Third Grade Students Of Elementary School Research Articles

Developing Discipline Character of Elementary School Students through Punishment

This study aims to implement the punishment method to develop the disciplined character of elementary student. The research used participatory action research with 35 third-grade elementary school students. The data was collected using observation consisting of several cycles. Each cycle consists of initial reflection, planning and observation, and reflection. Data analysis was carried out by converting the percentage of success indicators of discipline character. The results of this action research can be seen from the achievement of indicators of the success of the discipline character as follows (1) the discipline character of the realm of obeying the rules in the first cycle was 65% (less) and increased in the second cycle by 79% (good). (2) the discipline character of the realm of responsibility towards oneself in the first cycle by 67% (less), increasing in the second cycle by 73% (good), and (3) the disciplined character in the realm of implementing regulations in the first cycle by 63% (less) increasing in the first 2nd cycle of 71% (good). Thus, it can be concluded that the application of punishment to elementary school students can improve their disciplined character.

Samoocena i samowiedza uczniów wczesnej edukacji w opinii nauczycieli

Self-knowledge and self-esteem are important components of personality. They are formed during the acquisition of experience and self-knowledge as part of the social-emotional development of each person. Self-knowledge and self-esteem are aspects that influence each other. This article is an attempt to answer the question: what is the level of self-knowledge and self-esteem of third-grade elementary school students as perceived by their teachers? The study of this area seems to be particularly important for two reasons, firstly – taking into account the COVID-19 pandemic, and the resulting long isolation of children at home, and secondly – the media reality, in which even the youngest children are increasingly immersed. The study involved 190 third-grade pupils from elementary school in Podkarpackie voivodship. The following areas were diagnosed: coping strategies, coping with assessment, self-knowledge, self-evaluation, internal motivation and localization of control.

Sex Differences in Rate of Axial Elongation and OcularBiometrics in Elementary School Students.

PurposeTo determine the relationship between the ocular biometrics and axial length (AL) elongation and its rate in elementary school children.MethodsThis is a prospective observational study of 102 right eyes of third-grade elementary school students who were 8 to 9 years old. All participants underwent measurements of the AL, anterior chamber depth (ACD), and lens thickness (LT) annually for 3 years. The AL elongation during the first half and second half was calculated by subtracting the AL of the 1st year from that at the 2nd year, and AL of the 3rd year minus 2nd year. The total AL elongation (TALE) was obtained by summing up the first and second half AL elongations. The growth rate change (GRC) was obtained by subtracting the first half AL elongation from second half AL elongation. Spearman correlations were used to determine the correlation between the 1st year ocular biometrics and the TALE and GRC.ResultsThe mean TALE was 0.54 ± 0.26 mm in boys and 0.46 ± 0.31 mm in girls. The mean GRC was 0.00 ± 0.16 mm in boys and −0.04 ± 0.14 mm in girls. In boys and girls, the TALE was significantly larger in the eyes with myopic ocular biometrics such as a deeper ACD, thinner LT, and longer AL during the 1st year (|r|=0.41 to 0.46, P < 0.05). The GRC was significantly accelerated in the eyes of only the girls with hyperopic ocular biometrics such as a shallower ACD, thicker LT, and shorter AL during the 1st year (|r|=0.31 to 0.41, P<0.05).ConclusionIn boys and girls, the TALE tends to be larger in eyes with myopic biometrics at the 1st year examination. The GRC tended to accelerate in the eyes with hyperopic ocular biometry during the 1st year only in girls.

The Relationship of Learning Interest to Science Online Learning Outcomes for Third-Grade Elementary School Students

The difficulty of teachers in fostering student interest in online learning causes low student learning outcomes, especially in science learning. During the COVID-19 pandemic, learning in Indonesia was carried out online at every level of education, including at the elementary school level. So it takes a high student interest in learning to achieve maximum learning outcomes. This study aims to analyze the relationship between learning interest on science online learning outcomes. This type of research is ex post facto research. The number of populations and samples in this study was 60 students. Data collection techniques using a questionnaire. The data analysis used is simple regression and multiple regression using SPSS. The results showed that interest in learning and learning outcomes influenced each other. There was a significant positive correlation between interest in learning and student learning outcomes who scored Fcount &gt; Ftable (0.302 &gt; 0.254). So, there is a significant relationship between learning interest and online science learning outcomes for third grade students of Primary School Cluster III separately and simultaneously. The higher the student's interest in learning, the student's science learning outcomes will increase. The implication of this research is to improve teacher performance and the active role of parents to foster student interest in learning which will lead to improving student learning outcomes.

Kontribusi Metode Treasure Hunt Game dan Kreatifitas Guru Terhadap Hasil Belajar Siswa dalam Pembelajaran Tematik Terpadu di Sekolah Dasar

This study aims at finding out the contribution of the Treasure Hunt Game method and teacher’s creativity to the students’ learning outcomes in the integrated thematic learning at third-grade of elementary schools of Gugus V in Bayang District, West Sumatra. This study used a quantitative approach with a correlation design. The data were the scores of the teacher’s creativity and student’s learning outcomes in the cognitive domain in the form of objective questions. The results indicate the relationship between the teacher’s creativity and the Treasure Hunt Game method on the third-grade elementary school students’ learning outcomes. The scores of the teachers’ creativity at the first to fourth meetings were 60%, 75%, 80%, and 85%, respectively; while the average learning outcomes of the students were 66.6, 75.6, 82.2, and 87.2, respectively. At Class III of SDN 31 Ambacang, the scores of the teachers’ creativity in using the Treasure Hunt Game method at the first to fourth meetings were 65%, 75%, 85%, and 90%, respectively; while the average learning outcomes of the students at Class III of SDN 29 Ambacang were 74.4, 80, 83.3, and 86.6, respectively

Differences in Fruit and Vegetable Consumption, Attitudes and Preferences by Gender and Grade Among Second and Third-Grade Elementary School Students

Differences in Fruit and Vegetable Consumption, Attitudes and Preferences by Gender and Grade Among Second and Third-Grade Elementary School Students

Comparing the Effects of Stroke-Appearing and Stroke-Disappearing on Learning the Order of Strokes in Chinese Characters

Different approaches to stimulating perceptions in learning can be easily designed with technology-enhanced learning systems. This study aimed to explore how different approaches can influence learners' perceptions that may negatively or positively affect their learning performance of writing Chinese characters using the correct Chinese order of strokes (COS). We therefore designed an e-learning system which was subdivided into two modes: stroke-appearing (i.e., using red to mark incorrect strokes) and stroke-disappearing (i.e., using blanks to mark incorrect strokes) to indicate strokes written in the incorrect order. We then investigated the modes that would facilitate a higher level of attention and better learning outcomes. A total of 10 third-grade elementary school students participated in the experiment, divided into two test groups. Their EEG data were collected, and time series analysis and t-tests were utilized to analyze the differences. The results indicated that: (1) there was a significant difference in the attention levels of the students practicing with the stroke-appearing and stroke-disappearing modes when learning COS, and (2) there was a significant difference in the learning outcomes of the students practicing with the stroke-appearing and stroke-disappearing modes when learning COS. These findings support the specific role of stroke order knowledge in learning Chinese characters and the need for the design of an effective method for teaching children to learn Chinese characters.

Penerapan Etnomatematika Rumah Adat Lampung dalam Pembelajaran Bangun Datar Menggunakan Metode DDR pada Siswa Kelas III di SD

In the education world nowadays, it’s still common to find low results of student learning, including geometry in mathematics. Based on the observations of previous researchers, there was a didactic design error in the teacher, seen when the teacher explained the geometry material in class. This is causing the students' ability to understand geometric concepts is relatively low. Moreover, students are not familiar with the surrounding culture, including the traditional houses in their environment. The research focused on the research with third-grade students at SDN Kesugihan, with data collection using the DDR method which uses 3 stages of analysis, namely prospective analysis, metapedadidactic analysis, and retrospective analysis. Data collection begins with giving an initial learning obstacle test with 12 students as the subject. The initial didactic design designed by the researcher was compiled based on the results of the analysis of students’ books, observations, and interviews with teachers and interviews with students. The implementation of the initial didactic design was carried out with the subject of 6 students. The researcher also gave a final learning obstacle test after implementing the initial didactic design. The results obtained in this study are the reduction in the level of students learning obstacles related to conceptual errors, principle errors, and operating errors. It can be concluded that the design that has been developed by the researcher based on the analysis of the Lampung traditional house can be used by third-grade elementary school students

Improve Mathematics Pedagogical Content Knowledge and Verbal Communication Skills through Cooperative Learning Type Jigsaw

The purpose of this study was to explore a jigsaw type cooperative learning model in improving mathematics learning outcomes of third-grade elementary school students. This study uses a classroom action research method with a cycle system consisting of planning, implementation, observation, and reflection. The pre-cycle research data shows, of twenty-nine students, twenty people achieved a minimum mastery learning with a percentage of 68.9%. Cycle 1 data shows, twenty-two students achieved minimum mastery learning with a percentage of 75.8%. Cycle 2 data shows that twenty-five students achieved minimum mastery learning with a percentage of 86.2%. It can be concluded that the Jigsaw type cooperative learning model is proven to be able to improve mathematics learning outcomes of third-grade students on multiplication subjects in elementary school. Jigsaw also proved capable of improving both pedagogical content knowledge and verbal communication skills.

The relationship of reading and mathematics in third-grade elementary school student in Canton Sarajevo

The attainment of reading and basic mathematical skills is one of the most important academic goals in early grades of elementary school. A plethora of studies has shown the importance of these skills to future academic achievements and professional career. The goal of this study was to determine the correlation of reading and mathematics in third-grade elementary school students in Canton Sarajevo. An additional goal was to determine if there are differences in the proportion of academic underachievement in relation to the student’s gender. The sample for this study consisted of 70 third-grade students (33 girls, 37 boys, mean age- 103,1 months, SD- 5,6 months) attending two elementary schools in Canton Sarajevo. Results of this study indicated that reading and mathematics share 25% of the variance in the scores. The cor[1]relation between reading and mathematics was r = 0,50, p&amp;lt;0,01. There were more boys in the category of academic underachievement in both, reading and mathematics. However, statistically significant differences in the distribution of students were present only for reading and not for mathematics. Identification of cognitive factors that contribute to reading attainment and mathematical skills will help teachers create better intervention programs. The article ends with some recommendations for teachers on how to improve these academic skills in their students&amp;gt;&amp;lt;0,01. There were more boys in the category of academic underachievement in both, reading and mathematics. However, statistically significant differences in the distribution of students were present only for reading and not for mathematics. Identification of cognitive factors that contribute to reading attainment and mathematical skills will help teachers create better intervention programs. The article ends with some recommendations for teachers on how to improve these academic skills in their students

The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

Think Talk Write Assisted Monopoly Media in Students' Simple Essay Writing Skills

Lack of student interest in writing essays, this happens because teachers in learning do not use innovative learning models, and learning media that interest students. Therefore, this study aims to analyze the use of Think Talk Write (TTW) learning models assisted by monopolistic media on simple essay writing skills of third-grade elementary school students. This type of research is quasi-experimental (quasi-experimental) with a non-equivalent post-test only control group design. The study population was all grade III in elementary school. The research sample was taken using a random sampling technique, with a total of 59 people. Data collection instruments used in this study were simple essay writing skills instruments, then analyzed using descriptive statistics and inferential statistics (t-test). Based on the results of the t-test analysis, the t-count was 11.457. While the table with db = 57 and a significance level of 5% is 2.002. This shows that t-count is greater than t-table (t-count&gt; t-table) with the conclusion that the Think Talk Write (TTW) learning model assisted by monopoly media has a positive effect on writing skills in simple essays. The existence of this research helps teachers to enrich references to models and instructional media that can be used.

Pengembangan Media Pansus Raja (Papan Susun Aksara Jawa) unttuk Pembelajaran Aksara Jawa Siswa Kelas III Sekolah Dasar di Kabupaten Semaranng

Students of Grade III of Elementary school began to be taught Javanese script. The student has some problems when studying Javanese script that is difficult to distinguish and the use of media of learning of Javanese script is limited. Based on these problems found the idea of developing the media of Pansus Raja for the learning of third-grade students of Elementary School in Semarang regency. The problems in this research are: (1) how the needs of teachers and students of the third grade of Elementary school in Semarang regency to Pansus Raja, (2) how to develop the media of Pansus Raja, and (3) how to validate expert lecturers. The method used in this research is Research and Development (RnD) using a data analysis technique that is descriptive qualitative technique. After Pansus Raja was created, then tested to the expert lecturers. The revitalized Pansus Raja tried out to Elementary School. The result of the trial is the media Pansus Raja proved to increase students' understanding of Javanese script.&#x0D;

Learning English in Third Grade through Powtoon

Nowadays, the English teachers in elementary school still use conventional media in teaching English. Based on the phenomena, the researcher developed a media with the aimed to develop Powtoon animation based-video for teaching third-grade students of elementary school. The data of this research were collected through interview, syllabus analysis, students’ questionnaire, and document recording. ADDIE model by Romiszowski was developed as the procedure of this research. The result of this research was PowToon animation based-video can be used to teach English for third-grade students of elementary school. From the students’ questionnaire, it found that the animation video could attract the students’ attention and it also motivated the students during the teaching and learning process. The media was categorized as good media by conducting expert judgment rubric. So, PowToon animation-based video could be used as an alternative media in learning English.

Development of a Scale for Alcohol Drinking Prevention Behavior in Early Elementary School Based on Ajzen's Theory of Planned Behavior

This study aimed to develop a scale to measure variables related to alcohol drinking prevention behavior in early elementary school, based on the theory of planned behavior. A scale was developed to measure variables related to alcohol drinking prevention behavior. Initial items for direct evaluation were constructed through a literature review, and those for belief-based indirect measure were generated through interviews with 30 second- and third-grade elementary school students. The collected data from 286 third-grade elementary school students were then subjected to item analysis, exploratory and confirmative factor analysis, criterion-related validity testing, and internal consistency assessment. The final scale consisted of 35 items. Intention, attitudes, subjective norms, and perceived behavioral control explained 82.7% of the variance; behavioral beliefs, normative beliefs, and control beliefs explained 65.6% of the variance; and evaluation of outcome, motivation to comply, and power of control beliefs explained 72.8% of the variance. The confirmatory factor analysis indicated that the theoretical models had a satisfactory goodness of fit. Criterion-related validity was confirmed between the direct evaluation variables and the indirect measure variables (attitudes r=.64, p <.001; subjective norms r=.39, p <.001; perceived behavioral control r=.62, p <.001). Cronbach's a was .89 for the direct evaluation variables and .93 for the indirect measure variables. The scale developed in this study is valid and reliable. It could be used to measure and explain variables related to alcohol drinking prevention behavior in early elementary school.

A study of handwashing training effects on awareness, attitude, and handwashing skills of third grade elementary school students.

Background and Aims:Hands are the first way of which many infectious diseases are transmitted. Hand hygiene is a means of infection control in schools. Close consideration of handwashing in educational units is important to control and prevent infection transmission. The present study aimed to determine the effect of handwashing education on awareness, attitude and handwashing skills of third-grade elementary school students in Tehran.Methods:In this study, 76 third grade students of elementary schools located at district 1 of Tehran with the mean age of 9 years were randomly divided into intervention and control groups using pre-test and post-test. Data collection for intervention and control groups was done using a researcher-made awareness- and attitude-gauging questionnaire, along with a checklist of handwashing performance which was completed in cooperation with the health instructor.Results:The results of this study showed that there was a significant difference between the awareness of 3rd-grade students in intervention (69.79 ± 1.61) and control (49.03 ± 1.18) groups (P < 0.05). Moreover, students’ attitude toward handwashing improved as a result of education, and the intervention group (62.37 ± 0.65) had a more positive attitude toward hygiene and handwashing compared to the control group (48.45 ± 0.73) (P < 0.05). In the case of handwashing performance, the intervention group (56.76 ± 1.33) had better health performance compared to the control group (40.08 ± 0.67) (P < 0.05).Conclusion:Practical training, preparation of educational posters and videos can enhance awareness, attitude and handwashing performance.

Zeuss: a personalized tool for grammatical-construction learning

PurposeThe purpose of this paper is to present Zeuss, a software-based tool designed to improve grammar learning process in elementary school children. Despite efforts by the Colombian Government, the results of the final high school test indicate that students have major deficiencies with language, grammar and reading comprehension. Several difficulties have been evidenced in activities like writing essays or understanding academic papers. Among the reasons that may lead to these results include outdated courses, overcrowded classrooms and lack of interest.Design/methodology/approachA diagnostic test is performed on third-grade elementary school students to assess the current grammar knowledge and identify areas for improvement. The test results are used to design a software-based tool called Zeuss. The authors include playful activities inspired by several pedagogic exercises found in the literature and personalization so that interaction is tailored to specific user preferences and tastes.FindingsZeuss has been tested with third-grade students of the Gimnasio Campestre San Francisco de Sales elementary school in Bogotá, Colombia. The results show that using the tool leads to an overall improvement in the grammar construction learning process.Social implicationsZeuss aims at improving the learning process in elementary schools helping teachers to overcome several limitations like overcrowded classrooms and outdated pedagogic strategies. Zeuss focuses specifically on the grammar learning process.Originality/valueZeuss features updated pedagogical strategies, playful activities and a personalization model to tailor the learning process and help in context. It also allows teachers to track individual and classroom progress.

HYBRID LEARNING DALAM PEMBELAJARAN KOSA KATA BAHASA ARAB PADA ANAK BERBANTUAN MEDIA AL-MUTHO

This study aims to develop learning media in the form of videos called "Al-Mutho" videos on Haalatul Hadiiqoh material in third-grade students of elementary school. This is qualitative descriptive research and type of case study that aims to determine students' perceptions in using ‘Al-Mutho” videos. The results showed that students felt happier and eager to learn vocabulary (mufrodat) by using the video "Al-Mutho." Also, students are also able to remember ten new vocabulary words that are taught in one time face to face. This can be seen from the ability of students to answer the questions given quickly and precisely. Based on the results of the study it can be concluded that the video "Al-Mutho" can be used as an alternative media for mufrodat learning in Arabic for elementary schools.

The Influence of the Application of Peer Instruction in Science Class on Participation Degree and the Debating Ability of Third-Grade Elementary School Students

The Influence of the Application of Peer Instruction in Science Class on Participation Degree and the Debating Ability of Third-Grade Elementary School Students

Effects of Children’s Trait Emotional Intelligence on Digital Game-Based Learning

ABSTRACTPrevious studies have shown that trait emotional intelligence (EI) is an important factor affecting children’s learning performance in physical instruction settings. However, there have been very few studies exploring the effects of children’s high- or low-trait EI levels on both gaming performance and learning performance in digital game-based learning environments. Therefore, in this study, we developed a game-based English learning environment to investigate how different levels of trait EI would affect children’s gaming performance and learning performance. A total of 51 third-grade elementary school students participated in this study. The students’ trait EI was measured by a modified version of the Trait EI Questionnaire-Child Form. The students’ gaming performance was evaluated by the achievement of badges, and their learning performance was assessed by a paper-based examination after playing the game. The collected data were analyzed using Pearson correlation analysis and independent samples t tests. The results showed that there were significant correlations between trait EI, gaming performance, and learning performance; this implies that trait EI had a significant relationship with both gaming performance and learning performance. Moreover, the results showed that there was a significant correlation between the gaming performance and learning performance for those students with low-trait EI. However, the results showed that gaming performance and learning performance were not significantly correlated for the high-trait EI students. A subsequent analysis showed that the high-trait EI students’ gaming performance and learning performance were significantly better than those with low-trait EI.