scholarly journals Implementation of Learning Organizations to Achieve Effective Schools in the Efforts to Develop an Elementary School Education Management Model

2020 ◽  
Vol 8 (7) ◽  
pp. 3034-3040
Author(s):  
Riswandi Riswandi ◽  
Lungit Wicaksono ◽  
Mujiyati Mujiyati ◽  
Renti Oktaria
Keyword(s):  
Elementary School ◽  
Effective Schools ◽  
Learning Organizations ◽  
School Education ◽  
Management Model ◽  
Education Management ◽  
Elementary School Education

The Importance of Equal Sign Understanding in the Middle Grades

2008 ◽  
Vol 13 (9) ◽  
pp. 514-519
Author(s):  
Eric J. Knuth ◽  
Martha W. Alibali ◽  
Shanta Hattikudur ◽  
Nicole M. McNeil ◽  
Ana C. Stephens
Keyword(s):  
Elementary School ◽  
Middle Grades ◽  
School Education ◽  
School Mathematics ◽  
Instructional Time ◽  
Early Elementary ◽  
Equal Sign ◽  
Grade Levels ◽  
Elementary School Education ◽  
Early Elementary School

The equal sign is perhaps the most prevalent symbol in school mathematics, and developing an understanding of it has typically been considered mathematically straightforward. In fact, after its initial introduction during students' early elementary school education, little, if any, instructional time is explicitly spent on the concept in the later grades. Yet research suggests that many students at all grade levels have not developed adequate understandings of the meaning of the equal sign (Baroody and Ginsburg 1983; Behr, Erlwanger, and Nichols 1980; Falkner, Levi, and Carpenter 1999; Kieran 1981; Knuth et al. 2006). Such findings are troubling with respect to students' preparation for algebra, especially given Carpenter, Franke, and Levi's (2003) contention that a “limited conception of what the equal sign means is one of the major stumbling blocks in learning algebra. Virtually all manipulations on equations require understanding that the equal sign represents a relation” (p. 22).

A COMPARATIVE STUDY ON JAPANESE AND INDONESIAN ELEMENTARY SCHOOL

MADRASAH ◽  
2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Abdul Aziz
Keyword(s):  
Elementary School ◽  
Comparative Study ◽  
School Education ◽  
Learning Activity ◽  
English Learning ◽  
Elementary School Education

Pendidikan dasar secara umum terbagi dalam dua lembaga pendidikan yakni sekolah dasar dan sekolah menengah pertama. Proses pendidikan yang berlangsung di sekolah dasar merupakan landasan yang sangat penting untuk proses pendidikan di lembaga selanjutnya. Tujuan yang sangat penting dari proses pendidikan di sekolah dasar adalah pengembangan otot, emosi, sosialisasi, pengenalan lingkungan,dan aspek kebahasaan. Kemudian, mulai kelas empat di sekolah dasar ,para siswa mendalami ilmu pengtahuan secara intensif. Sekolah dsar di Jepang menekankan pada pendidikan mental sehingga anak bisa lebih ulet, tabah, toleran, dan optimis dalam hidup bermasyarakat. Pendidikan moral, olah raga, ketrampilan, dan pendidikan kesejahteraan keluarga sangat penting dalampengembangan kepribadian siswa. Pelajaran matematika dan ilmu pengetahuan banyak diajarkan dengan pendekatan kontekstual di sekolah dasar di Indonesia dan Jepang. Kedua Negara juga mulai memberikan pelajaran Bahasa Inggris kepada siswa sekolah dasar untuk mengenalkan secara dini bahasa dab kebudayan bangsa lain serta mempersiapkan mereka dalam persaingan global. Melakukan studi banding terhadap kondisi pendidikan Negara lain membuat kita memperoleh informasi yang benar terhadap pencapaian kita dan Negara lain di bidang pendidikan serta membuat langkah-langkah perbaikan berdasarkan data yang terpercaya bukan kabar burung yang tidak jelas.<br /> Keyword:  Elementary school education, learning activity, English learning activity<br /><br />

scholarly journals CHARACTERISTICS OF BEEF CATTLE FARMERS AT SOUTHERN WEST JAVA

2020 ◽  
Vol 1 (1) ◽  
pp. 17-24
Author(s):  
Dede Kardaya ◽  
Ristika Handarini ◽  
Wini Nahraeni ◽  
Elis Dihansih ◽  
Deden Sudrajat
Keyword(s):  
Elementary School ◽  
Beef Cattle ◽  
Sampling Technique ◽  
School Education ◽  
Survey Method ◽  
West Java ◽  
Level Of Education ◽  
Purposive Sampling ◽  
Elementary School Education ◽  
Livestock Ownership

The study aimed to identify characteristics of beef cattle farmers along the street corridor of Southern West Java. The study used a survey method in which purposive sampling technique was applied to collect data from 13 sub-districts of five districts along the street corridor of Southern West Java. Result of the study showed that eight categories of cattle farmers with their respective characteristics, namely: 1) the age of farmers, in the productive category (91%); 2) the level of education, mostly at the level of elementary school education (62%); 3) farming experience, most experience for 11-20 years (30%); 4) the nature of livestock business, is a side business (70.8%); 5) number of family dependents, with the highest number of three family dependents (32%); 6) livestock ownership, is their-self owned (67%); 7) cattle origin, with own purchases namely 46%, and 8) business scale, with many livestock owned by 1-3 beef or 50%.

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