First Grade Of Elementary School Research Articles

Building a Strong Foundation in English with Phonics Method among the First Graders of Elementary School in Magelang

This study aims to assess the efficacy of the phonics method in improving the English language proficiency of Indonesian first-grade elementary school students. The core group of 32 participants consisted of fifteen female and seventeen male students in the observation and interview techniques used to collect data. The results of this study showed that the phonics method can help increase the vocabulary of early childhood students, as the students can pronounce the letters correctly and remember the sounds of the letters and words. The findings show that the phonics method strengthens their early understanding of English by assisting first-graders in building a solid foundation. The study's findings showed that there are differences in the learning outcomes of beginning reading in students who follow the use of audio-visual media and in students who do not use audio-visual. Phonic method helped students build a solid foundation in reading, which in turn strengthened their foundation for English language proficiency. This study emphasizes the importance of phonics as a powerful teaching tool for developing reading skills in the early stages of formal education.

Teachers' Opinions on Second Grade Language Skills of Students Who Learned Initial Literacy Through Distance Education

This study examines teachers' opinions on how the language skills in the second grade (listening, speaking, reading, writing) of students who learned initial literacy in the first grade of elementary school (2020-2021) through distance education due to the pandemic were affected. This study was conducted using a descriptive qualitative research model. The study group comprised 18 teachers who conducted first-grade initial literacy teaching via distance education in 2020-2021 academic year and worked in the second grade during 2021-2022 academic year. Each teacher had instructed first grade at least three times in their career. A semi-structured interview form served as the data collection tool, and thematic analysis was employed for data analysis. The data yielded four themes: listening skills, speaking skills, reading skills, and writing skills, with corresponding sub-themes identified and interpreted. Participants reported that the pandemic led to temporary school closures and a shift from face-to-face to distance learning for first-grade literacy. Consequently, students missed the opportunity to develop listening, speaking, reading, and writing skills through direct interaction in the classroom. They stated the limitations and conditions of distance education were cited as reasons for this shortfall. As a result, they stated that there are inadequacies in students' listening, speaking, reading and writing skills, and that these inadequacies have a negative impact on their listening skills in the second grade. This resulted in inadequacies in students' listening, speaking, reading, and writing skills, negatively impacting their second-grade. It was reported that there were lack of gains in the achievements of this group compared to the students of previous years, and that these were due to the fact that the initial literacy teaching was carried out through distance education.

초등학교 1학년 학생의 수학 불안 종단 연구

Objectives The purpose of the study in to investigate the state of math-anxiety in first-grade elementary school students and the causes. Methods I conducted a longitudinal study on math-anxiety on 380 first-grade elementary school students from March 2022 to February 2024. Students' level of math-anxiety was investigated three times using the math-anxiety survey items, and the cause of math-anxiety was confirmed through follow-up interviews. Results Most first grade elementary school students who participated in this study had no or low math-anxiety, but there were a small number of students with high math-anxiety. In particular, math-anxiety was highest at the beginning of first grade. Students most frequently cited concerns about failing in mathematics learning as a cause of fear. Conclusions The finding that math-anxiety is highest at the beginning of first grade suggests that students feel more anxious when faced with math tasks they find difficult before they have adapted to new mathematics learning situations. The results of this study are expected to help understand math -anxiety in elementary school students and develop teaching methods to prevent math-anxiety in students.

PUPPET MAGIC: TRANSFORMING STORYTELLING INTO ENGLISH EXCELLENCE FOR ENGLISH YOUNG LEARNERS

The purpose of this project is to investigate how well puppetry works as a storytelling media for young learners, by focusing on what opinions do the students have about using puppets to present stories. knowing how puppetry functions in language learning can lead to more interesting and successful teaching strategies.This study used a qualitative way to answer the question.This research was carried out in SD Negeri 1 Muhammadiyah Banda Aceh.The writers believed that an interview was the best instrument to utilize because this study involved first-grade elementary school studentsUsing puppets as a medium takes advantage of first-graders’ receptiveness to multimodal experiences while acknowledging their developmental stage. The goal is to create a more dynamic and productive learning environment where the use of puppets stimulates students’ attention and helps them comprehend the stories that are being told.The overall perception of the young learners who involved in this study is that they enjoyed actively listening to the narrative story and closely paying attention when it incorporated media- puppet - into the story. This finding implies that it is crucial for English teachers working with young students to vary their concrete media, and using puppets is just one way to do this.

초등학교 1학년 세계시민교육 교수⋅학습과정안 개발 및 평가: 실과 가정영역 실천적 문제를 중심으로

This study aimed to develop, implement, and evaluate a practical, problem-based global citizenship education (GCED) program in the first grade of elementary school to suggest ways for practical global citizenship education in the next curriculum. This study proceeded following the ADDIE teaching design model. Through literature research, the relevance of global citizenship education to the 2022 national curriculum and the 2022 practical arts curriculum was analyzed, and based on the results, the learning elements of global citizenship education were extracted from the 2022 integrated subjects curriculum to develop the program. The program consisted of four teaching and learning plans for a total of eight sessions based on four practical problems, and was revised and supplemented through validation by a group of experts. The developed teaching and learning curriculum was implemented in all eight sessions over a period of four weeks with 16 first grade students at S Elementary School in Seoul. As a result of the program implementation, the mean of students' global citizenship awareness increased by 3.88 points (±3.91) from pre to post, and the qualitative evaluation of teachers' reflection journals and students' portfolios showed that the program influenced students to realize the importance of taking action to create a better and more sustainable world. Therefore, the practical problem-based global citizenship education program for first graders was found to be effective in fostering global citizenship awareness.

The development of social competence in students with General Learning Difficulties in early primary grades: The necessity of psychological support programmes in schools

AbstractStudents with General Learning Difficulties present low levels of social competence. In order to increase them, students participate in school psychological support programmes. There are no research data available in Greece regarding social competence in students with General Learning Difficulties in the first grades of elementary school. The purpose of this research was to evaluate the efficiency of an intervention programme, which focused on strengthening their social competence, in the first grades of primary school. The levels of social competence of the students were evaluated before and after the implementation of an 8‐month social empowerment programme, following a mixed‐methods approach with the use of semi‐structured interviews and observation in the school context. The participants were 21 students with General Learning Difficulties, 18 education professionals, whose classes the 21 students attended, together with the 21 parents of these students (one parent per student). The results showed that the social competence of the participants was low before and that it increased after their participation in the intervention programme. In addition, girls had higher social competence than boys both before and after their participation in the intervention programme. These results highlight the benefits of classroom intervention programmes for children with General Learning Difficulties.

MENINGKATKAN AKTIVITAS BELAJAR SISWA MENGGUNAKAN METODE KERJA KELOMPOK PADA PEMBELAJARAN ILMU PENGETAHUAN ALAM KELAS IV SDN 1 POKOH KIDUL

This study aims to develop flashcard material for reading at the beginning of the first grade of elementary school. To achieve this goal, this study uses qualitative research methods. Based on the results of the small group test, the following data were obtained: (1) 100% Enjoyment, (2) 100% Security, (3) 100% Comfort, (4) 96.87% Language Aspect. Based on large group testing, the following data were obtained: (1) Enjoyment 94D44 (2) Security 100% (3) Comfort 94% (4) Language Aspect 97.18%. Based on the data obtained above, this multimedia flashcard product can be used without modification as an alternative to Indonesian learning to train the initial reading skills of grade 1 students of SDN 1 Pokoh Kidul

유·초 연계교육의 국내 실천 동향 분석

This study was conducted to examine the domestic practicing trends of continuity between preschool and elementary education, and to confirm what future tasks will be for leum education in the future. The subjects of this study are 56 cases of continuity between preschool and elementary education practices for young children, and supporting teachers and parents on continuity between preschool and elementary education. In this study, the text presented in the analysis data was examined using the content analysis method, and then the frequency by category was calculated and cases were analyzed. As a result of the study, first, “continuity between preschool and elementary education practices through curriculum implementation” was the most common with 66 times, and relatively the least with 0 training for childcare teachers, 0 conference for childcare teachers, and 1 conference for parents. Second, in terms of curriculum implementation, continuity between preschool and elementary education provides an opportunity for young children to explore elementary schools on their own, but most of them are one-time experience activities, and literacy and learning were also emphasized from the perspective of learning readiness. In terms of strengthening teachers and parents' capabilities, continuity between preschool and elementary education focuses on understanding the curriculum, and the conference was primarily centered on kindergarten teachers or was conducted as a one-time meeting between parents before and after school. In terms of creating an educational environment, continuity between preschool and elementary education formed a common space and a play space in the classroom of the first grade of elementary school and opened a new integrated school, but there were few attempts to link it with existing private kindergartens and daycare centers. Through the results, the study suggests the implementation of continuity between preschool and elementary education that reflects the subjectivity of young children, and the discovery of cases of continuity between preschool and elementary education that utilize community resources and support various young children's characteristics.

초등교사의 유·초 연계 교육과정 운영 경험에 관한 사례연구

[Purpose] The purpose of this case study was to get implications for operating a curriculum linked to kindergarten and elementary school by exploring the experiences and meanings of first-grade elementary school teachers in operating the kindergarten-elementary curriculum.
 [Methods] For this purpose, in-depth interviews were conducted with three first-grade elementary school teachers through class observation, analysis of related documents, and semi-structured questions from March 2022 to December 2022.
 [Results] First, elementary school teachers began to recognize the necessity and value of the kindergarten-elementary curriculum after operating it. Second, a teacher learning community joined by kindergarten and elementary school teachers was utilized to design and operate a linked curriculum between kindergarten and elementary school. Third, when designing a curriculum linked kindergarten and elementary school, the emphasis was placed on emotional expression and emotion regulation educational content rather than on learning aspects such as connection between educational contents. Fourth, expectations were higher for a cooperative education program with parents.
 Conclusion: In order to operating this curriculum, it was suggested to increase the interest of school administrators, support the teacher learning community, building a safe communal play area, and preparation of teacher pool for prospective parent education.

Peer Teaching for Early Reading of Elementary School Students: Classroom Implementation and Challenges

The purpose of this study was to analyze and describe the application of the peer teaching learning method to students' beginning reading skills. The research method used is qualitative research with exploratory descriptive design. Sources of data in this study were students and teachers in first grade of elementary school who had implemented the peer teaching learning method. Data collection techniques using documentation, interviews, and observation. Data analysis techniques used are data reduction, data display, and data verification. Test the validity of the data using technical triangulation. The results showed that the inclusion of students' initial reading skill aspects included being able to pronounce letters very fluently with no errors, being able to compose letters into words fluently even though there were a few structuring errors, understanding the meaning of words that were read quite fluently because there were several deficiencies in understanding the meaning of words, showing appropriate reading behavior quite fluently, there was activity of repeating words in reading even though not many words were repeated, and activities in decapitation were not quite right there were few errors, so that overall the coverage of reading skills through the peer teaching method analyzed was as large as fulfilling If the criterion is sufficient, in the future it is hoped that there will be a review related to the implementation of learning plans through the peer teaching method so that learning activities that refer to the development of students' reading abilities are achieved.

Comparing the effectiveness of cognitive-based play therapy and interactive play therapy on the cognitive appraisal of female students with special learning disabilities

Objective: Specific learning disorder is a heterogeneous group of children who have problems in different areas. The present study was conducted with the aim of comparing the effectiveness of cognitive-based play therapy and interactive play therapy on the cognitive appraisal of female students with special learning disabilities. Materials and Methods: The research method was a quasi-experimental pre-test-post-test type with a control group and a three-month follow-up phase. The statistical population of the research is made up of 54 female students of the first grade of elementary school with special learning disorders who have a file in the education counseling center of Qom city in 2023. A total of 45 people were selected for three groups with a non-random sampling method, and in the next step, 15 people were randomly assigned to three groups in two experimental groups and one control group. In this research, the cognitive appraisal questionnaire of Pintrich and DeGroot (1990) was used. For the group, two tests of interactive play therapy based on the package of Booth and Jernberg (2009) 21 sessions of 45 minutes and play therapy based on cognitive therapy based on the package of Mohammad Ismail (2008) of 10 sessions of 60 minutes were performed and no intervention was done for the control group. To analyze the data, mixed repeated measures analysis of variance and Tukey's post hoc test were used with SPSS18 software. Findings: The results showed that play therapy based on cognitive therapy and interactive play therapy have an effect on cognitive evaluation of female students with learning disability (P<0.001). But cognitive therapy-based play therapy had a greater effect on cognitive evaluation than interaction therapy (P<0.001). Conclusion: This research provides practical implications to psychologists and counselors regarding the greater impact of cognitive therapy-based play therapy on cognitive appraisal.

The Use Of Interactive Videos For Learning To Recognize Colors In Children With Disabilities

This research aims to develop the potential of children with disabilities by utilizing technology. The research method in this study uses descriptive qualitative method by collecting data based on observation and interviews. The subject in this study is a first-grade elementary school child. The result of this research is an individualized learning program tailored to the needs of the child. The results of the development of individualized learning programs using interactive videos are expected to help children develop optimally. This research is expected to be a reference for parents, teachers, and special education teachers, to develop potential optimally in an educational environment.

입학 초기 초등학교 1학년의 학교생활 적응 과제에 대한 개념도 분석

Purpose: The purpose of this study was to explore the task of school adjustment in the first grade of elementary school during early entrance and to reveal the importance and performance of such perception.
 Methods: For this purpose, a semi-structured focus group interview was conducted with eleven first-grade homeroom teachers with significant field experience in elementary school. According to the process of the conceptual analysis, sixty-one conceptual statements were derived on school adjustment during early admission, and thirty-eight key statements were finalized after the agreement of the three researchers. The confirmed statements were conducted a classification method of similarity for twenty-six people. Following this, a multi-dimensional scaling method and hierarchical cluster analysis, and importance and performance evaluation were conducted in the stated orde.
 Results: Finally, a two-dimensional concept map including six clusters (adaptation in the environment vs. internal control, adaptation in the group vs. individual adaptation) was derived. The final clusters are specifically about acclimatizing to the environment and routine of an elementary school that is different from an early childhood education institution (cluster 1), overcoming anxiety and fear in unfamiliar situations and maintaining psychological stability (cluster 2), and cultivating basic learning abilities and basic lifestyle habits (cluster 3), concentrating attention and controlling impulsiveness(cluster 4), getting along well with friends and being considerate (cluster 5), and living safely by following school rules (cluster 6).
 Conclusion: This study is meaningful in that it empirically explored the core concept at a time when the importance of school adjustment during early admission of first graders in elementary school, who are experiencing ecological transfer from early childhood education to the elementary education, has garnered attention.

Development of A Montessori Book to Improve the Early Reading Skills for Elementary School Students

This study aims to (1) produce Montessori reading books and (2) reveal the effectiveness of Montessori reading books in learning to improve the reading skills of first-grade elementary school students. This research is research and development (RnD). The research subjects were students and teachers of grade 1 elementary school. Data was obtained through interviews and observation. The products developed are validated by experts, and initial reading skills are carried out to obtain the effectiveness of the book. Product effectiveness is tested through quasi-experiments. Data analysis techniques used an independent sample t-test with a significant level of 0.05. The results of this study are in the form of Montessori reading books. (1) The results of the expert validation assessment show that the books developed are appropriate according to material experts in the "very good" category, media experts in the "good" category, and linguists in the "very good" category. Teacher and student responses to Montessori books in learning are categorized as "very good". (2). The results of the effectiveness test indicated that the book was effective in improving beginning reading skills. Based on the results of operational field trials, the value of p 0.05 means that there is a significant difference in students who carry out the learning process using Montessori books.

Mengatasi Kesulitan Siswa Kelas 1 Sekolah Dasar dalam Menulis Permulaan

This article discusses efforts to overcome the difficulties faced by first-grade elementary school students in their initial writing. Writing is an essential foundational skill in the learning process, but first-grade students often encounter challenges in developing their writing abilities. Some common obstacles they face include difficulties in understanding letter concepts and using appropriate vocabulary. This research aims to find effective methods and strategies to assist first-grade students in overcoming difficulties in their initial writing. This was carried out at SD Negeri 182/1 Muara Bulian Protected Forest. The research methodology involves classroom observations, interviews with teachers, and qualitative analysis of student writing outcomes. The research results demonstrate that an approach focused on playful learning activities, the use of images or visual aids, and involving social interactions can enhance students' interest and motivation to write. Furthermore, providing positive and constructive feedback and introducing diverse reading materials also help improve students' writing skills. By implementing suitable approaches and strategies, it is expected that first-grade elementary school students can overcome their difficulties in initial writing and develop their writing abilities more effectively.

USING FLASHCARDS TO MOTIVATE STUDENTS TO LEARN ENGLISH AT SDN KARANGAYU 03 SEMARANG

This article discussed students' motivation to learn English using flashcards, especially for learning English Speaking, which focused on fluency and pronunciation. From the various problems regarding student motivation in the learning process, Flashcard is a media that is quite effective for teaching first-grade elementary school students because young learners still like to learn while playing. The data source came from observation and interviews with the English teacher and first-grader students at SDN Karangayu 03 Semarang. From the teacher's perspective: (1) Fun; (2) Effective; (3) Students easily understand the material taught because young learners learn while playing. From the students' perspective: (1) Learning with flashcards is fun and engaging; (2) The students all are happy learning using flashcards; (3) Didn't feel bored; (4) Want to learn using flashcards again in the future. So, it concluded that learning English Speaking using flashcards has a good impact and can motivate students to learn.

Digital Musical Storytelling to Enhance First-Grade Elementary School Students' Listening Skills

The development of educational technology has become an essential factor in solving academic problems. Educational technology can provide accessible information and delivery of material so that the learning activities carried out do not become a significant obstacle to learning effectiveness. This study aims to analyze the use of digital musical storytelling to increase first-grade elementary school student listening skills. The method used in this research is the experimental method. The research design used in this study was a one-group pretest-posttest design. The population in this study was the first graders of elementary school. Data collection techniques were direct observation and measurement techniques. The data is ana-lyzing statistically using SPSS. The results showed that there is an average difference between pretest and posttest learning outcomes, which means that there is an effect of using digital music storytelling on stu-dents' listening skills. The contribution of this study is to help students learn music courses with more fun and easier understanding.

Possibilities of implementing LEGO education in the first grade of elementary school

Iako je robotika višedisciplinarno područje koje posljednjih desetak godina sve više zalazi i u područje obrazovanja, njena primjena u osnovnim školama još uvijek u povojima. U ovom radu je provedeno istraživanje s ciljem rasvjetljavanja problematike upotrebe robotike unutar nastavnog predmeta Informatike te analize stupnja zainteresiranosti učitelja za implementacijom LEGO WeDo 2.0 edukativnog programa u prve razrede osnovne škole. Istraživanje je provedeno među 70 učitelja i učiteljica nastavnog predmeta Informatika u osnovnim školama grada Zagreba. Istraživanje je provedeno kroz tri faze, a kao instrument istraživanja korišten je online anketni upitnik. Sudionici istraživanja su u prvom dijelu odgovorili na upitnik, a potom im je prezentirano LEGO WeDo 2.0 programsko sučelje i Prijedlog nastavnog programa robotike za učenike prvog razreda osnovne škole te način implementacije u nastavni predmet Informatika. Drugi dio upitnika je proveden nakon prezentacije nakon koje su učitelji mogli procijeniti primjenu LEGO WeDo 2.0 u nastavi. Rezultati su pokazali kako su se osobni stavovi o primjeni robotike u nastavi promijenili nakon prezentacije. Učitelji su pokazali visoku razinu spremnosti na implementaciju i korištenje LEGO WeDo edukativnog programa u nastavnom sadržaju za prve razrede osnovne škole. Kao najveće prednosti edukativnog programa prepoznali su podizanje digitalne i informatičke pismenosti kod učenika, poticanje kritičkog razmišljanja i zanimanja za STEM discipline, a najveće ograničenje vide u visokim troškovima nabave robotskih setova.

태권도 수련에 따른 초등학교 1학년의 학교생활적응의 차이

The purpose of this study is that first-year elementary school students who enter school for the first time start socially and physically adapting to the environment and psychological adaptation to changes based on admission. The most important thing is to end with a successful adaptation to school life. Children are using Taekwondo to adapt to school life before entering school, but there is no accurate s tudy on the results, so this s tudy will confirm. The subjects of this study were 143 parents of Gwangju and Jeonnam regions who had children in the first grade of elementary school, and a random sample was conducted. A survey was conducted on 73 parents who had registered at a Taekwondo school before entering school, and a survey was conducted on 70 parents who had not registered at a Taekwondo school. Among the surveys collected from parents registered at Taekwondo school, 71 questionnaires were used for the study, excluding 2 inappropriate ones, and 69 parents excluding 1 parent who did not register at Taekwondo school received responses from a total of 140 parents as a result of the study. was derived. SPSS 27.0 program was used, and independent-t test and one-way ANOVA were used for group differences. The criterion for statistical processing was α=.05. Taekwondo training was found to be statistically significant in the factors of adaptation to homeroom teacher, adaptation to school friends, adaptation to learning activities, and adaptation to rule compliance in the first grade of elementary school. Based on this study, the need for various follow-up studies was recognized. The purpose of this study is to study the individual characteristics of Taekwondo practitioners, to develop a questionnaire that first graders of elementary school can directly participate in, to derive various detailed factors of school life adaptation, and to receive surveys from more subjects.

만 5세 유아 어머니들이 인식하는 유아 수학교육 의미와 요구

Objectives The purpose of this study was to find out the current status and difficulties of mathematics education guidance for mothers aged 5 years old, and to explore the meaning of mathematics education and mothers' needs for mathematics education. Methods To this end, 10 mothers of 5-year-old infants living in Seoul were selected as study participants. Data collection was conducted through in-depth personal interviews. In-depth interviews were conducted over a total of two sessions. For data analysis, the interview contents were repeatedly read, coded for each topic, and triangular verification was conducted by two early childhood education experts. Results Mothers of 5-year-olds recognized the purpose of early childhood mathematics education as preparation for elementary school. As a method of math education, it was found that play-type math education using play, math fairy tales, and games in daily life, and math education that relies on private education such as visiting study materials and math institutes. In the process of doing homework for the study paper, mothers wanted to form learning attitudes and habits, but some infants experienced stress. And mothers feel confused about math, thinking, and storytelling math. It was recognized that literacy should be the basis for mathematics education. When providing math education, mothers were found to be based on math subjects in the first grade of elementary school and to have a prior study of about a year. For desirable math education, mothers required specific guidance on the level and content of early childhood math education, information on math education in kindergartens, and cooperation between infants, parents, and teachers for math education. Conclusions This study is meaningful in that it suggested the direction for early childhood mathematics education by grasping the meaning, practice, and difficulties of education recognized by mothers.