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García-Pérez, Noé Manuel, and Victoria Eugenia Gutiérrez-Marfileño. "Social and Emotional Competencies of Elementary School Teachers in México." International Journal of Education 14, no. 2 (June 20, 2022): 68. http://dx.doi.org/10.5296/ije.v14i2.19697.
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Over the last few decades, interest in investigating teachers´ socio-emotional well-being has had considerable growth. There is strong evidence that demonstrates that the implementation of programs aimed at these purposes positively impacts teachers (educators) in different aspects, for example, in coping responses, life satisfaction, or work engagement. Despite what research suggests, there is a necessity for more rigorous studies that indicate the level of development of these competencies in teachers (school staff) and possible factors that influence their achievement. This study aimed to analyze the social and emotional competencies of a sample of 378 elementary school teachers from Zacatecas, Mexico, as well as to observe the mediating effect that some socio-demographic variables have in that process. Teachers completed the Cuestionario de Competencias Socioemocionales (CCSE), a self-report measure that showed a high teacher rating in the socio-emotional dimension of self-awareness, and a lower teacher rating in the socio-emotional dimensions of autonomy and empathy compared to selfawareness, self-regulation, and collaboration. In addition to that, the results of this study showed that variables such as years as an in-service teacher, experience in the implementations of social and emotional learning programs, and training background in the area altogether had a significant impact on the competencies development. These findings are considered to be relevant for the design of future interventions for both pre-service and in-service teachers.
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Marmoah, Sri, and Markus Sujarwo. "Hubungan Kualitas Kehidupan Kerja Dengan Keterampilan Mengelola Kelas Guru Sekolah Dasar." JTP - Jurnal Teknologi Pendidikan 21, no. 2 (August 31, 2019): 135–49. http://dx.doi.org/10.21009/jtp.v21i2.11429.
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Quality of work-life is the employees’ feeling or perception of being comfortable with their work. The objective of the present study was to determine the quality of work-life, classroom management skill, and the relationship between the quality of work-life and classroom management skill to elementary school teachers. This study uses a quantitative-correlational approach. The research subjects were 29 teachers from Pambudi Luhur elementary school in Surakarta, consisting of 14 female and 15 male teachers. Data collection in this study used a rating scale. Data analysis using product moment formula with the SPSS version 12 for Windows. The resultsof the research show that there is a significant relationship (0.531) between the quality of work-life and classroom management skill of the elementary school teachers. This means that the higher the quality of work-life of the teacher's, the better skill of managing the classroom.
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Ritonga, Doris Apriani, Suryadi Damanik, Saipul Ambri Damanik, Suprayitno Suprayitno, and Galih Priyambada. "Development of Learning Variations to Improve Basic Jumping Skills and Play Approaches of Elementary School Students." International Journal of Education in Mathematics, Science and Technology 10, no. 2 (March 5, 2022): 360–71. http://dx.doi.org/10.46328/ijemst.2246.
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From the class of 2018 to 2020, researchers found several weaknesses faced by physical education (PE) teachers in elementary schools in developing active learning. One of the very basic weaknesses is the low creativity and innovation of teachers in developing basic movement skills and character values with a play approach, and in this case, playing is made in the form of games that suit the needs of students. Teachers tend to use existing forms of play such as baseball, soccer, volleyball, and basketball, even though these games are not compatible with elementary school children's growth and development level. The purpose of research and development of learning variations of PE in sports and health based on a play approach is expected to develop basic movement abilities and character values of elementary school students. The research method used is Borg and Gall's research and development. The subjects of this study were 4th-grade elementary school students and four teachers at UPT Percut Sei Tuan. The research instrument uses a rating scale so that the variation of PE learning based on the play approach is suitable for improving elementary school students' basic techniques and character values .
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McKeithan, Glennda K., Douglas Cullinan, Malinda L. Pennington, and David S. Conroy. "Obstacles to Success of Students with Autism Spectrum Disorder in General Education Settings." Journal of Education and Training Studies 8, no. 11 (October 11, 2020): 22. http://dx.doi.org/10.11114/jets.v8i11.5039.
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The purpose of this study was to survey teacher opinions of 14 potential obstacles to teaching in general education classes attended by students with autism spectrum disorder (ASD). The anonymous participant responses were received from 16 elementary school teachers, 60 middle school teachers, and 131 high school teachers. Participants completed a questionnaire in which they rated 14 items. Rating data were uploaded to STATA data analysis software. The Kruskal-Wallis (K-W) statistic was used to analyze and interpret the data. Results identified items that significantly discriminated among teachers of the three grade levels and show a difference in the perceptions of teachers at different grade levels for some obstacles. Teachers at the elementary school level generally perceived greater obstacles than teachers at the middle school level, who perceived greater obstacles than those at the high school level. The results can be considered by educators and service providers when identifying professional development topics and resources to assist educators and service providers in the provision of instruction to maximize the potential for academic and social success for students with ASD in general education settings.
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Winter, Paul A., Donna H. McCabe, and Rose Mary Newton. "Principal Selection Decisions Made by Teachers: The Influence of Work Values, Principal Job Attributes, and School Level." Journal of School Leadership 8, no. 3 (May 1998): 251–79. http://dx.doi.org/10.1177/105268469800800302.
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The purpose of this study was to investigate principal selection decisions made by teachers ( N = 169) serving on school councils. Analysis involved a between-within split-plot factorial design. The dependent variable was teacher rating of a principal candidate. The between-groups factors were teacher-dominant work value and school level. The within-groups factors were principal-dominant work value and principal job attributes. Teachers preferred candidates with whom they shared a dominant work value. Elementary and middle school teachers preferred candidates oriented toward instructional leadership. High school teachers preferred candidates oriented toward management. Findings suggest teachers participating in principal selection decisions may need training in personnel selection practices.
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Plata-Ramíez, José Miguel. "Moving Towards Legitimate Participation. A Venezuelan Girl Learning English in an Iowa City Elementary School." Revista Electrónica Educare 21, no. 3 (August 5, 2017): 1. http://dx.doi.org/10.15359/ree.21-3.1.
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This qualitative case study seeks to understand and describe, in depth, the different learning processes in which a nine-year old, Venezuelan girl (Victoria) engaged to reaffirm her identity as a language learner and become a legitimate member of a community of practice during the first six months in an Iowa City Elementary School. Data collection included observations in class and at home, field notes, interviews, oral and written artifacts and e-mails. Analysis was made through a constant comparison of the data to reflect on the potential categorizations of the artifacts considering mainly two theoretical constructs: “legitimate peripheral participation” (Lave & Wenger, 1991) and “collaborative relations of power” (Cummins, 1996). Results suggest that students engage more actively in activities, which are designed to construct meaning through social participation. Legitimate participation in school activities helped Victoria improve her English language ability and reaffirm her identity. The speed with which she learned English at school is mainly due to the solid community of practice she had the fortune to participate in and Mrs. Brown’s mediation. The more she interacted, the better she performed; and the better she performed, the more she interacted. This research offers alternative ways to understand Victoria’s experience as a language learner, the complexity of a second language learning process, and the fundamental role teachers need to perform to mediate in the students’ learning to reaffirm their identities. This study represents an exemplary reflection of what we, as classroom teachers, SL/foreign language teachers, should do in our classrooms if we really want to offer students real opportunities to learn the language and help them reaffirm their identity as language learners.
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Oga-Baldwin, W. L. Quint, and Yoshiyuki Nakata. "How teachers promote young language learners’ engagement." Language Teaching for Young Learners 2, no. 1 (March 2, 2020): 101–30. http://dx.doi.org/10.1075/ltyl.19009.oga.
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Abstract Teachers of young learners often seek guidance on how best to engage and motivate their students. In this study, we aimed to document engaging teacher practices in the context of foreign language classes in Japanese elementary schools. We surveyed 16 public elementary school foreign language classes in western Japan using quantitative (questionnaire; external rating) and qualitative (naturalistic observation) tools grounded in self-determination theory. Classes were sorted into three groups of high, middle, and low teacher support based on student surveys, and observed for practices that influenced student engagement in each tercile. Results indicate that students are most responsive in classrooms involving teacher warmth and strictness, homeroom teacher involvement, appropriate pacing, instructional clarity, and a balance of activities. We offer descriptions of how these practices were employed, with implications for classroom practice and teacher training.
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Dukes, Melinda, and Richard A. Saudargas. "Teacher Evaluation Bias toward LD Children-Attenuating Effects of the Classroom Ecology." Learning Disability Quarterly 12, no. 2 (May 1989): 126–32. http://dx.doi.org/10.2307/1510728.
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The present study investigated whether classroom context cues in videotapes showing a nonhandicapped and an LD expectancy would attenuate teacher evaluation bias. Participants were 80 elementary-school teachers who were randomly divided between a nonhandicapped and an LD expectancy. The teachers completed a rating scale on a child's behavior before and after viewing a videotape of children engaged in individual seatwork or group instruction. Results showed that at pretest the teachers' ratings differed according to the assigned label. After viewing the videotape, the teachers rated the two expectancy groups as not differing significantly. However, the teachers rated the child's behavior during group instruction as less appropriate concurring with the child's actual behavior. The findings suggest that teachers hold initial biases about the behavior of LD and normal children, but take into account the classroom context when rating actual behavior.
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Faizah, Hanim, Eko Sugandi, and Wahyu Susiloningsih. "Development of Mathematics Digital Creative (Magic) Book for Elementary School." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 5, no. 1 (March 2, 2022): 95. http://dx.doi.org/10.33578/jtlee.v5i1.7911.
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The digitalization of education is a logical consequence of changing times. No one could have predicted that technology would be adopted so quickly by industry and society. The Covid-19 pandemic has cause students, teachers and schools to carry out teaching and learning activities by relying on digital technology. The use of e-book is becoming a trend because it is more environmentally friendly and more economical. The purpose of this research is to develop a 4C-oriented Mathematics Digital Creative (Magic) Book for elementary school students to determine the development process, feasibility, and effectiveness of its use. The results of the research show that the users gave a positive rating for the MAGIC Book. The use of digital modules provides benefits in learning, especially in online learning.
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Donfrancesco, R., A. Marano, D. Calderoni, D. Mugnaini, F. Thomas, M. Di Trani, M. Innocenzi, and B. Vitiello. "Prevalence of severe ADHD: an epidemiological study in the Italian regions of Tuscany and Latium." Epidemiology and Psychiatric Sciences 24, no. 6 (September 15, 2014): 525–33. http://dx.doi.org/10.1017/s2045796014000523.
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Background.The rate with which attention deficit/hyperactivity disorder (ADHD) is diagnosed varies widely across countries, suggesting that cultural factors influence the clinical interpretation of child behaviour. This study estimated the point prevalence of severe ADHD among elementary and middle-school Italian children.Method.An epidemiological sample of 2016 children attending 2nd–8th grade in the Italian regions of Tuscany and Latium was selected based on census distribution of the school-age population. Teachers completed the Italian version of the ADHD Rating Scale for Teachers (SDAI). For children with at least six inattention symptoms and/or at least six hyperactivity/impulsivity symptoms rated ‘very often’ by the teachers, the parents completed the Italian ADHD Rating Scale for Parents (SDAG). Children with documented ADHD symptoms at both school and home received a complete psychiatric interview with the Kiddie Schedule for Affective Disorders and Schizophrenia-present and lifetime version (K-SADS-PL).Results.Of the 1887 assessed children, 4.45% (95% CI 3.58–5.51) met the ADHD cut-off on teacher ratings, 1.43% (0.96–2.12) had ADHD symptoms endorsed by both teacher and parent, and 1.32% (0.87–1.97) were further confirmed by the psychiatric evaluation. The male:female ratio was 7:1. The inattentive type accounted for about half of the ADHD cases.Conclusions.When applying stringent criteria for both severity and pervasiveness of symptoms, it is estimated that about 1.3% of the Italian elementary and middle-school children suffer from severe ADHD.
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Stormont, Melissa A., Aaron M. Thompson, Keith C. Herman, and Wendy M. Reinke. "The Social and Emotional Dimensions of a Single Item Overall School Readiness Screener and its Relation to Academic Outcomes." Assessment for Effective Intervention 42, no. 2 (July 24, 2016): 67–76. http://dx.doi.org/10.1177/1534508416652070.
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The purpose of the study was to examine the relations among a single item school readiness screener, social/emotional ratings, and academic performance. A prior study found that single item kindergarten readiness ratings completed in the fall predicted end-of-year academic and behavior outcomes even after controlling for baseline scores. Here, we attempted to extend these findings by using a single overall readiness item, an expanded rating scale for the item, and a comparison with other social and emotional ratings provided by teachers. Fifty-five teachers in 18 elementary school sites completed the overall readiness item on 893 kindergarten students. Teachers also completed Likert-type social emotional items and assessments of emergent literacy skills on all students. Results suggested that teachers use basic social behavior expectations in their judgments of readiness rather than extreme disruptive behaviors. In addition, the single item identified students who were below benchmark and not prepared to start school with higher accuracy than a 14-item social rating scale. Discussion focuses on the promise and limitations of the single item measure and future directions for its study and use.
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Shemanski, Katie, Francis J. DeMatteo, and Allison Fruehan. "Behavior jargon and teacher acceptability of positive behavior interventions." School Psychology International 39, no. 5 (August 16, 2018): 543–56. http://dx.doi.org/10.1177/0143034318794747.
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The current study examined elementary school teachers’ acceptability of a positive behavioral intervention based on the use of jargon and non jargon language during behavioral consultation. One-hundred and one kindergarten through grade six teachers responded to the Usage Rating Profile-Intervention Revised (URP-IR) after reviewing a vignette describing a positive behavioral intervention utilizing jargon or non-jargon language. No statistically significant difference existed between acceptability and usage of a positive behavioral intervention when described in either jargon or non-jargon terms.
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Ring, Geoff. "The Effects of Instruction in Courseware Preview Methodology on the Predictive Validity of Teacher Preview Ratings." Journal of Educational Computing Research 9, no. 2 (May 1993): 197–218. http://dx.doi.org/10.2190/2mdq-mtwe-f2kf-nq4j.
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The purpose of the study was to investigate the effects of instruction in courseware preview methodology on the predictive validity of the courseware preview ratings of primary (elementary) school teachers. The term predictive validity in this context refers to the confidence with which a teacher's preview rating before classroom trialling can be used to predict his or her postview rating after classroom trialling. It was found that a high level of instruction in courseware preview methodology is likely to increase the predictive validity of the courseware preview ratings of primary school teachers. The results of the study demonstrated that such instruction has the potential to substantially reduce the need for classroom trialling of courseware by teachers as a prelude to purchase decisions. Highly trained teachers have reason to be confident about using their preview-based estimates of courseware merit as a basis for selecting courseware for themselves, their school, or larger populations with which they are familiar, in the sense that their choice is likely to agree with the decision they would make if they were to conduct classroom trialling prior to selection. The implication for educational practice is that instructional courses for teachers in courseware preview methodology are worthwhile, provided they are substantial and of high quality.
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Clark, Erica, M. Anne George, Cindy Hardy, Wendy A. Hall, Peter D. MacMillan, Stacey Wakabayashi, and Kathleen Hughes. "Exploratory study of the effectiveness of a professional development program on the academic achievement and classroom behavior of students with Fetal Alcohol Spectrum Disorder in British Columbia, Canada." International Journal of Alcohol and Drug Research 3, no. 1 (March 19, 2014): 25–34. http://dx.doi.org/10.7895/ijadr.v3i1.119.
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Clark, E., George, M., Hardy, C., Hall, W., MacMillan, P., Wakabayashi, S., & Hughes, K. (2014). Exploratory study of the effectiveness of a professional development program on the academic achievement and classroom behavior of students with Fetal Alcohol Spectrum Disorder in British Columbia, Canada. The International Journal Of Alcohol And Drug Research, 3(1), 25-34. doi:10.7895/ijadr.v3i1.119Aim: Exploratory assessment of a professional development program for teachers supporting students with Fetal Alcohol Spectrum Disorder (FASD).Design: A mixed-method research design, using qualitative descriptive and quasi-experimental methods, was employed.Setting: The study occurred in selected public elementary schools in a British Columbia school district.Participants: Elementary school teachers and students with FASD.Measures: For the quasi-experimental component, the Behavior Assessment System for Children, 2nd edition (BASC-2) Teacher Rating Scale (TRS), and Student Observation System assessed classroom behavior. The Curriculum-Based Measure (CBM) assessed reading, writing, and mathematics skills of children with FASD. Inductive thematic analysis was used to derive themes from teachers’ interviews.Findings: A statistically significant improvement in intervention students’ classroom behavior was observed. An improvement of moderate effect size was seen for academic achievement, although the changes were not statistically significant. Teachers reported that the professional development program changed their teaching practice. Intervention teachers described how they redefined students’ behaviors and adapted their teaching practice to accommodate students’ neurological deficits.Conclusions: The results provide preliminary support for the effectiveness of the professional development program for elementary school teachers teaching students with FASD. Further research is needed with a larger sample size to reduce type II error.
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Cadieux, Alain, and Paul Boudreault. "Psychometric Properties of a Kindergarten Behavior Rating Scale to Predict Later Academic Achievement." Psychological Reports 90, no. 2 (April 2002): 687–98. http://dx.doi.org/10.2466/pr0.2002.90.2.687.
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The design and description of the psychometric properties of a Kindergarten Behavior Rating Scale used to predict later academic achievement were based on a survey of past literature on efficient predictors of school failure which indicated a need for a scale that identifies kindergarten pupils who are at risk for school failure during their elementary education. The scale, developed over a 3-yr. period, significantly predicted academic achievement in reading, writing, and mathematics, as indicated by correlations, .15 and .66 between scores on the scale and academic achievement in Grades 1 and 2. Use of judgment by kindergarten teachers to assess risks was also considered, as are other suggestions and limitations on the further use.
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Paz, Rosalia M. "Factors Affecting Teachers' Performance in Public Elementary Schools in Schools Division of City of Meycauayan, Bulacan." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 11 (November 12, 2021): 1095–205. http://dx.doi.org/10.11594/10.11594/ijmaber.02.11.10.
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The major concern of this study was to determine the impact of factors affecting teachers' performance of public elementary teachers. The study used the descriptive- correlational method of research in which standardized instruments were the primary data gathering tool. The study respondents were 166 or 55.41 percent of public elementary teachers in cluster A of the Division of Meycauayan City. The results of the study revealed that for the level of contributing factors in teaching performance, much contribution overall rating was obtained in the following factors: (1) Person-related factor, (2) School-related factor, (3) Learner-related Factor and (4) Community-related factor. Meanwhile, on the level of teaching performance, it was revealed based on the result of the study that the following factors were accomplished in terms of (1) Content, Knowledge, and Pedagogy, (2) Learning Environment and Diversity of Learners, (3) Curriculum and Planning, (4) Assessment and Reporting and (5) Plus Factors. The study's findings indicated that the contributing factors in teaching performance such as person-related Factor, school-related Factor, learner-related Factor, and community-related factor correlated to the level of teachers' performance in terms of the five key result areas. The findings of the analysis revealed that the null hypothesis is rejected; hence, the contributing factors significantly impacted teachers' teaching performance.
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Lambert, Richard G., Christopher J. McCarthy, Paul G. Fitchett, and Maytal Eyal. "Examining Elementary Teachers’ Risk for Occupational Stress: Associations with Teacher, School, and State Policy Variables." Teachers College Record: The Voice of Scholarship in Education 120, no. 12 (December 2018): 1–42. http://dx.doi.org/10.1177/016146811812001205.
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Background/Context It is widely understood that teachers are plagued by a myriad of challenges that ultimately affect their stress levels, job satisfaction, and effectiveness at work. Teacher stress can lead to burnout, lowered occupational commitment, and an eventual decision to leave the field. An important question for the field is how best to understand which teachers are most vulnerable to stress. This study used Lazarus and Folkman's transactional theory, which is the dominant model within the stress literature, to examine teachers’ stress vulnerability. Objective This study examined how elementary teacher appraisals of their classroom environment contribute to their risk for stress in the context of individual, classroom, and school characteristics, as well as state-level policy factors. Further, this study looked at how these factors are associated with teachers’ occupational stress, burnout, and commitment to teaching. Participants Participants were 11,850 full-time public school elementary teachers (Grades 1–5) who responded to the National Center for Education Statistics 2007/2008 Schools and Staffing Survey (SASS). Research Design Secondary data from the SASS were employed. The Rasch rating scale model was used to form scores on the Appraisal Index (teachers’ ratio of experiencing resources versus demands), as well as the Classroom Control and Burnout scales. Data Collection and Analysis Multilevel modeling was used. Each model had two levels with teachers nested within the state where they work. Two types of models were estimated using hierarchical linear modeling (HLM) software and restricted maximum likelihood procedures. The SASS teacher final sampling weight was then normalized and applied to all analyses within the HLM software. All results were reported with robust standard errors. Findings Teachers classified as at risk for stress based on SASS items about classroom demand and resources were found to be more likely to report lower job satisfaction and burnout symptoms, as well as reduced occupational commitment. Professional characteristics, school context, and the policy climate in which teachers work were also associated with teachers being at risk for stress. Conclusions/Recommendations Given these connections between occupational stressors, teacher appraisals of the classroom environment, and occupational outcomes, these results suggest that education stakeholders should be mindful of the climate and context in which public policies are enacted.
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Ancho, Inero. "EXPLORING TEACHERS’ RESEARCH COMPETENCY: INPUTS TO POLICY ENHANCEMENT." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 2 (December 31, 2019): 203. http://dx.doi.org/10.24252/eternal.v52.2019.a2.
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Using a convenience sample of 120 elementary, high school and senior high school classroom teachers in a City Schools Division, province of Bulacan, Philippines, the respondents were asked to complete a survey on general research skills and quantitative and qualitative research skills. The study explored the current status of teachers’ research competence. The results and findings of this study will serve as bases for policy enhancement. The policies anchored on concrete and evidence-based viewpoints contribute to successfully developing a culture of research among basic education teachers. As findings of the study reveal the current status of teacher-respondents regarding their research skills, overall numerical rating pegged to be “fair” when interpreted; it reflects a much serious state about their plight. The prerequisite to the successful implementation of research programs for teachers is on the basic assumption that teachers possess the necessary skills to do the task. Also, this is then being enhanced by revisiting teachers’ workload. Moreover, the presence of funding programs for teachers’ research projects exhibits a positive development in strengthening support for teachers’ professional development.
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Vlah, Nataša, Tena Velki, and Smiljana Zrilić. "Positive and Assertive Disciplining of Students with Attention Difficulties." Drustvena istrazivanja 31, no. 1 (April 6, 2022): 155–74. http://dx.doi.org/10.5559/di.31.1.08.
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The aim of the research is to examine the characteristics of students and teachers in predicting positive and assertive disciplinary procedures in inclusive elementary school classes in Croatia. The study was conducted with teachers from 125 elementary schools in Croatia (N = 539), who assessed themselves and their students, with at least 7 out of 9 symptoms of inattention. Teachers assessed their relationship with each student and gave assessments on the Vanderbilt ADHD Teacher Rating Scale (hyperactivity-impulsivity, antisocial and emotional problems), and the Scale of Misbehavior Management Strategy (positive and assertive disciplinary procedures). Rewards, praise, and positive reinforcement are more often applied by teachers to students with more pronounced symptoms of antisociality and poorer academic performance when they assess that they have a positive interpersonal relationship with these students. For sanctions and negative consequences to be applied to students, it was only important that the students showed more symptoms of antisociality. Quality inclusive work through the application of positive disciplinary measures requires knowledge of the developmental characteristics of students and investment in a positive interpersonal relationship with them.
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Maddux, Cleborne D., Marlowe Smaby, and Jane Hovland. "Students in Rural Settings with High-Risk Classroom Behavior Problems and Teacher-Subscribed Intervention Strategies." Rural Special Education Quarterly 15, no. 1 (March 1996): 29–34. http://dx.doi.org/10.1177/875687059601500106.
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Research on the behavior problems of rural students is limited even though the numbers of such students are increasing rapidly. The Devereux Elementary School Behavior Rating Scale II (DESB-II) was administered by teachers to 1801 randomly selected students in their classrooms in grades K-6. These students were enrolled in 17 rural school districts in a large mid-western state. Mean scores and percent of cases with scores two standard deviations or more from the mean were calculated by gender for each grade. Those categories with more than five percent of subjects scoring two standard deviations or more from the mean were identified as representing a particular problem. The researchers identified those teachers who reported the lowest mean incident rates of these behaviors in their classrooms. These teachers were then asked to recommend classroom interventions that were effective for them in dealing with each problem
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Syaiful Akbar, Muh, Dwi Setyawan, and Humaidah Azzahra. "Effect Of Using Hallux Valgus Splint On Hallux Valgus Pain In." Proceedings of Malikussaleh International Conference on Health and Disaster Medicine (MICOHEDMED) 1 (October 7, 2022): 57–64. http://dx.doi.org/10.29103/micohedmed.v1i1.19.
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Abstract: Female teachers often use high heels in their work activities, which causes musculoskeletal problems such as hallux valgus. Hallux valgus can cause pain around the first metatarsophalangeal joint. One of the treatments for hallux valgus is a hallux valgus splint which works as a big toe corrector. This study aims to determine the effect of using hallux valgus splints on pain due to hallux valgus on teachers and employees at public elementary schools in the Kemangkon district.
Purpose: The purpose of this study was to determine the effect of using a hallux valgus splint on pain due to hallux valgus in teachers and employees at State Elementary Schools in Kemongkon District.
Patients and methods: This research is a quasi-experimental research with one group pre and posttest design. The subjects in this study were teachers and employees at a public elementary school in the Kemangkon district as many as 22 people with hallux valgus pain. Subjects were given an intervention using a hallux valgus splint and pain measurements were made using a numeric rating scale (NRS).
Results: Hypothesis testing using paired sample t-test showed that the use of hallux valgus splint could reduce hallux valgus pain p = 0.000 (p <0.05), statistically there was an effect.
Conclusion: It can be concluded that there is an effect of using a hallux valgus splint on pain due to hallux valgus on teachers and employees at public elementary schools in Kemangkon District
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Supriyono, Julianto, Suprayitno, and Endang Darmawati. "G PENDAMPINGAN DAN PELATIHAN PENYUSUNAN PENILAIAN BERBASIS HOTs BAGI GURU SD Se KECAMATAN WONOSALAM KABUPATEN JOMBANG." Jurnal Pendidikan Wahana Pendidikan Dasar 9, no. 2 (June 28, 2020): 74. http://dx.doi.org/10.54980/jpwpd.v9i2.104.
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Abstract
Training activities on the development of evaluation questions based on Higher Order Thinking Skills (HOTs) for elementary school teachers in Tumpang District, Malang Regency, aim to provide training to teachers relating to developing and implementing evaluation questions based on Higher Order Thinking Skills (HOTs) in the 2013 curriculum. focuses on the teacher's activities in real developing HOTs-based evaluation questions in accordance with the themes or sub-themes that will be taught in class in the 2013 curriculum. This activity is also to change the mindset of the teacher in the evaluation, so that not only using evaluations from the teacher's book can lead to the teacher not creative and indirectly the questions used to only measure low knowledge do not train higher-order thinking. Therefore, this problem needs to be done immediately so that teachers get out of their comfort zone to be more creative in developing HOTs-based evaluation questions in particular. This is reinforced by one of the points in the standard competency of elementary school graduates that students have critical thinking skills and can apply in everyday life. The activity is planned to be held from June to November 2019. This training involves elementary school teachers from Tumpang Subdistrict, Malang Regency, Tumpang Regional Headquarters, and PGSD FIP Unesa Lecturers. The methods used in this training are the presentation of material by the team, questions and answers related to material that is not understood, and workshops developing evaluation questions based on Higher Order Thinking Skills (HOTs) until an evaluation product is ready to be used in classroom learning. Data obtained in the service activities are in the form of participant responses and HOTs-based portfolio evaluation questions for the themes / sub-themes chosen by the participants. The data obtained were analyzed qualitatively and quantitatively. Based on the results of the portfolio data of participant work and the responses obtained during the implementation of community service activities at SDN Tumpang I, it can be concluded the ability of elementary school teachers in all districts. Overlapping in compiling evaluation questions based on Higher Order Thinking Skills (HOTs) showed a significant improvement and the response was given by the participants was very good. This is evidenced by the results of each aspect of the participant's portfolio assessment on the scale of the assessment scale between 3-5, especially on the 4-5 rating scale.
Keywords: Evaluation, Higher Order Thinking Skills, Elementary School
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Caldarella, Paul, Ross A. A. Larsen, Leslie Williams, Howard Wills, Debra Kamps, and Joseph H. Wehby. "Effects of CW-FIT on Teachers’ Ratings of Elementary School Students at Risk for Emotional and Behavioral Disorders." Journal of Positive Behavior Interventions 20, no. 2 (August 14, 2017): 78–89. http://dx.doi.org/10.1177/1098300717723353.
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Students with deficits in social skills have been found to experience both short- and long-term problems, including interpersonal conflicts and academic difficulties. These problems are compounded for students with emotional and behavioral disorders (EBD). Classwide function-related intervention teams (CW-FIT), a multitiered classroom management program, has been shown to be effective in increasing on-task behavior and decreasing disruptive behavior of students at risk for EBD. The present study examined the effects of CW-FIT on teachers’ ratings of students’ social skills, problem behaviors, and academic competence. A randomized control trial was completed with 160 elementary school teachers located in 19 schools across three states. Teachers completed rating scales on 350 students identified as at risk for EBD, for whom consent had been obtained. After being randomly assigned to treatment or control conditions, CW-FIT was implemented for approximately 4 months in treatment classrooms, after which teachers completed posttest ratings on all students. CW-FIT implementation was associated with significantly improved teacher ratings of social skills and academic competence for students at risk for EBD, but no significant changes in teacher ratings of student problem behaviors were found. Higher fidelity of CW-FIT implementation was associated with improved outcomes. Implications, limitations, and areas for future research are addressed.
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Takaria, Johannis, Wahyudin Wahyudin, Jozua Sabandar, and Jarnawi Afgani Dahlan. "RELATIONSHIP BETWEEN STATISTICAL LITERACY AND MATHEMATICAL REPRESENTATION OF STUDENTS THROUGH COLLABORATIVE PROBLEM SOLVING MODEL." Infinity Journal 9, no. 2 (September 13, 2020): 183. http://dx.doi.org/10.22460/infinity.v9i2.p183-196.
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The purpose of this study was to find out the relationship between statistical literacy and mathematical representation of students as pre-service elementary school teachers through the Collaborative Problem Solving (CPS) model. The relationship between statistical literacy and mathematical representation was analyzed by using a product-moment correlation with a sample of 35 students of Elementary School Teacher Education Study Program at one of the state universities in Ambon City. The results showed that there was a positive and strong relationship between statistical literacy and mathematical representation with a correlation value of 0.66. This relationship means that if students have good mathematical representation abilities, statistical literacy abilities are also getting better. Exploration of statistical literacy and mathematical representation abilities can be facilitated by using The CPS learning model. The CPS learning model can facilitate student learning as a structure in mathematical thinking so that statistical literacy and mathematical representation abilities of students can be explored through the transformation of ideas among students. The CPS learning model aspects were implemented in high and very high categories while the indicators were at rating-2 and rating-3.
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Adnyani, Komang Alit Darma, and I. Made Citra Wibawa. "Alternative Energy Sources on Digital Comic Media." International Journal of Elementary Education 5, no. 1 (May 24, 2021): 60. http://dx.doi.org/10.23887/ijee.v5i1.34333.
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The availability of innovative learning media in schools is still limited, especially in the subject of the natural sciences of fourth-grade elementary school. This research aimed at developing digital comic media on the topic of alternative energy sources for fourth-grade elementary school students. This study applied the research and development (R&D) method using the ADDIE development model with the following stages: analyze, design, development, implementation, and evaluation. The subjects of this study were two lecturers as media experts, two lecturers as material experts, two teachers as practitioners, and five fourth-grade elementary school students, while the object in this study was the developed validity of the digital comic media. The data collection method was a questionnaire method by providing assessment sheets to the subjects of the study. The instrument used to measure the validity level of digital comic media was a rating scale in the form of assessment sheets compiled from experts, practitioners, and students. The data obtained were then analyzed using a percentage formula to determine the validity of digital comic media. The average percentage scores are 96% by material experts, 97% by media experts, 87% by practitioners, and 94% by fourth-grade elementary school students, with very good classifications. Based on the results, digital comic media developed on the topic of alternative energy sources is declared valid and suitable to apply in learning in fourth-grade elementary school.
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García, Trinidad, Celestino Rodríguez, Paloma González-Castro, David Álvarez-García, and Julio-Antonio González-Pienda. "Metacognición y funcionamiento ejecutivo en Educación Primaria. Metacognition and executive functioning in Elementary School." Anales de Psicología 32, no. 2 (April 3, 2016): 474. http://dx.doi.org/10.6018/analesps.32.2.202891.
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This study analyzes differences in metacognitive skills and executive functioning between two groups of students (10-12 years) with different levels of metacognitive knowledge (high <em>n</em> = 50, low <em>n</em> = 64). Groups were established based on students’ score on a test of knowledge of strategy use. Metacognitive skills were assessed by means of self-report. Students reported the frequency with which they applied these strategies during the phases of planning, execution, and evaluation of learning. Information about student executive functioning was provided by families and teachers, who completed two parallel forms of a behavior rating scale. The results indicated that: a) the group with high levels of metacognitive knowledge reported using their metacognitive skills more frequently than their peers in the other group. These differences were statistically significant in the phases of planning and execution; b) both family and teachers informed of better levels of executive functioning in the students with high metacognitive knowledge. Statistically significant differences were found in planning, functional memory, focus, and sustained attention. These results show the existence of an association between different levels of metacognitive knowledge, and differences in metacognitive skills and executive functions, and suggest the need to emphasize this set of variables in order to encourage students to acquire increasing levels of control over their learning process.
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GUMELAR, GUMGUM, and CINTYA GUSWIANANDA NUGRAHENI. "PERBEDAAN PERSEPSI KETERTARIKAN INTERPERSONAL SISWA PADA GURU SEKOLAH DASAR BERDASARKAN UKURAN TUBUH." JPPP - Jurnal Penelitian dan Pengukuran Psikologi 4, no. 1 (April 30, 2015): 28–32. http://dx.doi.org/10.21009/jppp.041.06.
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This study aims to determine whether there is a difference in perceptions of interpersonal attractiveness of students in primary school teachers in Pondok Kelapa East Jakarta based on body size. This research uses quantitative approach with pre-experimental research method and quota sampling technique and questionnaire as data. This experiment was designed with digital manipulation of male and female teacher body size images as a stimulus variation, which then compares between variations and selected using the guttman scale with option 1 or 2. Then in rating with likert scale to know the level of interest. Subject of this study there are 155 people with age 18-12 years. The result of statistical analysis that yield is F = 28,284, p = 0,000 <0,05 (significant). The results showed a significant difference perceptions of interpersonal interest of students in elementary school teachers according to body size.
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Rosmaneli, Rosmaneli, Ali Umar, Darni Darni, and Eldawati Eldawati. "Efforts To Increase Professionality Of Teacher Of Beginning Of Elementary School Teachers Through Training Of Frirage Massage Therapy." Jurnal Humanities Pengabdian Kepada Masyarakat 1, no. 1 (December 6, 2019): 10–23. http://dx.doi.org/10.24036/jha.0101.2019.02.
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The problem underlying this training is that the Physical Education teacher's knowledge and skills are not yet optimal in providing treatment / prevention in schools, either because of practical or sport learning activities, or in the service of UKS activities. The methods used in this training are lectures, discussions, questions and answers, demonstrations or demonstrations, methods of practice and practice. The results of the evaluation of 30 trainees were: (a) 13 people (43.33%) received an A or Excellent score, (b) 16 people (53.33%) received a B or Good rating, (c) 1 person ( 3.33%) get a C or sufficient value; and (d) the average value of achievement of training competency is 76.52 (77.64%) with a grade of B or Good.
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Rosmaneli, Rosmaneli, Ali Umar, Darni Darni, and Eldawati Eldawati. "Efforts To Increase Professionality Of Teacher Of Beginning Of Elementary School Teachers Through Training Of Frirage Massage Therapy." Jurnal Humanities Pengabdian Kepada Masyarakat 1, no. 1 (December 6, 2019): 10–23. http://dx.doi.org/10.24036/jha.v1i1.7.
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The problem underlying this training is that the Physical Education teacher's knowledge and skills are not yet optimal in providing treatment / prevention in schools, either because of practical or sport learning activities, or in the service of UKS activities. The methods used in this training are lectures, discussions, questions and answers, demonstrations or demonstrations, methods of practice and practice. The results of the evaluation of 30 trainees were: (a) 13 people (43.33%) received an A or Excellent score, (b) 16 people (53.33%) received a B or Good rating, (c) 1 person ( 3.33%) get a C or sufficient value; and (d) the average value of achievement of training competency is 76.52 (77.64%) with a grade of B or Good.
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Martin, Ian, Jihyeon Choi, Brett Zyromski, Larissa Campos, Selaina Mansheim, Patrick D. Cunningham, and Wendell Callahan. "Small-Group Investigation of the True Goals Curriculum With Elementary and Middle School Students: A Randomized Control Study." Professional School Counseling 26, no. 1 (January 2022): 2156759X2211342. http://dx.doi.org/10.1177/2156759x221134259.
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To explore the impact of the True Goals (TG) school counseling curriculum on important constructs related to school success for students, we conducted two studies: one with elementary and middle school students and the other with high school students. In this, the first of the two studies, 43 students in Grades 4 through 7 participated in the intervention delivered by two school counselor trainees, across two schools in one school district in the Southwest region of the United States. The study used a waitlist control design with a randomized assignment to intervention and control groups to assess the impact of the TG small-group intervention on (a) students’ goal-setting skills; (b) students’ academic self-regulation; and (c) teachers’ rating of students’ motivation, self-knowledge, self-direction, and relationships. Results indicated that students in the treatment group showed significantly higher scores in motivation, self-knowledge, self-direction, and relationship skills than students in the control group, with a large effect size. Please refer to the second study for information on the impact of TG on a high school population.
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Sumilat, Margareta O., and Sarah Tombokan. "Kinerja Guru Sekolah Dasar di Masa Pandemi Covid19 di Kota Manado." Jurnal Civic Education: Media Kajian Pancasila dan Kewarganegaraan 5, no. 1 (June 5, 2021): 29. http://dx.doi.org/10.36412/ce.v5i1.2637.
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The purpose of this study was to determine whether the performance of elementary school teachers in Manado City was in accordance with the expectations of the parents. To answer the objectives of this study, researchers conducted research based on the quantitative descriptive method with Importantnce Performance Analysis (IPA) method analysis. The results of the research conducted show that based on the results of the calculation of the average performance appraisal (performance) performance of elementary school teachers in Manado City is below the average rating of expectations (Importance): 2.67 <4.21 and the performance of each variable of service quality. The results of the respondent's assessment score (suitability level) are below 100% (65.7% <100%) which means that it is not satisfactory. The interpretation of the Cartesian diagram can be explained as follows: aspects or attributes that affect teacher performance satisfaction, namely aspects of work quality (1) and aspects of communication. Otherwise. Aspects that are good and in accordance with what the community expects and their performance needs to be maintained (quadrant B) and the result is only one indicator, namely ability (4). In other words, there are achievements made by teachers, in this case, according to the parents, is the teacher's ability to carry out teaching. From the results of the research and data analysis, it can be concluded that based on the analysis of the results of the study, it can be concluded that the overall indicator of the performance level of teachers in elementary schools in Manado City based on processing and data analysis falls into the Low category which must be improved implementation.
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Juniarti, Ni Nyoman Esti, Gede Wira Bayu, and I. Gde Wawan Sudatha. "Animation Media on Human Digestive System Material for Fifth-Grade Elementary School Students." International Journal of Elementary Education 5, no. 2 (August 5, 2021): 488. http://dx.doi.org/10.23887/ijee.v5i3.37493.
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The lack of understanding of the learning material has an impact on the results of student learning. Teachers only depend on a single source, textbooks, so it is pretty tricky for students to learn abstract material. In addition, teachers in teaching and learning activities only use conventional methods to focus on the teacher, not the students. This study aims to develop animated video learning media on the human digestive system material for fifth-grade elementary school. Media development in research uses the ADDIE model, which includes the Analyze, Design, Development, Implementation, and Evaluation stages. The data collection method in this study used a questionnaire method and a rating scale instrument—the data analysis technique used qualitative descriptive statistical data analysis and quantitative descriptive statistics. The study result showed the calculation result of the average validity test score; the result is that the percentage obtained in terms of the material as a whole is 95.71%. The percentage of learning material experts is 90-100 with outstanding qualifications and does not need to be revised. Calculating the percentage of the validity test in terms of the overall design is 94.61%. The percentage of learning design experts is 90-100 with outstanding qualifications and does not need to be revised. From the average score in terms of media experts, it was stated that the learning media had outstanding qualifications with 92.93%. Meanwhile, from the practitioner test, it was stated that the learning media had outstanding qualifications with an overall percentage of 100%. So, animated video learning media is feasible to use in learning. This research implies that animated video media can help students in the learning process.
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De Souza, Marisangela Siqueira, Adriana Benevides Soares, and Clarissa Pinto Pizarro de Freitas. "Social Emotional Learning (sel) Program Among Fifth graders, Three and Six Months Later." Revista Colombiana de Psicología 31, no. 1 (January 1, 2022): 35–48. http://dx.doi.org/10.15446/rcp.v31n1.83042.
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This study carried out a follow-up three and six months after the application of a Social Emotional Learning (SEL) program, aiming to verify the maintenance of social skills in Elementary Education students in situations of social vulnerability from Rio de Janeiro, Brazil. A sample of the intervention and control groups composed of 20 students aged 10 to 13 (M = 10.3, SD = 0.8), boys and girls were selected. The SSRS (Social Skill Rating System) and the TDE (School Achievement Test) used in the intervention for teachers and students were reapplied. The results showed that the decrease in psychopathological symptoms and the improvements in academic performance were maintained after the intervention. These findings highlight the relevance of developing social emotional learning programs with elementary school students. How to cite this article: Souza, M.S., Soares, A.B., & Freitas, C.P.P. (2021). Social emotional learning (sel) program among fifth graders, three and six months later. Revista Colombiana de Psicologia, 31 (1), 35-48. https://doi.org/10.15446/rcp.v31n1.83042
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Suwastawan, I. Gede Agus, and Ndara Tanggu Renda. "Animated Video on the Topic of Plants and Their Functions in Science Learning." MIMBAR PGSD Undiksha 10, no. 2 (August 23, 2022): 201–9. http://dx.doi.org/10.23887/jjpgsd.v10i2.48901.
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Teachers only use textbooks obtained from schools. Package books are considered less helpful for students because, without teacher guidance, students cannot understand the material well. This study aims to develop an animated video learning media on plant parts and their functions in science learning for fourth grade in elementary schools. This type of research is the development of the ADDIE model. The research subjects were two material experts and two media experts. The test subjects consisted of 2 teachers and three fourth-grade elementary school students. This study uses a questionnaire (questionnaire), interviews, observation, and documentation. This study uses a rating scale instrument. In this study, two data analysis techniques were used, namely qualitative descriptive analysis and quantitative descriptive analysis. The research results from learning material experts are 93.3% (Very Valid), and teaching media experts are 88.9% (Very Valid). The results of the practicality test from the teacher are 95.5% (very feasible), and the results of the student response test are 97.2% (very possible). It was concluded that animated videos were suitable for use in learning. This research implies that teachers in learning can use videos.
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Anak Agung Dwi Mas Juliastari, I Made Citra Wibawa, and I Gede Astawan. "Contextual Learning-Based E-Student’s Worksheet for Grade VI Elementary School." Jurnal Ilmiah Sekolah Dasar 6, no. 3 (December 13, 2022): 427–37. http://dx.doi.org/10.23887/jisd.v6i3.49242.
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There are still many teachers who have difficulty in making appropriate learning tools for students. It has an impact on learning activities that are not running optimally. This research aims to develop an E-Student’s Worksheet based on contextual learning of the characteristics of living things and their environment. This type of research is R&D using the ADDIE model. The subjects of this study consisted of 2 media experts and 2 material experts, research trial were 1 teacher/practitioner and 10 fifth-grade students. The data collection methods were observation, interviews, and questionnaires. The instrument used is a rating scale. The data analysis technique used in this research is the descriptive qualitative analysis and descriptive quantitative analysis. The results of the study are the scores obtained based on the assessment of learning media experts, coloring with a value of 5.00 (very valid), the display of E-Student’s Worksheet is 4.33 (Valid), and Presentation of 5.00 (very valid). The average value of E-Student’s Worksheet media validation from media experts is 4.78 (very valid). The overall result of the average validation of the material is 4.66, therefore the material presented on the E-Student’s Worksheet is very valid. The teacher's assessment results are 95% (very practical), and the student's assessment results are 92.2% (very practical). It is concluded that contextual learning-based E-Student’s Worksheet is feasible to use in the learning process because it can help students understand the material and motivate them to learn well.
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Aprilianingsih, Ni Komang Ary Sri, and Nice Maylani Asril. "Video Learning Oriented to the Value of Caring for the Environment." MIMBAR PGSD Undiksha 10, no. 2 (August 23, 2022): 386–94. http://dx.doi.org/10.23887/jjpgsd.v10i2.48832.
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The development of technological flows in the era of globalization requires teachers to take advantage of various technological advances to improve student learning outcomes. It is just that the reality on the ground shows that teachers still find it difficult to develop media related to the use of technology. This study aims to develop a learning video oriented to the value of caring for the environment in the fifth-grade science content of Elementary School. This research belongs to the type of development research using the ADDIE development model. The research subjects are two material experts, two learning design experts, and two learning media experts. The test subjects were two practitioners/teachers and ten fifth-grade students. The data collection methods used are observation, interviews, and questionnaires, with the data collection instrument as a rating scale. The analytical technique used is descriptive qualitative and quantitative analysis. The results showed that the assessment given by the subject content expert was 3.84 (very good), the instructional media expert was 3.83 (very good), and the learning design expert was 3.86 (very good). The results of the practitioner's response test are 3.60 (very good), and the student response is 3.76 (very good). So based on these results, it can be concluded that the value-oriented learning media for environmental care characters in the science content of the water cycle material for class V Elementary School is feasible to be developed and used in the learning process.
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Astafiria, Nanda Sekar, and Gede Wira Bayu. "Digital Learning Media Assisted by Quizizz Application (METALIQ) on Science Content of Ecosystem Topic for Sixth Grade Elementary School." Jurnal Ilmiah Sekolah Dasar 5, no. 3 (September 20, 2021): 485. http://dx.doi.org/10.23887/jisd.v5i3.39539.
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This study aims to produce “METALIQ” which was developed on the topic of Ecosystems for the sixth-grade elementary school students. This research was a development research based on the ADDIE model procedure. The subject of this research was "METALIQ" with the topic Ecosystem for sixth grade elementary school students involving four lecturers as experts who assess the validity of the product content, two teachers who provide practitioner responses, and 10 sixth grade elementary school students filling out student responses. The object of research was the feasibility of "METALIQ" which is viewed from the content validity, practitioner responses, and student responses. The data collection methods in this study were observation, interviews, document studies, questionnaires and instruments rating scale. To measure the validity of the content of "METALIQ", the instrument was used rating scale, meanwhile to measure the responses of practitioners and students’ responses used a questionnaire. The learning media validity data obtained were then analyzed using the Aiken’s V formula to measure the content validity coefficient. The mean is an analysis to determine the average score of teacher responses and student responses. The results of the analysis of the validity of the “METALIQ” data for content experts were in the range of 0.75-1.00 and learning media experts were in the range of 0.625-1.00. This indicated that the content validity of “METALIQ” was high. The practitioner response test got an average score of 4.3, and the student response test got an average score of 4.55. This means that all aspects of the response test to “METALIQ” have very good qualifications. Based on this analysis, “METALIQ” in the science content of the Ecosystem topic was feasible for use in learning.
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Kohler, Patricia, Chayla Slaton, Rachel Wingfield, Candice Barnes, and Ashley Ward. "How Comfortable Are You Really?" Advances in Social Sciences Research Journal 7, no. 4 (April 30, 2020): 254–71. http://dx.doi.org/10.14738/assrj.74.8121.
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In an increasingly diverse school population, teachers find themselves facing students whose ethnicities, cultures, experiences, and religions are vastly different from their own. While this is a fantastic opportunity to develop a unique learning community, it is also challenging for teachers who may or may not have adequate training to meet the needs of all students. Using a survey designed to determine how comfortable an individual is in a variety of situations characterized by diversity, pre-service education candidates from the Elementary K-6 and Special Education K-12 degree programs from a mid-sized university in Arkansas were given a questionnaire on their comfortability with different diversity characteristics. The semester in which participants engaged in this survey included field placement. Results from the questionnaire indicated that the lowest average comfortability rating was for the HIV category, and the highest average comfortability rating was for the disability category. Qualitative information suggests that pre-service teachers perceive that they are "comfortable" with different groups of people, although previous research cautions against this comfortability. The authors suggest that teacher education programs, professional development, and staff in-service training on diversity topics should consider several practices designed to bolster how teacher candidates prepare to work with diverse populations of students.
Keywords: teacher candidates, diversity, perceptions, comfortability
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Sari, Ni Kadek Candra Permata. "Powtoon Animation Video Based on Contextual Approach in Elementary School Mathematics Learning." MIMBAR PGSD Undiksha 10, no. 2 (July 1, 2022): 308–17. http://dx.doi.org/10.23887/jjpgsd.v10i2.47337.
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The lack of media or supporting tools in teaching and learning activities and the lack of material presented make the learning process less meaningful. It can cause the learning process to be less effective, and students will become less familiar with the material being taught. This study aims to develop learning media in animated Powtoon videos based on a contextual approach to learning the circumference and area of a triangle for fourth-grade elementary school students. This research is development research that uses the ADDIE research model. The method used in this study is a questionnaire with the provision of an assessment sheet instrument given to 2 lecturers as material experts, two lecturers as media experts, two teachers as practitioners, and five students. The instrument used in this study is a rating scale. The data that has been obtained will then be analyzed using the Mean formula to get an average media validity score. The results of the average value of the validity of the Powtoon animation video media based on the contextual approach from material experts was 4.83 with very good qualifications, from media experts 4.83 with very good qualifications, from practitioners 4.83 with very good qualifications, and student response of 4.75 with very good qualifications. So it can be said that the Powtoon animation video learning media based on the contextual approach developed in learning the circumference and area of a triangle is valid and can be used in learning for fourth-grade elementary school students.
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Bruhn, Allison, Sheila Barron, Josephine Fernando, and Kinga Balint-Langel. "Extending the Direct Behavior Rating: An Examination of Schoolwide Behavior Ratings and Academic Engagement." Journal of Positive Behavior Interventions 20, no. 1 (June 29, 2017): 31–42. http://dx.doi.org/10.1177/1098300717713441.
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Direct behavior ratings have been identified as a practical and feasible alternative to direct observation of behavior for monitoring behavioral progress. Despite the evidence of usability, there have been calls for further examination of direct behavior ratings using different behaviors and scales. To this end, we examined the ratings of schoolwide behavioral expectations by teachers and outside observers, as well as direct observation of academic engagement by outside observers in upper elementary school language arts classrooms. Across sessions, correlations between raters (range r = .82–.91) and between measures (range r = .64–.98) were moderate to high; significant differences between raters existed when rating students identified with negative behavior ( n = 12) as opposed to positive behavior ( n = 12). Findings are discussed in terms of implications for research and practice, limitations of the study, and the necessity for further research and development.
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Wiyanarti, Erlina. "SOCIAL STUDIES LEARNING FOR THE DEVELOPMENT OF EMPATHIC AWARENESS." Historia: Jurnal Pendidik dan Peneliti Sejarah 12, no. 2 (July 23, 2018): 274. http://dx.doi.org/10.17509/historia.v12i2.12106.
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The background of this research is the tendency of emphatic awareness learning that is being overlooked in the social studies in schools. The main problem addressed in this research is the social studies learning for the development of emphatic awareness of student of elementary school level in Bandung.The objectives of this research are (1) to design a model of social studies learning program for the development of emphatic awareness of fifth-grade students of elementary school in Bandung, (2) to test the effectiveness of the learning program, and (3) to identify difficulties encountered by elementary school teachers in developing social studies learning for the development of emphatic awareness of fifth-grade students. The methodology of this research is using multi method approach with two-phase designs model or double research strategy. After the research is conducted, based on analysis and discussion of the phase 1 result of limited testing, a stable emphatic awareness learning model was found, then focusing revision in cycle. The early model in product testing was conducted by using pair t-sampling. The result shows that social studies learning model using story telling method is effective in developing emphatic awareness of student in all indicators. The difficulties faced by teachers are more related to the level of understanding of emphatic awareness, creativity, and innovation level which are not optimum. Based on the analysis and discussion and the result of the research, the general conclusion is the development study have met the objective. Emphatic awareness learning model can be applied through planing management and implementation of learning through storytelling method which have high applicability rating with a favorable result and has good implication theoretically and practically. The proposed recommendations are beneficial for model application and for further studies.
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유연주 and 조윤경. "Present States of Children with Attention Deficit Hyperactivity Disorders: Based on General Teachers' Rating at the Elementary School in Seoul Area." Journal of Special Children Education 10, no. 1 (March 2008): 169–90. http://dx.doi.org/10.21075/kacsn.2008.10.1.169.
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Setiawan, Ari, Syarief Fajaruddin, and Dinar Westri Andini. "Development an honesty and discipline assessment instrument in the integrated thematic learning at elementary school." Jurnal Prima Edukasia 7, no. 1 (January 30, 2019): 9–19. http://dx.doi.org/10.21831/jpe.v7i1.23117.
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Honest and discipline as learning outcomes need to be assessed. Many teachers have difficulty developing honesty and discipline assessments. The lack of honest and discipline assessment instruments require special attention in development. The purposes of this developmental research were to find out: (1) honest and discipline instrument indicators; (2) content validity of the instrument; (3) construct validity of the instrument; (4) instrument reliability and (5) instrument application for assessment. The research method used the development of affective instruments. The research subjects were 140 students of grade IV and V on the elementary school. The instrument used a peer-assessment model with a summative rating scale. Data analysis technique used content validity with Aiken index; construct validity with Exploratory Factor Analysis (EFA); reliability with Cronbach; and application of instrument with descriptive quantitative. The results of the study were indicators of honest assessment instruments and discipline of the peer-assessment model, consisted of 4, honest: convey the true information and do the examination independently. Discipline: come to school on time and obey the rules of the school. The content validity of the developed assessment instruments based on the theory had fulfilled and included in the high category. The construct validity for the developed instrument had fulfilled; means, all items were valid. Reliability of the developed instrument had met the requirements; means, the instruments were reliable. The developed instruments can be used for assessment and proved by the use of instruments for honest and disciplined assessment of elementary school students.
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Gacek, Michał, Władysława Pilecka, and Agnieszka Fusińska-Korpik. "Psychometric properties of Self-Perception Profile for Children in a Polish sample." Polish Journal of Applied Psychology 12, no. 3 (September 1, 2014): 85–103. http://dx.doi.org/10.1515/pjap-2015-0016.
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AbstractThe Self-Perception Profile for Children (SPPC) is a measure which allows one to assess children’s self-concept. Our article presents this instrument’s psychometric properties within a Polish sample. In our study we tested 432 elementary school students and 14 form teachers. As validity indicators we used the Teacher’s Rating Scale of Child’s Actual Behavior (TRS) and the average school grade for the previous semester. The Polish version of SPPC yielded good psychometric properties. The instrument’s factorial structure paralleled the structure of the original version. Reliability was high both in terms of internal consistency and test-retest results. Scale validity was confirmed in the correlational analysis. Boys scored higher than girls in the Physical Appearance and Global Self-Worth subscales but lower in the Behavioral Conduct subscale. Younger children scored higher than older children in the Scholastic Competence, Physical Appearance, and Global Self-Worth subscales. Judgments on children’s physical appearance were the best predictor of their global self-worth.
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Gonzales, Rosanna D., Marjorie M. Collado, and Cherrie Dianne M. Mila. "Perceived Performance of Cooperating Schools: Gearing Towards Future Policies." International Journal for Innovation Education and Research 8, no. 8 (August 6, 2020): 141–51. http://dx.doi.org/10.31686/ijier.vol8.iss8.2500.
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Part of providing quality education is the quest to continually improve one’s service delivery since competition is now the essence of time. In the academic field, inputs in the life of pre-service teachers are considered to be of utmost significance. These include the cooperating teachers as well as the cooperating officials who may directly or indirectly influence the future would-be-teachers, the learners who may inspire them more and the learning environment that may significantly affect their desire to enter the world of teaching upon completion of the internship. This study determined the performance of the cooperating schools as perceived by the selected elementary and secondary education students enrolled during the second semester of the calendar year 2019 in one of the higher education institutions in the Philippines offering a teacher-education program. Employing the quantitative (descriptive) research design, the results revealed that the cooperating schools’ over-all performance was excellent. However, the performance rank of the indicated factors along the cooperating schools’ selected variables (i.e. cooperating teachers, cooperating officials, learners, and learning environment) vary. In general, among all the factors included in the four main elements in the cooperating school; the learning environment particularly on functional, medical and dental facilities gained a very good rating.
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Kim, Bo-Young, Sin-Ae Park, Jong-Eun Song, and Ki-Cheol Son. "Horticultural Therapy Program for the Improvement of Attention and Sociality in Children with Intellectual Disabilities." HortTechnology 22, no. 3 (June 2012): 320–24. http://dx.doi.org/10.21273/horttech.22.3.320.
Full textAbstract:
This study was conducted to determine the effects of a horticultural therapy (HT) program, based on B.F. Skinner’s behavior modification theory and special education science curriculum for Korean children with intellectual disabilities for the improvement of attention and sociality. Twenty-four participants (10 males, 14 females, in grades 1 to 3) with intellectual disabilities were recruited from a special education class at an elementary school in Seoul, South Korea. Twelve children participated in the HT program after-school for 6 months (Mar. to Aug. 2009, once per week, ≈40 min per session); the control group consisted of the remaining 12 children. Before and after the HT program, Conners’ teacher rating scales—revised and the social skills rating system assessments were conducted by parents/caregivers or teachers for each of the children. Analysis of covariance (ANCOVA) and chi square tests were used to compare differences between the two groups. Difference in attention was not significant between groups. Children in the HT group had statistically significant higher sociality scores than those in the control group (P < 0.001). In conclusion, the HT program improved the sociality of children with intellectual disabilities. To maximize the therapeutic effects of the HT program for attention, the program should be revised and supplemented based on the results in this study. A larger sample size and factoring in the level of disability and year in school of the participants would increase the precision in assessing therapeutic effects.
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Sastrawan, I. Putu Oka, I. Gede Margunayasa, and Gede Wira Bayu. "Credibility of Digital Comic Media in Audio Visual Form on Style Topic for Elementary School Students." Indonesian Journal Of Educational Research and Review 4, no. 2 (October 31, 2021): 213. http://dx.doi.org/10.23887/ijerr.v4i2.39665.
Full textAbstract:
Lack of teacher creativity in learning to develop instructional media makes learning less effective. Therefore, it is necessary to develop media that can make students enthusiastic about learning, such as digital comics. This research produces a product in the form of Digital Comic media on elementary school student style whose validity has been tested. The model used is the ADDIE model with the stages of Analyze, Design, Development, Implementation, Evaluation. In this study, digital comic media used as research subjects were 2 media expert lecturers, 2 material experts, 2 teachers. The method and instrument of data collection in this study is to use the rating scale method. To measure the validity of digital comic media using an instrument to assess the validity of digital comic media. The results of the data that have been obtained will be analyzed using the Aiken validity index formula for expert data and the mean formula for respondents' data in order to determine the validity of digital comic media. The results of the media validity on the Aiken validity index analysis, the assessment of the experts, got a score of 0.95 from the material experts with the criteria of "high validity", 0.95 from the media experts with the criteria of "high validity", while the analysis of the assessment scores of the respondents used the formula. The mean obtained an average of 4.57 from the practical response with the predicate "very good" and 4.50 from the student response with "very good". So, digital comic media is very suitable for use during the learning process, especially science learning.
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Sibaya, Patrick T., and J. A. Malan. "Teachers' Perceptions of Primary School Children's Learning and Behaviour Problems: The Interaction Effects of Teaching Experience, Sex and Contact with Inspectors of Psychological Services." South African Journal of Psychology 22, no. 4 (December 1992): 220–27. http://dx.doi.org/10.1177/008124639202200406.
Full textAbstract:
To determine the effects and interaction effects of teachers' characteristics on perceptions of pupils' learning and behavioural problems, the Devereux Elementary School Behaviour Rating Scale (DESB) was used in this study. The data obtained on the variables of teacher's sex, teaching experience and teacher's contact with inspectors of psychological services, were analysed by means of a three-way analysis of variance (ANOVA) for the unbalanced design. Results indicated significant interaction effects for Factors 4, 6, 10 and 11. These Factors are external blame, external reliance, creative initiative and need for closeness to the teacher, respectively. Non-significant interaction effects were recorded for Factors 1 (classroom disturbance), 2 (impatience), 5 (achievement anxiety), 8 (inattentive-withdrawn), 9 (irrelevant-responsiveness), and Nonfactor items 27 (inability to change from one task to another) and 41 (slow to complete work). The variables of sex, contact and experience had significant influence on perceptions of Factors 3 (disrespect-defiance), 7 (comprehension) and Nonfactor Item 40 (desire to quit or give up), respectively.
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Adnyana, Made Agus Dwi, and Desak Putu Parmiti. "The Validity of Pop-up Book Media at Changing the Form of Objects Topic." International Journal of Elementary Education 4, no. 2 (July 11, 2020): 145. http://dx.doi.org/10.23887/ijee.v4i2.24968.
Full textAbstract:
The results of the analysis of the fifth-grade elementary school students' books in the second-semester Theme 7 and the results of observations in elementary schools state that the manuals used by teachers and students in the learning process are still limited especially in science material. The appearance of the book also less attractive, so students become less understanding of the material explained. In addition, the lack of use and development of media in the teaching and learning process also underlies the implementation of this research. The purpose of this research was to develop a pop-up book media on the topic of changing the form of objects with validity tested. This research was conducted using the ADDIE development model (analyze, design, development, implementation, evaluation). However, due to limited time, resources, and finances, the research was only carried out until the development stage. The subject in this research was the pop-up book media on the topic of changing the form of objects. Whereas the object of this research was the validity of the pop-up book media on the topic of changing objects. The method used in this study was a questionnaire given to two teachers and two lecturers as experts. The instrument used was a rating scale in the form of media assessment sheets for experts. The data analyzed with the mean formula to find out its validity. The average score of the pop-up book media after being reviewed by experts was 4.87 with very good qualifications. The implication of this research was the existence of pop-up book media that have very good qualifications. Based on the results of the analysis, the developed media was valid and can be used by the teacher to facilitate the teacher in explaining the material, especially on the topic of changing the form of objects in the fifth grade of elementary school.
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Helsa, Helsa, and Agustina Hendriati. "KEMAMPUAN MANAJEMEN KELAS GURU: PENELITIAN TINDAKAN DI SEKOLAH DASAR DENGAN SES RENDAH." Jurnal Psikologi 16, no. 2 (November 17, 2017): 89. http://dx.doi.org/10.14710/jp.16.2.89-104.
Full textAbstract:
This is an action research that aims to identify and improve classroom management skill of six homeroom teachers in a low socio-economic elementary school. Classroom management skill is defined as teacher’s ability to create and maintain a learning environment that conducive to learning. The classroom management skill is measured using an observation-based rating scales and semi-structured interviews. The findings showed that classroom management skills were lacking among the majority of participants because they did not have sufficient knowledge about classroom management and did not understand their class’ needs. After two periods of intervention, the participants’ classroom management skill is improved. It was revealed that individual coaching is more effective than training method in improving classroom management skill. Furthermore, educational background and previous professional experience influenced participants’ classroom management skill. However, participants with the relevant educational background do not automatically master classroom management skill, unless supported with professional experience.