PENGEMBANGAN MEDIA KERETA BUDAYA UNTUK MENANAMKAN KARAKTER CINTA TANAH AIR SISWA KELAS IV SD

This research aims to produce a learning media. The product is about “a train culture” which can be used properly as a learning material of cultural diversity to embed nationalism character for fourth grade students of SD N Golo Yogyakarta. This research’s using Research and Development (RnD) Borg and Gall model. The data resources were collected from interview, observation, and questionnaire. This product was passed planning step, validation step (by two experts), and trial steps. Final validation by material expert got average score 4,3 with ‘very high’ validity and quality. Final validation by media expert got average score 5 with ‘very high’ validity and quality. Initial field trials were conducted on 3 students and 1 teacher in class IV B, while the main field test was conducted on 12 students and 1 teacher in class IV A, SD N Golo Yogyakarta. Preliminary field testing result got average score 4,2 in teacher testing ‘very high’ validity and quality, and got average score 4,38 in student testing ‘very high’ validity and quality. Main field testing result got average score 4,8 in teacher testing ‘very high’ validity and quality, and got average score 4,36 in student testing ‘very high’ validity and quality. So, overall, this media train of culture can be used properly into a social science lessons. AbstrakPenelitian ini bertujuan untuk menghasilkan media pembelajaran Kereta Budaya (train of culture) yang layak digunakan pada materi keberagaman budaya Indonesia sebagai upaya untuk menanamkan karakter cinta tanah air bagi siswa kelas IV SDN Golo Yogyakarta. Penelitian ini merupakan penelitian pengembangan yang mengacu pada model yang dikembangkan Borg & Gall. Teknik pengumpulan data menggunakan wawancara, observasi, studi pustaka, dan angket. Teknik analisis data menggunakan statistik deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa media pembelajaran Kereta Budaya layak digunakan dan mempunyai kualitas tinggi sehingga dapat digunakan di Sekolah Dasar. Hasil validasi materi memperoleh skor rata-rata 4,3 memiliki tingkat validitas dan kualitas “sangat tinggi”. Hasil validitas terakhir dari segi media, memperoleh skor rata-rata 5 (memiliki tingkat validitas dan kualitas “sangat tinggi”). Uji coba lapangan awal dilakukan kepada 3 siswa dan 1 guru kelas IVB; sedangkan uji coba lapangan utama dilakukan kepada 12 siswa dan 1 guru kelas IVA SDN Golo Yogyakarta. Hasil uji coba lapangan awal kepada guru memperoleh skor rata-rata 4,2 (tingkat validitas dan kualitas “sangat tinggi”; sedangkan kepada siswa memperoleh skor rata-rata 4,38 (tingkat validitas dan kualitas “sangat tinggi”). Hasil uji coba lapangan utama kepada guru memperoleh skor rata-rata 4,8 (tingkat validitas dan kualitas “sangat tinggi”); sedangkan kepada siswa memperoleh skor rata-rata 4,36 (tingkat validitas dan kualitas “sangat tinggi”).

Characteristics of motor abilities of middle class

The aim — to determine the dynamics of motor preparedness of middle classes.Materials and methods. Analysis of pedagogical and methodological literature; interviews with experts, questionnaire; surveillance; teacher testing. In testing was attended by 100 students, 10 boys and 10 girls from 5 to 9 classes.Conclusions. The overall level of the physical condition of the body and motor pidhotovlensti students has a low level. Individual assessment of each motor readiness zoriyentovuye on the development of motor skills and provides an opportunity to identify ways to self-motor readiness of children of secondary school age.

Comparative characteristics of functional coordination and force readiness boys 8—9 grades

Purpose — to determine the characteristics of functional and motor fitness guys eighth and ninth grades.Material and methods. To achieve the objectives following methods were used: analysis of scientific literature, teacher testing and statistical methods of processing the results of the study. The study involved 17 boys 8th grade, 17 children in grade 9.Conclusions. The guys 8—9 classes standardized canonical discriminant function coefficients enable us to determine the relative contributions of the variables in the function result. Most contribution to the canonical function are changeable 1, 5 and 2: the larger the values of these variables, the greater the value of the function. The above indicates the possibility of evaluating the functional readiness of pupils of 8—9 classes with the help of samples Stange, Genchi and Serkin.The guys 8—9 classes standardized canonical discriminant function coefficients, which allow us to determine the relative contributions of the variables in the function result. Most contribution to the canonical function variables are 8, 7 and 9: the higher the values of these variables, the greater the value of the function. The above indicates the possibility of assessment of motor readiness of pupils of 8—9 classes by means of tests 8, 7 and 9. The boys grades 8—9 structural factors canonical discriminant function show that the most significant feature is associated with 8 and 9 variables: the more attention is paid to the static speed and power, the greater the likelihood improve motor fitness children grades 8—9.

Quality Assurance or Election Fodder? The Politics of Teacher Testing in Ontario, 1999 - 2003

A commitment to mandatory teacher testing formed part of the victorious Conservative government’s platform in the Ontario provincial election of 1999. For the next four years it sought to implement the controversial policy, over the objections of the organized teacher federations. Caught in the middle was the fledgling Ontario College of Teachers, which was used by the government to implement a policy opposed by its own membership. The two most contentious aspects of the teacher-testing program were a qualifying test for prospective new teachers, and mandatory recertification for veteran instructors. After four years, the program was only partially in place. Working behind the scenes, the teachers helped to defeat the government at the next general election.Whatever the motivation for the initial policy – public accountability or crass electioneering – a confrontational implementation led to its ultimate demise.