Elementary School Teachers Research Articles

Development of peer tutoring-based training to improve elementary school teacher competence in making merdeka curriculum lesson plans

Development of peer tutoring-based training to improve elementary school teacher competence in making merdeka curriculum lesson plans

The Role of Learning Communities as A Means of Teacher Professionality Development at SDN 1 Srobyong

Teacher professionalism is very important to improve student learning outcomes. For this reason, learning communities exist as a means of developing teacher professionalism. This research aims to analyze the role of learning communities in the professional development of elementary school teachers, identify the obstacles and challenges faced, and find solutions to overcome obstacles and challenges when participating in learning communities. This research method is qualitative case study research. Data collection techniques include in-depth interviews, focus group discussions, and participatory observation. The data collection technique used purposive sampling, the researcher chose subjects, namely 3 teachers including the community leader, class teacher, and PAI subject teacher. The data analysis technique uses Milles and Huberman qualitative analysis. Learning communities in elementary schools have an important role in developing teacher professionalism. The novelty of this research is the use of technology, especially the Merdeka Mengajar Platform (PMM) to facilitate collaboration and share teacher knowledge in learning communities. As well as using a holistic approach to pedagogical competence and developing soft skills such as leadership and collaboration. The obstacles and challenges found included limited time, school support, and motivation. Solutions to overcome this include institutional support, strategies to increase teacher participation, technology-based implementation approaches, and curriculum development with the community. Therefore, this article makes a significant contribution to efforts to increase the capacity of elementary school teachers through more active participation in learning communities, so that it can become a reference for increasing the effectiveness of the existing education system in Indonesia.

PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN BERBASIS WEB TERHADAP HASIL BELAJAR MELALUI PENINGKATAN KOMPETENSI GURU GURU SEKOLAH DASAR

The purpose of this study is to determine the effect of web-based learning media on learning outcomes through increasing the competence of elementary school teachers. Data collection was carried out by survey method using a Likert scale questionnaire. The sampling technique used purposive sampling technique. This study used a quantitative method with a Partial Least Square (PLS) approach using SmartPLS version 3.0 software as a data analysis technique. Based on the research analysis, the results obtained can be concluded that the use of web learning media has a significant impact on increasing teacher competence (P Value = 0.001), teacher competency has a positive and significant impact on student learning outcomes (P Value = 0.000), the use of web media on learning outcomes through teacher competence have a positive and significant impact (P Value = 0.001).

PRINCIPAL'S CLINICAL SUPERVISION: TEACHERS' PERSPECTIVES ON INSTRUCTIONAL FEEDBACK

The purpose of this study was to investigate the instructional feedback given by Principals during classroom observations. A qualitative approach was used, with semi-structured interviews conducted to gather data. Content analysis was employed to analyze the data. The participants were 20 elementary school teachers from Surabaya city in the 2023-2024 academic year, selected through purposive sampling. The findings revealed that Principals showed insufficient competence in supervision, conducting classroom observations only once a year as a formal procedure. Compared to educational supervisors, Principals were found to need greater proficiency in managing instructional issues faced by teachers due to their familiarity with teachers and knowledge of school activities. The study highlighted that teachers did not find the feedback provided by Principals beneficial, as it was seen as general advice. Therefore, it is essential for administrators to learn effective supervision methods to support instructional improvements in schools. Principals should understand how their role in the supervision system impacts the feedback they provide to teachers.

IMPROVING ELEMENTARY SCHOOL TEACHERS' KNOWLEDGE REGARDING IDENTIFICATION RECORDING AND STUDENTS’ PERSONAL HEALTH RECORDING AT SDN KAMPUNG DALEM 6 KEDIRI

Medical Records in the world of education are very important to be implemented in terms of administrative and documentation aspects. In terms of administration, the existence of health records can make it easier for teachers or principals to store and search for files related to the health of their students, while in documentation it can make it easier for teachers to find out the health history of students. The purpose of this study was to identify elementary school teachers' knowledge about students’ personal health records at SDN Kampung Dalem 6 Kediri. This study used a simple descriptive design with a collection tool in the form of a questionnaire. The study was conducted at SDN Kampung Dalem 6 Kediri with total sample of 13 respondents. Samples were taken using the training, technical guidance, facilitation approach methods. The results of the study showed that more than half of the respondents (69.20%) had high knowledge about personal health records and the rest (31.80%) had moderate knowledge. The recommendation of this study is to conduct further research by increasing the number of respondents.

A Qualitative Study on Elementary School Teachers Experiences of Conducting Character Education Using Juingong-Gwanbeop

A Qualitative Study on Elementary School Teachers Experiences of Conducting Character Education Using Juingong-Gwanbeop

Developing the music listening skills test (MLST) for pre-school and elementary school teacher candidates

In this study, it was aimed to develop a music listening skill test for primary school teacher candidates to determine their levels of perception of basic musical structures through listening. A total of 260 teacher candidates studying in the department of primary education (early childhood and elementary education) of a public university in Türkiye formed the study group of the research. KR-20 internal consistency coefficient of the Music Listening Skills Test (MLST) was determined as 0.731. The mean of the item difficulty index of the test is 0.60, and the mean of the item distinctiveness index is 0.38. The MLST consists of a total of 27 questions with 53 listening contents converted into audio files in MP3 format to be played by the practitioner. The MLST can be used as a preliminary assessment tool in studies on the development of musical competencies. In addition, the musical structures in the test content can be handled in the music education processes of teacher candidates. Assessing music listening skills can also make it easier to follow the steps to be followed in the education of teacher candidates. In this way, educational contents can be developed and music education programs can be updated.

Pemanfaatan Artificial Intelligence (AI) Pada Penyusunan Aksi Nyata Paltform Merdeka Mengajar di SDN 02 Medalkrisna

This training program is designed to enhance the competency of elementary school teachers in developing practical actions on the Merdeka Mengajar Platform (PMM) by utilizing Artificial Intelligence (AI) technology. Through the use of Turnitin for plagiarism checks and Gamma for document preparation, the program aims to ensure that the work produced is original and well-structured. The training involves teachers in intensive sessions that include the introduction and use of Turnitin to detect plagiarism, as well as Gamma to assist in preparing practical action documents that meet Kemendikbud's validation standards. The results of the training show a significant improvement in teachers' ability to produce creative, innovative, and compliant practical actions according to the assessment criteria. Teachers participating in this program can produce more professional and plagiarism-free documents, thanks to the constructive feedback from AI. Furthermore, the resulting practical action documents have a clear and attractive structure, facilitating the validation process. This program also encourages the formation of a learning community among teachers, where they share best practices and support continuous improvement. Thus, this training program not only enhances teachers' digital competence but also contributes to the overall improvement of education quality. The use of AI in education becomes an important step in preparing teachers to face challenges in the digital era.

A comparative study of technological pedagogical content knowledge between special education and general education in China

ABSTRACT This study examined the technological pedagogical content knowledge (TPACK) profiles of teachers at special education schools for the blind and at general elementary schools in China. A total of 113 teachers in special schools and 193 teachers in general elementary schools were enrolled. A questionnaire was used as a quantitative method of data collection and analysis. The modified scale is appropriate for this investigation and has great reliability and validity. The results revealed that, regarding each dimension of TPACK, the competence of the general school teachers was significantly superior to that of the teachers in special schools. Data showed that most pathways to TPACK as proposed were supported, but there were some differences between the two groups of teachers. This study hopes to contribute some insight regarding the assistive technology application in curriculum teaching and design for teachers both at special schools and at general schools.

Analisis Kemampuan Numerasi Siswa Sekolah Dasar Fase A Dalam Mengurutkan Bilangan

This study aims to analyze the numeracy abilities of elementary school students in class 1 phase a. The numeracy abilities analyzed are related to the concept of numbers, namely number sequences. This analysis was carried out to determine the difficulties experienced by phase A elementary school students in the mathematics subject of ordering numbers so that teachers can plan lessons that can overcome these problems. The method used in this research is qualitative method. Data collection techniques are carried out through test and questionnaire techniques. The research data was obtained from test instruments on 13 grade 1 phase a elementary school students and questionnaire results from 10 grade 1 phase a elementary school teachers in Rembang Regency. Data analysis is presented descriptively by reducing and displaying data then verifying and drawing conclusions. The results of the analysis of numeracy skills in ordering numbers are that students have difficulty in ordering numbers from largest to smallest. This difficulty is caused because learning is not in accordance with the development of thinking of class 1 students in phase a. Learning for grade 1 elementary school students must be real in accordance with concrete operational developments. The results of the questionnaire technique in analyzing students' numeracy skills regarding ordering numbers, respondents experienced major difficulties in ordering numbers from largest to smallest either in the form of symbols or pictures. The results of the research that has been carried out show that the numeracy skills of grade 1 elementary school students in phase a in ordering numbers still encounter difficulties, namely in ordering numbers from largest to smallest. Researchers hope that there will be efforts from grade 1 teachers to plan learning strategies that contain numeracy that suit the needs and characteristics of grade 1 elementary school students.

Awareness of school teachers about students common emergencies during school time in the eastern region, Saudi Arabia: A cross-sectional study.

Schools have to ensure student safety and well-being. However, medical emergencies involving injuries are common, requiring teachers to provide prompt first aid before professional care arrives. This study assessed knowledge and awareness of first aid among school teachers to identify areas needing improvement. This cross-sectional study surveyed 371 teachers from the eastern region primary schools using a standardized questionnaire assessing first aid knowledge across areas like bleeding control, fractures, seizures, choking, and burns. Demographic factors were analyzed for correlations with knowledge levels. Pearson's Chi-square tests analyzed bivariate relationships comparing correct knowledge identification percentages across teacher sociodemographic. The level of statistical significance was at a P value <0.05 across tests. Only 157 teachers felt able to appropriately handle medical emergencies. Major knowledge gaps existed regarding airway obstruction and chemical injuries, with 168 unable to identify correct responses for choking first aid and 105 unsure of chemical burn management steps. Appropriate fracture management was lacking, with just 70 correctly endorsing nose pinch for nosebleeds. Cardiopulmonary resuscitation knowledge was inadequate, with 57 of teachers unaware of the basics. Teachers demonstrating higher knowledge levels overwhelmingly had prior first aid training (153, 66.5%) compared to untrained counterparts (89, 63.1%). The study revealed poor first aid knowledge among elementary school teachers for effectively managing child emergencies. Strategies enhancing delivery must address barriers around training access, knowledge attrition, and variability in baseline skills through sustainable system-wide policies applied nationally. Fulfilling schools' ethical obligations toward maintaining student safety requires urgent reforms to bolster emergency preparedness.

Investigation of TPACK Skills of Elementary to Secondary School Teachers in the Context of Educational Technology: Profile and Challenges

This research addresses a gap in previous studies that typically focus on a single education level, lacking comparative analysis across primary to secondary education. The study explores the TPACK (Technological Pedagogical Content Knowledge) profiles and barriers faced by mathematics teachers at different educational levels. Previous research often lacks an in-depth examination of these barriers in mathematics teaching. The novelty lies in its multi-level comparative approach, offering insights rarely discussed in existing literature. Using mixed methods, including in-depth interviews, classroom observations, and document analysis, the study provides comprehensive data through triangulation. Findings indicate variations in TPACK skills among mathematics teachers in Banjarmasin. An elementary school teacher exhibited excellent TPACK skills despite insufficient learning documents. A junior high school teacher showed adequate skills but faced similar document preparation issues. A high school teacher displayed excellent skills with complete supporting documents. Differences in TPACK skill profiles stem from barriers such as limited technological access and infrastructure, inadequate training, high workload, teachers' attitudes toward technology, and unsupportive institutional policies. This research underscores the need for tailored interventions to address these barriers and enhance TPACK skills across educational levels.

Prevalence and Correlates of High Stress and Low Resilience among Teachers in Three Canadian Provinces.

Objective: High stress levels can be problematic for teachers and indirectly affect students. Resilience may be a protective factor for overcoming stress. Knowledge about the prevalence and correlates of high stress and low resilience will provide information about the extent of the problem among teachers in Canada. Methods: This is a cross-sectional study among teachers in Alberta, Nova Scotia, and Newfoundland and Labrador in Canada. Participants self-subscribed to the Wellness4Teachers supportive text messaging program and completed the online survey on enrollment. Baseline data collection occurred from 1 September 2022 to 30 August 2023. Resilience and stress were, respectively, assessed using the Brief Resilience Scale (BRS) and the Perceived Stress Scale (PSS-10). The data were analyzed with SPSS version 28 using chi-squared tests and binary logistic regression analysis. Results: A total of 1912 teachers subscribed to the Wellness4Teachers program, and 810 completed the baseline survey, yielding a response rate of 42.40%. Most of the participants, 87.8%, were female, and 12.2% were aged 18 to 61 and above. The prevalence of low resilience was 40.1%, and high stress had a prevalence of 26.3%. After controlling for all the other variables in the logistic regression model, participants with low resilience were 3.10 times more likely to experience high-stress symptoms than those with normal to high resilience (OR = 3.10; 95% CI: 2.18-4.41). Conversely, participants who reported high stress were 3.13 times more likely to have low resilience than those with low to moderate stress (OR = 3.13; 95% CI: 2.20-4.44). Additionally, junior and senior high school teachers were, respectively, 2.30 times (OR = 2.30; 95% CI: 1.25-4.23) and 2.12 times (OR = 2,12; 95% CI: 1.08-4.18) more likely to have low resilience compared to elementary school teachers. Conclusions: Our study findings suggest a high prevalence of stress and low resilience among teachers in the three Canadian provinces. Administrators, policymakers in the educational field, school boards, and governments should integrate stress management and resilience-building strategies into teachers' training and continuing professional development programs.

Sosialisasi Media Pembelajaran IPAS pada Kurikulum Merdeka di SDN Made 4

This research aims to describe efforts to increase elementary school teachers' awareness of the use of learning media in the independent curriculum at SDN Unggulan Made IV Lamongan. This research is action research with research subjects as teachers at SDN Unggulan Made IV Lamongan. Data collection techniques were carried out using interviews, observation and documentation methods. Based on the assessment of the four components, namely the success of the target number of participants (85%), achievement of activity objectives (80%), achievement of planned material targets (75%), participants' ability to master the material (75%). So the implementation of the activity is said to be successful and assessed as good. Apart from being measured by the four components above, the success of implementing community service activities can also be seen from participant satisfaction after participating in the activity.

PENGEMBANGAN E-BOOK “NADA BUKHU” (Nabi Adam Dan Buah Khuldi) Berbasis Web Pada Pembelajaran PAI Kelas 1 SD di SDN Karapyak I Sumedang

In this era of technological progress, of course, its use cannot be avoided both in daily activities and learning activities. With the development of the web-based e-book learning media "NADA BUKHU" (Prophet Adam and the Fruit of Khuldi), it can be used as a preference in teaching and learning activities. Based on the results of research on grade 1 students at SD Negeri Karapyak 1, Sumedang. The results showed that student's ability to understand the material could increase, as well as make students focus their attention on the material due to the attractive designs and images. The aim of creating and developing the e-book learning media "NADA BUKHU" is to help teachers and students make learning activities more effective and make the classroom atmosphere conducive and interactive. The method used in developing this media is Design and Development (D&amp;D) and the research results use descriptive qualitative. The results of this research are 1) students are helped in understanding the material, 2) practice questions in interactive e-books, 3) the appearance of e-books is attractive to students, 4) students are active when using learning media in class. The implications of this research activity include: 1) increasing the accessibility of learning materials, 2) utilizing technology in learning activities, 3) providing support for thematic teaching in elementary schools. 4) foster the development of digital literacy and technological competence. 5) carry out evaluation activities on improving learning content.

Compelling Classroom Accumulation and Harmonious Teaching of Public Elementary School Teachers

This study investigated the relationship between compelling classroom accumulation and harmonious teaching practices among public elementary school teachers in Manay District, Davao Oriental. The research employed a non-experimental quantitative design with a correlational approach. A total of 132 teachers from public elementary schools participated through universal sampling. Data analysis involved calculating means, Pearson's r correlation coefficient, and regression analysis. The findings revealed that both compelling classroom accumulation (encompassing vision, sensitivity, needs awareness, and risk-taking) and harmonious teaching (characterized by supportive, instructive, preventive, and responsive practices) were frequently observed among the teachers. Additionally, a statistically significant positive relationship was identified between these two factors. The study further suggests that the various aspects of compelling classroom accumulation significantly influence the development of harmonious teaching practices among the educators in Manay District. Based on these results, public elementary school teachers are encouraged to participate in conferences and training programs offered by DepEd. These professional development opportunities can equip teachers with the necessary skills to enhance their abilities, improve student learning opportunities, and implement more effective teaching practices.

Teachers' Perceptions of ICT-assisted Reading Skills Teaching Strategies in Elementary Schools: A Qualitative Approach

This study aims to describe elementary school teachers' perceptions of ICT-assisted reading skills teaching strategies. This research uses a qualitative approach with data collection methods through semi-structured interviews and classroom observations. This research uses a qualitative approach. A qualitative approach was chosen because this research aims to understand and describe teachers' perceptions of reading skills teaching strategies in depth and contextually. The research results show that teachers have a positive perception of the importance of teaching reading skills. Teachers use various strategies for teaching reading skills, such as extensive reading, intensive reading, and metacognitive strategies. However, teachers still face several challenges in implementing reading skills teaching strategies, such as limited time, lack of learning resources, and differences in student abilities.

What do teachers in Romania think about children's sexual development and education?

The topic of sexuality passes for a taboo in our country even today, there being no open treatment of the subject, not even in the closest family circle. There is no sexual education in schools, while sexual enlightenment is restricted to 1-2 hours, provided at the age of 13-14. Our goal is to determine the knowledge and views of Romanian teachers on the sexual development and sexual education of children. The survey was conducted in 2022-2023 as self-filling on-line questionnaire (N=455). Our research was aimed at exacting the knowledge of Romanian kindergarten teachers, elementary school teachers and teachers on the bodily and psychic safety of children, on the factors endangering these, on various topics of sexual education, on the openness of parents related to the sexuality of their children and the flexibility of kindergartens and schools in what pertains to the introduction of sexual education. Most of our responders consider sexuality to be a natural part of a healthy life and that it should be tackled from the earliest possible ages both within the family and in educational institutions. According to the surveyed teachers, parents are reluctant to talk about sexuality to their own children and rely on sexual education in kindergartens and schools. If training on sexual education were to be introduced in Romania, most of the surveyed would gladly participate. They also recommended 27 related topics in 7 categories, all of which should all be covered by the said training. Our results called attention to the deficiency of education on reproduction. This can be improved but the task is complex. In order to solve the problem, the educational systemic view needs to change, while directives based on scientific proof need to be accepted and observed. All teachers dealing with the age-groups concerned need to take part in the educational process. Parents, teachers and educators need to be aware of the self-image developed by the child and of the effect this image has upon the evolution of the child’s future role in society. Sexual education should imperatively be incorporated into the educational process beginning with toddlers and up to young adults.

Role of Teaching-Learning Resource Availability as Moderator on Digital Technology Knowledge and Instructional Supervision Skills of Teachers

The current study was set to evaluate whether teaching etiquette significantly moderates the relationship between intercultural sensitivity and work fulfillment of teachers. In this study, the researcher selected the 212 public elementary school teachers in Maa District, Davao City as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Pearson Moment Product Correlation, and Heirarchical Regression Analysis. Descriptive analysis showed that digital technology knowledge, instructional supervision skills of teachers, and teaching-learning resource availability in Maa District, Davao City. were described as extensive. Further, correlation analysis demonstrated that there is a significant relationship between digital technology knowledge and instructional supervision skills of teachers in Maa District, Davao City when moderated by teaching- learning resource availability. Evidently, heirarchical regression analysis proved that teaching-learning resource availability significantly moderates the interaction between digital technology knowledge and instructional supervision skills of teachers in Maa District, Davao City.

Elementary School Teachers’ Enactment of a Content Literacy Curriculum in a Virtual Tutoring Program for Multilingual Students

This study evaluated the usability of a content literacy curriculum designed for graduate students’ practicum experience in a virtual after-school tutoring program for U.S. third-grade multilingual students during the COVID-19 pandemic. We explored teacher perceptions of the successes and challenges encountered while implementing the curriculum. This study involved 12 elementary school teachers enrolled in a graduate school professional development program to fulfill their practicum requirements. The curriculum emphasized a thematic unit that utilized conceptually coherent texts across science and social studies, comprehension monitoring, academic vocabulary network building, and academic conversation. An analysis of teachers’ written reflections revealed that a significant success was the enhancement of students’ engagement in learning concepts and building vocabulary through high-interest informational texts. Teachers also recognized critical teaching moments that underscored the importance of developing interconnected knowledge structures for effective text comprehension and learning. However, the study identified a need for targeted and individualized scaffolding to support students with reading comprehension challenges, making complex texts more accessible. Additionally, the shift to remote teaching necessitated the development of a new pedagogical model for professional development to effectively address the evolving needs of teachers in virtual learning environments.