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The Effect of Teams Games Tournament Assisted by Flipcharts on the Cognitive Abilities of Elementary School Students
Full text linkThe problem of the lack of teacher innovation in learning is the main factor in the occurrence of a boring classroom atmosphere, so students often experience difficulties in learning certain materials. The objective of this study is to determine the cognitive abilities of elementary school students by using media and a cooperative learning model of teams games tournament. This research was conducted at SDN Wunut II Porong. True-Experimental Design with Posttest-Only Control Group Design, using quantitative research type. The sample of this study was class VI consisting of 30 students using simple random sampling data collection using instruments in multiple-choice tests containing indicators of the cognitive domain. The results showed that when compared to the posttest value of the control class using the lecture method, the experimental class using the teams games tournament type cooperative learning model assisted by flipchart had a superior value on students' cognitive abilities. It is anticipated that using the teams games tournament learning paradigm to social studies content using flipcharts will enhance student learning outcomes and strengthen cognitive skills. The success is influenced by students who are actively involved in games and competitions so as to make students excited in the learning process
Application of the Film-Based Sociodrama Method to Improve Speaking Skills
Full text linkStudents require speaking to communicate and process information. However, their speaking skills are still low, as they are still, for example, unable to produce their arguments, ideas, or feelings communicatively. This study aims to determine the application of the film-based drama method in improving speaking skills of grade VI elementary school students in the Indonesian Language subject in Sekarjati 1 Public Elementary School. The subjects of this classroom action research (CAR) were 11 students from grade VI. Data were collected using observation and tests. The data analysis technique was descriptive quantitative. Results showed that the application of the film-based sociodrama can improve speaking skills of grade VI elementary school students in the Indonesian Language subject. The implementation of the classroom action research resulted in an increase of 73% from cycle I (27%) to cycle II (100%). The method can be a solution for teachers to improve students' speaking skills
The Effect of the Mathematics Course Taught with Logical Reasoning Methods on the Success of Students in Skill-Based Questions and Student Opinions on Teaching
Full text linkThis research aimed to examine the effects of the mathematics course taught with logical reasoning methods on the success of students in skill-based questions and to examine students' opinions. In the study group of this research, 7th grade students and a total of 35 students, 18 of which were in the experimental group and 17 in the control group, were studied. Since qualitative and quantitative data are used together, the method of this research is mixed method research. In the results of the study, it was found that the pre-test and post-test averages of the experimental group students who were taught with logical reasoning methods differed significantly in favor of the post-test, the difference in the pre-test and post-test results of the control groups, who were taught with traditional methods, was not significant. It was observed that the post-test averages of the control and control groups differed significantly in favor of the experimental group. When the opinions of the experimental group students were examined, it was concluded that in the lessons taught using logical reasoning methods, the rules were reached by themselves, they were fun, and skill-based questions were difficult, but there was often a change in their thoughts
Research Development on Management of Child-Friendly Schools (CFS) in Elementary School: A Bibliometric Analysis Using VOSviewer
Full text linkThe purpose of this study was to analyze the research trends development of management on child-friendly schools (CFS) management at the elementary school. The research method used is bibliometric analysis. Data was obtained from the Google Scholar database in the form of papers published in international journals from 2017-2022. Data processing was carried out in three stages, 1) data collection, 2) data selection and 3) data analysis using VOSviewer. The results showed that the trend of research development on management of child-friendly school was highest in 2013 with 162 publications. The results of the overlay analysis shown in yellow circles indicate research topics that are often used in recent research, namely young child, early childhood education, children, appropriate education, need, school closure, learning, pandemic, covid, parent and home. While topics that are rarely used are clinician, school climate, school closure, disability, anxiety, autism spectrum disorder, women. The results of this study illustrate that the research topic for management of child-friendly school can be developed towards the term model of friendly schools for women and disabilities, development of a child-friendly school climate, and friendly schools for children with special needs
The effectiveness of the Connect, Investigation, Analysis and Conclusion (CIAC) learning model in Promoting students’ Understanding on the Roles of Empirical Evidence in Science
Full text linkThis study aims to look at the effectiveness of the Connect, Investigation, Analyze and Conclution (CIAC) learning model on the Nature of Science (NOS) abilities of elementary school students on empirical characteristics. The research method used was a pre-experimental design with a One Group Pretest-Posttest Design with 38 elementary school students in Bandung Regency as the subject of research. Data collection methods used are questionnaires and observation. Meanwhile, to analyze the data using the normality test, homogeneity test, t test and gain test. The results showed that the average NOS pretest score of students on empirical properties was 2,56 and the average posttest NOS score of students on empirical properties was 2,86 this resulted in a gain value of 0,21. Based on the above results, the CIAC learning model can improve students' NOS abilities in the empirical aspect in elementary schools, especially girls if seen from the increase. In addition, students' interest in science is an important point in the acquisition of students' NOS abilities
A Comparison of Problem Solving Strategies of Primary School 3rd and 4th Graders
Full text linkThe aim of the study is to find out the problem-solving strategies used by primary school 3rd and 4th-graders in solving non-routine problems. The basic qualitative research design, one of the qualitative research approaches, was used in the research. The participants of the research consisted of 216 students, 104 of them in the third-grade and 112 of them in the fourth-grade. The "problem-solving test" developed by the researcher was used as a data collection tool. Descriptive analysis method was used in the analysis of the data. When the results of the research were examined, it was discovered that primary school third-graders mostly used making a drawing strategy in solving non-routine problems; guessing and checking and looking for a pattern strategies were the most commonly used strategies after making a drawing strategy. When the problem-solving strategies used by primary school fourth-graders were examined, it was discovered that guessing and checking was the most commonly used strategy and this strategy was followed by the strategy of looking for a pattern and making a drawing. It was concluded that primary school fourth-graders were more likely to use the other problem-solving strategies apart from making a drawing strategy than the third-graders
Development of Pedagogical Competence Scale for Lecturers in Universities Using Item Response Theory
Full text linkTo ascertain whether lecturers had the pedagogical competency skill needed in impacting students with necessary skills they need outside school, this study developed a scale to measure Lecturers’ Pedagogical Competence (LPCS) in universities using item response theory. The pedagogical competence of university lecturers was assessed using a set of items designed and evaluated the scale's construct validity. The initial scale consisted of a 70-item four options Likert-type. The multi-stage sampling procedure was employed. Proportional sampling was used to choose four universities in South Western Nigeria. At each of the institutions selected, 20% of the staff population was selected from all faculties using stratified random sampling with a cadre as a stratum. Thus, 906 lecturers from federal universities and 294 were selected from federal state universities, respectively. In all, 1,086 of the 1200 lecturers selected completed the study's instrument. The results showed that four of the six optimal factors underlying lecturers’ pedagogical competence were reliable. Eventually, 20 can measure LPC. Furthermore, the LPCS showed validity by optimally measuring the theoretical construct underlying the scale. Evaluation of learning outcome; managing student behavior during lecture; using ICT to Enhance learning; and lecturers’ student interaction remains the most important factors in LPCS
Ekoland: The Development of Android-Based Learning Media Using iSpring Suite to Improve the Understanding of Ecosystem Material in Elementary School
Full text linkThis research aimed to develop science teaching media in the form of learning applications that use the help of iSpring Suite. The development of ecosystem material science learning applications is made to maximize the use of smartphones owned by students and reduce the various negative impacts of using Android in learning. The Research and Development (RD) method using a procedural model, was applied in this research. The data collection instruments in this study were validation sheets, student response questionnaires, and test questions. The test subjects in this study were 48 fifth-grade students at Ibnu Rusyd Islamic Elementary School. The Ekoland learning media feasibility test result is 71.95% from the percentage criteria of 61%-80% which shows very feasible results. and declared feasible because it is greater than 61%. The effectiveness level of Ekoland learning media is 93.75% from the percentage criteria of 61% -80% which shows decent results, and it is said to be effective because it is greater than 80%. Based on the results of the study, it is stated that the development of Ekoland learning media developed with android-based using the iSpring Suite application influences the increase in student learning outcomes in understanding ecosystem material in science learning and can provide a positive response from the use of android that maximizes the benefits of using android in education. Research has had a positive impact on improving science learning in schools, showing that Ecoland has a positive impact on students' learning outcomes and understanding of ecosystems
How Do Middle School Mathematics Teachers Conceptualize Open-Ended Questions?
Full text linkThe study aims at examining middle school mathematics teachers' conceptions of open-ended questions. A questionnaire consisting of open-ended items was applied to 40 mathematics teachers. The teachers were asked to define the open-ended question in general and the mathematical open-ended question in particular and provide examples to exemplify their definitions. This study employs phenomenographic study aiming at revealing middle school mathematics teachers' conceptions and experience regarding open-ended questions in an exploratory manner. The findings show that the teachers explained the open-ended question through its form (appearance), the number of outputs, the process/method required, and its functionality. In addition, teachers defined the open-ended question mostly using non-mathematical terms, and they had particular difficulties defining the mathematical open-ended question. The teachers regarded questions with variable correct answers as open-ended, could not give examples of open-ended questions with infinitely correct answers, and some deemed closed-ended questions as open-ended. Although the participants were mathematics teachers, the examples they presented for the open-ended question were mostly from outside the field of mathematics. This study points out the fact that teachers need a guiding conceptualization of open-ended questions
Revealing Fifth-Grade Students’ Understanding of the Universe
Full text linkPrevious research has shown that students at almost all levels have misconceptions about both the shapes and sizes of celestial bodies in space. This study is essential to conduct on the students who take space topic in their schools for the first time This study aims at revealing fifth-grade students’ alternative conceptions about the size of the sun, earth, and moon and their relative positions to each other. This study employs action research by using a forced questionnaire and interview were used as the research instruments and involved 78 fifth-grade students as participants. To collect data, all students initially responded to a forced question questionnaire. Then, based on their responses, four students were chosen to be interviewed to clarify their alternative conceptions. The data analysis was carried out using interview and questionnaire data to reveal understanding and alternative conceptions of students’ responses. The results found that students had alternative conceptions of the earth’s shape in their minds. Moreover, alternative conceptions are commonly found in the sun, earth and moon positions