PERCEPTION OF FIRST AID AMONG ELEMENTARY SCHOOL TEACHERS

2019 ◽  
Vol 5 ◽  
Author(s):  
Layze Braz De Oliveira ◽  
Francisca Regivane Lima Sousa ◽  
Elaine Carininy Lopes da Costa ◽  
Aline Raquel de Sousa Ibiapina ◽  
Antônio Alberto Ibiapina Costa Filho ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Environment ◽  
School Context ◽  
Hierarchical Classification ◽  
Emergency Situation ◽  
First Aid ◽  
Qualitative Approach ◽  
School Teachers ◽  
The Face

Objective: to evaluate the perception of elementary school teachers about first aid produced in the school context. Method: A descriptive, exploratory, qualitative approach developed in a municipal school system with 15 teachers. Recorded interviews were transcribed and then processed, analyzed by the Descending Hierarchical Classification. The findings were based on Ogden and Richards' Theory of Meaning. Results: Five classes were obtained: "Gaps in perception about first aid"; "Perception of urgency and emergency in school"; "Acting in the face of an urgent and emergency situation", "Training of professionals in first aid in school" and "Risk inherent to the school environment". Conclusion: The perception about first aid is based on their own daily experiences, the speeches still reflect the professionals' insecurities in acting in the face of a real need.

scholarly journals Teachers’ experiences about first aid at school

2018 ◽  
Vol 71 (suppl 4) ◽  
pp. 1678-1684 ◽  
Author(s):  
Nelson Miguel Galindo Neto ◽  
Gerdane Celene Nunes Carvalho ◽  
Régia Christina Moura Barbosa Castro ◽  
Joselany Áfio Caetano ◽  
Ellen Cristina Barbosa dos Santos ◽  
...  
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Elementary School Teachers ◽  
Hierarchical Classification ◽  
First Aid ◽  
School Teachers ◽  
Family Experiences ◽  
Maternal Experience ◽  
Teachers Experiences ◽  
Break Time

ABSTRACT Objective: To unveil the experiences of primary and elementary school teachers about first aid at school. Method: a descriptive, qualitative study, conducted in May 2014, from a focus group with nine teachers from the municipal network of Bom Jesus-PI. Audio recording occurred, content was transcribed, and data were processed by IRAMUTEQ software and analyzed from the Descendant Hierarchical Classification. Results: Three classes were obtained: Teachers’ knowledge about first aid (influence of maternal experience, belief in popular myths and awareness of lack of preparation were indicated); Feelings in situations of urgency and emergency (anguish, fear and concern); First aid at school, (occurring in class or during break time, coming from collisions and syncope). Final considerations: The research evidenced experiences based on popular beliefs, family experiences and knowledge gaps. The lack of preparation was evidenced by the teachers’ reports about having misconduct during first aid at school.

scholarly journals Indikasi Bullying Fisik pada Siswa SD dan Implikasinya Terhadap Pendidikan Akhlak Menurut Tuntunan Agama

2018 ◽  
Vol 5 (2) ◽  
pp. 97
Author(s):  
Dadang Kurnia ◽  
Ani Nur Aeni
Keyword(s):  
Elementary School ◽  
Elementary Students ◽  
Elementary School Teachers ◽  
Moral Education ◽  
Elementary School Students ◽  
Qualitative Approach ◽  
Literature Study ◽  
School Teachers ◽  
School Students ◽  
Physical Bullying

Cases of bullying among elementary school students are high, therefore need to get attention. This study reveals an indication of physical bullying that occurs in elementary students and its implications for moral education according to the guidance of Religion. The method used is survey and literature study with qualitative approach. Participants involved a number of 55 elementary school teachers in the Cirebon region, including districts and cities. The results showed that 1) almost half of the physical bullying indication occurred in primary school with the highest percentage is in punching and pinching behavior, while the smallest percentage of the strangling behavior, 2) moral education can be a therapy to change the bad behavior of physical bullying and can be used as an effort to prevent. 

BIMBINGAN DAN KONSELING BERPERILAKU NAKAL PESERTA DIDIK

2021 ◽  
Vol 1 ◽  
Author(s):  
Eka Novita Sari
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Teacher Learning ◽  
Phenomenological Analysis ◽  
Qualitative Approach ◽  
School Teachers ◽  
Case Study Design ◽  
School Rules ◽  
Phenomenological Case Study

This study aims to reveal the perceptions of elementary school teachers regarding student delinquency. This study used a qualitative approach, with a phenomenological case study design. The data analysis used was phenomenological analysis. The results of research on perceptions of elementary school teachers of "NEGERI AGOM" about student delinquency, namely: (1) student delinquency is a deviant and violates school rules committed by students, thus disturbing the learning environment and harming other individuals. (2) the form of student delinquency was categorized into 2, namely disruptive behavior and serious delinquency. Disturbing behavior is perceived in various ways including: not paying attention to tidiness, not paying attention to teacher explanations, cheating, making physical threats to students and disobeying teacher directions, nagging (still talking and not admitting mistakes), while serious student delinquency includes: truancy and chasing behavior. . (3) the causes of student's condition, namely: physical condition, lack of parental attention, less varied teacher learning methods, language difficult to understand by students, negative environment and too much lesson material. (4) how to deal with student delinquency, namely: providing learning models for students, verbal warning, special attention, providing special understanding, providing seating manipulation, providing learning grids, communicating with parents, providing rules, providing motivation, communicating online private with students, and returned to parents.

scholarly journals Developing Reflective Practices of Elementary School Teachers: A Collaborative Action Research Study

2020 ◽  
Vol 1 (4) ◽  
pp. 22-33
Author(s):  
Hadiya Naseer ◽  
Yaar Muhammad ◽  
Sajid Masood
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Elementary School Teachers ◽  
School Environment ◽  
Sampling Technique ◽  
Collaborative Action Research ◽  
Reflective Practices ◽  
School Teachers ◽  
Collaborative Action ◽  
Interactive Workshop

The purpose of this study was to investigate the development of reflective practices of elementary school teachers through interactive workshops. This study used a collaborative action research design, and five-day interactive workshop sessions related to reflective practices conducted to introduce the participants to reflective practices. Most specifically, these workshops focused on building their cognition, affection, and behavior about reflective practices. The Purposive sampling technique was used to select 20 elementary school teachers with at least 1.5 years’ experience in elementary school. After the workshop, participants spend two months of reflective teaching practices. Then, interviews with the participants were conducted, and data were collected until saturation occurred. The analysis of the data revealed that the teachers developed positive beliefs and feelings towards reflective practices, but they lacked in some areas of practice because of the school environment. Implications of the findings are also discussed.

scholarly journals ONTOLOGICAL MISCONCEPTION IN MATHEMATICS TEACHING IN ELEMENTARY SCHOOLS

2020 ◽  
Vol 9 (1) ◽  
pp. 15
Author(s):  
Imam Kusmaryono ◽  
Mochamad Abdul Basir ◽  
Bagus Ardi Saputro
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Research Data ◽  
Qualitative Approach ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Central Java ◽  
Alternative Solutions

Elementary school teachers in Indonesia are required to master many subjects to be taught to their students. It is undeniable that the teachers’ mastery of knowledge (material) in some subjects inadequate. Therefore, it is worth to argue that there was a misconception in mathematics teaching in elementary schools. This research was designed using a qualitative approach. The participants of this study were 30 elementary school teachers in Semarang city area, Central Java province, Indonesia. The research data were obtained through questionnaires, and interviews. The purpose of the study was to discuss the types and causes of the misconception of mathematics teaching in elementary schools. Alternative solutions were also presented to problem-solving so that misconceptions do not occur anymore in mathematics teaching. The findings show that, teachers evenly experience types of misconceptions: (1) pre-conception, (2) under-generalization, (3) over-generalization, (4) modelling error, (5) prototyping error; and (6) process-object error in teaching mathematics in elementary schools. Some misconceptions have taken root and are difficult to remove, called "ontological misconceptions" because of teachers' years of belief that the knowledge they received was true when in fact it was not quite right.

scholarly journals Peningkatan Keterampilan Guru-guru Sekolah Dasar Melalui Pelatihan Penggunaan Aplikasi Microsoft Office dan Google Education

2019 ◽  
Vol 1 (1) ◽  
pp. 1-6
Author(s):  
Lutfi Syafirullah ◽  
Riyadi Purwanto ◽  
Eka Dyah Puspitasari ◽  
Abdul Rohman Supriyono ◽  
Devi Taufiq Nurrohman ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Community Service ◽  
School Environment ◽  
School Teachers ◽  
Primary School Teachers ◽  
Google Docs ◽  
Academic Activities ◽  
Professional Educator ◽  
Microsoft Office

The teacher is a professional educator who has the duties, functions, and roles to educate the nation's children. In Desa  Maos Lor Cilacap, some elementary school teachers experienced problems in using Microsoft Office and Google Docs software as a means used in classroom learning media. In the implementation of community service, this discusses how to improve the knowledge and skills of elementary school teachers in Desa Maos Lor in order to optimize Microsoft Office and Google software in supporting academic and non-academic activities in the school environment. The object of research is elementary school teachers in the Maos region by using the method of delivering material directly to participants accompanied by module guides and independent exercises working on case studies. From the results of the activity, the knowledge of Maos Primary School teachers about the use of Microsoft Office and Google Docs has increased so that all activities are well managed and teachers can complete tasks at school to be more effective and efficient so that the main goal of learning to educate the nation's children can be achieved.

scholarly journals HAMBATAN GURU SD DALAM PENYUSUNAN SPP (SUBJECT SPECIFIC PEDAGOGY) SPKURIKULUM BARU DI SEKOLAH DASAR

Satya Widya ◽  
2019 ◽  
Vol 35 (2) ◽  
pp. 86-97
Author(s):  
Andri Anugrahana
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Group Discussion ◽  
Qualitative Approach ◽  
School Teachers ◽  
Additional Information ◽  
Subject Specific ◽  
Data Source ◽  
The Subject ◽  
Assessment Problems

The purpose of this study describes the obstacles of elementary school teachers in developing the Subject Specific Pedagogy (SSP) from new curriculum, the 2013 curriculum. This research is a descriptive exploratory study with a qualitative approach. Data were collected by questionnaire, interview, and focus group discussion. The data source is 40 elementary school teachers in Bantul Regency, DIY. Data analysis is done by finding and identifying teacher difficulties in preparing the SSP, then finding solutions to teacher problems. The results of this study are (1) 55% of teachers made preparations by determining the method in advance, 35% of teachers made preparations by determining SK and KD, and 10% of teachers chose to determine the approach. (2) The difficulty of teachers in preparing the SSP was 62% of teachers had difficulty in assessment, 32% of teachers had difficulty determining the method and 8% of teachers had other difficulties. (3) 62% of teachers answered the assessment became an obstacle in the preparation of the SSP, 32% of the teachers answered the method, and the other obstacle was 8%. The solutions made by the teacher to overcome the problem: find additional information, determine the syntax, choose a method, read book, search other source from the internet. Whereas in overcoming the assessment problems include the teacher compiling an assessment rubric according to the SSP guidelines, reading the assessment book.

scholarly journals Determinants of Knowledge, Attitude, and Practice Towards First Aid Among Kindergarten and Elementary School Teachers in Gondar City, Northwest Ethiopia

2021 ◽  
Author(s):  
Belayneh Shetie Workneh ◽  
Enyew Getaneh Mekonen ◽  
Mohammed Seid Ali
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
First Aid ◽  
Northwest Ethiopia ◽  
School Level ◽  
Favorable Attitude ◽  
Good Knowledge ◽  
School Type ◽  
School Teachers ◽  
Knowledge Attitude And Practice

Abstract Background: Injuries continue to be an important cause of morbidity and mortality in the developed and developing world. School-age children are more likely to experience unintentional injuries in the school, while they are playing and teachers are the primarily responsible body for keeping the welfare of the students. Knowing the knowledge, attitude, and practice of kindergarten and elementary school teachers towards first aid will be used as an input for policymakers to intervene and provide training. Therefore, this study was aimed to assess knowledge, attitude, practice, and associated factors towards first aid among kindergarten and elementary school teachers in Gondar city, Northwest Ethiopia, 2021.Methods: An institution-based cross-sectional study was conducted from January 01 to 20, 2021. A simple random sampling technique was employed to recruit 346 participants. A structured pretested self-administered questionnaire was used to collect data. Data were entered in Epi-info version 7, analyzed using SPSS version 21, and presented by frequencies, percentages, tables, and graphs. Bivariable relationships between the independent and outcome variable were investigated using a binary logistic regression model and a multivariable analysis was run to control potential confounding factors. Variables with a p-value < 0.05 were considered as factors significantly associated and the strength of association was determined using an odds ratio with a 95% CI.Results: Only 41.1% of the teachers had good knowledge of first aid. Nearly two-thirds (64.8%) of the teachers had a favorable attitude towards first aid. The majority (85.8%) of the teachers who faced a child in need of first aid in their school gave first aid. Factors like working experience [AOR: 2.45; 95% CI (1.26, 4.73)], school level [AOR: 4.72; 95% CI (1.96, 11.4)], school type [AOR: 4.23; 95% CI (2.07, 8.64)], and having information about first aid [AOR: 2.09; 95% CI (1.11, 3.92)] were significantly associated with knowledge. School-level [AOR = 5.4, 95% CI (2.18-11.67)], school type [AOR = 0.45, 95% CI (0.21-0.94)], and working experience [AOR = 0.33, 95% CI (0.13-0.86)] were the factors significantly associated with attitude.Conclusion: Less than half and nearly two-thirds of the teachers had good knowledge and a favorable attitude towards first aid. The majority of the teachers who encountered a child in need of first aid gave first aid. Having higher working experience, working in elementary and private schools, and having previous information increases the odds of having good knowledge. Teachers who work in elementary and private schools and have lower working experience had higher odds of favorable attitude towards first aid. It is better to give attention to the training of staff on first aid specifically for teachers working in kindergarten and governmental schools and new employees and consider integrating first aid in teachers' training curriculum.

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