scholarly journals The Challenges of Social Sciences Curriculum in Primary School Regarding Citizenship-Social Education based on the model Tyler

2016 ◽  
Vol 4 (7) ◽  
pp. 55-80
Author(s):  
رضا فزونی شره جینی ◽  
موسی پیری ◽  
سیروس اسدیان ◽  
◽  
◽  
...  
Keyword(s):  
Social Sciences ◽  
Primary School ◽  
Social Education

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.

MENINGKATKAN HASIL BELAJAR IPS TENTANG KEDUDUKAN DALAM KELUARGA DENGAN PENDEKATAN PAKEM

2011 ◽  
Vol 23 (XIV) ◽  
pp. 58-65
Author(s):  
Windhiyanti Windhiyanti
Keyword(s):  
Social Sciences ◽  
Action Research ◽  
Primary School ◽  
Empirical Data ◽  
Learning Achievement ◽  
School Year ◽  
The Family ◽  
Spiral Model

The purpose of this study was to obtain empirical data on learning achievement in Social Sciences on the position in the family. The study was conducted in Grade 2 of State Primary School 01, Morning School, in Cilandak Timur. The study applied active, creative, effective, and joyfull learning (PAKEM) approach. The subjects were Grade 2 students in the second semesterof 2008/2009 school year. As an action research, the spiral model or S cycle introduced by Kemmis and Mc Taggard was used. The steps included planning, acting, observing, reflecting, and evaluating, as the bases for the following cycle. The result of the study showed there is a significant learning achievement improvement of the students at the end of the second cycle. The study indicates PAKEM approach can be applied as one of the solution of improving the students’ learning achievement in Social Sciences particularly in Grade 2 of Primary School.

scholarly journals Interdisciplinarity in Teacher Education: Evaluation of the Effectiveness of an Educational Innovation Project

2020 ◽  
Vol 12 (17) ◽  
pp. 6748 ◽  
Author(s):  
Elsa Santaolalla ◽  
Belén Urosa ◽  
Olga Martín ◽  
Ana Verde ◽  
Tamara Díaz
Keyword(s):  
Social Sciences ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Primary School ◽  
Student Teachers ◽  
Educational Innovation ◽  
Primary School Children ◽  
Teaching Skills ◽  
School Students ◽  
Innovation Project

Interdisciplinary projects play an important role in the development of a student profile based on the 21st century skills. Nevertheless, the implementation of an interdisciplinary approach is a challenge for both teachers and teacher educators. The aim of this study is to create an interdisciplinary model for teacher education, and to provide an empirical study which analyses its impact on learning. An educational innovation project was carried out with preservice teachers who experienced and subsequently designed a Problem Based Learning with interdisciplinary activities including Mathematics and Social Sciences, using the National Archaeological Museum as an educational resource. The proposals were implemented amongst children to evaluate the project’s effectiveness, considering two aspects: (a) improved teaching skills for preservice teachers (N = 26) and (b) improved learning for Mathematics and Social Sciences content amongst primary school children (N = 58). In the case of the student teachers, the variance analysis implemented showed sufficient empirical evidence of the improvement between the pre and post treatment, in different dimensions of the teaching skills and competences. On the primary school students, some significantly statistic progresses were found concerning the learning of both subjects, as well as their perception of museums as place for learning.

scholarly journals MODEL PELATIHAN GURU IPS, IPA TEMATIK TERPADU KURIKULUM 2013 DI SEKOLAH DASAR MUHAMMADIYAH KARTASURA

Warta LPM ◽  
2016 ◽  
Vol 19 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Tjipto Subadi ◽  
Budi Murtiyasa ◽  
Sutama Sutama ◽  
Anam Sutopo ◽  
Muhroji Muhroji
Keyword(s):  
Social Sciences ◽  
Primary School ◽  
Community Service ◽  
Natural Sciences ◽  
Guidance System ◽  
School Teachers ◽  
Model Learning ◽  
Professional Skills ◽  
Primary School Teachers ◽  
Scientific Approach

The Aim of community service are; 1)Training of primary school teachers of Social Sciences, Natural Sciences based integrated thematic curriculum in 2013 with a scientific approach, 2) To improve the professional skills of primary school teachers of Social Sciences, Natural Sciences based integrated thematic curriculum in 2013 with a scientific approach, 3) To produce the guidance system of the teachers of Social Sciences, Natural Sciences based integrated thematic curriculum, 2013 in Muhammadiyah schools Kartasura. This is the approach of community service workshops, training and mentoring learning of Social Sciences, Natural Sciences based integrated thematic curriculum, 2013. The participants of Master of Social Sciences, Natural Sciences in SD Muhammadiyah Kartasura, His place in the School of Muhammadiyah Kartasura. The result of this devotion implementation; 1) Training of primary school teachers of Social Sciences, Natural Sciences based integrated thematic curriculum in 2013 with a scientific approach, using techniques to observe, to question, to reason, to try and form a network, and implemented with the collaboration system, using the three steps of the learning; introductory, core and cover. 2) To improve the professional skills of primary school teachers of Social Sciences, Natural Sciences based integrated thematic curriculum in 2013 with a scientific approach, using cooperative learning model learning with instructionalstrategies PBL (Problem Based Learning), DCL (descovery Learning), Jigsaw. Third this learning strategy, capable of creating a class to become a haven for students, namely; happy atmosphere for learners in the following study. This learning strategies,can improve learning achievement, namely; No increase in the value pretest to posttestvalues, namely: pretest values> 60 = 50%: postes values> 69 = 100%. 3) The resultingmodel of training primary school teachers of Social Sciences, Natural Sciences basedintegrated thematic curriculum in 2013 is a model mentoring based learning lesson study, with three stages (plan-do-see).

scholarly journals Providing remedial support to primary school learners within their zone of proximal development

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Simon G. Taukeni
Keyword(s):  
Social Sciences ◽  
Primary School ◽  
First Language ◽  
Poor Performance ◽  
Proximal Development ◽  
Remedial Teaching ◽  
English Second Language ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Academic Year

Background: One of the methods receiving the current attention in addressing poor performance and low learning achievements among lower primary school learners is through remedial teaching. The approach to provide remedial support was informed by Vygotsky’s social development theory.Aim: The objective of this study was to support primary school learners who failed with ungraded symbols in their first school term to obtain better passing symbols at the end of Term 2 and Term 3.Setting: An intervention was carried out in 2016 academic year to provide remedial support to learners who were enrolled at Catholic AIDS Action Tonateni Centre in Oshakati town, Namibia.Methods: Quantitative approach and descriptive design methods were used in this study. The first school term results were used as a baseline. A total of 12 learners (five boys and seven girls) from Grades 1 to 7 were randomly selected to participate in the remedial class. Data collection instruments included learners’ school reports, homework books, class exercise books and test books. Statistical Package for Social Sciences was used to analyse descriptive statistics, namely, frequencies and percentages.Results: Results showed that the participating learners obtained better passing symbols in the three identified subjects: Oshindonga first language, English second language and mathematics as depicted in their Term 2 and Term 3 school reports.Conclusion: Remedial support demonstrated that learners who performed with poor symbols at the end of their first school term could still obtain better passing symbols in the second and third term provided they are supported to improve in their areas of learning difficulties.

Ask me questions and I will tell you what they assess and teach. An analysis of social sciences exams in the 5th and 6th grade of Primary School

Aula Abierta ◽  
2014 ◽  
Vol 42 (02) ◽  
pp. 83 ◽  
Author(s):  
Pedro Miralles Martínez ◽  
Cosme Jesús Gómez Carrasco ◽  
Raquel Sánchez Ibañez
Keyword(s):  
Social Sciences ◽  
Primary School

Match or Mismatch: Teachers' Conceptions of Culture and Multicultural Education Policy

1989 ◽  
Vol 33 (1) ◽  
pp. 19-33 ◽  
Author(s):  
Judyth Sachs
Keyword(s):  
Social Sciences ◽  
Education Policy ◽  
Multicultural Education ◽  
Primary School ◽  
Ethnographic Study ◽  
School Teachers ◽  
Policy Document ◽  
Primary School Teachers ◽  
The Social ◽  
The Way

The concept of culture is central within the social sciences in general and multicultural education in particular. In this paper, the argument is made that the term ‘culture’ will generate a surplus of meaning by teachers and policy document writers alike. It might be expected that there will be variation in the way the concept of culture is perceived and talked about by teachers and policy writers. The results of an ethnographic study of the concepts of culture from a group of 27 primary school teachers suggest that differences between the two groups are of appearance rather than content.

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