Skills Of Elementary School Students Research Articles

Implementation of Archery Class Management at the Pre-Extracurricular Program Stage To Improve Archery Skills of Elementary School Students

Currently, archery is a sport that is growing in popularity in society. However, most elementary schools (ES) in Yogyakarta, Indonesia, do not yet organize archery extracurricular activities. This is due to the lack of human resources related to archery sports skills. Apart from that, it is also due to limited facilities and infrastructure. This research is quantitative with a one-group pretest-posttest pre-experimental design. The research was conducted at Muhammadiyah Jogokaryan ES with subjects aged 10-12 who participated in the pre-archery extracurricular program. The sample was taken using a simple random sampling method in classes IV-VI, totaling 15 students. The technique for collecting data on archery skills was carried out by giving archery tests at a distance of 5 meters in 12 sessions/rounds by shooting at 6 children. The results of the paired t-test sig value. 0.001 < 0.05 means there is a difference between the pre-test and post-test. The pre-test score was 59.53, and the post-test was 78.13, meaning there was a descriptive improvement. The n-gain effectiveness test result is 0.43, which is in the medium category. Findings from observations by researchers in the field also found that effectiveness was medium-level due to limited equipment and facilities for archery extracurricular activities. The conclusions are: (1) The implementation of archery class management at the pre-extracurricular program stage has a significant effect in improving ES students' archery skills; (2) The implementation of archery class management at the pre-extracurricular program stage in well-managed archery teaching has been proven to be effective in improving archery skills but only falls into the moderate effectiveness category, due to limited equipment and facilities for archery extracurricular activities; (3) Management of archery sports classes at the pre-extracurricular program stage requires planning, organizing, implementation/instruction and evaluation/assessment steps; (4) Support for equipment and facilities is needed for archery extracurricular activities at ES. This is to provide maximum archery skill achievement for ES students aged 10-12 years and as an encouragement for cultivating archery athletes in the city of Yogyakarta, Indonesia. Keywords: Class management, Pre extracurricular program, Archery achievement, Students

Identifying and addressing challenges in teaching English at SDN Mangunsari

English language teaching in primary schools provides an important basis for students’ language development. The development of English language skills in elementary school students is important. The primary goal of this study was to explore the challenges that teachers face when teaching English at SDN Mangunsari. The qualitative method was used in this study to identify and classify the specifics of challenges in teaching English. The researchers gather the data through a observation to identify and address challenges faced by teachers when teaching English at SDN Mangunsari. The collected data will be analyzed using the descriptive analysis method. The difficulties in teaching English at SDN Mangunsari include curriculum transitions, gaps generated by students of different ages within the same grade, and inconsistency caused by a lack of alignment between teaching and assessment. To overcome the challenges found at SDN Mangunsari when teaching English, transition English classes, cooperative learning, and consistent English teaching in all grades must be implemented. These strategies attempt to create a suitable learning environment and to make the English language topic more accessible at SDN Mangunsari.

EFEKTIFITAS EDUKASI KESEHATAN GIGI MENGGUNAKAN PERMAINAN TRUTH OR DARE TERHADAP TINGKAT KETERAMPILAN MENYIKAT GIGI PADA SISWA-SISWI SD NEGERI 106166 MARINDAL II KECAMATAN PATUMBAK DELI SERDANG

Dental health is important for individuals, including children. Childhood is a very important time to maintain healthy teeth. The condition of the milk teeth (deciduous) really determines the condition of the replacement teeth, therefore it is very important to maintain dental health at this time. Dental health education using the truth or dare game media can have an impact on increasing students' knowledge, attitudes and actions to maintain the health of their teeth and mouth. The aim of this research is to determine the effectiveness of dental health education using the truth or dare game on the level of toothbrushing skills in elementary school students. The type of research carried out was descriptive analytical research using the quasi-experimental method which was carried out at SD Negeri 106166 Marindal II, Patumbak Deli Serdang District. This research will be carried out from June to October 2023 with a sample size of 30 people. The results of this research, the average level of tooth brushing skill before being given dental health education using the truth or dare game to students was 12.3 and the average after being given dental health education using the truth or dare game was 15.8. There is the effectiveness of dental health education using the truth or dare game on the level of tooth brushing skills among students at SD Negeri 106166 Marindal II, Patumbak Deli Serdang District in 2023 with a p-value of 0.000<0.05. It is hoped that this research can increase students' insight and knowledge about toothbrushing skills.

Developing a precise gross motor skills assessment instrument for elementary school students (ages 7-9)

Background and Study Aim. The assessment instrument for gross motor skills in physical education is crucial in developing fundamental motor skills in elementary school students. This research aims to formulate an assessment tool for gross motor skills tailored to students aged 7-9, aligning with their specific characteristics. Material and Methods. This study adopts a research and development approach utilizing the 4D development procedure (Define, Design, Develop, Disseminate). It involves the validation process by five experts in motor skills and physical education, comprising faculty members from five distinct universities. The trial subjects encompass 310 elementary school students aged 7-9, while the instrument's effectiveness is evaluated by 35 individuals, including physical education teachers and students. Statistical analyses encompass content validity, criterion validity, test-retest reliability using Cronbach's alpha, and descriptive percentage analysis. Results. This research has produced a gross motor skills assessment instrument comprising 11 movement components: sit and stand up, rolling, one-leg stand, gallop, slide, jump, bouncing a ball, catching, throwing, kicking, and hitting. The content validity result is 1>0.763, criterion validity (rxy) > 0.304, Cronbach's alpha value for all items > 0.60, and the average perception assessment of instrument effectiveness > 93%, falling into the category of extremely high. Conclusions. The assessment instrument demonstrates high validity and reliability, effectively addressing the challenges associated with the need for assessments tailored to the evaluated subject's characteristics, objectives, and relevance. An easily comprehensible instrument, coupled with language accessibility, yields positive outcomes for physical education teachers in the assessment process.

Innovation in Developing Indonesian Language Learning Media Based on Problems to Enhance Critical Thinking Skills of Students in Multi-Ethnic Primary Schools

This research aimed to explore the effectiveness of innovation in developing Indonesian language learning media based on problems to enhance the critical thinking skills of elementary school students in multi-ethnic areas. The research method used was an experiment with a pre-test and post-test design on the same subjects, involving one group of students who use problem-based learning media. This research was conducted in South Jakarta, which has a population of students from diverse ethnic backgrounds. The number of respondents was 27 from various ethnic groups. During the research period, data on critical thinking skills were collected through validated assessment instruments, taking into account the multi-ethnic context. Data analysis indicated that students who used problem-based learning media experienced a significant improvement in their critical thinking skills compared to the control group. This improvement was reflected in students' abilities to analyze information, evaluate arguments, and produce vital and reflective thinking in the context of the diverse Indonesian language.

Computational Thinking with a Multi-literacy Model Using Interactive PowerPoint Media: An Experiment in Elementary Schools

Elementary school students need to acquire computational thinking as a crucial skill in the digital age. Similar to mathematical skills, computational thinking is a fundamental competence in digital literacy. It is used to solve problems in learning. One approach is to facilitate children’s learning by emphasizing computational thinking, such as using the multi-literacy model with interactive PowerPoint slides. This study aimed to assess and characterize the influence of multi-literacy models aided by interactive PowerPoint media on the development of computational thinking skills in elementary school students, considering their prior knowledge. Involving a total sample of 56 4th-grade elementary school students, this quantitative study employed a 3 x 2 factorial design. The sample included 14 students in the high group, 28 in the medium group, and 14 in the high group. The research revealed that the implementation of a multi-literacy learning approach, assisted by interactive PowerPoint media, significantly enhances student’s acquisition and improvement of computational thinking skills. This is because children can develop computational thinking skills in an enjoyable environment using PowerPoint media. Another study revealed that students in the high group performed much better on average when it came to learning computational thinking skills. Meanwhile, the average gain of computational thinking skills in the medium group was only slightly different from that of the low group. Keywords: computational thinking, multi-literacy model, interactive PowerPoint media

Development of PBL-Based Interactive LKPD to Improve Elementary Students' Critical Thinking Skills in Science Learning

This research aims to develop PBL-based interactive worksheets that can improve the critical thinking skills of elementary school students in science learning that are valid, practical and effective when used. This research used the Design and Development (D&D) method using the ADDIE model, which consists of five stages consisting of analysis, design, development, implementation and evaluation. The research subjects for the limited test were 30 students in class VI at SDN 3 Rogojampi. In the broad test, there were 42 students in class VI at SDN 1 Pengatigan and 32 students in class VI at SDN 2 Rogojampi. The instruments used consisted of 1) an RPP validation sheet, 2) an LKPD validation sheet, 3) a teacher response questionnaire sheet, and 4) student pretest-posttest questions to assess the effectiveness of the LKPD. The data analysis technique used was data analysis of the validity, effectiveness and practicality of the product being developed. The results of the validation by the material expert validator were 93%, the media expert validator was 91%, and the language expert validator was 91%. The results of the effectiveness of using interactive LKPD based on the N-gain score in the three institutions obtained an average score of 0.69, which is in the medium category. Practical results based on the implementation of the use of interactive worksheets obtained an average of 90% and, based on teacher responses, obtained an average of 91% in the very practical category. This study concludes that PBL-based interactive worksheets are valid, very practical and moderately effective for improving the thinking skills of sixth-grade elementary school students in science learning.

Group Guidance Services : A Literature Review of Social Skills Improvement of Elementary School Students

This study aims to analyze various studies related to group guidance services and the improvement of social skills of elementary school students. This study used the systematic literature review method with a qualitative approach. This study used bibliometric analysis using VOSviewer software by reviewing research sourced from DOAJ and Google Scholar. The results of the analysis from VOSviewer showed that the issues and trends of group guidance services research had been carried out by researchers in various fields of guidance and counseling and carried out at various levels of education. The findings of various studies showed that group guidance services were seen as having a positive impact on improving the social skills of elementary school students. In the implementation of group guidance services, the role of the leader (counselor) must be active in encouraging the involvement of group members both in group dynamics and in social interactions. The process in this group guidance service will encourage students to achieve the expected goals and also be a means of improving their social skills. This research can be a reference in the implementation of basic group guidance services in improving students' social skills, especially in elementary schools. Guidance and counseling teachers/counselors and teachers in elementary schools can implement group guidance services to improve social skills.

Physical Education Teachers' Attitudes Towards Stimulating Higher Order Thinking Skills in Elementary School Students: Differences in Certified and Non-Certified Teachers

Elementary school-age children have started thinking logically and rationally; therefore, they need to be stimulated to think in a higher order. Higher-order thinking skills (HOTS) can help students think critically and creatively, solve problems and find solutions. Therefore, physical education teachers must participate in stimulating students' HOTS. This research aims to determine differences in physical education teachers' attitudes (certified and non-certified) based on gender, age and length of service toward HOTS stimulation in students. The method used in this research is comparative. The research sample consisted of certified and non-certified physical education teachers who taught in elementary schools in West Sumatra province, Indonesia, with 105 people (male = 77 and female = 28) aged 23-59 years. They were selected using accidental sampling. The instrument to measure stimulating higher-order thinking skills uses a Likert scale questionnaire consisting of 16 items. Data analysis was carried out using the Mann-Whitney U Test and Kruskal-Wallis H. The results of the study showed that differences in the attitudes of certified and non-certified teachers obtained a p-value < .05, while comparisons based on gender, age and work experience had a p-value> .05. So it can be concluded that the attitudes of certified and non-certified teachers towards HOTS stimulation are significantly different, while based on gender, age and length of service their attitudes towards HOTS stimulation are not significantly different. Keywords: Stimulating higher-order thinking Skills, HOTS, 21st-century learning, physical education

Realistic mathematics education (RME) to improve literacy and numeracy skills of elementary school students based on teachers’ experience

Literacy and numeracy are the abilities of students to use basic mathematics in solving daily life problems, and students should have it. Various studies have shown that Indonesian students' literacy and numeracy skills still need to improve. One of the solutions to this problem is RME, and one of the components that influence this skill is teachers as a facilitator and their experiences. Thus, this research aims to refigure how students who receive Realistic Mathematics Education (RME) literacy and numeracy skills improve based on teacher's experiences. The research subjects are third, fourth, and fifth-grade students in elementary schools in Padang. Three schools were selected for each grade level and taught by three teachers with different experiences. The students were given literacy and numeracy problems before and after RME instruction. The answers were assessed and grouped to examine the student's literacy and numeracy achievement. The research results show that student's literacy and numeracy skills are better with RME learning. Student's literacy and numeracy skills are not influenced by teachers' experience.

Emotional Skills with Homogeneity Psycho Cognition Strategy: A Study of Physical Education in Elementary Schools

The emotional skills of elementary school students in physical education subjects are still minimal. Therefore, a deeper exploration in this study was conducted to uncover it. This study aims to analyze the relationship of emotional intelligence with homogeneity psycho cognition strategies in physical education students in elementary schools. This study aims to analyze the relationship between emotional skills and homogeneity psycho cognition strategies in the physical education of elementary school students. The results showed a relationship between emotional skills and homogeneity psycho cognition strategies in physical education subjects. Some factors cause the absence of a relationship between physical education and homogeneity psycho cognition strategies of elementary school students. The results showed a relationship between emotional skills and homogeneity psycho cognition supported by adequate collaboration and emotional by all students. Other factors are reduced or limited interaction between students and the learning environment, aggravated by an economic burden that causes parents' emotional problems that impact children's emotions. Therefore, homogeneity psycho cognition can be recommended in physical education learning to improve the emotional skills of elementary school students. Key words: Emotional Skills; HPC; Physical education; Elementary schools

학습자 읽기 진단에 따른 기초 읽기 지도 사례 연구: 지속적 교육 대상자로서의 초등학생을 중심으로

The purpose of this study is to design a guidance plan including diagnosis and guidance data to improve basic reading skills for elementary school students who are subject to continuous education. To this end, the relationship between basic reading and thinking level was examined from an educational perspective, and the contents of the test and guidance plan were proposed to diagnose the learner's reading level. In addition, text data according to the learner's reading level were selected, and examples and results of learner instructional activities were presented based on this to confirm the actual reading learner's level data and instructional results. Accordingly, this study presented examples of learners by level according to the composition of the reading level diagnostic test questionnaire and text list of elementary school learners, and reading instruction activities as specific research results.
 The basic premise of this study was that reading competency is one of the measures that can predict the academic achievement of all learners in school age, so it was necessary to continuously make reading training, which is linked to other subjects, a habit in everyday life, and as a result, it was confirmed. If the basic reading, which is the basis of learning, is not properly prepared, the learner's knowledge base is poor, which can lead to secondary problems in school life as well as a decline in basic academic ability. It is expected that the text data and specific guidance plans for each level of this study designed with this in mind will partially solve this clue.

초등학교 인공지능 캠프 프로그램이 인공지능기술 태도 및 데이터 리터러시 역량에 미치는 효과

Objectives The aim of this study is to analyze the impact of an 8-session short-term Artificial Intelligence (AI) camp program utilizing Microsoft AI tools on the attitudes and data literacy skills of elementary school students towards AI technologies.
 Methods To develop the AI camp program and validate its effectiveness, pre- and post-assessments were conducted on the attitudes and data literacy skills related to AI technologies among 1,141 students in grades 3-6 from elementary schools in Gyeonggi Province, South Korea. The assessments took place from April 3, 2023. The collected data were analyzed using the statistical software SPSS Statistics 26 through a paired-samples t-test.
 Results The AI camp program was found to have a positive impact on the attitudes of the participating students towards AI technologies. The program overall increased the students' ambitions and interests in careers related to AI technologies. It was observed that students' understanding of the significance of AI and its societal impacts also improved. Some students showed awareness of the challenges in acquiring AI skills. These results suggest that the camp program has contributed to a shift in students’ attitudes and interests in a positive direction. Moreover, the students showed improvement in all areas of data literacy, including data comprehension, interpretation and evaluation, data management, and data utilization, indicating a positive influence of the camp program on their data literacy skills.
 Conclusions In the future, it is expected that AI camps will not be one-off events but will be integrated into the semester-based curriculum across all subject areas. For such an educational strategy to be effectively implemented, it is necessary to establish a phased, long-term plan.

Development of IPAS Teaching Materials with the RADEC Model Based on Metacognitive Strategies to Enhance Critical and Creative Thinking Skills of Elementary School Students

The purpose of this study is to develop IPAS teaching materials using the RADEC model based on metacognitive strategies to enhance critical and creative thinking skills among elementary school students. The research follows the Research & Development approach with the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The study involves 84 elementary school students in Surakarta. Data were collected through literature review, expert validation, pretests and posttests, observations, interviews, and documentation. Validation results confirmed that the developed book is valid and suitable for use in terms of content, language, and presentation. A paired sample T-test was conducted on the pretest and posttest results of critical and creative thinking skills for 84 student respondents. The t-test results indicated a significance value of 0.00<0.05 for both pretest and posttest scores of critical thinking skills and creative thinking skills. This suggests a significant difference in the average scores between the pretest and posttest, indicating the influence of the developed book on critical and creative thinking skills. The NGain test results for pretest and posttest scores of critical thinking skills were 70.9252, and for creative thinking skills, it was 70.9284. With these values, it can be concluded that the developed book falls into the category of being sufficiently effective in influencing the critical and creative thinking skills of students

Meta Analysis Of Learning Models Problem Based Learning In Improving Critical Thinking Skills In Primary Schools

This study aims to analyze Problem-based Learning models intended to improve critical thinking skills in elementary school students. Problem-based learning models are learning processes where students are open minded, reflexive, active, reflective, and critical through real-world context activities. In this study the researchers used a meta-analysis method. First, the researcher formulated the research problem, then proceeded to review the existing relevant research for analysis. Data were collected by using a non-test technique by browsing electronic journals through Google Scholar and studying documentation in the library. Seven articles were found through Google Scholar and only one was found in the library. Based on the analysis of the results, the problem-based learning model can improve students' thinking ability from as little as 2.87% up to 33.56% with an average of 14.18%.

Effectiveness of Differentiated Learning in Improving Literacy and Numeracy of Primary School Students

Literacy and numeracy are one of the critical thinking skills in solving daily life problems that must be possessed by every individual. Based on data obtained from PISA, the level of literacy and numeracy skills in Indonesia is still relatively low, which ranks 62nd out of 70 countries. Therefore, efforts are needed to improve literacy and numeracy skills, one of which is through Differentiated Learning Activities. This study aims to determine the effectiveness of differentiated learning implementation in improving students' literacy and numeracy skills. The subjects of this study were fifth grade students one of elementary school in Pasuruan with a total of 18 students. The instruments used in this study were pretest and post-test sheets, observation sheets, and documentation. The method used in this research is an experiment with a pre-experimental design (One Group Pretest-Posttest) using the t test. Data collection techniques are observation, tests (pretest and posttest), and documentation. This study found that the application of differentiated learning can improve the literacy and numeracy skills of elementary school students. This is obtained from the results of the t test which shows that literacy skills obtained a significance value = 0.04452 and numeracy skills obtained a significance value = 0.000938 with α = 0.05. Based on the test criteria that the significance value <0.05 means that differentiated learning can improve students' literacy and numeracy skills. In addition, the average score of the post-test results on literacy skills is 73.611. While the average score of the post-test results on numeracy skills is 70.277 so that the average result of normalized gain with a literacy ability value of 0.53 and a numeracy ability value of 0.58. The differentiated learning activities that have been carried out can improve students' literacy and numeracy skills.

STUDI LITERATUR : PENERAPAN PENDEKATAN WHOLE LANGUAGE UNTUK MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN PADA SISWA SEKOLAH DASAR

The writing of this article aims to find out how to use the whole language approach as an improvement in reading comprehension skills in elementary school students. In this article using descriptive qualitative methods with literature study research techniques. Data collection techniques are carried out by studying literature by searching for scientific articles related to research. The whole language approach in learning has eight, namely reading aloud, journal writing, sustained silent reading, shared reading, guided reading, guided writing, independent reading, and independent writing. The eight components encourage language skills such as listening, reading, speaking, and writing to improve students' understanding of language skills and the benefits of the language skills they learn. Based on the data of 10 journal articles analyzed, it can be concluded that the whole language approach can improve students' reading comprehension skills in several elementary schools in Indonesia. Where in implementing the whole language approach makes students get a better influence to improve their skills so that students become more skilled in reading activities. Therefore, in writing this article, it is explained how to use the whole language approach in an effort to improve reading comprehension skills of elementary school students

Implementation of Project-Based Learning Approach in Improving Critical Thinking Skills of Elementary School Students


 
 
 The implementation of project-based learning (PBL) approach has gained attention as an effective method to enhance critical thinking skills among elementary school students. This paper explores the effectiveness of implementing the PBL approach in improving critical thinking skills among elementary school students through a qualitative analysis based on literature review and library research. The study investigates various aspects of PBL implementation, including its principles, strategies, and outcomes related to critical thinking development. Findings suggest that PBL provides students with opportunities to engage in authentic, inquiry-based learning experiences that promote higher-order thinking skills such as analysis, evaluation, and synthesis. Moreover, the collaborative nature of PBL fosters communication, teamwork, and problem-solving abilities among students. By immersing students in real-world projects, PBL encourages active participation, creativity, and innovation, leading to a deeper understanding of concepts and issues. Additionally, the integration of technology and multimedia resources enhances the PBL experience, offering students diverse learning opportunities and increasing their motivation and engagement. The findings underscore the importance of well- designed PBL activities and supportive learning environments in maximizing the development of critical thinking skills. Overall, this research contributes to the existing literature by providing insights into the effectiveness of PBL in promoting critical thinking skills among elementary school students.
 
 

Analysis of Elementary School Students' Mathematical Literacy Abilities Through Diagnostic Assessments Based on Metacognitive Abilities at Field Experience Practice In-Service Teacher Professional Program

The importance of the relationship between mathematical literacy skills and higher-order thinking skills is in line with the 3 competencies needed in the 21st century. Mathematical literacy skills are very important for students to understand the function of mathematics in everyday life through the formulation, use, and interpretation of mathematics in various contexts. This research aims to analyze and describe the mathematical literacy abilities of elementary school students through diagnostic assessments based on metacognitive abilities at PPL PPG Daljab. The type of research used in this research is descriptive qualitative with research subjects of 60 elementary school students who were reviewed through a diagnostic assessment based on metacognitive abilities. data collection through test results and questionnaire results. Data reduction, data presentation, and conclusion drawing are carried out in data analysis. The research results obtained are that applying innovative learning models or methods can improve and develop the mathematical literacy skills of elementary school students, especially class V. So, teachers need to familiarize students with working on story problems, especially open-ended type story problems, and innovate in learning to motivate them. students to be actively and directly involved in the problem-solving process so that they can improve students mathematical literacy skills.

The Influence of the Learning Cycle Learning Model on Students' Creative Thinking Skills in Science Learning

The issue of creative thinking skills in elementary school students is very basic because to achieve learning success in science learning at the elementary school level, it is necessary to increase creative thinking skills in elementary school students. The purpose of this study is to determine the development of the Learning Cycle learning model to improve the creative thinking ability of elementary school students in science learning. This research is an experimental study, which looks at the causal relationship. There were two groups of classes compared in this study, namely the control class and the experiment. Data collection is quantitative data obtained from pretest and posttest results in control classes and experiments. Then to see the improvement of students' abilities from the initial test to the final test using normal Gain scores. The results of the analysis can be concluded that learning with the Learning Cycle model can improve the creative thinking ability of grade IV elementary school students in science learning. In addition, conventional learning can also improve the creative thinking ability of grade IV elementary school students in science learning. However, based on quantitative data collection obtained from pretest and posttest results in control classes and experiments, there are very significant differences in the increase in creative thinking skills of grade IV elementary school students in science learning.