How shall we select the subject-matter of the elementary school curriculum

This study focused on the search and identification of problematic use of Islamic Religious Education lesson books Elementary School by taking samples at SD 01 Lalebbata da SD Murante Palopo. The research problem is: how textbooks Islam is exploited? how the utilization of the subject matter in the book and its relevance to the purpose of education to improve students' devotion and shaping behavior that noble ?. Operationalize the descriptive qualitative research method. The results showed that the general distribution of the utilization of the book Islamic Religious Studies (PAI) curriculum, 2006 at State Elementary School (SDN) Palopo not be a critical problem because of the use of BOS funds. Problems then just look at the mechanism of utilization of PAI books, for example in the use of religious subject matter in the book PAI are not relevant to the purpose of national education to create didika participants are devoted to Allah SWT. Relevanan lack is evident from the number of materials over religious rituals (worship) as compared with the material that introduces God as a substance which should dieknali and loved by humans. Learning strategies with the dominant religion of the subject matter more to load the religious rituals can be bad for students, where they're treated early with many television shows that divert them from the love of God.

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The Implementation of APIQ Creative Mathematics Game Method in the Subject Matter of Greatest Common Factor and Least Common Multiple in Elementary School

10.31227/osf.io/quh8m ◽

2017 ◽

Author(s):

Ansari Saleh Ahmar ◽

Abdul Rahman ◽

Andi Nurani Mangkawani Arifin ◽

Dewi Satria Ahmar ◽

M. Agus ◽

...

Keyword(s):

Elementary School ◽

Subject Matter ◽

Common Factor ◽

Traditional Learning ◽

Learning Method ◽

Common Multiple ◽

Least Common Multiple ◽

Causal Factors ◽

Learning Mathematics ◽

The Subject

One of causal factors for uninterested feeling of the students in learning mathematics is a monotonous learning method, like in traditional learning method. One of the ways for motivating students to learn mathematics is by implementing APIQ (Aritmetika Plus Intelegensi Quantum) creative mathematics game method. The purposes of this research are (1) to describe students’ responses toward the implementation of APIQ creative mathematics game method on the subject matter of Greatest Common Factor (GCF) and Least Common Multiple (LCM) and (2) to find out whether by implementing this method, the student’s learning completeness will improve or not. Based on the results of this research, it is shown that the responses of the students toward the implementation of APIQ creative mathematics game method in the subject matters of GCF and LCM were good. It is seen in the percentage of the responses were between 76-100%. (2) The implementation of APIQ creative mathematics game method on the subject matters of GCF and LCM improved the students’ learning.

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Pengaruh Discovery Learning dan Ekspositoy Learning terhadap Hasil Belajar Siswa pada Mata Pelajaran Pendidikan Agama Islam di Sekolah Dasar Negeri Kota Samarinda

SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) ◽

10.21093/sy.v4i2.843 ◽

2016 ◽

Vol 4 (2) ◽

Author(s):

Agus Santoso ◽

Muhammad Nasir

Keyword(s):

Elementary School ◽

Student Learning ◽

Learning Outcomes ◽

Subject Matter ◽

Discovery Learning ◽

Islamic Education ◽

Report Cards ◽

School Students ◽

The Subject ◽

Teacher's Knowledge

This research is from the concept of strategies discovery learning and ekspository learning to student learning outcomes. Discovery learning is learning-centered to student where the subject matter of Islamic education has been engineered by the teacher. And ekspository learning is learning that focused on the teachers that are the subject matter of Islamic education is taught by the teacher's knowledge. While the learning outcome is the result of student learning as evidenced by the form of report cards. This research is quantitative with associative approach. Informant entire fifth grade elementary school students in the city of Samarinda. The data collected with using questionnaires, observation and documentation. While the analysis used phases check, the process of identification, classification process, mean test, correlation and t-test. The results of this research is there was a significant effect of discovery learning and ekspository learning together on learning outcomes of students in the subjects of Islamic education in public elementary school Samarinda.

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Educação para o Turismo em Gramado: Patrimônios Culturais e Modos de Ser Gramadense

Cadernos do LEPAARQ (UFPEL) ◽

10.15210/lepaarq.v17i34.19360 ◽

2020 ◽

Vol 17 (34) ◽

pp. 236-254

Author(s):

Manoela Barbacovi ◽

Maria Angélica Zubaran

Keyword(s):

Elementary School ◽

Cultural Heritage ◽

School Curriculum ◽

Theoretical Terms ◽

Local Identities ◽

Tourism Education ◽

Municipal Schools ◽

Training Courses ◽

The Subject ◽

The City

Este estudo analisa as epistemologias e pedagogias disseminadas pela disciplina Educação para o Turismo no currículo do Ensino Fundamental das Escolas Municipais da cidade de Gramado. Pretende-se investigar como a disciplina Educação para o Turismo tem representado a cidade de Gramado e seus patrimônios culturais, materiais e imateriais, examinando as estratégias representacionais acionadas nos Cursos de Capacitação Docente para a educação em turismo na cidade de Gramado. Em termos teóricos, o estudo se inscreve no Campo dos Estudos Culturais e nas discussões acerca dos Patrimônios Culturais. Neste sentido, o objetivo central da pesquisa é analisar a produção discursiva acerca dos patrimônios culturais da cidade de Gramado e das identidades locais nos enunciados do Curso de Capacitação Docente em Educação para o Turismo e nas entrevistas realizadas com docentes das escolas municipais de Gramado que trabalham com esta disciplina. Busca-se assim, problematizar as noções de uma Gramado intrinsecamente turística e europeia e de uma vocação naturalmente turística de seus moradores. Abstract: This study analyzes the epistemologies and pedagogies disseminated by the subject Tourism Education in the Elementary School curriculum of Municipal Schools in Gramado. It is intended to investigate how the subject Tourism Education has represented the city of Gramado and its cultural, material and immaterial heritage, examining the representational strategies used in the Teacher’s Training Courses for tourism education in Gramado. In theoretical terms, this study is part of the Cultural Studies Field and in the discussions on Cultural Heritage. In this sense, the main objective of this research is to analyze the discursive production on Gramado’s cultural heritage and the local identities in the statements of the Teacher’s Training Course in Tourism Education and in the interviews carried out with teachers who work with this subject in Gramado’s municipal schools. Thus, the aim is to problematize the notions of an intrinsically touristic and European Gramado and of a naturally tourist vocation of its residents.

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A Program for Determining the Mathematical Needs of Engineering Students

Mathematics Teacher ◽

10.5951/mt.43.3.0091 ◽

1950 ◽

Vol 43 (3) ◽

pp. 91-94

Author(s):

James H. Zant

Keyword(s):

High School ◽

High Schools ◽

Subject Matter ◽

Engineering Students ◽

Statistical Data ◽

School Curriculum ◽

Important Thing ◽

Special Training ◽

Special Groups ◽

The Subject

The curriculum of our high schools, including the part dealing with mathematics, I might say, especially the part dealing with mathematics, is largely traditional. It is true that there have been new courses introduced in some places and old courses have been reorganized in some schools but one who attended a high school 25 or 35 years ago would have little difficulty recognizing the material being taught if he were to go back to the classroom. This is especially true in mathematics. Without having statistical data on the subject we would be safe in saying that the majority of high schools, small and large, teach about the same algebra, geometry, etc. as has been taught for many years. In fact, it is not difficult to recognize the geometry of today in a copy of Playfair's Euclid written in 1813 and still in use in some schools in this country less than 75 years ago. This is not necessarily bad. If students need the mathematics that was taught 75 years ago or 2,000 years ago, as in the case of Euclid's geometry, there is every reason that such subject matter should continue to be in cluded in our school curriculum. The important thing is the pupils’ needs now and in the future. We should find what those needs are for all citizens and for special groups who are segregated for special training.

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Validity and reliability of cognitive tests study and development of elementary curriculum using Rasch model

Psychology, Evaluation, and Technology in Educational Research ◽

10.33292/petier.v3i1.51 ◽

2020 ◽

Vol 3 (1) ◽

Author(s):

Muhammad Erfan ◽

Mohammad Archi Maulyda ◽

Ida Ermiana ◽

Vivi Rachmatul Hidayati ◽

Arif Widodo

Keyword(s):

Elementary School ◽

Rasch Model ◽

Reliability Index ◽

School Teacher ◽

Curriculum Study ◽

School Curriculum ◽

School Level ◽

Validity And Reliability ◽

The Subject ◽

The Rasch Model

The instrument for measuring knowledge in the subject of Elementary School Curriculum Study and Development has been created to measure students' understanding of teacher candidates in applying concepts, implications and curriculum development at the elementary school level. In order to make reliable and feasible instrument for measuring students knowledge in the subject of Elementary School Curriculum Study and Development, this study aims to produce empirical evidence about the validity and reliability of test instruments using the Rasch model analysis. The study was conducted by testing 20 items on 142 elementary school teacher candidate at one of the State Universities in the City of Mataram, West Nusa Tenggara. The validity and reliability of the instrument were measured by the Rasch analysis model using the Winstep program. The one-dimensional testing of 20 items has a variance measured at 42.7% which exceeds the minimum points of 40.0% desired by the Rasch model. The reliability index of the respondents was 0.65 and the item reliability index was 0.98. All items show a positive value for Point Measure Correlation (PMC) in terms of item polarity which means there is no conflict between the item and the construct being measured. Outfit Mean Square value also shows that all items that almost all items have an MNSQ Outfit value smaller than 1.5 which means the measurement value can be said to be productive except for item 13 (3.77) and item 16 (3.77). Both of these items need to be re-examined because they have problems in measuring their validity. The results of this study have proven that the knowledge measurement test instrument in the Elementary School Curriculum Study and Development course has validity and reliability values that meet and are empirically feasible to be used in measuring Basic School Curriculum Study and Development knowledge for prospective teacher students.

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A philosophical approach to moral education

Journal of Philosophy in Schools ◽

10.21913/jps.v3i1.1297 ◽

2016 ◽

Vol 3 (1) ◽

Author(s):

Philip Cam

Keyword(s):

Moral Education ◽

Subject Matter ◽

School Curriculum ◽

Point Of View ◽

Philosophical Approach ◽

Moral Training ◽

Moral Domain ◽

The Subject ◽

The Common ◽

Education Needs

Moral education needs to be distinguished from moral training and to find its way into the school curriculum. It should meet academic standards relating to knowledge and understanding of the moral domain in much the same way as do other areas of study. This paper briefly explores the aims, subject matter and methods of such an undertaking from a philosophical point of view. The approach helps to overcome the common dichotomy in which students are regarded as moral beings so far as their general conduct is concerned and as amoral beings when it comes to the subject matter that they study. When integrated into the curriculum, it brings out the moral aspects of various areas of study and assists students to understand them.

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Islam, Morality and Public Education: Religious Elements of Ethics and Etiquette in the Uzbek School Curriculum

Central Asian Affairs ◽

10.1163/22142290-00503002 ◽

2018 ◽

Vol 5 (3) ◽

pp. 213-232

Author(s):

Donohon Abdugafurova

Keyword(s):

Elementary School ◽

Public Education ◽

Social Responsibility ◽

Character Development ◽

School Curriculum ◽

National Character ◽

School Subject ◽

Central Asian ◽

The Subject ◽

Religious Elements

Influenced by Arabic and Persian traditions, the plural word Ādāb in the Uzbek language (sing. adab) as a social term connotes a discipline of character development in ethics and morals. As a literary term, adab means a concept of aesthetics that teaches morality. The prevalence of the concept in Uzbek society is evidenced by the fact that there is a school subject called Odobnoma: adab studies. These elementary-school classes aim to cultivate moral uprightness, social responsibility and virtue. On the surface, the subject seems to be secular, yet a closer analysis of the themes and topics of Odobnoma reveals indirect Islamic influence. This is partly because Central Asian cultures contain Islamic teachings, which have become a part of the national understanding of morality, ethics and etiquette. This article explores the influence of these teachings from the Uzbek perspective of “national character.”

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How effective are modern mathematics workshops?

The Arithmetic Teacher ◽

10.5951/at.14.3.0205 ◽

1967 ◽

Vol 14 (3) ◽

pp. 205-208

Author(s):

John L. Creswell

Keyword(s):

Elementary School ◽

Teacher Training ◽

Teacher Certification ◽

Subject Matter ◽

School Teacher ◽

School Curriculum ◽

Elementary School Teacher ◽

Modern Mathematics

Many changes have come about in most subject matter areas of the elementary school curriculum during the last ten years. One of the most profound of these has been in the area of elementary school arithmetic, referred to by such phrases as “modern mathematics,” “the new mathematics,” etc. These changes have created a tremendous problem in teacher training and retraining and have resulted in additional requirements in mathematics for elementary school teacher certification.

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An experimental study of programmed versus traditional elementary school mathematics

The Arithmetic Teacher ◽

10.5951/at.10.4.0199 ◽

1963 ◽

Vol 10 (4) ◽

pp. 199-204

Author(s):

Frank W. Banghart ◽

John C. Mclaulin ◽

James B. Wesson ◽

Leonard Pikaart

Keyword(s):

Experimental Study ◽

Elementary School ◽

Problem Solving ◽

Subject Matter ◽

Fourth Grade ◽

School Mathematics ◽

Elementary School Mathematics ◽

The Subject

The purpose of this experiment was to compare programmed materials with nonprogrammed materials. The subject matter was fourth-grade arithmetic. Comparisons were made for total arithmetic scores, problem solving, comprehension, and boy-girl difference.

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