Research and Design of APP for Primary School Students' Safety Education Based on Embodied Cognitive Theory

2020 ◽  
Author(s):  
Yu-Feng Xu ◽  
Lian-Shuan Shi
Keyword(s):  
Primary School ◽  
Cognitive Theory ◽  
Safety Education ◽  
Primary School Students ◽  
School Students ◽  
Research And Design

Evaluation of a sun safety education programme for primary school students in Switzerland

2014 ◽  
Vol 23 (4) ◽  
pp. 303-309 ◽  
Author(s):  
Daphne Reinau ◽  
Christoph R. Meier ◽  
Nathalie Gerber ◽  
Christian Surber
Keyword(s):  
Primary School ◽  
Education Programme ◽  
Safety Education ◽  
Primary School Students ◽  
School Students ◽  
Sun Safety

scholarly journals UPAYA PENINGKATAN KECERDASAN EMOSI SISWA SEKOLAH DASAR MELALUI PENDIDIKAN JASMANI HARMONI

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Eunike R. Rustiana
Keyword(s):  
Emotional Intelligence ◽  
Physical Education ◽  
Primary School ◽  
Cognitive Theory ◽  
Intervention Group ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Positive Attitudes ◽  
Before And After

Abstrak: Penelitian ini bertujuan untuk mendapatkan bukti bahwa Pendidikan Jasmani Harmoni efektif meningkatkan kecerdasan emosi siswa SD. Penelitian ini berdasar pada teori kognitif sosial dari Bandura. Materi Penjas Harmoni terdiri atas permainan, olahraga, dan tarian masal (tari Saman). Subjek penelitian adalah siswa kelas V enam SDN yang berbeda, dengan tiga kelas sebagai kelompok intervensi yang diajar penjas Harmoni, dan tiga kelas sebagai kelompok kontrol yang diajar penjas reguler. Perlakuan berlangsung selama 14 kali pertemuan. Kecerdasan emosi diukur sebelum dan sesudah perlakuan dengan Skala Perasaan modifikasi dari Bar-On EQ inventory. Hasil penelitian menunjukkan nbahwa Penjas Harmoni efektif meningkatkan kecerdasan emosi siswa SD, yaitu kecakapan intrapersonal, interpersonal, penyesuaian diri, pengelolaan stres, dan sikap positif. Tidak ada pengaruh jenis kelamin, namun ada pengaruh bersama antara tingkat akreditasi sekolah dan jenis perlakuan terhadap peningkatan kecerdasan emosi. Penjas Harmoni disarankan untuk dipakai guruguru penjas SD di Semarang guna melengkapi KTSP 2006. Kata Kunci: Pendidikan Jasmani Harmoni, kecerdasan emosiEFFORTS TO INCREASE THE EMOTIONAL INTELLIGENCE OF PRIMARY SCHOOL STUDENTS THROUGH HARMONY PHYSICAL EDUCATIONAbstract: This study is aimed to ascertain the effectiveness of Harmony Physical Education (HPE) program to increase primary school students’ emotional intelligence (EI). This study is based on Bandura’s social cognitive theory, The material of HPE is consist of games, sports, and group dance(Saman Dance). The subjects of the study were fifth grade students from different Public Elementary Schools. They were randomly assigned into control group (three classrooms) who received regular PE program, and intervention group (another three classrooms) who received HPE program. The treatment was conducted in 14 weeks. Emotional intelligence was assessed before and after the treatment using Emotional Scale that was modified from Bar-On EQ inventory. The results show that HPE Program is effective in increasing primary school students’ Emotional Intelegency which consists of intrapersonal, interpersonal, self adjustment, stress management, and positive attitudes. There were no gender role, but there is a relation between school acreditation level and the treatment used towards the improvement of emotional intelegency. Harmony Physical Education is recommended to be used by teachers in semarang as a supplement for KTSP 2006Keywords: harmony physical education, emotional intelligence 

scholarly journals A Conceptual Framework for Road Safety Education using Serious Games with a Gesture-based Interaction Approach

2022 ◽  
Vol 30 (1) ◽  
pp. 621-640
Author(s):  
Wan Salfarina Wan Husain ◽  
Syadiah Nor Wan Shamsuddin ◽  
Normala Rahim
Keyword(s):  
Primary School ◽  
Conceptual Framework ◽  
Road Safety ◽  
Serious Games ◽  
User Engagement ◽  
Road Accidents ◽  
Safety Education ◽  
Primary School Students ◽  
School Students ◽  
Negative Effect

Road accidents among children are one of the factors that cause mortality. An interactive manual has been developed to solve the problem. However, reports show that most road safety programs are displayed conventionally and unsuitable for almost all target users. In order to minimise the negative effect of road accidents on primary school students, early prevention programs need to be set up to overcome the problem. The natural user interface is a current technology that could be implemented in road safety education. Thus, this research aims to develop a conceptual framework by integrating gesture-based interaction and serious games towards road safety education, which will hopefully meet the road safety syllabus to tackle primary school students. All the proposed conceptual framework elements are identified through a systematic literature review and existing theories and model analysis supported by the experts’ review. This research’s main finding will be a conceptual framework of user engagement in road safety education through serious games with a gesture-based interaction technology approach. This conceptual framework would be a reference for road safety designers or developers to build an application for road safety by considering user engagement through gesture-based interaction, learning theory, and serious games at the same time.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

Sign in / Sign up

Export Citation Format

Share Document