Fourth Grade Elementary Students Research Articles

Efektivitas Penggunaan Model Quantum Teaching dalam Meningkatkan Hasil Belajar IPA

The aim of this research was to determine the significant difference in the application of quantum teaching learning model in natural science subject. This research was conducted on fourth grade students of SD INPRES Kupa-Kupa with the population of 20 students. The sample of this research divided into control group consisted of 10 students and the experimental group consisted of 10 students. This research used a post-test only design. Data analysis used normality, homogeneity and hypothesis test. The result showed that the average score obtained by post test of experimental group, it was 87 higher than control group, it was 52. The t-count = 14.42 > t-table = 2.228, it could be concluded that H0 was rejected and 𝐻𝑎 was accepted or the application of a quantum teaching learning model could improve the learning outcomes on fourth grade elementary students

A preliminary study: how is extent the fourth-grade students understanding of the magnetic force?

This study purposes to identify about elementary level understanding of the magnetic force over experiential learning. The indicator of understanding aspect used purposes to extent students’ understanding of the elementary school. The indicator that used in this study is a Bloom indicator. A descriptive-qualitative design and random sampling have previously been pretentious to accumulate data from fourth grade elementary students in one of Bandung Regency (27 participants: 9-10 years old). The instrument which is operated designed multiple choices with interview process. The significance shows that every aspect of understanding such as: modelling, classifying, comparing, explaining, and estimating students have dissimilar results. The students’ understanding mostly lies in the indicators of the aspects of understanding the exemplifying part. Toward entirety up, students’ understanding of elementary school is stumpy and necessities to be enhanced.

Facilitating of fourth grade student’s problem solving skills on friction

This research purposes to designate students’ problem-solving skills on friction concerning elementary level through experiential learning. The indicators of problem-solving skills applied in this research were the indicators convinced to the problem-solving skills on force and impulse. A descriptive-qualitative design has already been contented to collect data from fourth-grade elementary students in one of school in Bandung Barat Regency (37 participants: 9-10 years old). The instrument which is developed formed essay with the interview process. The result appearances that every single characteristic of problem-solving skills has been developed and described such as identification, arguments hypothesis, reasoning and alternate solution. To summarize, the experiential learning is able to designate the 4th-grade elementary students’ problem-solving skills on friction.

Using Pazia Angklung application in understanding song scores

Playing a music score, students have difficulty reading scales and understanding the score of a song. These difficulties must be overcome with the Pazia Angklung application. This research aims to improve students’ understanding in music notation. The study was conducted by following the procedure as follows: (1) searching and downloading application related to musical instruments to play song scores; (2) learns the application to understand the scale; (3) play music scores using the application; and (4) evaluating. The study was conducted in fourth-grade elementary students with an age range of 9-11 years. Total subjects were 26 students. The results showed that learning the parts in the song by using the Pazia Angklung application, can improve the effectiveness of learning. It can be concluded, that the skills of the students in the song section are increasing well, so are some aspects of the attitude.

Integration of STEM learning into the elementary curriculum in Indonesia: An analysis and exploration

This research aims to develop the design principles of STEM learning in elementary schools using educational design research. In this study, five STEM learning projects have been designed for fourth grade elementary students. This article presents the results of analysis and exploration as the first phase of educational design research that includes initial orientation, literature review, field-based investigation, site visit, professional meeting and networking. The analysis and exploration phase was carried out through the methods: interview, focus group discussion, observation and document analysis with the strategies: policy synthesis strategy, portrait field, perception pool and SWOT analysis. The results confirm that the integration of STEM learning into the Indonesia elementary curriculum is very appropriate to be implemented to support the development of 21st century skills of elementary school students. Products resulting from this phase are problem definitions, long-range goals, partial design requirements and initial design requirements.

PENGEMBANGAN BAHAN AJAR TEMATIK BERBASIS SCIENTIFIC UNTUK SISWA KELAS IV SD TEMA TEMPAT TINGGALKU SUB TEMA KEUNIKAN DAERAH TEMPAT TINGGALKU

Factual conditions require the development of teaching materials in thematic learning using a scientific approach to improve the available teaching materials. This study aims to: 1) examine the factual conditions for the use of teaching materials in thematic learning in the 2013 curriculum; 2) knowing the development of scientific based thematic teaching materials for fourth grade elementary students; 3) knowing expert judgment on the feasibility of scientific-based thematic teaching materials for fourth grade elementary students; 4) knowing the effect of the use of scientifically based thematic teaching materials on the learning achievement of fourth grade elementary school students; 5) knowing the teacher's assessment of learning using thematically based thematic teaching materials for grade IV elementary school students; 6) knowing the response of students to learning using thematically based thematic teaching materials for fourth grade elementary school students. This study uses Development Research with qualitative and quantitative research designs. The development process uses the 4-D model of Thiagarajan, Semel and Semel which has been modified to be the stage of defining, designing, and developing. Teaching materials that have been validated by experts get the category of "very valid and without revision" from expert responses and teacher evaluations with agreed criteria, student responses to the use of teaching materials in learning get very good responses from students. The results of the trials using the experimental design The Before And After Design show that there is an effect of the use of scientifically based thematic teaching materials on the learning achievement of PPKn; 2) there is the influence of the use of scientifically based thematic teaching materials on social studies learning achievements; 3) there is the influence of the use of scientifically based thematic teaching materials on the learning achievement of science. Scientific based thematic teaching materials for Grade IV Primary School students can be used in learning.

Facilitating of fourth grade students problem solving skills on gravity

This research determinations to designate students’ Problem-solving skills on gravity toward elementary level through experiential learning. The indicators of problem-solving skills applied in this research were the indicators definite to the problem-solving skills on impulses and attractions. A descriptive-qualitative design has already been fulfilled to collect data from fourth-grade elementary students’ in one of school in Bandung Barat Regency (41 participants: 9-10 years old). The instrument which is developed formed essay with the interview process. The result shows that every characteristic of problem-solving skills has been developed and described such as identification, arguments hypothesis, analysis synthesis and alternate solution. To summarize, the experiential learning is able to designate the 4th-grade elementary students’ problem-solving skills on force and changing.

Fourth-grade elementary students critical thinking skills: a preliminary study on magnetic force

This research purposes to define student’s critical thinking skills on magnetic forces toward elementary level through experiential learning. The indicators of critical thinking skills which were utilized in this research were the indicators that were precise to the critical thinking skills on magnetism. A descriptive-qualitative design has already been affected to collect data from fourth grade elementary students in one of Bandung Regency (27 participants: 9-10 years old). The instrument which is utilized formed multiple choices with interview process. The consequence shows that every aspect of critical thinking skills have been developed and defined such as: reasoning, arguments analysis, likelihood and uncertainty analysis and problem-solving and decision-making. To sum up, the experiential learning is able to define the 4th grade elementary student’s critical thinking skills on magnetic forces.

Determining the Mental Estimation Strategies Used by Fourth-Grade Elementary Students in Four Basic Mathematical Operations

Abstract It is aimed to determine the strategies used by the fourth-grade elementary students during the operational estimations in this research which is designed by using basic qualitative analysis. The study group consists of 26 fourth-grade students selected through convenience sampling method and attending at a state school which was located in the centre of Kutahya province during the 2016/2017 academic year. In order to determine the strategies used by the students while estimating the results of the basic mathematical operations, a 20-question scale consisting of 5 questions from each of the addition, subtraction, multiplication and division operations was developed. The research data were collected via semi-structured interview method. In the process of the data collection, students were asked to solve each question through using a method of thinking aloud and the interviews were recorded by a camera. The obtained records were sorted out as a part of elementary school program developed by the Ministry of National Education (MEB, 2005) by three specialists in elementary mathematics teaching according to strategies such as suggested rounding, grouping, using the front-end orders, using matched numbers, distribution, adjusting-rearranging and using algorithmic calculation. As a result of the research, it has been seen that the fourth-grade students mostly prefer the strategy of algorithmic calculation when making estimations in four basic operations. It has been also seen that fewer students used rounding, matched numbers, adjusting-rearranging in addition; rounding, adjusting-rearranging strategies in subtraction, multiplication and division mentioned by MEB (2005). It has been seen that students who obtained solutions using the strategies determined by MEB (2005), were realistic and estimated the result of the operation in a very short time, whereas students who preferred algorithmic calculation strategy, often had unrealistic results and long estimation spans.

Impact of the Interactive Learning Environments in Children’s Prosocial Behavior

Prosocial behavior consists of a set of behaviors that are beneficial to others in the form of sharing and helping. It includes aspects such as solidarity and friendship, and it fosters development and positive psychological functioning; it also improves classroom and school climate. Interactive learning environments may play a crucial role in creating affordances for students to develop prosocial behavior. This study analyzes the impact of two educational interventions based on egalitarian dialogue (Dialogic Literary Gathering and Interactive Groups) on prosocial behavior among fourth grade elementary students. A quasi-experimental design has been carried out, in which measurements have been taken before and after the intervention. Results show that students involved in the Dialogic Literary Gatherings increased significantly their level of prosocial behavior more than those in the control groups. However, no significant differences have been found between students in the experimental and control condition, when considering Interactive Groups. These results have important educational implications for creating conducive learning environments for the development of prosocial behavior.

Identifying design process patterns: a sequential analysis study of design thinking

Design is a key element of both the teaching and learning of engineering and technology. However, the process of engineering design has yielded limited research results. This study explored the iterative design process by searching for sequential design thinking patterns. The researchers collected nine concurrent think-aloud protocols from fourth-grade elementary students. The study identified that idea generation plays a central role in design that features the dominant use of time. In addition, the researchers revealed significant pathways in design thinking and built a design pattern model. The results will not only help engineering and technology educators the understanding of design behavior, but also support the harmonious matching of learning and teaching styles in engineering and technology education.

How Do Elementary Students in Turkey and the Czech Republic Perceive the Game Concept? A Phenomenographic Study With Draw and Write Technique

The purpose of this study is to compare the perception concerning game concept of 4th grade students in Turkey and the Czech Republic. 19 fourth grade elementary students in the Czech Republic and 40 fourth grade elementary students in Turkey were selected by criterion and convenience sampling. They responded to a specific question "What is the meaning of game for you?" effectively through writing and drawing. Phenomenographic analysis was used to analyze the data. As a result, it is detected that fourth grade elementary students in Turkey and the Czech Republic perceive the game concept as real games more than digital games. Although the two groups have different cultural characteristics they drew and wrote the same games in some main categories. In addition, students in Turkey drew and wrote digital games less frequently than the students in the Czech Republic.

The usability attributes and evaluation measurements of mobile media AR (augmented reality)

AbstractThis research aims to develop a tool for creating user-based design interfaces in mobile augmented reality (MAR) education. To develop a design interface evaluation tool, previous literature was examined for key design elements in the educational usage of MAR. The evaluation criteria identified were presence, affordance, and usability. The research used a focus group interview with 7 AR experts to develop a basic usability evaluation checklist, which was submitted to factor analysis for reliability by 122 experts in practice and academia. Based on this checklist, a MAR usability design interface test was conducted with seven fourth-grade elementary students. Then, it conducted follow-up structured interviews and questionnaires. This resulted in 29 questions being developed for the MAR interface design checklist.

KEEFEKTIFAN PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER UNTUK MENGEMBANGKAN KETERAMPILAN SOSIAL SISWA SD

The role of elementary education is aimed to set the basis of intelligence, knowledge, personality, moral and skill to have a self-reliant life and also to continue the study to the next levels. The subjects or materials that the students received in elementary education have very significant influence to their next level education. Social skills are one of the curricular goals of Social Science that can be further developed throughout NHT cooperative learning. The aim of this research is to describe the process of NHT cooperative learning in social science material of Social Problems as well as reviewing its effectiveness in improving students' social skills.This research is carried out in accordance with experimental research design which takes the fourth grade elementary students at Candisari District, Semarang as the population. The sampling method applies cluster sampling. The result of the research reveals that NHT cooperative learning is effective. This is shown by the result of social skill difference test between experiment group and control group where the value of tcal is 5.003 while on ?Ä?? = 5% and df= 116 the value of t(0.95)(116) is 1.66. This means that students' social skill at experiment group is much better compared to control group. The students result difference test between experiment group and control group reveals that the value tcal is 2.116 while on ?Ä?? = 5% and df= 116 the value of t(0.95)(116) is 1.66. This means that students' result at experiment group is much better compared to control group.?é?á The proportion of students?óÔé¼Ôäó mastery at experiment group has reached classical mastery which is 87%.

English

Literature indicates that technology, including exergaming, is popular among adolescents and can be used as a supplemental tool in the physical education classroom. Therefore, the purpose of this study was to examine third and fourth grade students’ perceived enjoyment and exertion levels toward exergaming in relation to traditional physical education. The participants included 148 third and fourth grade elementary students. Each student completed two surveys (10 items each): one after a traditional PE lesson (gym) and one after participating in a lesson taught in an exergaming lab (MKR). Each survey consisted of two parts: seven enjoyment questions and three perceived exertion questions. Using a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree), students marked responses to reflect their enjoyment toward and perceived exertion levels for each setting of physical education. The results indicate students enjoyed the MKR (Mean Rank = 75.75) significantly more than the traditional gym (Mean Rank = 49.15) setting, z = 4.53, p < .001. However, the students felt they worked harder in the gym (Mean Rank = 73.21) compared to the MKR (Mean Rank = 51.15), z = 4.11, p < .001. With this study, physical educators will be exposed to the implications of integrating exergaming into a physical education environment.

The Effect of Game for Understanding on Backhand Tennis Skill Learning and Self-efficacy Improvement in Elementary Students

The aim of this study was to examine the effect of game for understanding through the “Play and Stay” modification form of practice, on learning the tennis backhand skill by Elementary School students and their self-efficacy improvement. Fifty four (N=54) fourth grade Elementary students, aged 9 to 10 years (M=9.13, SD=0.21) participated. The students from two elementary schools were divided into two groups: the experimental group (N=27) which followed the “Play and Stay”, and the control group (N=27) which followed the traditional teaching method. The three-week course was held during the Physical Education lessons, (3hours/week). A qualitative evaluation of the technique (ten trials-video-recording, observation, and a 5-element assessment), and a quantitative evaluation of backhand stroke were used, comprising of a pre-test, a post-test, and a retention test one week after the completion of the interventions. Self-efficacy was assessed before and at the end of the interventions, by a 5-item questionnaire (Theodorakis, 1996). ANOVA repeated measures (2 groups X 3 measurements) revealed a significant interaction between groups and measurements for both qualitative and quantitative performance of backhand skill. ANOVA repeated measures (2 groups X 2 measurements) also revealed a significant interaction between groups and measurements for self-efficacy. Post hoc analyses indicated that only “Play and Stay” children significantly improved and retained qualitative and quantitative performance of backhand skill while simultaneously they improved significantly their self-efficacy. Thus, “Play and Stay” is an effective practice method for learning backhand stroke and enhancing self-efficacy by elementary schoolchildren.

Instructional effectiveness of a computer-supported program for teaching reading comprehension strategies

This article examines the effectiveness of a computer-based instructional program (e-PELS) aimed at direct instruction in a collection of reading comprehension strategies. In e-PELS, students learn to highlight and outline expository passages based on various types of text structures (such as comparison or cause-and-effect) as well as to paraphrase, self-question, and summarize. The study involved 1041 fourth-grade elementary students from 21 schools distributed in three regions in central Chile. Participant teachers integrated this program into the Spanish language curriculum, instructing their students during thirty sessions of 90 min each during one school semester. Pretest-to-posttest gains in reading comprehension scores were significantly greater for students instructed with this program than for students who received traditional instruction (d = .5), with particularly strong effects for lower-achieving students (d = .7). The findings support the efficacy of direct instruction in specific learning strategies in a computer-based environment.

Effects of multimedia and schema induced analogical reasoning on science learning

AbstractThe present study investigates the effects of multimedia and schema induced analogical reasoning on science learning. It involves 89 fourth grade elementary students in the north‐east of the United States. Participants are randomly assigned into four conditions: (a) multimedia with analogy; (b) multimedia without analogy; (c) analogy without multimedia; and (d) non‐multimedia and non‐analogy. The multivariate analyses of covariance reveal significant main effects for multimedia and analogy learning as well as a significant interaction between multimedia and analogy. The findings show that schema induced analogical reasoning can significantly improve science learning and that multimedia becomes more effective when it is integrated with an instructional method such as analogy and less so when it is used only as a visual tool. The study also shows the field dependence/independence as a significant covariate that influences learners' schema induced analogical reasoning in learning. Discussions pertaining to the significance of the findings and their implications for teaching and learning are made. Suggestions for future research are included with an emphasis on developing multimedia supported analogical reasoning for science learning.