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HOTS-Based Learning Versus HOTS-Based Test Instruments: A Study Analysis of Elementary School Teachers' and Students' Readiness
Full text linkThe research is motivated by the demands for the readiness of elementary school teachers and students to face the Merdeka Curriculum, one of which is the demand for HOTS- based learning. The implementation of HOTS-based learning requires an evaluation using HOTS- based test questions as well. The objectives are, 1) to analyze and examine the readiness of teachers in supporting the implementation of HOTS-based learning and its evaluation using HOTS-based test instruments, and 2) to analyze and examine how students' readiness to receive HOTS-based tests, especially in mathematics. This study used the survey method. The survey was conducted on 172 teachers and 154 high grade students in West Java, Indonesia. The instrument used questionnaires, for teachers distributed through Google Form, while for students using paper questionnaires that were filled in manually. Research results: 1) Elementary school teachers aren’t fully prepared to implement HOTS-based learning, there are still misconceptions of teachers' understanding of HOTS learning; 2) In Mathematics, there are still many students who aren’t ready to accept the presence of HOTS-based test questions, because they haven’t mastered basic arithmetic skills. This is the biggest obstacle for students to be able to absorb, accept, and solve HOTS-based math questions as an evaluation standard in the Merdeka Curriculum
Examining Pre-service Teacher Belief in Technological for Teaching Mathematics
Full text linkTechnology is an effective learning tool. However, the existence of technology is an anxiety for teachers because it is difficult to follow. Therefore, this research intends to analyze teacher beliefs and teacher awareness of the role of technology, as well as the relationship between beliefs and teachers' pedagogical abilities regarding the use of technology in mathematics learning. This research was designed using a qualitative approach with a multiple case study design. Seven candidate elementary school teachers were involved in the research. Data collection was carried out through observation, interviews, and field notes. Data analysis was carried out using inductive and deductive analysis methods. The results of research studies showed that (1) teachers believe that technology can help maximum mathematics learning in the form of audio and visual words; (2) teachers realize that technology is an appropriate visualization tool in mathematics learning by adapting the form of visualization to be more detailed and appropriate to the child's character; (3) there is a relationship between teacher beliefs and candidate teachers' pedagogical abilities regarding the use of technology in mathematics learning. So, it can be concluded that teachers are confident and aware that technology has broad benefits in mathematics learning through its visualization form and there is a relationship between beliefs and teachers' pedagogical abilities in using technology
Assessment of the Potential of Elementary School Students in Terms of Physical Fitness
Full text linkPrimary education is an essential foundation for developing all the potential possessed by students, including physical fitness. The persistent inadequacy in children's physical fitness levels raises critical concerns regarding their overall health and well-being, necessitating urgent attention and intervention. This study aimed to assess the physical fitness of elementary school students, evaluate the effectiveness of the Indonesian Physical Fitness Test in measuring their physical fitness, and give policy recommendations. The quantitative descriptive method was used in this study due to its ability to provide numerical data analysis, facilitate systematic measurement, and allow comparative analysis and generalization. Incidental sampling was used to select 120 primary school learners in the Sidoarjo district. Two sets of fitness tests were administered based on child development phases: the Around the World Test for Phase B and a 600m running test for Phase C. Crosstabs analysis on SPSS revealed that male and female learners exhibited similar physical fitness levels, mainly within moderate and healthy categories. Differences were observed based on the phase or grade level (chi-squared=43.843, p=0.000), with Phase B learners generally having moderate to good fitness, while Phase C learners demonstrated lower and middle levels. Overall, there was a decline in fitness with higher grade levels, emphasizing the necessity to rejuvenate physical education for enhanced fitness. Instilling the importance of maintaining and enhancing physical fitness from a young age is crucial, and both teachers and students can actively contribute by enhancing their comprehension of physical literacy through training or by integrating it into the physical education curriculum
Integration of Multiple Intelligence Theory in Curriculum Implementation for Developing Student Potential in Indonesia
Full text linkEducation in Indonesia is experiencing a transformation through the integration of multiple intelligence theories in the curriculum to optimize student potential. The problem is the need to develop students' potential holistically to prepare them to face the demands of future society. The urgency lies in the need for inclusive and diverse education to ensure that every student can develop optimally. This research aims to evaluate the effectiveness of integrating the theory of multiple intelligences in improving student learning in Indonesia. The research method involves direct observation during classroom learning sessions, using the Science Behavior Checklist and Pure Value Observation. Data was collected through structured observation and processed using qualitative analysis methods. The research results show that a learning atmosphere that integrates multiple intelligence elements helps develop students' scientific tendencies and noble values. In conclusion, the integration of multiple intelligence theory in the Indonesian curriculum provides a valuable contribution to developing students' potential holistically, preparing them for academic success, and becoming empowered individuals. The implication of this research is the need to continue to encourage inclusive learning approaches that take into account the diversity of students' intelligence to create a learning environment that supports holistic development
TPACK Learning in Improving Teacher Skills in Elementary School: A Systematic Literature Review
Full text linkThe rapid development of technology is a challenge for teachers in Indonesia in the 21 century. The pedagogical skills that only teachers have are not enough to keep up with current developments. Teachers are required to be able to collaborate with technology in their learning. Overcoming technology challenges in education requires teachers to master competencies in content knowledge, pedagogy, and technology. The learning process with technology integration is currently known as TPACK (Technological Pedagogical Content and Knowledge). However, it was factually found that teachers' ability to integrate technology into learning still did not reach optimal levels. This study aims to identify TPACK-based learning in elementary schools, in terms of teacher ability. . This study used a systematic literature review method. One of the procedures in this research method is to analyze and interpret relevant data. Data is collected from Google Scholar. Data was searched using two keywords: "TPACK-based learning" and "primary school teacher skills". A total of 198 data articles were obtained but only 15 articles met the analysis criteria in this study. According to the findings of the analysis conducted in this study, TPACK (Technological Pedagogical and Content Knowledge) should be an essential component in the development of learning models for achieving success in today's learning activities. This is reinforced by the need for teacher training programs that aim to enhance teachers' understanding and skills in integrating TPACK into technology-based learning
Validity of the Elementary School Mathematics E-Module on Fractional Material Based on the Realistic Mathematics Education (RME) Approach
Full text linkThis research is motivated by observations that show the lack of additional teaching materials in schools that facilitate students in communicating mathematical ideas (symbols, pictures, and graphs) as well as concepts related to fractions by presenting the surrounding environment as a source of learning. This study aims to reveal the validity level of mathematics e-modules on fractional material based on the RME approach developed. The type of research used is research and development, and the research model used is the ADDIE model, namely the analysis stage, development stage, implementation stage, and evaluation stage. The validity sheet is the instrument used in this study. Researchers analyzed validation sheets with a scale of 5 (five) to determine the quality of the e-modules developed. The results of material expert validation got a score of 0.9 with a very valid category; media expert validation got a score of 0.89 with a very valid category; and linguist validation got a score of 0.9 with a very valid category. So, the mathematics e-module on fractional material based on the RME approach is valid and feasible to use as a mathematics module, especially fractional material, because it has met the assessment criteria
Preliminary Design of Learning the Lowest Common Multiple (LCM) and Greatest Common Factor (GCF) Using the RADEC Learning Model
No full textLearning obstacles were found in students who studied LCM and GCF. This research aims to develop an initial design in the form of a hypothetical learning trajectory for LCM and GCF using the RADEC (Read, Answer, Discuss, Explanation, and Create) learning model which is based on obstacles learning findings. This research is part of the design research method. The design research method consists of preliminary design, teaching experiment, and retrospective analysis. The focus of this research is the preliminary design stage. Based on the results, it is known that students have difficulties in solving questions on LCM and GCF material, namely that students cannot use the concepts of LCM and GCF to solve problems, students tend to think that the concepts of LCM and GCF are only factor trees or procedural factorization, and students do not understand the concepts of LCM and GCF. To overcome these learning obstacles, a hypothetical learning trajectory for the LCM and GCF was prepared using the RADEC learning model which was divided into three meetings. The first meeting was about multiples, common multiple, and LCM. The second meeting was about factors, common factors, and GCF. The third meeting was regarding determining the LCM and GCF using prime factorization. Each learning flow from each meeting is described in the form of HLT which consists of learning objectives, learning activities, and student thinking estimates. The theoretical implications in this research are the new findings of HLT LCM and GCF with the RADEC learning model and practical implications in this research are that HLT can be used as a consideration for teachers in designing LCM and GCF learning by paying attention to students' learning trajectories
Digital Leadership Influencing the Capabilities of Early Childhood Education Organizations in School Mover I Bandung
Full text linkThe study aims to investigate the challenges and issues arising from the impact of digital leadership and organizational capabilities on Early Childhood Education (ECE) School Mover in Bandung City. This includes understanding how these factors may hinder or enhance the educational environment in such institutions. This research examines the influence of digital leadership and organizational capabilities in Early Childhood Education (ECE) School Mover in Bandung City. The author used the Structure Equation Model (SEM) in conjunction with quantitative methods on a sample of 238 participants. Results indicate that all indicators on both variables effectively reflect the latent variables, and show a strong level of validity. These findings underscore the significance of digital leadership in enhancing educational organizational capabilities. Even though ECE is part of School Mover, with the vision "Freedom to Learn, Freedom to Play," this research reveals that there is still a gap between the need for digitalization in education and the ability of ECE organizations to adopt digital technology. Efforts to overcome this inequality must include technology training for teaching staff, support from the government, adequate budget allocation, and a leadership model that can lead ECE organizations in adopting digital technology. The demonstrated strong correlation between digital leadership and organizational capabilities underscores the need for targeted interventions to bridge the digital leadership implementation gap in ECE
The Relationship between Linguistic Intelligence and Computational Thinking among Fifth Grade Students of Elementary School
Full text linkThis study aims to determine whether there is a relationship between linguistic intelligence and computational thinking. The research method employed is quantitative, utilizing a correlational research design. The research sample comprised 73 students from 4 elementary schools in the Laweyan District, Surakarta City. Data collection involved a test instrument in the form of a descriptive test to assess both linguistic intelligence and computational thinking. Data analysis included prerequisite tests and hypothesis testing. The results indicate a significant overall relationship between linguistic intelligence and computational thinking, with a significance value of 0.000 (p 0.05) and a Pearson correlation coefficient of 0.493 with the moderate category. The relationship between each indicator of linguistic intelligence and computational thinking shows significant and positive correlations for the rhetoric, explanation, and metalinguistics indicators, with p 0.05. In contrast, the mnemonics indicator does not demonstrate a significant relationship, with a p 0.05. These findings can serve as a reference for further research. The significant relationship between linguistic intelligence and computational thinking suggests that enhancing linguistic skills, particularly rhetoric, explanation, and metalinguistics, could improve students' computational abilities, guiding future educational strategies
What are the Difficulties of Teachers in Implementing Integrated Thematic Learning on the Previous Curriculum in Elementary Schools?
Full text linkThe educational curriculum is continuously changing according to technological developments. The Merdeka Curriculum is here to perfect the implementation of the 2013 curriculum. Implementation of the 2013 curriculum at the elementary school level is carried out through integrated thematic learning. This study aims to analyze the difficulties faced by teachers in implementing integrated thematic learning in the 2013 curriculum in elementary schools. This research uses a mixed-methods approach and uses a literature review technique to examine the difficulties of implementing integrated thematic learning. This mixed-methods study involved 133 elementary school teachers in Payakumbuh City as respondents. The research instrument was a closed statement questionnaire about the difficulties faced by the teacher and an open question questionnaire about the reasons and causes of the difficulties. The results of the research show that the main difficulties experienced by teachers in planning, implementing, and assessing integrated thematic learning are that teachers have difficulty in preparing learning media to facilitate the achievement of basic competencies (39.9%), teachers have difficulty connecting concepts between subjects so that the separation between subjects in the lesson is not very clear (50.4%), and teachers have difficulty assessing student portfolios (47.4%). Teachers say that they find it difficult to determine the right learning model, method, or strategy that covers all the material and students' needs. Teachers also have difficulty implementing integrated thematic learning with several subjects that require a lot of time