The Process of Designing Electronic Lesson Plans Based on Constructivism Theory in Teaching at Elementary Schools in Northern of Vietnam

The study aimed at exploring the implementation of physical education (PE) teaching during the Covid 19 Pandemic at elementary schools of sub-district of Balung, Jember, Indonesia. This descriptive research which follows the quantitative approach implemented the survey method using one shot case study. The samples participating in the study are 12 SE teachers. In order to gather the data, a questionnaire was distributed to the participants online through Google Form, containing 10 items. The data obtained were analyzed in descriptive quantitative through percentage. The findings indicate that all participants (100%) conduct the teaching and learning, where 50% of them delivered the teaching in online learning and 58% confirmed that the learning adheres to the lesson plans. Moreover, 67% of the participants informed that the learning materials are in the same order as stated in the lesson plans, 67% used WhatsApp groups as their teaching media, 67% of the participants informed that their students were enthusiastic and participated actively in the class, 50% have cooperated with their students’ parents for supporting learning, 67% of them stated the assessment was based on submitted exams and tasks, 58% stated that the assessment was less effective. Meanwhile, the analysis of learning indicators reveal that generally 41% of the participants claim difficulties in accessing good Internet connection, and 42% of the participants’ students could not afford smartphones for their learning and thus could not submit their tasks. Briefly the Covid 19 pandemic does not hamper the conduct of teaching and learning though it is now delivered online, however, in general the study found that the teaching and learning is less effective; therefore, more attention needs to be paid to students especially with their obstacles in using the learning media and accessing proper Internet connection.

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Pengembangan Model Pembelajaran Terpadu Berbasis Budaya Lokal di SD Kota Metro

Elementary Jurnal Ilmiah Pendidikan Dasar ◽

10.32332/elementary.v6i1.2206 ◽

2020 ◽

Vol 6 (1) ◽

pp. 59

Author(s):

Tusriyanto Tusriyanto

Keyword(s):

Elementary Schools ◽

Lesson Plans ◽

Local Culture ◽

Teaching Material ◽

Learning Material ◽

Regional Culture ◽

Integrated Learning ◽

Learning Models ◽

Teachers And Students

This research was focused on “Developing Integrated Learning Models Based on Local Culture in Metro City Elementary Schools”. This research has only produced a draft of learning material about“Piil Pesenggiri” which will later be used as a module or teaching material in local culture-basedlearning in Metro City SD. In addition, based on the results of input and discussion in the FGDactivities that learning media are needed in the form of benner standing which gives about the principleof “Pesenggiri Piil” so that it can be read by both teachers and students. Furthermore, learning planswill also be made from the lesson plans to the assessment of integrated learning based on Lampung’slocal culture. Local culture-based learning is needed as an effort to maintain the regional culture ofeach province including Lampung province.

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Implementasi Tematik Integratif Kurikulum 2013 di Sekolah Dasar

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v5i6.13630 ◽

2020 ◽

Vol 5 (6) ◽

pp. 817

Author(s):

Shelvia Devi Demonika ◽

Ali Mustadi ◽

Inang Irma Rezkillah

Keyword(s):

Qualitative Research ◽

Elementary Schools ◽

Data Collection ◽

Lesson Plans ◽

Classroom Teachers ◽

Teachers And Students ◽

Research Type

Abstract: This study aims to describe and interpret learning planning and obstacles in the implementation of the 2013 curriculum in elementary schools throughout Depok sub-district, Sleman Regency, Yogyakarta. It is a qualitative research type of phenomenology. The subjects of this study consisted of principals, classroom teachers, and students from Depok sub-district. Data collection is carried out through observation, interviews, and documentation. The results of the study showed that the teachers had compiled syllabuses and lesson plans in accordance with the themes and sub-themes determined.Abstrak: Penelitian ini bertujuan untuk mendeskripsikan dan memaknai perencanaan pembelajaran, serta hambatan yang ditemui dalam implementasi Kurikulum 2013 di Sekolah Dasar Se-Kecamatan Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta. Penelitian ini merupakan penelitian kualitatif jenis phenomenologi. Subjek penelitian ini terdiri dari kepala sekolah, guru kelas, dan siswa se-Kecamatan Depok. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Berdasarkan hasil penelitian menunjukkan bahwa dalam kegiatan pembelajaran, guru telah menyusun Silabus dan RPP disesuaikan dengan tema dan sub tema yang telah dibuat oleh pemerintah.

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The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools

Advances in Social Sciences Research Journal ◽

10.14738/assrj.610.7133 ◽

2019 ◽

Vol 6 (9) ◽

pp. 355-366

Author(s):

A.A. Ketut Budiastra ◽

Nia Erlina ◽

Iwan Wicaksono

Keyword(s):

Elementary Schools ◽

Learning Process ◽

Working Group ◽

Science Learning ◽

Lesson Plan ◽

Lesson Plans ◽

Assessment Tools ◽

Response Sheet ◽

Regional Office ◽

Inquiry Based Learning

Teachers need to develop their professionalism in teaching to achieve 21st century learning competencies. The role of the teacher is not only to provide information but also to assess the learning process and outcomes comprehensively and in an integrated manner. This study aimed to describe the factors that support the readiness of teachers to carry out assessments in inquiry-based science in elementary schools. Respondents in this study were 87 elementary school teachers who were 87 students spread across four regions of the UT Regional Office namely Pangkalpinang, Jakarta, Denpasar, and Kupang. These four regions of the UT Regional Office were chosen as a representation of the regions of West, Central and East Indonesia. From this sample, teachers were examined to see their readiness to compose a lesson plan and carry out an inquiry assessment. Next, teachers filled in the response sheet to find out their readiness to carry out an inquiry assessment in science learning in elementary schools. Teaching inquiry-based science required teachers to spend more time preparing lesson plans to prepare tools and learning materials. Factors which supported the readiness of teachers to measure the inquiry-based science learning process in elementary schools, including their sufficient capacity to develop lesson plans which were oriented to the inquiry process, peer support and teachers’ working group. Some efforts were done to overcome obstacles namely developing the ability to assess the mastery of science concepts through inquiry-based learning processes in elementary schools, utilizing teachers’ working group (TWG) and the support of school principals/assessors to make relevant assessment tools.

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Four C’s Skills Integration in the Lesson Plans of Grade 7 English Teacher

Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP ◽

10.33394/jo-elt.v8i2.4345 ◽

2021 ◽

Vol 8 (2) ◽

pp. 124

Author(s):

Ellis Tamela ◽

Maura Hanifah Dwi

Keyword(s):

Content Analysis ◽

Critical Thinking ◽

Elementary Schools ◽

Lesson Plans ◽

Junior High Schools ◽

Learning Activity ◽

Creative Work ◽

English Teacher ◽

Public And Private ◽

English Curriculum

Four C skills’ integration in English curriculum has been investigated in recent years. Unfortunately, those studies focused on the integration of 4Cs in lesson plans carried out in elementary schools. Thus, this research aimed to analyze how the 4C skills were implemented in English lesson plans of 7th grade. The data were collected through content analysis on ten lesson plans of public and private junior high schools in Jakarta and Bekasi. It was found that all analyzed lesson plans have incorporated the 4Cs skills; communication, collaboration, critical thinking, and creativity. However, there were indicators of each skill that more dominantly appeared in a certain topic or were seen not to be incorporated in any examined lesson plans. In addition, teachers mostly incorporated the 4Cs skills in the learning activity and assessment. Although all the analyzed lesson plans have integrated 4Cs, the fulfilment of the indicators of each skill still needed to be improved. These findings are expected to be a recommendation for educators especially English teachers in designing lesson plans which integrated the 4C skills as the keys to a lifetime of learning and creative work as the current world of work is required leads to the need for integration of 4Cs in the classroom.

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An Investigation of Hand-Drawn Representations of Rivers by Fifth-Grade Students in Greek Elementary Schools

ISRN Education ◽

10.1155/2014/548365 ◽

2014 ◽

Vol 2014 ◽

pp. 1-7

Author(s):

Apostolia Galani ◽

Ageliki Rokka

Keyword(s):

Elementary School ◽

Elementary Schools ◽

Lesson Plans ◽

Fifth Grade ◽

Complex Structures ◽

Cognitive Representation ◽

Mental Maps ◽

Cognitive Representations ◽

Fifth Grade Students ◽

5Th Grade

This paper is part of a wider study and reflects an attempt to explore the cognitive representations that Greek pupils in the 5th grade of elementary school have, as they emerge from the freehand drawing of rivers. An attempt was made to explore the extent to which the cognitive representation skills of school pupils are associated with real images of space and the extent to which intervention by the teacher who presents the structure of a river emphasizing on how it is formed can contribute to an improvement in the drawings made. Two groups of pupils (n=125, n=113) took part in this study. They were taught one of two parallel lesson plans, to create representations relating to the concept of river. This was followed by an analysis of the drawings and the pre- and postteaching interviews (n=60/group). The results indicate that pupils perceive the differences between reality and how it is conveyed in images, and they reproduce stereotypical models of rivers presented in schoolbooks without using complex structures to represent them. In addition, it was clear how encouraging use of children’s mental maps can be not only in revising existing teaching theories but also in building new ones.

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Escorting and Feedbacking Lecturers in Building Lesson Plans Using PowerPoint Software in the Training Center for Nurses

Journal of Education and Culture Studies ◽

10.22158/jecs.v3n3p276 ◽

2019 ◽

Vol 3 (3) ◽

pp. p276

Author(s):

Yael Tal Hof

Keyword(s):

Elementary Schools ◽

Eye Contact ◽

Lesson Plans ◽

Academic Training ◽

Training Center ◽

Newspaper Article ◽

Large Classes ◽

Know How ◽

User Friendly ◽

Over Time

One of the challenges of today’s lecturers in training centers for nurses is to teach large classes of over 60 students, maintain eye contact with students, ensure understanding, manage a structured lesson and change it according to the class mood. The lecturer must “feel” the class and, accordingly, conduct the lesson. The lecturer develops these skills over time and experience. Today, most of the lecturers prepare lesson plans using PowerPoint (PPT) presentations. It is a simple, user-friendly software that allows to combine images, videos, text, and graphs. In Israel, students learn to use this software even in elementary schools, but as lecturers there is a considerable gap using this tool, which affects the lecture’s efficiency and quality. New lecturers who use presentation in their lecture do not necessarily know how to properly build a presentation. This may lead to the lecturer and lesson’s low evaluation by the students, claiming the presentation is unclear, confusing, discontinuous. Therefore, the question is whether the organization inviting the lecturer has responsibility for the contents and the way of lecturing? Like a news anchor before reading the news, the editors check the content and how it is written, or before publishing a newspaper article it is reviewed and edited. In Ted lectures, the lecturers are the content experts and the knowledgeable, but before these lecturers go up to the stage and speak, media experts work with them on the presentation and clear and elegant message convey. Thus, it is possible to prevent or influence to a certain extent the lesson’s low assessment by students at least in part of using a presentation. The lecturer is part of the organization, which wants to convey a message to the students that the organization is serious, professional and relevant.This article, will present three new lecturers in one of the largest academic training centers in Israel for nurses, who have prepared lesson plans of their choice using PowerPoint (PPT) software. The problems arose in the presentations preparation will be presented, and as a result, the importance that the academic training center will provide support in feedback to improve lesson plans using this tool before entering the lecture.

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