Elementary Education Students Research Articles

The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis

This study aims to evaluate the effectiveness of concept maps on science achievement among elementary and secondary education students, including low-achieving students. A systematic search located 55 studies about concept mapping in science achievement published in peer-reviewed journals and dissertations between 1980 and 2020. We extracted 58 independent standardized mean difference effect sizes from 55 eligible studies involving 5,364 students from Grade 3 to Grade 12 who used concept maps for learning in physics/earth science, chemistry, and biology that met the specified design criteria. A random-effects model meta-analysis revealed that the mean effect size was moderate for overall science (g = 0.776). The mean effect sizes varied from moderate to large based on the subject area (g = 0.671 for biology; g = 0.590 for chemistry; g = 1.040 for physics and earth science); these differences between groups were not statistically significant (p = 0.220). Concept maps were generally associated with increased science learning across several learning and teaching conditions, and methodological features (low-achieving students, higher teaching guidance, intermediate grades, low- or middle-income countries, journal publications, and late year of publication). However, we found significant heterogeneity in most subsets. Implications for future research and practice recommendations are discussed.

Academic Procrastination And Coping Mechanisms Of Bachelor Of Elementary Education Students

Academic Procrastination And Coping Mechanisms Of Bachelor Of Elementary Education Students

Mathematics and Language: A One-to-One Correspondence in Bilingual Environments

Previous research has shown that language is an essential part of the development of mathematical skills and, specifically, in solving verbal problems. We know that using a different language from one’s mother tongue is highly beneficial for students, and that language plurality and bilingualism is more and more habitual and present in current educational environments. However, what is still not clear is how it influences certain tasks, especially the most naturalistic ones, such as the formation of the concept of numbers and in tasks with a greater verbal component, such as solving problems in the early ages. The present research examined the problem-solving performance of first- and second-grade elementary education students in bilingual environments, comparing the problem solving of students whose language of instruction (LI) is the same as their mother tongue (MT) and those whose MT differs from the LI. Through an analysis of variance, the results showed that there exist differences in change and combination problems. Discrepancies in performance were also found, depending on the evolutionary moment. These results suggest that it is necessary to study how the LI can shape mathematical skills in the early years.

Profile and problems encountered in distance learning among Bachelor of Elementary Education students: A basis for a proposed action plan

This work sought the profile and extent of problems Bachelor of Elementary Education (BEEd) students encountered in distance learning as the basis for a proposed action plan. This study made use of descriptive-correlational research methods. Respondents were the Bachelor of Elementary Education (BEEd) students at Mindoro State University, Bongabong Campus (MBC). The study used a researcher-made instrument. Results showed that most BEEd students enrolled at MBC are 21 years old, female, in a state of lower income, single, and in their 4th year. BEEd students foster problems in distance learning concerning geographical location, internet connection, time management, and study habits. There is a significant correlation between demographic characteristics and issues faced, particularly regarding civil status and geographic location. These characteristics include adaptability, distractions, computer problems, and a lack of motivation and support. Socioeconomic status is only significantly related to internet connection, as not all students can participate in distance learning due to financial constraints.

Using Darwin’s Pangenesis Correspondences to Examine Science as a Human Endeavor

This lesson used the correspondence of Charles Darwin as an exploration of nature of science (NOS) in a historical context. Specifically, we used his original correspondence about his “provisional hypothesis” of pangenesis as a novel way to explore a scientist’s social community. Darwin’s community of friends and colleagues in the natural sciences at the time of his writing of his 1868 book Variations formed the basis of this lesson. One basic descriptor of NOS, science as a human endeavor, was used to drive explicit reflection. These letters were rich in detail regarding the idea of science as a community of practice. Our elementary education students’ responses indicate the letters surprised them in how personal the correspondents were with one another and how reliant Darwin was on his friends and colleagues for input on his work. Darwin became human as students imagined Darwin’s mental state and how he wrestled with his idea and made it public. Students learned that despite Darwin’s fame, his idea of pangenesis lacked empirical evidence and thus received little support. They discovered an eminent scientist who was insecure and nervous and who worked hard to develop, study, and publicize his novel idea. This contrasts with popular views of major scientific figures as natural geniuses rather than their success resulting from labor and perseverance.

Exploring elementary teacher education students’ perception on parental involvement

<span lang="EN-US">This study concerned with elementary teacher education students not prepared to have competency in parental involvement in education. The research aimed to explore their perceptions of the importance of parental involvement in elementary education. A 30-item online survey questionnaire, which employed a series of Likert-style statements in five types of parent involvement, was utilized to measure their perceptions. The study involved 1,459 undergraduate students majoring in elementary teacher education as participants, representing 72 study programs of universities and college schools in Indonesia. Descriptive and mean score comparison analyses were employed to make the obtained data meaningful. The finding revealed that the students rated parental involvement as an urgent aspect of elementary school education. The study discovered no significant difference between male and female students, significant differences among sophomore, junior, and senior students, and significant differences among students of public and private higher education institutions. The findings indicated that all respondents agreed on the importance of involvement and revealed implications for the elementary education study program.</span>

Analysis of the reading ability of low vision students at the primary school teacher education, PGRI Ronggolawe University

Abstrak: Reading is one of the language skills a person has. When someone experiences problems with their sense of sight, it will definitely affect their reading ability. One of the disorders in the sense of sight is Low Vision. This research aims to describe the reading abilities of elementary school teacher education students with low vision. In learning practices at higher education institutions, low vision students have the same rights as regular students. This research method is a case study, and the research data was collected using interview and observation techniques using interview sheet instruments and observation guide sheets. The data that has been collected is analyzed descriptively qualitatively. Based on the results of interviews and observations, the type of letters that can be read are Times New Roman, Calibri, and Arial. The results of interviews and observations show that the three letters are size 12, spacing 1, 1.5, and 2, 2.5. and 3 spaces 1, 1.5, and 2 are not readable from any distance. The three letters, with sizes 14 and 16, bold, space 1, 1.5, and 2, black, white background, are not legible, but they are legible at a distance of 10 to 15 cm when using spaces 2, 2.5, and 3 and students occasionally spell and activities are carried out in outdoor. When indoors, students need more time to carry out these activities. Research subjects were also unable to read paragraphs consisting of three or more sentences. The reading activities of research subjects are also influenced by the light around them.

IMPLEMENTATION OF THE TEACHING 6 CAMPUS PROGRAM IN AN EFFORT TO INCREASE LITERACY AND NUMERATION OF STUDENTS OF PRIMARY SCHOOL N SIRNA JAYA 04 BOGOR DISTRICT

The aim of this campus teaching initiative is to improve the reading and numeracy skills of elementary education students. The results of the pretest show that the level of reading and numeracy skills of children at SD N Sinar Jaya 04, Bogor Regency, where they have been taught for six generations, is relatively low. The Sixth Generation Teaching Campus Program was implemented as an effort to overcome this problem. Using qualitative methodology and a case study focus, the researcher provides comprehensive knowledge about the implementation of the program in the classroom. The research subjects were class VI students at SD N Sinar Jaya 04, Bogor Regency, together with the instructor and principal. Information is collected through observation, interviews. Before and after program implementation, the success of the data obtained was assessed using qualitative analysis. These results indicate that extensive contact with students improves students' reading and comprehension skills. The average student score on test questions has increased, according to numeracy evaluation data. This includes things like parental support, creative teaching strategies such as project-based learning and technology integration, and the active participation of principals and teachers. The improvement of secondary school education has been positively impacted by this initiative. The Sixth Generation Campus Teaching Program at SD N Sinar Jaya 04 Bogor Regency has proven to be effective in improving students' literacy and numeracy skills. Parental support, creative teaching strategies, and teacher involvement all play a role in the success of this program. Learning strategy development will benefit from the above results. The implementation of this program is a useful example for overcoming difficult obstacles in the field of education.

Multicultural Competence of Elementary Teacher Education Students

Multicultural competence is essential for a country that has diversity, such as Indonesia. At the individual level, multicultural competence helps students appear successful in modern society and achieve personal development to a complete or collective level. People with high multicultural competence can work together to reduce intercultural conflict and build prosperity for all humanity. As elementary teacher candidates, elementary teacher education students are expected to have high multicultural competence. This study aimed to measure the multicultural competence of primary teacher education students. The research method used was a survey by a questionnaire distributed to teacher education students. The data analysis technique used is descriptive statistics. The survey results show that 85 students have very high multicultural competence, 34 students have high multicultural competence, one has medium multicultural competence, and one is very low. Cultural Awareness Competence is 24.57%; understanding of own and others' cultures indicator is 22.52%; Cultural Competence indicator is 24.89%. The Cultural Encounter indicator is 28.02%. It was concluded that elementary teacher education students already have high multicultural competence.

Evaluation of Creative Thinking Skills in the Development of Elementary Science Learning in Elementary Schools: A Mix Method Study

Students' creative thinking abilities are still limited in science learning development lectures. Students are only able to answer questions at the concept application level (C1-C3 or lower order thinking skill). This is due to the lack of variety in learning methods, lecture material has not been linked to contextual problems. This research aim is to analyze the creative thinking abilities of elementary teacher education students in elementary science learning development courses. This study uses mixed method. Sampling was carried out using random sampling involving 233 students from 8 different campuses. The research instrument consists of a test that includes 12 questions related to indicators of creative thinking skills (fluency, flexibility, originality, and collaboration), semi-structured interviews with 10 respondents to explore the understanding behind the answers given, and documentation. Data analysis techniques are carried out through quantitative and qualitative data analysis which includes data reduction, data presentation, as well as drawing conclusions and verification. The research results show that of the four indicators of creative thinking, students are categorized as sufficient in the fluency aspect. However, the other three indicators, namely flexibility, originality, and elaboration are in the poor category. The interview results also revealed that the majority of respondents were unable to provide answers that were in accordance with the indicators of creative thinking achievement. The conclusion of this research is that three indicators of creative thinking, namely flexibility, originality and elaboration, need to be improved because they are categorized as lacking.

Analisis Pengetahuan Mitigasi Bencana Abrasi untuk Calon Guru Sekolah Dasar

This study aims to describe the abrasion disaster mitigation knowledge of prospective elementary school teachers, namely FKIP UNRI elementary school teacher education students. The research subjects were elementary school teacher education students who had taken disaster mitigation courses in semester 2. The type of research is quantitative descriptive research. The data collection method in this study is in the form of a description test totaling eight questions consisting of 4 dimensions of knowledge. The data analysis technique in this study uses descriptive statistics in the form of calculating knowledge scores from 1-4 and then calculating the percentage. The results showed that the overall abrasion disaster mitigation knowledge of prospective elementary school teachers was in the sufficient category with an average of 71.31%. The results of each dimension of knowledge, namely the factual knowledge dimension in the sufficient category with an average value of 75.69. Conceptual indicators are in the insufficient category with an average value of 66.67. Procedural indicators get an average value of 72.92 which is in the sufficient category and metacognitive indicators get an average value of 69.68 in the insufficient category.

Analisis Kesiapan Mahasiswa Pendidikan Guru Sekolah Dasar dalam Menghadapi Pendidikan di Era Society 5.0

This research aims to describe the readiness of Elementary School Teacher Education students in facing education in the Society 5.0 era in terms of their 21st century skills. This research was carried out using a quantitative descriptive approach with survey methods. The data collection technique is through a questionnaire containing indicators of physical readiness, psychological readiness and material readiness which have been adapted to the concept of society 5.0 which includes 21st century skills, namely learning and innovation skills which include creative and innovative, critical thinking and problem solving, communication and collaboration. The population and sample in this research are elementary school teacher education students at the Faculty of Teacher Training and Education, Riau University who are still active in taking part in lectures, namely 77 students from the class of 2022 and 77 students from the class of 2023. The research will be carried out in the odd semester 2023/2024. The research results obtained a percentage of 76.4% for physical readiness, 79% for psychological readiness, and 78% for material readiness. All the indicators are categorized as ready so that it can be concluded that students of Elemntary School Teacher Education, Faculty of Teacher Training and Education, University of Riau class of 2022 and class of 2023 in facing education in the Society 5.0 era show the ready category.

Implementation of coding learning to train art creativity for elementary school teacher education students

Introduction: The development of technology today is moving very rapidly. Various kinds of activities are associated with technology. In response to this, it is necessary to adopt technology by everyone so that adults and children are not left behind. It is important to introduce technology adaptation to students in order to face the increasingly rapid technological developments in the future. Therefore, one of the efforts to apply technology in the field of art is through the introduction of coding learning. The purpose of this research is to implement learning coding to train the artistic creativity of Elementary School Teacher Education Students at FKIP UNUSA. Methods: This research method uses a qualitative research method. The subjects of this study were PGSD 4th semester students as many as 90 people. The research was carried out using the code.org website with dance party material. Results: The results showed that the implementation of coding learning can train students' creativity in making simple dance moves that are unique and interesting. In addition, students can also be creative with the background of the stage setting and the floor pattern of the dancers. As many as 80 students are able to make dance choreography by using the code.org website for dance party materials. Conclusion: It can be concluded that the artistic creativity of students increases through learning coding.

Assessing Environmental Law Awareness Among Bachelor of Elementary Education Students: A Study on Knowledge and Attitudes

The study aimed to investigate the level of knowledge and attitudes towards environmental laws among Bachelor of Elementary Education (BEED) students. A quantitative research design was utilized, and the primary data-gathering tool was a survey questionnaire. The study discovered that the BEED students had a generally poor level of knowledge, but their attitudes toward environmental laws were positive. The outcomes showed that only a few students were concerned about the environment and supported environmental protection, and a majority of them did not practice positive behavior. Despite knowing the penalties for violating environmental laws in the Philippines and the procedures for reporting environmental violations, many students continued their bad practices. Only a small proportion of them exhibited positive behavior or practices that supported environmental protection. Therefore, the BEED students at DEBESMSCAT, Cawayan, Campus had an insufficient and incomplete understanding of the environmental laws in the Philippines. The findings of the study highlighted the need to enhance the environmental education curriculum in the BEED program to improve the student's knowledge and attitudes toward environmental laws. As the students' knowledge and attitudes towards environmental laws could significantly impact their behavior and practices, it was essential to strengthen their comprehension of environmental laws and their role in environmental protection. The study emphasized the responsibility of academic institutions in promoting environmental education among students to ensure that they became environmentally responsible citizens in the future.

The impact of cognitive and motivational resources on engagement with automated formative feedback

The effectiveness of automated formative feedback highly depends on student feedback engagement that is largely determined by learners’ cognitive and motivational resources. Yet, most studies have only investigated either cognitive resources (e.g., mental effort), or motivational resources (e.g., expectancy-value-cost variables). The purpose of this study is to examine the development (indicated by time) and relationship of 1) cognitive, 2) affective, and 3) behavioral feedback engagement as a function of cognitive and motivational resources in a computer-based learning environment with automated formative feedback. Data was collected from N = 330 German B.Ed. Elementary Education students who worked four consecutive sessions on summarizing texts. Previously invested mental effort (t − 1) affected situational expectancy and cost but not situational value. 1) Cognitive feedback engagement was positively associated with previous performance but neither associated with cognitive nor motivational resources. 2) Affective feedback engagement was positively associated with intrinsic value and negatively associated with situational expectancies, invested mental effort and previous performance. 3) Behavioral feedback engagement was positively associated with situational expectancies and invested mental effort. This study contributes to the understanding of student’s cognitive and motivational structures when engaging with automated formative feedback.

Implementation of Multicultural-Based Social Science Learning and the Influential Factors

The goal of this study was to learn about the implementation of multicultural-based social science learning for elementary school teacher education (PGSD) students at Universitas Langlangbuana, as well as the supporting and inhibiting factors that influence multicultural-based social science learning implementation.This is a qualitative study that intends to reveal numerous aspects about occurrences, phenomena, and social symptoms in elementary school teacher education students at Universitas Langlangbuana.The implementation of multicultural-based IPS learning and the supporting and inhibiting elements in the implementation of multicultural-based social science learning courses are the topic of this study. The implementation of multicultural-based social science learning as a means of preventing radicalism comprises three stages: planning, execution, and evaluation. Religious, ethnic, and cultural aspects, as well as support from friends and the surrounding community, all play a role in the implementation of multicultural-based social science learning. Meanwhile, internal and external issues are impeding the use of multicultural-based IPS learning. Internal issues include students and the lecture process in class, while external factors include the internet's impact, non-educational television shows such as brawls, and group tasks that are rarely completed with other students.

Greetings as a Marker of Politeness in Speech for Elementary School Teacher Education Students and the Instilling of Character Values

This study aims to describe the form of greeting as a lingual marker of language politeness in elementary school teacher education study program students and its relationship to character education. The research methodology employed in this study is a qualitative descriptive approach. The dataset utilised in this research comprises WhatsApp conversations exchanged among students pursuing elementary school teacher education at Yogyakarta State University. These messages are analysed to assess the level of language politeness exhibited. The data sources for this research consisted of students enrolled in the Elementary School Teacher Education programme at Yogyakarta State University. The research employed a documentation-based data collection strategy. The aforementioned approach is employed for the purpose of recording WhatsApp chats within the context of elementary school teacher education students at Yogyakarta State University. The method employs a sophisticated approach involving the processes of recording, listening, and note-taking. The data analysis in this research employs the padan method, supplemented by pertinent theories and the agih method. The present study examines the various types of lingual politeness markers employed by students enrolled in the Elementary School Teacher Education programme at Yogyakarta State University. Specifically, the study focuses on three categories of politeness markers: religious greeting politeness markers, tribal politeness markers, and universal greeting politeness markers. This shows that the results of this study can be used as a basis in the preparation and development of teaching materials in character education.

Does Pre-Service Elementary Teachers’ Attitude Towards Science Affect Their Science Teaching Efficacy?

The Primary School Teacher Education Study Programme is responsible for preparing community members who have academic qualifications and competencies as learning agents. This readiness is the main capital for students to do the work of a teacher. In providing education to students, a teacher should have self-efficacy. This research is a quantitative study with an ex-post facto research type. The objectives of this study determine whether there is an effect of attitudes toward science on the efficacy of teaching science subjects. 147 4th-semester students majoring in Elementary School Teacher Education, Yogyakarta State University, were involved. The data collection technique used a questionnaire using a Dimensions of Attitude Towards Science (DAS) Instrument and The Science Teaching Efficacy Belief Instrument (STEBI-B). The study revealed a significant influence between attitudes toward science and the science teaching efficacy of elementary school teacher education students. The results of the analysis revealed that the coefficient of determination is 0.322, which means that 32.2% of variations in science teaching efficacy can be explained by attitude towards science.

Knowledge sharing between elementary teacher education students in online discussion

In online discussion activities, there are knowledge-sharing activities in which the factors are trust, equality, intrinsic motivation, and the use of technology. This type of research is descriptive quantitative. Here the researcher wants to explain the factors that influence knowledge-sharing activities among elementary teacher education students in online discussions. The sample of this study was 221 elementary teacher education students in Sumatra, Java, Kalimantan, and Sulawesi. Data analysis technique applied Multiple Linear Regression analysis techniques by using SPSS software version 21.0 with a significance level of 0.05. The results of this study indicated that similarity and technology use are factors that greatly influence knowledge-sharing activities, while trust and intrinsic motivation factors are factors that do not significantly affect knowledge-sharing activities. Equality factors such as age, background, and gender provide a major role in the success of knowledge-sharing activities. In order to support knowledge-sharing activities among elementary teacher education students to be effective and efficient, it is necessary to use technology with supportive frequency use.

The role of academic context-related factors and problematic social media use in academic procrastination: A cross-sectional study of students in elementary, secondary, and tertiary education

The present study investigated students’ academic procrastination in elementary, secondary, and tertiary education cross-sectionally, by simultaneously examining the predictive role of perceived academic context-related factors and problematic social media use (PSMU) in the manifestation of procrastination. Students from elementary (N = 532), secondary (N = 561) and tertiary education (N = 519) from randomly selected Greek schools and university departments completed a self-report questionnaire, which included scales on academic procrastination, academic engagement, academic connectedness, and PSMU. The results showed that elementary and secondary school students procrastinate more than university students, who perceive procrastination as a problem and desire to reduce it to a greater extent. No gender differences were found regarding students’ procrastination. Furthermore, the path analyses revealed similarities and differences in the explanatory models of procrastination for the three student-groups. Generally, academic engagement and connectedness negatively predicted academic procrastination, while PSMU negatively mediated this relationship. Nevertheless, among the three path models, different dimensions of the predictive variables involved contributed to procrastination in elementary, secondary, and tertiary education. The findings imply that in each level of education specific academic context-related psychological states could be enhanced along with the promotion of safe social media use to effectively prevent students’ academic procrastination.