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INDONESIA
Mimbar Sekolah Dasar
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
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Articles 11 Documents
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Search results for , issue "Vol 9, No 3 (2022)" : 11 Documents clear
The Effect of Science Teaching Based on POE Strategy on the Academic Achievement and Attitudes of Fifth-Grade Students in the Distance Education Process Sevgül Çalış; Mustafa Özkan
Mimbar Sekolah Dasar Vol 9, No 3 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i3.45472

Abstract

The aim of this study is to examine the effect of science teaching based on POE (Predict-Observe-Explain) technique on the academic achievement and attitudes of fifth-grade students in the distance education process. The study was carried out with the quasi-experimental design of quantitative research methods and an approach in which pretest and posttest applications were applied to the experimental and control groups. The research sample consists of 72 fifth grade students, 36 of whom are in the experimental group and 36 in the control group. Data collection tools included an academic achievement test and an attitude scale regarding learning science. The collected data were analyzed with the SPSS package program. The research results concluded that science teaching based on online POE technique increased the students’ academic achievement. Meanwhile, the attitude towards science learning was independent from teaching based on POE strategy.
Classroom Teacher’s Digital Literacy Level based on Instant Digital Competence Assessment (IDCA) Perspective Idam Ragil Widianto Atmojo; Roy Ardiansyah; Wulandari Wulandari
Mimbar Sekolah Dasar Vol 9, No 3 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i3.51957

Abstract

Technological developments have made digital literacy one of the survival skills in the 21st century, which is linked to development of teacher core competencies, and digital literacy. This study aims to evaluate the level of digital literacy among teachers in the classroom. This descriptive qualitative case study involved 6 teachers at elementary school in Surakarta as the subjects which were chosen through purposive sampling by using digital literacy framework based on the Instant Digital Competence Assessment (IDCA) perspective. It classifies digital literacy into three dimensions, namely technology, cognitive, and ethics. The results showed that, on the technology dimension, 16.67% of the subjects were in the medium category, 50% in the low category, and 33% in the very low category. On the cognitive dimension, 33.33% of the subjects were in the moderate category, 16.67% in the low category, and 50% in the very low category. On the ethical dimension, 50% of the subjects were in the high category, 16.67% in the low category, and 33.33% in the very low category. Thus, it has been concluded that the digital literacy level of classroom teachers is in the very low to high categories.
What Do Children Think about Starting Primary School? Alper Yorulmaz; Hilal Ilknur Tunceli; Ezgi Aksin Yavuz
Mimbar Sekolah Dasar Vol 9, No 3 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i3.46643

Abstract

The current study aims to reveal preschoolers’ and first graders’ perspectives of primary school. A qualitative research design was employed, and multiple sampling methods were used to retrieve the participants. The participants were 15 preschoolers with an average age of 69 months attending and 15 first graders with an average age of 80 months. A semi-structured interview form developed by the researchers was used for the data collection. The results showed that most preschoolers had some knowledge of primary school. Their views of primary school generally focused physical characteristics of the school, lessons and rules, and daily routines. First graders said that they were learning new things in primary school and that they felt happy when they started school. They also stated that they need friends in primary school to be happy and that it is important to listen to their teachers carefully. The biggest difference between preschool and primary school was the lessons. They also remarked that they need to play more games in primary school.
Use of Web 2.0 Tools in Science Education: Examining Primary School Students' Perceptions on Self-Regulation Hacer Efe; Rabia Gül; Ünsal Umdu Topsakal
Mimbar Sekolah Dasar Vol 9, No 3 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i3.44962

Abstract

The aim of this research is to examine the effects of Web 2.0 tools used in online education on the self-regulation perceptions of primary school fifth-grade students. For this purpose, the Sun, Earth and Moon units we processed online using Web 2.0 tools. The study was implemented in a public primary school over six weeks. The sample of the study consisted of 12 students (seven female and five male students) in the 10-11 age group. The mixed research method was used in the study. The "Perceived Self-Regulation Scale" developed by Arslan Gelişli (2015) was used as a quantitative data for collecting information, and the "Semi-structured Telephone Interview on Self-regulation Perceptions" was used as a qualitative data collection tool. The quantitative data were analyzed using the SPSS program, and the qualitative data were analyzed using the content analysis method. The results of the study revealed that online education supported by Web 2.0 tools within the scope of the Sun, Earth, and Moon units had a positive effect on students' self-regulation perceptions.
Problem-Posing Activities in Primary School Mathematics Textbooks in Russia and Azerbaijan Yasemin Deringöl; Elvira Guseinova
Mimbar Sekolah Dasar Vol 9, No 3 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i3.44863

Abstract

Textbooks are one of the learning mediums. The activities in mathematics textbooks and qualities of these activities are of paramount importance. Problem-posing is one of the activities in these textbooks. Many researchers emphasize that examination of textbooks is important in explaining student success. The purpose of this study was to examine the problem-posing activities in the primary school mathematics textbooks in Russia and Azerbaijan. To this end, these textbooks were analysed and compared by content analysis according to the aforementioned countries and years. It was found out that there were more problem-posing activities in Russian textbooks than Azerbaijani textbooks in terms of both number and variety. In addition, it is considered that the number of problem-posing activities in textbooks should be increased and these problem-posing activities should be diversified.
Planning for Cultivation Numerical Literacy in Mathematics Learning for Minimum Competency Assessment (AKM) in Elementary Schools Aldila Nur Rohmah; Sutama Sutama; Yulia Maftuhah Hidayati; Endang Fauziati; Laili Etika Rahmawati
Mimbar Sekolah Dasar Vol 9, No 3 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i3.51774

Abstract

Numeracy literacy skills in learning mathematics in elementary schools are still low. This is evident from the AKM value, which is still below average. This low numeracy literacy ability is caused by various things, such as the teacher's lack of ability to make HOTS questions and the lack of habituation for students to work on complex. The main problem that causes students to be still unable to complete learning based on numeracy literacy is the teacher who has not familiarized students with literacy-based questions. Many teachers still cannot compile numeracy literacy questions, especially at the elementary school level. This research is qualitative research with a case study. The results of this research are planning for curricular activities in cultivating numeracy literacy carried out by compiling a Learning Implementation Plan (RPP), compiling numeracy literacy-oriented learning materials, compiling numeration literacy-oriented evaluation questions with the criteria of Higher Order Thinking Skill (HOTS), and designing audio-visual and realistic learning media.
Development of a Perception Scale of Private Lesson: A Validity and Reliability Study Ahmet Yildiz; Mesut Butun; Ali Turkdogan; Ekrem Kocak
Mimbar Sekolah Dasar Vol 9, No 3 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i3.45144

Abstract

The purpose of the research is to develop a valid and reliable perception scale that can measure the perception of math teachers (198) and science teachers (120) towards private lesson. In the validity studies, the exploratory factor analysis was made with the SPSS 25.0 package program after that the confirmatory factor analysis was made with Lisrel 8.71 software. To develop the scale; 1. Creation of Item Pool 2. Obtaining Expert Opinion, 3. Creation of Pre-Trial Form 4. Factor Analysis 5. Confirmatory factor analysis. According to factor analysis; Kaiser Meyer Olkin (KMO) rate; .780; Bartlett test result: 7466.539; Cronbach alpha reliability coefficient is: .901. According to confirmatory factor analysis: Root Mean Square Error of Approximation (RMSEA) 0.043 (.05); p-Value for Test of Close Fit .00 (.05, Goodness of Fit Index (GFI) .96, Adjusted Goodness of Fit Index (AGFI) .93; Normed Fit Index (NFI) .97; Relative Fit Index (RFI) .96; Incremental Fix Index (IFI): .99; Degrees of Freedom: 38; Root Mean Square Residual (RMR): .037 and NonNormed Fit Index (NNFI): .98. According to research findings, the perception scale is valid and reliable so it can be used to determine math teachers and science teachers’ positive and negative perceptions of private lesson.
Treatment Slow Learner Learning Repetitive Addition with Realistic Mathematics Learning Approach Hafidah Hafidah; Rukli Rukli
Mimbar Sekolah Dasar Vol 9, No 3 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i3.48586

Abstract

Mathematics is the queen of science, but many children experience slow learners in these subjects. Slow learners can achieve maximum abilities if the learning approach is appropriate to the situation. This study examines slow learner children with a realistic mathematics education approach. The research method uses single subject research with multiple baseline cross conditions designs at school and home. Then data analysis uses an internal analysis approach and an analysis between curves of both conditions. The results showed that slow learners experienced a higher tendency to score higher when studying at home than at school. In addition, slow learner students have a higher score increase after treatment, but after moving to another condition, the increase in score slows or stagnates. The implication is that teachers teach slow learners with the MRE approach at school based on home situations to maximize their learning abilities.
Digital Literacy Competency of Primary School Teacher Education Department Student as the Demands of 21st Century Learning I. Isrokatun; Avi Andini Pradita; Sylvia Alfaeni Ummah; Dita Yessi Amalia; Novia Shafa Salsabila
Mimbar Sekolah Dasar Vol 9, No 3 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i3.44057

Abstract

The 21st century is the era that involves the use of digital devices. Thus, pre-service teachers demand to have many competencies, which in this case is digital literacy competency. There are four digital literacy competencies: digital skills, digital culture, digital ethics, and digital safety. This study employs a qualitative method of research design with a study case. The data were collected by conducting interviews. The analysis in this study was carried out by making a detailed description of the digital literacy competencies of primary school teacher education students and adding a detailed view of the aspects in the research. The participants in this study were 30 primary school teacher education students at a university in Sumedang Regency. The results reveal that mastering digital skills will help daily life work; mastering digital culture will help preserve culture and protect creation; mastering digital ethics will avoid many conflicts; and mastering digital safety can be aware of many crimes in the digital world. Students as prospective teachers are expected to know, and understand and master digital literacy for future teaching.
The Effect of Argumentation-Supported Problem-Based Learning Method in Teaching Chemical Equilibrium and Le-Chatelier’s Principle Hatice Güngör Seyhan; Gülseda Eyceyurt Türk
Mimbar Sekolah Dasar Vol 9, No 3 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i3.45585

Abstract

This study aims to examine the effects of argumentation-supported problem-based learning (AS-PBL) carried out in the Chemistry-II laboratory course on the conceptual understanding of prospective science teachers about "Chemical equilibrium and Le-Chatelier's principle". The prospective teachers' answers were analyzed using content analysis and the existing misconceptions about the relevant chemistry topics were determined and the effectiveness of the relevant method in eliminating the misconceptions was also examined. The prospective science teachers had fewer scientific arguments in writing grounds for their claims before the treatment using AS-PBL. They were able to use their rebuttal skills more in addition to their claims and grounds after the treatment. Suggestions about problem-based learning supported by argumentation in science laboratory environments were presented to prospective teachers, educators and, readers.

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