Grade Elementary School Research Articles

A LUDICIDADE COMO FERRAMENTA NA CONSTRUÇÃO DO CONHECIMENTO MATEMÁTICO NAS SÉRIES INICIAIS DO ENSINO FUNDAMENTAL

The objective of this research was to investigate the benefits of playfulness in learning in the early grades of elementary school, especially regarding the construction of mathematical knowledge. The research was of a bibliographic nature, with consultation with several theorists who highlighted the importance of playful activities in the teaching of mathematics. The descriptive interpretative method was also adopted, within a qualitative approach. From the bibliographic investigation, it was found that the teaching staff presented few methodological proposals to overcome the difficulties of integrating play into the teaching of mathematics, since many still resisted adopting new methodological approaches that would make the teaching-learning process more dynamic. It is concluded that the practice of playing in the classroom promotes a constructive interaction between teacher and student, showing that play is a highly effective resource in the teaching of mathematics, if the teacher effectively uses it.

잠재전이분석을 활용한 유치원·초등학교 전환기 어머니의 양육스트레스 잠재집단 전이 양상과 영향 요인 검증

Objectives This study examined how mothers' parenting stress latent groups appear during kindergarten and ele mentary school years of their children, and also explored whether parenting efficacy and social support affect the classification and transfer of mothers' parenting stress latent groups. Methods A total of 1,361 students data from the 7th and 8th years of the Korean Children and Youth Panel Survey was analyzed. The data for the 7th year corresponds to the time when newborns born in 2008 are in kindergarten, and the data for the 8th year corresponds to the first grade of elementary school. The Latent Transition Analysis with the three-stage estimation method was used to identify the latent groups of mothers' parenting stress and the transition pattern. Results First, The latent group of mothers’ parenting stress during both kindergarten and elementary school years of their children was identified as three latent groups: low, middle, and high level. Second, transition into the dif ferent latent group of mother's parenting stress were varied to children’s growth period. Third, emotional support, social support, and parenting efficacy were influencing the classification of the latent groups of mothers’ parenting stress when their children were in the kindergarten, however, they do not appear any influences when they moved into the elementary school. Fourth, parenting efficacy and instructional support had influences on transition in mothers’ parenting stress from kindergarten to elementary school period. Conclusions Results of this study implies that encouraging improvement of parenting efficacy and strengthen so cial support in order to lower mothers’ parenting stress during the transition period when their children move from kindergarten to the elementary school.

SOSIALISASI DAMPAK NEGATIF PENGGUNAAN MEDIA SOSIAL SECARA BERLEBIHAN TERHADAP ANAK

Social media is an online tool or media used by users to search for the information they need. Apart from that, social media itself can be used as a communication tool. Moreover, nowadays everything humans need can be accessed on social media in a very short time. Social media has gone viral for all groups, including children, teenagers and even adults. The development of social media makes performance faster, more precise and accurate so that it can increase the resulting productivity. The social media that are often used today are Facebook, Twitter, Instagram, Instagram, WhatsApp and other social media. One of the users of social media now is students, because by using social media students can easily communicate near or long distance without having to meet face to face or meet. Social media for students is important not only as a place to obtain interesting information but has also become a lifestyle. Where one student can have more than one social media. Excessive use of social media for students can have a negative impact. One of the negative impacts of using social media is that it makes students lazy, damages their health, rarely talks with friends and so on. Thus, we as the proponents want to provide socialization activities on the positive and negative impacts of excessive use of social media on fifth grade elementary school students. This activity is expected to provide benefits for students and also help the role of teachers in developing students in using social media. Keywords: socialization, social media, negative impact

Social Life and Communication Skills of School-Age Children with Congenital Hearing Loss Who Received Cochlear Implants at an Advanced Age.

Despite improved hearing, children who receive cochlear implants (CIs) at a later age encounter difficulties in adapting to society, exposing them to psychological and social risks. This study contributes to the conceptualisation of preventive interventions in schools to address potential issues so that these children can play a more active role in society. A total of 52 children (aged 3-12 years) who received CIs at 30 months of age were assessed using the Asahide-Shiki Social Adaptive skills test, which evaluates children's social skills on four domains: (A) language, (B) everyday life, (C) social life, (D) communication. Overall, the average score of children who receive CIs at a later age was lower than that of their hearing peers. Pre-school children obtained statistically lower scores in all skills. While this general lag in skill development was no longer observed in the lower grades of elementary school, the upper-grade school children presented lower scores than their hearing peers, although only those pertaining to everyday and social life skills were statistically significant. Accordingly, the average scores were distributed in an inverted V shape among age groups. These results suggest that children who receive CIs at a later age develop their social skills later than their peers with normal hearing in preschool, catch up to their peers in the 1st to 3rd grades, and then lag in the 4th to 6th grades. Accordingly, acquiring age-appropriate social skills in the upper grades remains a challenge for children who obtained CIs at the age of approximately 3, suggesting the need for intervention programs for school-age children even when they do not show significant language acquisition delays.

Mindmeister’s Influence on 4C Skills in Indonesian Subject Grade 6 Elementary School in Surabaya

This study aims to determine the influence of MindMeister on 4C skills in the Indonesian language subject in grade 6 elementary school in Surabaya. A combined research method was used, involving data collection carried out through in-depth interviews with students, observation, taking pre-test and post-test scores 3 times each in the control class and experimental class. Quantitative results showed no significant effect of using MindMeister on 4C skills (significance values of 0,100 > 0,05). However, the qualitative result based on the student's perspective gained through interviews and observations is that most students can apply 4C skills while using MindMeister. In conclusion, it is proposed that MindMeister may influence 4C skill levels in the Indonesian subject in this particular context. It is hoped that these findings contribute to the use of MindMeister in other subjects in any grade of elementary school in Indonesia.

A ROBÓTICA COMO FERRAMENTA DE ENSINO NAS SÉRIES INICIAIS DO ENSINO FUNDAMENTAL

Every day we come across more technological resources being used around us, and they become increasingly invisible as they are incorporated into our daily lives, whether in industry, commerce, personal tasks or education, where it is possible to learn and teach in different ways, developing skills and competencies. Seeking help in these technologies, the objective of this work is to provide new concepts about robotics, encouraging students to think creatively, efficiently, playfully and practically so that they can develop their skills and competencies, carrying out Math activities. It is necessary to make young people and children see the potential of innovation in technologies combined with play and relate them to their study routines, since they spend a lot of time consuming technology, through games and social networks. To this end, we thought of working in the classroom with robotic prototypes developing a learning object that, through a case study and exploratory research, were applied in the classroom, observing the motivation and performance of students when carrying out the activities in a quantitative and qualitative way. The case study was carried out with sixteen students from the 5th grade of Elementary School at the São Luís Municipal Elementary School in the city of São Vicente do Seridó-PB. As a result, it was noted that the students' performance was better in the post-test, and the students were motivated to solve the activities, which was a determining factor for the development of their skills.

Development of IPAS Teaching Modules Using the SETS Approach (Science, Environment, Technology, and Society) to Enhance Cognitive Learning Outcomes of Fourth Grade Elementary School Students

Development of IPAS Teaching Modules Using the SETS Approach (Science, Environment, Technology, and Society) to Enhance Cognitive Learning Outcomes of Fourth Grade Elementary School Students

영재교육 프로그램이 일반학생의 과학 흥미와 과학적 태도에 미치는 영향

Objectives The purpose of this study is to analyze the impact of a gifted education program on science interest and scientific attitudes among elementary and middle school students. Methods A total of 130 students from 5th grade in elementary school to 9th grade in middle school in the Gyeonggi region participated in the STEM+I gifted education program. Pre- and post-surveys were conducted to measure changes in students' interest in science and their scientific attitudes. Data from 111 students were used in the final analysis. Results Students who participated in the STEM+I program showed overall positive changes in their interest in science and scientific attitudes. First, there was a significant increase in interest in science itself. Notably, the science interest of female students increased significantly, eliminating the gender gap that was present before the program. Second, there were significant improvements in curiosity, openness, task commitment, and creativity, particularly among female students for openness, cooperation, and creativity, and among middle school students for curiosity, openness, cooperation, and task commitment. Conclusions This study demonstrates that gifted education programs have a positive impact on general students' interest in science and scientific attitudes. This provides important evidence for the potential applicability of gifted education programs to general students and the need for diverse educational approaches.

Analisis Kajian Sintaksis pada Buku Bahasa Indonesia Jenjang SD Kelas Bawah Terbitan Kemdikbudristek

Syntax material has been introduced when we enter elementary school, in Indonesian language lessons, especially at the lower grade elementary school level, they have learned grammar based on their level of understanding and ability. This is seen in their textbooks that have been analyzed. The purpose of this study is to describe Indonesian language materials related to syntax in lower grade elementary school textbooks. The method used in this research is descriptive qualitative approach, with data collection technique in the form of simak catat. The data source in this research is a lower grade elementary school textbook published by Kemendikbudristek. The results showed that in grade 1 students began to recognize material about words and sentences, in grade 2 students had material about sentence functions, active and passive sentences. Then in grade 3 there is material on prohibition sentences, suggestion sentences and question words.

Faktor yang Mempengaruhi Perkembangan Peserta Didik Kelas 3 Sekolah Dasar

This study aims to examine the factors that influence the development of a 9-year-old student, currently in the 3rd grade of elementary school, with a focus on physical, intellectual, emotional, social, moral, and spiritual aspects. This research uses a descriptive qualitative method, with data collection techniques involving observation and interviews with the child, parents, and teachers. The results of the study indicate that the child's development is influenced by various interacting factors. The child’s physical factors, such as a height of 110 cm and weight of 25 kg, are influenced by a nutritious diet and regular physical activity. The child’s intellectual development, reflected in academic achievements, is supported by school learning and stimulation at home. The child's emotional development progresses with emotional support from the family, while in the social aspect, the child actively interacts with peers and participates in various group activities. The moral and spiritual development of the child is influenced by religious education received both at home and at school. This study highlights the importance of support from the educational environment and family in fostering the holistic development of the child, as well as the need to pay attention to the factors influencing each aspect of the child’s development at the elementary school age.

Self-reported shyness and social and school adjustment in children and adolescents

Shyness in childhood and adolescence is associated with problems in social, academic, and psychological adjustment in today’s China. However, the functional meaning of shyness needs to be examined in the developmental context. This 1 year longitudinal study explored the relations between self-reported shyness and indexes of adjustment in Chinese children and adolescents. The participants included 2,308 students in China, with 1,062 initially in the fifth grade ( Mage = 11.50 years, 539 boys) in elementary schools and 1,246 initially in the eighth grade ( Mage = 14.27 years, 641 boys) in middle schools. Shyness was assessed using a self-report measure, and data on social and school adjustment were obtained from multiple sources. Among the results, shyness was negatively associated with later academic performance and positively associated with later behavioral problems and peer victimization in childhood. For adolescents, whereas shyness was not significantly associated with academic performance or behavioral problems, it contributed to decreased peer victimization. The results indicate the importance of understanding shyness from a developmental perspective.

Konstruksi Pengetahuan Siswa SD Tentang Gerhana Melalui Integrasi Sains dan Kearifan Lokal : Studi Kasus Bancakan Gerhono di Desa Boja Kecamatan Tersono Kabupaten Batang

This study aims to construct elementary school students understanding of the eclipse phenomenon through the integration of science and local wisdom. This case study explores the use of the Bancakan Gerhono tradition as a learning method to improve students conceptual understanding of the eclipse, as well as how this approach can strengthen culture based learning. This study uses a qualitative approach with a case study method. The subjects of the study consisted of 6th grade elementary school students and science teachers at SDN Boja 01. Data validity techniques were carried out through triangulation of sources, methods, researchers, and theories. Data were analyzed using an interactive model from Miles, Huberman, and Saldana (2014) which includes the stages of data reduction, data presentation, and drawing conclusions/verification. The results of the study showed that the integration of the Bancakan Gerhono tradition in science learning significantly improved students understanding of eclipses. Students were able to relate scientific concepts to their cultural context, making learning more meaningful and relevant. The acceptance of the integration of local wisdom in learning was very positive, both from students and teachers. This approach was also proven to be effective in increasing student engagement and strengthening their conceptual understanding. The implications of this study emphasize the importance of integrating local wisdom into the science curriculum to create holistic and contextual learning. this study also recommends further development regarding the application of local tradition sin various disciplines in elementary school.

Sensitivity to Graphotactic Regularities in Elementary School: Development and Contributing Variables.

Graphotactic regularities are statistical regularities governing orthographic systems that children are sensitive to from the start of their literacy learning. The current study observed changes in children's sensitivity to a set of graphotactic patterns across different grades in elementary school and measured the contribution of skills such as expressive spelling, reading fluency, nonverbal reasoning, and receptive vocabulary to children's sensitivity of these graphotactic regularities. One thousand one hundred one French-speaking children in Grades 1-5 completed a writing under a dictation task, a text reading fluency task, and a pseudo-orthographic choice task involving different graphotactic regularities. These regularities fell into two categories: legal versus illegal, which defines the legality of letter strings in French, and frequent versus less frequent, which refers to acceptable letter strings that vary in frequency of occurrence either at the beginning or end of a word. The results of a repeated-measures analysis of variance showed a developmental difference between graphotactic regularity categories. The frequent versus infrequent patterns developed faster than the legal versus illegal patterns until reaching a point of equivalence in Grade 3. At Grades 4 and 5, legal versus illegal graphotactic regularities progressed more quickly while frequent versus less frequent regularities progressed more slowly. Furthermore, generalized linear mixed-model analyses for both types of graphotactic regularities revealed that they were affected by grade, expressive spelling, reading fluency level, and nonverbal reasoning. This study provides evidence of developmental differences in sensitivity to graphotactic regularities according to the type of regularity studied. Reading fluency and expressive spelling skills contribute to graphotactic regularity sensitivity. Higher scores in expressive spelling, reading fluency, nonverbal reasoning, and an older age were related to higher skills in identifying legal versus illegal graphotactic regularities. Such findings can contribute to educational, clinical, and research applications.

다문화청소년의 문화적응스트레스가 학교생활적응에 미치는 영향: 친구의지지와 자아존중감의 이중매개효과

The purpose of this study is to analyze the factors influencing cultural adaptation stress of multicultural adolescents on school life adaptation and to verify the mediating effect of friend support and self-esteem. To this end, the second data of the 2019 Multicultural Youth Panel Survey (MAPS 2019) were used, and a total of 2,271 fourth graders in elementary school were analyzed. For data analysis, descriptive statistics and correlations were conducted with SPSS 26.0, and mediating effect analysis was conducted with the Process Macro 4.0 program. The effect analysis was confirmed that cultural adaptation stress negatively affected the friend's support in the indirect effect analysis of cultural adaptation stress and friend support (b=-.17, P<.001). In the effect of cultural adaptation stress on self-esteem, cultural adaptation stress negatively affected self-esteem (b=-.11, P<.001), and friend support had a positive direct effect on self-esteem (b=.38, P<.001). In the analysis of the effects of cultural adaptation stress, friend support, and self-esteem on school life adaptation, cultural adaptation stress (b=-.13, P<.001), friend support (b=.29, P<.001), self-esteem (b=.19, P<.001) was found to have a significant indirect effect, and adaptation to school life related to cultural adaptation stress had a negative direct effect (b=-.21, P<.001). Based on this, it is necessary to contribute to the development of various education and counseling programs to understand the factors that affect school life adaptation stress.

Pengaruh Edukasi Keamanan Pangan terhadap Pengetahuan Pemilihan Jajanan pada Anak SD Kelas V di SDN 1 Landono Kabupaten Konawe Selatan

Food is a basic need for every human being to be able to carry out physiological functions. Safe food is food that is free from microbes, chemicals and dangerous substances which, if intentionally or accidentally consumed by humans, will not cause health problems. School children are the forerunners of the nation's next generation. At this age, children have lots of busy activities, causing them to need a healthy physical condition. The aim of this research is to determine the effect of food safety education on knowledge of snack choices in class V children at SDN 1 Landono. The type of research used is pre-experimental design research. This research was conducted on one group, namely the experimental group that received treatment. The population in this study were all students from classes VA and VB, totaling 36 people, the sample was 33 people. Research results: Knowledge of snack selection among fifth grade elementary school children at SDN 1 Landono before being given education had an average score of 12.21. Knowledge of snack selection among fifth grade elementary school children at SDN 1 Landono after being given education had an average score of 13.39. There is an influence of food safety education on knowledge of snack choices in fifth grade elementary school students at SDN 1 Landono with p value = 0.000. Suggestion: For the SDN 1 Landono School, it is hoped that this research can provide input so that the school can continue to provide education about choosing healthy snacks for its students. For future researchers, it is hoped that this research can serve as input and reference material for future researchers.

통제요인들이 아동·청소년기 범죄피해 궤적에 미치는 영향

The purpose of this study is to examine the influence of control factors on the process of victimization over time based on the phenomenon of multiple victimization and repeat victimization of children and adolescents. This study hypothesizes that the types of victimization based on the category of poly-victimization can vary by the developmental stage of children and adolescents; the types of victimization based on the category of poly-victimization can exist in various groups over time; parental supervision, parental bonds, peer bonds, and self-control can affect victimization and victimization trajectories. The hypotheses were tested using data from the Korean Children & Youth Panel Survey(KCYPS), focusing on the period from the sixth grade of elementary school to the second grade of middle school. Frequency analysis, growth model analysis, latent class model analysis, and growth mixture model analysis were conducted to test hypotheses. The results show that the types of victimization are decreasing over time; victimization trajectories can be classified as risk group and general group; the most influential control factor on victimization trajectories is self-control. The findings suggest that the elementary school period is the most vulnerable period based on the types of victimization; there is a group that is vulnerable to victimization during the developmental stage of children and adolescents; victimization trajectories are better explained by the heterogeneity perspective than the event-dependence perspective; one of the risk factors for victimization is low self-control.

문화다양성 고취를 위한 초등 4학년 대상의 다문화 음악교육 실행연구(Action research) - 서울 A초등학교의 오르프 교수법을 매개로

Objectives: The purpose of this study is to design and apply a multicultural music class program to promote cultural diversity in recognition of the importance of inclusive education for students who will live in the era of diversity and present it as an example of multicultural music education based on integrated music education activities. Methods: As a qualitative study, this study conducted project-based classes for 24 students (12 males and 12 females) in a class in the 4th grade of elementary school in Seoul, and it was conducted over a total of 9 months from March to December 23. To improve cultural diversity 12 classes were conducted, and significant changes were collected and analyzed through unstructured questionnaires, teachers’ observation diaries, impressions, and interviews. Results: Through multicultural music classes, ‘diversity, relationship, and universality’, sub-elements of cultural diversity, were enhanced, and cultural diversity could be enhanced through sensory experiences centered on various music activities. Conclusions: In the 2022 revised curriculum general outline, we present the direction of how multicultural education should be applied and carried out in the school field as “a leading person with inclusivity and creativity” and propose the importance of cultural diversity education along with the need for multicultural field research.

예비교사의 관점에서 중학생을 대상으로 학생-중심 교수·학습에 근거한 최대공약수와 최소공배수의 지도 방법 탐색

In this paper, we propose a teaching and learning approach designed to guide middle school students in independently constructing a method to re-invent the greatest common divisor (GCD) and least common multiple (LCM) using prime factorization, based on the concepts of GCD and LCM introduced in the 5th grade of elementary school, from the perspective of a pre-service teacher. Additionally, by exploring the connection between this method, which encourages students to construct knowledge on their own, and the new contents they will learn, we examine whether the method proposed in this study plays an appropriate role in an element of a spiral curriculum within the broader framework of the structure of knowledge presented in the process of education(Bruner, 1960).

시선추적기술을 이용한 학령기 아동의 AAC 감정상징 인식 연구

Background and Purpose: This study aimed to investigate whether school-age children differ in emotional symbol recognition accuracy and visual attention patterns based on gender, emotion, and symbol sets. Methods: The participants included 27 boys and girls in the upper grades of elementary school. After wearing an eye tracker, data were collected while they completed a questionnaire about 12 symbols (3 symbol sets × 4 emotions) presented on a monitor. Results: The children exhibited statistically significant differences in their accuracy of responding to the four emotions, with the ‘happy’ emotion being recognized significantly less accurately. There were no differences based on gender or symbol sets. When fixation durations were analyzed by Areas of Interest (AOI) to examine visual attention patterns, differences in fixation durations were noted in the eye and mouth areas depending on the emotion. Additionally, children fixated on various secondary features (e.g., tears, steam) that help convey emotion. Conclusion: This study confirmed the differences in accuracy by emotion in elementary school children’s recognition of basic emotional symbols. It also highlighted the importance of secondary features added to symbols, which enhance emotional expression and increase the iconicity of emotional symbols.

Development of Word Board Learning Media to Overcome Reading Difficulties of Third Grade Elementary School Students

Third-graders at SDN 064961 Kampung Baru, Kec. Medan Maimun has a low interest in reading, which results in poor reading skills. Therefore, researchers developed word board media to overcome students' reading difficulties. The advantage of this word board media is that it contains letter recognition filled with colours, the letters displayed by the researcher have been adjusted to the needs of students, and the media also focuses on the nuances of the images so that students can easily understand and improve memory. This study aims to develop practical and effective word board learning media for overcoming reading difficulties for grade III students at SDN 064961 Kampung Baru, Kec. Medan Maimun. This research uses the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The results of the study revealed that 1) word board media is very feasible to use with Aiken's V result in media experts of 0.95; 2) the word board media is efficient to use; this is proven by the V Aiken value in the student response which is 0.994 and the V Aiken value in the teacher's response of 0.95; 3) through the t-paired test the score and score are obtained; and the average N-Gain score is 0.7; the word board media is very effective in helping to overcome reading comprehension difficulties in grade III elementary school students.