Sixth-grade Students Research Articles

Developing a game-based test to assess middle school sixth-grade students’ algorithmic thinking skills

This study was carried out to develop a test to assess algorithmic thinking skills. To this end, the twelve steps suggested by Downing (2006) were adopted. Throughout the test development, 24 middle school sixth-grade students and eight experts in different areas took part as needed in the tasks on the project. The test was given to 252 students attending the sixth grade who were selected through purposeful sampling. The content validity of the test was ensured by means of obtaining expert opinion, whereas the construct validity was ensured by performing an independent sample t-test on the difference between the lower and upper groups. As a result, the algorithmic thinking skills assessment test was finalized with 22 main items and 2 sample items, totalling 24 items. The KR-20 reliability analysis proved a quite reliable test based on the reliability coefficient of 0.83. As mentioned earlier, the independent sample t-test was applied to the difference of lower and upper groups for construct validation of the test. It was seen that the test items are significant in discriminating the students in the lower and upper groups (p<0.01).

Effect of Using the Constructivist Teaching Method on Creative Thinking and Entrepreneurship

Background: The process of entrepreneurship and creativity are the main current principles in human life at the beginning of the third millennium AD; therefore, it is considered one of the most important goals of educational organizations. Preparing students to enter society effectively will not be provided unless creativity is cultivated among them. Therefore, the present study was conducted to use the effect of the constructivist teaching method on students’ creative thinking and entrepreneurship.
 Methods: In this interventional study, 40 female students in sixth grade were selected by available sampling and randomly divided into two groups of 20 (20 in the intervention group and 20 in the control group). Then, the intervention group was given the necessary training for 5 one-hour sessions. The investigated variables were collected from demographic questionnaires, Abedi’s creativity, and Lumpkin and Dess’s tendency to entrepreneurship through pre-test and post-test. Data analysis was performed using SPSS software (version 25) and descriptive statistical methods of covariance test.
 Results: In terms of parents’ education level and household income, no difference was observed between the two groups (P > 0.05). The average score of creative thinking in the intervention group increased from 67.55 before the intervention to 75.75 after the intervention; however, in the control group, the average score decreased from 20.68 in the pre-test to 55.61 in the post-test. Additionally, the average score of entrepreneurial tendency in the intervention group increased from 43.75 before the intervention to 54.50 after the intervention; however, in the control group, the average score increased from 40.10 to 42.50.
 Conclusions: The constructivist teaching method plays a significant role in the learning approach. In addition, the use of this method can be effective in increasing the tendency to entrepreneurship. Considering the importance of entrepreneurship, teaching constructivist courses in universities and schools is appropriate.

أسباب تأجيل طلاب الصف السادس العلمي للامتحان الوزاري للعام الدراسي2022-2023 (مادة الفيزياء انموذجاً)

The current research aims to answer the following question: What are the reasons for sixth grade students postponing physics in the ministerial exam for the academic year 2022-22023? To answer the research question, the researcher used the descriptive analytical method, and relied in studying the phenomenon on the tool (closed questionnaire), which was Distributing it to (500) students who postponed the ministerial exam for physics for the sixth scientific grade (biology) for the academic year (2022-2023 AD). After conducting appropriate statistical analyses, the results showed that the number of postponers (1261) constituted 25% of the participants. This is not a small percentage, regardless of the excuses; Because it will deplete human and material resources again, and in light of these results, the researcher presented a number of recommendations and proposals for future research, the most important of which are: developing an appropriate schedule away from events (continuous, not separate) that takes into account individual differences between students, and conducting research similar to the current research in other academic subjects. Keywords: postponement, results of ministerial exams, physics.

The Effectiveness of the Flipped Classroom Teaching Method on the Components of Academic Optimism in Mathematics

The important mission of education is to contribute to the all-round growth of students intellectually, behaviorally, and attitudinally. Academic optimism is considered one of the most important components of attitudinal growth and complements the intellectual and behavioral growth of students, which has attracted the attention of experts and researchers in the field of education. This research was conducted with the aim of identifying the impact of the flipped classroom teaching method on the components of academic optimism in mathematics class. The present research method was a semi-experimental design with a pretest-posttest design with one control group. The statistical population of the study included all sixth-grade students in Middle School classes in Herat City. First, through purposive sampling, 42 students were selected, and then, due to the homogeneity of the samples, they were randomly assigned to two experimental groups (21 students) and control groups (21 students). To collect the data, the Academic Optimism Questionnaire (AOQ) by Moran et al. (2013) with a reliability of 0.93 for the entire test, was used. The research hypotheses were analyzed using multivariate analysis of variance (MANOVA) in the SPSS26 software. The findings showed that the flipped classroom teaching method led to a significant increase in the academic optimism of students in the components of students’ trust in the teacher (p < 0.000), academic emphasis (p = 0.013), and school unity (p = 0.015). Therefore, the flipped classroom teaching method is considered one of the most effective methods for the development of academic optimism, and its use is recommended for middle school teachers.

Development of Virtual Field Trip-Based Learning Model as A Strengthening of Madrasah Student Digital Literacy

This article aims to determine how the development, feasibility, effectiveness, and practicality of virtual field trip (VFT)-based learning models strengthen students’ digital literacy. The research was conducted in three Madrasah Ibtidaiyah (MI) areas of South Jakarta, Bogor (West Java), and Kediri (East Java). The trial was conducted for students (sixth-grade students) in each school in one class. This research uses a qualitative descriptive approach with research and development (R&D) methods, according to Borg & Gall. Research data on the application of the model were obtained through observation, tests, and questionnaires, while data analysis was carried out through average and percent scores. This development research obtained a model design from VFT-based learning steps. Based on the results of the trial revealed that (1) the model met the Feasible criteria shown by the assessment of experts and practitioners with an excellent category; (2) the model met the Effective criteria shown by the average results of strengthening digital literacy with an excellent category, and the average results of positive responses to the implementation of learning with Agree/Happy criteria, as well as the achievement of student learning outcomes from the three trial classes obtained a percentage increase above 5%; (3) the model met the Practical criteria shown by the implementation of learning through VFT and the teacher’s ability to manage the learning with an excellent category. The research results briefly state that the VFT-based learning model developed can reinforce students’ digital literacy.

Developing an Achievement Test on the Subject of ‘Circulatory System’ for Sixth Graders

This study aims to develop a test to measure sixth grade students’ success in ‘Circulatory System’. For this purpose, a draft test containing 22 questions was prepared by the researchers. And then, the draft test was submitted to expert opinion and examined in terms of language and content. Following expert opinions, the 22 multiple-choice questions were administered to 128 seventh graders attended to two different secondary schools. Item analysis was performed in the data and thus, two questions were removed from the draft test. According to the findings, the overall item difficulty value of the 20-question final test was calculated as 0.654, and the item discrimination value was calculated as 0.54. KR-20 reliability coefficient of the test was 0.71. Seven of the questions are at the remembering level. Additionally, there were eight questions at the understanding level and five questions at the analysis level according to Bloom’ revised taxonomy.

TECHNOPHOBIA, MOTIVATION, AND ACADEMIC ACHIEVEMENT IN DISTANCE LEARNING FOR GRADE 6 STUDENTS IN ABU DHABI, UNITED ARAB EMIRATES

Background and Purpose: Limited research has explored the perceptions of technology use in distance learning education among grade six students and its potential influence on academic achievement. Addressing this gap, this study aims to investigate the relationship between technophobia, motivation and academic achievement in the context of distance learning for sixth-grade students in Abu Dhabi, United Arab Emirates.
 Methodology: Data were collected through a questionnaire distributed among grade six students in Abu Dhabi resulting in 399 responses. The respondent pool comprised 173 female students and 269 male students. The collected data underwent analysis using both SPSS and Structural Equation Model through SMART-PLS.
 
 Findings: The study found that technophobia negatively impacts students’ academic achievement in distance learning, while motivation positively affects technophobia and academic achievement in distance learning.
 
 Contributions: The findings provide insights for educational stakeholders, teachers, and leaders in the Ministry of Education to develop policies and support students in their distance education experience.
 Keywords: Technophobia, motivation, distance learning, educational technologies, academic achievement.
 
 Cite as: Arabi, N., Ismail, W. M., & Hutagalung, F. D. (2024). Technophobia, motivation and academic achievement in distance learning for grade 6 students in Abu Dhabi, United Arab Emirates. Journal of Nusantara Studies, 9(1), 345-367. http://dx.doi.org/10.24200/jonus.vol9iss1pp345-367

The Effects of Resilience Training on Mental Health Among Students

Background: Research indicates that certain demographic groups, including girls, often experience lower-than-average levels of mental well-being. Therefore, it appears that one approach to enhancing mental health is by teaching resilience skills. Objectives: This study aimed to investigate the effects of resilience training on the mental health dimensions of sixth-grade female students in Qaynat city during the academic year 2021 - 2022. Methods: The study employed an experimental design with a control group, conducting pre- and post-tests. The statistical population comprised female sixth-grade students from an elementary school in Qaynat City. Thirty female students exhibiting high scores on measures of depression, anxiety, and stress were selected and randomly divided into two experimental groups, with 15 participants in each group. The experimental group underwent resilience training consisting of 8 sessions. The desired variables were measured using Lovibond and Lovibond's Depression, Anxiety, and Stress Scale (DASS). The data were analyzed using SPSS 25 software through independent samples t-tests and paired t-tests. Results: The findings revealed that the resilience training intervention significantly reduced symptoms of depression (F = 11.542), anxiety (F = 13.67), and stress (F = 6.01) in the experimental group (P = 0.001). Conclusions: The results suggest that participation in a resilience training program can improve students' mental health. Therefore, implementing such intervention programs in the form of workshops and establishing counseling and support groups may be beneficial for enhancing students' mental well-being.

Exploring English Vocabulary Learning of Vietnamese Secondary School Students with VoiceGPT Assistance

With the advent of AI chatbots, many teachers’ teaching practices of English as a foreign language have undergone many changes. Many of them have become accustomed to employing ChatGPT to assist their work, bringing many benefits and potential challenges that, to date, have yet to be fully tested in any aspect. Particularly, two notable research gaps involve how Vietnamese secondary school students use VoiceGPT, the Vietnamese version of ChatGPT, to assist them in learning new English words and how they perceive this support. The current case study aimed to address these gaps by employing a quasi-experimental design at Lam Son Secondary School in Ho Chi Minh City with the participation of ten sixth-grade students in two English-intensive classes. In this investigation, the teacher used the Presentation-Practice-Production teaching method to teach vocabulary to her students, who were randomly assigned into two groups with the same number of members in each group, and the data for analysis was collected from their writing samples and semi-structured interviews. The findings indicate that sixth-grade students had different ways of using VoiceGPT to help them learn English words. The participants with VoiceGPT assistance outperformed those without this A.I. support in terms of lexical performance in the writing productions on five topics surveyed. In addition, they expressed favorable attitudes toward VoiceGPT’s benefits, but some concerns were raised about login difficulties, vocabulary range, and long response time.

The Application of Mother Tongue Transfer Theory to English Syntactic Teaching in Primary School

This paper reports an empirical study on the sixth-grade students' mastery of English syntax in primary schools, and the influence of mother tongue transfer theory to English syntactic teaching in primary schools. The subjects are 98 sixth-grade students in S Experimental Primary School and the instruments adopted included a questionnaire survey and sentence pattern tests. Detailed analysis of both the qualitative and quantitative data has yield the finding as follow: 1) Grade 6 students have mastered five basic English sentence patterns and some complex sentence structures; 2)The majority of students learn English by acquiring their mother tongue; 3) Mother tongue transfer theory can help students to complete the dialogue accurately with corresponding syntax in class, thus improving the efficiency of English syntax teaching in primary schools.

Creation of MOPOKAR (Card Monopoly) to Enhance Learning Skills in Comparing the Social Conditions of Indonesia and Neighboring Countries in Grade 6

This research aims to create MPOKAR-based (Monopoly Card) learning media and determine its effectiveness in improving students' learning skills. The research employs the Research & Development (R&D) method with the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). Data collection techniques include observation, questionnaires, and tests. The study population consists of sixth-grade students in SDN Pakubeureum 1, located in the Kertajati sub-district of Majalengka Regency, West Java. Random sampling is used to select ten respondents for the study. The collected data are then descriptively analyzed using the SPSS program. The resulting media is highly valid, with a material percentage of 82.5% and a media aspect percentage of 98%. The media's feasibility test yields a percentage of 95%, categorized as highly feasible. Subsequently, the test results (pre-test and post-test) using the one-group pretest-posttest design on ten sixth-grade students show an average pre-test score of 54.00 and a post-test score of 82.00. It is concluded that the post-test results are greater than the pre-test, indicating an improvement in students' learning outcomes. Based on the research findings, it can be stated that the MOPOKAR ASEAN (Monopoly Card) media can enhance learning skills and is thus deemed suitable for use as a learning tool in elementary schools.

Evaluation of a school intervention to improve adherence to the Mediterranean Diet

Objective: To evaluate the effects of a nutrition education programme conducted during health education lessons on students’ adherence to the Mediterranean Diet (MD) and their body mass index (BMI). Design: Quasi-experimental pre-test/post-test research design: two study conditions (intervention and control groups). Setting: Two urban schools, the 11th and 21st primary schools in Limassol, Cyprus. Method: Two hundred and thirty-five fifth- and sixth-grade students participated in the programme. One hundred and fifteen were in the intervention group school (the 11th primary school), and 120 were in the control group school (the 21st primary school). Students in the intervention school participated in nine 80-minute lessons during the health education class. The curriculum focused on the MD and included cooking activities, food tasting and parental involvement. The primary outcomes were subsequent adherence to the MD, nutritional knowledge, self-efficacy physical activity and BMI. Results: Following the implementation of the intervention, the intervention group showed a significant increase in nutritional knowledge, self-efficacy and adherence to the MD ( p < .001). The intervention group also had significantly higher nutritional knowledge and MD Quality Index scores than the control group ( p < .001). However, no effect was observed on children’s BMI ( p > .05). Conclusion: The intervention successfully improved children’s dietary habits in the intervention group by increasing adherence to the MD, but it did not affect their BMI. The results show some promise for addressing poor nutrition through education.

Development of an Instructional Model to Enhance Competency in the Thai Language for Grade 6 Students

This study introduces a novel learning management model aimed at enhancing Thai language proficiency in sixth-grade students. Confronting challenges such as inadequate teaching resources and a lack of student-centric, practical activities in current Thai language education, this model integrates six key components: foundational principles and theories, clear objectives, diverse learning processes, social systems, responsive teaching, and supportive resources. The approach emphasizes student engagement, self-directed learning, critical thinking, and applicability in real-life situations. Employing a rigorous research and development (R&D) methodology, the study involved analyzing existing educational conditions, developing the instructional model, assessing its impact, and seeking expert validation. The model demonstrated substantial improvements in students’ knowledge, skills, and attributes, as evidenced by the effectiveness index (E.I.) and expert assessments. These evaluations confirmed the model’s suitability, practicality, and beneficial impact on language proficiency. 
 
 The results indicate that integrating self-directed learning, experiential activities, and collaborative techniques significantly enhances language skills. The study underscores the need for adaptive learning strategies, varied instructional media, and comprehensive assessment methods. The model’s success in improving national test scores showcases its potential applicability and effectiveness in diverse educational settings. This research contributes a validated, effective framework for Thai language teaching, highlighting experiential learning, social collaboration, and the integration of ICT. Its successful application in Thai educational contexts suggests its potential for broader adoption in primary language education globally.

Reflection on the 5R's in an educommunicative proposal with sixth grade students at the Prof. Deócles Vieira de Camargo State School in the city of Tatuí-SP

The present study aims to develop reflections on conscious consumption the 5R's (Reduce, reuse, recycle and Rethink, Refuse) through educomunicativas practices with students from sixth grade, elementary school-final series. The work was conducted according to the methodology action research of empirical basis. Three meetings were held with the purpose of addressing the theme proposed and develop the information for your production led students to reflect and relate daily practices with the content studied. Students have shown interest in the educomunicativa approach, texts and drawings from coautoral and cooperative way. The process of choosing has proved the most difficult for the group, indicating the need to encourage this practice in order to develop criteria for choosing. The subject covers, as well as the educomunicativo process require more time to be executed in your fullness, thus the boundary of a half-year associated with the school calendar.

Penguatan Karakter Mandiri melalui Pembelajaran Berdiferensiasi dalam Materi Bangun Ruang pada Siswa Kelas VI SD Negeri Wonorejo Tahun Pelajaran 2023/2024

Based on the research results of Classroom Action which can be carried out on geometrical object in three-dimensional space Material by applying differentiated learning to class VI students at SD Negeri Wonorejo, Polokarto District, Sukoharjo Regency for the 2023/2024 academic year for two cycles, conclusion can be drawn, namely that the Application of Differentiated Learning can strengthen the Independent character in geometrical object in three dimensional space Material. for sixth grade students at Wonorejo State Elementary School for the 2023/2024 academic year. Strengthening independent character is proven by a significant increase in the pre-cycle and every cycle. In the pre-cycle, the achievement score for the independent character reflection indicator was 66,81%. Then in cycle I the achievement value of the reflection indicator was 75,26% or an increase of 8,45% and in cycle II the achievement value of the reflection indicator increased to 82,55% or an increase of 7,29%.

Kausalsätze verstehen: Schülervorstellungen zu kausalen Zusammenhängen und kausalen Konnektoren

Research on connectors is an indispensable part of German didactics, since they contribute decisively to the creation of coherence and facilitate the reception of texts. What concepts students have about (causal) connectors is rarely addressed in didactic research. Yet, the elicitation of students' concepts is a central starting point to make new knowledge connectable and to enable knowledge construction (cf. Gropengießer & Marohn, 2018). In this paper, we will discuss the results of an exploratory qualitative study in which language-related student concepts of causality and causal connectors were collected, which is an important starting point of the conceptual change approach (cf. Möller, 2007; Benesch & Winkler, 2016). Via cooperative thinking aloud (cf. Schuttkowski, Rothstein, Schmitz & Gräsel, 2015), the concepts of five student tandems (n = 8 students) on causal connections and causal connectors were videographically elicited and analyzed using content structuring qualitative content analysis (cf. Kuckartz, 2018). The meta-linguistic utterances show that sixth grade students have a broad range of different concepts about causal connections and the function of causal connectors.

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.

Meningkatkan Hasil Belajar Ilmu Pengetahuan Alam Dengan Alat Peraga Nyata Pada Siswa Kelas VI

This study aims to improve the learning outcomes of sixth-grade students in Natural Sciences (IPA) subject through the application of concrete teaching aids in the learning process. The method used is Classroom Action Research (CAR) with two cycles. The research subjects are 27 sixth-grade students in SDN Pisangan Baru 01, East Jakarta, in the academic year 2018/2019. The results show that the use of concrete teaching aids effectively enhances students' learning outcomes, as evidenced by the increase in the average score from 57.77 in the initial test to 73.7 in the second cycle. Data analysis was conducted through observation and evaluation of students' learning outcomes. These findings indicate that concrete teaching aids can stimulate students' interest in learning, increase active participation, and facilitate understanding of IPA concepts. These results have positive implications for teaching practices in schools by emphasizing the importance of using methods that are suitable for students' characteristics to achieve the desired learning objectives. Thus, this research contributes to the understanding and development of effective teaching methods in the context of elementary education.

Multiple Factors Drive the Development of Scientific Thinking in Urban Primary School Students of China: FsQCA Analysis Based on the Ecological Systems Theory

With the introduction and implementation of core literacy, scientific thinking (ST) has become an essential goal and key dimension of science teaching. At present, there is no agreement on how to cultivate students’ ST. This study took 238 sixth grade students from a public primary school in urban China as research sample, built a theoretical model of scientific thinking development based on the theory of the Bronfenbrenner’ ecological systems theory, and used multiple data to explore and analyze the impact path of ST development of primary school students using the fuzzy sets of qualitative comparative analysis method (fsQCA). The development of urban primary school students’ ST is the result of multiple factors at the level of individual drive, family environment, school teaching, and social resources. The result of data analysis showed that the influence path of ST development of urban primary school students driven by multiple factors includes three paths: parent participation leading, scientific practice leading, and home-school-community integration. We have interpreted the influence mechanism of each path in detail and put forward the enlightenment for science education policy and practice.

Taking Learning Outside: The Effect on Middle School Students’ Mood

School-based outdoor learning is an experiential learning approach that involves the integration of the natural environment with the learning process. This study focused on investigating the effect of a school-based outdoor learning experience on mood among 83 sixth grade students. The researcher found a positive correlation between time spent outside and feeling energetic, and a negative correlation with feeling angry, confused, or tired and with total mood state after students participated in an outdoor learning experience. Additionally, the researcher found a statistically significant improvement in overall mood and in anxiety and confusion following the outdoor education experience. Furthermore, two students participated in interviews and the researcher identified three themes: (a) enhanced learning, (b) improved mood, and (c) nature connectedness. The researcher discusses implications for practice, including teachers collaborating with community and government organization and universities. Furthermore, the author presents considerations for future research to expand upon the current findings, including replication studies.