scholarly journals PERANAN MUATAN LOKAL MATERI BATIK TULIS LASEM SEBAGAI BENTUK PELESTARIAN BUDAYA LOKAL

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Muhammad Nur Farid
Keyword(s):  
Primary School ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Cultural Preservation ◽  
Fifth Grade ◽  
Local Content ◽  
History Of

Penelitian ini bertujuan mengkaji bagaimana pelaksanaan muatan lokal batik tulis Lasem pada tingkat sekolah dasar di Kecamatan Lasem sebagai bentuk pelestarian budaya lokal. Hasil penelitian ini menunjukkan pelaksanaan muatan lokal batik tulis Lasem pada kelas empat dan kelas lima. Masing-masing tingkatan mempunyai fokus kemampuan yang berbeda. Fokus kelas empat adalah pengenalan tentang batik, alat dan bahan membatik serta pengenalan ragam hias batik, sedang fokus kelas lima adalahpenjelasan sejarah batik tulis Lasem, tahapan membatik batik tulis Lasem, ragam hias batik tulis Lasem. Praktik pada kelas lima mulai dari ngethel, membuat pola, nglengkreng, nerusi, dan isen-isen. Pelaksanaan muatan lokal batik tulis Lasem kelas enam yaitu tentang sejarah dan ragam hias batik tulis Lasem melanjutkan tahapan dari kelas lima yang belum selesai. Muatan lokal tersebut berhasil menanamkan kepedulian dan kecintaan anak-anak pada batik tulis Lasem.The objective of this study is to examine  the implementation of the local content batik Lasem at primary school in Lasem subdistrict as a form of local cultural preservation. The result of this study demonstrates that t local content batik Lasem is  implemented in fourth, fifth and sixth grade. Each level has different focus. The focus of the fourth grade is the introduction of batik, batik tools and materials as well as the introduction of decorative batik. The focus of the fifth grade is on the history of Lasem batik, barik stages, decorative Lasem batik. The practice in fifth grade include ngethel, make patterns, nglengkreng, nerusi, and isen-isen. The implementation of the local content batik Lasem at sixth grade is about the history and decorative batik Lasem continuing the unfinished subjects in the fifth grade. Local content successfully instill kids’ awarness and love on batik Lasem.

scholarly journals Comparison of students from private and public schools on the spelling performance

CoDAS ◽  
2015 ◽  
Vol 27 (2) ◽  
pp. 113-118 ◽  
Author(s):  
Nathane Sanches Marques Silva ◽  
Patrícia Abreu Pinheiro Crenitte
Keyword(s):  
Public Schools ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Spelling Error ◽  
Spelling Errors ◽  
The Public ◽  
Spelling Ability ◽  
Private And Public ◽  
Student’S T

Objective: To compare the spelling ability of schoolchildren from the fourth to sixth grades of the elementary schools in the private and public schools of Bauru, São Paulo, and to verify whether errors are overcome as studies progress and the hierarchy of errors as to how often they occur. Methods : A dictation was applied to 384 schoolchildren: 206 from the private schools: 74 were at the fourth grade, 65 at the fifth grade, and 67 at the sixth grade; and 178 from the public schools; 56 at the fourth grade, 63 at the fifth grade, and 59 at the sixth grade of elementary school. Student's t test was used. Results: In comparison of total spelling errors score, difference was found among the fourth and sixth grades of the private and public schools. Spelling errors decreased as education progressed, and those related to language irregularities were more common. Conclusion: Spelling ability and performance of students from the private and public schools are not similar in the fourth and sixth grades, but it is in the fifth grade. Spelling errors are gradually overcome as education progresses; however, this overcome rate was considerable between the fourth and fifth grades in the public schools. Decrease in the types of spelling errors follows a hierarchy of categories: phoneme/grapheme conversion, simple contextual rules, complex contextual rules, and language irregularities. Finally, the most common type of spelling error found was that related to language irregularities.

scholarly journals Tahlil al-Jinsi fi Kitab al-Lughah al-‘Arabiyyah min I’dadi Wizarati asy-Syuun ad-Diniyyah

2021 ◽  
Vol 3 (01) ◽  
pp. 101
Author(s):  
Khoirul Huda ◽  
Ida Rusnita
Keyword(s):  
Primary School ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Arabic Language ◽  
Gender Analysis ◽  
Primary School Students ◽  
School Students ◽  
The Third ◽  
Library Research ◽  
Fourth Grade Students

In the Arabic language book Curriculum 2013 for fourth-grade students, in the third lesson, the profession of gender-biased vocabulary was found: In that lesson, various types of professions for females and males are mentioned, such as the word (employee - female employee) except in the word “policeman - soldier - driver) it is mentioned for males only. And in the word (sewing - nurse) it is mentioned for females only. Based on what the researcher mentioned in the background of the research, the researcher’s problems are: How does gender analysis in the Arabic language book for primary school students based on the 2013 syllabus look from the context of the word and the presentation of images? How are disadvantages and advantages in the Arabic language textbook for primary school students based on the 2013 syllabus viewed from a gender context? The type of research used by the researcher in this research is library research. A gender analysis in the Arabic language book for primary school students based on the 2013 syllabus looks from the context of the word and the presentation of the images, and is done by counting the word used in the third, fourth, fifth and sixth grade book. Most of the words found in the Arabic language book are chapters that indicate that they are gender-responsive.  

Expressing Knowledge in New Ways

2011 ◽  
pp. 188-206
Author(s):  
Catherine Schifter
Keyword(s):  
Social Studies ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Student Work ◽  
Mathematics Literacy ◽  
Word Walls ◽  
Vocabulary Word ◽  
Science Concepts ◽  
Grade Classroom

How do fifth grade classrooms differ from fourth grade classrooms? The simple answer is that the curricula for mathematics, literacy, science, and social studies are more complex, requiring the students to learn new vocabulary as well as to expand on concepts previously learned. The room will not actually look much different, other than there may be less student work posted around and more rubrics posted for writing, reading genres, ciphering mathematics, or science concepts. Word walls will no doubt still be prevalent, since the vocabulary word of the day is still an important component of learning. And there may be many different word walls, such as one for mathematics or one for science concepts, as examples. Otherwise, the room itself will not appear much different from a fourth grade classroom or sixth grade classroom.

scholarly journals Teaching Concurrent Programming Concepts Using Scratch in Primary School: Methodology and Evaluation

2018 ◽  
Vol 8 (4) ◽  
pp. 89 ◽  
Author(s):  
Eleni Fatourou ◽  
Nikolaos C Zygouris ◽  
Thanasis Loukopoulos ◽  
Georgios I Stamoulis
Keyword(s):  
Primary School ◽  
Computer Science ◽  
Life Experience ◽  
Science Curriculum ◽  
Concurrent Programming ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Basic Premise ◽  
Analytical Skills ◽  
Analytical Thinking

Computer programming can help children develop problem solving and analytical skills. Thus, many countries have included computer science in the curriculum of primary school. Given differences in culture, available infrastructures, as well as the age pupils are introduced to computer science, forming a computer science curriculum still remains a challenge. Towards this end, this study focuses on ex-ploring the potential merits of introducing concurrent programming concepts ear-ly in the learning process. The basic premise is that although concurrent pro-gramming at its full details is a rather advanced topic even at university level, it is everyday practice to perform two or more tasks simultaneously that might need (or not) some sort of synchronization. Therefore, the tutor can capitalize on eve-ryday experience to explain basic concepts on concurrency. Such correlation be-tween life experience and concurrent programming challenges may expand the cognitive functions of the pupils and provide them with further background to improve analytical thinking. The proposed curriculum for fifth and sixth grade primary school was adopted in seven classes in Greece. Results indicate that un-initiated to programming pupils at the age of ten (fifth grade) were able to com-prehend basic concurrency topics, while pupils at the age of eleven (sixth grade) with some programming familiarity were able to understand more advanced concepts.

scholarly journals Critical thinking skills included in science books for grades (4, 5, 6) for the basic stage in Jordan: مهارات التفكير الناقد المتضمنة في كتب العلوم للصفوف (الرابع، الخامس، السادس) للمرحلة الأساسية في الأردن

2019 ◽  
Vol 3 (28) ◽  
Author(s):  
Maha Dawood Sulaiman Al-Khalifat
Keyword(s):  
Critical Thinking ◽  
Analytical Method ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
High Rate ◽  
Fifth Grade ◽  
Science Book ◽  
Basic Stage

The study aimed at revealing the degree of inclusion of critical thinking skills in the science books in Jordan by analyzing the content of these books in order to answer the study questions. The study used descriptive analytical method. The tool consisted in building a list of critical thinking skills, The results of the study revealed the availability of critical thinking skills to varying degrees in the science books for grades (4, 5, 6) in Jordan, where the skill of (conclusion) A high rate, and came only skill The results showed that the science book for the fifth grade was ranked first in the total repetitions (368). The book's fifth book (134) was repeated repeatedly, Followed by the sixth grade book (125), followed by the fourth grade book (109), and the study recommended further studies to identify critical thinking skills in books and other stages of study.    

PENERAPAN MODEL PEMBELAJARAN INKUIRI UNTUK ENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IV SD NEGERI 003 SUKAJADI

2019 ◽  
Vol 3 (3) ◽  
Author(s):  
Masderiani Hasibuan
Keyword(s):  
Social Sciences ◽  
Primary School ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Fourth Grade ◽  
Female Students ◽  
Male Students ◽  
Average Value ◽  
Fourth Grade Students ◽  
Public Primary School

The purpose of this study was to improve the learning outcomes of Social Sciences fourth grade students of Public Primary School 003 Sukajadi with a total of 27 students, consisting of 15 male students and 12 female students. This study uses classroom action research with important stages such as planning, implementation, practice, and reflection. The results of this study show, judging by the basic score, the average value of students is 64.37, with students completing 13 people or 48.14%. after the first cycle, the average value of students has increased to 76.45 while students who completed it became 19 people or 70.3%. while the second cycle, the average value increased to 80.39 with students completing 23 people or 85.18%. From the results of the study, it can be concluded that the application of the inquiry learning model can improve the learning outcomes of Social Sciences in fourth grade students of Public Primary School 003 Sukajadi.

PENINGKATAN PEMAHAMAN KONSEP PEMBAGIAN PECAHAN DENGAN PENDEKATAN REALISTIC MATHEMATIC EDUCATION DI KELAS V SDN 003 PULAU KOPUNG SINTAJO KECAMTAN SINTAJO RAYA KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Sri Apnita Indra
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Fifth Grade ◽  
Class V ◽  
Fifth Grade Students ◽  
Before And After ◽  
Mathematic Education ◽  
Realistic Mathematic

This research is motivated by the low mathematical understanding ability of students who are still low. This research was conducted on fifth grade students of State Primary School 003 Pulau Kopung, Sintajo District, Kuantan Singingi Regency. This study aims to improve the results of understanding of students' mathematics learning outcomes through the Realistic Mathematic Education (RME) approach. From the data analysis of student learning outcomes before and after the Realistic Mathematic Education approach was applied, students who completed only 10 people or 43.47% with incomplete categories. After the first cycle, students who completed increased to 16 or 69.56% with incomplete categories. For the second cycle, the number of students who completed as many as 20 people or equal to 89.95% with complete categories. From the results of this study it can be concluded that the application of the Realistic Mathematic Education approach can improve the understanding of the concept of dividing students into mathematics subjects in class V of Public Primary School 003 Pulau Kopung, Sintajo Raya District, Kuantan Singingi Regency.

Acquiring penmanship and writing skills from the first to fifth grade of primary school: Joined-up writing vs. Comenia Script

2018 ◽  
Vol 6 (2) ◽  
pp. 1-13
Author(s):  
Olga Kučerová ◽  
Anna Kucharská
Keyword(s):  
Primary School ◽  
Error Rate ◽  
Writing Skills ◽  
Fifth Grade ◽  
Point Scale ◽  
The Past ◽  
School Year ◽  
And Gender ◽  
Developmental Dynamics ◽  
The Given

Abstract The project presented here deals with a typical human means of communication – writing. The aim of the project is to map the developmental dynamics of handwriting from the first to the fifth grade of primary school. The question remains topical because of the fact that several systems of writing have been used in the past few years. Our project focuses on comparing the systems of joined-up handwriting (the standard Latin alphabet) and the most widespread form of printed handwriting: Comenia Script. The research can be marked as sectional; pupils took a writing exam at the beginning and at the end of the 2015/2016 school year. The total number of respondents was 624 pupils, evenly distributed according to the school year, system of writing and gender. To evaluate handwriting, the evaluation scale of Veverková and Kucharská (2012) was adjusted to include a description of phenomena related to graphomotor and grammatical aspects of writing, including the overall error rate and work with errors. Each area that was observed included a series of indicators through which it was possible to create a comprehensive image of the form handwriting took in the given period. Each indicator was independently classified on a three-point scale. Thanks to that, a comprehensive image of the form of writing of a contemporary pupil emerged.

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