Fourth Grade Elementary School Research Articles

PENGEMBANGAN MEDIA SCRAPBOOK BERBASIS INQUIRY PADA MATERI FLORA DAN FAUNA DI KELAS IV SD

Motivated by the learning media used in the science learning process, especially on Flora and Fauna material, still using printed teaching materials, teaching staff still using the lecture method, lack of students' understanding of flora material. and fauna, decreased interest and motivation for learning, and a lack of use of learning media in the classroom. This researcher aims to design inquiry-based scrapbook media on class IV elementary school flora and fauna material and to determine the feasibility of developing inquiry-based scrapbook media on class IV flora and fauna material SD. Product development in this research uses the ADDIE development model. This method and model was chosen because it aims to produce an inquiry-based scrapbook media product on flora and fauna material in class IV elementary school. The subject of the trial was a class IV teacher at UPT SD Negeri 104211 Marindal with material on flora and fauna. The object of this research was inquiry-based scrapbook media. This research uses a questionnaire as a tool to test the feasibility of inquiry-based scrapbook media through validation by media experts, material experts, teacher responses and student responses. Qualitative data is obtained from the formula used to determine the suitability of media and materials. The data obtained is used as a reference for making revisions to the products being developed. Based on the calculations above, the results of the overall assessment of the material experts reached the instrument used to collect data, namely a questionnaire. The validation results for inquiry-based scrapbook media were media expert validation obtained 76% with appropriate criteria, material expert validation obtained a score of 76% with suitable criteria for use, teacher response obtained a score of 92.5% with very suitable criteria for use and student responses obtained a score of 93.3 % with criteria that are very suitable for use. Based on the data obtained, it can be concluded that inquiry-based scrapbook media can improve learning outcomes for fourth grade elementary school students. Can improve class IV learning outcomes at UPT SD Negeri 104211 Marindal 4.

Decomposing Difficulty of Reading Literacy Test Items

The current study investigates the question of test difficulty decomposition depending on the characteristics of items (such as: format, belonging to the type of text to which the item belongs) and the reader's actions required to answer it (search for information in the text, simple conclusions, complex conclusions, critical interpretation of the text). The sample of the study consisted of fourth grade elementary school students in Krasnoyarsk, who completed the computerized test of reading literacy "Progress" in the spring of 2022. Research method: psychometric modeling using the LLTM+e model. Research hypothesis: the decomposition of item difficulties will help to prove that the reading actions required to complete the tasks will form a hierarchy of difficulties similar to traditional taxonomies (B. Bloom), that is, reading skills aimed at analyzing, synthesizing, interpreting information will give tasks greater difficulty than simple conclusions, and those, in turn, will make tasks more difficult than the reader's actions to find information in the text. The results show that the assignment of items to the group of reader's actions is a significant factor. The size of the effects does not allow us to speak of a strict hierarchy, but when other attributes are controlled, the tasks for information retrieval in an explicit form are easier for students than the tasks for complex conclusions and for critical understanding of the text.

The Relationship between Learning Activities and Mathematical Problem-Solving Abilities in Elementary School

This research investigates the relationship between elementary school students' learning activities and mathematical problem-solving abilities. A quantitative functional correlation method was utilized with 52 fourth-grade students. Questionnaires were used to measure learning activities, while problem descriptions were used to assess mathematical problem-solving abilities. The IBM SPSS Statistics 22.0 application and the Spearman Rank method were used for data analysis. The study results indicate a positive relationship between learning activities and mathematical problem-solving abilities. The regression equation showed a proportional relationship, where higher learning activities resulted in better problem-solving abilities. The coefficient of determination indicated that 8.2% of the variance in problem-solving abilities could be attributed to learning activities. The t-test results demonstrated a significant relationship between learning activities and mathematical problem-solving abilities. Therefore, this study concludes that learning activities significantly impact the mathematical problem-solving abilities of fourth-grade elementary school students in Banjarwatu, Bogor Regency.

Students’ Visual Representation of Lights and Visions

Visual representations are used by scientists to communicate scientific conceptions and are used by teachers to teach science in the classroom. The 2013 Curriculum textbook reduces this visual representation. Meanwhile, visual representations will help students develop a comprehensive understanding of the concept. This case study research aims to reveal cases of misconceptions in the visual representation of students at an X elementary school. We used observations of fifty-nine fourth-grade elementary school students to find students with different cases of misconceptions. Eleven students were further identified using interviews and drawing tests. We analysed the data qualitatively based on the collection of these two types of data. We found misconceptions in the representation of luminous objects and how students draw visions of luminous objects and non-luminous objects. Research results showed that we found cases of misconceptions similar to the findings from previous studies. While light and vision are prerequisite concepts, a student's conception of vision is affected when he has a misconception about light. Content can be developed by paying attention to the various modes of representation, conceptual change, and learning progression in the future. The pattern of learning progression can be studied in more detail using the microgenetic method.

PENGEMBANGAN MEDIA SCRAPBOOK DENGAN DESAIN “KATA TANYA” UNTUK MELATIH KEMAMPUAN MEMBACA LANJUTAN PESERTA DIDIK DI KELAS IV SEKOLAH DASAR

This research aims to develop a Scrapbook learning media product with a "question word" design to train advanced reading skills in Theme 2 Subtheme 1 Learning 1 class IV elementary school material. The place of research was carried out at Sentul 4 Serang State Elementary School. The subjects of this development research is grade IV. The research model used is the Research & Development model which has been modified with 6 steps, i.e, analyzing potential and problems, collecting data, designing product designs, validating product designs, revising product designs, and product trials (limited trials). Researchers collected data using preliminary study techniques, interviews, observation, questionnaire collection and documentation. This scrapbook media has passed the validation stage by six experts by getting an overall score of 86.6 in the very worthy category. The overall score was obtained from an average accumulation of 84% for media experts, 84% for language experts and 92% for material experts with a very decent category from the three expert assessments. The trial was carried out on class IV students by collecting questionnaires and getting a satisfaction score of 97.8% in the very good category. It can be concluded that the development of scrapbook media with a "question word" design to train advanced reading skills is declared feasible for development and use by fourth grade elementary school students.

A Comparison of Sleep Duration Accuracy Between Questionnaire and Accelerometer in Middle Childhood.

Purpose Healthy sleep is vital to children's well-being, and assessing sleep efficiently and accurately can help understand children's lifestyles. Due to the difficulty in objectively measuring sleep duration using wearable sensors in large-scale surveys of children, self-administered questionnaires are often used in Japan; however, their accuracy is uncertain. We evaluated and compared the accuracy of questionnaire-based sleep times to those of wearable sensors. Methods This observational study was conducted between November 2019 and January 2020. A self-administered questionnaire on lifestyle habits and ActiGraph GT3X+ (ActiGraph, Inc., Pensacola, USA) accelerometer data were collected from 40 fourth-grade elementary school students in Kagawa Prefecture, Japan. We analyzed measurements for 256 days out of 280 days (40 persons × 7 days) after excluding days when the rate of wearing the accelerometer was < 90%. Results The median sleep duration per accelerometry was 453 minutes, and the median time in bed was 519 minutes. Questionnaire-based time in bed was 11 minutes longer, with relatively high inter-individual variability. The difference in bedtime was 26 minutes earlier, and wake-up time was 12 minutes earlier for the questionnaire. The average sleep efficiency was 87.4%, and one-third of the children had sleep efficiency < 85%. Conclusion The difference in sleep duration by questionnaire compared to accelerometry was approximately 10 minutes, suggesting the questionnaire may determine sleep duration with accuracy.

Do mathematical thinking processes influence visual estimation skills in students?

In this study, the visual estimation skills of fourth grade elementary school students based on their mathematical thinking processes were investigated. The research questions focus on understanding how students’ mathematical thinking processes influence their visual estimation skills. A total of 445 students participated in the study. The relational scanning model was used to determine the relationship between students’ visual estimation skills and their mathematical thinking processes. The Mathematical Process Instrument and the Visual Estimation Skills test were used as data-gathering tools. The data obtained were analyzed using different statistical methods, including the chi-squared test, t-test, and single-factor analysis of variance. The findings contribute to our understanding of the complex relationship between mathematical thinking processes and visual estimation skills in students, addressing the research questions raised in the study. These results can inform educators and instructional designers when developing effective teaching materials and strategies that cater to students’ diverse thinking processes.

The Effectiveness of the Influence of Digital Storybooks Based on Sasak Local Wisdom on Interpersonal Intelligence and Writing Skills

This study discusses the effectiveness of the implementation of digital storybooks based on local Sasak wisdom on the interpersonal intelligence and writing skills of Fourth-grade Elementary School students in Mataram City, Indonesia. The research involved 291 students and 25 teachers in 9 elementary schools. Sample selection used cluster random sampling technique. Data was collected through observation and test methods using questionnaires and action tests. Data were analyzed using multivariate analysis techniques (Manova) and transformed into effect sizes (ES). The research results show that: (1) The effectiveness of the implementation of digital storybooks based on Sasak local wisdom on students' interpersonal intelligence is relatively high because the ES is 0.987. (2) The effectiveness of the implementation of digital storybooks based on local Sasak wisdom on writing skills is also relatively high because the ES is 0.857. (3) The effectiveness of the simultaneous implementation of digital storybooks based on Sasak's local wisdom on interpersonal intelligence and writing skills is also relatively high because the ES is 0.899. Digital storybooks based on local Sasak wisdom have high effectiveness on interpersonal intelligence and writing skills because all ES is in the high category, namely &gt; 0.8. Referring to these results, this book is recommended for use in improving the interpersonal intelligence and writing skills of elementary school students.

Efektivitas Pembelajaran Berdiferensiasi Model Complex Instruction dan CIRC (Cooperative Integrated Reading And Composition) Terhadap Kemampuan Membaca Pemahaman Untuk Siswa Sekolah Dasar Kelas IV

The purpose of this study was to determine differences in the effectiveness of reading comprehension skills based on the differentiated learning methods of complex instruction and CIRC models in fourth grade elementary school students, as well as to determine the higher level of effectiveness between differentiated learning of Complex instruction and CIRC models on reading comprehension abilities in elementary school students. Class IV. This experimental research uses the Non Equivalent Control Group Design design which will use two classes as research subjects, namely the control class and the experimental class. The results showed that when teaching using differentiation was used for fourth grade elementary school students, the CIRC (Cooperative Integrated Reading and Composition) model and the Complex Instruction model provided diverse learning outcomes for students. The experimental class (SD Negeri Suruh 01 Class IV A) got an average score of 97.25 on the post test, compared to the average score of the control class (SD Negeri Suruh 01 Class IV B) which was only 79.35. In the experimental class, students were more involved in group discussions and were better prepared in communicating the results of group work, whereas in the control class, there were still some students who refused to work together in completing assignments given by the teacher. The difference in the application of the learning model to learning outcomes is based on the behavior targeted at students when working in groups. The experimental class, seen from the grades and completeness achieved by each student, has a greater value than the control class.

Increasing Learning Outcomes and Critical Thinking Skills Through Project Based Learning Strategy Integrated with Local Wisdom ’Dangke’ Approach in Science Learning

The research aims to determine the effect of the Project Based Learning (PjBL) strategy integrated with the local cultural wisdom of making dangke in improving learning outcomes and critical thinking skills of elementary school students in science material. This type of research is experimental research carried out at SDN 122 Pangbuluran in 2023. The subjects of this research are fourth grade elementary school students, who are divided into an experimental group and a control group. The data analysis techniques used are: descriptive data analysis in the form of: mean, data range, class interval, class length, percentage, variance and standard deviation; and inferential statistical data analysis techniques in the form of: normality test, homogeneity test, and hypothesis test. The instruments used are multiple choice questions to measure student learning outcomes and essay questions that have been validated and declared reliable as test instruments. The results of data analysis obtained hypothesis testing: tcount learning outcomes of 10.2 &gt; ttable, until H0 rejected, while tcountcritical thinking skills of 9.9 &gt; ttable, until H0 rejected. It can be concluded that there is an influence of the Project Based Learning (PjBL) strategy integrated with local cultural wisdom in making dangke in improving learning outcomes and critical thinking skills of elementary school students in science material.

PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIKA SISWA KELAS IV SDN 1 KARANGTENGAH

The background of this research is the low critical thinking skills of students in Mathematics learning, aiming to improve the critical thinking skills of fourth grade students at SDN 1 Karantengah, Karangsembung District, Cirebon Regency through the Problem Based Learning (PBL) learning model. This research is a classroom action research in which the researcher collaborates with the class IV teacher at SDN 2 Kubangkarang as an observer. The research subjects were 13 students of grade IV SDN 1 Karangtengah, consisting of 7 male students and 6 female students. The techniques used in data collection are tests, observations, interviews, field notes and documentation. The data obtained are in the form of test results as primary data and results of observations, interviews, field notes, and documentation as support. The data analysis technique used is quantitative descriptive analysis to analyze the results of the final test for each action. The research was conducted in two cycles. The results showed that the application of the Problem Based Learning (PBL) learning model in Mathematics subjects could improve the critical thinking skills of fourth grade elementary school students. This result is indicated by the increase in students' critical thinking skills by obtaining an average score in the initial conditions, namely 67.79, which experienced an increase in cycle I, namely 73 and cycle II, namely 86. Based on this research, it can be said that the application of the Problem Based Learning (PBL) learning model can improve students' critical thinking skills in Mathematics in class IV elementary school.

Pengaruh Model Pembelajaran RADEC berbasis STEAM terhadap Literasi Sains Siswa Kelas IV Sekolah Dasar

The low level of science literacy among students encourages this research because there is a need for learning that can relate science to everyday phenomena. This study aims to determine the effect of the STEAM-based RADEC learning model on the science literacy of fourth grade elementary school students. This study used a quasi-experimental design with a post-test only control group design. A random sampling technique was used to take a sample consisting of 51 students: 27 students in the experimental class and 24 students in the control class. A multiple choice test with 20 items is used to measure students' science literacy abilities. The results of the test data collection were then calculated and analyzed using the t-test formula with the help of the SPSS version 26 program. The results of the hypothesis test showed a significance value of 0.000 &lt;0.05, so H1 was accepted, which means that there was a significant influence between students who were taught with the STEAM-based RADEC learning model and students who were not taught with the STEAM-based RADEC learning model. The mean post-test for science literacy in the experimental class was 88, which was 78 for the control class. This means that the STEAM-based RADEC learning model has a significant effect on the science literacy of fourth grade elementary school students.

A Colorful Question Game to Improve Children Motor Skills in 4th Class Elementary School

This research aims to develop a basic motor skills learning model through game activities tailored to the developmental stages of students' ages. The game model used in this research is called "Colorful Question." This game is designed to enhance locomotor skills, particularly the basic movements of jumping and hopping, which are highly beneficial for training leg muscle strength, coordination, attention focus, and cognitive abilities of students. The research follows the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The subjects of this study are fourth-grade students in both boys' and girls' elementary schools, consisting of 27 participants in a small-scale pilot test and 65 participants in a large-scale pilot test. Validation results from experts show a CVI (Content Validation Index) value of 3.57 and a CVR (Content Validity Ratio) of 0.01, indicating that the developed "Colorful Question" game has high validity and is suitable for fourth-grade elementary school students, making it suitable for field testing (empirical validation).

The Effectiveness of the Flipped Classroom Learning Model on Improving Learning Outcomes in 4th Grade Elementary Students of IPAS Subjects at SDN Mayong Jepara

This study is experimental research with the aim to determine the effectiveness of flipped classroom learning on the learning outcomes of IPAS subjects for fourth grade elementary school students in Mayong Jepara. The sample used in this study totalled 50 students, of which 25 students from SDN 1 Kuanyar as the experimental class and 25 students from SDN 1 Sengonbugel as the control class. The data collection technique used was a test instrument to both class groups that produced data on student learning outcomes. The data was analysed using the independent sample t-test by looking at the results of Sig. (2-tailed) 0.013 &lt;0.05 and the increase in the mean score where the learning outcomes in the Experiment class had an average value of 84.28 while in the control class had an average value of 79.08, the experimental class results had a higher mean score than the control class. So it can be concluded that the test results show the effectiveness of the use of flipped classroom learning on student learning outcomes. Keywords: Learning, Experiment, Flipped Classroom, Outcome, Control.

The Effectiveness of the Cooperative Integrated Reading and Composition (CIRC) Method on Reading Comprehension Ability based on Reading Interest in Grade IV Elementary School Students

Reading is a very important means or medium for obtaining information or knowledge, reading is also a type of language, speaking has a very important role in human life. Reading can be done anytime and anywhere according to the wishes of the reader. The aim of this research is to determine the effectiveness of the method in teaching reading comprehension skills based on the reading interest of fourth grade elementary school students. The type of research used is experimental research. The population in this study were all class IV students at SDN cluster 3, Kediri sub-district, West Lombok Regency, while the sample used in this research was class IV at SDN 2 Rumak. The results of this research in the form of quantitative data were analyzed into data using pretest and posttest then analyzed using the normality test with Kolmogrov Smirnov, then homogeneity test with f variance. To determine the hypothesis test, it can be done by comparing the calculated t value with the t table. This is proven by the students' high interest in reading, the average value of the t-test, namely the calculated t value -8.200&gt; t table 1.725 with a significance value = 0.000 &lt; 0.05. For students interested in reading, the average value of the examiner's t calculated value is -8.444&gt; t table 1.812 with a significance value = 0.000&lt; 0.05. So, it can be concluded that the CIRC learning method is effectively used in teaching Reading Comprehension Skills for fourth grade elementary school students. Keywords: CIRC Method, Reading Comprehension, Reading Interest

TEACHER STRATEGIES USING QUANTUM LEARNING TO IMPROVE SCIENCE LEARNING OUTCOMES IN CLASS IV OF ELEMENTARY SCHOOL OF GMIM 1 KAKASKASEN

The research aims to improve science learning outcomes using the Quantum Learning strategy for fourth-grade students at Elementary School GMIM I Kakaskasen. This type of research uses Classroom Action Research (PTK), which consists of 4 stages, namely: 1) Planning, 2) Implementation, 3) observation, and 4) reflection. The subjects of this research were fourth-grade elementary school students. Techniques for collecting data are Observation and tests. These techniques are considered appropriate to the background of the science learning process with material on the structure and function of stems in plants using the Quantum Learning strategy. The research results showed that in the first cycle, the learning outcomes were 73.33% complete, and in the second cycle, it was 92.38%. So, it can be concluded that by implementing the Quantum Learning strategy.

E-modul Pendidikan Pancasila Berbasis Canva Berbantuan Flip PDF Profesional untuk Meningkatkan Hasil Belajar Siswa Sekolah Dasar

This study identifies the limitations of conventional teaching methods, such as textbooks and lectures, in delivering Pancasila education to fourth-grade elementary school students. These methods could be more engaging and effective in improving students' learning outcomes and understanding of the subject matter. This research aims to develop an interactive and engaging E-module to enhance students' learning outcomes and understanding of Pancasila values. This research employed a developmental approach known as Randomized Controlled Trial (RCT) using the 4D model (Define, Design, Develop, and Disseminate). The validity of the E-module is assessed through expert validation involving media and subject matter experts. The evaluation results demonstrate the high validity of the developed Pancasila Education E-module, created using Canva for Education and assisted by Flip PDF Professional. The Aiken V index indicates a score of 0.87%, with all evaluation aspects falling within the 0.8 ≤ V ≤ 1 range. Moreover, the practicality of the E-module is confirmed, with a practicality level of 84.3%. The E-module was tested by teachers and fourth-grade students, with the involvement of the entire class. The test results show an improvement in students' learning outcomes, with an overall pretest percentage of 95.5% and a post-test percentage of 92.5%. Hence, the Pancasila Education E-module effectively enhances students' learning outcomes and understanding of Pancasila values. This research enriches the teaching methods of Pancasila education in fourth-grade elementary schools.

Analyzing the meanings that fourth grade elementary school students assign to the four operation symbols and their forms of representation

"The aim of this study is to reveal the meanings that fourth grade students in elementary school attach to the four operation symbols (+, -, x, :) that are abstract, in different representations. The pattern of the study is a case study of qualitative research methods. In the study, the evaluation tool developed by the researchers was applied to elementary school fourth grade students. It was tried to present the situations of writing a mathematical sentence and expressing terms, formulating a problem, displaying the problem with a figure/diagram from students related to the symbols (+, -, x, :) for four processing skills. Based on the findings obtained in the study, it is seen that students attach concept and operation meanings to four operation symbols (+, -, x, :), create more routine word story problems related to symbols, and are more successful in writing a mathematical sentence appropriate for the problem they are writing than drawing a figure/diagram. In addition, it can be said that students made mistakes throughout the process from a linguistic point of view in terms of; using punctuations correctly, writing letters, numbers, units and expressions correctly, naming terms, and legible and understandable writing."

The Association Between Self-Disclosure Patterns and Loneliness in Fourth Grade Children

Objectives: This study examined the association between self-disclosure patterns and loneliness in fourth grade children. Specifically, we aimed to explore the multidimensionality of self-disclosure and distinguish between social and emotional loneliness.Methods: The study included 514 fourth grade elementary school students residing in Seoul (male: 261). Latent profile analysis was used to distinguish different patterns of self-disclosure. Furthermore, hierarchical regression analysis was conducted to investigate the association between each pattern and loneliness.Results: First, children's self-disclosure patterns in fourth grade were classified into three groups. The straightforward group was characterized by high levels of depth, and moderate levels of amount, accuracy, and positiveness. Whereas the sugarcoating group reported the highest levels of positiveness, and moderate levels of amount, accuracy, and depth. However, the passive group was characterized by low levels of amount and depth, moderate levels of accuracy, and slightly high levels of positiveness. Second, the passive group felt lonelier than the other two patterns of children, and the sugarcoating group experience less loneliness than the other two patterns of children. Despite the straightforward group's tendency to openly share their inner selves with others, they experienced a higher level of loneliness than the sugarcoating group.Conclusion: This study highlighted the importance of examining children's self-disclosure patterns to alleviate their loneliness. Furthermore, children's self-disclosure can be classified into different patterns. The findings emphasized the necessity of developing intervention plans tailored to different self-disclosure patterns to effectively address children's feelings of loneliness.

The PBL-STS Model for Achieving Critical Thinking Skills in Elementary School Students

The research was motivated by the low learning outcomes of students, where as many as 57% of thirty students still needed to achieve the minimum completeness criteria (KKM). Moreover, in practice, the assessment of learning outcomes developed by teachers needs to be oriented toward measuring critical thinking skills. This study aims to describe the effectiveness of the Problem-based Learning (PBL) model with the integrated pattern of Science, Technology, and Society (STS) education in fourth-grade elementary school students. In this study, Borg and Gall's development research model was used, a process carried out to produce and test an educational product. The results showed (1) Each statement, both positive and negative statements, obtained an average percentage of 85.4% and was declared good; and (2) the average pretest score was only 32.7 and increased after the PBL-STS model was applied with a posttest score of 83.3. The average n-gain value obtained is 0.75 and is included in the high category. In addition, the significance value (2-tailed) is 0.00 &lt;0.05, so the application of the PBL-STS model has a significant effect on the achievement of learning objectives (students' critical thinking skills learning outcomes), or is accepted.