scholarly journals The Effect of Scientific Reading Based Project Model in Empowering Creative Thinking Skills of Preservice Teacher in Elementary School

2021 ◽  
Vol 10 (3) ◽  
pp. 1329-1340
Author(s):  
Kartika Chrysti ◽  
Rokhmaniyah Rokhmaniyah ◽  
Wahyudi Wahyudi
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Quantitative Research ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Needs ◽  
School Teachers ◽  
Final Project ◽  
Quasi Experimental ◽  
Project Model

<p style="text-align: justify;">Creative thinking skills are 21st century learning needs that can be applied through the Scientific Reading Based Project (SRBP) model. The purpose of this study is to empower creative thinking skills through SRBP models in science learning in elementary school teachers’ education students. This research is mixed research with qualitative and quantitative approaches. Qualitative research is used to explore students' creative thinking abilities. Quantitative research uses a quasi-experimental approach carried out for six months on the candidates of elementary school teachers’ education. Participants in this study were the candidate of elementary school teachers’ education of 75 people who took the Basic Concept of Science subject. Data collection in this study was through observation, documentation, pre-test, and post-test with essay questions to measure creative thinking skills. The final result of the project is the final product to measure creativity. The data analysis used was an ANOVA test to measure every aspect of creative thinking skill. Qualitative analysis was used to describe the learning process and the final project of creativity. The results showed that there was an increase in creative thinking skills from aspects of flexibility, elaboration, fluency and originality. The SRBP model has a positive effect on improving the ability to think creatively.</p>

scholarly journals LOTS and HOTS Capabilities as Assessment Instruments Made by Elementary School Teachers in Jakarta

BIOEDUSCIENCE ◽  
2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Puji Hartini ◽  
Ernawati Ernawati ◽  
Hari Setiadi
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Quantitative Research ◽  
Thinking Skills ◽  
Test Methods ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
School Teachers ◽  
Evaluation Instruments ◽  
The Difference

Background: Assessment is a crucial step for determining whether or not a learning process has been successful. High-order thinking skills are a requirement for learning achievement in the twenty-first century. The goal of this project is to put quantitative evaluation instruments created by Jakarta elementary school teachers to the test. Methods: A mix method is used, which combines descriptive qualitative research with document analysis and quantitative research with instrument testing on reproductive system material, which is then examined using Anates. The participants in this study were eight Jakarta-based grade VI primary school teachers. Results: It demonstrates that teachers' capacity to construct evaluation instruments varies widely. Testing using Anates shows 15% of the questions compiled are valid and 85% invalid, 1 school with strong reliability and 7 other schools are less reliable. The difference shows that 42.5% are accepted and 57.5% are rejected. The level of difficulty showed that as many as 8.75% of the questions were in the very easy category, 18.75% easy, 51.25% moderate, 7.5% difficult and 13.75 very difficult. These results form the basis of the importance of the hierarchy of teacher understanding in depth, especially in relation to the preparation of HOTS-based assessment instruments because the quality of learning success is largely determined by the assessment instrument used. Conclusions: The LOTS and HOTS-based capability instruments made by the teacher at 8 East Dijakarta Elementary Schools have not been maximized and need development by these teachers.

scholarly journals The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

2021 ◽  
Vol 10 (3) ◽  
pp. 346-356
Author(s):  
H. Lestari ◽  
W. Sopandi ◽  
U. S. Sa'ud ◽  
B. Musthafa ◽  
D. Budimansyah ◽  
...  
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Teachers ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Online Mentoring ◽  
School Teachers ◽  
Knowledge And Skills ◽  
The Impact

This study aims to describe the impact of online mentoring activities in implementing the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the competence of elementary school teachers in training students’ critical thinking skills. The method was a pre-experiment with a one-group pretest-posttest design involving 25 elementary school teachers in Indonesia. The teachers received online mentoring in implementing RADEC learning model. The research instrument was a questionnaire to measure teachers’ knowledge and skills in training critical thinking. The data processing technique was carried out by calculating the mean and the percentage of each item to obtain a description of the teachers’ knowledge and skills in training students’ critical thinking before and after treatment. The data were analyzed inferentially with a paired sample t-test using SPSS version 22 software to see the impact of the treatment on teachers’ competence in training critical thinking. Based on the results of the paired-sample t-test, for both the knowledge and skills aspects, the probability value (sig) was 0.00 <0.05. This result means that there was a significant difference in the knowledge and skills of teachers in training students’ critical thinking skills before and after mentoring activities. The study results indicate that the online mentoring in implementing the RADEC learning model improved teachers’ competence in training elementary school students’ critical thinking skills. 

Response to Intervention: Instructional Challenges for Teachers in High Need Contexts

2017 ◽  
Vol 119 (9) ◽  
pp. 1-30
Author(s):  
Sharon L. Nichols ◽  
Felicia Castro-Villarreal ◽  
Amanda Ramirez
Keyword(s):  
Elementary School ◽  
Response To Intervention ◽  
Elementary School Teachers ◽  
Linguistically Diverse ◽  
Structured Interview ◽  
Culturally And Linguistically Diverse ◽  
Learning Needs ◽  
School Teachers ◽  
Implementation Challenges ◽  
Diverse Student

Background This study adds to our understanding of how elementary school teachers in culturally and linguistically diverse contexts think about the implementation and impact of Response-to-Intervention practices. Purpose of Study The purpose of this study is to understand elementary school teachers’ beliefs about the challenges associated with RTI implementation with high need, high risk student populations. Research Design This was a semi-structured interview study with eight elementary school teachers. Findings/Results Interview data indicate that while teachers noted the potential of RTI systems and processes, most expressed dissatisfaction with implementation variability, inadequate training, slow matriculation through the tiers, and widely diverse student learning needs. Teachers also noted challenges associated with having to differentiate instruction and management with widely diverse learners while at the same time being pressured to meet accountability targets. Conclusions We conclude that although RTI has become more widely understood and recognized, there remain serious implementation challenges and confusion in contexts that serve culturally and linguistically diverse students. We recommend improved training at the university and preservice level to prepare teachers for work in tiered problem-solving frameworks and to help teachers better understand the academic, social, and affective needs of our increasingly diverse student population.

scholarly journals The Analysis of Primary School Teachers Ability in The Application of ICT-Based Learning Media In Tarogong Kidul District

2021 ◽  
Vol 5 (2) ◽  
pp. 755-763
Author(s):  
Irfan Hilman ◽  
Suci Zakiah Dewi
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mixed Methods Research ◽  
Research Method ◽  
Quantitative Research ◽  
School Teacher ◽  
School Teachers ◽  
Information And Communication ◽  
Teacher Ability ◽  
Research Types

The purpose of this research is to analyze the ability of elementary school teachers in the application of learning media based on Information and Communication Technology (ICT). The main objectives are the teacher's understanding of ICT-based learning media, the ability of teachers in designing ICT-based learning media, the ability of teachers in the use of ICT-based learning media, factors that can support and inhibit the application of ICT-based learning media, and how teachers overcome obstacles in the application of ict-based learning media. The research method used by the author is mixed methods research method or mixed research method that is, by combining between qualitative and quantitative research types. The subject of this study was a public elementary school teacher in tarogong kidul area. The sample of this study was as many as 30 teachers.  Instruments used in the form of questionnaires, observations and interviews. Based on the results of the instrument test obtained teacher's understanding of learning media by 85.6%, the ability of teachers in designing ICT-based learning media by 85.6%, then the ability of teachers in the use of ICT-based learning media by 85.4%. The supporting factors in terms of teacher ability are the implementation of training in the use of ICT devices and designing ICT-based learning media. From the results obtained, it can be concluded that the ability of elementary school teachers in the application of ICT-based learning media in the Tarogong Kidul area is very good.    

scholarly journals The Effect of Interactive Multimedia and Learning Styles on Students' Physics Creative Thinking Skills

2021 ◽  
Vol 7 (1) ◽  
pp. 87
Author(s):  
Syahriani Yulianci ◽  
Nurjumiati Nurjumiati ◽  
Asriyadin Asriyadin ◽  
Adi Apriadi Adiansha
Keyword(s):  
Learning Styles ◽  
Creative Thinking ◽  
Interactive Multimedia ◽  
Total Sample ◽  
Thinking Skills ◽  
Learning Needs ◽  
Physics Learning ◽  
Tenth Grade ◽  
Quasi Experimental

One of the innovations in physics learning needs to be done by using creative learning media, namely interactive multimedia. This is done so that physics learning becomes more effective and not monotonous towards the delivery of material by the teacher. In addition to media factors, factors from within students need to be studied to improve the quality of learning physics. This study aims to test the effectiveness of interactive multimedia on students' creative thinking skills in physics. In addition, this study aims to influence learning styles on creative thinking skills and to see the interaction between interactive multimedia and learning styles in influencing creative thinking skills. This research is included in the quasi-experimental research. The total sample consisted of 74 tenth grade students, who were divided into two groups, namely the experimental class and the control class. The sample was determined by purposive sampling. Data on creative thinking skills were tested using N-Gain, and learning styles were analyzed quantitatively. To see the effectiveness of the research variables, an Anava test was performed. The results showed that interactive multimedia had an effect on students 'creative thinking skills, while the learning styles and interactions of the two independent variables did not affect students' creative thinking skills

scholarly journals FAKTOR-FAKTOR YANG MEMPENGARUHI KINERJA GURU SD DIKOTA BLORA SELAMA PANDEMI COVID 19

2021 ◽  
Vol 6 (2) ◽  
pp. 1-11
Author(s):  
RATIH HESTY UTAMI ◽  
Rr. Hawik Ervina Indiworo ◽  
Anggun Cahyaningrum
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Elementary School Teachers ◽  
Work Environment ◽  
Quantitative Research ◽  
Work Motivation ◽  
Teacher Performance ◽  
School Teachers ◽  
Public Elementary School ◽  
Negative Effect

This study aims to examine the effect of work environment, work motivation, and work discipline on teacher performance. This research was conducted by means of a case study of public elementary school teachers who worked from home during the Covid-19 Pandemic in Blora City. This research uses descriptive methods and quantitative research types. The population of this study were public elementary school teachers who worked from home during the Covid-19 Pandemic in Blora City. The sample studied was 209 respondents. Data collection techniques used observation and questionnaires with a Likert scale as data collection instruments. The results showed that  Work environment (X1) has no significant negative effect on teacher performance, work motivation (X2) has a positive and significant effect on teacher performance, and work discipline (X3) has a positive and significant effect on teacher performance. Simultaneously the work environment, work motivation, and work discipline have a significant influence on teacher performance with a contribution of R2 of 57.1% while the remaining 42.9% is explained by other causes outside the model.

scholarly journals Enhancing The Ability of Elementary School Teachers in Designing Higher Order Thinking Skills (Hots) Categories of Natural Sciences Through Participatory Training

2020 ◽  
Vol 5 (2) ◽  
pp. 202-210
Author(s):  
Peduk Rintayati ◽  
Ahmad Syawaludin ◽  
Siti Istiyati
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Science Learning ◽  
Design Science ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
School Teachers ◽  
Higher Order Thinking Skills ◽  
Participatory Training

The implementation of higher order thinking skills (HOTS) in science learning in elementary school is needed so that students get the stimulation to think critically and creatively through science experiment tasks. The tasks of teaching and learning activities need to be applied in the HOTS-oriented learning process by adjusting the characteristics of elementary students' thought development, curriculum, and adapted to the nature of science as a product, process, and scientific attitude. This study aims to improve the teacher's ability to design science learning in the HOTS category through the application of participatory training, consisting of the stages of analysis of the needs of the training participants, reviewing the material, designing the tasks of the science learning in the HOTS category collaboratively. Subjects were involved as many as 14 elementary school teachers in Laweyan Subdistrict, Surakarta City. The study design uses descriptive qualitative. Data collection used was a test of the ability to design science learning in elementary schools. The results showed that the ability of elementary school teachers to design science learning in the HOTS category after attending the training had a higher score than before participating in the participatory training.

Sign in / Sign up

Export Citation Format

Share Document