Kebutuhan layanan pendidikan khusus di sekolah dasar

Prevention Model Takes Off in Schools: A New Approach for Learning Disabilities

Objective: Early elementary school health education is often lacking due to resource constraints. This quality-improvement project evaluated the impact of a medical student-directed elementary school health education programme. Design: Elementary school students participated in health education sessions led by medical students. Pre- and post-surveys were administered to both elementary school and medical school students to evaluate their health knowledge or self-reported growth, respectively. Elementary school teachers completed a post-survey after observing the curriculum. Setting: The study was conducted in 2024 in third- to fifth-grade classrooms of an elementary school in Cleveland, Ohio, USA. Method: Elementary school students ( n = 54) participated in a series of four, 1-hour health education sessions taught by medical students. The four core topics – nutrition, hygiene, exercise and relaxation and growth and development – were presented over several weeks. Pre- and post-tests were used to evaluate changes in elementary school students’ understanding of the material. Medical students ( n = 26) completed pre- and post-surveys to measure changes in their personal and professional development. Elementary school teachers ( n = 4) were queried at the programme’s conclusion to provide an overall assessment of the health education initiative. Results: Elementary school students showed significant improvement in health education knowledge from pre-test to post-test (+11.1%, p = .003). Medical students reported growth in engagement and motivational strategies (+13.8%, p = .006), lesson planning and educational skills (+12.2%, p = .01) and ability to convey complex health information (+12.0%, p = .03). Elementary school teachers rated the programme 94.0 ± 9.4 on a 100-point scale. Conclusion: A medical student-led health education programme may improve health education knowledge among elementary school students while also enhancing medical students’ personal and professional development.

Special Education Eligibility: When Is a Speech-Language Impairment Also a Disability?

Social and Emotional Learning in Schools: From Programs to Strategies and commentaries

Elementary school students who experience learning difficulties need help from teachers because it disrupts the learning process and affects learning success. This research is in the form of descriptive research with the aim of describing the implementation of diagnostics for learning difficulties by teachers. The subjects in the research were 23 elementary school teachers spread across four sub-districts of the city of Salatiga, both public and private elementary schools. The variable of this research is the implementation of the diagnosis of students' learning difficulties by elementary school teachers. This research method is in the form of a survey, collecting data on the implementation of the diagnosis of learning difficulties for elementary school students in the city of Salatiga. Data collection used a questionnaire supplemented by interviews. The analysis technique used is descriptive qualitative. The research results found that all teachers had carried out diagnostics for learning difficulties, and there were always students who experienced learning difficulties. Students' learning difficulties are more related to academic activities. Diagnostics of learning difficulties is carried out at the end of learning, using observation and learning results tests, as well as interview guides. The learning difficulties experienced by students in elementary school are predominantly in the form of Mathematics and Indonesian language subjects. Almost all teachers identify students' learning difficulties and determine the factors that cause their learning difficulties. The assistance provided by teachers to deal with students' learning difficulties generally takes the form of assisting students' learning and providing additional study time (tutoring) to students, as well as providing advice or referrals to parents to consult with experts. Barriers to carrying out diagnostics for learning difficulties in general are that complete diagnostic instruments for learning difficulties are not yet available, and teachers are not yet skilled in using diagnostic instruments for learning difficulties.

Statistics education has become an increasingly important component of the mathematics education of today's citizens. In part to address the call for a more statistically literate citizenship, The Guidelines for Assessment and Instruction in Statistics Education (GAISE) were developed in 2005 by the American Statistical Association. These guidelines provide a framework for statistics education towards the end of enabling students to achieve statistical literacy, both for their personal lives and in their careers. In order to achieve statistical literacy by adulthood, statistics education must begin at the elementary school level. However, many elementary school teachers have not had the opportunity to become statistically literate themselves. In addition, they are not equipped pedagogically to provide effective instruction in statistics. This article will discuss statistical concepts that have been identified as necessary for statistical literacy and describe how an undergraduate course in Probability and Statistics for pre-service elementary and middle school teachers was revised and implemented using the GAISE framework, in conjunction with the NCTM Standards for Data Analysis and Probability. The aims of the revised course were to deepen pre-service elementary and middle school teachers' conceptual knowledge of statistics; to provide them with opportunities to engage in, design, and implement pedagogical strategies for teaching statistics concepts to children; and, to help them make connections between the statistical concepts they are learning and the statistical concepts they will someday teach to elementary and middle school students.

The Third School Nutrition Dietary Assessment Study: Summary and Implications

Purpose: This study was done to provide basic data for sexual abuse prevention programs for elementary school students by comparing stated needs of the students and teachers. Methods: The participants were 4th, 5th, and 6th grade elementary school students and elementary school teachers. Data from questionnaires completed by 1,372 students and 162 teachers were analyzed. Results: 1) The mean scores for felt need for sexual abuse prevention education was relatively high in both of the elementary school student and teacher groups but there was a significant difference between the two groups (t=15.28, p<.001). 2) In the elementary school students, there was a significant difference in the degree of need for sexual abuse prevention education according to father’s educational level (t=2.89, p=.004), experience of sexual education (t=3.11, p=.006), and recognition of the necessity of sexual abuse education (t=7.56, p<.001). 3) In the elementary school teachers, there was no significant difference in the degree of need for sexual abuse prevention education according to the participants’ socio-demographic and sexual abuse prevention education related characteristics. Conclusion: When planning educational programs on child sexual abuse prevention, needs of the elementary school students should be considered. Then, the educational program at school would be more effective.

Purpose: The purpose of research and development of basic motion learning models to develop creative thinking skills through a play approach in elementary school is expected to develop creative thinking of elementary school students. Theoretical framework: Hendriana Sri Rejeki and Gunawan (2021: 218) state that there are four games for the learning model for basic locomotor jumping, namely: (a) rope jumping game (b) carpet jumping game (c) hurdles game (d) obstacle jumping game, basic motion learning model Locomotor jump with this simple game is effective in supporting the learning process of physical education, sports and health in third grade elementary schools. Design/methodology/approach: The research method used is Borg and Gall research and development. The subjects of this study were fifth grade elementary school students and four teachers at UPT Percut Sei Tuan. The research instrument uses a rating scale so that the basic movement learning model through a play approach is suitable for developing creative thinking skills of elementary school students. Findings: Teachers' lack of innovation and creativity in developing basic movement skills and creative thinking skills with basic movement learning models through a play approach playing is made in game forms that meet the needs of students is one of the fundamental flaws. Teachers of physical education frequently make use of established sports like soccer, baseball, volleyball, futsal, basketball, and futsal, despite the fact that these sports generally do not correspond to the characteristics of elementary school children's growth and development. This brought about the learning gave was unimportant to the abilities to be accomplished and brought about the getting the hang of becoming dreary and less intriguing. Researchers are interested in developing a model of basic movement learning to develop creative thinking skills through a play approach for fifth grade elementary school students in light of the issues discussed above with physical education instruction. Research, Practical &amp; Social implications: The learning model is a strategy that the teacher uses to carry out teaching and learning activities that involve students as recipients of learning activities' knowledge in order to accomplish a goal. Originality/value: There are a number of inputs in the form of comments and suggestions for products developed as a result of the experts' validation (basic motion learning model to develop creative thinking skills through a play approach in elementary school). The following are expert recommendations and comments: (1) A basic movement learning model that can accommodate the needs of students and teachers in carrying out the physical education learning process based on the curriculum objectives is required, (2) The focus on the objectives of developing basic movement learning models is on the cognitive aspects seen in students' understanding of the game's rules, the ability of children to think creatively in understanding forms of movement activity, such as increasing the power of creativity on the basis of skills, (3) The rules of the game are simplified so that participants in elementary school can easily understand them, (4) games are adapted to basic competencies in learning materials in class, (5) games are adapted to children's character, (6) equipment is adapted to the characteristics of children in class and equipment made by yourself needs to be considered for safety not only considering learning media but The equipment used should be cheap and practical. The basic movement learning model for developing creative thinking skills through the play approach in elementary schools can be revised as follows on the basis of the experts' suggestions and comments above: 1) the basic movement learning model focuses on the goals of learning physical education based on the curriculum; 2) it focuses on developing basic motion learning models that focus on creative thinking skills from a cognitive, affective, and psychomotor perspective; 3) it uses games that are adapted to core curriculum themes and competencies so that physical education teachers in elementary schools can use them.

IntroductionIn Brazil, reading has been widely discussed, mainly due to the published results of national and international performance exams of Brazilian schoolchildren. Learning to read is therefore a continuous process, and the ability to make inferences while reading a text develops with age. The textual complexity involving the syntactic structuring, vocabulary and types of text progressively increases from the initial years of elementary school to high school students, also increasing the cognitive demand of the students; this occurs in parallel to their development and school advancement, which allows improvements in their teaching/learning processes. Based on the above, the following questions were raised: (1) How is the semantic process of reading established among elementary school students in elementary school (cycle II) and high school? Aim: to characterize the performance of elementary and senior high school students on semantic process tests from the Brazilian adaptation of the evaluation of reading processes (PROLEC-SE-R).MethodsA total of 436 students of both sexes, aged between 11 and 18 years, participated. They were evaluated with Assessment of Reading Processes-PROLEC-SE-R.Results and discussionThe results indicated that the semantic process was equally established among high school students, with a higher average performance compared with that of elementary school students. Among elementary school students, there was progression in the average correct answers with advancement in schooling. In the two levels of education, narrative texts allowed a greater number of correct answers, followed by multiple-choice and literal questions. The PROLEC-SE-R semantic process tests proved to be effective for assessing reading comprehension in elementary and high school students and reflected the Brazilian reality with regard to the gaps and weaknesses in the educational system.

This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.

The main obstacle of children with special needs to advance is access to education as high as possible not to the disability, but to social acceptance of the community. This study aims 1) To determine the acceptability of children with special needs in the inclusive elementary school environment. It includes principals, teachers, learners, and parents. 2) To determine the factors those influence the acceptance of children with special needs in the inclusive elementary school environment. This is an interactive qualitative research. The research site is Wirosaban Elementary School, Yogyakarta City. Data collection techniques are interviews, observation and documentation. Data analysis technique is analytic descriptive data analysis. The results show: 1) Acceptability of children with special needs in inclusive school environment is quite good after going through various processes. School trying to accept children with special needs even though the school realized its service on some things still not maximal 2) There are four factors that affect the school environment perception of children with special needs. These factors are: knowledge and insight factor on inclusive education, b. environmental support factor outside the school, c. facilities factor, d. the persistence factor of the guardians of the special needs students.

Education and the administration of education must be managed well therefore increases the quality of students. One of the determining and supporting factors is the teacher. The role of teachers in elementary schools is really needed because elementary school students still need support from the environment in their learning process, especially students with special needs in inclusive elementary schools. This research aims to determine the implementation of the inclusive education program as well as school and teacher support activities for ABK students in inclusive education services and the obstacles they face. This research was conducted at three state elementary schools in the city of Garut. The subjects of this research were school principals, teachers and children with special needs. This research method uses qualitative methods through descriptive analysis techniques with case study studies using observation, interviews and document studies. The research results show that the mentally retarded students need special educational services which can develop their potential optimally. The curriculum and learning process need to be specifically designed to suit their needs. Inclusive education is a strategy in education where all students with special needs can receive the same educational services in regular schools. The inhibiting factor in this implementation are (1) the lack of teachers who have the competence to handle children with mentally retarded in elementary schools, (2) the lack of available facilities and infrastructure, and (3) the lack of coordination and communication that supports the implementation of inclusive schools.

This study aims to 1) find out how elementary schools are realizing anti-drug education. 2) knowing the role of teachers in anti-drug education. Data collection techniques used in this study were interviews and observation. Validation of the data using other research triangulation, re-checking and verification of respondents. Data analysis techniques with data reduction, data presentation and drawing conclusions. The results showed that 1) The school's role in realizing anti-drug education in elementary schools was carried out by the principal. There are many things that can be done by a school principal to realize anti-drug education in his school. One way the principal makes policy. Policies made can be a guide in attitude for students, teachers, and all school members while in the school environment. 2) The role of teachers in anti-drug education in elementary schools is to provide knowledge. Teachers play an active role in providing all kinds of knowledge about drugs to students. This knowledge is given with the aim that elementary school students are aware of the dangers of drugs and form confidence in themselves not to try to recognize or even consume drugs.

Elementary education plays a crucial role in laying the foundation of students’ knowledge and skills. Science and Social Studies (IPAS) is one of the core subjects that equips students with an understanding of their environment and society. However, students with learning difficulties often face challenges in comprehending abstract concepts presented in IPAS lessons. This study aims to investigate the effectiveness of context-based picture media in improving IPAS learning outcomes among slow learner students in elementary school. This research employed a classroom action research (CAR) design conducted in two cycles, each consisting of planning, implementation, observation, and reflection. Data were collected through written tests, classroom observations, and interviews with teachers. The intervention focused on using contextual picture media that related directly to students’ daily experiences, such as markets, plants around the school, and community activities. The findings show a significant improvement in students’ learning outcomes. The average score increased from 62.5 in the pre-action stage to 71.3 in the first cycle, and further to 81.7 in the second cycle. Mastery learning also rose from 35% to 65% and ultimately 90%. Moreover, observations revealed higher student participation, stronger motivation, and increased confidence in expressing ideas during learning activities. Teachers also noted that contextual images helped students connect abstract concepts with real-life situations, making lessons more meaningful and interactive. In conclusion, the use of contextual picture media has proven effective in enhancing IPAS learning outcomes for students with learning difficulties. This approach not only improves cognitive achievement but also fosters affective and psychomotor development, making it a practical strategy for inclusive education in elementary schools.