scholarly journals PhotoLingo—Development and Improvement of Higher-Order Thinking and Language Skills Through Photographs

2019 ◽  
Vol 199 (1) ◽  
pp. 45-56
Author(s):  
Ya’ara Gil-Glazer ◽  
Ofra Walter ◽  
Billie Eilam
Keyword(s):  
Study Skills ◽  
Language Skills ◽  
Intervention Group ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Photo Elicitation ◽  
Fifth Grade ◽  
Second Grade ◽  
Control Group ◽  
Fifth Grade Students

This article presents the major findings of a longitudinal study on the use of photograph-based assignments to improve higher-order thinking and language skills among second- and fifth-grade students using an intervention framework and a convergent mixed method (quantitative and qualitative) approach. The method promoted oriented study skills for students with an accent in the combination of higher-order thinking strategies, reading skills, and photo-elicitation. Participants in the second grade attained a level close to participants in the fifth grade. Students with different levels of language skills in the intervention group progressed significantly compared with the control group.

scholarly journals Impact of Coordinated-Bilateral Physical Activities on Attention and Concentration in School-Aged Children

2018 ◽  
Vol 2018 ◽  
pp. 1-7 ◽  
Author(s):  
Heidi Buchele Harris ◽  
Kai Schnabel Cortina ◽  
Thomas Templin ◽  
Natalie Colabianchi ◽  
Weiyun Chen
Keyword(s):  
Physical Activity ◽  
Processing Speed ◽  
Intervention Group ◽  
Fifth Grade ◽  
Control Group ◽  
Focused Attention ◽  
Attention Span ◽  
School Aged Children ◽  
Fifth Grade Students ◽  
Post Hoc

Purpose. This study examined the effects of 4-week, daily 6-minute coordinated-bilateral physical activity (CBPA) breaks in classroom on attention and concentration in school-aged children. Methods. Participants (n=116) in fifth grade from two elementary schools were assigned to three groups: two intervention groups (n= 60) and one control group (n = 56). All three groups were pre- and post-tested with the d2 Test of Attention (d2 test). One intervention group (n = 31) took part in six minutes of daily classroom-based coordinated-bilateral physical activity (CBPA) break for four weeks. Another intervention group (n = 29), the Fitbit Only (Fitbit-O), wore Fitbits per day during a school, five days per week for four weeks without CBPA breaks. A 2 × 3 ANOVA was conducted, followed by the post hoc comparisons. Results. The CBPA showed significant increases in processing speed (F1 = 6.876, p = .010), focused attention (F1 = 10.688, p = .002), concentration performance (F1 = 26.46, p = .000), and attention span (F1 = 14.090, p = .000) over the control, but not in accuracy (Error %). The CBPA showed significant improvement in concentration performance (F1 = 24.162, p = .000) and attention span (F1 = 6.891, p = .011), compared to the Fitbit-O. No significant changes in all five attention parameters were found between the Fitbit-O and the control. Conclusion. It was concluded that daily brief coordinated-bilateral activities can improve attention and concentration in fifth-grade students over the course of four weeks.

Pembelajaran Model Eliciting Activities (MEAS) Dalam Setting Koperatif Untuk Mengembangkan Kemampuan Berpikir Kritis Matematis Siswa

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Ika Marlina ◽  
Abdul Fatah ◽  
Aan Subhan Pamungkas
Keyword(s):  
Critical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Second Grade ◽  
Control Group ◽  
Purposive Sampling ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
And Control

Penelitian ini dilatarbelakangi oleh kebutuhan sumber daya manusia yang memiliki kecakapan berpikir yang semakin naik. Kecakapan berpikir tersebut diperoleh melalui pembelajaran matematika. Salah satu kemampuan yang dibutuhkan dalam pembelajaran matematika yang juga merupakan Higher Order Thinking adalah kemampuan berpikir kritis matematis. Kemampuan ini dianggap masih tergolong rendah. Penelitian ini bertujuan untuk mengetahui pengembangan kemampuan berpikir kritis matematis siswa SMP Negeri 1 Cikande kelas VIII. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain nonequivalent control group. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 1 Cikande yang berjumlah 252 siswa. Teknik sampel yang digunakan adalah purposive sampling, yang kemudian terpilih dua kelas sebagai kelas eksperimen dan kontrol. Berdasarkan hasil analisis data diapatkan kesimpulan bahwa pencapaian akhir kemampuan berpikir kritis matematis siswa yang mendapatkan pembelajaran MEAs setting koperatif lebih baik daripada siswa yang mendapatkan pembelajaran biasa.   The background of this research by the needs of human resources who have the thinking skill that is increasingly going up. The thinking skills acquired through learning of mathematics. One of the skills needed in the learning of mathematics is also a higher order thinking is the ability of critical thinking. This ability is considered still belongs to low. This research aims to know the development of critical thinking ability of second grade at SMPN 1 Cikande Kabupaten Serang. The research methode used was quasi experimental design with nonequivalent control group. The population is second grade at SMPN 1 Cikande totalling 252 students. The technique used is the sample of purposive sampling, which is the selected two classes as experimental and control classes. Based on the result of the analysis of data obtained by the conclusion that the ability of the critical thinking of students who get the learning mathematics of MEAs cooperative settings better than students who get reguler learning.

Promotion of social and emotional learning in a Chinese elementary school

2021 ◽  
Vol 49 (10) ◽  
pp. 1-9
Author(s):  
Lei An ◽  
Esha Vaid ◽  
Maurice J. Elias ◽  
Qianfeng Li ◽  
Minghui Wang ◽  
...  
Keyword(s):  
Elementary School ◽  
Intervention Group ◽  
Mainland China ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Fifth Grade ◽  
Control Group ◽  
Social And Emotional ◽  
Fifth Grade Students ◽  
The Right

Although there is substantial evidence for the merits of integrating social and emotional learning (SEL) into educational settings, little empirical research on this learning approach has been conducted in Mainland China. We synthesized the frameworks of Western SEL and the guidelines of Chinese mental health education, and conducted a preliminary assessment of a short-term SEL curriculum that we designed and piloted in an elementary school. We randomly assigned two classes comprising 111 fifth-grade students to take the SEL curriculum (intervention group), and compared them with a third class comprising 53 fifth-grade students assigned the usual curriculum (control group). The results show that the intervention group had a significant increase in emotional intelligence scores after completing the activities in the curriculum, and the control group experienced an increase in feelings of competitiveness. Students in the intervention group generally perceived the SEL curriculum as striking the right balance between enjoyable activities and valuable learning. Our findings imply that it would be a positive educational development to design SEL curricula for systematic use across multiple grades, thus weaving these into the formal Chinese elementary school system.

PENGARUH MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TERHADAP KEMAMPUAN MENENTUKAN IDE POKOK PARAGRAF SISWA KELAS V SD NEGERI 003 PULAU KOPUNG KECAMATAN SENTAJO RAYA KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Yuwanda Megri Santika ◽  
Otang Kurniaman ◽  
Zariul Antosa
Keyword(s):  
Main Idea ◽  
Learning Model ◽  
Communication Process ◽  
Fifth Grade ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Fifth Grade Students ◽  
Quasi Experimental ◽  
Main Ideas

Reading is one of the important aspects in the communication process. Reading can make someone better understand the contents of the reading. In learning to make it easier for students to understand the contents of the reading it will be easier if it begins with the ability to determine the main ideas of the paragraph. Based on this, the researcher conducted a study by applying the Cooperative Integrated Reading and Composition (CIRC) learning model to the ability to determine the main idea of the paragraph at the fifth grade students of SD 003 Pulau Kopung. This study aims to determine the effect of the CIRC learning model on the ability to determine the main ideas of paragraphs of fifth grade students of SD Negeri 003 Pulau Kopung. This research method is a quasi- experimental Nonequivalent Control Group Design. This research was conducted in two classes, the VA class as the control class and VB class as the experimental class with 22 students in each class. The results of the study showed that the CIRC learning model influenced the ability to determine paragraph main ideas with the results of calculations derived from the gain index, the experimental class using the CIRC learning model got an increase in gain of 0.59 with the middle class and the control class with the normal learning model got an increase of 0.31 with medium class.

PENGARUH MODEL PEMBELAJARAN PROBING PROMPTING BERBANTUAN MULTIMEDIA TERHADAP HASIL BELAJAR IPA

2018 ◽  
Vol 2 (3) ◽  
pp. 336
Author(s):  
Ni Pt Rasni Karwati ◽  
Km Ngurah Wiyasa ◽  
I Kt Ardana
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Science Learning ◽  
Learning Model ◽  
Test Method ◽  
Fifth Grade ◽  
Control Group ◽  
Fifth Grade Students ◽  
School Year ◽  
Significant Difference

This research aims to determine the significance of the difference in science learning results between the group of fifth-grade students in Gugus I Elementary Schools, North Kuta District, in the school year of 2017/2018, that take lessons with the multimedia-assisted probing-prompting learning model and the group of students that take lessons with the conventional learning. The design of this research is a quasi-experimental research with the nonequivalent control group design. The population of this research are all the fifth-grade students of Gugus I Elementary Schools in North Kuta District that still implement the KTSP, which consists of 10 classes with a total of 339 students. The sampling is conducted using the random sampling technique. The sample in this research are the students of class VB in SD (Elementary School) No.7 Dalung, with 36 students as the experiment group and the students of class VB in SD No.4 Dalung with 28 students as the control group. The data collection is conducted using the test method in the form of the multiple choice objective test. The science learning results are analyzed using the t-test. Based on the average the experiment groups =80,89 > the control group =72,85, which means that the multimedia-assisted probing-prompting learning model has an influence on the science learning result. Based on the hypothesis test, tvalues =4,517> ttable =2,000, with dk=62 and a significance level of 5%. Based on the test criteria, H0 is rejected and Ha is accepted. Thus, it can be interpreted there is a significant difference the science learning result between the group of students that were taught using the multimedia-assisted probing-prompting learning model and the students that were taught using the conventional learning. It can be concluded that the the multimedia-assisted probing-prompting learning model has an influence on the science learning result of the fifth-grade students in Gugus I Elementary School, North Kuta District, in the school year of 2017/2018. Keywords : probing prompting, multimedia, science learning result

ANALISIS ASSESMENT HIGHER ORDER THINKING SKILLS PADA MATERI IPA KELAS TINGGI SD N BUGANGAN 02 SEMARANG

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Esti Devi Pratiwi ◽  
Filia Prima Atharina ◽  
Henry Januar Saputra
Keyword(s):  
Qualitative Research ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Research Data ◽  
Fifth Grade ◽  
Class V ◽  
Higher Order Thinking Skills ◽  
Fifth Grade Students ◽  
High Level ◽  
High Level Thinking

Learners find it difficult to learn if asked to solve problems with high-level thinking (HOTS). Difficulties experienced by students are difficulties in working on HOTS-based question in which students are asked to think critically and understand the purpose of the questions be worked on. Descriptive qualitative research methods. Sources of research data are students in class V SD N Bugangan 02 Semarang. Data collection procedures used are observation, interviews, and documentation. The results showed that fifth grade students found it difficult to work on HOTS-based questions because in the learning process teachers rarely gave HOTS-based question so students were not accustomed to solving questions by thinking highly.

Children’s Revision of Textual Flaws

1997 ◽  
Vol 20 (4) ◽  
pp. 667-680 ◽  
Author(s):  
Catherine Ann Cameron ◽  
Gail Edmunds ◽  
Barbara Wigmore ◽  
Anne Kathryn Hunt ◽  
M. J. Linton
Keyword(s):  
Reading Difficulty ◽  
Fifth Grade ◽  
Second Grade ◽  
Writing Quality ◽  
Text Revision ◽  
Fifth Grade Students ◽  
Comprehension Skills ◽  
Surface Flaws ◽  
Text Reading ◽  
Reading Comprehension Skills

Two studies are reported here that investigated elementary school children’s text revision. In the first experiment, both semantic and surface flaws were inserted in texts that varied in reading difficulty. Second-grade through fifth-grade students revised these experimenter-generated passages, presented as examples of submissions to a class newspaper. Differences in text reading difficulty did not affect revision effectiveness, nor were the semantic flaws especially difficult to detect and revise. An age effect showed growth in the revision of both semantic and surface errors from grades 2 to 4 with 2nd-graders revising one-third of the inserted errors, and 4th- and 5th-graders revising three-quarters of them. Revision and cloze reading comprehension skills were correlated. A second study compared students’ revision of their own as well as another’s text flaws. Fifth-graders wrote a narrative for a classroom anthology, and they revised both their own and inserted flaws. Their writing was evaluated holistically. Rates of both semantic and surface revision were somewhat lower for their own as opposed to another’s text errors, but revision rates were nevertheless relatively high, and they correlated with writing quality; that is, children who wrote high-quality texts also revised more errors, especially experimenter-inserted flaws. These data confirm that children respond positively to writing challenges in the area of revision, a skill in process of development, which is amenable to inspection and appears ripe for facilitation.

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