scholarly journals The Effect of ARICESA on Achievement Motivation and Understanding of Basic Science Concepts for Prospective Teacher Students

2021 ◽  
Vol 2110 (1) ◽  
pp. 012027
Author(s):  
D A Putra ◽  
R Setiani ◽  
Dwikoranto ◽  
Widiasih
Keyword(s):  
Achievement Motivation ◽  
Prospective Teachers ◽  
Basic Science ◽  
School Teacher ◽  
Post Test ◽  
Teacher Students ◽  
Value Range ◽  
Basic Concepts ◽  
Science Concepts ◽  
Motivation Effect

Abstract The aim of this research to determine effect of the application ARICESA on student teacher achievement motivation and understanding of basic concepts. The subjects in this study were 34 students in the Department of Elementary School Teacher Education, Universitas Bhinneka PGRI Indonesia. One group pretest-posttest design was used in this study. The achievement motivation of prospective teachers is measured by a motivational questionnaire and understanding of basic concepts is measured by a conceptual test of concept understanding as a pre-test and post-test. Data analysis with t-test and prerequisite test and N-gains core. The results showed a significant increase in motivation effect for 5 indicators of achievement motivation with moderate criteria with an N-gain value range of 0.62 to 0.66 and the normalized mean N-gain is 0.65 in the medium criteria. There is a significant effect of increasing understanding of basic science concepts with a range of N-gain coefficients from 0.72 to 0.77 and a normalized average N-gain of 0.75 with high criteria.

scholarly journals Pendampingan Pengembangan Media Pembelajaran Sains Sekolah Dasar untuk Para Guru

2019 ◽  
Vol 3 (2) ◽  
pp. 139
Author(s):  
Elisabeth Pratidhina Founda Noviani ◽  
Herwinarso Herwinarso ◽  
Jane Koswojo ◽  
Hady Sutris Winarlim
Keyword(s):  
Elementary School ◽  
Science Learning ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Science Concept ◽  
Scientific Approach ◽  
Post Test ◽  
Science Concepts ◽  
Result Analysis ◽  
Test Result

A program to train Elementary School teacher in developing science learning media has been conducted in Dapena Elementary School and St Theresia II Catholic Elementary School, Surabaya. The training aims to improve teachers’ skills on making science learning media and teachers’ understanding on science concepts. In this training, teachers have made science learning media on the themes of air, electricity, and energy. According to pre- and post-test result analysis, teachers gain knowledge on scientific approach learning and science concept related to air, electricity, and energy themes. The calculated gain of average can be categorized as medium gain. In addition, according to the evaluation by participants, the program has been conducted very well.

scholarly journals AND THEMATIC INSTRUCTIONAL FOR PROSPECTIVE ELEMENTARY SCHOOL TEACHERS

2015 ◽  
Vol 15 (1) ◽  
pp. 35
Author(s):  
Parsaoran Siahaan ◽  
Ms Lyliyasari
Keyword(s):  
Elementary School Teachers ◽  
Prospective Teachers ◽  
Prospective Teacher ◽  
Learning Model ◽  
Phase 3 ◽  
Post Test ◽  
Teacher Students ◽  
The University ◽  
Normalized Gain ◽  
Better Than

This research, is part of a research on the development of a learning to improve mastery concept of science and the instructional. The learning model in this research integrate two courses with different subject and different semester in two PGSD of several campuses of an university of teacher training.  PGSD-X, which is in the same city with the University and PGSD Y in other city at the same province. Subject of the research consisted of 25 prospective teacher students in PGSD X and 26 prospective teacher students in PGSD-Y. Scenario of learning was done in 4 phases, namely: (1) modeling phase, (2) discussions phase, (3) enrichment phase, and (4) peer teaching phase. The learning topics is the integration of food’s topic and thematic. The data was collected before learning (pre test) and after learning (post test). Data analysis was done by calculating the normalized gain from Hake <g>. The results from PGSD-X  obtained  <g>=0,72±0,07 in the mastery of food  and  <g>= 0,70±0,14 in thematic. The results from PGSD-Y obtained <g>=0,66±0,10 in the mastery of food and <g>=0,53±0,20 in thematic. The results could be concluded that the ability of prospective teachers in the PGSD X better than PGSD –Y in mastery of food concept and thematic instructional. Key words: learning model, prospective teachers, food, thematic

scholarly journals ACHIEVEMENT MOTIVATION TRAINING UNTUK MENINGKATKAN MOTIVASI BERPRESTASI PADA GURU SEKOLAH ANAK BERKEBUTUHAN KHUSUS YANG MENGALAMI BURNOUT

2018 ◽  
Vol 19 (2) ◽  
pp. 261
Author(s):  
Mulya Virgonita ◽  
Fitria Linayaningsih
Keyword(s):  
Learning Disabilities ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Special Needs ◽  
Achievement Motivation ◽  
School Teacher ◽  
Control Group ◽  
Research Subjects ◽  
Post Test ◽  
Unrealistic Expectations

<pre><em>T</em><em> his study aims to determine empirically the influence of Achievement Motivation Training on achievement motivation in elementary school teachers in learning disabilities in Semarang experiencing Burnout. The research subjects were 10 people. The profession as a teacher for children with learning disabilities and special needs is very vulnerable to burnout. High job demands, unrealistic expectations of parents on the work of teachers often lead to stress that affect the performance. It takes a high achievement motivation to overcome this. In this research the method used is the experimental method, with pre-test design of post-test without control group where the subjects of the study were treated in the form of Achievement Motivation Training to see the effect on achievement motivation and measured before treatment and after treatment. The result of the research analyzed by SPSS version 20 shows that there is contribution of Achievement Motivation Training 34,3% to the achievement motivation to teacher, meaning that there are other factors that influence achievement motivation for elementary school teacher for children with special needs.  </em><em></em></pre>

Promoting prospective teachers’ conceptual knowledge through web-based blended learning

2020 ◽  
Vol 5 (2) ◽  
pp. 187-201
Author(s):  
Yurniwati Yurniwati ◽  
Gusti Yarmi
Keyword(s):  
Blended Learning ◽  
Prospective Teachers ◽  
Conceptual Knowledge ◽  
School Teacher ◽  
Group Discussion ◽  
Deep Understanding ◽  
Learning System ◽  
Primary School Teacher ◽  
Web Based ◽  
Post Test

Fractions remain a difficult concept for students at the elementary level. On that ground, prospective teachers need to develop the conceptual knowledge to have a deep understanding of the concept and how the concepts are related to each other. Furthermore, they must be able to explain the concepts through media in the form of concrete objects or images to help students grasp the whole concept of fractions. This research investigates the effect of web-based blended learning on the development of Conceptual Knowledge of prospective teachers. Web-based blended learning is a combination of online learning and face to face classroom group discussion. Prospective teachers use Edmodo as the learning management system that contains various learning resources such as videos, documents, and students’ assignments in the form of Google Forms. This study design is a non-experimental post-test. The data obtained by using open tests and analyzed descriptively. Participants are prospective teachers who enrolled in the Teaching Arithmetic course in the 7th semester of the 2018/2019 academic year at the Department of Primary School Teacher Training, Universitas Negeri Jakarta, Indonesia. This study found web-based blending learning is an effective learning system to develop prospective mathematics elementary teachers’ conceptual abilities of fractions. It is recommended that this learning system be included in the prospective teachers’ Education module.

scholarly journals Information and Communication Technology in Teaching and Learning: Perspectives on E-Learning at Higher Education Level

2020 ◽  
Vol 8 (5) ◽  
pp. 4084-4086
Keyword(s):  
Academic Achievement ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Control Group ◽  
Post Test ◽  
Information And Communication ◽  
E Learning ◽  
Teaching Learning ◽  
Experimental Group

Technology can be a powerful tool for transforming learning. To be a successful teacher one should be learner always and should have the mind to comprehend and design new methodologies in their transaction process. ELearning courseware is an effective model of teaching and learning framework that can enhance academic achievement of students. In this research, E-Learning courseware is developed for B.Ed curriculum and the effectiveness of E-Learning courseware is studied on academic achievement of Prospective teachers studying B.Ed course. 80 students studying B.Ed. course are selected as sample by convenient sampling method. 40 of which are assigned in the experimental group and 40 in the control group. Experimental Group is subjected to E-Learning courseware and the Control group is subjected to Conventional method of teaching, Pre-test – Post Test non-equivalent groups design is used for the study. Achievement test developed and validated by the researcher is administered to measure the academic achievement of the prospective teachers as pre-test and post-test. Effectiveness of E-Learning courseware is studied on academic achievement of Prospective teachers studying B.Ed course. In the analysis of data, t-test and descriptive analysis were used. Results showed that there is significant effect of ELearning courseware in enhancing the academic achievement of Prospective Teachers. This research opens new avenues in teaching learning process which can empower students.

scholarly journals Georges Cuisenaire’s numbers in colour. A teaching aid that survived the 1950s

2020 ◽  
pp. 355-368
Author(s):  
Dirk De Bock
Keyword(s):  
School Teacher ◽  
Teaching Material ◽  
Primary School Teacher ◽  
Volume Calculation ◽  
Teaching Aid ◽  
Arithmetic Sequences ◽  
Basic Concepts ◽  
1960S And 1970S ◽  
Cuisenaire Rods ◽  
Modern Mathematics

In 1952, a Belgian primary school teacher, Georges Cuisenaire, published Les nombres en couleurs, a booklet in which the author describes his invention and explains a corresponding method for teaching elementary arithmetic. Cuisenaire materialized the numbers from one to ten by means of rods of corresponding lengths and in different colours. The rods provided a concrete tool for exploring and gaining insight in basic concepts and skills, such as the four basic operations, finding divisors and multiples, working with fractions, the decimal system, arithmetic sequences, and area and volume calculation. From the mid-1950s, with the support of Caleb Gattegno, the Cuisenaire rods broke through worldwide. In subsequent years, empirical research into the effectiveness of the Cuisenaire’s method was initiated and in several countries Cuisenaire Associations were founded. In the late 1960s and 1970s, a number of attempts were made to use the material for the teaching of typical modern mathematics contents to (very) young children, but the use of the rods in this context was sometimes far-fetched and did not break through. Keywords: CIEAEM, Cuisenaire rods, numbers in colour, teaching aid, teaching material, Georges Cuisenaire, Caleb Gattegno

scholarly journals Development of Child Friendly Educative Game Model As Method to Prevent Violence Against Children in School

2019 ◽  
Author(s):  
Evi Widowati ◽  
Rulita Hendriyani ◽  
Efa Nugroho
Keyword(s):  
Teacher Candidates ◽  
Formal Education ◽  
School Teacher ◽  
Game Model ◽  
Test Results ◽  
Violence Against Children ◽  
Post Test ◽  
Level Of Knowledge ◽  
Child Friendly ◽  
Main Model

Cases of violence against children in the form of physical, psychological, or sexual violence has been increasing in Indonesia, particularly violence cases that occur at school. Teacher candidates’ level of knowledge on violence against children (bullying) at school was only in the “sufficient” category. In addition, nowadays, children games that contain local contents and values such as cooperation, sportsmanship, and companionship has been abandoned by children. This study aimed to produce a product from the development of child-friendly educative game model that promote prevention of violence against children, particularly at school. This study used Level 1 Research and Development (R & D) method because it only achieved the fourth stage, namely Main Model Revision. The produced “anti-violence against children snake and ladder game” was an educative game product from which children could learn about the value of anti-violence and anti-bullying in school through games. The snake and ladder game was accompanied by game instruction, picture concept, and message regarding implementation of anti-violence and anti-bullying efforts at school, which was adjusted for children. The resulting game product was designed to integrate all elements present in formal education on anti-violence and anti-bullying efforts. The average pretest results was 18 and the average post-test results was 45. It can be concluded that “anti-violence against children snake and ladder” game model could increase knowledge by 150%.

Strategi Pembelajaran Aktif untuk Meningkatkan Pemahaman Materi Kuliah Antar Semester

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Muhammad Zuhdi ◽  
Joni Rokhmat
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Prospective Teachers ◽  
Physics Education ◽  
Learning Strategy ◽  
Cognitive Conflict ◽  
Test Results ◽  
School Year ◽  
Post Test ◽  
Active Learning Strategies

Active Learning Strategies to Improve Understanding of Fundamental Physics Objects. Physics is one of the subjects considered difficult by students. The learning strategies applied by the teacher must be well structured in order to be able to provide understanding to students. Active learning strategies need to be done to improve understanding of physics properly and correctly. This study was conducted to determine the effectiveness of active learning to improve understanding of physics in prospective teachers. This active learning strategy is combined with causalitics and cognitive conflict learning methods which are applied to inter-semester course material at the end of the 2018 – 2019 school year. Learning with this combination of methods is able to provide a good understanding of existing students. The post-test results, which were compared with the pre-test results, showed an increase in the average student understanding of up to 24%. Active learning is proven to be able to improve the understanding of lecture material for students.  Keywords: active learning, physics education

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