Journal articles on the topic 'Learning – Study and teaching (Elementary)'
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1
Suzana, Yenny, Sabaruddin Sabaruddin, Suesthi Maharani, and Zainal Abidin. "MATHEMATICS LEARNING THROUGH CHARACTER EDUCATION BASED ON INTEGRATED THEMATIC LEARNING: A DEVELOPMENT OF LEARNING MATERIALS." Infinity Journal 10, no. 2 (August 11, 2021): 301. http://dx.doi.org/10.22460/infinity.v10i2.p301-318.
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This research is to develop mathematics teaching materials that are integrated with elementary school thematic learning. The purpose of the development is to obtain mathematics teaching materials that prioritize the local wisdom of the Acehnese people. This teaching material is helpful for fifth-grade elementary school students in which there are character values for learning mathematics. This study uses a qualitative descriptive research method with the ADDIE model development research design. This research focuses on analyzing elementary school teachers who face the problem of integrated mathematics-based character education in thematic learning, then making initial designs and developing character education-based mathematics teaching materials that are integrated into the learning theme. The results showed that character education-based mathematics teaching materials were compatible with elementary students' thematic learning. Mathematics teaching materials focused on solving math problems for elementary students, integrating character values in mathematics with various themes in thematic learning by integrating each mathematics material into themes. The mathematics teaching materials developed were designed with various activities related to daily activities with straightforward language to be understood and made into a mathematical model.
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Adijaya, Nuryansyah. "Teaching Pantomime for Elementary Students." ARDU: Journal of Arts and Education 1, no. 2 (January 31, 2021): 59–65. http://dx.doi.org/10.56724/ardu.v1i2.70.
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Background: The development of digital teaching materials is sought to help teachers in the learning process. solitary materials were selected and believed to be able to be teaching materials that could facilitate teachers in the learning process both synchronously and asynchronously. The learning material referred to in the research is mime material.
Purpose: this study aims to determine the extent of mime learning efforts for elementary school students.
Design and methods: This research belongs to the category of literature study research considering that the data sources mostly refer to document analysis. Documents were collected through various sources, including journals, books, online news media, and video documents related to pantomime.
Results: Pantomime learning for elementary school children is embedded by the government through a number of activity programs on the content of learning arts and culture.
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Huang, Yuhan. "A Study on the Application of Situational Language Teaching in English Class of Primary School English." Journal of Education, Humanities and Social Sciences 23 (December 13, 2023): 73–78. http://dx.doi.org/10.54097/ehss.v23i.12738.
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The implementation of high-quality education in elementary schools has led to changes in English teaching methods. To engage students and ensure effective teaching, innovative strategies are necessary. The situational teaching method provides students with relevant learning experiences but is not used routinely in Chinese elementary schools. Instructors often choose inappropriate contexts, resulting in students being overwhelmed and ineffective English learning. This thesis critically examines the challenges of situational teaching in elementary school English instruction and proposes practical recommendations. These include incorporating modern technology and improving instructors' situational assessment skills to enhance the effectiveness of situational teaching in elementary schools.
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Fitriana, Dina. "Blended Teaching Creativity In English Learning for Elementary Schools." Jurnal Basicedu 6, no. 6 (November 2, 2022): 9917–25. http://dx.doi.org/10.31004/basicedu.v6i6.4206.
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Destination from study this is for knowing how creativity teaching blended on learning language English for Elementary School . Method research used in study this is method descriptive type studies literature , data collection was carried out through studies literature with use the best reference with creativity teaching blended on learning language English for Elementary School . H result study show that creativity teaching blended on learning language English for Suitable Elementary School is type flex blended learning , besides that system management learning with neat and good in blended teaching on learning language English for Elementary school is also important. The results of the study also show that teaching blended on eye lesson language English is a must as one adjustment after the Covid 19 pandemic, even though at first not yet used to however moment this Becomes a necessity . Article conclusion this is creativity teaching blended on teaching language English for Elementary School is well and so that all walk fluent teacher is the most important key.
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Peterson, Penelope L. "The California Study of Elementary Mathematics." Educational Evaluation and Policy Analysis 12, no. 3 (September 1990): 241–45. http://dx.doi.org/10.3102/01623737012003241.
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The purpose of the California Study of Elementary Mathematics is to examine the effects of state education reform in elementary mathematics curriculum on teaching and learning in elementary mathematics classrooms. In this article, we describe the methodology used in the study. We begin by providing an overview of the state policy that is aimed at realizing anew vision of mathematics teaching and learning. Then we describe participants and data collection procedures at each of four levels—state, school district, school, and classroom (teachers and students). We conclude with a description of methods used to collect the classroom-level data from which we constructed the cases in this issue.
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Marini, Arita. "PENGARUSUTAMAAN GENDER DALAM KEGIATAN BELAJAR DAN PEMBELAJARAN PADA SEKOLAH DASAR DI DKI JAKARTA." Perspektif Ilmu Pendidikan 31, no. 1 (July 18, 2017): 7. http://dx.doi.org/10.21009/pip.311.2.
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The purpose of this study is to find out the implementation of gender mainstreaming in teaching learning process at elementary schools in Jakarta. This research used survey method for 30 respondents conducted at 30 elementary schools in Jakarta. Indicators of gender mainstreaming in teaching learning process were related to punishment given to the students, roles played by the students, teaching method for the students, opportunities given to the students, rewards given to the students, evaluation, and students’ participations. The result of study shows that mean score of gender mainstreaming in teaching learning process reached 21.17 or 88.19 % from theoretically maximum score. It means that implementation of gender mainstreaming in teaching learning process at 88.19 % from 30 elementary school has already been effective. Gender mainstreaming in teaching learning process at 30 elementary schools achieved 43.33 % higher than average score whereas 26.66 % lower than average score. It can be concluded that implementation of gender mainstreaming in teaching learning process at 43.33 % from 30 elementary schools has already been effective. In other words, gender mainstreaming in teaching learning process at 13 elementary schools has already been effective. On the other hand, implementation of gender mainstreaming in teaching learning process has not been optimal.
Keywords: gender mainstreaming, teaching learning process, students’ roles, students’ participations.
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Septiyan Rahayu, Galih Dani, and Ruli Setiyadi Setiyadi. "EFFECT OF TEACHING MATERIALS BIKIN DONGENG YUK! LEARNING OUTCOMES OF CLASS V PRIMARY SCHOOL." PrimaryEdu - Journal of Primary Education 2, no. 2 (September 30, 2018): 109. http://dx.doi.org/10.22460/pej.v2i2.1045.
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The research entitled the influence of teaching materials bikin dongeng yuk! towards the learning outcomes of elementary school students. This research is motivated by the low student learning outcomes in Indonesian language learning, especially the material elements of the story and the lack of teaching materials about language learning in elementary schools. The use of existing language teaching materials still cannot maximize learning due to the lack of interesting teaching materials. The purpose of this study was to improve the learning outcomes of elementary students in Anggrawati I Elementary School, Maja Subdistrict, Majalengka District and Sukaraja Elementary School I, Sukaraja District, Sukabumi Regency. The use of the method in this study is pre-experimental with one group pretest-posttest design which aims to determine the effect of teaching materials to make a fairy tale !. The instrument used in this study is the observation sheet in the form of a checklist with the indicators are the intrinsic elements of the story. The results of the study were an increase in the learning outcomes of elementary school students, especially in the material elements of the story.Keywords: Teaching Materials bikin dongeng yuk!, Learning Outcomes
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Mutmainah, Mutmainah, Rukayah Rukayah, and Mintasih Indriayu. "Effectiveness of experiential learning-based teaching material in Mathematics." International Journal of Evaluation and Research in Education (IJERE) 8, no. 1 (March 1, 2019): 57. http://dx.doi.org/10.11591/ijere.v8i1.15903.
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<span>This research was aimed at finding out the effectiveness of experiential learning-based teaching material in Mathematics on the Mathematics cognitive ability of the fifth-grade student in elementary school. This research used quasi-experimental design involving two sample groups: experiment and control group. The sampling technique in this research used simple random sampling. The subject of this research was 54 students </span><span lang="IN">from</span><span> the fifth-grade elementar</span><span lang="IN">y</span><span> school in Gunungpati Sub-district in the academic year 2017/2018. This study involved 28 students of the fifth-grade elementary school Nongkosawit 02 as the experimental group and 26 students of the fifth-grade elementary school Sadeng 03 as the control group.</span><span lang="IN"> The instrument used in this research was multiple choice test consisting of 30 questions. The test was used to obtain pretest and posttest score.</span><span lang="IN">The data analysis in this research used T-independent test to examine the hypothesis. The result of the study shows the significance level of 0.000 is less than </span><span>α = 0.05</span><span lang="IN"> which means that there is different cognitive ability between the experimental and control group. Thus, the use of experiential learning-based teaching material in Mathematics is effective to improve the Mathematics cognitive ability of the fifth-grade student in elementary school</span><span>.</span>
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Putri, Ranty Septria, Asep Sukenda Egok, and Riduan Febriandi. "Penerapan Model Contextual Teaching and Learning terhadap Pembelajaran Tematik." Journal of Elementary School (JOES) 5, no. 2 (December 31, 2022): 367–74. http://dx.doi.org/10.31539/joes.v5i2.3909.
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ABSTRACT
This study aims to determine the completion of thematic learning outcomes in the science content of the fifth grade students of Sukadana State Elementery School. The method used is the experimental method with one group pretes posttes design. This study uses 1 sample class, namely class V with 19 students. This means that all members of the population are sampled. Data collection is carried out with saturated sampling technique. The instrument used by the researcher ia in the form of essay questions, totaling 7 questions. The z-test formula based on the results of the data analysis test with a confidence level 5% shows = 10,71 and . Because > . With that, it can be concluded that the thematic learning outcomes in the fifth grade science content at the Sukadana State Elementary School after the application of the Contextual Teaching and Learning (CTL) model to the thematic learning outcomes in the fifth grade science content at the Sukadana State Elementary School ware significantly completed.
Keywords. Contextual teaching and learning (CTL) learning model, thematic learning outcomesof science content.
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Al-Khafaji, Abdul-Hussain Ahmed Rasheed. "Teaching and Learning in the Scientific Hawza (Analytical Study)." International Journal of Early Childhood Special Education 13, no. 2 (December 2, 2021): 161–71. http://dx.doi.org/10.9756/int-jecse/v13i2.211051.
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Education and learning in the scholarly Hawza is an old one that dates back to the era of prophecy and the final message, and one of its most prominent features is its time extension, and the predominance of micro-education over the rest of the types of education, taking mosques as a place for it, then progressed and became in line with formal education in innovation, technology, and the diversity of the curriculum. It also collects the six official academic stages (elementary, intermediate, preparatory, elementary university studies, postgraduate university studies in its master's and doctoral levels) in three stages (introductions - surfaces - diligence). The researcher reviewed the methods and methods of seminary teaching and learning in its most famous cities, from Makkah and Madinah, through Baghdad and Najaf, to Isfahan and Khorasan, in addition to the curricula and schools that included males and females.
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MASROKAH, M., S. UTAMININGSIH, SU’AD, and M. N. YERMAGAMBETOVA. "INFLUENCE OF QUANTUM TEACHING-LEARNING MODEL ON SOCIAL STUDIES LEARNING OUTCOMES." Iasaýı ýnıversıtetіnіń habarshysy 123, no. 1 (March 15, 2022): 160–69. http://dx.doi.org/10.47526/2022-1/2664-0686.14.
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The purpose of this study was to determine the effect of the application of the quantum teaching-learning model on the learning outcomes of Theme 5 on the social studies content of grade V elementary school students in Demak Sub District. The research method used a quasi-experimental design. The research sample was class V Elementary School Bintoro Number 5 Elementary School (35 students). The control class was class V Elementary School Bintoro Number 2 with a total of 41 students. The sampling technique used purposive random sampling. Data analysis used t-test, by first doing data description, average similarity test, and analysis requirements test (normality test and homogeneity test). The results showed that the use of the quantum teaching-learning model had an effect on the learning outcomes of Theme 5 on social studies subject matter, as indicated by the results of the t-test of 3.446> 2,000 and the percent N-gain test of 59.50 (quite effective); Based on the research, it was concluded that there was an influence on the use of the quantum teaching-learning model on the learning outcomes of Theme 5 on the IPS subject content of elementary school students in Demak Sub District.
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Sun, Yan, and Johannes Strobel. "From Knowing-About To Knowing-To: Development Of Engineering Pedagogical Content Knowledge By Elementary Teachers Through Perceived Learning And Implementing Difficulties." American Journal of Engineering Education (AJEE) 5, no. 1 (May 29, 2014): 41–60. http://dx.doi.org/10.19030/ajee.v5i1.8610.
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The present study sought to reveal how elementary teachers develop their engineering pedagogical content knowledge (PCK) after leaving professional development programs to practice engineering teaching in real classroom settings. Participants of this study were the elementary teachers who received one-week training of engineering education provided by EfF (a P-12 Engineering teaching and learning institute in a Midwestern university). Data of this study were collected from these elementary teachers through face-to-face interviews and an online open-ended survey. Based on a phenomenological research method and a constructivist ELC (engineering instruction, learners, and contexts) framework developed by the researchers to investigate engineering PCK development, this study explored the elementary teachers’ lived engineering teaching experiences following the procedures of inductive qualitative data analysis. Findings yielded in this study revealed that the elementary teachers developed their knowledge about engineering teaching and learning situations through their engineering teaching practice. But such knowledge was the knowledge of knowing-about and it did not automatically transfer into the elementary teachers’ engineering PCK or knowing-to knowledge allowing them to act effectively and responsively to engineering teaching and learning situations at hand. In their engineering teaching practice, the elementary teachers engaged themselves in a dynamic and evolving trial-failure-success process. It was in this process that the elementary teachers made sense of new engineering teaching and learning situations and transformed their knowing-about into engineering PCK responsive to these situations.
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Purnamasari, Resti, Metty Agustine Primary, Yuyus Saputra, and Rahmat Rahmat. "INTEGRATING SMARTPHONES IN ENGLISH CLASS AT ELEMENTARY SCHOOL LEVEL: A STUDY ON INDONESIAN ELEMENTARY SCHOOL TEACHER’S PERCEPTION." Primary: Jurnal Pendidikan Guru Sekolah Dasar 11, no. 2 (April 28, 2022): 527. http://dx.doi.org/10.33578/jpfkip.v11i2.8891.
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Due to the COVID-19 outbreak, it requires that the learning process, including teaching English at the elementary school level, is carried out with an online learning system. Implementing an online learning system is closely related to the use of technology. Smartphone is one of the technology tools that are widely used in facilitating the online learning process. Hence, the study in this article was to see the perception of an elementary school teacher in integrating smartphones during the English teaching process. Based on the research, the researchers used a case study as a research design, semi-structured interviews, and online observations in collecting the data. Then, the data were analyzed by using thematic analysis, which was also elaborated with the TPACK framework from the theory of Mishra and Koehler in 2006. The study reveals two responses related to the teacher’s perception of using smartphones, namely negative and positive responses. In the negative response, three perceptions generated were (1) ineffective delivery of subject materials, (2) the issue in managing students, and (3) internet access problems. In addition, the positive responses include (1) smartphones as an adequate teaching medium, (2) an affordable platform for smartphones to teach, and (3) YouTube channels as a fun way to learn for young learners. In conclusion, using smartphones in teaching English to students at the elementary school level certainly raised the negative and positive reactions from the teacher during the teaching process. Thus, teaching English to young learners required the teacher’s role to teach technological, pedagogical, and content knowledge adequately.
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Rofi'i, Agus, and Sigit Vebrianto Susilo. "The Development of Teaching Materials Based on Mobile Learning in English Learning for Elementary Schools." AL-ISHLAH: Jurnal Pendidikan 15, no. 2 (May 9, 2023): 2062–75. http://dx.doi.org/10.35445/alishlah.v15i2.2475.
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This research is motivated by the low learning outcomes of elementary school students in learning English. This research aims to develop Android-based mobile learning teaching materials to support English language learning in elementary schools and improve student learning outcomes. This study uses Research and Development (RD) research using the Borg and Gall model, with the research sample being 5th-grade students of public elementary schools in West Java Province. Product validation tests were obtained from material, language, practitioners, and design experts and practitioners. Furthermore, the practicality test was obtained from the teacher and student response questionnaires throughout the learning process. Meanwhile, the effectiveness test was obtained through a limited trial using an experimental pretest-posttest control group design. The output of this research is to produce an application program for Android-based mobile learning teaching materials. Based on the study results, it can be concluded that Android-based mobile learning teaching materials are valid, practical, and effective for learning in elementary schools.
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Kaharu, Saritan N., Muhammad Aqil, Kadek Hariana, and Sriwahyuni Y. Boromang. "The Influence of the Contextual Teaching and Learning (CTL) Learning Model on Students' Learning Outcomes." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 11, no. 3 (July 30, 2023): 937. http://dx.doi.org/10.33394/j-ps.v11i3.7263.
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The purpose of this research is to describe the influence of the Contextual Teaching and Learning (CTL) learning model on student learning outcomes in Indonesian language subjects in grade fifth of Tondo Elementary School. The design of the experimental method used in this study is nonequivalent control group design. The subjects in this study were fifth grade students at Tondo Elementary School, totaling 55 people. There are 28 students in the experimental class and 27 students in the control class Data collection was carried out using multiple choice tests. Data analysis used the t test with the prerequisite test namely normality test, homogeneity test, and hypothesis testing with the help of SPSS Statistics Version 25. Based on the results of this study indicate the results of a significant value of 0.000 <0.05 then accept the hypothesis Ha and reject Ho, meaning the Contextual Teaching and Learning (CTL) learning model influential in improving student learning outcomes in Indonesian language grade fifth of Tondo Elementary School.
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Dinatha, Ngurah Mahendra, Dimas Qondias, Dek Ngurah Laba Laksana, Gervarsia Virjinlia Anita Dhena, and Yosefina Owa Meme. "Science Learning Strategies in Elementary Schools." International Journal of Instructions and Language Studies 1, no. 2 (December 20, 2023): 25–34. http://dx.doi.org/10.25078/ijils.v1i2.3190.
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Science learning is a process that allows students to gain direct experiences, enabling them to enhance their abilities to comprehend, retain, and apply the concepts they have learned. This research method involves a literature review aimed at discussing science teaching strategies for elementary school students in character development. The criteria for scientific articles used as data consist of scholarly articles sourced from national journals published within the past 5 years, from 2018 to 2023. The study reveals various science teaching strategies that can be adapted by elementary school teachers to match the students' characteristics and learning styles, including: 1) Guided Inquiry, 2) Contextual Teaching and Learning (CTL), 3) Project-Based Learning (PjBL), and Outdoor Learning. Factors influencing students' learning outcomes consist of internal and external factors. Students' learning styles constitute an internal factor, encompassing visual, auditory, kinesthetic, and visual-auditory learning styles. External factors include the students' learning environment
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Sianturi, Murni, and Huei-Hsuan Lin. "Effects of Student's Grade to Teacher's Teaching: a Case Study in an Indigenous Classroom." Journal of Education and Vocational Research 7, no. 4(V) (January 26, 2017): 6–11. http://dx.doi.org/10.22610/jevr.v7i4(v).1504.
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Abstract: The perspective of teaching in rural area led this study to investigate non-indigenous teacher's teachings in an indigenous classroom of one of rural elementary schools in Hualien, Taiwan. The teacher's views on indigenous students' grade and how it related to the teacher’s teaching were explored also. This study was a case study. Data was collected and analyzed by applying qualitative method. It implemented classroom ethnography approach. It revealed that although the teacher had demonstrated a great deal of passion in teaching indigenous students, involvement the students in some indoor and outdoor activities, and using various media to get students’ attention, but he was concerned about his students’ low academic achievement. In Hualien, there are annual provincial examinations on the subjects of Chinese, Mathematics and English in May, which all the elementary students are required to take. To improve the student academic performance he used some classroom time to practice drills rather than spending time on exploratory activities. When indigenous students' underperformance in standardized tests are considered as reflecting poor quality of teaching, preparing students for the sit-in tests will continue to be a part of classroom teaching. This study suggests that teachers have to understand the educational context in which teaching and learning take place. Knowing this would provide teachers a more meaningful teaching and learning.
Keywords: Teaching, grade, non-indigenous teacher, indigenous students, rural elementary school
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Cyntiani Ratnaningsih, Made Nita, and I Nyoman Laba Jayanta. "Digital Teaching Module on Teaching Practice Material Based on Value Clarification Technique (VCT)." Journal of Education Technology 7, no. 3 (November 10, 2023): 429–38. http://dx.doi.org/10.23887/jet.v7i3.61649.
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In the learning process, it is necessary to have learning resources that meet the needs of students like teaching modules. However, there are only several teaching modules can meet the learning needs, and there is no variation at all. By this phenomenom, a digital teaching module was developed on VCT-based teaching practice material for elementary Civics learning courses. It also completed with examples of teaching practices for VCT in Civics learning. This research used the ADDIE model. The subjects in this study were six experts. The data collection methods used were both interview and questionnaire methods. The results showed that the digital module on VCT teaching practice material for elementary civics learning courses obtained a material expert validity index of 95.95%, from media experts of 96% with a very good qualifications, and design experts of 92.5% with very good qualifications. The average value of the teaching module practitioners obtained 98.65% with a very good qualifications, the average value of the individual test was 95% with a very qualifications, and the average value of the small group test was 97.7% with a very good qualifications. So, it is concluded that the development of digital teaching modules on teaching practice material based on the Value Clarification Technique (VCT) for elementary civics learning courses is declared valid and practical to be applied as a guide for elementary civics learning courses.
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Kim, Younjung, Youngah Kim, and Dongsung Lee. "A Cognitive Therapy Learning Counselor’s Autoethnography on the Teaching Experience of Elementary Dyslexic Learners: Focusing on Elementary English Subject." Korean Association for Qualitative Inquiry 9, no. 3 (June 30, 2023): 145–70. http://dx.doi.org/10.30940/jqi.2023.9.3.145.
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The aim of this article is to describe a cognitive therapy learning counselor’s experience teaching English to elementary school dyslexic learners through autoethnography. The research results are presented as follows. Firstly, as a researcher, I discovered similar identities as a cognitive therapy learning counselor and a qualitative researcher in the process of teaching English to elementary school dyslexic learners. Secondly, as a researcher, I held off evaluating dyslexia as a learning disability while teaching two elementary school dyslexic learners.. Thirdly, as a cognitive therapy learning counselor, I set out to find early intervention methods using the attitude and methods of a qualitative researcher to teach English to elementary school dyslexic learners. Fourthly, as a cognitive therapy learning counselor and qualitative researcher, I developed practical knowledge and teaching expertise while stimulating learners’ learning motivation. This study will exemplify teaching and learning methods considering the characteristics of dyslexic learners by illuminating the teaching experience of a cognitive therapy learning counselor, and will contribute as empirical data to help elementary dyslexic learners learn English.
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Shen, Haoran. "A Study on the Theory and Methodology of Teaching Chinese to Chinese American Elementary School Students Online." Journal of Education, Humanities and Social Sciences 3 (September 22, 2022): 203–11. http://dx.doi.org/10.54097/ehss.v3i.1687.
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Online courses are becoming one of the most important ways of Chinese language learning for Chinese American elementary school students. At present, there are relatively few studies on Chinese language teaching for Chinese Americans, and even fewer studies on online Chinese language teaching for Chinese American elementary school students. Based on the learners' Chinese identity and country-specific characteristics, we initially explore the online Chinese language teaching for Chinese American elementary school students and draw the following conclusions. Finally, this paper briefly analyzes the problems of online Chinese language teaching for Chinese elementary school students in the United States and gives relevant suggestions.
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Hikmawati, Vitta Yaumul. "THE ROLE OF SCAFFOLDING IN IMPROVING PRESERVICE ELEMENTARY SCIENCE TEACHERS’ SKILLS ON IMPLEMENTING INQUIRY-BASED LEARNING." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 22, no. 2 (April 26, 2018): 191–97. http://dx.doi.org/10.18269/jpmipa.v22i2.8693.
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Inquiry-based learning is considered as an effective learning pathway for teaching science, but unfortunately, elementary preservice science teachers still have an inadequate understanding of inquiry-based learning. This study investigated the role of scaffolding as a supporting method for improving preservice elementary science teachers’ understanding of inquiry-based learning and their skills in implementing inquiry-based learning through peer teaching. Results suggested that scaffolding improves preservice elementary science teachers’ understanding of and skills in implementing inquiry-based learning because features in scaffolding facilitate understanding and teaching skills improvement.
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Srirahayu, Mariana, Siti Rochmiyati, and Banun Havifah Cahyo Khosiyono. "DIGITALISASI BAHAN AJAR SUPPLEMENTARY BERBASIS AJARAN TRI-N UNTUK MENGEMBANGKAN KOMPETENSI BAHASA INGGRIS SISWA SEKOLAH DASAR." Tuladha : Jurnal Pendidikan Dasar 2, no. 2 (December 27, 2023): 164–93. http://dx.doi.org/10.30738/tuladha.v2i2.15958.
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The purposes of this study were to: (1) describe the analysis of the digital teaching materials needed in Tri-N teaching-based learning to develop English language proficiency in elementary schools; (2) describe the feasibility of digital teaching materials based on Tri-N teachings from experts and stakeholders; and (3) describe digital teaching materials based on Tri-N teachings that are efficient for improving elementary students' English competence. A new English learning tool and instructional materials were developed as part of this study. The development approach, often known as research and development (R&D), is being used in this qualitative and quantitative research. Interviews, questionnaires, and observation were the tools employed. Students in grades 5 at SDN Planjan II, SDN Planjan 1, and SDN Monggol served as the research subjects. The development model of Borg & Gall (2003: 775) served as the foundation for the research methods. The study's development process was divided into 10 stages, including research and data gathering, planning, development of the initial form of the product, initial field trials, product revision, field trials, operational product revisions, operational field trials, final product revisions, and dissemination. The results of this research show (1) an analysis of the need for digital teaching materials in Tri-N teaching-based learning to develop English language competence in elementary schools is very necessary. (2) RPP and digital supplementary teaching materials based on Tri-N teachings to be used as teaching materials for extracurricular English activities in elementary schools are feasible based on validation results by 1 expert and 2 stakeholders. The average score obtained was a percentage of 88.6% from expert validation which was categorized as "Very Eligible" and a percentage of 90.36% from stakeholder validation which was categorized as "Very Eligible". (3) The final product of digital teaching materials is declared suitable for use with a sig value. (2 tailed) is <0.05, then Ho1 is rejected and Ha1 is accepted so that there is a significant influence of the use of digital teaching materials on learning outcomes.
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Aini Indriasih. "PENERAPAN QUANTUM TEACHING MELALUI STRATEGI GROUP STUDY BERBANTUAN MODUL." Jurnal Pendidikan 12, no. 1 (September 29, 2011): 21–32. http://dx.doi.org/10.33830/jp.v12i1.480.2011.
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In the teaching and learning process there is a strong interrelationship of teachers, students, curiculum, equipment and infrastructure. The teacher is to select models and media which are appropriate to the learning material and hopefully this will stimulate students interest in learning. This study of modular quantum teaching is an experimental research as an alternative to overcome teachersproblems in achieveing the learning objectives, especially in the learning of social science in elementary schools. Study was done in the Elementary Schools 06 of Cendono Kudus in 2010. The samples were taken through a cluster sampling technique and assigned into an experimental group and a control group. The data of activeness and process skills were taken through observation and achievement test. The obtained data were descriptively presented and analyzed through variant analysis. The study showed that the learning activeness of modular quantum teaching group was categorized as learning active. Meanwhile the process skills and learning activeness of expository group were categorized as skilful. Based on the test of influence, process skills, motivation and students activeness of modular quantum teaching group had 4.9% of influence and other factors had 95.1% of influence. The t-test showed different learning achievement of the two groups. The mean score of experimental group was higher than that of control group.
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Wulansari, Dian, Anita Putri Oktariani, and Marwan Pulungan. "Contextual Learning Model in Elementary Schools in Improving Learning Outcomes." Journal of Basic Education Research 4, no. 3 (September 29, 2023): 104–11. http://dx.doi.org/10.37251/jber.v4i3.726.
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Purpose of the study: This research aims to improve students' cognitive learning outcomes by applying the Contextual Teaching and Learning learning model.
Methodology: The research method used is Classroom Action Research, which consists of three cycles. The sampling technique was purposive sampling, with the sample being class III.B with a total of 31 students, consisting of 16 male and 15 female students. The research instruments used were observation sheets and student learning outcome assessment formats. The data analysis techniques used in this research are quantitative and qualitative data.
Main Findings: The results of this research indicate that the application of the Contextual Teaching and Learning learning model can improve cognitive learning outcomes for theme 1 subtheme 2 in class III.B students, with learning completion results in cycle I 58%, cycle II 74.1%, cycle III 87% and post-test 90.3%, with a percentage of success requirements of 85%.
Novelty/Originality of this study: The Contextual Teaching and Learning learning model can improve learning outcomes for theme 1 subtheme 2 class III.B at Elementary School 25 Palembang.
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Fajriyani, Noor Alfi, Marisa Santi Dewi, Abroto Abroto, Yoga Catur Prasetiyo, Yusuf Rendi Wibowo, and Faisal Arief Ramadhan. "CREATING LEARNING MOTIVATION USING ICE BREAKING IN THEMATIC LEARNING THROUGH VIRTUAL LEARNING IN ISLAMIC ELEMENTARY SCHOOL." EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru 15, no. 1 (January 1, 2023): 75–84. http://dx.doi.org/10.17509/eh.v15i1.47368.
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The transition of the teaching system from face-to-face to virtual learning teaching caused problems such as reducing student learning motivation. Since the learning activity is online, students. This study aims to explain the application of ice- breaking through virtual learning in thematic learning can foster student learning motivation. The research method used is a qualitative approach. Assalam Islamic Elementary School of Batu Malang City is the location of the research. Data was collected from informal interview techniques and documentation. The results showed that the application of ice-breaking and its implementation in thematic material through virtual learning in Assalam Islamic Elementary School foster student learning motivation. After giving the ice-breaking, the teacher could build students’ concentration, and the class is conducive. Virtual thematic learning in Assalam Islamic Elementary School using ice-breaking can create positive vibes on student learning motivation.
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Kresnadi, Hery, Ridho Nuryanto, and Umi Rawdhatul Islami. "The Implementation of Contextual Teaching and Learning Approach on Science Learning in Elementary School." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 1, no. 3 (October 31, 2018): 92. http://dx.doi.org/10.26418/jp2d.v1i3.41.
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This study aims to describe the way to apply contextual teaching and learning approach on natural science learning of 6th-grade students of Pontianak Selatan 14 State Elementary School. This research uses qualitative descriptive method. The subjects of this study were researcher, teacher, and all of 6th-grade students of Pontianak Selatan 14 State Elementary School totaling 34 students. Data collection technique which used in this study are two techniques; they are direct observation technique and documents analyze. Instruments which used in this study are direct observation sheet and documents. Based on data analyze obtained, learning planning that uses the contextual teaching and learning approach needs to attention about the continuity between the learning material with the student’s experience in real life and the determination of efficient time allocation. The steps for implementing the contextual teaching and learning approach to natural science learning in Pontianak Selatan 14 State Elementary School have generally been well implemented and have an impact on the mastery of the material even though it has not been maximally individual.
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Kasim, Indri Rahmawati, Sekar Purbarini Kawuryan, Bambang Saptono, Fathurrohman, Muh Rifqienur Adiwardana, and Yuli Herawati. "The Ability of Prospective Elementary School Teachers in Developing Civics Learning Modules in Elementary Schools." International Journal of Elementary Education 8, no. 1 (June 6, 2024): 188–97. http://dx.doi.org/10.23887/ijee.v8i1.68471.
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The curriculum serves as the objective to guide education. Teaching modules are designs or instructional tools that are based on the curriculum and are used to meet established competency standards. It underscores the importance for educators to use teaching modules when developing lessons. The aims of this study is to analyze the ability of students enrolled in an elementary teacher education program to develop a Civics teaching module for elementary schools. This research is of a qualitative descriptive type, with data collection methods including observation, questionnaires, and documentation, employed in this qualitative study. The subjects in this study are 47 sixth-semester students from class 6E, comprising 7 male students and 40 female students from 12 groups selected based on their ability to develop teaching modules categorized as very good, good, fair, and less good. The research instrument uses an interval scale questionnaire of the Likert scale type. The results of PGSD students' ability in developing curriculum-based teaching modules were obtained after calculating each group's score based on the assessment rubric for each component. The overall percentage result is 80.70%, which falls into the "Good" category. Based on the research results, it can be concluded that the majority of students have good abilities in developing Civic Education teaching modules in elementary schools according to the indicators of the Free Curriculum teaching modules.
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Sogen, Yosephina. "Development of Cultural Arts Learning in Project Based Learning for Students of Elementary School Department, Faculty of Education and Teacher Training, Nusa Cendana University, Kupang- INDONESIA." Harmonia : Journal of Music and Arts 1, no. 1 (November 4, 2023): 43–54. http://dx.doi.org/10.61978/harmonia.v1i1.88.
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This study focuses on elementary school teacher training students and their efforts to enhance creativity in teaching arts to children. The main issue addressed is the development of materials in the classroom for teaching arts. The research aims to address this issue by incorporating music, fine art, and dance activities into the classroom to foster creativity in both teaching and learning.The study encompasses creativity in classroom management, subject delivery, teaching approaches, and the use of teaching media. Findings indicate that elementary school teacher training students successfully integrate mathematics concepts with fine arts, particularly through geometric shapes drawing and coloring. These creative teaching methods make elementary school students more active and imaginative. The research employs an action research methodology within a qualitative and descriptive framework, emphasizing practical learning. It reveals that teacher training students utilize diverse teaching media to promote creativity in their lessons, including dance, drawing, and music. They collaborate with elementary school teachers to select appropriate skills to teach young students, thus contributing to arts and culture subject development. Teachers employ creative media such as zigzag texture images for fine arts and musical instruments like Pianika and recorder to enhance the learning experience. This participatory approach encourages students' active engagement and direct practice, ultimately aiding teachers in effective classroom management.In summary, this study demonstrates how elementary school teacher training students creatively incorporate arts and culture into their teaching, using various media and approaches to engage students actively in the learning process.
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Permana, I. Gede Yoga. "Teaching Vocabulary for Elementary School Students." Art of Teaching English as a Foreign Language 1, no. 2 (November 23, 2020): 1–4. http://dx.doi.org/10.36663/tatefl.v1i2.56.
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The present study investigated the teaching strategies to develop elementary students’ vocabulary. In conducting the study, a literature review was conducted. The findings showed that in teaching vocabulary for elementary school, teachers are required to use interactive media such picture, game, and song. Literature studies also found that interactive media greatly influences students’ motivation and engagement toward vocabulary learning process. Teachers are encouraged to use interactive teaching media in developing students’ vocabulary. Discussions and suggestions of study are further presented.
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Permana, I. Gede Yoga. "Teaching Vocabulary for Elementary School Students." Art of Teaching English as a Foreign Language 1, no. 1 (November 23, 2020): 1–4. http://dx.doi.org/10.36663/tatefl.v1i1.56.
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The present study investigated the teaching strategies to develop elementary students' vocabulary. In conducting the study, a literature review was conducted. The findings showed that in teaching vocabulary for elementary school, teachers are required to use interactive media such picture, game, and song. Literature studies also found that interactive media greatly influences students’ motivation and engagement toward vocabulary learning process. Teachers are encouraged to use interactive teaching media in developing students’ vocabulary. Discussions and suggestions of study are further presented.
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Lanciano, Nicoletta. "Teaching/Learning Astronomy at the Elementary School Level." International Astronomical Union Colloquium 162 (1998): 133–38. http://dx.doi.org/10.1017/s0252921100114952.
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There are those who argue that children have little familiarity with the sky and that the study of astronomy should be put off until they're older. We believe, on the other hand, that children have an intimate daily rapport with the sky, the sun and moon especially, based on genuine affection for these celestial bodies which is often expressed in their fantasies, reminiscent of ancient mythology and present-day primitive cultures. Their initial conceptions of celestial objects and phenomena bring to mind ancient philosophical conceptions and the kind of erroneous thinking induced by present-day culture and mass media, and make us aware of how difficult it is to develop personal perceptions and of the powerful emotions that prevent or inhibit us from building new ones.
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Alfageh, Dalal H., Cindy S. York, Angie Hodge-Zickerman, and Ying Xie. "Elementary teachers’ use of adaptive diagnostic assessment to improve mathematics teaching and learning: A case study." International Electronic Journal of Mathematics Education 19, no. 1 (February 10, 2024): em0768. http://dx.doi.org/10.29333/iejme/14190.
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This case study examined teachers’ perceptions and use of adaptive diagnostic assessment for improving teaching and learning of elementary-level mathematics. The purpose was to understand how the teaching and learning of mathematics occurred in the classroom and changes that transpired due to the implementation of diagnostic assessments. Findings illustrate that diagnostic assessment can be a critical tool for improving pedagogical practice by enhancing mathematics teaching and learning by creating groups of students, planning lesson time, focused pedagogy, giving student feedback, communicating with stakeholders, and improving teacher efficiency. Participants demonstrated satisfaction with the benefits offered by diagnostic assessment for improving mathematics teaching and learning. Participants described challenges that hindered their effective use of diagnostic assessment tools. The findings of this study support a case for the adoption of diagnostic assessments to improve pedagogical practice and promote mathematics learning among elementary-level students.
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Secoy, Jacqueline J. R., and Raychl Smith. "Rockstar teaching: Blended informal music learning in an elementary ukulele club." Journal of Popular Music Education 6, no. 3 (November 1, 2022): 367–84. http://dx.doi.org/10.1386/jpme_00097_1.
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The purpose of this case study was to examine the phenomenon of informal music learning in an elementary school ukulele club. Research questions were: (1) How does a master teacher use informal music learning in an elementary ukulele club? (2) What teacher behaviours and characteristics facilitate informal music learning in an elementary ukulele club? Participants in the study were 60 students in an elementary ukulele club and their music teacher. Data were analysed using a priori themes from Lucy Green’s five components of informal music learning. The researchers found that elementary students were free to develop leadership, ownership and fearless musicianship because a master teacher utilized blended learning approaches. The teacher created an environment that encouraged musical noodling, and while the room was often loud, the space gave students the ability to play and learn while the teacher had opportunities to coach and facilitate musical skill development.
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Cheong, YuNam, and YoungHee Lee. "A Case Study on Elementary Convergence Education Using Metaverse Platform." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 16 (August 31, 2022): 561–80. http://dx.doi.org/10.22251/jlcci.2022.22.16.561.
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Objectives The study attemped to explore the educational value of metaverse by elementary school students using the metaverse platform and applying it to mathematics and convergence education Methods For 120 sixth graders in elementary school in Seoul, teaching and learning were conducted in connection with math learning games using ‘Seoul Edu Math Metaverse’ platform. Teaching and learning based on metaverse focused on different characteristics from existing math classes, and discussed what convergence education using metaverse platform would consider for future education. Interviews were conducted with students on their thoughts on math classes using metaverse, and the results of qualitative observation by instructors were analyzed. Results As a result of teacher observation and student interview analysis, metaverse convergence education was positive in terms of interest and immersion, but inappropriate communication in a virtual space, device use and functional limitations, and learning system problems were negative. In order to properly utilize the metaverse, classes should be designed tailored to students, but there was a limit to reflecting this diversity in the current curriculum. In the process of designing metaverse convergence classes and conducting teaching and learning, AI ethics and digital citizenship education were required for proper interaction on metaverse. In addition, it was confirmed that support and teaching and learning strategies such as infrastructure construction and teacher training for education using metaverse were needed. Conclusions In conclusion, the goal of education skills, creativity, critical thinking, communication skills and collaboration of converged to make a man-made disasters. To that end, metaverse platform is how it can be used at the scene of school education in this study math learning fusion, empirical analysis as an illustration. The study is metaverse platform to a variety of fusion of education, and explore the possibility of a metaverse literacy recharge will contribute to the research.
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Sahputri, Desi Nori, Rian Vebrianto, and Radeswandari Radeswandari. "Systematic Review of Education Games in Science Learning: Teachers and Students of Basic Education." JURNAL PENDIDIKAN SAINS (JPS) 10, no. 1 (June 10, 2022): 45. http://dx.doi.org/10.26714/jps.10.1.2022.45-53.
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The lack of ability of students in learning science in elementary schools and the lack of ability of teachers in providing supportive teaching media according to the characteristics of students who have difficulty causing the learning process cannot achieve the desired results. Thus, it affects the learning process, low learning outcomes, and student’ cognitive abilities. Therefore, this study aims to determine the types of educational game-based teaching media in science learning in elementary schools and the effectiveness of using educational game-based teaching media used in science learning in elementary schools. The method used was a systematic literature review using PRISMA diagrams. The database used for the literature search employed three digital libraries, namely Scopus, Springer Link, and WOS (Web of Science). For the selected literature to be relevant, the searcher used the keyword "educational games." In addition, screening was committed to obtaining scientific article publications from 2016 to 2021, which discussed the use of educational game-based teaching media in science learning in elementary schools. The search results for scientific articles contained 36 articles to be analyzed and synthesized. The analysis technique used was a narrative method by grouping the extracted data. The results of this study showed that the types of educational game-based teaching media used in science learning were the mixing method, literature review, qualitative, and experimental method. The use of multi-representation-based teaching materials has been demonstrated to be effective in the science learning process in elementary schools.
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Niu, Cuiping. "A Comparative Study of Distance Teaching in Elementary Schools Between China and the United States Under COVID-19." English Language and Literature Studies 11, no. 3 (August 1, 2021): 66. http://dx.doi.org/10.5539/ells.v11n3p66.
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The outbreak and quick spread of COVID-19 quickly shut down almost all educational institutions in different parts the world by mid-March, 2020, presenting severe challenges to educators all over the world. The paper investigated the teaching situation of elementary schools in China and the United States during the epidemic period. The results show that the common challenges faced by the two countries in distance education are: 1) Elementary school students are young and have poor self-control ability, which requires close supervision and cooperation from parents; 2) Teachers’ information technology level is limited, lack of network teaching ability. There are some problems in Distance Education in American elementary schools, such as parents can’t urge students to study at home, digital technology inequality, low online attendance rate and so on, which further exposed the unfair problems in education. The problem of distance learning in elementary schools in China is that the learning resources are mainly subject knowledge, and the ability and methods of teachers to serve students’ autonomous learning are insufficient. American distance learning experience is to make full use of the rich network learning resources and professional distance teaching platform, and pay attention to the cultivation of students’ network autonomous learning ability. China’s distance teaching experience is to give play to the advantages of centralized management, organize famous teachers to record high quality courses, establish the Air Classroom platform, and provide high-quality classroom teaching resources. Therefore, basic education institutions in both countries should strengthen the training of teachers’ distance learning ability, improve the information-based teaching environment, learn from the experiences of both sides, and explore an effective mode of integrating online and offline education resources, so as to meet the challenges of basic education in the post epidemic era.
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Lusiana, Dewi, and Taufina Taufina. "THE EFFECT OF INTEGRATED THEMATIC TEACHING MATERIALS USING THE CONTEXTUAL TEACHING AND LEARNING APPROACH TO THE LEARNING OUTCOMES OF ELEMENTARY SCHOOL STUDENTS." JURNAL PAJAR (Pendidikan dan Pengajaran) 4, no. 4 (July 24, 2020): 764. http://dx.doi.org/10.33578/pjr.v4i4.8020.
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This study aims to determine the effect of integrated thematic teaching materials using a Contextual Teaching and Learning (CTL)approach for elementary school students. This research was an experimental study using a post only test research design. The procedure of this study consisted of a prerequisite test and a hypothesis test. The prerequisite test consisted of tests of normality and homogeneity and the hypothesis test consisted of the T test. The calculation results found that the t count of 12.2023 and t table 11.66895 at the level of significance α = 0.05 because t count waslarger than t table then Ho was rejected , and Ha was accepted. So it can be concluded that there was a significant influence on the use of thematic teaching materials using CTL on the learning outcomes of elementary school students. The implication of this research was that it can be used as a reference in the learning process in elementary schools
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Asti, Nur Riya, and Nur Ngazizah. "Analysis of Questioning Skills through Science Learning Practices in Microteaching Courses." Islamic Journal of Integrated Science Education (IJISE) 1, no. 2 (July 30, 2022): 122–30. http://dx.doi.org/10.30762/ijise.v1i2.367.
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Study aims to describe the mastery of the questioning skills of prospective elementary school teacher students at the Purworejo Muhammadiyah UniversitySources of data in this study were student teacher candidates for elementar school in Muhammadiyah University. The data collection technique used is observation. The analysis used in this research is qualitative data analysis. The indicators of mastery of questioning skills include basic questioning skills and advanced questioning skills. The results showed that Prospective elementary school teacher students at Purworejo Muhammadiyah University had more mastery of basic questioning skills compared to advanced questioning skills. The data were obtained by using the observation method on micro learning activities by Prospective elementary school teacher students at Purworejo Muhammadiyah University. The basic teaching skills, especially the questioning skills, were analyzed and observed directly in the implementation of microteaching activities. Based on the research that has been done, it is found that the mastery of basic skills in teaching is very necessary, especially the skills in asking questions. Asking is a verbal utterance that asks for a response from someone you know. Responses can be in the form of knowledge or things that are the result of consideration.
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최규홍. "A Study on Korean Orthography Teaching-Learning Model in Elementary School." Journal of CheongRam Korean Language Education ll, no. 43 (June 2011): 441–62. http://dx.doi.org/10.26589/jockle..43.201106.441.
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Indriani, Ketut Santi. "A Need Analysis of EFL Learning at Elementary School : A Case Study." Jurnal Basicedu 6, no. 6 (November 2, 2022): 9850–63. http://dx.doi.org/10.31004/basicedu.v6i6.3870.
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This study aims to identify obstacles and analyze needs during the English learning process at SD Negeri 1 Kaba-Kaba, Tabanan, Bali. Learning outcomes for the previous two academic years showed unsatisfactory results. Therefore, this study was conducted to determine the constraints and needs of the learning process in this elementary school. This research is a field research with a qualitative descriptive approach. The data population in this study were 107 students in grades 3-5 and an English teacher. Data were obtained through observation and interviews with 31 students and English teachers. The results of data analysis showed that there were several obstacles faced during the English learning process, namely (i) students who had difficulty concentrating during the learning process, (ii) students' physical condition during the learning process, (iii) active students were found to interfere with the learning process, (iv) lack of supporting facilities and infrastructure to support classroom learning and (v) monotonous teaching methods. In relation to these constraints, several needs in the learning process are (i) good classroom management, (ii) interesting teaching methods, (iii) use of teaching aids in the learning process and (iv) determination of learning outcomes based on the curriculum.
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Martini, Ida Ayu Oka, Ni Nyoman Dimastari, I. Gst Ayu Wirati Adriati, and Ketut Elly Sutrisni. "Faktor Penentu Suksesnya Pengajaran Online Pada Masa New Normal." Jurnal Pendidikan Ekonomi Undiksha 14, no. 1 (June 27, 2022): 79–86. http://dx.doi.org/10.23887/jjpe.v14i1.44480.
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Before the pandemic, teaching and learning activities were carried out offline with the guidance of teachers. However, after the Covid-19 pandemic, all teaching and learning activities and extracurricular activities were carried out online. In implementing online learning activities, Pedungan State Elementary School 11 can carry out online learning activities successfully, so it is necessary to study what factors influence the success of online teaching. This research was conducted to find out what factors influence the success of online teaching during the New Normal period at 11 Pedungan State Elementary School. This study uses a qualitative method where this study contains a description of the factors that influence the success of online teaching in the new normal period at 11 Pedungan State Elementary School. Informants in this study were principals, teachers, and parents of students using incidental techniques. The factors that influence the success of online teaching during the new normal period at the 11 Pedungan State Elementary School are as follows: (1) Teacher readiness. Teachers are very ready and have the ability to use information technology. (2) School Readiness. The school has well facilitated this online teaching and learning activity. Such as the internet, computers, laptops, cellphones, special IT rooms. (3) Student Readiness. The students have followed the online learning activities well. according to the schedule determined by the teachers. (4) Readiness of Parents of Students. Parents of students have provided guidance and supervision to their sons and daughters so that online learning can run well.
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Indriani, Rina, Ari Metalin Ika Puspita, Mimin Ninawati, Hany Handayani, and Agusfianuddin Agusfianuddin. "CONTEXTUAL TEACHING AND LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP PECAHAN." KALAMATIKA Jurnal Pendidikan Matematika 4, no. 1 (April 30, 2019): 109–16. http://dx.doi.org/10.22236/kalamatika.vol4no1.2019pp109-116.
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One of the basic abilities in learning mathematics is the ability of students to understand mathematics. Mathematical comprehension ability will develop other mathematical abilities, including communication, connection and problem-solving abilities. To be able to hone students 'mathematical abilities, a learning model is needed that is appropriate to the students' character and the material being taught. One learning model that can improve student learning outcomes is the Contextual Teaching and Learning (CTL) model. The method used in this study is Classroom Action Research (CAR). Subjects in this study were fifth grade in Elementary School. The instruments used in this study were tests and observation sheets of teacher and student activities. Based on the analysis of research data, it is concluded that CTL can improve the ability of mathematical understanding of fraction concept for elementary students. Thus, the use of CTL learning models can be used as an alternative learning to be applied to learning mathematics in elementary school especially on learning concept of fractions.
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Bhowmik, Subrata, and Marcia Kim. "Teaching Elementary ESL Writing in Canada." TESL Canada Journal 40, no. 1 (March 3, 2024): 107–35. http://dx.doi.org/10.18806/tesl.v40i1/1387.
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Writing is an important skill for children’s academic success (e.g., Fitts et al., 2016), underlining the need for effective ESL writing instruction in the elementary classroom (Brisk, 2012; Mohr, 2017; O’Hallaron, 2014). However, there is a paucity of research on elementary ESL writing instruction in Canada. Specifically, we have little understanding about the pedagogical practices in this context. To fill this gap, this paper reports on findings of a study that investigated: (a) factors that influence teacher preparedness, and (b) challenges teachers encounter in teaching ESL writing. Eight elementary teachers, each with at least three years of teaching experience, participated in the study. Data were collected from interviews and online surveys. Findings suggest that teacher preparedness was affected by four factors: (a) background knowledge of teaching ESL writing, (b) professional learning opportunities, (c) self-learning and experience as a teacher, and (d) collaboration, mentorship, and support for teachers. The challenges teachers encountered were grouped into five categories: (a) making sense of the writing curriculum, (b) finding relevant resources, (c) lack of time, (d) difficulty providing feedback, and (e) parental involvement at home. Drawing on these findings, the paper discusses implications and recommendations for ESL writing instruction in the elementary classroom.
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Chval, Kathryn B. "Supporting Teacher Learning: Making the Complexities of Teaching Visible for Prospective Teachers." Teaching Children Mathematics 11, no. 2 (September 2004): 91–96. http://dx.doi.org/10.5951/tcm.11.2.0091.
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Most of the prospective teachers who enter my methods courses assume that teaching mathematics to elementary students will be easy. For example, Jenny wrote, “I thought, ‘I can teach math. How can it be so hard? It's elementary math!’ But I have been proven wrong.” Based on comments such as Jenny's, I realized the importance of giving prospective teachers opportunities to understand that effectively teaching mathematics to elementary students is complex and challenging. I recognized that field experience in my mathematics methods courses had to make the complexities of teaching more visible for prospective teachers. In other words, prospective teachers must study teaching practices. Such study would not only require viewing, analyzing, and discussing practices but also include the opportunity for prospective teachers to practice and analyze their own teaching.
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Nguyen, Hue. "Attitudes of Elementary Students toward Teaching and Learning English Vocabulary through Total Physical Response: A Case Study of Nguyen Khuyen Primary School." Journal of English Language Teaching and Applied Linguistics 4, no. 3 (July 31, 2022): 46–55. http://dx.doi.org/10.32996/jeltal.2022.4.3.5.
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This study attempts to investigate elementary students’ attitudes toward teaching and learning English vocabulary through Total Physical Response. It involved a class with 40 elementary students in the fourth grade. All of them were attending English classes at Nguyen Khuyen primary school in Bien Hoa City, where the case study was conducted. The qualitative data were obtained through two instruments: semi-structured interviews and classroom observation. Content analysis was employed for data analysis. The results revealed that the elementary students had positive attitudes toward the use of TPR in vocabulary teaching and learning. This study is expected to shed light on the implementation of teaching vocabulary methods in the Nguyen Khuyen primary school context and other similar contexts.
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Ulum, Bakhrul, and Imam Syafi'i. "Implementing Contextual Teaching and Learning Models in Islamic Religious Education Learning." Academicus: Journal of Teaching and Learning 1, no. 1 (October 12, 2022): 45–53. http://dx.doi.org/10.59373/academicus.v1i1.6.
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The purpose of this article was to analyze the planning, implementation, and supporting and inhibiting factors in the implementation of the Contextual Teaching and Learning (CTL) learning model in PAI learning at Bakalan Elementary School, Pasuruan City. This research used descriptive qualitative research. Data collection techniques used in this study were interviews, observation, and documentation. In data analysis, the researcher used a qualitative data analysis approach. Validation of data using triangulation, implication, and peer correction. The substantive findings of the Implementation of Contextual Teaching and Learning (CTL) Learning Models in PAI Learning at Bakalan Elementary School Pasuruan are that: 1) Learning planning carried out by compiling learning tools will be more effective if it starts through the plan to lesson and lesson to plan activities. Lessons to plan activities are used as a reflection of the PAI learning process that has been implemented in class IV. 2) Implementation of the Contextual Teaching and Learning (CTL) Learning Model in PAI Learning at Bakalan State Elementary School Pasuruan includes the Requirements for the Implementation of the Learning Process (which explains learning groups, the minimum workload of PAI teachers, textbooks, classroom management), Implementation of Learning (which explaining the Final Activity), Assessment (explaining attitude assessment, skill assessment, knowledge assessment).
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Mita Lukiani, Eunike Rose. "Improving Pedagogic Skills and Professional Skills of Elementary School Teacher Education Study Program Students at Nusantara PGRI Kediri University through Project-Based Learning: Interactive Video." International Journal of Research and Review 10, no. 8 (August 10, 2023): 215–27. http://dx.doi.org/10.52403/ijrr.20230828.
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In the midst of the growing need for and demand for Elementary school teachers, researchers see that the professional and pedagogical competence of PGSD students at Nusantara PGRI University as prospective Elementary school teachers needs to be improved. This can be seen from the lack of self-confidence of students when practicing teaching, lack of creativity of students in developing learning models and designing audio-visual based teaching materials. In line with these problems, research was carried out with the title Improving Pedagogic Skills and Professional Skills of Students of the Elementary School Teacher Education Study Program, Nusantara University PGRI Kediri through Project-Based Learning: Interactive Video. The aim of this research is that Nusantara University PGRI Kediri can produce Elementary school teacher graduates who have pedagogical and professional competence according to the demands of the times so as to advance Indonesia's human resources. Keywords: Elementary School Teacher Education Department Students, Project Based Learning, Interactive Learning Videos, Pedagogic Competence, Professional Competence
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Yusuf, Mufidah Nur Aliyyah, Yuli Astutik, and Fika Megawati. "External Factors Affect English Learning in Rural Elementary Schools: A Qualitative Study." Tell : Teaching of English Language and Literature Journal 11, no. 1 (April 30, 2023): 12. http://dx.doi.org/10.30651/tell.v11i1.17101.
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The aim of this study was to discover some external factors that influence the difficulties of teaching and learning English in rural schools for young learners. To obtain detailed data or information, data was collected in this study through observation and interviews using a qualitative research method and a type of case study. The research was conducted at an Al Fatch elementary school in the Silo sub-district of Jember Regency, East Java. The findings revealed that several external factors influence the difficulty of teaching and learning English for young students in rural schools, including 1) the school's location is far from urban areas, making it difficult for the community to reach it; 2) inadequate school infrastructure; 3) inadequate school facilities cannot support the continuity of the English teaching and learning process; 4) a lack of learning resources for students and teachers; 5) the language barrier, which is influenced by the community surrounding the school, which speaks the local language more frequently, makes it difficult for students to understand Indonesian as a medium of instruction in the teaching process.
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Rabbani, Sylvia, and Agni Muftianti. "IMPLEMENTATION OF TEACHING MATERIALS USING A REALISTIC MATHEMATICS EDUCATION APPROACH IN PRIMARY STUDENT MATHEMATICS COMMUNICATION." PrimaryEdu - Journal of Primary Education 4, no. 2 (September 30, 2020): 230. http://dx.doi.org/10.22460/pej.v4i2.1942.
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The main problem in this study is the lack of student communication skills and the lack of RME-based teaching materials that use used goods as a learning medium. The long-term objective of the research to be carried out is to support quality improvement and development of basic and regional education policies at the local and national levels through improving the quality of Indonesia's young generation of hope. The purpose of this study was to obtain an overview of the results of the implementation of teaching materials "mathematics learning in elementary schools". The focus of this research problem is: 1) learning steps using teaching materials and 2). Barriers are felt when learning using these teaching materials. And 3). The implementation of teaching materials uses a realistic mathematics education approach in the communication skills of PGSD students with the help of teaching aids made from used materials. The method used is descriptive qualitative, this study describes the application of elementary mathematics learning teaching materials in mathematics communication of students at the PGSD Siliwangi Teacher Training College and the obstacles in implementing teaching materials. The results of this study were the steps for implementing elementary mathematics teaching materials in mathematics communication for PGSD students..
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Nguyen, Le Chi, and Ho Quang Hoa. "Design-Based Learning for Elementary School Classrooms." East African Scholars Journal of Education, Humanities and Literature 7, no. 01 (January 12, 2024): 18–22. http://dx.doi.org/10.36349/easjehl.2024.v07i01.003.
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Vietnam's general education is in the process of transforming its educational program goals, in which creativity, collaboration and communication abilities are the core competencies that need to be developed at all levels [1]. There have been quite a few studies on innovating teaching methods in the direction of developing learner capacity. Studies show that important skills include critical thinking, creativity, collaboration and Communication... needs to be trained for children right from elementary school. Statistics of research results abroad over many decades show that design-based learning (DBL) can form and develop these (Kolodner, J, 2003). This study introduces design-based learning as a pedagogical approach to support children with learning differences. Experimental teaching is the result of collaborative research on design-based learning over a 3-week period, with more than 100 4th grade students at FPT Cau Giay Primary School Hanoi - Vietnam. Experimental results are part of this study.