Elementary School Subjects Research Articles

Stakeholders’ views on programming in Japanese elementary schools: current issues and future perspectives in music

Three years after Japan integrated programming into all elementary school subjects, questions remain on how policy is being put into practice in arts education. This article examines the current state of programming – activities addressing a local version of computational thinking – in music, with a focus on Japan’s pending challenges. First, an analysis of 23 activity reports sheds light on the main features of implementation efforts conducted by elementary school teachers from all over the country. Notably, compliance with official guidelines seems to have been prioritized over subject-specific contents, and, in some cases, the mere use of digital technologies in the classroom appears to be more relevant than programming and music-making goals. Following that, two key stakeholders – Japanese professionals engaged in planning and implementing programming in music in elementary schools – provide insights on its present state and future prospects through an open questionnaire. Their often-contrasting answers include perspectives on learning goals, teachers’ skills and assessment, as well as their expectations and concerns. A number of unresolved issues and tensions persist regarding how subject contents and programming should be balanced. Given this situation, final remarks address how music-centered, postdigital views of programming may inform future initiatives in the intersection of computing science and music education.

The Effect of Using the Picture and Picture Method on the Beginning Reading Ability of Grade III Students in Indonesian Language Subjects in Elementary School

This study aims to determine whether there is a picture and picture method on the initial reading ability of third grade students in Indonesian language subjects in elementary schools. This type of research is pre-experimental design. The sample is 22 students. The instrument is about the form of a description. The results obtained from the pretest data obtained, that the average value of initial reading ability is 54.6 and the results of posttest data obtained, that the average value of initial reading ability of third grade students at SDN Pejangungan is 75.36. From the statistical analysis of the t test, it was found that the result of T arithmetic was 20.6 and T table was 2.080, it was proven that if T arithmetic > T table, it could be concluded that there was an effect of the independent variable (X), on the dependent variable (Y) or the hypothesis was accepted. This is evidenced by the effect of the picture and picture method on the early reading ability of third graders at SDN Pejangungan.

Teacher's Efforts on the Ability to Read Aloud for Class V Students with the Cooperative Script Method in Indonesian Language Subjects in Elementary Schools

Reading aloud is an activity that makes a tool for teachers, students or readers and listeners to capture and understand information from the readings delivered by students. The researcher applies the cooperative script method for students. Cooperative learning is a type of group work including forms of activities that are guided and directed by the teacher. Cooperative learning prioritizes cooperation in solving problems to apply knowledge and skills in order to achieve learning objectives. As well as a learning method in which students work in pairs and take turns orally summarizing the parts of the material being studied. The purpose of this study was to find out the efforts made by the teacher for how to read aloud students while at school. This research is a descriptive qualitative type.

The New Paradigm of Merdeka Curriculum: Implementation of Pancasila Education Subject in Elementary School

This research is motivated by the implementation of a new curriculum for elementary schools in Indonesia, namely the Merdeka Curriculum. The Merdeka Curriculum brings changes to educational standards in elementary schools. Pancasila education is compulsory, and learning with the New Paradigm is the standard process for elementary education. This study aims to analyses about the intervention process carried out by schools in terms of implementing Pancasila Education subjects with the Merdeka Curriculum. This research was conducted through a qualitative design with a case study approach. The subjects of this study were teachers of the first batch of schools that implemented the Merdeka Curriculum. The sample selection used the purposive sampling method. Data collection techniques using interviews, observation and documentation studies. The validity of the data was obtained through a source, technique and time triangulation. Data analysis was performed using the Creswell qualitative data analysis technique with the NVivo program. The implementation results cover eight aspects: diagnostic assessment, differentiated learning, discussion and collaboration, character building, learning projects, learning resources based on information and communication technology, formative and summative assessments. This study concludes that the implementation of Pancasila Education Subject has followed the standard process of the New Paradigm Merdeka Curriculum. The suggestion from this study is to improve teacher skills in applying a more varied differentiated approach and conducting formative assessments through process assessment to optimize the implementation of the Merdeka Curriculum in the Pancasila Education subject.

Interactive Learning Media in Fifth-Grade Indonesian Elementary School Subjects

Instructional media have yet to be applied innovatively and variedly in the delivery of Indonesian language material so that it impacts the learning outcomes of fifth-grade elementary school students. This study analyzes interactive learning media's development process, validity, and effectiveness on learning outcomes in Indonesian subjects. This research is included in research development (Research & Development). The test subjects in this study were one material expert, one media expert, one design expert, and 24 fifth-grade elementary school students. Data collection methods used are questionnaires and tests. This study used three data analysis techniques: qualitative descriptive analysis, quantitative descriptive analysis, and inferential statistical techniques (t-test). The results of this study indicate that the validity results obtained by material experts are 96.36% (very good), design experts are 95% (very good), media experts are 94.66% (very good), and responses from students are confident in individual trials 85 .08% (good), small group trials 83.47% (good), and field trials 80.20% (good). Based on the pre-test results of 61.67 percent (poor) and the post-test results of 85.25 percent (good). The results show that the significance level is less than 0.05. (p˃0.05). Based on the results of this analysis, it can be concluded that interactive learning media is valid and effective in improving the learning outcomes of fifth-grade elementary school students.

EVALUATION OF PROJECT-BASED LEARNING IN SOCIAL SCIENCES LEARNING SUBJECTS IN ELEMENTARY SCHOOLS

The implementation of project-based learning in social sciences learning subjects contains learning material regarding the types of social institutions, religion, economics, and politics. The purpose of this paper is to describe the evaluation of project-based learning in social science learning subjects in elementary schools. The method used is a literature review with a meta-analysis of ten national-indexed journal review results based on the evaluation of project-based learning on learning subjects in elementary schools. The research results were grouped and analyzed based on the evaluation of project-based learning in social sciences learning subjects in elementary schools. The analysis results of a number of research indicate that there are (a) inadequacies of teacher skills in the use of learning models that encourage students in the learning process, (b) inadequate learning media used in social sciences learning subjects, (c) still using conventional teaching method in teaching and learning process so that students do not achieve the results from learning, and (d) insufficient teacher’s competence in the implementation of project-based learning in social sciences learning subjects in elementary schools. Through the four results of the evaluation of social sciences learning subjects in elementary schools, Students’ independence and discipline can increase so that they can communicate and achieve learning objectives.

Analisis Bibliometrik Penggunaan Video Pembelajaran di Sekolah Dasar Tahun 2013-2022 Menggunakan Aplikasi VOSViewer

This study aims to analyze the use of instructional videos in elementary schools between 2013 and 2022 using the bibliometric computational mapping analysis method. The Publish or Perish software was used to collect publications data from the Google Scholar database using the keywords "Instructional Video" AND "Elementary School" OR "ES". This search yielded 282 articles. These results indicated that the number of publications related to this topic from 2013-2022 was still small, with an average number of publications of 28.2. Then, it was found that the highest number of publications was in 2021, with a total of 102 articles, while the lowest one was in 2014, with three articles. Analysis of the co-occurrence of keywords using VOSViewer resulted in 15 terms grouped into 5 clusters. Network and density visualization showed several keywords that often appear, namely, Elementary School (ES), instructional video, and video. In addition, the overlay visualization depicted keywords that have become a trend in recent years, namely, video, instructional media, animated video, mathematics learning, and teacher. Thus, future research needs to focus on various types of instructional videos and various subjects in elementary schools.
 Keywords: Bibliometric Analysis, Computational Mapping Analysis, Instructional Video, Elementary School, VOSViewer

The Use of the Mind Mapping Method to Overcome Problems in Student Learning Outcomes in Science Subjects in Elementary Schools

Learning methods that are less attractive to students can result in unsatisfactory student learning outcomes. This study aims to analyze the use of mind mapping in addressing the learning outcomes of elementary school students. This study uses a descriptive qualitative research method. This type of research is a case study in which data are obtained from interviews, observation, and documentation. Test the validity of the data in this study using triangulation techniques. The data analysis technique in this study uses an interactive model through data collection, data reduction, and conclusion. The mind mapping method in overcoming problems in learning outcomes is very effective. Because in the interviews, the children before the teacher applied the mind mapping method and after the teacher applied the mind mapping method were very visible. Children are more enthusiastic in the teaching and learning process. Before the teacher applies this method, the child experiences a saturation cycle, resulting in unsatisfactory student learning outcomes. Children's understanding of the material taught using the mind mapping method has increased behavior. The learning atmosphere for children is fun because the mind-mapping method frees children to learn while playing and drawing.

Gender Sensitive Language Perspective in Textbooks for Slovene Language

In the discussion, we are dealing with a sample of textbooks for Slovene language as school subject in elementary school from the point of view of critical discourse analysis and the visual grammar of Kress and van Leeuwen (2020), focusing primarily on the use of gender sensitive language. Despite the fact that in the Slovene (school subject) the emphasis is on the verbal, school texts are multimodal. It means that they consist of verbal and pictorial codes, and make meaning in the interaction of both. The signs of both semiotic codes connect with each other and the reader of the school texts can easily undersand the meaning and the message. The analysis focuses on the concept of genders and the relationship between them.

Initial training of teachers for the education of students from social welfare institutions in an inclusive school

Students from social care institutions are a sensitive subgroup whose inclusive needs often diverse the average student’s needs and for which specific teachers’ competencies are expected. The paper presents the special educational needs of this heterogeneous group of school children explaining the frequent occurrence of learning difficulties, behavioral, emotional, and other developmental problems conditioned by unfavorable educational, social, economic, and cultural factors. The valid available online study programs of faculties for future teachers for mandatory elementary school subjects and classroom teachers at the faculties of two universities in the Republic of Croatia were analyzed. The goal of the research was to determine the number of subjects aimed at teaching students with disabilities during the initial future teachers’ education and the occurrence of topics of students with disabilities education in the subjects that form the basis of future teacher practice, subjects for the acquisition of didactic-methodical, psychological, pedagogical, social, and practical teaching competencies. The obtained results can serve as a predictor for future research and the basis for creating programs for professional development in inclusive teaching based on the objective needs of individual teaching professions.

Penggunaan Media Pembelajaran NHT Untuk Meningkatkan Hasil Pembelajaran Matematika Siswa Kelas 2 Di Tanjungsari Probolinggo

The Teaching Campus Program created by the Directorate General of Higher Education is an effort to improve the education system in Indonesia after the Covid-19 pandemic. In its implementation, students are assigned to target elementary schools with a focus on increasing understanding of literacy and numeracy which is applied to all subjects in elementary schools. One of the programs held by the researchers was to increase understanding of mathematics with material on multiplication arithmetic operations for students in class 2 of Tanjungsari Probolinggo Public Elementary School. The reason for choosing this class was because the average grade 2 math score was very low. To deal with these problems, the researcher used the Number Head Together cooperative learning model. In carrying out the research using the Classroom Action Research method with quantitative data analysis. The results of the research implementation showed that the NHT learning model was very effective in improving the learning outcomes of class 2 students at Tanjungsari Probolinggo Public Elementary School.

The Life of Elementary School Subjects on the Q&A Method in Indonesia

This research is motivated by the results of observations in the form of interviews with an elementary school in the city of Palangka Raya, Central Kalimantan. The type of research used in this research is qualitative research, the subjects of this research are teachers who in fact dominate the question and answer method system. It is known that most students are very enthusiastic and enjoy the question and answer method learning system, thus helping to support efficiency and effectiveness during the learning activities carried out. In addition, the question-and-answer-based method helps teachers evaluate the level of students' understanding and knowledge of the material explained by the teacher, as well as providing opportunities to attract students' attention and efforts to get direct feedback from students who are involved in the learning process. The question and answer method implied by the teacher in teaching is very closely related to student learning outcomes, because the material delivered by the teacher using the question and answer method affects the cognitive, affective, and psychomotor domains. In this case it can also add religious values ​​to shape the character of students' spiritual knowledge. In this case it can not only shape students' knowledge and spiritual character but also can foster a sense of empathy and sympathy for students towards the people around them.

TEYL IN INDONESIAN ELEMENTARY SCHOOLS: WHY, WHO, WHAT, AND HOW?

English has been eliminated as a compulsory subject in elementary school and replaced with an extracurricular (2013 Curriculum) and elective subject (Merdeka Curriculum). This study is to investigate the Teaching English to Young Learners (TEYL) in elementary schools. An online survey was randomly distributed and responded by 112 teachers from 74 schools in 13 districts (in 5 provinces in Indonesia). The study's samples included 94 English teachers from 66 schools. The questionnaire was designed by providing both closed-response and open-response questions. The data from closed-ended questions was quantitatively examined to determine percentages and frequencies. The data from open-response questions, on the other hand, were investigated qualitatively through data reduction, data display, and conclusion drawing and verification. Despite the pros and cons of the newest curricula, most schools (89% of 74) teach English to students. It was because English is vital for futures; students need to be taught English early; and ensuring that school is not left behind others. Homeroom teachers (61%), specialized English teachers (32%), and English teachers with no relevant educational background (7%) are among those who teach English. The top three teaching topics were vocabulary, grammar, and writing, as stated by 64 teachers (68%), 15 teachers (16%), and 7 teachers (7%), respectively. "Song" was voted 68 times to be used in English class, "Games" was chosen 60 times, "Lecture" was elected 57 times, and "Dialogue/Conversation" received the fewest votes (12 times). TEYL in elementary schools should consider not only the fixed curriculum but also the teachers’ preparedness.

The Impact of Online Learning on Mathematics Subjects in Elementary Schools

Mathematics is one material that looks quite draining. Learning Mathematics requires special objects and explanations from the teacher. The coronavirus outbreak has allowed all learning to be online, including Mathematics. This study describes the learning process during the coronavirus pandemic and the impact of online learning in mathematics learning. This research method is a qualitative method using interviews and literature research. The results of this study are that the Mathematics learning process is carried out online at school, and some still require parents to bring their children's homework to school. In this pandemic, teachers, students and parents feel various influences during online learning, some of which are positive or negative

Project Based Learning Model on Motivation and Learning Outcomes of Elementary Civic Education

One of the problems in the learning process for elementary school children is the lack of focus and concentration in learning because teachers often use conventional models and do not interactive. The failure to achieve mastery of learning is caused by students' weak understanding of the material being taught, and the lack of teacher creativity in developing learning models so that the learning outcomes obtained are less than optimal. The researcher aims to analyse the effect between the application of the Project Based Learning (PjBL) learning model and learning motivation of elementary students on learning outcomes in PPKn subjects. In this study the quantitative experimental method was used with the pretest and posttest experimental designs used. The sample used was 30 students. Data collection techniques is using a pretest-posttest and giving questionnaires to students. The data analysis technique uses a two-way analysis of variance to test the hypothesis. However, a requirement test was carried out, which included a normality test and a homogeneity test. Based on the analysis of the results, there is a relationship between applying the PjBL learning model and learning motivation on the learning outcomes of Civics subjects in elementary schools. It was concluded that applying the PjBL learning model and learning motivation could improve student learning outcomes.

Pengaruh Penerapan Metode Pembelajaran Karya Wisata terhadap Motivasi Belajar IPS di SD

Every subject requires creativity from educators, as well as social studies subjects. Not a few monotonous learning offered by the teacher in learning causes a lack of motivation to learn for students. Therefore, this study aims to determine the effect of the field trip learning method on social studies learning motivation in elementary schools. The research method uses qualitative methods with literature study. With the result that the field trip learning method is very influential on social studies subjects in elementary schools, it is proven by the application of this method to make students more active and able to achieve the goals of the learning given. Students can receive new experiences, even new information that is not obtained in class. With the field trip method, students can search for and find lessons related to the material that has been determined, thus giving a different impression to students. This is what can lead to student learning motivation when the field trip method is implemented, and can have a positive influence on students and teachers when applying it.

PEMBELAJARAN BAHASA INDONESIA MENGGUNAKAN METODE INQUIRY BASED LEARNING DI SEKOLAH DASAR

This study aims to: 1. To apply inquiry based learning learning methods to Indonesian language subjects in elementary schools, especially in the current 21st century technology era, 2. To improve student achievement in the 21st century technology era, 3. Train students so that they are ready and able to adapt themselves in learning along with the times. This research is qualitative in nature by using the literature study method, namely data collection techniques by reviewing various sources of books, notes, literature, and various kinds of reports related to the theme. The results obtained in this study are that the inquiry learning learning model can be implemented by good in learning Indonesian in elementary school. The inquiry learning model is very effective and efficient to be applied in Indonesian language learning, where this inquiry learning model uses a student centered approach so that students are trained to think critically, creatively, and innovatively and the teacher is only a facilitator for their students, so it can be concluded that the method Inquiry based learning is very effective and efficient to apply in Indonesian language learning and can also be applied to other subjects, especially in the current 21st century technology era.

PENERAPAN MODEL PEMBELAJARAN PROJECT BASED LEARNING DALAM MENINGKATKAN HASIL BELAJAR IPA SISWA SEKOLAH DASAR

Science is one of the important subjects in elementary schools that must be learned by students. This study aims to describe the implementation of the project based learning model in science learning in grade IV elementary school. This research is a qualitative research, with a descriptive research approach.This study aims to improve Science Learning Outcomes. The learning model of Project Based Learning on the learning outcomes of elementary school students. This research method will help students in understanding to improve student learning outcomes. The samples involved in this study were fourth grade students at SDN 3 Mundu, totaling 36 students. This data collection was carried out using the test method with this test instrument consisting of learning outcomes in the form of multiple choice questions to measure student learning outcomes and observations with instruments in the form of observation sheets to measure student activity in the learning process.Data analysis in this study used descriptive analysis. The results showed that learning with the Project Based Learning learning model could improve student learning outcomes with an average score of 74.6 and 78.75 with classical completeness of 65% and 90%. The percentage increase in student learning outcomes classically from cycle I to cycle II is 25%. These results lend credence to the idea that student learning outcomes are enhanced by learning experiences.

Peningkatan Hasil Belajar IPA Peserta Didik melalui Model Pembelajaran Picture and picture berbantuan Media Diorama di Sekolah Dasar

This study aims to describe the implementation of the picture and picture learning model assisted by diorama media in science subjects in elementary schools, to determine the increase in student activity by applying this learning model, and to determine the increase in student learning outcomes after learning is carried out. This research is classroom action research—data collection techniques in the form of observation and tests. The research data was then analyzed by descriptive qualitative. The results showed that applying the picture and picture learning model with the help of diorama media was carried out by following the learning syntax. Learning activities are getting better with the use of diorama media. During learning in each cycle, student activity gets better. Students look more active in class and do not hesitate to ask questions. Students learning outcomes increased after applying the picture and picture learning model assisted by diorama media. The number of students who achieved the KKM score (58) in the pre-cycle was only 4. However, after the implementation of the action, the number of students who achieved the KKM score increased to 9 students in cycle 1 and 18 students in cycle 2.Keywords: Learning outcomes, picture and picture learning models, the water cycle

Application of the Quantum Teaching Learning Model to Improve Learning Outcomes of Elementary School Students

This study aims to improve the learning outcomes of fourth-grade students in social studies subjects in elementary schools. The type of research used was Classroom Action Research (PTK) which involved 39 students and was carried out in two cycles with the stages of implementation, action, observation, and reflection. The results showed that the dingying the Quantum Teaching Learning model could improve social studies learning outcomes, as evidenced by studen,t activity whicentage of 60% in cycle I and increased to 100% in cycle II. In addition, student learning outcomes in cycle I reached a percentage of 51% with an average of 72 and increased to 87% in cycle II with an average of 86. The increase in test results indicated the achievement of indicators of success.