Classroom order and student learning in late elementary school: A multilevel transactional model of achievement trajectories

2012 ◽  
Vol 33 (5) ◽  
pp. 227-235 ◽  
Author(s):  
Clare S. Gaskins ◽  
Joanna Herres ◽  
Roger Kobak
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Transactional Model ◽  
Classroom Order ◽  
Achievement Trajectories

Application of the Science Process Skill Approach in Improving Student Activities and Learning Outcomes in Science Subjects in Kabuyu Inpres Elementary School

2020 ◽  
Vol 3 (1) ◽  
pp. 14-23
Author(s):  
Ni Made Catri ◽  
Lilies N. Tangge ◽  
Afadil Afadil
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Activity ◽  
Process Skills ◽  
Research Subjects ◽  
Class V ◽  
Science Process Skills ◽  
Percentage Score ◽  
Student Activities

This study aims to describe the increase in activities and student learning outcomes in learning Natural Sciences in class V Kabuyu Inpres Elementary School through the application of the science process skills approach. The method used in this research is classroom action research which consists of 4 stages, planning, implementation, observation, and reflection, with data collection techniques using evaluation tests, observation sheets, and field notes. Research subjects were 27 students. The results showed that using existing instructional devices showed an increase in student and teacher activities. Student learning activity shows the percentage score obtained on the first cycle is 70.05% in the category enough, in the second cycle showed an increase in the percentage score of 90.48% category very good, an increase of 20.43%. Teacher observation activities when applying the material in class I showed a percentage score of 78.33% in the good category, in the second cycle, the percentage score was 95.00% in the very good category, an increase of 16.67%. In the results of the analysis of evaluation tests, the first cycle students showed the percentage of classical completeness 53.70% for the percentage of classical absorption 71.06%, the second cycle showed an increase in the results of the evaluation test evaluation on the percentage of climax completeness obtained 90.74%, and the percentage of absorption laxative results showed 84.96%, KBK increased by 37.04% and DSK increased by 13.90%. Based on the acquisition of these results, it was concluded that the approach to science process skills can improve student learning activities and outcomes in the heat transfer material in class V of Kabuyu Inpres Elementary School in 2018-2019.    

scholarly journals Pengaruh Kualitas Lingkungan dan Motivasi pada Kinerja Akademik Siswa SMA

2018 ◽  
Vol 16 (2) ◽  
pp. 28-41
Author(s):  
Yudhistira Kusuma ◽  
◽  
Hanson Endra Kusuma ◽  
Angela Christysonia Tampubolon ◽  
Tutin Aryanti ◽  
...  
Keyword(s):  
Air Quality ◽  
Student Learning ◽  
External Factor ◽  
External Factors ◽  
Internal Factor ◽  
Online Questionnaire ◽  
Internal Factors ◽  
Qualitative And Quantitative ◽  
Classroom Order

Environment (external factors) and user attributes (internal factors) affect the user's response to the environment. This study aims to uncover how the quality of the environment in high school as an external factor and student motivation as an internal factor affects the academic performance of the students. The research was conducted with qualitative and quantitative approach. Data were collected by survey using an online questionnaire. From the regression analysis, it was found that the dimensions of external factors of "classroom order", "social interaction and supervision" and "air quality" further increased the effectiveness of student learning rather than internal dimensions of "resilience and capacity building". Meanwhile, the decrease in air quality, noise, and environmental pollution can cause student learning disruption. Based on these findings, it can be concluded that the learning environment plays an important role in shaping the effectiveness of student learning.

scholarly journals THE EFFECT OF JIGSAW TYPE OF COOPERATIVE MODEL ON THE LEARNING OUTCOMES OF STUDENTS SOCIAL SCIENCE IN ELEMENTARY SCHOOL

2020 ◽  
Vol 4 (4) ◽  
pp. 771
Author(s):  
Ully Fauziah ◽  
Taufina Taufina
Keyword(s):  
Elementary School ◽  
Cooperative Learning ◽  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Quantitative Research ◽  
Student Learning Outcomes ◽  
Grade 5 ◽  
Sample Technique ◽  
Purposive Sample

This research aims to determine the effect of Jigsaw Cooperative learning on student learning outcomes in social studies learning in grade 5 of elementary school. This research was motivated by the fact that teachers tended to apply conventional learning models, learning was often dominated by teachers, so the learning process was less attractive to students, and student learning outcomes in social studies learning still tended to be low. This research was a quantitative research with quasy experimental research design. The sampling was taken by using purposive sample technique. The research sample consisted of 50 people with a population of 50 people. The treatment that researchers gave to the experimental class aimed to determine the effect that occurred on learning outcomes using the Jigsaw Cooperative Learning Method. The instrument used in collecting data in the form of objective tests with multiple choice forms. Based on the research that has been done, the obtained t-count> t-table was 4.5378> 2.011 with α = 0.05 which meant that H0 was rejected. The average student learning outcomes measured by posttest after learning, namely in the 86.88 experimental class and 75.63 control class. So Ha accepted that there was an influence of the use of Jigsaw Cooperative learning model on student learning outcomes in social studies learning in grade 5 of elementary school.

scholarly journals The Development of Smart Card-Based Media on the Beauty of Togetherness Themes in Class IV Elementary School of 026609, South Binjai District

2019 ◽  
Vol 2 (2) ◽  
pp. 215-234
Author(s):  
Thessa Herdyana
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Small Group ◽  
Learning Outcomes ◽  
Smart Card ◽  
Student Response ◽  
Improving Student Learning ◽  
Large Groups ◽  
Group Trial ◽  
Class Iv

This research is aimed to describe the development of smart card based media on the beauty of togetherness themes in class IV elementary school of 026609, South Binjai District. This research was carried out in stages from December to March. The subjects of this research were fourth grade students in elementary school of 026609, South Binjai District by taking as many as 28 students as a large group trial and 10 students for a small group trial. The object of the research is the smart card-based media which developed. This research found that the effectiveness of smart card-based media in improving student learning outcomes has been effectively used in learning, this can be seen from the results of the completeness of student learning in a classical manner on trial I or small group that obtained percentage of 90% and 76% of student response questionnaire and in trial II or large groups of learning outcomes is obtained a percentage of 86% and the results of student response questionnaire is obtained to 86.23%.

scholarly journals Increased Triangular and Quadrilateral Mathematics Learning Outcomes of Class IV Students Through Learning Cycle Learning Models in 200503 Public Elementary Schools

2019 ◽  
Vol 1 (1) ◽  
pp. 15-24
Author(s):  
Ali Rachmad Hasibuan
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Cycle ◽  
Learning Models ◽  
Public Elementary School ◽  
Average Value ◽  
Class Iv

This study aims to Improve Student Learning Outcomes in Triangular Material and Quadrilateral Class IV 200503 Public Elementary School Education with 30 students. The findings of this study are as follows: (1) The average value of students' mathematics learning in Triangular and Quadrilateral material before the Learning Learning Cycle model is applied in Class IV 200503 Public Elementary School Education is 30%. Based on the average value, it can be said that the student learning outcomes before the application of the Learning Cycle learning model in class IV SD Negeri 200503 Pijorkoling is relatively low. After the Learning Cycle learning model was applied in the material Triangle and Quadrilateral, the percentage value of student learning completeness is 60% at the end of the cycle I.  At the end of the second cycle the average class value with the percentage of student mastery 93.33%, (2) Application of learning models Learning Cycle on Triangle and Quadrilateral methods can attract students' attention, (3) there is an increase in student learning outcomes after the application of Learning Cycle learning models in Triangle and Quadrangular material in class IV 200503 Public Elementary School, therefore learning Learning Cycle models can improve learning outcomes Specifically Mathematics in Triangle and Quadrilateral Material of students in Class IV SD Negeri 200503 Education.

scholarly journals UPAYA MENINGKATKAN HASIL BELAJAR OPERASI BILANGAN BULAT MELALUI MEDIA KONKRET DI SDN 4 MUARAKUANG

2019 ◽  
Vol 12 (01) ◽  
pp. 1-15
Author(s):  
Erna Sari
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Class V ◽  
Research Action

The problem in this study is whether the use and application of concrete media can iprove students' skills in integer operations in class V of Muarakuang 04 Elementary School? The purpose of this study was to determine the improvement of student learning outcomes about integer operations through concrete media. Of the 24 students, there were 17 students who successfully achieved the KKM score. In addition, there are 7 students who have not yet reached KKM. This means that the completeness achieved in Cycle I is 71%. In cycle II, the researcher made a decision to complete the research action and did not need to continue the research at the Cycle III stage due to the fulfillment of 86% KKM. The conclusion of the results of this study is that the application of concrete media can improve learning outcomes about integer operations in Class V students of SDN 4 Muara Kuang

Robótica Educacional e o ensino de Matemática

2021 ◽  
Author(s):  
José Ricardo e Souza Mafra ◽  
Angel Pena Galvão
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Student Learning ◽  
Educational Development ◽  
Teaching Experiment ◽  
Educational Robotics ◽  
Pedagogical Practice ◽  
Computer Lab ◽  
Teaching Of Mathematics ◽  
The City

Technologies are key alternative resources in the classroom. In relation to the teaching of mathematics, educational robotics can contribute to the development of learning and skills, where the use of technologies in education – as an important resource in educational development – proves to be increasingly permanent and present in our teaching environments. This book brings discussions and reflections on a teaching experiment, based on the use of robotics for the teaching of mathematics, showing the importance of technologies and their contribution to Education. The development of this proposal was organized according to a set of activities, through experiments in educational robotics, carried out in the computer lab of a municipal school, with students from the 7th year of elementary school, in the city of Santarém, state of Pará. The results obtained showed that the development of knowledge in technological areas encourages students to learn and collaborates for their interest, providing moments of significant learning within the discipline of Mathematics. As a result, the use of educational robotics in pedagogical practice resulted in participation, development of critical thinking and student learning, as well as contributing to the debate, involving discussions about interdisciplinarity between different areas of knowledge, such as education, mathematics and informatics.

Leveraging Asynchronous Online Instruction to Develop Elementary School Mathematics Teacher-Leaders

2015 ◽  
pp. 78-99
Author(s):  
Drew Polly
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Teacher Leaders ◽  
Graduate Program ◽  
School Teacher ◽  
The United States ◽  
School Mathematics ◽  
Elementary School Mathematics

This chapter describes how the author leveraged asynchronous online instruction to develop elementary school teacher-leaders' knowledge of elementary school mathematics content and pedagogies in a graduate program in the United States. This chapter provides the theoretical framework of learner-centered professional development and explains how the six courses in the program embody the framework and support teachers' development of knowledge and skills related to mathematics teaching and learning. This chapter also shares the findings of a study that evaluated teacher-leaders performance on five student-learning outcomes in the program as well as feedback on course evaluations and end-of-program surveys. Data analysis indicated that every teacher-leader demonstrated proficiency on each student-learning outcome. Implications for the design of asynchronous online programs are also shared.

The right to play: Eliminating the opportunity gap in elementary school recess

2019 ◽  
Vol 101 (3) ◽  
pp. 48-52
Author(s):  
Rebecca A. London
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Low Income ◽  
Physical Development ◽  
Opportunity Gap ◽  
Social Emotional ◽  
School Recess ◽  
The Right ◽  
Enhance Student Learning

It is well documented that recess helps elementary schoolchildren learn and develop socially, emotionally, and physically. Rather than simply a break from class, recess offers benefits with the potential to enhance student learning. Yet many children, especially those in low-income and Black and Latinx communities, do not have the same access to recess at as their more affluent, White counterparts. Rebecca London calls for a closing of the recess opportunity gap by ensuring access to daily recess for all children at school, ceasing the practice of withholding recess and as punishment, and designing recess to ensure it supports students’ social, emotional, and physical development.

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