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305 Documents
<![CDATA[Analysis of Turkish Science Education Curricula's Learning Outcomes According to Science Process Skills ]]>
<![CDATA[Ozkan, Gulbin]]>;
<![CDATA[Umdu Topsakal, Unsal]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 8, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v8i3.35746
<![CDATA[This study aims at analyzing the learning outcomes of the 2018 science education curricula in Turkey according to science process skills. Learning outcomes are statements that describe what a learner will know, understand, and/or be able to do after completing a learning process. Learning outcomes were evaluated using document analysis which is a qualitative research method. There were 269 learning outcomes analyzed from the curricula . The science learning outcomes in the curricula which are prepared by the Turkey Ministry of National Education, were examined, starting from fourth-grade to eighth-grade levels. The results show that the least common science process skills are “measuring†and “hypothesizing†dimensions, while the most common are “data interpreting†and “inferring†dimensions. The highest science learning outcomes are at the seventh-grade level, and the least science learning outcomes are at the fifth-grade level. As the grade level increases, it is seen that more learning outcomes represent higher-level skills. The number of basic science process skills of the fourth-grade level learning outcomes is higher than the number of integrated science process skills, and the number of integrated science process skills is high in learning outcomes at all other grade levels.]]>
<![CDATA[The Implementation of Cooperative Problem-Solving Rubric Towards Turkish Fourth Grade Students ]]>
<![CDATA[Gülçin Karakus]]>;
<![CDATA[Gürbüz Ocak]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v9i1.39390
<![CDATA[This study aimed to develop an analytical rubric for teachers to observe and evaluate students’ performance in showcasing the cooperative problem-solving process. Thus, a rubric was prepared. Angles to evaluate the student performance were included and a quad rank scale was used in the rubric. Dimensions used in the rubric were based on the PISA 2015 cooperative problem-solving dimensions. The weighted kappa coefficient was calculated for reliability. The validity of the rubric was provided by taking into the opinions of experts. The dimensions used were; common understanding, communication, respect, solving problems together, discussion, and finding common solutions. The weighted kappa coefficient of the rubric was 660 on common understanding; 644 on communication; 835 on respect; 829 on solving problems together; 825 on discussion, and 822 on finding common solutions. Additionally, the rubric was validated by controlling the content, structure, and validity criteria. The results showed that the cooperative problem-solving rubric was reliable and valid to evaluate cooperative problem-solving skills. The rubric presented a comprehensive assessment and scoring for cooperative problem-solving skills.]]>
<![CDATA[Teaching Literacy in First-Grade of Primary School During COVID-19 Pandemic ]]>
<![CDATA[Mehmet Bozan]]>;
<![CDATA[Hüseyin Anılan]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v9i1.38914
<![CDATA[Along with the COVID-19 pandemic, a new era had to be passed in education. The education process in Turkey has been maintained entirely or partially in the form of remote or distance education, or partly face-to-face since the outbreak in the process of being face-to-face education opportunities. This research seeks to examine in-depth how literacy teaching in the first grade, one of the essential processes of primary school education, took place during the pandemic. The research applied a case study, one of the qualitative research methods. In addition, the participants in this research were determined based on criterion sampling. The data were collected using semi-structured interviews with teachers and parents of students and the observations made by one of the researchers in online lessons. The data obtained were analyzed through content analysis. The findings are presented under the themes of "the teaching process, the stakeholders, and the factors that make the teaching process difficult". The conclusion reveals that the pandemic negatively affected the literacy teaching process, as well as every field. In other words, teachers could not get enough support from parents and MoNE so that teachers and parents were anxious.]]>
<![CDATA[An Investigation of Conflict Resolution Strategies for the Students of Elementary School Teacher Education Study in Online Learning during the COVID-19 Pandemic ]]>
<![CDATA[Rahayu, Galih Dani Septiyan]]>;
<![CDATA[Maftuh, Bunyamin]]>;
<![CDATA[Malihah, Elly]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 8, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v8i3.35483
<![CDATA[This study aims at identifying various types of conflicts experienced by students of elementary school teacher study program during online learning of elementary social studies learning courses during the COVID-19 pandemic, and determining the strategies they used to resolve conflicts they encountered . This study uses a descriptive research method with a survey design. The research participants were 4th semester students of the PGSD study program in a private university in the West Java region, totaling 243 that consisted of 182 female students and 61 male students. The instruments used in this study were interviews that were used to identify the conflicts experienced by students during online learning, and closed questionnaires that were distributed to determine the strategies used to resolve the conflicts; which were  analyzed descriptively. Based on the data obtained from the interviews, it was revealed that the conflicts experienced by students during online learning were completing group assignments, bullying between students, discriminatory attitude, and acknowledging/taking goods/works of others without asking permission. Meanwhile, based on the data obtained from the questionnaires regarding the students' strategies in resolving conflicts, it was found that students used cooperative strategies in resolving these conflicts.]]>
<![CDATA[Speaking Skills Attitude Scale for Primary School Students: Validity and Reliability Study ]]>
<![CDATA[Emel Guvey Aktay]]>;
<![CDATA[Ferah Mermi]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v9i1.41577
<![CDATA[The current study was conducted to develop a scale to measure students’ speaking skills attitudes. This study is a scale of development study. The current research study group comprises 225 third and fourth-grade students attending primary schools in Mugla in the 2019-2020 school year. After conducting a literature review and interviews with primary school students, an item pool consisting of 106 items was created. KMO value was found to be .759. The exploratory factor analysis was conducted on the 32-item scale, and a scale composed of 18 items gathered under three sub-dimensions was obtained. Cronbach Alpha test was found to be .78. Thus, it can be said that the scale developed to measure primary school students’ attitudes towards speaking skills is a reliable and valid scale. In addition, it can be noted that this scale will provide convenience in measuring primary school students’ attitudes towards speaking skills and in evaluating and interpreting students’ attitudes.]]>
<![CDATA[The Impact of Allosteric Learning on Students’ Academic Achievement and Research Skills in the 5th Grade Social Studies Course ]]>
<![CDATA[Hüseyin Bayram]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v9i1.43805
<![CDATA[Allosteric learning approach advocates the acquisition of knowledge through experiences, and this could be appropriate for social studies course since its content is based on daily life. This study was conducted in a middle-school located in a province of Turkey during the fall-semester of the 2021-2022 academic year. The study investigated the impact of allosteric learning on 5th grade learners’ academic achievement and research skills in social studies course. Moreover, the participating learners’ views on the impact of allosteric learning on their academic achievement and research skills were also explored. The mixed embedded design was employed in the study. The participants consisted of 48 students, 23 in the experimental and 25 in the control group. To collect data, Science, Technology and Society Achievement Test, Research Skills Test, and interview form were employed. For analysis, t-test for independent samples, covariance analysis, and content analysis were used. It was found that the social studies course carried out within the scope of the allosteric learning approach increased students’ academic achievement and improved their research skills. In addition, students believed that allosteric learning increased their academic achievement and equipped them with research skills.]]>
<![CDATA[The Relationship between Pre-service Primary School Teachers' Perception of 21st-Century Skills, Mathematical Literacy Self-Efficiency, and Financial Literacy Attitudes and Behaviors ]]>
<![CDATA[Ahmet Oguz Akcay]]>;
<![CDATA[Muhammed Serhat Semercioglu]]>;
<![CDATA[Hasan Güllü]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v9i1.41270
<![CDATA[Primary school teachers are one of the main actors in basic education. In this context, their 21st-century skills, math literacy, and financial literacy affect the quality of their teaching. This study aims at examining the relationship between pre-service primary school teachers' mathematical literacy, 21st-century skills, and financial literacy levels. This study used a relational survey model, and the study group involved a total of 276 pre-service primary school teachers. “Mathematical Literacy Self-Efficacy Scale,” “21st-Century Skills Efficacy Perceptions Scale,” and “Financial Literacy Attitude and Behavior Scale” were used in the study. The results showed that pre-service primary school teachers' perceptions of 21st-century skills efficiency were high, the mathematical literacy self-efficacy of the pre-service primary school teachers was above the average, and the pre-service primary school teachers' financial literacy attitude and behavior levels were low. Also, a positive and significant relationship was found between the mathematical literacy self-efficacy of pre-service primary school teachers and their perceptions of 21st-century skills efficiency. In addition, a negative and significant correlation was found between the mathematical literacy self-efficacy of the pre-service primary school teachers and their financial literacy attitudes and behaviors.]]>
<![CDATA[How Do Middle School Mathematics Teachers Conceptualize Open-Ended Questions? ]]>
<![CDATA[Erhan Bingolbali]]>;
<![CDATA[Hilmi Furkan Cevik]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v9i1.43742
<![CDATA[The study aims at examining middle school mathematics teachers' conceptions of open-ended questions. A questionnaire consisting of open-ended items was applied to 40 mathematics teachers. The teachers were asked to define the open-ended question in general and the mathematical open-ended question in particular and provide examples to exemplify their definitions. This study employs phenomenographic study aiming at revealing middle school mathematics teachers' conceptions and experience regarding open-ended questions in an exploratory manner. The findings show that the teachers explained the open-ended question through its form (appearance), the number of outputs, the process/method required, and its functionality. In addition, teachers defined the open-ended question mostly using non-mathematical terms, and they had particular difficulties defining the mathematical open-ended question. The teachers regarded questions with variable correct answers as open-ended, could not give examples of open-ended questions with infinitely correct answers, and some deemed closed-ended questions as open-ended. Although the participants were mathematics teachers, the examples they presented for the open-ended question were mostly from outside the field of mathematics. This study points out the fact that teachers need a guiding conceptualization of open-ended questions.]]>
<![CDATA[Enhancing Students’ Learning Motivation through Changing Seats in Primary School ]]>
<![CDATA[Framz Hardiansyah]]>;
<![CDATA[Muhammad Misbahudholam AR]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v9i1.43002
<![CDATA[The problem that teachers often face in primary school is the students’ low absorption in understanding a lesson. Currently, learning is still teacher-centered, which causes students to be less active in participating in the teaching and learning process. The problem in this research is how to enhance students' learning motivation through changing seats in primary school. This study is a quantitative study with a research design using a post-test-only control design. The data were collected using test and observation method and were analyzed using normality test, homogeneity test, t-test, and further hypothesis testing, which is to compare the learning outcomes of the experimental class and the control class. This study concludes that there was an increase in students' learning motivation through changing seats in primary schools, which can be seen from the results of data analysis showing that the value of tcount = greater than ttable = 2.2899 at a significant level of 5% (tcount ttable ) count 3.0030 table 2.2899, H0 was accepted.]]>
<![CDATA[Teachers’ Self-Efficacy as a Mediator of Their Perception and Behavior regarding Creative Teaching for Elementary School Students ]]>
<![CDATA[Winda Ria Sutjonong]]>;
<![CDATA[Rose Mini Agoes Salim]]>;
<![CDATA[Shahnaz Safitri]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v9i1.44253
<![CDATA[Creativity must be considered in teaching elementary school students to prepare them to be more innovative. It needs to be fostered from an early age because children at that age are in a critical period, so it will be easier to teach them to think creatively. The teachers have roles to carry out creative teaching to foster their students’ creativity. Creative teaching is influenced by the teachers’ perception of creativity, which depends on several factors, one of which is the teachers’ self-efficacy. This study aims to examine whether the teacher’s self-efficacy can mediate the relationship between teachers’ perceptions of creativity and their creative teaching behavior in class. Participants of this study were 38 elementary school teachers who were participants in the Creative Teaching Workshop. The measuring tools used in this study are the Creativity Fostering Teacher Index (CFTI) and Teaching for Creativity Scale (TFCS). The data obtained were analyzed quantitatively using correlation tests (Pearson’s correlation) and mediation tests with Macro PROCESS. The results found that teachers’ self-efficacy partially mediated teachers’ perceptions of creativity and creative teaching behavior, which means that the relationship between teachers’ perceptions and behaviors can be explained directly and indirectly through the teachers’ self–efficacy. ]]>
