Fourth Grade Primary School Research Articles

Views of Classroom Teachers Regarding the Processes of 1st and 4th Graders Having Difficulty in Learning Mathematics

Bu araştırmada, matematik öğrenmede güçlük yaşayan öğrencilerin ilkokul birinci ve dördüncü sınıfta ne tür güçlükler yaşadıkları sınıf öğretmenlerinin görüşlerine göre incelenmiştir. Araştırma, Türkiye’deki bir il merkezindeki okullarda görev yapan 47 sınıf öğretmeninin katılımıyla yürütülmüştür. Veriler, beş sorudan oluşan yarı-yapılandırılmış görüşme formu kullanılarak toplanmıştır. Verilerin analizinde içerik analizi tekniği kullanılmıştır. Yapılan analizler, 1. sınıfta matematik öğrenmede güçlük yaşayan öğrencilerin %62,5’inin 4. sınıfta da güçlük yaşamaya devam ettiğini göstermiştir. Bu öğrencilerin 1. sınıfta ritmik saymada, bazı kavramları öğrenmede, problem çözmede, sayı bilgisinde ve karşılaştırma yapmada zorluk yaşadıkları belirlenmiştir. 4. sınıfta ise ritmik saymada, bazı kavramları öğrenmede, işlem bilgisinde, problem çözmede, bellekle ilgili ve duyuşsal alanda güçlük yaşadıkları tespit edilmiştir. Öte yandan, 1. sınıfta okuma ve sayı bilgisi kaynaklı eksiklik, 4. sınıfta ilerleyerek okuduğunu anlama ve problem çözmedeki yetersizlik olarak kendini göstermiştir. Ayrıca öğrencilerin 1. sınıfta duyuşsal alanlarda güçlük yaşamadıkları ancak 4. sınıfta matematik kaygısına sahip oldukları ve motivasyon problemi yaşadıkları ortaya çıkmıştır.

İlkokul Dördüncü Sınıfta Felsefe-Temelli Çocuk Kitapları Aracılığıyla Değer Öğretimine İlişkin Bir Eylem Araştırması

The main purpose of this study was to teach values to the fourth grade primary school students with teaching activities prepared based on the eight books selected from the book series of Citir Citir Felsefe (Les Gouters Philo). The research was conducted in the participatory action research design, which is one of the qualitative research approaches. The participants included 22 fourth grade students attending at a state primary school in Konya during the spring of 2017. A total of 10 action plans were prepared and implemented weekly. In the first action plan, students’ perceptions about the concept of value were examined. In the next eight action plans, teaching activities related to the eight books of the Citir Citir Felsefe book series were implemented. In the last action plan, a drama activity and a movie watching activity were performed. Data were collected through participant observations, video recordings, reflective diaries (researcher diary, teacher diary and student diaries), semi-structured interviews with the classroom teacher and students, and in-class dialogues. The content analysis technique was used to analyze the study data. The study concludes that the eight books chosen from the Citir Citir Felsefe book series contributed to the reinforcement of values in students and that the action research process was effective in reflecting the practical experiences.

Graphic Symbol Based Interactive Animation Development Process for Deaf or Hard of Hearing Students

Abstract In this study, the development process of graphic symbolsbased animations for developing literacy skills of hard of hearing students has been examined. Participants of the study consisted of two teachers and seven students studying in the third and fourth grade in Primary School of Hard of Hearing. Data obtained through interview and observation were analyzed by content analysis. Revisions have been made within the framework of the obtained data. In this context, seven revisions (1, 2, 3, 4, 7, 16 and 18. application) were made. It has been determined that; each sentence should be presented clearly and must be pausable, minor details and the dormant objects in the background should be removed, animations of actions should be standardized, and fonts in animations should match the writing style used by the students in the animations. It also turned out that the sound from the surrounding should be included in the animations. A design guide for graphic symbols based animations for hard of hearing students was developed for the researchers in line with the acquired results.

The Effects of Nursery Rhymes on Improv-ing Reading Fluency of Fourth-Grade Primary School Students

This study aimed to determine the effect of nursery rhymes, which are entertaining and remarkable products of Turkish folk literature, on the development of the fluent reading skills of fourth grade primary school students. The study group consisted of 44 students studying in the fourth grade during the 2015-2016 academic year at a public primary school in the Vakfikebir county of the Trabzon province in Turkey. Since the activities conducted with the experimental group were applied by the researcher, the section of the researcher was chosen as the experimental group and one of the remaining fourth-grade sections were randomly assigned as the control group. In the study, the texts, which were determined in order to assess the fluent reading skills of the students, were firstly read by the students prior to the study and their voices were recorded. The reading rates of the students were evaluated using the recordings by counting how many words the students read in one minute, their reading levels were determined with Error Analysis Inventory and prosodic features were evaluated with the Prosodic Reading Scale. Then, activities involving nursery rhymes were applied to the experimental group for 15 weeks as 2 activities per week, while the students in the control group continued their regular education. After the activities were applied, the measurements that were carried out prior to the study were repeated by making students read the same texts again. The reading rate scores, accurate reading scores and the data obtained from the Prosodic Reading Scale at the end of the measurements were transferred into an SPSS package program. The data were analyzed by performing paired samples T-Test and Independent Groups T-Test analyses. At the end of the study, it was determined that the reading rates and accurate reading skills of the students in the experimental group improved.

Programa psicomotriz para el desarrollo de habilidades matemáticas a través del uso del videojuego

Objetivo: Valorar el efecto de un tratamiento psicomotor por medio del videojuego en el desarrollo de habilidades matemáticas de suma y resta en niños de cuarto grado de primaria. Método: Se estudiaron a 28 niños de ambos sexos (divididos en grupo experimental y control), valorados todos en Preprueba-Postprueba por el Test de Desarrollo Motor Grueso, versión 2 (TGMD-2, por sus siglas en inglés) y el Test de Comprensión de Habilidades Matemáticas (CMAT). En el grupo experimental se aplicaron un total de 20 sesiones programadas (5 días a la semana) de 15 minutos de ejercicio físico dictado por el videojuego Body and Brain Connection de Xbox 360 Kinect. Resultados: El desempeño Motor Grueso fue similar en ambos grupos, ya que las 12 habilidades valoradas en el TGMD-2 se vieron favorecidas en los resultados de Postprueba en ambos grupos. Sin embargo, en el caso del CMAT las habilidades de Suma y Resta fueron favorecidas significativamente solo en el grupo experimental. La media en Suma paso de 6,6 ± 3,6 a 8,3 ± 3,5 y en Resta de 6,0 ± 3,6 a 8,5 ± 2,8. Conclusión: El uso de videojuegos (como en el caso de Body and Brain Connection) solo produce cambios significativos en el desarrollo de Habilidades Matemáticas de Suma y Resta y no en la Motricidad Gruesa. Estos resultados concuerdan con otras investigaciones al afirmar el efecto favorecedor que produce un programa a través del uso de videojuego aplicado en el desarrollo de habilidades académicas.

The Effect of Outdoor Education on the Achievement and Recall Levels of Primary School Students in Social Studies Course

The aim of this study is to determine the effects of the implementation of activities based on outdoor education in social studies teaching on students' academic achievement and their level of knowledge recall. In the study, semi-experimental design with pretest-posttest control group was used. The study was conducted with the study group determined by selecting the appropriate sample. The study group for the 2018-2019 academic year was composed of two primary school fourth grade students, one from a public school (n=33) and one from a control group (n=31) in Buca district of İzmir province. During the application process, fourth grade social studies lesson “People, Places and Enviroments” learning area subjects were covered for 6 weeks with outdoor education activities and outdoor teaching method, social studies lesson curriculum content and activities in control group. As a data collection tool, the “Academic Achievement Test” created by the researcher within the scope of the primary school fourth grade “People, Places and circles” learning area attainments was used as pre-implementation and post-implementation. In addition, the Academic Achievement Test was used as a persistence test to measure students' level of recall of their knowledge 4 weeks after applications were finished. Statistical solutions of the data were made with descriptive statistics, t-test for independent samples, and two-factor ANOVA for mixed measurements. According to the findings, academic success and retention levels of the experiment group students who took outdoor education activities and outdoor education social studies courses were significantly higher than those of the control group students who performed courses according to the curriculum and activities of social studies courses in the classroom environment. As a result, it was determined that the implementation of outdoor educational activities in the teaching of social studies courses increased the success levels of the students and positively affected their level of recall their knowledge.

AN EVALUATION OF THE CONCEPT INSTRUCTION PROCESS IN THE CONTEXT OF “KNOW, UNDERSTAND, DO” DIMENSIONS

Kavram öğretimi öğrencinin bilgiyi yapılandırmasını ve “anlam oluşturmasını” sağlayan önemli bir uygulamadır. Ancak geleneksel olarak, eğitim programı ve öğretim tasarımları daha çok iki boyutludur ve öğrencilerin “bilme” ve “yapabilmelerine” odaklanmıştır. Oysa, “anlama boyutu” bilginin yapılandırılması ve üst düzey düşünme becerilerinin gelişimi için önemlidir. Bu nedenle çalışma kavram öğretimi sürecinin Erickson (2007) tarafından sunulan “bil, anla, yap” boyutları bağlamında öğrenci gelişimine katkısının değerlendirilmesi amacıyla yapılmıştır. Araştırmada nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Seçilen kavramların öğretimi 16 ders saatinde gerçekleştirilmiştir. Çalışma Adana ilinin merkez ilçelerinden birinde, bir devlet ilkokulunda yürütülmüştür. Çalışmaya on üçü erkek, sekizi kız olmak üzere toplam 21 ilkokul dördüncü sınıf öğrencisi katılmıştır. Öğrencilerdeki gelişim “düzey belirleme kontrol listeleri” ile izlenmiştir. Sonuç olarak, kavram öğretiminin “bil, anla, yap” boyutlarında bilgiyi yapılandırma sürecine katkı sağladığı, ancak anlama boyutunda diğer boyutlara göre daha fazla gelişim olduğu belirlenmiştir. Anla boyutunda; nedenini açıklama, sınıflandırma, ayırt etme, soru sorma, özelliklerini gösterme davranışların edinmesinde katkısı olduğu bulgusuna ulaşılmıştır.

Music Technology Software in Adopting Music Teaching Contents

The paper examines the use of music technology software in music classes among younger pupils. The sample consists of the fourth grade primary school pupils (E-65, C-64) from Serbia. The experiment was carried out in classes in which pupils' intellectual processes (learning, attention, and memory) were encouraged through the use of music technology software. While the E group achieved better results regarding all examined parameters, a decline was recorded in the C group regarding some parameters. The results of this research also provide a basis for further research which would be aimed at pupils of all age groups. Keywords: music via technology, educational software, pupils' achievement

Testing the Effectiveness of Interdisciplinary Curriculum-Based Multicultural Education on Tolerance and Critical Thinking Skill

<p>This research aims to explore the effectiveness of interdisciplinary education program based on multicultural education on the tolerance value, attitude and critical thinking skills of the fourth grade primary school students. Single group pre-posttest design has been used in the study. The research has been carried out with 30 fourth-grade students, at a primary school located within the district of Karakocan in Elazig during the 2015-2016 academic year. Among the participants, 15 are females and 15 are males. The research has employed Tolerance Attitude Scale developed by Kaptan-Yarar, tolerance value and critical thinking story tests and scoring rubrics. Descriptive statistics and dependent samples t-test have been used during data analysis. Research results have revealed a statistically significant difference between critical thinking scoring rubric, tolerance value scoring rubric and tolerance attitude scale pretest-posttest scores in favor of posttest. Based on these results, it can be said that the interdisciplinary curriculum developed based on multicultural education improves students' critical thinking skills, tolerance value and attitudes.</p>

Self-efficacy Perceptions Scale for Reading Comprehension of 4th Grade Students in Primary School: Validity and Reliability Study

The aim of this study is to develop a data collection tool to determine the self-efficacy perceptions of 4th grade students in reading comprehension. The study group consisted of 525 primary school fourth grade students randomly selected from the schools affiliated with public schools in Mersin, Bursa, Kahramanmaraş, İstanbul and Gaziantep. The study was designed in the survey model. The process for the development of appropriate measuring tool has been systematically monitored. For the scope validity of the scale, the relevant theorotical field was screened and expert opinions were consulted. Exploratory factor analysis was performed to determine the construct validity of the scale. In one-dimensional structure, Cronbach-Alpha internal consistency coefficient of the scale consisting of triple likert type and 29 items was determined as .918 According to these findings, it can be said that the scale measures the self-efficacy perceptions of the 4th grade students in reading comprehension, validly and reliably.

Sociološki pristup razumevanju pravoslavne verske nastave u prvom ciklusu osnovnog obrazovanja i vaspitanja

In this paper, throught the analysis of Ortodox religious education, in the curricula for the first cycle of primary education in the Republic of Serbia, explore cycle values that are directed to students to teach, accept and incorporate them into ther behavior. This research is conducted from a sociological theoretical and methodological point of wiew, according to whitch, through the study of religion, certain social phenomena and processes are known. To that end, this paper presents the basic theoretical determinations of Othodoxy in sociology, points out the process of returning religious education in Serbi and analyzes the current curricula of Orthodox religious education from the first to the fourth grade of primary school. This is about Orthodox Christianity of the Serbian style and experience, founded in the part of Saint Sava, known as Svetosavlje. In the function of this paper, an analytical descriptive method was applied, in order to identify and describe teaching contents from Orthodox religious teching, and then to determine their coherence with other teaching contents and the ruling system of social values in the Republic of Serbia. The basic starting point in these considerations is that the religious values of Orthodoxy are contained in the curricula for the first cycle of primary education characterized by traditional culture and morals. They affect: the development of awareness of belonging to the Orthodox faith, Serbian tradition and nation; on the development of religious tolerance among people and towards other confessional communities, as well as on the acquisition of religious culture among students.

Valutare l’efficacia di una sperimentazione didattica basata sull’insegnamento reciproco: il ruolo della complessità delle classi e della competenza iniziale nella comprensione dei testi.

International literature indicates a plurality of experimental strategies for comprehension-fostering (Pearson & Duke, 2002; Duke & Pearson 2009; Duke et. al., 2011), among which we have the Reciprocal Teaching strategy (Palincsar & Brown, 1984), which has been barely implemented and experimented in Italy (Calvani, Fornili & Serafini, 2018; Calvani & Chiappetta Cajola, 2019).The aim of this study, that is carried out in the Reggio Emilia area on fourth grade primary school students of different competence, is to verify the effectiveness of an experimental program based on Reciprocal Teaching promoted nationally by the association S.Ap.IE (Society for Learning and Education informed by Evidence). The analysis of the data showed that the tested didactic strategy had a positive effect and that significant differences depended on the level of initial competence and the complexity of the classes involved.

Entornos virtuales en la formación docente como mediación de enseñanza de las I.E. de cuarto grado de primaria de la Ugel Norte

La presente investigación se analizó, de los resultados obtenidos los entre los años 2007 – 2014 aplicados por el Sistema Regional de Evaluación de los Aprendizajes (SIREVA), cuyos resultados nos mostró la brecha existente de niños que no alcanzaron un nivel satisfactorio en comprensión lectora y en matemática, para realizar el estudio de datos se utilizó la base de datos de alcance regional correspondiente a la UGEL Norte, a partir de esta información obtenida se analizó material bibliográfico sobre entornos virtuales que den soporte a la mejora del proceso enseñanza aprendizaje en los docentes, llegamos a evidenciar los efectos positivos del uso de herramientas digitales en la aplicación del programa. En los ultimos cinco años se ha venido trabajando un conjunto de estrategias a fin de mejorar los niveles de comprension lectora y matematica en los estudiantes de Segundo y cuarto grado de primaria en la institucioneseducativas de la ugel Arequipa norte sin embargo aun se encuentran en un 40 % en el nivel de proceso , no logrando las capacidades y desempeños minimos hacia el logros delas competencias del area de matematica y comunicacion, siendo el problema el uso de estrategias de enseñamza y aprendizaje pertinenete para lograr las competencias en un nivel satisfactorio, es asi que uno de los medios para logra la efectividad de la estrategia es el uso de los entornos virtuales. objetivo general fortalecer la formación docente de la mediación de la enseñanza con el uso de los entornos virtuales a través de la implementación del proyecto “Mejoramiento de la calidad del servicio educativo para incrementar el logro de aprendizajes en comunicación y matemática en estudiantes de Instituciones Educativas Públicas del nivel primario, correspondientes al ámbito de intervención de la UGEL Norte” y tiene como objetivos específicos: a) Analizar el manejo de los entornos virtuales como herramientas de medición de la enseñanza, b) Analizar los factores que influyen mejoramiento de su formación profesional con el uso de entornos virtuales. Selección de los participantes docentes que intervinieron en las siguientes etapas del proyecto “Mejoramiento de la calidad del servicio educativo para incrementar el logro de aprendizajes en comunicación y matemática en estudiantes de Instituciones Educativas Públicas del nivel primario, correspondientes al ámbito de intervención de la UGEL Norte. Se realiza las siguientes intervenciones: 1 Uso de la plataforma, 2 Uso del software educativo, 3 Uso de los videos en las pasantías docente, 4 Capacitaciones en la planificación curricular y el manejo de entorno virtuales, 5 Monitoreo y Acompañamiento. Muestra: Se seleccionó una muestra al azar de todas las IE de la u gel norte de educación primaria, teniendo una muestra de 84 IE que corresponde a 84 docentes 10 directores En cuanto a los resultados En las respuestas de los 82 docentes y directores encuestados 34%(28 de los 82 evaluados) de ellos afirmo que las estrategias pedagógicas han permitido mejorar los aprendizajes de sus estudiantes.

Examining the motivations of primary school fourth grade students with regard to homework

In this study, the aim was to determine the motivation levels of primary school fourth grade students with regard to their homework, and whether their motivations differ in terms of some variables. The sample used in the study, conducted using a survey method, consists of 256 students studying in schools in the province of Erzurum of the Republic of Turkey. The data of the study were collected using a ‘Homework Motivation Scale’. Data were analysed using descriptive statistical techniques, a t-test and a one-way analysis of variance test. It was seen that the internal and external motivations of the students differed with regard to intrinsic motivation. In addition, it was seen that students' autonomous motivations differed with regard to those who have someone who helps them with homework. Students' intrinsic motivation is higher than their external motivation. It is thought that this will contribute to students completing their homework successfully.
 Keywords: Homework, motivation, primary school.

Analysis of communication styles between adolescents and parents (example of Kyrgyzstan)

In this study, the aim was to determine the motivation levels of primary school fourth grade students with regard to their. The purpose of this study is to explain the forms of communication of adolescents with parents, problems in the school, sexual identities, conflicts with parents, how parents behave towards adolescents, the reasons of physical and mental changes experienced by adolescents and adolescents, to determine the anxiety and fear of adolescents and to reveal the expectations of parents from adolescents. The research was carried out in 2017–2018 academic year with 780 students, including 380 male, 400 female and 45 parents who have students in the same school.. According to the data obtained from the scale, the scores of girls were higher than males. Besides, the scores of the families with lower income were higher than the middle and upper groups.
 Keywords: Adolescent, parent, adolescent communication, adolescent parent.

Reading Difficulty and its Remediation: A Case Study

<p style="text-align:justify">The aim of this study, in which one of the qualitative research approaches, the case study design, was used, was to remedy reading problems and develop reading skills in a fourth grade primary school student with sound, syllable and word recognition exercises. The study covers 38 lesson periods in the autumn term of the 2018-2019 academic year. For developing reading skills, the strategies of “prior listening to the paragraph”, “repetitive reading” and “word repetition” were used. For determining reading errors, the “Error Analysis Inventory” was used. Data were obtained by means of observation and document examination. In the study related to determining reading status, it was established that the student had made errors such as repetition, syllabication, omission, addition and failure to notice punctuation marks. Based on the data obtained, first of all, sound, syllable and word recognition exercises were conducted with the student, and then reading exercises were carried out with texts selected to suit the level of the student’s Turkish course books and story books. Analyses were performed by taking audio and video recordings of all exercises. As a result of the intervention, the student’s desire to read increased, he began to read out loud, he began to identify sounds that he previously did not recognise or confused, and improvements in his reading skill were observed.</p>

استخدام استراتیجیة تدریسیة قائمة على البراعة الریاضیة فی تنمیة التحصیل الدراسی وفقا للاختبارات الدولیة TIMSS وتقدیر الذات الریاضی لدى تلامیذ المرحلة الابتدائیة

هدف البحث الحالى إلى استقصاء أثر استخدام استراتيجية تدريسية قائمة علي البراعة الرياضية في تنمية التحصيل الدراسي وفقا للاختبارات الدولية (TIMSS) وتقدير الذات الرياضي لدي تلاميذ المرحلة الابتدائية، وقد استخدم المنهج شبه التجريبى القائم على تصميم المجموعتين: التجريبية والضابطة ذوى القياس القبلى والبعدى، وتکونت عينة البحث من (110) تلميذ وتلميذة من تلاميذ الصف الرابع الابتدائى، تم اختيارهم بطريقة عشوائية من مجتمع البحث الأصلى والمتمثل فى جميع تلاميذ الصف الرابع الابتدائى الذين يدرسون فى المرحلة الابتدائية بمحافظة الغربية، خلال الفصل الدراسى الثاني للعام الدراسى 2018/2019، وقد تکونت المجموعة التجريبية من (55) تلميذ وتلميذة درسوا وحدة الکسور العادية من کتاب الرياضيات للصف الرابع الابتدائى باستخدام استراتيجية تدريسية قائمة على البراعة الرياضية، کما تکونت المجموعة الضابطة من (55) تلميذ وتلميذة درسوا نفس المحتوى بالطريقة المعتادة، وتم تطبيق أدوات البحث والمتمثلة فى: اختبار التحصيل الدراسي وفقا لمستويات الاختبارات الدولية TIMSS وتقدير الذات الرياضي على مجموعتى البحث، وقد أسفرت النتائج عن وجود فرق دال إحصائيا عند مستوى (0.05) بين متوسطى درجات تلاميذ المجموعتين التجريبية والضابطة فى التطبيق البعدى لکل من: التحصيل الدراسي وفقا لمستويات الاختبارات الدولية TIMSS، وتقدير الذات الرياضي لصالح المجموعة التجريبية وبحجم تأثير مرتفع، کما أشارت النتائج أيضا إلى وجود علاقة ارتباطية موجبة دالة إحصائيا عند مستوى )0.05) بين درجات تلاميذ المجموعة التجريبية فى التطبيق البعدى للاختبار التحصيل الدراسي وفقا لمستويات الاختبارات الدولية ومقياس تقدير الذات الرياضي. وفى ضوء النتائج أوصى البحث بضرورة تطبيق واستخدام استراتيجية تدريسية قائمة على البراعة الرياضية والاهتمام بالتدريب على استخدامها، وقد قدم البحث مجموعة من الدراسات والبحوث المقترحة فى هذا الصدد. The aim of the current research is to investigate the effect of using a teaching strategy based on mathematical ingenuity in the development of academic achievement in accordance with international tests (TIMSS) and mathematical self-assessment among primary school pupils. The research was made by (110) male and female students from the fourth primary class, randomly chosen from the original research community, which is represented by all the fourth primary school students who are studying in the primary stage in Gharbia Governorate, during the second semester For the academic year 2018/2019, the experimental group consisted of (55) male and female students who studied the unit of regular fractions from the math book for the fourth grade of primary school using a teaching strategy based on mathematical prowess. The control group consisted of (55) male and female students who studied the same content In the usual way, the research tools that are represented in: the academic achievement test according to the levels of international tests and mathematical self-assessment were applied to the two research groups, and the results resulted in a statistically significant difference at the level (0.05) between the average scores of students of the experimental and control groups in the application of the dimension For each of: academic achievement according to the levels of international tests TIMSS, and mathematical self-assessment in favor of the experimental group and a high impact size, the results also indicated a positive correlation statistically significant at the level (0.05) between the experimental group students ’scores in the post-application of the academic achievement test according to levels International tests and mathematical self-esteem scale. In light of the results, the research recommended the necessity of applying and using a teaching strategy based on mathematical ingenuity and paying attention to training in its use. The research presented a set of studies and research proposed in this regard.

Increasing Awareness on Dede Korkut and His Stories: An Action Research

The aim of this study is to increase the awareness of Dede Korkut and his stories about the fourth grade students in primary school. For this purpose, the following questions have been sought: “What is the awareness of the fourth grade students attending the research about Dede Korkut?”, “How is theme-centered teaching contributing to the knowledge and recognition of Dede Korkut and his stories in primary school fourth grade students?”, “What do students think about the processing of Dede Korkut and his stories with thematic teaching?”, “What are the observations of the researcher during the application?” This study is a qualitative research and is designed with action research. The study group consisted of 22 students in the fourth class of a primary school. In this study, three different data collection tools were used:“Dede Korkut Awareness Form”, “semi-structured interview form” and “researcher's diaries”. Based on results, it is concluded that students do not know Dede Korkut and her stories which contain cultural values related to the society to which they belong, but successful results can be obtained when these works belonging to our culture are transferred to the students with appropriate methods. At the end of the interview, the students mentioned that they participated in activities related to thematic teaching and Dede Korkut and learning their stories, felt as if they had lived in that period and that they learned through these activities was permanent. In this direction, we can conclude that the theme-centered teaching method is successful in teaching Dede Korkut and his stories.

KARAKTERISTIK BUTIR SOAL: CLASSICAL TEST THEORY VS ITEM RESPONSE THEORY?

This research aimes to describe the characteristic of UAS items theme 1 at the fourth grade of Primary School in Paramasan bawah village according to the item difficulties and discrimination. The sample of this research was 37 students who took the final examination year academic 2018/2019. The objects of this research were question items and the answer sheet of the final exam that obtained from 3 different schools in Paramasan Bawah village. The data analysis technique used in this research was empirical analysis helped by Bilog and Iteman program application. This analysis used to know the characteristic of items based on the Item Response Theory and Classical Test Theory. The result of this research showed the characteristic of UAS items, according to item response theory, 30 items had a good discrimination and 33 items had a good item difficulty, while according to Classical Test Theory: 15 items had a good discrimination and 27 items had a good item difficulty.Keywords: Characteristics of items, item difficulties, discrimination

Effect of STEM-based Learning on the Cognitive Skills Improvement

The success in the modern era is determined by how students strive to have certain skills. This can be achieved by students through the development of cognitive domain, because it is considered as the ability to master subject matter with regard to thinking ability in addition to learning. Hence, this research aims at improving the learning outcomes in the cognitive domain of students at the primary school level. This research was conducted using the Pre-Experiment method with the pretest-posttest One-Group design. The lessons were implemented using Science, Technology, Engineering, and Mathematics (STEM)-based learning, while the learning method was referred to the Engineering Design Process. The stages consist of problem scoping, idea generation, design and construct, design evaluation and re-design. The research involved 30 fourth grade primary school students in Cimahi City as the research samples. The data were collected using observation and analyzed using quantitative descriptive analysis. The research results revealed that there were differences in learning outcomes in the cognitive domain. To conclude, STEM-based learning could improve primary school students’ cognitive skills.