Project Based Learning and Interactive Video Conference in Elementary School

2014 ◽  
Author(s):  
José Manuel Sáez López
Keyword(s):  
Elementary School ◽  
Interactive Video ◽  
Project Based Learning ◽  
Video Conference

scholarly journals Aprendizagem baseada em projetos: contribuições das tecnologias digitais

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Diego De Oliveira Silva ◽  
Juscileide Braga Castro ◽  
Gilvandenys Leite Sales
Keyword(s):  
Elementary School ◽  
Digital Technologies ◽  
Project Based Learning ◽  
Digital Tools ◽  
Pedagogical Practice

Resumo: A inserção de recursos tecnológicos em sala de aula traz novas possibilidades e desafios para a prática pedagógica. No entanto é preciso que haja um planejamento que contemple as peculiaridades destas novas ferramentas, permitindo que professores e alunos possam usufruir de suas vantagens. Dessa forma, este trabalho se propõe a apresentar intervenções baseadas na Aprendizagem Baseada em Projetos (ABP) realizadas em uma escola municipal de Fortaleza, bem como analisar as contribuições das tecnologias digitais neste tipo de metodologia. Para isso são detalhados os projetos “Um Mundo de Informações” e “Pensar, Conectar e Fazer” aplicados, respectivamente, em turmas de 5° e 6° anos do Ensino Fundamental. Além disso, é realizada uma avaliação das ferramentas digitais utilizadas nestas atividades. Concluiu-se que a utilização destas ferramentas influenciou de maneira positiva na aplicação dos projetos, além de permitir a integração do conhecimento em nível interdisciplinar e na criação de produtos educacionais.Palavras-chave: Aprendizagem baseada em projetos. Tecnologias digitais. Metodologia Ativa. Interdisciplinaridade.  PROJECT-BASED LEARNING: CONTRIBUTIONS OF DIGITAL TECHNOLOGIES Abstract: The insertion of technological resources in the classroom brings new possibilities and challenges to a pedagogical practice. However, there is a need for planning that addresses the new tools, allowing teachers and participants to take advantage of them. Thus, this work is projected in Project-Based Learning (ABP) in a municipal school in Fortaleza, as well as data from digital technologies in this type of methodology. To this end, the "Um Mundo de Informações" and "Pensar, Conectar e Fazer" projects, carried out, respectively, in the 5th and 6th grades of Elementary School are detailed. In addition, it is performed an evaluation of the digital tools used in these activities. It was concluded that the use of the tools influenced in a positive way in the application of the projects, besides allowing an integration of knowledge at an interdisciplinary level and in the generation of educational products.Keywords: Project-based learning. Digital technologies. Active Methodology. Interdisciplinarity.

scholarly journals A Teaching Strategies to Enhance Students’ Creativity in English Profession Subject during the Covid-19 Pandemic

2021 ◽  
Vol 5 (2) ◽  
pp. 119-125
Author(s):  
Diani Nurhajati
Keyword(s):  
Elementary School ◽  
Teaching Strategies ◽  
Video Game ◽  
Industrial Revolution ◽  
Teaching Strategy ◽  
Project Based Learning ◽  
University Graduates ◽  
School Students ◽  
Elementary School Education ◽  
The Right

During the Covid-19 pandemic, the learning process must be carried on from home. In fact, all of the university graduates should be equipped with a number skills needed to face the Industrial Revolution 4.0. Therefore, lecturers are expected to find the solution to train the skills, including creativity. One of the solutions is selecting the right teaching strategy. This research was carried out to answer the questions: “What are the teaching strategies employed by the lecturer English Profession to promote creativity?” and “How do the strategies enhance the students’ creativity?” This descriptive qualitative study took 60 students as the subjects. They were the students who took English Profession Subject at the Elementary School Education, University of Nusantara PGRI Kediri. The techniques of collecting data were observation checklist and questionnaire. The findings of the research show that the lecturer employed Project Based Learning in which the students were assigned to create some projects, namely video, game manual, and English book for elementary school students.

Increasing Writing Reports Skills of Fifth Grade Student through Project-Learning Based Methods at Cipinang Muara 06 State Elementary School

2018 ◽  
Vol 6 (04) ◽  
Author(s):  
Rina Khaerunnisa ◽  
Zulela . ◽  
Miftahul Khairah
Keyword(s):  
Elementary School ◽  
Writing Skills ◽  
Project Based Learning ◽  
Fifth Grade ◽  
Learning Method ◽  
Grade Student ◽  
Learning Methods ◽  
Test Technique ◽  
Observation Report ◽  
Writing Skill

Skill of fifth grade student of Cipinang Muara 06 State Elementary School in writing report is still low. This is evidenced by the average scores before giving the action, which is 68.66. The average score of students who are still below the minimum completion criteria is due to poor students in writing sentences in accordance with the correct structure, the sentences are not structured in accordance with the Indonesian Spelling, the selection of standard words is still not quite right. In addition, students have not been able to write a factual report, the written report has not been coherent and has not explained clearly the events observed. In addition, teachers are still applying classical teaching methods with lecturing and assignment methods that are based solely on guidebooks only. This causes students to be less motivated so they have not been able to improve their skills in report writing. Learning to write observational reports made in class makes the students less able to write reports in accordance with the conditions and facts about the things that must be considered in writing the report. The formulation of the problems contained in this study are (1) How the project-based learning method can improve the skills of writing reports to students in fifth grade at Cipinang Muara 06 State Elementary School; and (2) Will the project-based learning method improve the writing skills of the students in fifth grade at Cipinang Muara 06 State Elementary School? The purpose of this study is to describe the process of learning to write observational reports during the use of project-based learning methods, the skills of writing student observation reports after using project-based learning methods, and changes in student behavior after following the learning of writing observation reports through project-based learning methods to students of fifth grade Cipinang Muara 06 State Elementary School. This study uses a classroom action research design. Subjects in this study were fifth grade students that amount 29 students consisting of 15 male students and 14 female students. This study consists of two cycles. Each cycle consists of several stages, namely planning, action, observation, and reflection. Data collection was done using test techniques and nontest techniques. The test technique is used to know the quantitative results. The result is obtained from the test of students' writing skill, while nontest technique is used to collect student activity data during the learning process. Nontest techniques were obtained with observation guides, observations of student and teacher activities, as well as video and photo documentation. The data analysis technique of this research is qualitative and quantitative. The results showed that there was an increase in the process of learning to write observational reports during the use of project-based learning methods. The improvement of the process is evidenced by the result of the students' writing skill skill which increases in cycle I and cycle II, besides the learning of writing the observation report which more smoothly in cycle II and the more conducive classroom atmosphere. The skills of writing observational reports increased after using project-based learning methods. This improvement is seen from the students' learning completeness which reached 51.73% in cycle I and increased by 93.11% in the second cycle with an average value of 82.28. In addition, the increase occurred in the behavior of students after following the study writing observation report. Students are more active in learning because learning is more interesting. Based on the results of the research, the use of project-based learning methods can assist students in writing observational reports because students can put their ideas and ideas into a writing based on observations that have been done directly so as to increase students' writing skills in writing observation reports.

scholarly journals Pengaruh Model Pembelajaran Project Based Learning Pada Mata Pelajaran IPA Terhadap Kemampuan Berpikir Kritis Siswa Kelas VI SD Negeri Margorejo VI Surabaya

2019 ◽  
Vol 1 (1) ◽  
pp. 28-35
Author(s):  
Milda Mabruroh
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Sixth Grade ◽  
Analysis Data ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Matched Pair ◽  
Post Test ◽  
Parametric Statistical Test

The research aim was to determine the influence of Project Based Learning Models On Students’ Critical Thinking Skills of Sixth Grade Elementary School Student on science subjects at Elementary School VI Margorejo. This type of research is descriptive quantitative with experimental methods and the design of One Group Pre-test and Post-test. The subject of this research was the student members of Class VI at Elementary School VI Margorejo, Surabaya. The techniques carried out to support my research using data collection, observations, questionnaires and tests in the form of pre-test and post-test. Validation of this research is expert validator and using SPSS calculation. Analysis data used is a non-parametric statistical test with Wilcoxon "matched pair. The results of this study indicate that the output of the "Test Statistics" 0.000 <0.05, it can be concluded that the hypothesis 1 (H1) is accepted, which means there is a difference in the value of the pre-test and post-test and there is big influence from this project on students' critical thinking abilities of Sixth Grade Elementary School VI Margorejo Surabaya.

scholarly journals Traditional Game “Bakiak” Assisted Project-Based Learning Model Influences Students’ Social Skills

2020 ◽  
Vol 4 (3) ◽  
pp. 463
Author(s):  
A.A.Sg Paramita Ari Putri ◽  
I Wayan Sujana
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Elementary School Students ◽  
Learning Model ◽  
Project Based Learning ◽  
Fifth Grade ◽  
Learning Models ◽  
School Students ◽  
The Social ◽  
Traditional Game

The problems that underlined this research included: the development of children's social skills was still not optimal, learning models in the classroom were less varied, including in the selection of media and, the interaction of students with other students was still lacking so that learning was still monotonous and less interesting. This study aimed to analyze the effect of the project-based learning model which is assisted with traditional clogs toward the social skills of the fifth-grade elementary school students. The study applied a non-equivalent control group design. Determination of the sample applied random sampling techniques. The population of this study was all students of class V. In this study, the obtained samples were 62 people. Data collection applied observation techniques. The instrument was the observation sheet. The calculation results of average gain in students’ social skills scores were given the treatment of project-based learning models in which learning was assisted with traditional game clogs included 0.295 in the category of very sufficient, while students who were taught conventional learning models had an average score of social skills score of -0.022 , belongs to the less category. Thus, based on these findings, it can be concluded that the project-based learning model assisted by traditional game clogs influences the social skills of fifth grade elementary school students. This model can be used as a choice by teachers to be used as an alternative to improve social skills.

scholarly journals Development and Validation of Poksd-Porsd Protocol Assessment of Engineering in Elementary Classroom

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
C Anwar ◽  
W Sopandi ◽  
U S Sa’ud ◽  
W T Pratiwi ◽  
H Inderawan
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Basic Education ◽  
Classroom Observation ◽  
Project Based Learning ◽  
Assessment Instruments ◽  
School Teachers ◽  
Observation Instruments ◽  
Observation Protocol ◽  
Development And Validation

The aim of this study was to develop and validate classroom observation instruments designed to reveal the emergence of engineering activities in primary school teachers in project-based learning. The instruments developed included the elementary school classroom observation protocol sheet (POKSD) and the elementary school engineering observation protocol assessment (PORSD). Task items were arranged based on indicators adapted from COPUS (Classroom Observation Protocol for Undergraduate STEM) items. The initial design of the instrument was consulted with three experts based on learning objectives. The instrument was then validated by three experts in the field of basic education. The instrument test was conducted on teachers and 5th-grade students of UPI Bandung Laboratory (N = 1). POKSD and PORSD were assessed by three raters. Scores from the three raters were then analyzed using two-way ANOVA. The results showed that the intra-class correlation of performance assessment instruments was adequate (ICC = 0.773). The findings of this study demonstrated that the instrument was reliable and could be used for the emergence of engineering activities in elementary school teachers.

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