Grade Teachers Research Articles

Identifikasi Faktor Kesulitan Belajar Membaca Siswa di Kelas VI di SDN Karangpawitan III

This study aims to determine the factors that cause difficulties in learning to read for students. The type of this research is descriptive qualitative research. The subjects of this research consist of sixth grade students and the homeroom teacher of the sixth grade. Data collection methods include interviews, observations, and documentation. The data obtained is then analyzed to determine the internal and external factors that cause difficulties in learning to read for students. The results of the study show that the factors causing difficulties in learning to read for sixth grade students at SDN Karangpawitan III are caused by internal factors (low intelligence, low student learning motivation, low student interest in reading, as well as social and emotional maturity and unstable student adjustment) and external factors (less varied teaching methods by teachers and lack of parental attention to students in the family environment). Therefore, it can be concluded that there are several factors causing difficulties in learning to read for students, namely internal and external factors.

Analysis of Learning Difficulties in Mathematics Regarding 3d Geometric Shapes Materials at SDN 2 Weru

This research aims to determine the difficulties of learning cubes and rectangular prisms experienced by 5th grade students. The research method used was quantitative descriptive methods with a sample of 18 students and the 5th grade teachers at SD Negeri 2 Weru. Data collection techniques were carried out by observation and interviews. The results of the research show that: a) Students' ability to draw cubes and rectangular prisms is in the high category with a percentage of 83.33%. This can be seen in the suitability of student work results with the instructions given; b) Students' ability to identify geometric elements in images is in the very low category, with a percentage of 33.33%; c) Students' ability to determine the volume and surface area of a cube is in the moderate category with a percentage of 61.11%; d) Students' ability to determine the volume and surface area of a rectangular prism is in the low category with a percentage of 55.55%; and e) Students' ability to determine the volume and surface area of a rectangular prism based on the image presented is in the very low category with a percentage of 38.89%. Difficulties in learning mathematics faced by students include the inability to distinguish between cubes and rectangular prisms and their elements, difficulty while answering questions and applying formulas, the basics of multiplication are not yet strong, and lack of motivation to learn.

Penerapan keterampilan bertanya guru untuk meningkatkan keaktifan peserta didik di kelas V sekolah dasar

<p class="Abstract"><em>The purpose of this research are (1) To increase the activity of students through the application of the questioning skills of the fifth grade teacher at SDN Sentul, (2) To find out the application of the teacher's questioning skills that can increase the activity of students in class, (3) To find obstacles and solutions in application of teacher's questioning skills to increase student activity.</em> <em>The research approach uses a qualitative approach with Classroom Action Research (CAR) methods</em>. <em>The subjects of this study were 18 students in class V, and a teacher at grade V SDN Sentul</em>.<em> This study uses observation techniques, interviews, questionnaires, and documentation. Data analysis adopts data analysis by Sukardi with 6 steps with the steps of collecting data, displaying data, coding, reducing data, conducting verification and interpretation, drawing conclusions. The results of the research show that the application of the teacher's questioning skills with learning steps is observing the learning videos; question and answer; discussion; presentation of results; and reinforcement shows an increase in activity in each cycle. This is evidenced in the pre-action activity of 41,14%, cycle 1 of 61,66%, cycle 2 of 70,58% and cycle 3 of 81,25%.</em></p>

Interactive Game Learning Media Based on Canva on Five Sensory Materials for Grade IV Elementary School

Problems in the IPAS learning is students easily get bored with media that is monotonous and lacking in variety, resulting in a lack of student interest in paying attention to the material being presented by the teacher. So, teachers must create more interesting methods in the learning process so that students are more motivated in improving learning outcomes. This study aims to develop interactive game learning media on the five sensory materials for 4th grade of elementary school. This research is included in development research using the Borg and Gall model which only has up to 8 stages, because it is adjusted to the needs and time of the research. The subjects of this study consisted of fourth grade students and fourth grade teachers, a team of expert validators and researchers. Data collection methods are by observation, tests, questionnaires, and interviews. Data analysis techniques use initial data analysis, product analysis, and final data analysis. The research results obtained were the media expert validation test of 85% (feasible), the material expert validation test of 83.5% (feasible), and the results of the effectiveness test showed that in the before and after values there was an increase in the average knowledge value. So, Canva-based interactive learning media has good qualifications, is feasible and effective for use in carrying out the learning process.

Early Grade Teachers’ Professional Competence in Applying Sets to Numbers

<p><em>This study describes the professional competence of early grade teachers in applying set material in learning number material. The main objective of this study is to describe the competence of early grade teachers on set material applied in learning numbers. This type of research is descriptive qualitative with data collection methods through tests and teaching observations. The results showed that: 21 out of 25 teachers (84%) understood the notion of A</em><em>∪</em><em>B but were unable to apply it in addition operation; 24 out of 25 teachers (96%) understood about Cardinal numbers but what was spoken was number not lot; 25 out of 25 teachers (100%) understood the notion of A-B but were unable to apply the notion of subtraction operation.</em></p><div id="pip-toast"> </div>

Students as Partners: Using an Equity‐Oriented Critical Assessment Practices (CAPS) Approach in Reading to Empower Students and Inform Instruction

AbstractThis article offers a framework for more equitable classroom reading assessment known as a Critical Assessment Practices (CAPS) approach. CAPS includes a set of four principles that teachers can use to partner with, and to empower, students to support more equitable and informative classroom‐based reading assessment. Teachers can apply the CAPS approach to examine and adjust existing classroom reading assessment to make it more equitable and productive for students. The authors first describe a CAPS approach, then outline five stages teachers can use as they partner with students throughout assessment. Finally, the authors offer an example of how one first grade teacher applied a CAPS approach to adjust her existing assessment.

Exploring the Ability of Educators to Identify Behaviors Indicative of Emerging Psychopathologies in Elementary School Students: Assessing the Use of a Novel Vignette Measure.

The present study sought to assess the ability of teachers to identify emerging mental health disorders through a novel vignette measure. Canadian certified primary grade teachers (N = 101) completed a survey that included a novel vignette measure. Participants rated the severity of fictitious student behaviors depicted in several vignettes and their accuracy was calculated based on how closely their ratings matched the severity of symptoms depicted. Accuracy estimates derived through this measure differed considerably from previous vignette measure paradigms, producing much lower estimates of identification accuracy. A binomial logistics regression indicated that neither the gender nor pathology depicted in the vignettes significantly influenced rating accuracy. This novel vignette measure may represent a quick and effective means of assessing the accuracy of teachers in identifying emerging mental health disorders in their students.

‘Somos bilingües’: translanguaging socialization of DLBE teachers during the COVID-19 pandemic

ABSTRACT After the COVID-19 pandemic outbreak, the disruption of in-person schooling has significantly affected many students including emergent bilingual students. Designed as an ethnographic study, this research study examines two Spanish-English dual language bilingual education teachers’ implementation of translanguaging pedagogies and language socialization during the pandemic through the following research questions: (1) What adjustments did the teachers make to their teaching and curriculum to support the students as they navigated the pandemic times? (2) How did the teachers and students use languages in their interaction in blended learning environments? Findings from the 2nd grade Spanish Language Arts and 4th grade Social Studies classes demonstrate that both teachers reported an increased awareness of the importance to integrate translanguaging pedagogies and reflected a translanguaging stance. They also intentionally integrated translanguaging strategies into their teaching through translanguaging design. The 2nd grade teacher invited the students to draw upon their full linguistic repertoires for Spanish literacy development, whereas the 4th grade teacher adopted translanguaging design to make content materials more accessible. Through translanguaging socialization, both teachers socialized the students into and through flexible language use and created a learning environment where students’ linguistic repertoires were valued as a resource for learning.

Analisis Kesiapan Guru Kelas 4 di SDN 3 Troso dalam Implementasi Kurikulum Merdeka

The Merdeka Learning Curriculum is a policy of the Ministry of Education, Culture, Research and Technology which aims to optimize the existing curriculum. The purpose of this study is to analyze the readiness of 4th grade teachers in SDN 3 Troso in implementing the Free Learning Curriculum. The research method is a case study involving two teachers and school principals in the elementary school implementing the Merdeka Learning Curriculum. This study was collected based on interviews, observations, and documentation. Then analyzed through data collection, data reduction, data presentation and conclusions. The results of this study indicate that the teacher's readiness in the application of the independent curriculum seen from the results of the interviews in accordance with the 6 indccariat shows that the teacher is still not ready in implementing an independent curriculum. Still lacking understanding regarding the structure of the independent curriculum and still needs training related to the preparation of the teaching module and learning assessment at Kurkulum Merdeka. The teachers still do not have a clear picture related to the application of the Merdeka Curriculum. The level of readiness shown can be a consideration for schools to immediately respond to problems. In addition, the concept of an independent curriculum needs to be understood by all elements of educational institutions, so that in its application it can run optimally, effectively, and efficiently and be able to achieve the goals of Kurikum Merdeka itself

STRATEGI EFEKTIF MENGATASI TANTANGAN DALAM MENGELOLA KARATERISTIK SISWA DI KELAS 4 SD KANISIUS WONOGIRI

This research is motivated by the diversity of characteristics possessed by students in a class at Elementary School (SD). This diversity of characteristics poses a problem that teachers must address in the learning process. Various characteristics become a problem in managing them. The purpose of this research is to outline strategies for overcoming challenges in managing the characteristics of students. This research was conducted at SD Kanisius Wonogiri, Wonogiri District, Wonogiri Regency. Data collection in this qualitative research was done using several techniques, namely through observation and interviews. Observation was carried out by directly observing the characteristics of fourth-grade students during the learning process. Data collection was conducted through interviews with the Fourth Grade Teacher at SD Kanisius Wonogiri. The results of this research explain the various challenges faced by a teacher in managing the characteristics of fourth-grade students. These challenges encompass differences in learning abilities, varying levels of concentration, and handling large class sizes. When dealing with such complex challenges, teachers need to develop effective strategies to address these student characteristics. Some strategies that teachers can employ include treating children fairly, providing good interaction, and motivating students. These strategies are considered effective in addressing these challenges. This strategy will play a role in the learning process carried out by teachers in the classroom.

Primary Teachers’ Perceptions, Knowledge, and Attitudes Regarding Teaching Early Literacy Skills Incorporating the Science of Reading (SoR)

Reading instruction in primary schools has been at the center of attention for decades. Teachers are expected to be qualified and capable literacy teachers in order to produce proficient readers who are able to identify letters, understand the relationship between letters and sounds, decode the words on the page with automaticity and fluently read the text while simultaneously comprehending. In order for students to be successful, proficient and confident readers, teachers must understand the science of teaching beginning reading. The science of reading (SoR) is a collection of objective and reliable evidence about how humans learn to read, and ultimately, includes evidence-based instructional approaches that provide learning opportunities for all readers. The purpose of this research was to explore primary grade US teachers’ perceptions, attitudes, and knowledge regarding early literacy skills incorporating the Science of Reading (SoR). The researchers employed a QUAN descriptive design and analyzed the data using SPSS. A sample of 126 kindergarten through second grade teachers’ teaching self-efficacy and early literacy knowledge were analyzed with descriptive statistics and revealed that the majority of participants believed in their ability to teach reading effectively, yet possessed low early literacy knowledge (M=60%) but had average self-efficacy beliefs. Of significance, respondents may believe they can teach reading effectively yet do not have the knowledge to do so.

Analysis of the Implementation of the Merdeka Curriculum in Social Studies Subjects in Elementary Schools

The objectives of this study are: 1) to determine the role of teachers in teaching Social Studies using the Merdeka curriculum; 2) to identify the challenges faced by teachers in teaching Social Studies using the Merdeka curriculum. This research employs a descriptive qualitative method, where the data consists of observations and direct interviews with field experts. Data collection techniques include interviews, observations, and documentation. The sample selection for the study is purposively determined based on the expertise of the informants in providing necessary information to the researcher. Data analysis involves three steps: data reduction/selection, data interpretation, and conclusion drawing. Based on the research findings: 1) Teachers in Grade IV actively employ a scientific approach, encouraging students to be actively engaged in learning through various methods and models; 2) Challenges faced by teachers in implementing the Merdeka curriculum include excessive assessment criteria for students and inadequate teaching support facilities provided by the school, which hinder the effective implementation of the Merdeka curriculum

Video research in language classrooms: activities and target language use in early language learning

ABSTRACT A compulsory foreign language in Finland starts now in Grade 1 instead of Grade 3. The change has forced teachers to adopt new teaching methods. As young learners are not yet literate, teaching should focus on oral skills and awareness of diversity. Video data from 19 early foreign language lessons of five English, German, or French teachers in Grades 1 and 2 were analyzed to investigate what methods and activities were employed and how the target language was used. The teachers used various engaging, multisensory activities that were mostly teacher-led and done together with the whole class. Two teachers used plenty of target language while three used mostly Finnish. Besides singing, pupils generally produced single target language words while prefabricated longer expressions were rarer. It is important for teachers to consider activities from the perspective of language use so that pupils’ exposure to and practice of the target language are maximized.

PENINGKATAN KREATIVITAS MENGGAMBAR DEKORATIF SISWA KELAS III MELALUI PENERAPAN MODEL CONTEXTUAL TEACHING AND LEARNING (CTL)

The study aimed to improve student’s creativity in decorative painting, and describe the constraints and solutions in the implementation of Contextual Teaching and Learning. It was classroom action research. The subjects were teacher and students of third grade at SDN 1 Mekarsari. The data used is in the form of qualitative and quantitative data. Data collection techniques using tetst, observations, and interviews. Data validity uses triangulation of sources and techniques. Data analysis with data reduction, data presentation, and drawing conclusions. The results indicated that Contextual Teaching and Learning (CTL) improved student’s creativity in decorative painting. The students had interesting and unique ideas in painting. The student’s learning outcomes and works improved. The constraints were the teacher had difficulty to manage the students when drawing and they needed much times to finish. The solutions were the teacher provided more efforts to manage the students. It concludes that the implementation of Contextual Teaching and Learning (CTL) improves creativity in decorative painting to third grade students

Effect of an intervention program in the development of emotional, motor and cognitive skills of 5th-6th graders

The aim of this study was to investigate the effect of literature program on development emotional and motor skills of students aged 10-12 in the sport of volleyball. Students from 5th and 6th grade (Ν=257, 123 boys and 134 girls), participated in the research. The students were randomly divided into two groups. The first group (n=173) followed a 4 months literature program using the literary book "The Knight in Rusty Armor" and the second group (n=84) followed the typical Physical Education program. The teaching of emotional skills was combined with a program of learning the Volleyball cognitive backhand skill. Social-emotional intelligence was assessed with the questionnaire "Emotional Quotient-Inventory: Youth Version (EQ-I:YV)" by Bar-On and Parker, while the cognitive assessment of backhand service was carried out with criteria sheet 4 (p. 65) of the Physical Education book of the 5th-6th grade teacher. The non-parametric Friedman test – K related samples and the non-parametric Wilcoxon signed-rank test were used to evaluate the effect of the literature intervention. The results showed that the intervention program was effective with the students of the experimental group showing a significant improvement in terms of emotional skills: intrapersonal (P=0.290, Df(1), χ2: 1.119), empathy (P=0.128, Df(1), χ2: 2.312), social responsibility (P=0.610, Df(1), χ2: 0.261), adaptability (P=0.006, Df(1), χ2: 7.615), stress control (P=0.000, Df(1), χ2: 53.161) and general mood (P=0.790, Df(1), χ2:0.071). There was also an improvement in the cognitive of the back-hand service technique skill, (P=0.000, Df(2), χ2: 61.843). In contrast, students in the control group did not show any improvement in emotional skills and performance of cognitive backhand service skill. Therefore, the findings support the positive contribution of literature to the improvement of emotional and motor skills through the practice of the intervention program.

The Role of Media in Teaching and Learning of Reading and Writing Skills in Dodoma Early Primary Schools, Tanzania

The Tanzanian government has enacted policies aimed at ensuring that children attain a level of proficiency in reading, writing, and arithmetic by the time they finish either their second or third grade. Nevertheless, empirical research suggests that a section of children is completing the obligatory seven-years’ duration of primary education without attaining essential proficiencies in reading and writing. However, it has been noted that the utilization of digital technology has a positive impact on the advancement of reading and writing abilities. This study examined the impact of digital media on the educational practices of lower-grade classrooms, specifically in relation to the enhancement of reading and writing abilities. The research encompassed a total of 36 individuals, comprising 12 teachers in the early grades, 6 school administrators, and 6 professionals specializing in information technology. These respondents were selected from 6 primary schools located in Dodoma City. The investigation focused on 3 government-run primary schools and 3 non-governmental primary schools. The research included a combination of qualitative and quantitative approaches within a contemporaneous triangulation methodology. The study's primary findings indicate that digital media is frequently employed for educational objectives. Students are not just utilizing technology, but also developing literacy competencies, and this early integration can be perceived as advantageous for further scholarly pursuits. Educators commonly hold the belief that various multimedia tools, including cartoons, instructional videos, digital media such as projectors, and online platforms like as YouTube, Twinkly, Akili, and Pinterest, have the potential to augment students' literacy abilities. This study proposes that educational institutions should prioritize the selection of digital resources that are specifically developed for educational purposes, in accordance with the curriculum, incorporate diverse media formats, and cater to various learning styles.

PELATIHAN PENULISAN RENCANA PROGRAM PEMBELAJARAN (RPP) MATA PELAJARAN BAHASA INDONESIA SMP N 1 KUBUNG KABUPATEN SOLOK

The design carried out by teachers can be done creatively and innovatively, or ideas existing in the teachers' minds can be expressed through a lesson plan. However, it must be guided by other instructional elements, such as curriculum, syllabus, and textbooks. Lesson plans vary in different subjects. Specifically, this activity will involve a service project in the form of a training on lesson plans for the Indonesian language subject. Various issues faced by respondents include teachers' uncertainty regarding the components of a lesson plan and their uncertainty about the connection between content and the appropriate teaching media or methods to be applied to that content. The implementation of the service project is carried out by providing socialization to Indonesian language teachers in grades VII, VIII, and IX at Kubung State Junior High School, using methods such as lectures, Q&A sessions, and lesson plan writing exercises. The socialization involves explaining and providing information about the role of teachers in the learning process, the instructional materials prepared by teachers, explaining the components of a lesson plan, elaborating on the Core Competencies and Basic Competencies in the Indonesian language subject, and conducting training for teachers by selecting one of the Basic Competencies in the Indonesian language subject to be designed or developed into a lesson plan. In this context, there are seven lecturers who act as speakers to present the material clearly to Indonesian language teachers.

The Zenú oral tradition as a didactic strategy to strengthen family communication

Oral tradition is a significant element within culture, especially for ethnic groups, such as the Zenú, who fight for its preservation, because for Zenú families, it is an important factor in keeping their worldview alive. From this perspective, teachers need to have didactic options to promote cultural identity, especially in the indigenous cabildos where family communication is weak and does not tend to promote the oral traditions so necessary to develop in a pluralistic and democratic society, a training alternative to build more democratic societies, from this perspective, the purpose of this research work is the implementation of oral tradition as a didactic strategy to strengthen family communication. The population to be addressed are the students, parents and teachers of the eighth grade of the San Francisco de Asis Educational Institution of Chinú, Córdoba. The sample is made up of 4 parents, 4 students and 4 teachers. This degree work is developed from the qualitative approach, and responds to the theoretical conception of participatory action research. Surveys and semi-structured interviews were used as data collection techniques, which allowed understanding the importance of promoting and revitalizing the oral tradition as a cultural and pedagogical element to strengthen family and community ties.

Job demands and resources as predictors of well-being in portuguese teachers

ABSTRACT This cross-sectional study sought to investigate job demands and resources as predictors of teacher well-being. Participants were 319 portuguese teachers in grades 1–11 (elementary up to secondary level). Data were analysed through confirmatory factorial analysis, structural equation modelling and mediation analysis. Main findings revealed that job demand variables are negative predictors of teacher well-being, whereas job resources variables predict positively teacher well-being. Additionally, the results showed two indirect mediation effects: job resources buffered the job demands and well-being relationship. In particular, support from colleagues and autonomy were identified as the main mediators of the relation between job demands and teacher well-being. Overall, the main results are consistent with the Job Demands-Resources model and contribute to the understanding of interplay between job resources and demands and their influence over teacher well-being.

Public Elementary Teachers’ Motivation and Pedagogical Competence In Teaching Non-Readers: A Correlational Study

This quantitative study employs a descriptive-correlation research design to determine the motivation and pedagogical competence level of public elementary teachers teaching non-readers in a school district in Alamada, Cotabato, Philippines. It further examined the influence of their motivation on their pedagogical competence. Thirty-five teachers from Grades 1-3 participated in the study. More so, the study utilized content-validated and pilot-tested survey questionnaires to extract the data from the respondents. Descriptive statistics, such as frequency count, mean, and percentage, were utilized, and multiple linear regression was employed for the correlation test. Based on the result, the teachers' overall level of motivation to teach non-readers was very high. More so, the responses indicated a high level of identified regulation, reflecting strong intrinsic motivation. Both introjected regulation and extrinsic motivation were also reported as high, while amotivation was notably low. Moreover, the data revealed that the teachers in Grades 1-3 from one school district in said town were considered very competent. However, this present study found that there is no significant influence between teachers’ motivation and their pedagogical competence in teaching non-readers. The current study recommends that school administrators consider possible actions directed towards sustaining and enhancing high motivation because it can still impact teaching effectiveness and student outcomes while teaching non-readers.