Students In Early Grades Research Articles

What matters in teaching for students’ learning opportunities of subtraction in the 1–20 number range?

ABSTRACT Not all students in early grades develop efficient strategies for solving subtraction tasks. In this paper, we examine subtraction teaching in the 1–20 number range. We analyzed two first-grade lessons addressing similar subtraction tasks, using variation theory to identify what aspects of the content were foregrounded in the teaching. The analysis showed that both lessons supported the discernment of aspects of subtraction. However, the learning opportunities differed depending on what aspects the students were enabled to discern, the recurrence and variation of the elicited aspects, and how the teachers made the aspects visible by means of representations. The findings highlight how teaching can make it more likely for students to experience aspects of learning necessary to solve subtraction tasks such as 13–5 = _ . Additionally, the findings show how subtraction can be taught to enhance strategies using number relations that are also useful in higher number ranges.

The influence of orthographic depth on early grade students’ reading of words and non-words in Sidaama and English

The influence of orthographic depth on early grade students’ reading of words and non-words in Sidaama and English

Pengembangan Materi Pembelajaran IPS untuk Kelas Awal dan Kelas Lanjut dalam Kurikulum Sekolah Dasar

This research aims to develop Social Sciences (IPS) learning materials that suit the needs of students in early grades (1, 2, and 3) and advanced grades (4, 5, and 6) in the Elementary School Curriculum. This learning material development approach uses a competency-based approach and refers to the principles of fun and student-centered learning. The methods used are literature study, observation, and consultation with education experts. Early grades require a more visual and playful approach to social studies learning. Therefore, learning materials for early grades are designed taking these needs into account. For example, material about the surrounding environment is presented through pictures, role plays and short stories that are relevant to children's daily lives. Meanwhile, advanced classes require a more analytical and contextual approach in learning social studies. Learning materials for advanced classes are prepared taking into account students' cognitive and social development. For example, material on history is presented through case studies, group discussions, and simple research projects that allow students to develop analysis and synthesis skills. It is hoped that the results of the development of social studies learning materials will increase students' interest and understanding of social studies materials and help teachers present learning materials that are interesting and relevant to students' needs.

PERANCANGAN MEDIA INFORMASI TEMPAT WISATA PURA GOA GAJAH BERBASIS ANIMASI 2D UNTUK ANAK USIA DINI

In the midst of the onslaught of spectacles from abroad towards Balinese children, Balinese children rarely know about the historical places in Bali. From an early age, most parents introduce their children to shows from abroad. If this continues, the Balinese people will not know the history of their own region. Therefore, this research aims to design information media introducing one of the historical places in Bali, namely Goa Gajah Temple, based on 2D animation for early childhood. 2D animation was chosen because, from interviews with children's parents, it was found that animation or cartoons were more popular with children. The data collection techniques used in this research are primary and secondary data collection techniques. The media realization stage consists of pre-production, production, and post-production. Testing of information media was carried out through questionnaires given to media experts, content experts, and early grade students in elementary schools. The results of media testing by media experts were good, with a score of 88. The results of media testing on content experts were very good, with a score of 95, while the results of media testing on students were very good, with a score of 95

Characterization of Foundational Literacy Instruction for Early Grade Students Based on Their Skill Levels

Characterization of Foundational Literacy Instruction for Early Grade Students Based on Their Skill Levels

Gross Motor Skills in Early Grade Students: A Bibliometric Study

Gross motor skills refer to fundamental motor skills such as running, walking, crawling, jumping and catching. This domain requires adequate coordination of muscular, skeletal and nervous system activity. The objective was to perform a bibliometric analysis of the literature indexed in Scopus on gross motor skills in students of the initial level, between 2003 and 2023. Methodologically, it was a quantitative bibliometric study. The scientific production indicators were generated from 498 documents selected from Scopus using keywords in English ("gossip", "motor", "skills", "childhood"). From 2016 to 2022, published papers increased (66.1%), indicating a growing interest in the subject of study. The United States is the country with the most scientific production (21.3%; n=157), and the University of Wollongong in Australia, has the most publications (n=21). The International Journal of Environmental Research and Public Health published 24 papers, while the most cited was Developmental Medicine and Child Neurology with 707 citations, with author Goodway, J.D. (n=10 papers) being the most cited (n=682). From the studies analyzed, it is concluded that the early stages of a child's life are vital for the growth of gross motor skills, which in turn fosters the acquisition of knowledge, independence and confidence. Consequently, early learners can benefit from physical activity, as it helps them refine their motor skills by giving them the opportunity to work on balance, control and coordination.

Effectiveness of a Mixed Methods-Based Literacy Program in Improving Reading Comprehension, Vocabulary Mastery, and Reading Fluency Skills of Early Grade Students

Many young children still experience reading difficulties when they enter school age. This study aimed to examine the effectiveness of a mixed methods-based reading literacy program (computer-assisted reading, independent tiered reading, and group-based reading teaching) to improve reading comprehension skills, vocabulary mastery, and reading fluency among early grade students. The study used a quantitative approach with experimental research methods. A quasi-experimental design was used to achieve the research objectives by involving 350 elementary school students who were in the fourth to sixth grade range of elementary school. The sample selection in this study involved the purposive sampling technique using several criteria. The teachers involved in this study totaled 150 teachers from 8 schools who acted as program implementers at school. The reading literacy program was implemented for two semesters for five days each week. The research findings show that the mixed methods-based reading literacy program had a significant effect on all competencies (word reading efficiency, reading comprehension ability, and reading fluency) in Grade 3 students, but this increase in ability was not seen in grades 5 and 6 students. More specifically, the effect size of the intervention on oral reading fluency in Grade 3 students was greater than the effect size in Grade 5 students. Furthermore, the effect size in Grade 4 was greater than the effect size in grades 5 and 6. This is because the treatment of reading difficulties in younger students is easier and more effective than in older students. In addition, based on the results of the correlation analysis, the number of words read during reading activities using a computer had a positive relationship with word reading scores and visual word reading efficiency in the post-test phase. Therefore, mixed methods-based literacy programs have a significant impact on reading fluency, and on vocabulary mastery and reading comprehension competence and reading fluency. This research has implications in that improving reading ability in the early grades is better done by using a combination of methods, such as computer-assisted reading, independent tiered reading, and group-based reading teaching. In this way, the improvement of students’ reading skills is more optimal.

Egra on Primary School in Serang City Banten; Strategies in Teaching Reading for Early Grade

The aims of the research is to find out the strategies in teaching reading for early grade students in primary school in reading Serang City Banten Indonesia. The strategies are determined from the results of the study using the instruments of Early Grade Reading Assessment (EGRA). The researchers used the quantitative research method by implementing the survey research design. The authors describe the obtained results of the student’s skill in reading components. As an example, we illustrate the proposed technique of teaching reading for primary school students. Our method allows to improve the student's reading ability is moderate; the children are less able to recognize; the meaningless word is still hard to be spelled; the students can understand the story well. The new strategies effectiveness evaluation is confirmed by the calculation the students recognize letters with a low reading speed about 2.02 minutes for 100 letters. The ability to read meaningful 32 words in 3 minutes, but the ability in reading a meaningless, the students got difficult 20 words in 3 minutes. The students reading in general are good with 88 percent, only a few students cannot read the text. The students can tell the contents of the reading by listening the story and retelling the story given orally in 80 percent. For the conclusion and the research results, the significance of this research is the stake holders of the education, both teachers and students in teaching and learning reading in primary school level. The newest ideas of this contribution is the initial efforts to teaching reading by determining students level of reading skill and decided the text leveling and facing and having treatment of the students classification nor only for the students that have already master the reading but also for the middle and lower skill students in reading by having various method of teaching reading such as reading aloud, reading together, and guiding reading. And providing various reading sources beside textbooks.

Effectiveness of reading & math initiative on the development of language & computational skills among early grade students: From teachers’ standpoint

The study aims to investigate the effectiveness of reading and math initiative on the development of language and computational skills among early grades students, from teachers’ standpoint. The study sample consisted of 180 male and female teachers of early graders in Amman city, Jordan. To achieve study objectives, researchers used a scale to measure the effectiveness of reading and math initiative on the development of students’ language and computational skills from teachers’ standpoint. The study results showed that teachers’ assessment of reading initiative effectiveness on developing language skills came high at both overall and sub-items levels (vocal awareness skill, letters’ sounds reading skill, vocabulary skill, reading absorption skill, and writing skill). Results also showed that teachers’ evaluation of the math initiative effectiveness on developing computational skills was high at both the overall and sub-items levels (problem- solving skill, standard counting skill, number manipulation skill & number sensory skill). Results also showed the non-existence of any statistically significant differences in teachers’ evaluation of the reading and math initiatives’ effectiveness due to gender variable.

Persepsi Mahasiswa Praktik Pengalaman Lapangan (PPL) terhadap Penggunaan Big Book pada Pembelajaran Bahasa Inggris

Reading literacy is one of the most important things to improve. One of the efforts that can be done is to train students of the Madrasah Ibtidaiyah teacher education study program to use big book as a medium that can improve the reading literacy skills of early grade students. Qualitative method is chosen to find out students' opinions on the use of big books for early-grade students. As many as 15 students of the Madrasah Ibtidaiyah teacher education study program were selected to use the big book as their learning medium when they were carrying out internships at five Madrasah Ibtidaiyah in the city of Medan. Each student shared their experience of using big book in the early grades of elementary school, this experience including the advantages and disadvantages of big book, their impressions, and suggestions on using Big book for early grade teachers.

Pengembangan Media Big Book Untuk Meningkatkan Kemampuan Membaca Siswa Kelas Awal MINU Ngingas Waru Sidoarjo

The purpose of this study was to develop big book media to improve the reading skills of early grade students at Madrasah Ibtidaiyah Nahdlatul Ulama (MINU) Ngingas Waru Sidoarjo. The research method used is development research developed by Borg and Gall. There are four stages of development carried out in this study, namely: initial data collection, planning, development, and validation and testing. The results showed that the students' reading skills were very good. In the initial data of 39% reading skills and when intervened using big book media in the third trial stage, data obtained 85 percent of the average reading skills of students. So it can be concluded that the effectiveness of using big books is very good with a 46 percent increase in the level of reading skills of early grade students who have reading difficulties.

Tracing proof schemes: some patterns and new perspectives

The aim of this paper is to review some studies conducted with different learning areas in which the schemes of different participants emerge. Also it is about to show how mathematical proofs are handled in these studies by considering Harel and Sowder's classification of proof schemes with specific examples. As a result, it was seen that the examined studies were addressed in the learning areas of Analysis, Geometry, Algebra, Linear Algebra, Elementary Number Theory, Probability, Combinatorics, and MIX. Students in early grades tend more towards external and empirical proof schemes. On the other hand, the characteristics of the proof schemes become more sophisticated as the participants' profiles change to pre-service teachers or as they become more specializing in mathematics. Some results are as follows: the academic achievement levels, genders, and grade levels of the participants in the studies examined in this paper have indicated that they have similar traces with the schemes they use. In addition, it has been determined that new perspectives such as examining Harel and Sowder's classification with new lenses, revealing the overlooked roles of some dynamics in proof, or improving the framework provide an important research area in terms of revealing students' potentials.

Development of Interactive Story Book For Ecoliteration Learning to Stimulate Reading Interest in Early Grade Students Elementary School

Research aims to produce a storybook containing ecoliteracy education for elementary school students of good quality in terms of the validity, practicality, and effectiveness of a product. This type of research is Research and Development with the ADDIE model. The instruments used were validation questionnaires, observations, teacher response questionnaires and learning outcomes tests. The results of this study indicate that the validation of interactive storybooks for ecoliteracy learning gets an average coefficient of validation from the validator, which is very valid qualifications. The practicality of loading the teacher's response questionnaire gets a percentage of 97%, the results of teacher and student observations get a percentage of 91% and 94%. The effectiveness based on giving pretest and posttest to students amounted to 30 students in grade 1 and 30 students in grade 2 with an average pretest result of 74, while the average posttest was 90.8. The result indicates that there is a significant difference in the learning outcomes of early grade elementary school students using interactive story books. Based on the validation of the instrument and the recapitulation of the questionnaire filled in by the teacher, it can be stated that the quality of the interactive storybooks developed are very valid, practical and effective for use in learning. This interactive storybook can help early grade elementary school teachers in growing interest in reading related to ecoliteracy learning so that students' awareness of caring for and caring for the surrounding environment can be carried out from an early age.

Calistung Learning Effectiviness Using Zoom Cloud Meeting Video for Students in Elementary School During Covid-19 Pandemic

During the Covid-19 pandemic, learning loss is vulnerable to occur in early grade students, as well as what happens to learning basic skills in Calistung. This study aims to determine the effectiveness of e-learning learning the Covid-19 pandemic in Indonesian using Zoom Cloud Video Meeting. The approach that we used in this study is quantitative which is the type of research is designed with a pretest-posttest control group. The results showed that the average effectiveness of the students in Elementary School was categorized as still effective despite changes in learning time, and the use of learning media. Students understanding of the material for the Calistung learning can be improved by providing material via games or youtube which is done online from using the Zoom Cloud Meeting Video application with educators. The results of the research shows that the average posttest score of students is 77.77% greater than the average pretest score of 67.93% so the difference is 9.84%. Therefore, Zoom Cloud Video Meeting can increase students' in Calistung learning.

The impact of grade retention on juvenile crime

This paper studies the causal effect of grade retention in primary school on juvenile crime in Chile. Implementing a fuzzy regression discontinuity design, we find that repeating an early grade in primary school decreases the probability of committing a crime as a juvenile by 14.5 percentage points. By estimating and simulating a dynamic model, we show that the RD result is mainly driven by two mechanisms related to the timing of grade retention. First, grade retention in early grades decreases the probability of grade retention in late primary school grades. Second, late grade retention in primary education has a positive and more relevant effect on crime than the direct effect in early grades. Our findings support the argument that, conditional on the decision to keep grade retention as an ongoing policy, the optimal implementation at the margin is to retain students in early grades in order to avoid retention in later ones.

Self-Fulfilling Prophecies in the Classroom

Do teachers’ expectations directly impact student achievement? We draw on administrative data from North Carolina schools that report both student test scores and teachers’ expectations of students’ performance on these tests. Employing student fixed effects and instrumental variables strategies to overcome endogeneity concerns, we find that higher exogenously determined teacher expectations increase test scores for fourth to eighth graders. Impacts are suggestively larger for students in earlier grades and in self-contained classes with the same math and reading teacher.

The Implementation of The Flipped Classroom for Early Grade Students in Elementary School

The educational paradigm in the 21st-century coronavirus pandemic requires a deeper research study. This study aims to improve the mathematics learning outcomes of grade 1 students using the flipped classroom model and to find out their responses to the use of this model. The subjects of this study were 7 students who were grade 1 student. The research design used classroom action research consisting of planning, implementing, observing, and reflecting. Data were analyzed descriptively with qualitative and quantitative approaches. The results showed that the pre-cycle average value was 59, and an increase in cycle I became 77 and then 90 in cycle II. The minimum criteria are > 70 so that the cycle is stopped in the second cycle. Student responses in using this model, in general, can be said to be positive. Where most stated that the application of this model made it easier to learn mathematical material, increased self-confidence, learning flexibility, responsibility, active and free to choose learning styles. Although this model was not found to increase learning independence optimally, it can still be used to accommodate independent learning activities at home and train the learning independence of low-grade student.

Promoting effective early grade reading: the case study of primary teachers’ preparation programmes in Kenya

This study explores how the primary school teacher preparation curriculum prepares pre‐service teachers to teach reading in lower primary schools in Kenya. High‐quality reading teacher preparation is among the critical aspects that need to be addressed in order to curb the literacy challenges faced by early grade students living in low‐resource contexts. In this article, a case study of the Kenyan Primary Teacher Preparation programme is presented using data from the primary teacher education syllabus [PTES] and interviews of pre‐service and in‐service teachers from Western Kenya. Findings suggest that the pre‐service teaching programmes curriculum has limited content and pedagogical content knowledge (PCK) critical to equip teachers to teach emergent readers from multilingual contexts. The curriculum content needs to be revamped to include more core literacy components and early literacy PCK, practicum apprenticeship specific for the needs of early grade literacy instructors, and content on early literacy formative and summative assessment. Suggestions and recommendations are offered on how to restructure the Kenya primary teacher programmes to ensure high‐quality reading teachers’ preparation.

Reading and Critical Thinking Techniques on Understanding Reading Skills for Early Grade Students in Elementary School

Reading and Critical Thinking Techniques on Understanding Reading Skills for Early Grade Students in Elementary School

Problem-Based Learning Model Assisted by Lift The Flap Book: Enhancing on Reading Motivation of 3rd Grade Students

The development of language, especially reading, needs to develop starting from early grade students in primary schools because it is one of the language skills. The purpose of this research was to determine the effect of the model of problem-based learning assisted by the lift flap book on the ability to tell of first-grade students in primary schools. The design chosen is quasi-experimental with a non-equivalent control group. The experimental group was given treatment, while the control group was without treatment. The population used in this research is third-grade students of Group 5 of Puren Public Primary School in Depok sub-district. The research subjects are 54 students with the details of 28 control class students and 26 experimental class students. Third-grade students at Puren Public Primary School and Ngringin Public Primary School are as research samples. Sampling uses a purposive sampling technique because sampling is based on certain objectives. Data were obtained through direct observation to school with observations of reading motivation which was analyzed with the t-test variants. The results show that the tarithmetic is 3.488, ttable with reference to the formula (a/2); (df) equals (0.05/2); (54) equals 0.025; 54, then the value of ttable = 2.00488, thus tarithmetic > ttable 3.814 > 2.005. Therefore, Ho is rejected while Ha is accepted, meaning that learning with problem-based learning assisted by the lift flap book influences students' reading motivation.