scholarly journals Development of Problem-Based Comic Book as Learning Media for Improving Primary School Students’ Critical Thinking Ability

2019 ◽  
Vol 6 (3) ◽  
pp. 341-348
Author(s):  
Devi Afriyuni Yonanda ◽  
Yuyu Yuliati ◽  
Dudu Suhandi Saputra
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Primary Schools ◽  
Comic Book ◽  
Primary School Students ◽  
School Students ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Teachers And Students ◽  
Subject Material

This research is motivated by the lack of teachers' ability to use media related to the students environment as teaching materials to develop primary school students' critical thinking ability. The research aims at developing problem-based learning media (PBL) using comic book in order to improve students' critical thinking ability. The research employed a research and development design using the experimental research design with a one-group pretest-posttest design. The subjects of the research were 28 fourth-grade students in one of primary schools in Indramayu Regency. The research produced a product in the form of problem-based comic media developed based on the needs of teachers and students. The subject material in the comic book contained problems that occurred in the real environment within the students. Based on the validation tests carried out by material experts, media experts and practitioners, the results revealed that the product was included in the “Very Valid” category. While, the practicality test results revealed that the product was included in the “Very Practical”.

scholarly journals KETERAMPILAN BERPIKIR KRITIS MENGGUNAKAN MODEL CONTEXTUAL TEACHING AND LEARANING DI SEKOLAH DASAR

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Masniladevi Masniladevi
Keyword(s):  
Critical Thinking ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Teachers And Students ◽  
Contextual Teaching

Learning activities in primary schools are still dominated by teachers, consequently the students' critical thinking skills are low. The purpose of this study is to describe the implementation and improvement of students' critical thinking skills on the characteristics of wake up flat by using Contextual teaching and learning model. The results showed an improvement in the observation of students' critical thinking skills as well as aspects of teachers and students. The students' critical thinking ability in cycle I was 69 and increased in cycle II to 86. The result of observation of student aspect in cycle I was 76.75% with good qualification, and increased in cycle II to 92% with excellent qualification. It was concluded that, Contextual Teaching And Learning model can improve students' mathematical critical thinking ability.Keywords: critical thinking skills; Contextual Teaching And Learning model

scholarly journals KETERAMPILAN BERPIKIR KRITIS MENGGUNAKAN MODEL CONTEXTUAL TEACHING AND LEARANING DI SEKOLAH DASAR

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Masniladevi Masniladevi
Keyword(s):  
Critical Thinking ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Teachers And Students ◽  
Contextual Teaching

Learning activities in primary schools are still dominated by teachers, consequently the students' critical thinking skills are low. The purpose of this study is to describe the implementation and improvement of students' critical thinking skills on the characteristics of wake up flat by using Contextual teaching and learning model. The results showed an improvement in the observation of students' critical thinking skills as well as aspects of teachers and students. The students' critical thinking ability in cycle I was 69 and increased in cycle II to 86. The result of observation of student aspect in cycle I was 76.75% with good qualification, and increased in cycle II to 92% with excellent qualification. It was concluded that, Contextual Teaching And Learning model can improve students' mathematical critical thinking ability.Keywords: critical thinking skills; Contextual Teaching And Learning model

scholarly journals Teaching Cell Biology in Primary Schools

2014 ◽  
Vol 2014 ◽  
pp. 1-5 ◽  
Author(s):  
Francele de Abreu Carlan ◽  
Lenira Maria Nunes Sepel ◽  
Elgion Lucio Silva Loreto
Keyword(s):  
Primary School ◽  
Scientific Literacy ◽  
Cell Biology ◽  
Primary Schools ◽  
Comic Book ◽  
Optical Microscope ◽  
Primary School Students ◽  
School Students ◽  
Teaching Resources ◽  
Concrete Operational

Basic concepts of cell biology are essential for scientific literacy. However, because many aspects of cell theory and cell functioning are quite abstract, students experience difficulties understanding them. In this study, we investigated whether diverse teaching resources such as the use of replicas of Leeuwenhoek’s microscope, visualization of cells using an optical microscope, construction of three-dimensional cell models, and reading of a comic book about cells could mitigate the difficulties encountered when teaching cell biology to 8th-grade primary school students. The results suggest that these didactic activities improve students’ ability to learn concrete concepts about cell biology, such as the composition of living beings, growth, and cicatrization. Also, the development of skills was observed, as, for example, the notion of cell size. However, no significant improvements were observed in students’ ability to learn about abstract topics, such as the structures of subcellular organelles and their functions. These results suggest that many students in this age have not yet concluded Piaget’s concrete operational stage, indicating that the concepts required for the significant learning of abstract subjects need to be explored more thoroughly in the process of designing programs that introduce primary school students to cell biology.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

scholarly journals Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake

2021 ◽  
Vol 13 (13) ◽  
pp. 7308
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir
Keyword(s):  
Primary School ◽  
Emotional Support ◽  
Primary Schools ◽  
Psychological Effects ◽  
Severe Damage ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Disaster

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.

scholarly journals Principles and Implementation of Reading Activities in Primary School English Class

2016 ◽  
Vol 9 (12) ◽  
pp. 74 ◽  
Author(s):  
Jing Jinxiu ◽  
Zeng Zhengping
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Reading Skills ◽  
Primary School Students ◽  
School Students ◽  
English Class ◽  
English Reading ◽  
Good Reading ◽  
Skills Use ◽  
Reading Activities

<p>Reading is an important skill in learning English. However, reading class is not emphasized in some primary schools in China, and there are various problems with the reading activities, which inadequately just focus on teaching of words, sentences separately from texts. This paper aims to bring out a whole system of principles in designing flexible English reading activities to help students form a good reading habit, apply reading skills, use language learned pragmatically and be familiar with the cultures covered in read materials. At last, some examples are offered to demonstrate how to implement these principles so as to enhance reading for Primary school students effectively.</p>

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