Developing Indonesian instructional materials for lower grade students of elementary schools throughout Bali

2018 ◽  
Author(s):  
I Wayan Rasna
Keyword(s):  
Elementary Schools ◽  
Instructional Materials ◽  
Lower Grade

scholarly journals The Development of Context-Based English Learning Resources for Elementary Schools in Central Java

2010 ◽  
Vol 1 (1&2) ◽  
pp. 23-30 ◽  
Author(s):  
Abdurrachman Faridi
Keyword(s):  
Elementary Schools ◽  
Sampling Method ◽  
English Education ◽  
Instructional Materials ◽  
English Learning ◽  
Teaching English ◽  
Interactive Approach ◽  
Local Content ◽  
Central Java ◽  
Author Contact

The teaching of English as a local content subject in elementary schools in Central Java is aimed at giving students the skills to verbalize simplesentences. Students are also expected to be able to accommodate sociocultural aspects of their environments in their learning. However, some of theteachers still find it difficult to understand the place of English as a local content subject in the curriculum. Something should be done to update theteachers' abilities to cope with the curriculum, especially to develop English education instructional materials. This study focuses on five primaryobjectives: (1) to further investigate the model of teaching English as a local content subject at elementary schools in Central Java; (2) conduct a needsassessment for teaching English; (3) evaluate teachers' abilities to develop materials in English; (4) design a model of materials for teaching English; and(5) evaluate the effectiveness of the model. Two hundred English teachers from 200 elementary schools in Central Java participated in this study and wereselected using a purposive random sampling method. The study was supported through coordination efforts of the Central Java Provincial Office ofEducation. An interactive approach was used to analyze the data and help the author contact the respondents to clarify or confirm the data collected.Experimental research and expert judgments were used to test the model.

Sex bias in elementary school mathematics texts

1975 ◽  
Vol 22 (3) ◽  
pp. 242-246
Author(s):  
Winifred T. Jay ◽  
Clarence W. Schminke
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
School Mathematics ◽  
Instructional Materials ◽  
Sex Bias ◽  
Mathematics Textbooks ◽  
Elementary School Mathematics

Don't close your eyes. It won't go away. Subtle sex bias in elementary schools isn't likely to disappear unless you do something about it. One way to begin is by recognizing that sex stereotyping may exist in the instructional materials used in elementary schools, or more specifically within elementary school mathematics textbooks.

scholarly journals Level of Work Related Stress among Teachers in Elementary Schools

2015 ◽  
Vol 3 (3) ◽  
pp. 484-488 ◽  
Author(s):  
Teuta Agai–Demjaha ◽  
Jovanka Karadzinska Bislimovska ◽  
Dragan Mijakoski
Keyword(s):  
Elementary Schools ◽  
University Education ◽  
Lower Grade ◽  
Cross Sectional ◽  
Work Related Stress ◽  
Level Of Education ◽  
Work Related ◽  
Significant Difference ◽  
Stress Levels ◽  
Related Stress

BACKGROUND: Teaching is considered a highly stressful occupation, with work-related stress levels among teachers being among the highest compared to other professions. Unfortunately there are very few studies regarding the levels of work-related stress among teachers in the Republic of Macedonia.AIM: To identify the level of self-perceived work-related stress among teachers in elementary schools and its relationship to gender, age, position in the workplace, the level of education and working experience.MATERIAL AND METHODS: We performed a descriptive-analytical model of a cross-sectional study that involved 300 teachers employed in nine elementary schools.  Evaluation of examined subjects included completion of a specially designed questionnaire.RESULTS: We found that the majority of interviewed teachers perceive their work-related stress as moderate. The level of work-related stress was significantly high related to the gender, age, position in workplace, as well as working experience (p < 0.01), while it was significant related to level of education (p < 0.05). Significantly greater number of lower-grade teachers perceives the workplace as extremely stressful as compared to the upper-grade teachers (18.5% vs. 5.45%), while the same is true for female respondents as compared to the male ones (15.38% vs. 3.8%). In addition, our results show that teachers with university education significantly more often associate their workplace with stronger stress than their colleagues with high education (13.48% vs. 9.4%). We also found that there is no significant difference of stress levels between new and more experienced teachers.CONCLUSION: Our findings confirm that the majority of interviewed teachers perceived their work-related stress as high or very high. In terms of the relationship between the level of teachers’ stress and certain demographic and job characteristics, according to our results, the level of work-related stress has shown significantly high relation to gender, age, levels of grades taught as well as working experience, and significant relation to the level of education.

scholarly journals Konstruksi Kurikulum dan Pembelajaran Terpadu antara Pendidikan Agama Islam (PAI) dan Pendidikan Kewarganegaraan (PKn) di Sekolah Dasar

2014 ◽  
Vol 6 (1) ◽  
pp. 168
Author(s):  
Muhammad Turhan Yani ◽  
Rr. Nanik Setyowat ◽  
Denik Nur Islamiyah ◽  
Galeh Pranggono
Keyword(s):  
Elementary Schools ◽  
Religious Education ◽  
Civic Education ◽  
Integrated Curriculum ◽  
Instructional Materials ◽  
Integrated Learning ◽  
Implementation Plan ◽  
Teachers And Students ◽  
Learning Guide ◽  
Intellectual Potential

Model construction of curriculum and integrated learning between the Islamic Religious Education (PAI) and Civic Education (PKn) in elementary schools oriented to synergize the PAI and Civics teachers in designing integrated learning a more comprehensive and effective while improving the personality of students for the future be able to reflect the intellectual potential and the potential for in attitude. Basically, in the process of education and learning , teachers are required to conduct a comprehensive innovations and effective to prevent saturation, both teachers and students. Concerned it, this research produces research that has been tested in three elementary schools (SD) in Surabaya in the form of construction of an integrated curriculum in a way to bring some basic competence of these two subjects, then packaged in an integrated learning syllabus equipped, Learning Implementation Plan, Instructional Materials / Module Simple, and the Learning Guide.

scholarly journals PELATIHAN PENYUSUNAN SILABUS DAN RPP BAHASA INGGRIS TERINTEGRASI PENDIDIKAN KARAKTER BAGI GURU-GURU BAHASA INGGRIS TINGKAT SEKOLAH DASAR DI KECAMATAN MRANGGEN KABUPATEN DEMAK

2012 ◽  
Vol 3 (2) ◽  
pp. 46
Author(s):  
Ngasbun Egar ◽  
Rahmawati Sukmaningrum ◽  
Siti Musarokah ◽  
Faiza Hawa
Keyword(s):  
Elementary Schools ◽  
Character Education ◽  
Learning Process ◽  
Lesson Plan ◽  
Moral Values ◽  
Instructional Materials ◽  
School Life ◽  
Education Needs ◽  
Character Building ◽  
The Way

Demoralization occured in school life. Teachers as the person incharge of the students?óÔé¼Ôäó education in school must find the way out to demolish the demoralization. Character Education needs to be developed in school to maintain students?óÔé¼Ôäó behaviour. Character Building is important to be developed in the learning process. The development of Character Building is integrated into subject matters in elementary schools. Teachers should be involved in the character education for students. In running the process of learning, instructional materials are needed. Syllabus and lesson plan are parts of the instructional materials. Teachers are not only responsible for educating students in school but also responsible for building students?óÔé¼Ôäó characters through the material they deliver. Character Buildings are integrated in the syllabus and lesson plan in order that the students can apply the moral values from the material they learn in their daily lifes. The syllabus and lesson plan improvement with all the potency can be used for supporting the effectivity of character education implementation which is becoming the prior attention. Teachers should know more about students personality and what students need in the learning process. Teachers can improve their skills in making syllabus and lesson plans based character education by joining this workshop. Teachers need to be ?óÔé¼?ôan up-date?óÔé¼?Ø person in giving materials and delivering the moral values to build the students?óÔé¼Ôäó character. Through the program of repetition drills and monitoring, teachers can learn more about syllabus based character education to fulfill the students?óÔé¼Ôäó need. Syllabus based character education has to be used for imprasing the character education in order for gaining teachers?óÔé¼Ôäó and students?óÔé¼Ôäó creativity.Key words: Syllabus, Character Buildings.

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