Elementary School Classes Research Articles

Utilization of the Surrounding Environment as a Science Learning Resource in Gorontalo Province

Environment-based learning is an approach that is gaining increasing attention in science education due to its potential to improve students' understanding of scientific concepts as well as practical skills. This research aims to examine in depth the utilisation of the surrounding environment of Gorontalo Province as a science learning resource, identify specific potentials that can be integrated into the curriculum and evaluate its impact on students' conceptual understanding, learning interest and practical skills. This study adopted a mixed method approach by combining experimental and interview methods to explore the utilisation of the surrounding environment as a science learning resource in Gorontalo. The population in this study were primary school students and science teachers in Gorontalo. The sample for the experimental method consisted of several elementary school classes selected by purposive sampling, quantitative data were collected through pre-test and post-test to measure changes in students' science understanding and skills before and after the intervention. Qualitative data, the sample consisted of science teachers selected through purposive sampling were interviewed. The results showed that students who participated in learning activities outside the classroom had a deeper understanding of concepts and better science skills compared to the control group. They also showed significant improvements in observation, problem-solving and co-operation skills. The out-of-class activities provided a more interactive and contextualised experience, which had a positive impact on students' motivation and interest in learning. The findings indicate that a neighbourhood-based learning approach, particularly through out-of-class learning activities, can be an effective method in improving the quality of education.

ENSINO DE ÂNGULOS E POLÍGONOS COM USO DO SOFTWARE GEOGEBRA

The objective of this work is to describe a didactic-pedagogical sequence developed to teach angles and polygons in an 8th grade class of Elementary School of a state public school in Palmeira dos Índios, Alagoas, Brazil. The sequence is part of the Extension Project "Mathematics and Active Methods" and addresses some common difficulties in teaching geometry, such as the abstraction of formal concepts and the lack of understanding of students of the connection of these concepts with real situations. Studies indicate that the use of digital technologies facilitates visualization and interaction with mathematical concepts, promoting more dynamic and meaningful learning. In view of this, the sequence, applied in four classes, involved activities contextualized to the sport, using the GeoGebra software. The results show that, although some students still face difficulties, the interactive and contextualized approach improved engagement and understanding of formal mathematical concepts, especially geometric ones.

초등학교 특수학급에서 진로교육을 가르치는 저경력 특수교사의 실천적 지식 형성에 대한 자문화기술지

Purpose: This study aims to examine the teaching experience of low-career special education teachers who teach career education in special classes in elementary schools and how practical knowledge was formed through such experiences. Method: To achieve the purpose of this study, the autoethnographic method was used as a research method. Results of the study: First, in order to overcome the difficulties of the lack of individual professionalism of teachers and the absence of curriculum and teaching materials for elementary school career education that the researcher felt while teaching career education, ‘knowledge about the educational environment’ changed through cooperation with various educational materials and the local community. Second, based on the experience of participating in a professional learning community outside of school, the researcher’s ‘knowledge about the curriculum and subjects and teaching and learning knowledge’ changed through the process of planning and implementing career education. Third, the researcher’s ‘teaching knowledge and personal knowledge’ changed through trial and error experienced while teaching career education and cooperation with a professional learning community outside of school. Conclusion: Based on the results of this study, it is expected to provide cases necessary for improving the quality of classes of low-career special education teachers who implement career education in special classes in elementary schools.

보편적 학습설계와 증거기반교수를 적용한 수학 수업이 초등학생의 곱셈·나눗셈 성취도와 수학적 학습 태도에 미치는 효과

Objectives The purposes of this study was to examine the effects of mathematics instruction, incorporate Universal Design for Learning(UDL) and evidence-based instruction, on the multiplication and division achievement and mathematical learning attitudes of 4th grade elementary school students with typical or low achievement in mathematics. Methods The study involved 46 subjects, comprising students from two 4th-grade classes in a public elementary school in Seoul. The subjects were divided into experimental and control groups, with each group further subdivided based on their level of mathematics achievement. The experimental design employed a pretest-posttest control group design along with a repeated measures design. Improvements in students’ multiplication and division achievements were analyzed using a hierarchical linear growth model, while differences in attitudes towards mathematical learning were assessed using paired samples t-tests and analysis of covariance(ANCOVA). Results First, the rate of change in multiplication and division achievement among students with typical math performance in the experimental group was statistically significantly higher than that in the control group. Second, the rate of change in multiplication and division achievement among students with low math performance in the experimental group was significantly higher than that in the control group. Third, within the experimental group, students with low math performance demonstrated a significantly greater rate of improvement in achievement compared to students with typical math performance. Fourth, students in the experimental group showed statistically significant improvement in most areas of mathematical learning attitudes. Finally, there was no statistically significant difference in mathematical learning attitudes between the two subgroups of the experimental group, except for their level of confidence in multiplication and division. Conclusions First, mathematics instruction incorporating Universal Design for Learning (UDL) and evidencebased instruction was effective in improving multiplication and division achievement as well as mathematical learning attitudes among 4th grade elementary students. Finally, it can be inferred that this approach could be an effective method for ensuring foundational academic skills and bridging achievement gaps in general education settings with diverse student characteristics.

Analysis of Students' Critical Thinking Skills Through the Pakem Learning Model in Science Subject Class VI SD Negeri 78 Palembang

Critical thinking ability is a high-level thinking ability that aims to make reasonable decisions to help the problem solving process actively and skillfully in analyzing, applying and evaluating information obtained or resulting from observations of elementary school students. The learning model is one of the important things in creating an active, creative, effective and enjoyable learning process. The PAKEM model is an appropriate model to use in the learning process. This research aims to determine the critical thinking abilities of class VI students using the PAKEM model in science learning at SD Negeri 78 Palembang. This research uses an experimental method with a quantitative approach. The subjects in this research are 25 VIC class elementary school students. Data collection techniques in this research use observation, tests, interviews and documentation. Data analysis techniques use the normality test, homogeneity test and T-Test. The results of this research found that there were 8 students with high critical thinking skills, with a score range of 85-100, getting a percentage of 32%. Medium critical thinking ability, totaling 12 students, with a score range of 75-80, got a percentage of 48% and low critical thinking ability, totaling 5 students, with a score range of 65-70, got a percentage of 20%. The results of the critical thinking skills of class VIC students using the PAKEM model in science learning at SD Negeri 78 Palembang overall students reached 82.4% in the good category.

Development of Powtoon Media in IPAS Learning Assisted by The PBL Model in Fourth Grade Elementary School

Learning is still carried out conventionally, even though school facilities support carrying out learning using renewable technology-based learning media. However, teachers lack innovation in learning media to be used in the learning process. Apart from that, student learning outcomes are still low. This research aims to develop Powtoon learning media assisted by the problem-based learning model in science and science learning in class IV elementary schools that is valid, practical, and effective. This type of research is research and development (R&D). The development model used is ADDIE. The methods used to collect research data are observation, interviews, questionnaires, and learning outcomes tests. Subject validation is carried out by material, language, and media expert validators. The test subjects were Class IV elementary school students and class teachers. The validation results by material, media, and language experts stated that they were valid for the media being developed. The practicality results in both small and large groups obtained a very valid practicality category. Meanwhile, the results of effectiveness tests in small and large groups have increased. In this way, the media developed is declared valid, practical and effective, and suitable for use in science and science learning in Class IV.

PENGGUNAAN MEDIA APEL HURUF DALAM MENGATASI KESULITAN MEMBACA TERHADAP SISWA KELAS RENDAH SEKOLAH DASAR

This research was motivated by several elementary school students who had difficulty reading and that learning media could act as a tool to aid these learning delays. The aim of this research is to describe the importance of effective learning media on apple letters to improve reading fluency in lowed class elementary school student. This method used qualitative research metods. The type of qualitative research used in this research is a case study type of research by means of observation, interviews, and documentation to obtain accurate research final data. The final data can be ascertained to be accurate because it has been proven by face to face observation activities on lower grade elementary school students who have difficulty reading, apart from that, observations were also made on teachers who used the letter apple teaching media as a teaching aid supported by documentation. The teacher’s importance to improving the reading fluency of lowed class student is by using learning media in the form of letters as a tool to convey the material. Form of student reading difficulties include difficulty distinguishing letter shapes and difficulty spelling letters and words. This research obtained results thar the apple letter media is very important to help teachers improve the reading fluency of lowed class elementary school students. Apple letter media can also improve student achievement, train critical thinking, and can increase student activity in learning because when students have difficulty reaing it will disrupt their learning activities. The impact or consequence of using letter apple media or other learning media in helping overcoming reading difficulties for lowed grade elementary school students is the creation of more advance education because using teaching media aims to help students achieve their learning goals so that students will get better achievement result good.

Educação para uma Cidadania Democrática: da formação inicial de professores às práticas de sala de aula em Portugal

Teacher training, at Escola Superior de Educação de Lisboa, has since 2020 included a curricular unit in the master's degree in Teaching in the 1st cycle and Portuguese and History and Geography of Portugal in the 2nd cycle, which aims to develop Competences for Democratic Culture (CDC). Taking as a reference the 20 CDC (Council of Europe, 2017), the training component in the field of Didactics of ​​Social Sciences (DSS) was reformulated, introducing changes in the curricular unit Society, Culture and Territory. These changes have produced visible results in supervised teaching practices (6-12 years old). This article focuses on critical reflection on the teaching and learning strategies experienced in initial training, within the scope of DSS, mobilized in the practices with students aged 6 to 12. The objectives are: (1) to recognize the effects of the strategies implemented in initial training in the field of CDC; (2) analyse the skills developed by elementary school students and reflect on the practices for the development of these skills; (3) analyse the CDC valued in students' practices and the results of their pedagogical-didactic projects. Methodologically, a documentary analysis is carried out that frames the CCD in initial teacher training and a content analysis of the twelve final master's reports (2021 to 2023), which focus on a pedagogical-didactic intervention and research on development of CDC (strategies, activities and evaluation indicators). The first result points to the recognition of the role of DSS in initial training within the scope of CDC: through content and training methodologies, SS facilitate practices aimed at building critical and democratic citizenship. Secondly, the impact of projects implemented in elementary school classes is highlighted, with the purpose of promoting CDC: evidence of the relevance in guiding future teaching practice towards training children and young people to read, interpret critically and intervene in the social reality in which they are inserted.

The Learning Process of Small Ball Games in Upper Elementary School Classes in the Bangkunat District

The aim of this study is to understand how the learning process of small ball games is conducted in upper elementary school classes in the Bangkunat District, from the pre-learning stage to the evaluation stage. The design of this research is quantitative descriptive. The subjects of this research are physical education teachers in elementary schools across the Bangkunat District. The data collection technique used in this research is a questionnaire. The questionnaire used is a closed-ended one, where respondents only select answers provided, consisting of 50 items. The data analysis used is descriptive statistics in the form of percentages. The results of the research show that physical education teachers in elementary schools across the Bangkunat District have a “very high” score (57.10%) in program planning. In lesson preparation, they have a “very high” score (71.40%). The implementation of materials has a “very high” score (42.85%). Mastery of materials has a “high” score (71.40%). The teaching methods have a “very high” score (28.60%). The use of facilities and infrastructure has a “very high” score (42.85%). Teaching creativity has a “very high” score (100.00%). The practice of skills has a “very high” score (57.10%). The evaluation of the process and results has a “high” score (42.85%).

Implementation of STEAM and Thematic Learning Models Assisted by STEMATIK Learning Media in Elementary School

Learning is not only about giving theories, but instilling concepts is more important to teach to students. One of the concepts instilled in mathematics, namely the arithmetic material of addition and subtraction for elementary school. STEMATIK learning media supports students' understanding in introducing the arithmetic concepts of addition and subtraction for lower elementary school classes. This research aimed to explain the component analysis of integrating STEAM and thematic learning using STEMATIK learning media, to describe the importance of using learning media in enhancing students’ independence and motivation to learn, and to present the results of using STEMATIK learning media as a tool for learning mathematics. The research method employed was a quasi-experiment. Quantitative data analysis was conducted to analyze the data collected from the research instrument, including validation instruments by two experts in the form of learning media feasibility instruments and pretest and posttest assessment results on 31 elementary school students on the control group and the experimental group. The validity test used T-test by SPSS application. The product development process was based on the ADDIE model, a systematic approach that includes five stages: analysis, design, development, implementation, and evaluation. The method used in this research was the descriptive, qualitative and quantitative method. The research results show that for the validity test the increase in knowledge scores significantly using the T test with the SPSS application produces two sides of less than 0.001. The level of student learning independence is good, achieving a score of 68,14, which according to the category is considered good. The percentage for the student learning motivation category falls into the high criterion. The result of these indicators shows a score of 83, which is categorized as high.

PRÁTICA PEDAGÓGICA PARA O ENSINO DO ATLETISMO: INCLUSÃO DE ESTUDANTES COM DEFICIÊNCIA NAS AULAS DE EDUCAÇÃO FÍSICA À LUZ DO DESENHO UNIVERSAL PARA A APRENDIZAGEM

Universal Design for Learning is a theoretical approach that considers school diversity and seeks to eliminate learning barriers, promoting accessible and consistent teaching for all. This approach can overcome traditional, teacher-centered pedagogical practices, which hinder the implementation of inclusive and teaching-learning processes for students with disabilities in Physical Education classes. Therefore, this research aimed to analyze the inclusive process of students with disabilities in Physical Education classes, using the pedagogical approach based on the Universal Design for Learning in teaching athletics. This research has a qualitative approach and action research design and was developed with a 6th-year elementary school class that included four students with intellectual disabilities. Twenty classes were taught to teach athletics using the principles of Universal Design for Learning. These classes were recorded in a field diary and analyzed using Qualitative Descriptive Analysis. Regarding the results, the students with disabilities were included in Physical Education classes, able to access the curriculum in a diversified way, remained in courses due to variations on the paths relating to bodily practices, and had the teaching-learning process carried out through variant ways to demonstrate appropriate knowledge. Concerning the students without disabilities, the Universal Design for Learning contributed to the teaching-learning process, providing autonomy in the engagement and development of activities. Received: 2024/07/12 Reformulated: 2024/9/27 Accepted: 2024/09/28

Unidade temática de lutas e esportes de combate na educação física escolar do ensino fundamental no Norte do Brasil

The objective of this study was to analyze the understanding of school physical education (SPE) students and teachers about the causes and restrictions that imply the content of fights in 6th and 7th-year elementary school classes in public schools in Tucuruí-PA-Brazil. 40 6th and 7th-grade students from two public schools and two teachers participated in the research. A descriptive-cross-sectional study was carried out on the content of fights at school. The results showed that teachers teach fight content and preferably use playful activities; they believe that it should be included in early childhood education and that it does not generate violence. As for the students, although they participate in the classes, they do not seem to be attractive; many consider that the way the content is taught can generate violence. In conclusion, fighting content can positively influence student performance and learning when taught at EFE. However, the teacher must understand and face this content's difficulties and controversies to teach classes theoretically and practically with creativity because there are still gaps between what teachers do and what students expect from the content.

Environmental Education at Waste Incineration Facilities in Japan: Educational Activities Continued Even during the COVID-19 Pandemic

This paper discusses the environmental education conducted at waste treatment facilities, which is a significant feature of waste management in Japan. This kind of research has never been done before. In this study, responses were obtained from 82.2% (755/919) of incineration facilities in Japan. According to the survey, 96% of incineration facilities accept visitors. During normal times before the COVID-19 pandemic, they were visited by 8.71 million people annually. Among them, 1.08 million people participated in field trips and lectures to learn about the waste treatment system, with 67% being fourth-grade elementary school students visiting as part of their classes. The practice of elementary school students learning about waste treatment began with the national curriculum guidelines enacted in 1971 and has continued for about half a century. Incineration facilities are equipped to accommodate elementary school students. In 2020, Japan was also hit by the COVID-19 pandemic. However, even in such circumstances, waste incineration facilities and elementary schools endeavored to continue the field trips for elementary school students. General visitors decreased by 92% from the previous year, but visits as part of elementary school classes only decreased by 77%. The survey results indicate that incineration facilities made efforts to continue the tours for elementary school students by adjusting the timing, implementing infection control measures, and limiting locations. It became clear that many waste management professionals believe that field trips to waste treatment facilities for elementary school students should continue even during the COVID-19 pandemic.

METODA CLIL S VYUZITIM AKTIVIZUJUCICH VYUCOVACICH METOD NA HODINACH BIOLOGIE

The preliminary research explores the implementation of the CLIL (Content and Language Integrated Learning) method in seventh-grade Biology classes at two primary schools, employing activating teaching methods. This paper comprehensively describes the CLIL method, including its historical background, various forms, types, and objectives. We analyze the advantages and disadvantages of CLIL, along with clarifying the role of the Biology teacher within this pedagogical framework. The study involves preliminary research conducted in two different elementary school classes: one without a specific language focus and one where students have a higher language proficiency. The main objective of the study was to determine changes in student attitudes following the implementation of the CLIL method. Through data analysis in action research, pre- and post-questionnaire, the study aims to identify any shifts in student attitudes after lessons conducted using the CLIL approach with activating teaching methods. Additionally, the research includes an analysis and evaluation of student preferences regarding the instructional methods used and the challenges faced by educators in implementing this method.

Analysis of the Implementation of the Computational Thinking Approach in Natural Science Learning in High Elementary School Classes

<p>Penelitian ini bertujuan untuk menganalisis implementasi pendekatan <em>Computational Thinking</em> oleh guru pada pembelajaran IPAS di kelas tinggi sekolah dasar dan mendeskripsikan dampak pendekatan <em>Computational Thinking</em> oleh guru pada hasil belajar IPAS di kelas tinggi sekolah dasar. Penelitian ini merupakan penelitian kualitatif deskriptif dengan responden guru wali kelas tinggi sekolah dasar. Teknik pengumpulan data dilakukan menggunakan angket. Hasil penelitian menunjukkan guru telah mengimplementasikan tahapan pendekatan <em>Computational Thinking</em> dengan baik, termasuk tahapan <em>thinkering, creating, debugging, perservering</em>, dan <em>collaborating</em>. Dengan guru melakukan pendekatan <em>Computational Thinking</em> dalam pembelajaran IPAS berdampak pada perolehan hasil belajar siswa di atas nilai rata-rata. Pendekatan <em>Computational Thinking</em> sesuai untuk diterapkan dalam suatu pembelajaran agar siswa memiliki kesiapan dalam menghadapi dan beradaptasi dengan kemajuan pengetahuan di abad 21.</p>

Use of Real Object Media to Improve Students' Multiplication Learning Outcomes in Elementary School Classes

Penelitian ini bertujuan untuk mengamati penggunaan media benda nyata dalam meningkatkan hasil belajar siswa pada materi perkalian di kelas II Sekolah Dasar. Latar belakang penelitian ini adalah rendahnya hasil belajar matematika siswa pada materi perkalian yang masih di bawah Kriteria Ketuntasan Minimal (KKM). Subjek penelitian ini adalah siswa kelas II SDN 1 Sukamanah yang berjumlah 20 orang, yang terdiri dari 10 orang siswa laki-laki dan 10 orang siswa perempuan. Penelitian Tindakan Kelas (PTK) ini dilaksanakan pada semester ganjil tahun pelajaran 2023/2024 dengan menggunakan media benda nyata yang terdiri dari dua siklus. Metode pengumpulan data dilakukan melalui evaluasi, dan alat yang digunakan untuk mengumpulkan data adalah tes tulis pilihan ganda. Analisis data dilakukan secara mekanis dengan menggunakan persentase data kuantitatif yaitu hasil belajar. Hasil penelitian menunjukkan adanya peningkatan yang signifikan hasil belajar matematika pada materi perkalian di kelas II Sekolah Dasar. Berdasarkan analisis ketuntasan hasil belajar siswa, data awal menunjukkan presentase ketuntasan sebesar 35% dengan rata-rata kelas mencapai 57,5 ​​yang belum mencapai KKM yang ditetapkan yaitu 70. Setelah menggunakan alat peraga berupa media benda nyata pada siklus I ketuntasan mencapai 30% dengan nilai rata-rata 57,5. Pada siklus II ketuntasan meningkat menjadi 70% dengan nilai rata-rata 72,5. Oleh karena itu, siklus PTK yang dilaksanakan secara berulang menunjukkan bahwa penggunaan benda nyata efektif dalam meningkatkan hasil belajar siswa pada konsep perkalian. Dengan melibatkan media benda nyata, pembelajaran perkalian menjadi lebih menyenangkan dan relevan bagi siswa sehingga dapat mencapai hasil belajar yang lebih baik.

학교급별 학업성취도에 영향을 미치는 학급당 학생 수 요인 분석

Objectives The purpose of this study is to increase the effectiveness of schools by examining how the factor in number of students per class affect academic achievement by school level. Also, by comparing and analyzing the differences by school level, I tried to suggest implications for each school level. Methods Accordingly, regression analysis was performed using the latest data on number of students per elementary, middle and high school class and the total national assessment of academic achievement among EDSS education public data to suggest how the number of students per class affects academic achievement by school level. Results As a result, there were similarities and differences in the effect of the number of students per class factor on academic achievement by school level. In the case of elementary school, the number of students per class did not have a significant effect on the factors of academic achievement. On the other hand, secondary school showed a significant influence. Conclusions The influence of the number of students per class on academic achievement was found to vary by school level. However, since there are various factors that affect academic achievement, it is necessary to control for other variables. Also, in order to confirm the effect of the number of students per class factor, it is suggested that it is necessary to analyze the effect of the number of students per class on the difference between the initial academic achievement of the subjects and their later academic achievement after learning in their class.

The Potential of Electronic Games as Pedagogical Tools in Physical Education in Elementary School

This article explores the potential of video games as pedagogical tools in Physical Education classes in elementary school. The increasing popularity of video games among children and adolescents, coupled with technological advancements, raises questions about how these tools can be integrated into the school curriculum to promote learning and the overall development of students. The research, of a theoretical nature, involved a review of relevant literature on the topic. The results point to the potential of video games to promote motivation, engagement, and the development of motor, cognitive, and socio-emotional skills. However, challenges such as screen time and the need for pedagogical adaptation are also discussed. The article concludes with recommendations for the effective use of video games in Physical Education, emphasizing the importance of teacher mediation and the careful selection of games appropriate to pedagogical objectives.

Kurikulum Pendidikan di Indonesia dan Jepang: Sebuah Analisis Komperatif

Japan is recognized as having a superior education system in the world because of its complete facilities and competent human resources. Developing countries often point to Japan as an example for raising educational standards. This research aims to determine the comparison of educational curricula in Indonesia and Japan. The method used in this research is Literature Review, namely by conducting research on scientific articles, books and other sources that are relevant to certain problems, research fields, or theory, as well as several other documents that have been published. The results of this research are: 1) The level of education in Japan is the same as in Indonesia, consisting of nine years of basic education (primary school and junior high school), three years of senior high school (general and vocational tracks), and higher education, 2) The Japanese curriculum is revised every ten years, while the Indonesian curriculum is revised every time there is a change in leadership. 3) The general aim of education in Japan is similar to that in Indonesia, namely developing the potential of students. Japan's goals are more specific and include various characteristics that Japanese children must have. 4) The subjects taught in elementary school classes in Japan and Indonesia have significant differences, especially in terms of language and the variety of lessons taught. Apart from that, the learning approaches and curricula in the two countries also show striking differences, with different emphasis on language and certain skills. 5) The Indonesian curriculum adopts scientific methods and a project-based learning approach with teachers as facilitators, while the Japanese curriculum uses lesson study. with an open approach and problem solving, where the teacher acts as a facilitator with the principle that children must understand, can, and the class must be fun, 6) Both Indonesia and Japan do not apply the National Examination (UN) in assessment.

예비 특수교사들이 작성한 시각장애학생이 포함된 초등교과 교수·학습지도안에서의 보편적 학습설계 원리 적용

The purpose of this study is to analyze actual application of UDL(universal design for learning) principles in preliminary special education teachers‘ lesson plans applying for elementary school classes including students with visual impairments. The lesson plans were analyzed by Korean UDL Instruction Analysis Checklist and UDL Practical Application Matrix to analyze satisfaction rates and practical application by UDL principle. The results of this study are as follows. First, the satisfaction rate of UDL principles guidelines was 50.80% in 7 lesson plans. Among the 3 UDL principles, the satisfaction rate was the highest at 53.57% in the principle of engagement, followed by 50.00% in the principle of representation and 48.83% in the principle of behavior and expression. Second, preliminary Special Education Teachers used keywords for each UDL principle at 37.26% in the principle of participation, 35.29% in the principle of action and expression, and 27.45% in the principle of representation. At a time when preliminary special education teachers need to develop teaching skills based on UDL for all learners, including the visually impaired, the results of this study can be used as basic data.