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INDONESIA
Mimbar Sekolah Dasar
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue "Vol 9, No 2 (2022)" : 8 Documents clear
Analysis of STEAM-Based TPACK Integrated Activities in Elementary School Thematic Books Idam Ragil Widianto Atmojo; Dwi Yuniasih Saputri; Alifia Khaerunnisa Fajri
Mimbar Sekolah Dasar Vol 9, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i2.49131

Abstract

Technological, Pedagogical, and Content Knowledge (TPACK) can collaborate with the Science Technology Engineering Art Mathematics (STEAM) approach. STEAM is also essential for students to improve their ability and skills to operate and produce science and technology-based products, supported by the TPACK abilities of educators to develop quality technology-based learning. In this study, there were 26 items of integrated TPACK and STEAM activities, with the most findings being content knowledge, as much as 27.50% for science. The second-highest finding was the integration of pedagogical knowledge, as much as 24%. Furthermore, the third most common finding, 17.40%, was the integration of technological knowledge with art and pedagogical content knowledge with art, while 10% of activities integrated content knowledge with art. The last finding found the integration of pedagogical knowledge with science of 3.4%. However, all indicators did not appear mathematical. In addition, the most common finding was the integration of art and pedagogical content knowledge, as much as 34.60%. The percentage of activities integrating engineering and content knowledge was 27%, which was the highest finding. In this case, one activity allows more than one integration. 
Psychologically ready? Cases of EFL Elementary School Teachers’ Readiness to Teach English in Indonesia Anggi Angraeni; Fazri Nur Yusuf
Mimbar Sekolah Dasar Vol 9, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i2.49815

Abstract

In the implementation of Kurikulum Merdeka in Indonesian schools, there is a fundamental change related to the position of English as a subject. When previously English was considered a local content subject at elementary schools, in today's curriculum, it becomes compulsory for both primary to secondary levels of elementary. The policymakers should be intrigued whether elementary school teachers in Indonesia are ready to respond to this change. Accordingly, this study intends to investigate to what extent the participated teachers are ready to teach English in elementary school. The psychological dimension of readiness was the main concern. To address this issue, a narrative inquiry involving three elementary teachers, all teaching in fourth grade, served as the participants of this study. They wrote their personal stories with guiding questions comprising their experiences dealing with English, how they had responded to changes, and their educational backgrounds. Through deductive coding and data analysis, it revealed that the participants had different ways of responding to change, such as: conducting preparation, worrying, being optimistic. They had different educational major, that was predicted as a factor influence self-efficacy. They also had different experiences in dealing with their English proficiency. However, they believed that they were psychologically ready to teach English at Elementary schools. Result indicates that there is importance to further investigate more in-depth investigations that include other dimensions of readiness: behavioural and situational readiness.
Examining the Relationships between Student Engagement, Campus Facilities, and Technology Integration among Elementary Teacher Candidates Selim Günüç; Emrullah Yiğit; Hüseyin Artun; Murat Okur
Mimbar Sekolah Dasar Vol 9, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i2.42884

Abstract

This study aims at examining the relationships between technology integration, campus facilities, and student engagement at 26 state universities in Turkey. In the study, the quantitative method was employed, specifically the correlational research method. The research sample involved 5,534 female students (71.21%) and 2237 (28.79%) male students, amounting to 7771 participants in total. The data of this study were collected by means of Student Engagement Scale, Student Perception Scale for Faculty Members’ Technology Integration Efficacy, and Campus Climate Checklist. In addition, Pearson correlation analysis was conducted on the collected data. The results revealed that in every university, there was a positive relationship between student engagement and the students’ scores in regards to benefits from the campus facilities. Another important result was that the positive relationship between student engagement and the students’ perceptions regarding technology integration efficacies of the faculty members was proven for all universities involved in the study.
Instrument Development to Assess University Students’ Coping with Negative Academic Feedback Özden Turgut; Gürbüz Ocak
Mimbar Sekolah Dasar Vol 9, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i2.44434

Abstract

The students of higher education should perform well enough in academic life. One major problem of academic life is the stress experienced by having high grades. The student who receives a lower grade must cope with this feedback on his performance. Therefore, this study aims at developing an instrument for assessing university students’ coping with negative academic feedback. This scale development research is a mixed-method study that is particularly exploratory sequential pattern. The study group consists of 450 university students. In the conclusion of the analyses, it has been determined that the scale consists of four factors. There were nine items in the first factor, six in the second, five in the third, and seven in the fourth. The scale totally has 27 items. The total Alpha coefficient value of the scale is 0.883. Item-total correlation for the scale is between 0.273 – 0.645. The findings have shown that the factor values are between 0.348 – 0.809. The total variance of the scale has been % 49.471. It is concluded that Coping with Negative Academic Feedback Scale (CNAFS) is a valid and reliable instrument for university students.
The Relationship between the Pre-Service Science Teachers’ Self-Efficacy towards Science Teaching and Tendency to Use Technology in Classes Atilla Temur; Alper Durukan; Huseyin Artun
Mimbar Sekolah Dasar Vol 9, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i2.44846

Abstract

The effectiveness of science instruction undoubtedly relies heavily on the teacher. Moreover, international guidelines for science teacher training and the standards for their competencies emphasize the adequate utilization of instructional technologies. In this light, sophisticated instruction of science demands a teacher who has a high self-efficacy perception and is fluent in the use of instructional technology during the classes. Given these motives, this quantitative correlational study examined the relationship between senior pre-service science teachers’ self-efficacy perceptions towards teaching science and their tendency to use technology in class. The study sample consisted of 91 undergraduate students enrolled in the Science Education program of a state University in the Eastern Anatolian region of Turkey. The data was collected using two Likert-type scales subjected to Pearson Correlation analysis. The findings implied a positive, although the relatively weak linear relationship between the tendency to use technology in class and self-efficacy perceptions towards teaching science. Moreover, the calculated coefficient of determination value implies that either of the factors only infers 8% of the total variance of self-efficacy tendency to use technology. Finally, the implications and potential underlying factors affecting this relationship are discussed.
Using ECL Media to Improve Information Literacy of Islamic Elementary School Students Ishmatun Naila; Muhammad Ridlwan; Lutfiyan Nurdianah
Mimbar Sekolah Dasar Vol 9, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i2.44819

Abstract

This research examines the use of ECL media to improve literacy information of Islamic elementary school students. The method used was repeated pre-experiment without a control class. The research design used was one group pre-test and post-test. Data were analyzed using paired t-test, n-gain calculation, and ANOVA using IBM SPSS Version 25. The results showed an increase in students' information literacy, which was statistically significant at 5% alpha after learning using ECL media. The mean n-gain for the three classes was in the medium category and does not differ in three experimental classes, and more than 90% students responded positively to the teaching using ECL media. Based on the results, ECL media effectively improved students' information literacy. This research will be a new reference to improve the information literacy of elementary school students, especially first graders, for teachers, parents, and students independently.
Affective Tendencies of Science Teachers in Teaching Socioscientific Issues Meryem Hatun Elbahan; Haluk Elbahan; Burcu Anilan
Mimbar Sekolah Dasar Vol 9, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i2.45357

Abstract

This study aims at identifying the intrinsic affective tendencies of science teachers in teaching socioscientific issues (SSI) based on different variables and their personal perspectives. The participants of the study consisted of 394 science teachers who taught at public schools during the 2021 and 2022 academic years. Regarding the research method, a mixed method that combined quantitative and qualitative research methods was employed in this study. Quantitatively, the "Affective Tendency Scale for Teaching Socioscientific Issues” comprising four dimensions and 28 items was applied to 394 science teachers. Meanwhile, qualitatively, semi-structured interviews were conducted with six science teachers from the total participant teachers who volunteered to take part. Subsequently, for statistical operations in this study, the SPSS program was utilized to analyze the quantitative and qualitative data in a descriptive manner. Conclusively, the results revealed that science teachers' affective tendencies in teaching SSI (Socioscientific Issues) were high on both quantitative and qualitative levels.
Psychologically ready? Cases of EFL Elementary School Teachers’ Readiness to Teach English in Indonesia Anggi Angraeni; Fazri Nur Yusuf
Mimbar Sekolah Dasar Vol 9, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i2.54861

Abstract

In the implementation of Kurikulum Merdeka in Indonesian schools, there is a fundamental change related to the position of English as a subject. When previously English was considered a local content subject at elementary schools, in today's curriculum, it becomes compulsory for both primary to secondary levels of elementary. The policymakers should be intrigued whether elementary school teachers in Indonesia are ready to respond to this change. Accordingly, this study intends to investigate to what extent the participated teachers are ready to teach English in elementary school. The psychological dimension of readiness was the main concern. To address this issue, a narrative inquiry involving three elementary teachers, all teaching in fourth grade, served as the participants of this study. They wrote their personal stories with guiding questions comprising their experiences dealing with English, how they had responded to changes, and their educational backgrounds. Through deductive coding and data analysis, it revealed that the participants had different ways of responding to change, such as: conducting preparation, worrying, being optimistic. They had different educational major, that was predicted as a factor influence self-efficacy. They also had different experiences in dealing with their English proficiency. However, they believed that they were psychologically ready to teach English at Elementary schools. Result indicates that there is importance to further investigate more in-depth investigations that include other dimensions of readiness: behavioural and situational readiness. 

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