solution to a difficult situation / problem solved.
To increase the creativity abilities of students, according to Wankat and Oreovoc in (Wena, 2008) it can be done by (1) encouraging students to be creative (tell student to be creative), (2) teaching students several methods to be creative (teach student some creativity methods), and (3) accept the creative ideas produced by students (accept the result of creative exercise).
According to Martin (2009) the ability to think creatively is "the ability to generate new ideas or ways of producing a product". In general, creative thinking is triggered by challenging problems. Martin also suggests three aspects of creative thinking abilities, namely productivity, originality or originality, and flexibility or flexibility. Productivity is related to the number of works produced. Originality relates to a work that is different from similar works around it. Flexibility refers to the willingness to modify beliefs based on new information. Someone who does not think flexibly does not easily change their ideas or views even though he knows that there are contradictions between the ideas he has and the new ideas.
Based on the descriptions that have been stated above, the ability to think creatively is the ability to think at a higher level which is obtained through the process of trying, investigating, discovering, and applying various new ideas. Indicators of creative thinking in this study are limited to: (1) the ability to generate a number of new ideas, (2) the ability to generate various ideas, (3) the ability to generate unique ideas.
Through good mathematics education, students can indeed obtain various kinds of provisions in facing challenges in the global era. In the 2013 curriculum itself, the use of technology in learning became something that was highly recommended. The learning process in the 2013 curriculum requires students to participate actively and provide sufficient space for students' creativity, interests, and talents (Fitri, Syahputra, & Syahputra, 2019).
Mathematics learning tools as a means of achieving the goals of the educational curriculum are an important part of the learning process, as well as guidelines for teachers in carrying out the learning process in the classroom. Mathematics as a basic science is one of the subjects that play an important role in every level of education as a means of logical, critical, analytical, rational and systematic thinking (Rambe, 2020). Irhamna (2020) stated that mathematics is a universal science. Mathematics is also seen as the queen of science. This aims to determine the extent to which the learning material has been presented, what indicators are to be achieved, and how the teacher will follow up. In addition, the learning device also aims to help students follow the mathematics learning process. This is in line with PP. 19 of 2005 on SNP states, "The curriculum is a set of plans and arrangements regarding the objectives, content, and learning materials as well as the methods used as guidelines for implementing learning activities to achieve certain educational goals".
One of the learning approaches that teachers can use in the learning process is a realistic approach. In mathematics, the realistic approach is stated as a realistic mathematics approach, where in the learning process students are given the opportunity to understand and discover mathematical concepts themselves, then guided by the teacher to correct concepts that are misunderstood by students. This is in accordance with the statement of Dickinson & Hough (2012) that teachers who use realistic mathematics state that realistic mathematics is able to increase students' understanding to understand and apply mathematics.
Learning with a realistic mathematics approach is a learning approach that must start with something real (real), so that students can be involved in the learning process in a meaningful way. It can be concluded from Dickinson & Hough (2012) that the advantages of a realistic mathematics approach include: 1. Teaching with PMR resulted in a change in the way the teachers saw learning and teaching mathematics. This is indicated by the beginning of teaching with PMR, where teachers previously experienced anxiety which they believed to be their challenges. 2. Students will feel a significant change in the way the teacher teaches and can be sure that it will have a very significant impact on students and this impact can be seen during learning. 3. Data obtained from students in daily learning, both the value obtained from the test results and learning will show a very significant positive impact. This will be more visible at the end of the lesson, when the results of small group work (student answers) are collected. Furthermore, looking at the development of the millennial world, researchers caught a signal that the younger generation is currently very interested in technology. This is proven by the rapid development of technology in Indonesia and the consumers are mostly young people. Android applications are so loved that almost all junior high school students already have their own android. This has attracted researchers to use technology in the design of the modules to be developed.
The many mathematical software available, researchers chose autograph software as the technology to be used in the developed module. The reason for choosing autograph software is because autograph software has never been implemented at the research site and autograph software is software that does not require an internet connection to use, thus saving application costs. Furthermore, the autograph software is also compatible with the material being taught, namely straight line equations.
Starting from the weak mathematical creative thinking ability, the importance of this is based on its very importance in learning mathematics, as well as the results of field observations which show that this weakness cannot be separated from the learning tools used in the field, so to solve the problems found the researchers provide solutions in the form of developing based learning modules. a particular model / approach that focuses on improving students' mathematical creative thinking skills. For this reason, the research that will be carried out is the Development of Learning Modules based on a Realistic Mathematical Approach with the help of Autograph Software to Improve the Mathematical Thinking Ability of Students of SMP Negeri 1 Blangkejeren.

III. Research Methods
The subjects in this study were students of Class VIII SMP Negeri 1 Blangkejeren and as objects in this study were learning modules based on the Realistic Mathematical Approach assisted by autograph software.
Learning modules that have met the validity criteria are tried out in classroom learning. Field trials were carried out to obtain direct input on the learning modules that had been compiled in the framework of revision of Draft II. The learning module will be tested in pilot schools to see the effectiveness of the learning modules that have been designed and see the increase in students' mathematical creative abilities. The trial results were used as the basis for refining Draft-II to Draft III (final draft).
The trial design of this study used the One Group Pretest -Posttest Design (Tuckman, 1978). The first step is to take measurements as a pretest, then subject to treatment within a certain period of time, then a posttest is carried out. The research design of the pre-test and post-test design is with the following pattern: Information: O 1 : The pretest is conducted to determine the level of students' mathematical creative abilities before being given treatment. X: Treatment through learning using a realistic mathematics approach based learning module assisted by autograph software that has been developed. O 2 : The final test (posttest) is conducted to determine the level of students' mathematical creative abilities. The purpose of implementing the learning module trial for know the clarity of the readability of the learning module by implementing trials. In the trial, it was recorded all the activities that appeared, whether the students reached the goal mastery level, whether the teacher had carried out the learning according to the plan. Meanwhile, the student's creative mathematical ability test is a test that aims to determine whether the developed test can measure the mathematical creative ability. One of several learning approaches that is thought to help foster students' understanding of mathematical concepts is the Realistic Mathematics Approach (Adliani, 2020).
Research instruments and data collection techniques were prepared to measure the validity, practicality and effectiveness of developing learning modules with a realistic mathematics approach. To measure the validity of the instrument used in this study, the learning module validity sheet consisted of the lesson plan validation sheet and the O 1 X O 2 mathematical creative ability test validation sheet. To measure the practicality of the instruments used in this study were student response questionnaires and teacher interview guidelines for the learning module and the instrument for the effectiveness of the learning module seen from the results of students' mathematical creative tests. The development of modules in this study uses the Thiagarajan, Semmel and Semmel (1974) development model, namely the modified 4-D model (define, design, develop, disseminate). In addition to the learning module, a Learning Implementation Plan (RPP) based on the Realistic Mathematical Approach was also developed. In addition, research instruments were also developed in the form of tests of mathematical creative thinking abilities, student response sheets, and validation sheets.

IV. Discussion
Student responses to the learning modules developed are positive, students find it easy to use them. In fact, many students study hard after using the learning module, and the display and pictures in the book encourage students to pay attention to what they are learning. In addition, students are also very interested in working on the questions because the module is equipped with instructions. This shows that students think that the learning module used is practical. But there is a statement "This learning module makes me more active in studying" which is still in the sufficient category. This will be revised material for trial II.
The teacher's response to the learning module developed was very positive, the teacher found it easy to use it. The teacher also feels interested and helped by the instructions in its implementation. This shows that the teacher considers the learning module used is practical.
From the results of the description above related to the implementation of the learning module, the overall indicators of practicality in this study meet the following criteria: (1) students say that the learning module used is easy to use; and (2) the subject teacher said that the learning module used was easy to use; Based on the achievement of the practicality indicators of the learning module, the learning module developed can be said to be practical. In this study, the level of mastery of students in terms of mathematical creative thinking skills using tests of mathematical creative thinking skills that have been developed. The description of the results of students' mathematical creative thinking abilities in the first trial is shown in Table 1.The following: The percentage of classical completeness criteria for students' mathematical creative thinking abilities in the first trial is presented in Figure 1.

Figure 1. Percentage of Classical Completeness of Creative Thinking Ability Mathematical Students in Trial I
Based on the data in Table 1 and Figure 1, it can be seen that the classical completeness of the results of students' mathematical creative thinking abilities in the pretest first trial was 18.75% while in the posttest trial I was 71.87%. In accordance with the completeness criteria of classical student learning outcomes, namely at least 85% of students who took the mathematical creative thinking ability test were able to achieve a score of ≥ 75.Thus, the posttest results of students' mathematical creative thinking abilities did not fulfill classical completeness because they only obtained a percentage of 71 completeness. 87%. So it can be concluded that in Trial I, the application of a learning module based on a realistic mathematical approach with the help of the Autograph developed did not meet the classical completeness criteria.
The average percentage of student activity in listening to / paying attention to the teacher / friend's explanation at each meeting that was held had met the effectiveness limit. The percentage of student activity at each meeting was 23.1%, 25.4%, 21.1% and 21.6%. This indicates that students in starting learning have listened to / paid attention to the teacher's explanation because the learning they are doing has never been done before and they are more active in learning.
The average student reads the contextual problem in the student module at each meeting that had met the effectiveness limitation criteria. The percentage of student activity at each meeting was 15.7%, 14.4%, 15.7% and 14.4%. This indicates that students have discussed a lot of contextual problems in student modules and they are more independent and active both individually and in groups. The average student in solving problems / finding ways and answers to problems has met the effectiveness limitation criteria. The percentage of student activity at each meeting was 24.6%, 21.1%, 24.6%, and 25.2%. This indicates that it has met the effectiveness criteria.
Based on the results of the student response questionnaire analysis, it can be seen that the average results of the percentage of students' positive responses to each aspect of student responses are as follows: (1) students who expressed pleasure in the learning module components were 76.25%; (2) students stated that the components of the learning module and learning activities were still new as much as 80%; (3) students who expressed interest in learning mathematics in other materials such as learning conducted were 87.5%; (4) students who stated that the language in the module, LAS and tests was clear was 87.5%; (5) students who expressed interest in the performance of the module and LAS were 93.75%; and (6) students who stated that learning based on a realistic mathematics approach assisted by an autograph was interesting, made fun, useful and helpful, and motivated in learning mathematics as much as 88.75%. The average percentage of total student positive responses in Trial I was 83.12%. If the results of this analysis are referred

Percentage of Completeness
Percentage of Mathematical… to the criteria, it can be concluded that students' responses to learning components and activities are very positive. This is because more than 80% of students responded positively to the components of the learning module being developed. In the first trial, the effectiveness of the developed problem-based learning module did not meet all the effective criteria set. Because, there are still indicators of effectiveness that have not been fulfilled, namely the results of the posttest of mathematical critical thinking skills in the first trial that have not met the criteria for classical completeness achievement. However, the effectiveness indicator that was fulfilled in the first trial was that students responded positively to the components of the learning module developed and the classical learning completeness that had not been achieved.
The results of the first trial are used as a reference for improving the developed learning module based on the realistic mathematics approach assisted by the autograph. After a review and revision of the developed learning module has been carried out, the results of the improvements / revisions made to the results of trial I are called draft III and will be retried in trial II.
The description of the results of students' mathematical creative thinking abilities in the second trial is shown in Table 2. below. The percentage of classical completeness criteria for students' mathematical creative thinking abilities in the second trial is presented in Figure 2.

Figure 2. Percentage of Classical Completeness of Students' Mathematical Creative Thinking Ability in Trial II
Based on the data in Table 1 and Figure 2, it can be seen that the classical completeness of the results of students' mathematical creative thinking skills in the pretest trial II was 25% and the posttest trial II was 87.5%. In accordance with the completeness criteria of classical student learning outcomes, namely at least 85% of students who take the mathematical creative thinking ability test are able to achieve a score of ≥ 75.Thus, the posttest results of students' mathematical creative thinking abilities have met completeness

Percentage of Completeness
Percentage of Students' Mathematical Creative Thinking Ability classically because they obtained a percentage of completeness of 87.5 %. So it can be concluded that in Trial II, the application of a learning module based on a realistic mathematics approach assisted by an autograph developed has met the criteria for classical completeness.
The average percentage of student activity in listening to / paying attention to the teacher / friend's explanation at each meeting that was held had met the effectiveness limit. The percentage of student activity at each meeting was 23.1%, 25.4%, 25.4%, and 22.82%. This indicates that students in starting learning have listened to / paid attention to the teacher's explanation because the learning they are doing has never been done before and they are more active in learning.
Overall, if the average percentage of student activity time is referred to the criteria for ideal percentage of student activity time set in chapter III, it can be concluded that the percentage of student activity time has met the criteria for achieving the percentage of ideal time set.
Based on the results of the student response questionnaire analysis, it can be seen that the average results of the percentage of students' positive responses to each aspect of student responses are as follows: (1) students who expressed pleasure in the learning module components were 90.62%; (2) students stated that the components of the learning module and learning activities were still new as much as 91.25%; (3) students who expressed interest in learning mathematics in other materials such as learning conducted were 93.75%; (4) students who stated that the language in the module, LAS and tests was clear was 90.62%; (5) students who expressed interest in the performance of the module and LAS were 93.18%; and (6) students who stated that learning based on a realistic mathematical approach assisted by Autograph was interesting, made fun, useful and helpful, and motivated in learning mathematics as much as 89.37%. Thus it can be said that all aspects received a positive response from students with an overall average score of 90.87%. And if it is viewed from the student's response to learning, the learning module with this realistic mathematics education model can be said to be effective. This is because more than 80% of students responded positively to the components of the learning module being developed.
Thus, it is known that the results of trial II are better than trial I. This is because the learning module based on the realistic mathematics approach assisted by the Autograph used in the second trial is a learning module based on the realistic mathematical approach with the help of the revised Autograph results of the first trial. then based on the results of trial II it can be concluded that the learning module based on a realistic mathematics approach assisted by Autograph has met the quality of a practical and effective learning module.
After the learning module developed can be said to be of good quality including valid, practical and effective, it will be seen that the increase in students' mathematical creative thinking skills using the developed learning module. The data obtained from the pretest and posttest results of the mathematical creative thinking ability of trial I and trial II were analyzed to determine the increase in students' mathematical creative thinking abilities. The description of the increase in students' mathematical creative thinking skills by using a learning module based on a realistic mathematical approach assisted by Autograph in trial I and trial II is described as follows.
The improvement of students 'mathematical creative thinking skills in the first trial will be seen through the N-Gain of the pre-test and post-test results of students' mathematical creative thinking abilities in the first trial. The summary of the N-Gain results based on the improvement categories that have been defined in Table 3 below. Based on Table 3 above, it can be seen that no students got N-Gain scores in the range> 0.7. There are 28 students who have increased their mathematical creative thinking skills in the "moderate" category or get an N-Gain score of 0.3 <g ≤ 0.7, and 4 people who get an N-Gain score g ≤ 0.3 with the category " Low". The average gain in the first trial was 0.40, which is in the medium category. So, it can be concluded that there is an increase in students' mathematical creative thinking skills after implementing learning using a realistic mathematics approach based learning module assisted by Autograph in Trial I.
The improvement of students 'mathematical creative thinking skills in the second trial will be seen through the N-Gain of the pre-test and post-test results of students' mathematical creative thinking abilities in the second trial. The increase was seen by calculating the N-Gain value based on the results of the pretest and posttest in trial II. A summary of the N-Gain results based on the improvement categories that have been defined in Table 4 below. Based on Table 4 above, it can be seen that 3 students got N-Gain scores in the range> 0.7 or experienced an increase in students' mathematical creative thinking skills in the "High" category. For students who experienced an increase in mathematical creative thinking skills of students with the "moderate" category or got an N-Gain score of 0.3 <g ≤ 0.7, there were 28 people and 1 student who got an N-Gain score g ≤ 0.3 with the category "Low". The average gain in the second trial was 0.49, which is in the medium category. So, it can be concluded that there is an increase in students' mathematical creative thinking skills after implementing learning using a realistic mathematics approach based learning module assisted by autograph in trial II.
Based on Tables 3 and 4, when viewed based on the N-Gain calculation to see an increase in students' mathematical creative thinking skills in the first trial and second trial, it has increased from 0.36 to 0.50, meaning that it is in the "medium" category. This shows that students' mathematical creative thinking skills using a learning module that was developed based on a realistic mathematical approach assisted by Autograph have increased from trial I to trial II. Thus the use of a learning module based on a realistic mathematics approach assisted by autographs developed can improve students' mathematical creative thinking skills in the second trial.
The results of the assessment of the practicality of the learning module in terms of teachers and students stated that the learning module developed was easy to use. Then, the criteria for practicality in terms of the implementation of the learning module in this study have also met the practical criteria. In the first trial and II test, the implementation of the learning module has met the specified criteria, namely it has reached the good category. This is supported by the results of research by Supentanginingsih and Annurwanda (2019) which have developed a Problem-Based Mathematics Module in the Material of Two Variable Linear Equation Systems which is valid, practical and effective for grade VII junior high school students.
Based on the description above, it can be concluded that the learning module developed based on a realistic mathematical approach with the help of Autograph has fulfilled the practicality as expected. Thus the learning module based on a realistic mathematics approach assisted by autographs developed is easy and can be implemented by teachers and students.
Based on the results of trial I and trial II, the developed learning module based on realistic mathematics approach assisted by autograph has fulfilled the effective category in terms of: (1) classical student learning completeness; (2) the level of active student activity during the learning process; and (3) student responses. In the following, a discussion for each indicator will be presented in measuring and observing the effectiveness of a realistic mathematics approach based learning module with autograph assistance.
The results of the posttest analysis stated earlier that in the first trial the percentage of classical completeness of the mathematical creative thinking ability was 71.87% while in the second trial the percentage of completeness classified as the mathematical creative thinking ability was 87.5%. If it is seen from the results of students 'classical completeness of learning, the students' mathematical creative thinking abilities, the mastery obtained from the results of the first trial did not meet the classical completeness criteria, while in the second trial it had met the classical completeness criteria.
The results of the above research indicate that students' mastery of classical learning with the developed learning modules meets the effectiveness criteria. Maulydia, Surya and Syahputra. (2017) namely "we can conclude that a teaching material that has been developed through RME has been effective to use". They stated that the learning module developed through PMR could be effective to use. Both of these studies show that module development with PMR can obtain valid and effective modules to use. This is reinforced by the results of Ariskasari and Pratiwi (2019)  The result of the research is that the developed module has a positive response from the environment, especially the research subjects.
The results of research and supporting research, it can be concluded that the components of a learning module based on a realistic mathematics approach assisted by autographs developed have contributed positively to student responses in learning.
The increase in mathematical creative thinking skills above is influenced by the characteristics of learning based on a realistic mathematics approach assisted by autographs combined with the developed learning modules. Among them, the learning module developed contains authentic problems related to the daily life of students. This is reinforced by the results of research by Zakaria (2017) which concluded that "use of Realistic Mathematics Education Approach can be enhanced mathematics achievement of students". This means that using PMR can improve students' mathematics achievement. From the results of this previous research, it can be seen that PMR has advantages in terms of improving mathematical abilities such as reasoning skills, spatial understanding of concepts and in this study what will be improved is the ability to think mathematically creatively. Thus, a realistic mathematics approach model learning module with autograph assistance can improve students' mathematical creative thinking skills.

V. Conclusion
The Based on the results of data analysis and discussion in this study, the following conclusions are stated: 1. The practicality of the learning module developed using the Realistic Mathematical Approach assisted by Autograph software is concluded based on (1) the students stated that the device being developed was easy to use; and (2) the teacher stated that the tools developed were easy to use 2. The effectiveness of the learning module developed using the Realistic Mathematical Approach assisted by Autograph software, concluded based on: (i) the students' critical thinking ability obtained classical completeness with a percentage of 87.5%, (ii) the level of student activity met the ideal time tolerance criteria set , (iii) students' responses to the components of learning tools and learning activities are positive. 3. Increasing students' creative thinking skills using learning tools developed through the Realistic Mathematical Approach assisted by Autograph software on the subject of straight line equations is from the average creative thinking ability test in test I of 77.9, increasing in test II to 81.64 4. Student active activities during the learning process in learning with the application of the Realistic Mathematical Approach assisted by Autograph software are already in the limiting criteria for the effectiveness of learning.


FROM THE HISTORY OF PUBLIC EDUCATION IN SOVIET CHECHNYA (1920S)

After the revolutionary events of 1917, a socialist society emerged in our country. Revolutionary transformations both in the center and in the localities were hampered by the lack of a sufficient number of trained specialists from the representatives of the people. Even during the Civil War in 1919, the Decree of the Council of People's Commissars of the RSFSR was adopted, which set the task of eliminating the illiteracy of the population. State and party bodies of Soviet Chechnya began to eliminate illiteracy among the population. The work was carried out in two directions – the elimination of illiteracy among children, as well as among the adult population aged 14 to 30. Hundreds of schools and courses for the eradication of illiteracy began to function in the region; among the latter are short-term pedagogical courses for the training of teachers from among Chechens, which opened in Grozny on February 22, 1921, June 20, 1923, June 1, 1924, in Goryachevodsk, as well as two-year courses – in the fall of 1924. In December 1925, the Pedagogical College named after Sergo Ordzhonikidze was opened, which contributed to the improvement of the training of pedagogical national personnel. In the first years of Soviet power in Chechnya, the main path for the formation of pedagogical personnel was a variety of course activities; then a new type of education appeared since the mid-1920s. It was the first secondary pedagogical educational institution, a pedagogical school, which characterized a new stage in the development of pedagogical education in Chechnya.

Introduction
After the revolutionary events in October 1917, the construction of a socialist society began in Russia. Transformations were carried out in all areas of life. The creation of a new socialist culture is becoming one of the main tasks. However, the implementation of the planned cardinal changes was complicated by the lack of the necessary number of trained specialists and mainly from representatives of social groups who supported the initiated socialist transformations, which were not available not only in the backward educational development of Chechnya but also in Russia itself.
Among the first legislative acts aimed at solving the problem of enlightenment and education of the broad masses was the Decree of the Council of People's Commissars of the RSFSR of December 26, 1919 "On the elimination of illiteracy among the population of the RSFSR". Party and Soviet bodies of the North Caucasus have also done a great deal of work in resolving the problem of enlightenment and education in the region.

Problem Statement
In Soviet and modern Russian historiography, works have been published in which the first measures of the Soviet government in solving the problem of enlightenment and education of the broad popular masses, the formation and development of various stages of the Soviet educational system, including in the national regions - Bolodurin (2008), Abdrakhmanova (2017), Komandzhaev et al. (2019).

Research Questions
The subject of this research is the domestic educational system in the first decades of Soviet times.

Purpose of the Study
The purpose of the study is to examine the changes that took place in the educational system of Chechnya and Ingushetia in the first decades of Soviet times. The article covers the first measures aimed at solving the problem of enlightenment and education of the broad masses, the opening and operation of a secondary educational institution in Chechnya -a pedagogical technical school.

Research Methods
The methodology is based on the principles of objectivity, scientific character and historicism, which presuppose the study of facts and phenomena in all their diversity, in the concrete historical conditions of their emergence and development, and which make it possible to highlight both the positive and negative aspects of the analyzed historical events. https://doi.org/10.15405/epsbs.2021.11.307 Corresponding Author: Khatmat Abuevna Matagova Selection and peer-review under  Chechnya began to eliminate illiteracy among the population. The work of state and party bodies that unfolded in this area was carried out mainly in two directions: the involvement of children in the schools being created, and the elimination of illiteracy among the adult population in the shortest possible time.
All citizens of the Mountain ASSR between the ages of 14 and 30 inclusive were obliged during 1921-1922 to master literacy in the native or Russian language in the manner of state coercion. The beginning of training was announced on September 1, 1921. Hundreds of schools and illiteracy eradication courses began to function in the region.
The Chechen Department of Public Education, given the impossibility of eliminating illiteracy in Chechnya in Russian or Arabic (the first -due to lack of knowledge of the language, and the seconddue to the complexity requiring a long study period), raised the issue of creating a written language in the Chechen language, worked out a schedule Chechen writing, consisting of an alphabet of 30 characters that have a visual similarity to Arabic writing, and the first ABC book was compiled. The most prominent representatives of the Chechen clergy took an active part in the process of creating and improving the Chechen alphabet in the Arabic script. The main author of the Arabic-Chechen alphabet was an outstanding scientist alim sheikh Sugaip-mulla Gaisumov. In 1922-1923 the illiteracy in Chechnya began to be eliminated.
The measures of the Soviet state to eradicate illiteracy faced serious problems from the very first stages: a lack of material resources, trained teaching staff, teaching aids, recovery processes after the civil war, opposition from the clergy, and others. The main difficulty for the region, and especially for Chechnya, is the lack of scientific and pedagogical personnel.
Work on the systematic training of teachers in the North Caucasus begins in Chechnya after the end of the civil war. It was necessary to seek and develop forms of education that were closer to the population in terms of every day and other characteristics. This kind of forced temporary measure, due to the enormous need for teachers, is the out-of-school education system -short-term course activities. As a result of the energetic work of public education bodies, under the leadership and with the help of Party and Soviet bodies, a whole network of short-term course activities has been created in Chechnya since the beginning of the 1920s. The training of teachers and the retraining of the old teachers were carried out in pedagogical courses. The duration of the courses varied.
On February 22, 1921, short-term pedagogical courses were opened to train teachers from among the Chechens. The courses of folk teachers of Chechnya, which opened in Grozny on June 20, 1923, were longer. In August, the first 50 folk teachers of Chechnya graduated from short-term courses. Each of them was awarded the title of people's teacher of the third category and issued certificates for the right to work as a primary school teacher (Dzhambulatova, 1974).
In the summer of 1924, a 2-month course was opened in Chechnya to train teachers (who graduated in 1923) to work with second-year students in schools of grade 1. Along with them, another 25 people studied at the same courses to obtain the right to work in the first grades of the same schools (Yusupov, 1969). https://doi.org/10.15405/epsbs.2021.11.307 Corresponding Author: Khatmat Abuevna Matagova Selection and peer-review under  The leadership of the Mountain ASSR and the public are also in favor of the specific structure of pedagogical technical schools for mountain nationalities, the unacceptability of the type of pedagogical technical school adopted in the center. This was motivated by the fact that "if the type of central pedagogical technical school is adopted for mountain peoples, then some of them, which do not yet have schools of the second stage, will not be able to fill these pedagogical technical schools with students with appropriate training until the latter appear. Therefore, in the form of a temporary measure, three preparatory groups were allowed at the pedagogical technical school, equal in course to the first three grades of school of the 2d grade".
Importance was attached to the question of opening a pedagogical technical school in the Chechen Autonomous Region. The problem of pedagogical personnel in Chechnya was also given serious attention at the first regional congress of Soviets in August 1924. The Congress instructed the regional department of public education to take decisive measures to organize a pedagogical technical school, to improve the qualifications and general level of knowledge of teachers through short-term courses. https://doi.org/10.15405/epsbs.2021.11.307 Corresponding Author: Khatmat Abuevna Matagova Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 2357-1330 2332 In 1925, the First Regional Congress of Soviets of the North Caucasian Territory decided the following, considering the economic and cultural backwardness of Chechnya: to instruct the regional executive committee in the interests of the earliest elimination of cultural backwardness to provide maximum support to the Chechen Regional Central Executive Committee and to recognize the priority issue of opening a polytechnic school with pedagogical and agricultural faculty. At the congress, the chairman of the Chechen regional CEC T. Eldarkhanov delivered a report, in which he noted the significant political activity of the working people of Chechnya since its separation into an autonomous region, the transition of the masses of the Chechen people to peaceful labor, cultural and economic development. Besides, he raised the question of opening a polytechnic with a pedagogical and agricultural faculty.
As early as May 1925, the Grozny Rabochiy newspaper wrote that "practically the organization of a pedagogical technical school for the training of school workers in Chechnya had been started. The technical school will be created in Grozny for 100 people. Persons with 3-grade education will be admitted to the technical school. The technical school will have an agricultural bias". It was not possible to start classes by the beginning of September. On December 20, 1925, a group of members of the Chechen Regional Executive Committee and representatives of various organizations went to the plenum of the executive committee on the third anniversary of the autonomy of Chechnya on the same day the Pedagogical College named after Sergo Ordzhonikidze was solemnly opened.

Conclusion
The opening of the pedagogical technical school made it possible for a short period to improve the During the first years of Soviet power in Chechnya, the main path for the formation of pedagogical personnel was a variety of course activities, then since the mid-1920s. a new type of education appearedthe first secondary pedagogical educational institution -a pedagogical technical school, which characterized a new stage in the development of pedagogical education in Chechnya.


AN ANALYSIS OF READABILITY OF READING TEXTS ON ENGLISH NATIONAL EXAMINATION ON JUNIOR HIGH SCHOOL

This research aims to find out whether texts in the English National Examination at Junior High School. Conform with students' readability level or not. This research is research that uses quantitative methods. It aims to investigate the readability of the texts used in the English national examination texts for junior high school students. Subjects are 8 texts used in the English national examination texts. The instrument used to collect data is the Flesch Reading Ease readability formula. The results of the study it was found that the reading text on the National Examination test was not suitable for junior high school students. Based on the readability formula for the eight reading texts, there are 4 texts in the very easy category, in the easy category there is 1 text, in the quite difficult category there is 1 and there are only 2 reading texts that are suitable for students who are included in the standard category and are fairly easy. For those interested in studying readability, besides Flesch reading ease formula. The writer hopes this research can give more information for further research. The author expected to pay attention to producing better texts which suitable with the level of the students’ readability as the good text can help students to get a high score.

INTRODUCTION
As stated by Liando and lumettu in (Tatipang, 2020), "As a tool of communication, language is an essential part of Human life". Reading is the ability to understand the meaning of a text. As (Wixson, Peters, Weber and Roeber, 1987: 1) said, perforations are a method that means to include: (A) The current information of the browser. (B) Text data. (C) Stop read-through. Reading is also a way to get a message from the text. As stated in (Aris M Girsang, Nihta F V Liando, Mister G Maru, 2020) the main motivation behind reading through is to get the correct message from the message that the author expects the reader to confirm. (Grabe, 1991) (Alyousef, 2005: 1), the reading shown is defined as an intuitive interaction between the reader and the text that leads to an understanding of familiarity. Readers who have text try to separate meanings, and there are different types of information: etymological or ordered information (from the beginning) and summary information (through and through), (Abisamra, 2001). Therefore, reading is very important in our daily life, especially in the learning process.
As (Anderson, Hiebert, Scott, and Wilkinson, 1987:2), perusing is an essential fundamental ability. It is the foundation of achievement for younger students and, for sure, all through life. In light of the clarification from the specialists, it tends to be deciphered that perusing text is utilized in showing materials at school so it can expand kids' information at school (Kalangi, Liando, Maru, 2019) One way to evaluate the suitability of the text is to analyse the readability of the reading text. According to (Richard, 1992:306), readability is the means by which effectively the text can be perused and perceived. The readability of a book depends on whether it is understood and read for the reader (Djuharie, 2008). By analysing the readability of the reading texts in school, we can find a reading text that suits the student's level (Anderson, Mark. Anderson, Kathy, 1998). However, in this study, the authors used the reading text on the English National Examination for analysis. This is important because the English National Examination is an evaluation carried out by the government in Indonesia (Lalogiroth & Tatipang, 2020). Therefore, the reading text in the English National Examination must suitable for students. By analysing the readability of the text, it can help the writer or teacher to find out which text is suitable or not for students.
Based on the explanation above, the writer wants to conduct a research entitled "An analysis of readability of reading texts on English National Examination at Junior High Schools".
The explanation in the background suggests that to teach foreign languages effectively, the teacher must choose appropriate texts according to the student's level (Karatay, 2007). One way to find text that conforms with students' level is to use readability (Gilakjani and Ahmadi, 2011). Therefore the writer wants to know whether the text in the English National Examination is suitable and can be read and understood by students at a readability level or not. While the purpose of this research is to find out whether texts in the English National Examination at Junior High School conform with students' readability level or not.

RESEARCH METHOD
In this study, the researcher used quantitative data. (Leedy & Omrod, 2001) and (Williams, 2011) explain that research methodology is a holistic step used by researchers in starting the research process. So quantitative research methods are concerned with quantifying and analysing variable data to obtain results. It involves the utilization and analysis of numerical data using certain statistics (Wajong, Olii, and Rombepajung, 2020). The data source in this study is the reading texts found in the English National Examination 2018/2019 academic year. In collecting the data the writer used documentation technique. This technique is collected the reading texts in the English national examination and entered them in data collection sheets, and subsequently and calculated the length of each short length of each selected text (Hartman & Hartman, 1993).
The data were analysed using the Flesch reading ease formula. To measure it is on the website namely www.readabilityformula.com, (Hikmah, Olii, and Tuerah, 2021).

FINDINGS AND DISCUSSION
The writer analysed English National Examination in the 2018/2019 academic year. There are two packages of English national exam texts, namely, package A and package B. The focus of this research is the English national exam text package A. The types of reading texts in the national exam text are narrative text, descriptive text, and recount text. Text 1 on page 5 is narrative, text 2 on page 5 is a narrative text, text 3 on page 7 is descriptive text, text 4 on page 7 is recount text, text 5 is on page 8 types of text are descriptive text, text 6 on page 9 is a narrative text, text 7 on page 10 is a narrative text, and text 8 on page 11 is descriptive.
The writer uses the Flesch Reading Ease (William, 2004) to determine the level of readability of the reading text in the English National Examination. The readability of the score is obtained by accessing online through the site's readability and calculating it in the online application (Rori, Olii, and Rettob, 2021).

Text 1
Today, there is a school bazaar where students and popular guest performers perform arts and music. I prepared a lot for this festival. The schoolyard has a large tent and a large stage. Around the courtyard, there are many food stalls for student exhibitions, jobs and projects. There is also a photo exhibition of all the activities we have done this year. Apart from that, there are stalls, books and stationery sales.
Some students are wearing anime cosplay costumes. They all look great. The bazaar officially starts at 9 o'clock. t the end of the opening speech, it begins with a speech by the principal who hits the gong. Before the conversation begins, there are some more speeches (Johnson, 2008).
The calculation results are 11 sentences, 142 words, 199 syllables, 12.9 average sentence length, and 1.4 average syllables per word. Also, the result of the text readability grade based on the fresh text 1 readability scale is 78, the level is very simple, and the text is suitable for 7th grade.

Text 3
Gardenia plants are popular for the strong sweet scent of their flowers.

Text 4
March 16th, was my daughter's 5th birthday, so I baked a cute birthday cake.
Decorated it with some of her favorite cartoon characters, it was a very nice experience for me. My wife urged me to make this special birthday cake. That day I went shopping for and got everything on the cake. I've never made it, so I was a little nervous. Before making a cake, I imagined how to decorate it. And started right away. I chose the chocolate flavor and followed the recipe steps. And I was finally able to do it. Not so bad. All the guests invited to the party were delighted with the cake. I was very proud when my wife told the guest that she made her own birthday cake. She was happy to see her face when she knew that such a delicious cake would bake. I promised her daughter to bake another sweet cake for her 6th birthday party. The calculation results are 13 sentences, 175 words, 241 syllables, 13.5 average sentence length, and 1.4 average syllables per word. In addition, the result of the text readability evaluation based on the readability scale of Fresh Text 4 is 82.4. The level is simple and the text is suitable for 6th grade. syllables, 8.9 average sentence length, and 1.3 average syllables per word. Also, the result of the text readability grade based on the fresh text 5 readability scale is 92.2, the level is very simple and the text is suitable for 5th grade.

Teks 6
A long term ago, there has been simplest the solar that brightened the earth.
The solar shone brightly all of the time. It did now no longer set and there has been no night. People labored till they have been too worn-out to paintings anymore.
One day, the Creator of the universe got here to visit. He noticed guys operating in fields. He found out that the humans had no feel of time due to the fact there have been no days and nights. He referred to as the solar and requested it to set withinside the nighttime and upward push once more withinside the morning.
In the nighttime, the solar went down and it become darkish. People did now no longer apprehend what had passed off or why it become darkish. They have been apprehensive and ran everywhere in the place. Some of them fell. Some fell into ditches and harm themselves. Nobody knew what to do. Finally, their chief referred to as out and requested humans to take a relaxation. People have been happier. They did now no longer paintings all of the time. They needed to forestall whilst it were given darkish and they may see not anything. They were given everyday hours of relaxation and felt a whole lot better. However, there has been one problem.
Since they may see not anything after sunset, they frequently fell, banged in opposition to trees, and knocked in opposition to humans. They couldn't see in which matters have been stored and consequently broke matters easily. It have become pretty chaotic! Then the Creator Visited them yet again and noticed the condition. Finally, he created the moon. It rose withinside the sky and shone softly at night. As a end result, humans may want to see, however the mild did now no longer harm their eyes or forestall them from sound asleep They stay a happier existence with the solar withinside the day and moon at night.
The calculation consequences wide variety of sentences is 27, the wide variety of phrases is 283, the wide variety of syllables is 384, and the end result of common sentence duration is 10.five and the common wide variety of syllables in line with phrase is 1.4. And the end result of the clarity rating of the textual content primarily based totally at the studying ease scale of the Flesch formulation textual content 6 is 88.nine the extent is simple and the textual content is appropriate for 6th graders.

Teks 7
Long ago there was a boy named Hung Young in China. He was the youngest of the family and had many siblings. One day her father took a big pear basketball home. He put the basket on the table and told his children that anyone could eat with a pear. All children except Hung Young came to the table and started voting. Hung Young resigned alone from his brothers and sisters. When her father saw this, he was surprised and asked I. Take the smallest one. At that time, Hung Young was only three years old, so his father was very happy with this answer. He knew that one day his son would grow up to be a great man. The calculation results are 11 sentences, 161 words, 208 syllables, 14.6 average sentence length, and 1.3 average syllables per word. Also, the result of the text readability grade based on the fresh text 7 readability scale is 86.3., The level is simple and the text is suitable for 6th grade. The calculation outcomes variety of sentences is 10, the variety of phrases is 135, the variety of syllables is 226, and the end result of common sentence period is 13.five and the common variety of syllables in keeping with phrase is 1.7. And the end result of the clarity rating of the textual content primarily based totally at the analyzing ease scale of the Flesch system textual content eight is 59.eight the extent within reason hard and the textual content is appropriate for 10th to 12th graders.
The calculation results, words, and syllables of each text are presented in Table 1.  Table 2. In addition, the result has been summarized in the following table: which means the text is included in the category of easy to read, the texts is suitable for sixth graders. Standard level, there is 1 reading text in this level. The readability score is between 60 to 69, text 3 based on the Flesch Reading Ease score is 66.3, meaning that the text is included in the standard category for reading. the text is suitable for eighth to ninth graders.
Fairly difficult level, there is 1 reading text in this level, the readability score is 50 to 59, text 8 based on the Flesch Reading Ease score is 59.8, meaning that the text is in the fairly difficult category to read, the text is suitable for tenth to twelfth graders. Text that is higher than other texts can be interpreted so that the higher the readability value of the text, the easier it is for students to reach. However, if a text's readability rating is lower than another text's readability rating, it can be difficult to access the text.
Based on the results in the readability formula for the eight reading texts, there are 4 texts in the very easy category, in the easy category there is 1 text, in the fairly difficult category there is 1 and there are only 2 reading texts that are suitable for junior high school students who are included in the standard category and fairly easy. Based on the conclusion above, the writer would like to suggest for: The teachers have to select a readable, understandable, and suitable text that can be used for the students. The teacher can predict whether the text is difficult, plain, or easy for his students. The students should enrich their vocabulary mastery, diligently practice their reading ability and improve learning outcomes. For those interested in studying the readability, besides Flesch reading ease formula. The writer hopes this research can give more information for further research. The author expected to pay attention in producing the better texts which suitable with the level of the students' ability as the good text can help students to get a high score.


extfieldsofstudy: Physics Sociology

text:
The concept of eco-friendly schools: The application of science education in shaping children’s characters to the environment

This research was conducted to complement the existing learning by mapping carefully the child-friendly learning model applied at the Pelangi Alam School, Ponorogo, and how schools instill good habits through environmentally friendly exploration activities carried out in each lesson. This study used a qualitative phenomenological method by trying to understand the concept of environmental love by providing science and applying it to the environment. In addition, students also practiced science in understanding how the process of environmental care is through the implementation of the Environmental Green School program Pelangi Alam School, Ponorogo. The data sources of this research were the principal and 2 teachers. Data collection techniques were carried out by observing the reality of school activities, interviews about understanding the concept of Green School Environment as an effort to anticipate radicalism in schools and documentation. Based on the results of the research, the concept of Eco-Friendly Schools can help in developing positive characters. In general, students will follow the behavior that has been taught by the teacher. This continuous behavior will give a new habit which eventually become attached to the formation of the natural character of the students.

Introduction
The issue of culture and national character has now become a sharp focus of society. The spotlight is about various aspects of life, contained in various writings in print media, interviews, dialogues and speech degrees in electronic media. Apart from the mass media, community leaders, experts and education observers, and social observers talk about cultural issues and national character in various seminar forums, both at the local, national and international levels. Problems that arise in society such as corruption, violence, sexual crimes, vandalism, mass fights, consumptive economic life, unproductive political life, and so on have become hot topics of discussion in the mass media, seminars, and on various occasions. Various alternative solutions were proposed, such as regulations, laws, increased efforts to implement and enforce stronger laws [1].
This research was conducted to complement the existing studies by carefully mapping the childfriendly learning model applied at the Pelangi Alam School, Ponorogo, and how the school instilled deradicalization through exploration activities carried out in each lesson. This school tries to educate children according to their development with the jargon "educate children according to nature". This IOP Publishing doi: 10.1088/1742-6596/1796/1/012063 2 study can later be used to anticipate and reduce violence in learning in schools which leads to the spread of radicalism among students.
In this study, it is hoped that the friendly concept of teaching and learning programs in schools can reduce hard and overly assertive behavior, sometimes even seeming to exceed the limits carried out by individual teachers on the pretext of implementing discipline. In addition, it can also break the chain of violence that is usually done by seniors to younger siblings and how the facilitator (what teachers call in natural schools) accompanies and supports students in every learning activity. This is also supported by the fact that violence can be transmitted from previous violent treatment that has been experienced.

Literature Review
These process skills can develop attitudes and values that include curiosity, honesty, patience, openness, non-superstition, criticality, diligence, tenacity, accuracy, discipline, care for the environment, paying attention to work safety and working with others. Judging from the nature of science as such, science education must be related to objects and problems that exist in the real world. So that science education should bring students to get along with this real world. This association will make students get something that is useful for themselves and others.
The Brain Based Learning approach considers student needs. If students' needs are met, there will be no problems in learning, so there will be no violence in education [2]. Given the importance of science education, a change towards contextual science learning must be realized. John Dewey (1916) from the results of his research on contextual learning concluded; that students will learn well if what is learned is related to what is already known and with activities or events that will occur around them. This learning emphasizes high thinking power, construction of knowledge, collecting and analyzing data, solving certain problems both individually and in groups.
According to the Ministry of Women's Empowerment and Child Protection, child-friendly schools are defined as programs to create safe, clean, healthy, caring, and cultured environmental conditions, which are able to guarantee the fulfillment of children's rights and protection from violence, discrimination and other mistreatment, as long as they are children. is in the education unit, and supports children's participation, especially in planning, policy, learning and supervision [3]. Child-friendly schools are a way to reconstruct education in schools through the fun and child-friendly school movement, namely schools as fun learning parks and ensuring the fulfillment of children's rights in life [4]. The concept of child-friendly schools views children as educational subjects. Child-friendly education is implemented physically in infrastructures and facilities. In non-physical terms, it is providing a sense of security, freedom of expression, channelling talents and interests and emotions of children [5]. The implementation of this program refers to 6 things, namely the existence of a written commitment, a child-friendly learning process, trained educational staff on children's rights, childfriendly infrastructure, child participation, and participation of parents and stakeholders [6][7][8][9].
Indicators of child-friendly schools are school policies, programs, facilities, environment, infrastructure, cultivation of noble values, educators, education personnel, safety, children's participation, and community participation [10]. Written commitments on child-friendly school programs include team decree and support programs, written policies on the fulfillment of rights, cooperation agreements with third parties. A child-friendly learning process is carried out in the form of a disciplined learning process without violence. Educators' knowledge about children's rights can be implemented through training activities. Child-friendly facilities are safe, comfortable and harmless. Children's participation, starting from planning activities, implementing and evaluating. Participation of parents and other stakeholders in socialization activities and the learning process [11]. Written commitments on child-friendly schools implemented through school policies include: the existence of clear sanctions in case of violations of children's rights, building cooperation with related institutions, and fostering child-friendly schools. Commitment and supervision are variables other than policies in implementing Child Friendly Schools (SRA). The implementation process is carried out by providing facilities and inclusiveness for children with special needs [12]. Child-friendly school policies are designed and implemented to ensure children's rights are fulfilled. This policy is applied to the learning environment by implementing fun learning and utilizing learning media; The social environment of the school by maintaining a harmonious relationship between teachers and students; Physical environment  [13].

Methods
This study used a qualitative phenomenological method by trying to understand the concept or phenomenon of deradicalization in education through the implementation of the Child Friendly School (CFS) program at the Pelangi Alam School of Ponorogo. Pelangi Alam is one of the educational institutions in Ponorogo that implements a nature-based school and realizes the importance of cultivating character starting early by preparing the quality of students through habituation activities, rules, assignments and methods used to improve humanist character.

Participants
The data sources of this study were the principal, the principal and 2 teachers. The data collection technique is carried out by observing the reality of school activities, interviews about understanding the concept of child-friendly schools as an effort to anticipate radicalism in schools and documentation.

Data Analysis
The data analysis process was carried out simultaneously with the data collection process in the field. Data analysis used the Milles and Hubermen analysis model which includes data reduction, data presentation, and conclusion/verification [14]. Data reduction is done by simplifying the data written in the field that is not in accordance with the SRA concept. The presentation of data is carried out in the form of narrative text in accordance with the subject matter consisting of the implementation of childfriendly education and deradicalization efforts carried out in nature schools. The data analysis ended with drawing conclusions and verification.

Result
The concept of child-friendly education is understood by educators at Pelangi Alam School as education that guarantees the protection of children's rights.

Implementation of Child Friendly Education at Pelangi Alam School
Providing education according to the nature of the child, starting from the teacher's understanding of the child's development, both physically and psychologically. The teacher must be able to read what happens when the child comes to school, for example when the child looks gloomy, the teacher must  [15].
Child-friendly education is a program to provide educational services according to children's needs based on their development stage. The stage of child development in one class will differ from one child to another, the teacher's majority ability will be used by the teacher as a benchmark in learning, for students who have abilities below or above the average will be included in additional classes [16]. Based on the results of observations, at the beginning of the new school year the teachers screened children's development, which was carried out through IQ tests, tracing children's talents and interests, and discussions with parents regarding the child's development. With this complex knowledge of child development, the teacher will easily determine where, when and what children should learn.
The implementation of the child friendly school program at Pelangi Alam School, Ponorogo, in the realm of policy is with the jargon "Educating Children according to Fitrah". This is not merely jargon, but actually implemented in learning activities.
Both opinions suggest that in implementing child-friendly school policies through the jargon of educating children according to their nature, the learning is carried out according to children's needs. In addition, schools also create learning as a miniature of life, both in the natural environment and in the social environment [17].
The feeling of happiness that is present in learning at the Pelangi Alam Ponorogo School is a manifestation of the concept of independent learning.

Deradicalization of education at Pelangi Alam Ponorogo School
Deradicalization efforts at the Pelangi Alam Ponorogo School were carried out through religious learning, inculcating the character of Pancasila values and taking solutions to conflicts that occurred during the learning process.
Religion is taught correctly and precisely. Religious learning given to children is also given in a friendly manner, by providing an understanding of the importance of carrying out religious teachings without coercion. Based on these three opinions, in fact accuracy in the delivery of religious teachings, as well as friendly delivery methods, is the key so that religious teachings can be accepted by children with pleasure, and children will practice these teachings happily and without feeling forced [18].
Commitment as part of the Unitary State of the Republic of Indonesia is implemented by practicing the values of Pancasila in daily life. Some of the activities carried out at the Ponorogo Pelangi Alam School in instilling Pancasila values are as described in the description of the activities in Table 3.

The values of Pancasila Activity Description
The practice of tolerance related to the acceptance of differences is carried out by living together, respecting friends and experiencing inclusiveness

Respect Opinions
In learning the teacher often offers students to express opinions, and if the class is not conducive, the teacher asks students to calm down.

Maintaining Sovereignty
Celebration of the Republic of Indonesia's Anniversary, tells of the struggles of heroes Discussion During the cooking class activity, the children discussed the group leader, the menu to be made, and the distribution of equipment.

Help each other
-Invite children to clean class together -Inviting children to provide assistance when disasters occur such as earthquakes, floods and other disasters in various regions -Carry out the distribution of zakat maal and qurban meat.
Based on Table 3, it can be seen that the planting of Pancasila values is done concretely, inherent in students' daily activities. The inculcation of Pancasila values is integrated into learning activities and student habituation activities.
From the results of the research, we conclude that fighting in children is a natural thing, because children's emotions are still very unstable. What will be done when the departure occurs is with restitution, namely by inviting children who are fighting to a special place [19]. The effort made here is to ask the child to convey a chronology of the events that caused the fight. Children will be invited to reflect on what causes and consequences of breeding that occur between them, the teacher will not immediately blame the child's actions, but see what motivations are behind the act. The teacher will assist the children in controlling their emotions, so that peace can be realized between them without any sense of revenge to repeat or continue the quarrel on the next day or opportunity [20]. This will provide understanding to children that arguments are a form of natural emotional outpouring and require good communication to resolve them. Based on the results of the research, the concept of friendly schooling can help in developing positive characters (morals and ethics). In general, students will follow the behavior that has been taught by the teacher. This continuous behavior will create new habits, which eventually become attached to the natural character building of students.

Positive values from the Green School
Green school/Sekolah Alam (SA) is a school with a nature-based educational concept. Observing a green school is seeing a school that is unique. Green school environment really feels natural with the school building which is only a house on stilts which is commonly referred to as a hut surrounded by various fruit, vegetable, flower gardens and even farm areas. Not the atmosphere of a multi-storey building and magnificent as a classroom.
From an early age, children are introduced to the real life environment. SA children are freed not to wear uniforms, instead they wear play clothes complete with boots that make them free to explore their environment. Diversity is seen as something unique in SA, and uniformity is not seen from what is worn, but in morals, behavior and attitudes as well as their enthusiasm for learning and curiosity.
From an early age, nature school children are introduced to various activities that are strange to measure children of their age in other schools. They are used to doing business with "market day" activities, where students are taught the business of buying and selling from and for them. There is an "Open House" event which is an annual activity, where each student has a role to host invited guests who attend to see the progress of green school. OTFA (out tracking fun adventure) activities, which are the most favorite outside school activities, but not just for excursions or recreation. These two activities introduce and bring students closer to the process and not the results. All learning processes that take place in SA are in a fun learning atmosphere. Studying in the open nature will instinctively create that atmosphere, without pressure and far from boredom. By using the concept of fun learning, SA has transformed the school into a miniature of life that is not only natural and real, but also beautiful and comfortable. The learning process turns into a real life activity which is lived with joy. That way there will grow awareness in children that learning is fun and school becomes synonymous with joy.
The learning method used to support this atmosphere is the "spider web" method (Thematic), where a theme is integrated into all subjects. Thus, students' understanding of learning materials is integrative, comprehensive and applicable, as well as more "down to earth". The basic abilities that are grown in children in AS are the ability to build a desire, make observations, make hypotheses, and think scientifically. With the "spider web" method, they learn not only by listening to the teacher's explanation, but also by seeing, touching, feeling and following the whole process of each lesson. Nature School tries to build children's basic abilities that make them proactive and adaptive to environmental changes. For example, the ability to think logically. A child who is able to think logically is more important than just getting high marks in math. Because that ability gives the power to "digest" the problems of his life. Likewise, outbound training, which trains courage, patience, tenacity, teamwork and leadership. This exercise builds a strong mental structure for them that makes them resistant to the shocks of life.

Conclusions
The implementation of child-friendly education in character building for low-grade students has been implemented in schools by carrying out activities that can form leadership, discipline, qonaah, piety, responsibility and cooperation. And the teacher provided an example by respecting opinions and motivating students in the learning process. Even though in building the character of students still experienced many obstacles, the research results had a positive impact. Based on the results of observations both verbally and student attitudes, doctrine or character learning from an early age was very influential. Child Friendly School (CFS) are the embodiment of educational institutions that ensure children's comfort in learning. Adjustment of learning with development will make children learn without feeling overwhelmed. Children will feel comfortable learning something because there is no compulsion to accept the thought process. Educating children according to nature is to provide education according to the basic needs of every human being. In addition, it is an effort for schools to provide protection for children who experience conflict without intimidating other children. If there is an understanding of the basic rights of the child, the child will learn according to his wishes, consciousness, without any coercion. In accordance with its essence, the ideal science learning is a student-centered learning process with an emphasis on providing direct experience to develop competencies in order to explore and understand the natural surroundings scientifically. Science education is directed to inquiry and act so that it can help students to gain a deeper understanding. Experience to find out or do (inquiry skills) includes observing, measuring, classifying, asking questions, classifying, processing and analyzing data, applying ideas to new situations using simple tools and communicating information in various ways, namely by pictures, spoken, written and so on. These process skills can develop attitudes and values that include curiosity, honesty, patience, openness, non-superstition, criticality, diligence, tenacity, meticulousness, discipline, care for the environment, pay attention to work safety and cooperate with others.