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INDONESIA
Mimbar Sekolah Dasar
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 305 Documents
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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.
Explicit Teaching of Science Process Skills: Learning Outcomes and Assessments of Pre-service Science Teachers Safiye Temel Aslan; Hülya Ertaş Kılıç
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.v9i3.45795

Abstract

Science process skills (SPSs) are one of the most important skills possessed by students in conducting scientific activities. Therefore, it is crucial for science teachers to understand and practice these skills. Considering the role of teachers in developing students' SPSs, the focus of this study is on developing pre-service science teachers’ SPSs. This study aims at determining the effects of explicit teaching of SPSs upon pre-service teachers’ SPSs. To accomplish this, action research was employed. The study involved 10 pre-service science teachers who voluntarily participated in the study and were from Science Education Departments at a state university in Türkiye. Data were collected by using two methods: quantitative and qualitative. The quantitative data were obtained by using the Science Process Skills Scale. Meanwhile, the qualitative data were obtained from semi-structured interviews and diaries. The Wilcoxon Signed Rank Test was utilized in the quantitative data, and a content analysis technique was used in the analysis of the qualitative data. The results of the study indicated that explicit teaching of SPSs contributes to the development of pre-service teachers’ SPSs, and that all pre-service teachers prefer explicit teaching in the teaching or development of SPSs.
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. 
The Effect of Out-of-School Learning Environments on Grade 6 Students' Interest Levels for STEM Professions Selda Topal; Saadet Deniz Korkmaz
Mimbar Sekolah Dasar Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i1.45136

Abstract

Students should be provided with more meaningful learning experiences to attract more students to STEM careers, Out-of-School learning environments can offer students exciting and motivating learning opportunities that formal environments cannot provide. Therefore, national education reforms in many countries that are working on popularizing STEM career have shifted STEM education to out-of-School learning environments. In this study which used a quasi-experimental design with pretest-posttest control group, the effect of out-of-School learning environments on middle school 6th grade students' interest in STEM field has been investigated. The participants of the research consisted of 14 girls and 22 boys in total 36 students. Within the scope of the research, a STEM education program consisting of 6 different learning environments, four of which is out of school and two in school, has been prepared. The training program of the study was completed in 16 weeks. In the research, the pretest-posttest control group research model was used, and the data were collected using the STEM career interest scale. The results obtained from this study show that non-formal education in out-of-School learning environments is effective in the orientation of secondary school students to STEM career fields especially Science related professions.
The Effect of Using Interactive Simulation in Science Laboratory on Knowledge Levels of Science Laws and Computational Thinking Skills Nurhan Atalay; Mehmet Mutlu
Mimbar Sekolah Dasar Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i1.46334

Abstract

Today, teaching strategies and methods changing with technology require a radical transformation in the teaching of science laws, which form the basis of science subjects. In this study, computational thinking skills, which will allow students to use information and communication technologies in today's conditions and the effect of these skills on their knowledge levels about science laws were examined. A university in the Central Anatolian Region of Turkey served as the institution that provided the study sample, which consisted of 61 science preservice teachers who were enrolled in the university's Science Teaching Department. In this study, pretest-posttest control group design, one of the experimental designs, was used. The participants were randomly assigned to either the experimental group or the control group, with 30 people assigned to the experimental group and 31 participants assigned to the control group. To collect data, an achievement test with 20 questions aiming to measure the success levels of science laws by the researchers and the "Computerized Thinking Scale" for university students was used. At the end of the research process, it was concluded that the achievements of the students in the experimental group were significantly different from the students in the control group, and there was a significant difference in favor of the experimental group in all sub-dimensions of computational thinking and computational thinking.
Evaluation of Professional Commitment Levels of Teacher Candidates Halil İbrahim Kaya; Murat Korucuk
Mimbar Sekolah Dasar Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i1.47811

Abstract

In this study, it is aimed to determine the commitment level of commitment to the teaching profession of teacher candidates enrolled in the 2021-2022 academic year pedagogical formation education certificate program. Moreover, it is also aimed to examine the situations of difference in the levels of commitment to the teaching profession of teacher candidates according to variables such as gender, field (social sciences, natural sciences, health sciences), university,  high school, income level, family residence, mother’s/father’s profession, and mother’s/father’s education status. The study was designed according to the survey model. For this reason, data were obtained from a large population. While the population consists of 267 teacher candidates enrolled in the pedagogical formation program in 2022 at a university in the east of Turkey, the sample consists of 216 teacher candidates determined by the simple random sampling method. The data collection tool used in the study is the “Teaching Profession Engagement Scale-TPES”. The study concludes that the professional commitment levels of pre-service teachers registered in the pedagogical formation program were high. Additionally, it is also revealed that the professional commitment of teacher candidates differs according to the variables (field, high school, mother's education level and mother's profession).
Designing Active Learning Enriched Biotechnology Instruction Module (BIM) for Middle School Science Course Serap Öz Aydın; Nursen Azizoğlu; Fatma Bilgican Yılmaz
Mimbar Sekolah Dasar Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i1.51715

Abstract

This study aimed at designing instructional material named Biotechnology Instruction Module (BIM) which is enriched with active learning methods to enhance the 8th grade students’ learning of the topic. The development of the teaching materials proceeded within the stages of the ADDIE instructional design model. The final form of the instructional module comprised active learning materials of DNA Isolation Experiment, Bulletin Boards, 4x2 Biotechnology Learning Station, Case Studies Text, and “What Would You Do If You Were…?” activities. Instructional module covers the topics such as genetically modified organisms (GMO), gene therapy, cloning and bioremediation. The “Biotechnology Instruction Module” is expected to help students to learn in a meaningful way the rapidly changing and renewed biotechnology issues, to foster knowledge and understanding of key issues, to promote socioscientific discourse in class, and to encourage higher order thinking skills.  All the data show that the instructional module applied in the real classroom environment is successful in realizing the learning objectives of the subject of biotechnology.
A Comparison of Problem Solving Strategies of Primary School 3rd and 4th Graders Halil Önal
Mimbar Sekolah Dasar Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i1.46242

Abstract

The aim of the study is to find out the problem-solving strategies used by primary school 3rd and 4th-graders in solving non-routine problems. The basic qualitative research design, one of the qualitative research approaches, was used in the research. The participants of the research consisted of 216 students, 104 of them in the third-grade and 112 of them in the fourth-grade. The "problem-solving test" developed by the researcher was used as a data collection tool. Descriptive analysis method was used in the analysis of the data. When the results of the research were examined, it was discovered that primary school third-graders mostly used making a drawing strategy in solving non-routine problems; guessing and checking and looking for a pattern strategies were the most commonly used strategies after making a drawing strategy. When the problem-solving strategies used by primary school fourth-graders were examined, it was discovered that guessing and checking was the most commonly used strategy and this strategy was followed by the strategy of looking for a pattern and making a drawing. It was concluded that primary school fourth-graders were more likely to use the other problem-solving strategies apart from making a drawing strategy than the third-graders.

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