Fifth-grade Students Research Articles

Counter-Mapping Community: Using Inquiry-Based Curriculum to Interrogate the Politics of Place with Fifth-Grade Students

This paper reports on a qualitative participatory curriculum study where 5th graders from southeast Wisconsin investigate the concept of community through a process of counter-mapping. Framed by place-based education and spatial justice, this counter-mapping curriculum centers student collaboration and analysis, which provides a way for students to share and complicate their relations to place and implicit spatial knowledge of community. Through this curriculum students demonstrated the ability to collaboratively analyze normative assumptions embedded in the idea of community. In the process, they interrogated economic, racialized, and colonial politics of place, and started to interrogate dominant white spatial epistemologies. Counter-mapping as a curricular method not only facilitates new understanding through a shared critical spatial analysis but can also cultivate new ways of relating to and being with one another that are essential for more-just spatial imaginations.

Penerapan Metode Bermain Peran (Role Playing) dalam Pembelajaran Berbicara Bahasa Makassar Siswa Kelas V UPT SDN 167 Inpres Malewang Kabupaten Takalar

The purpose of this research is to describe the results of the speaking skills of fifth-grade students at UPT SDN 167 Inpres Malewang, Takalar District, through the application of the role-playing method. This research is of a quantitative nature. Data collection in this research was carried out through testing techniques on the research sample. The overall data obtained were analyzed through several stages: 1) creating a raw score list, 2) creating a frequency distribution and raw score, 3) calculating the scores obtained by students, and 4) classifying students' skills based on the specified criteria. The research results indicate that students who scored 75-100 were 15 individuals (75%) out of 20 samples and have achieved the established criteria, which is 75% of the samples scoring 75-100. It is evident from the scores and percentages of fifth-grade students at UPT SDN 167 Inpres Malewang, Takalar District, in learning to speak the Makassar language through the application of the role-playing method that they are categorized as skilled.

Impact of the Understanding by Design Model on the Science Academic Achievement of Fifth Grade Students in Pakistan

Abstract Science education is crucial for fostering knowledge across academic disciplines. Past efforts to enhance science achievement at the elementary level have explored various instructional strategies. Among these, the Understanding by Design (UbD) model has shown notable potential in improving science achievement outcomes compared to traditional methods. This quasi-experimental study investigates the impact of the UbD model on the science achievement of fifth-grade students in Pakistan. Using a pretest-posttest design, students were randomly assigned to either a control group or an experimental group. The academic achievement science test (AAST) was administered to measure outcomes. Data analysis, incorporating independent sample t-tests and mixed between-within subject ANOVA, indicated that the UbD model significantly improved science achievement over conventional teaching methods. These findings underscore the effectiveness of UbD in science education and highlight the importance of innovative pedagogical strategies for promoting academic success among elementary students. Implications and future research directions are suggested.

Identifikasi Habituasi Literasi pada Pembelajaran Bahasa Indonesia di Sekolah Dasar

This study aims to identify the habituation of reading and writing literacy in elementary schools, focusing on the implementation process, challenges, and solutions. The research is qualitative in nature, employing a descriptive qualitative approach. Data collection methods include observation, interviews, and documentation. Data analysis follows the interactive analysis technique based on the theory of Miles and Huberman. The subjects of this research are fifth-grade students and their homeroom teachers at SD 46 Matarin, Bastem District. Findings reveal that the implementation of reading and writing literacy habituation in Indonesian language learning at the elementary level aligns with the guidelines set by the Ministry of Education, Culture, Research, and Technology. The obstacles encountered include students' lack of interest in reading and concentration, insufficient support from the family environment, and limited facilities and resources. Solutions proposed include providing a variety of reading materials, engaging parents, and personalized approaches by teachers to students.

Evaluating the Effectiveness of the iPusnas in Enhancing Elementary Students’ Numeracy Skills

Background of the study: Integrating digital resources in education is increasingly important for enhancing student learning experiences and outcomes. This study examines the impact of using iPusnas e-books on the numeracy skills of fifth-grade elementary school students. Purpose: The primary aim of this study was to determine the effectiveness of iPusnas e-books in improving the numeracy skills of elementary school students compared to traditional learning methods using textbooks. Method: A quasi-experimental design with a non-equivalent control group was employed. The sample consisted of two fifth-grade classes from SD Muhammadiyah 1 Wonopeti, Yogyakarta, Indonesia. One class served as the experimental group using iPusnas e-books, while the other served as the control group using traditional textbooks. Pre-tests and post-tests were administered to assess numeracy skills. Data were analyzed using T-tests and N-Gain tests. Findings: The results indicated a significant improvement in the numeracy skills of students in the experimental group compared to the control group. iPusnas e-books were more effective than traditional textbooks, as evidenced by higher post-test scores and N-Gain values. Conclusion: The study concludes that iPusnas e-books significantly enhance numeracy skills in fifth-grade students, highlighting the potential of digital learning resources to improve educational outcomes.

Axial Symmetry in Primary School Through a Milieu Based on Visual Programming

AbstractThis paper outlines the design and application of a didactic sequence aimed at facilitating primary students’ understanding of axial symmetry, utilizing a combination of digital artefacts and paper tasks. We wondered to what extent the designed didactic sequence is able to make primary school students formulate and validate effective programming strategies to construct symmetrical images with respect to an axis and identify the key properties of axial symmetry. Data analysis from a study carried out with fifth-grade students shows a link between the evolution of students’ programming strategies and the construction of mathematical knowledge related to the definition of axial symmetry. The digital artefact and the paper tasks were effective in bringing out programming strategies and some of the key properties of axial symmetry. However, the designed didactic sequence was not enough to allow students to identify all properties related to axial symmetry, and a subsequent intervention by the teacher was necessary. The results of the experimentation led us to expand the paper tasks with additional questions for students.

Analisis Kemampuan Numerasi Siswa Kelas V SDS Dharma Bakti

This research aims to evaluate the numeracy skills of fifth-grade students at Dharma Bakti Private Elementary School by comparing their performance on pre-tests and post-tests. Utilizing a descriptive qualitative approach, the study focused on a group of 26 fifth-grade students. Data was gathered through a series of pre-tests and post-tests, each containing 20 questions that assessed the students' numerical competencies. The analysis revealed the numeracy levels of these students, with the average pre-test score being 27. This score reflects the students' initial understanding of numerical concepts and skills. The post-test results showed a slight increase, with an average score of 28. These findings indicate that the numeracy skills of the students at Dharma Bakti Private Elementary School are relatively low, highlighting the need for enhanced support from both teachers and students to improve these skills.

The Effects of Task Timing and Complexity on Students’ Perceived Task Difficulty and Reported Math Strategy Use

Despite the robust correlation between math anxiety and math performance, little is known about how students’ perceptions of math task difficulty or employment of math strategies may relate to math task types. The purpose of this study was to examine differences in students’ task difficulty perceptions and math strategy use across types of math tasks (i.e., overtly or covertly timed, simple or complex problems). Participants included 113 fourth- and fifth-grade students who completed four study conditions in a randomized, counterbalanced order in which tasks varied in terms of timing (i.e., covert or overt) and task difficulty (simple or complex computation). Students demonstrated small to medium differences in task difficulty perceptions and strategy use across their baseline trait math anxiety and math performance such that students with higher trait math anxiety reported using more strategies and tasks being more difficult. Generally, math task timing did not affect perceived difficulty or strategy use. Implications for research and practice are discussed. Impact Statement Student perceptions of math tasks and the strategies they employ can affect their math performance and engagement with math, which in turn can impact future math performance. Of note in this study, fourth- and fifth-grade students with math difficulties and high initial math anxiety demonstrated better math performance and lower perceived task difficulty under overtly timed conditions, underscoring the utility of timing for math fluency performance, particularly for students with math difficulties.

Developing the Local Wisdom-Based Pop-Up Book for Fifth-Grade Students

Within the context of Kurikulum Merdeka (Indonesian Curriculum), traditional teaching methods often fail to engage elementary students effectively, leading to boredom and limited learning experiences. To address this, a study was conducted at a public primary school in Wonosobo Regency, revealing the need for interactive learning materials. This research focuses on developing Local Wisdom-based Pop-Up Books tailored for fifth-grade students in Indonesia. Through rigorous evaluation by experts and positive feedback from teachers and students, the Pop-Up Books prove to be highly effective in enhancing learning outcomes. Statistical analysis confirms significant improvements in student performance after using the Pop-Up Books. This study highlights the importance of innovative learning media in enriching educational experiences for elementary students.

Analisis Karakter Disiplin Siswa Kelas V SDN Banyuajuh 2 pada Kegiatan Ekstrakurikuler Pramuka Materi PBB

The purpose of this research is to determine the discipline characteristics of fifth-grade students at SDN Banyuajuh 2 during the scout extracurricular activities with marching rules material. This research employs a qualitative descriptive method. The subjects used are fifth-grade students. Sampling in this study uses purposive sampling. The research sample consists of 6 fifth-grade students. Data collection methods include observation sheets, interviews, and documentation. The research findings are as follows: In terms of punctuality, students depart on time for scout exercises and school, as observed with all students being punctual both when going to school and during scout exercises. The students perform tasks given by the scout leader promptly. During the marching rules exercises, all students carry out the given tasks from the leader, such as following th commands related to marching rules, correctly and on time. Regarding adherence to rules, students comply with school regulations, as observed with all students adhering to school rules. This is evident from students attending classes on time and participating well. Students also contribute to maintaining environmental cleanliness by participating in cleanliness duties and disposing of waste properly. Additionally, students follow the commands of the scout leader and exhibit perfect behavior when receiving the "ready" command during the execution of marching rules exercises. In terms of wearing the prescribed uniform, including the scout uniform, scout hat, scout neckerchief, appropriate grade-specific accessories, belt, and black socks, all observed students, except for one (EF), adhere to the uniform regulations during scout exercises. The exception is student ef, who wears white socks during the second day of scout exercise observations

Assessing the Suitability of Fifth Grade Textbooks on 'Ecosystems and Our Environment' in Lebong Elementary Schools

This descriptive-quantitative study examines the eligibility of Grade 5 student textbooks on the theme of ecosystems and the environment at Lebong Regency Elementary School, using survey and observation to collect data and analyze it quantitatively. Lebong District's 93 elementary schools, including 180 fifth-grade teachers, are sampled using regional sampling, a random selection technique taken per sub-district. The study's main data is gathered through a questionnaire and secondary data from sources like textbooks for class IV students on the theme of "Ekosistem dan Lingkungan Sahabat Kita". The results of the research show that the conformity factor of material description with KI and KD is considered quite appropriate with an average percentage of 56.76%. Then, in terms of accuracy, the material was assessed as meeting the requirements with a percentage of 62.92%. Then, in terms of learning support materials, it was also assessed as meeting the requirements with a percentage figure of 64.3%. Finally, Factors for suitability of material descriptions with KI and KD, material accuracy factors, and learning support material factors were also declared to meet the requirements after obtaining a percentage figure of 62.47%. The results of the research concluded that the feasibility of a textbook for fifth-grade students on the theme of ecosystems and the environment of Our Friends at Lebong Regency Elementary School was eligible because it met several criteria such as the suitability of the material with Core Competencies (KI) and Basic Competencies (KD), material accuracy, learning support material, suitability of material descriptions with KI and KD, material accuracy factors and learning support material factors. The study reveals positive aspects of Lebong Regency Elementary School's Grade 5 student textbooks on ecosystems, including conformity with Core Competencies, accuracy, and learning support. However, improvements include aligning with curriculum guidelines, improving content clarity, optimizing learning support materials, and continuous evaluation for better educational impact.

Integrating the Preparation for an Educational Concert Into the School Curriculum

We present our experience with designing and implementing the preparation of a class of fifth-grade students prior to attending an educational concert within the requirements of the official school curriculum. Based on the scientific evidence regarding preference and familiarity with music, the rationale for the lesson plans was to increase the familiarity of the students with the music they would hear in the concert through a variety of activities which met with requirement of the set curriculum. We present key points from our lesson plans as well as the reaction of the students to the lessons. With a background in both music education and mediation, we planned the lessons and created our own materials for the preparation, based on: a) analysis of the repertoire of the educational concert by a woodwind quintet; b) analysis of the requirement of the school curriculum of the Romanian Ministry of Education in the subject Musical education for schools teaching in Hungarian language; c) analysis of some resource materials for teachers, prepared by symphony orchestras for concerts with similar repertoire. Keywords: music education in schools, educational concerts, familiarity

Enhancing Elementary Students' Learning Interest in Science with the 'Make-a-Match' Cooperative Learning Model

The objective of this study is to enhance students' engagement in learning natural sciences through the implementation of the 'Make-a-Match' cooperative learning model. The research was conducted with fifth-grade students at a public primary school in Purworejo, Indonesia comprising 19 students, with 14 males and 5 females. Employing a class action research design, the independent variable was the 'Make-a-Match' cooperative learning model, while the dependent variable was students' learning activity in natural sciences. Data were gathered through observation, documentation, and field notes, with analysis focused on observations of the learning process conducted by both teachers and students. Findings revealed an initial average of 48.75% in the first cycle, increasing to 75.83% in the second cycle. These results demonstrate that the application of the 'Make-a-Match' cooperative learning model effectively enhances students' learning activity in the science subject among fifth-grade elementary school students.

The Positive Impact of the Problem Based Learning Model Assisted by Audio Visual Media on the Science Knowledge Competency

The number of students' deficiencies in understanding science learning material is caused by the use of learning components that are less than optimal. The purpose of this study was to analyze the effect of the problem-based learning model assisted by audio-visual media on the competence of science knowledge in fifth-grade elementary school. This research is a quasi-experimental study with a non-equivalent control group design. The population in this study was fifth-grade students. The sample in this study was determined by cluster random sampling technique. The sample in this study was fifth-grade elementary school students. Data in this study were collected using the test method in the form of multiple choices. The collected data were then analyzed using descriptive statistical analysis techniques and t-test inferential statistical analysis techniques. The results of the t-test analysis obtained tcount = 8.413 and ttable = 4.027 with a significance level of 5%. The results of these calculations show that tcount>ttable, so that H0 is rejected and H1 is accepted. Therefore, it can be concluded that there is a significant influence of the problem-based learning model assisted by audio-visual media on the science knowledge competence of fifth-grade elementary school students. The implication of this research is to improve students' science knowledge competence.

The Effect of Landa's Model on the Acquisition of Biological Concepts Among Fifth-Grade Students – Scientific Branch in Biology

The goal of the current research is to identify the effect of Landa’s model on the acquisition of biological concepts in biology for the fifth scientific grade students. For the purpose of verifying the aim of the research, the researcher has developed the following null hypothesis: There is no statistically significant difference at the level (0.05) between the average grades of the students in the experimental group who study according to the Landa model and the average grades of the students in the control group who study according to the normal method according to acquire biological concepts, in addition to that, a test for acquiring biological concepts has been prepared, which consists of (45) items. The researcher has confirmed its apparent reliability by presenting it to the arbitrators. Then he has tried the test on two exploratory samples for the purpose of extracting the psychometric properties. The research experiment has been applied in the first semester for the academic year (2023- 2024), and after the end of the experiment, a test for acquiring biological concepts has been conducted, after which the students’ answers have been corrected and processed statistically. The results have showed that the students of the experimental group who studied according to Landa's model outperformed the students of the control group who studied according to the usual method in the acquisition test of biological concepts.

Teaching Etiquette Using Kid in Islamic Education

KiD (Keychain iDoa) is an innovative teaching aid designed to facilitate Quranic and Fardhu Ain (KAFA) students in memorizing daily prayers according to the etiquette and understanding of Islamic way of life (PCHI) syllabus. One of the advantages of using KiD is that students will find it easier to memorize daily prayers. Among the prayers included in KiD are prayers before and after meals, prayers before and after sleep, prayers for parents, prayers before studying, prayers upon entering and leaving the mosque, prayers before boarding a vehicle, and prayers before leaving the house. This study focuses on one method to help KAFA school students memorize daily prayers and their correct recitations in an engaging format. The use of cute and attractive cartoon keychains, equipped with barcodes, and the use of a prayer application have been implemented to create KiD. Parents need to scan the barcode using a mobile phone to enable the recitation of prayers to be heard. Subsequently, students can follow along with the prayers until they become proficient. A qualitative study was conducted to assess the effectiveness of the product. Testing involved fifth-grade students from the Integrated Masjid Gunung Sali KAFA school who used KiD and compared to fourth-grade students from the same school who underwent regular learning. The results showed that fifth-grade students were able to master these 10 prayers in less than a week. In conclusion, this KiD innovation can provide an initiative for KAFA students to master the etiquette and PCHI subjects.

Effects of Activity-zoned Playgrounds on Social Skills, Problem Behavior, and Academic Achievement in Elementary-aged Children

Objective: We assessed changes in social skill development, problem behaviors, and academic competencies with an acute implementation of an activity-zoned playground (AZP) during recess. Methods: Third- and fifth-grade students (N = 116) from 2 midwestern elementary institutions were selected to wear an accelerometer at recess and have their teacher complete a pre- and post-intervention assessment of the Social Skills Improvement System (SSIS). We measured physical activity (PA) using Actigraph-GT3X accelerometers for 4 continuous weeks: one week of baseline, 2 weeks of activity zone intervention, one week of post-intervention with activity zone removal. Results: The AZP intervention was effective at increasing MVPA with decreases in sedentary activity during recess for third-grade students whereas fifth-grade students showed no significant change in PA (ps < .001). Furthermore, third-grade children improved their social skill scores by 3% (p = .003), but no change in social skill behavior was noted for fifth-grade students (p = .73); we detected no differences in problem behaviors or academic competence (ps > .05). Conclusion: Activity-zoned playgrounds can improve PA engagement and can lead to improvements in social skill development without worsening problem behaviors, especially in younger students.

Peer Victimization and Callous-Unemotional Traits: The Impact of Parents and Teachers.

Research on the link between peer victimization and callous-unemotional (CU) traits has primarily relied on cross-sectional designs and yielded equivocal findings. In light of the poor outcomes related to peer victimization and CU traits, it is important to determine whether this link is reciprocal in nature and to identify factors that may influence its strength. Accordingly, the current study investigated the bidirectional association between peer victimization and CU traits over a 6-month period, accounting for the moderating effects of parents (i.e., support and hostility) and teachers (i.e., support and conflict). Participants included 284 third- through fifth-grade students (ages 7-12; 51.8% boys; 51.1% Hispanic) and their homeroom teachers. Children provided ratings of peer victimization, parental hostility, and parent and teacher support. Teachers provided ratings of CU traits and student-teacher conflict. A series of cross-lagged panel models were estimated. Results revealed that, at higher levels of parental hostility, peer victimization predicted increases in CU traits over time; in contrast, peer victimization predicted decreases in CU traits at lower levels of parental hostility. Surprisingly, at higher levels of teacher conflict, peer victimization predicted decreases in CU traits over time. CU traits did not interact with parent or teacher variables to predict subsequent peer victimization. Moreover, parental hostility was positively associated with subsequent peer victimization, whereas teacher support predicted decreases in victimization over time. These findings build on previous research examining environmental influences on the expression of CU traits by highlighting peer victimization and parental hostility as potential risk factors.

Development of E-Comic Learning Media Assisted by Video in Science Learning on Human Blood Circulation Material

The lack of innovation in learning media at SDN Lumbungmas 01 impacts student learning outcomes. This research is of the RnD (Research and Development) type, referring to the Borg and Gall model. The purpose of this study is to test the feasibility, practicality, and effectiveness of developing e-comic media assisted by video. The population used consists of 12 students from class VB on a small scale and 22 students from class VA on a large scale at SDN Lumbangmas 01, totaling 34 students. Data collection techniques include tests and non-tests. The test technique involves pretests and posttests, while non-test techniques involve interviews, observations, questionnaires, and documentation data. The feasibility scores given by media, material, and language expert validators show that the development of e-comic media meets the criteria for being highly feasible with scores of 90% (very feasible), 90% (very feasible), and 70% (feasible), respectively, resulting in an average of 83.3% (very feasible). The practicality of media development, assessed through questionnaires, indicates it is highly practical. Based on pretest and posttest results, the e-comic media development meets the criteria for effectiveness. This is evident from the effectiveness analyzed through the t-test and N-gain test. The t-test shows that Sig. < 0.05, meaning there is a significant difference between learning outcomes before and after treatment. The N-gain test shows high criteria, with 0.6182 on a small scale and 0.7173 on a large scale. Based on these results, it can be concluded that the development of e-comic media assisted by video is feasible, practical, and effective for use in learning for fifth-grade students at SDN Lumbungmas 01

Development of Augmented Reality-Assisted Teaching Materials in Science Subjects: Solar System Topic

The minimal use of learning resources and the underutilization of technology in learning materials used in science education have an impact on students' learning outcomes. This study aims to develop and test the feasibility, practicality, and effectiveness of augmented reality-assisted teaching materials in the science subject, specifically on the topic of the solar system. This research falls under the category of Research and Development (R&D) following the Brog and Gall model. The population in this study consisted of 46 students, with a small-scale trial group comprising 12 sixth-grade students and a large-scale trial group comprising 34 fifth-grade students from SD Negeri 3 Bebengan. Data collection techniques included test techniques such as pretest-posttest and non-test techniques such as observation, interviews, questionnaires, and document analysis. The validation results of augmented reality-assisted teaching materials by media, content, and language experts indicated that the materials met the validity criteria. Based on the pretest-posttest results, it was found that augmented reality-assisted teaching materials were effective in improving students' learning outcomes, as evidenced by the increase in the average pretest-posttest score by 39.53, from an average pretest score of 40.68 to 80.21 in the posttest, with an N-gain score of 0.7 indicating moderate effectiveness. The response from teachers and students through distributed questionnaires was very positive. From these results, it can be concluded that augmented reality-assisted teaching materials are effective in improving science learning outcomes and are suitable and practical for use in science education in elementary school grade five