scholarly journals MENGEMBANGKAN AKTIVITAS BELAJAR, KREATIVITAS DAN ASPEK MOTORIK HALUS ANAK MENGGUNAKAN MODEL EXPLICIT INSTRUCTION, PERMAINAN PUZZLE DAN KEGIATAN MELIPAT PADA KELOMPOK A TK AISYIYAH BUSTANUL ATHFAL 43 BANJARMASIN

2021 ◽  
Vol 1 (2) ◽  
pp. 34
Author(s):  
Merida Fatimah ◽  
Aslamiah Aslamiah
Keyword(s):  
Explicit Instruction

AbstrakPenelitian ini dilatarbelakangi pada rendahnya aktivitas belajar, kreativitas dan kemampuan  motorik halus anak meniru bentuk. Hal ini disebabkan karena pembelajaran hanya satu arah, pembelajaran kurang menarik, kurangnya kegiatan dalam menstimulasi keterampilan motorik halus.Tujuan penelitian ini untuk mengetahui aktivitas guru, aktivitas anak, kreativitas anak, serta perkembangan motorik halus anak meniru bentuk menggunakan model Explicit Instruction, Permainan Puzzle dan Kegiatan Melipat. Penelitian ini dilakukan dengan pendekatan penelitian kualitatif dan jenis Penelitian Tindakan Kelas yang dilaksanakan dalam 2 siklus. Subjek penelitian ini adalah anak kelompok A TK Aisyiyah Bustanul Athfal 43 Banjarmasin yang berjumlah 8 orang anak. Teknik pengumpulan data yang digunakan adalah observasi. Hasil penelitian menunjukkan bahwa menggunakan model Explicit Instruction, Permainan Puzzle dan Kegiatan Melipat pada aktivitas guru, aktivitas anak, kreativitas, dan perkembangan motorik anak mengalami peningkatan pada setiap siklus. Hal ini dibuktikan dengan hasil pada siklus II pertemuan 1 aktivitas guru mendapatkan kriteria “Sangat Baik”, aktivitas anak mencapai kriteria “Seluruhnya Aktif”, kreativitas anak mencapai kriteria “Seluruhnya Kreatif”, begitu pula pada hasil perkembangan motorik halus anak mencapai kriteria “Seluruhnya Berkembang”.Kata Kunci :  Aktivitas Belajar, Kreativitas, Motorik Halus, Explicit Instruction, Permainan Puzzle, Kegiatan Melipat.

Reading Longer Words: Insights Into Multisyllabic Word Reading

2017 ◽  
Vol 2 (1) ◽  
pp. 86-94 ◽  
Author(s):  
Lindsay Heggie ◽  
Lesly Wade-Woolley
Keyword(s):  
Systematic Approach ◽  
Word Reading ◽  
Explicit Instruction ◽  
Working Memory Capacity ◽  
Reading Difficulties ◽  
Instructional Programs ◽  
Morphological Knowledge ◽  
Morphological Complexity ◽  
Reading Accuracy ◽  
Grade 3

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.

Penerepan Model Explicit Instruction Terhadap Keterampilan Menulis Teks Deskripsi Siswa SMP

2019 ◽  
Vol 1 (2) ◽  
pp. 102-110
Author(s):  
Refa Lina Tiawati ◽  
Suci Dwinitia
Keyword(s):  
Explicit Instruction ◽  
Purposive Sampling ◽  
Bahasa Indonesia

Pembelajaran bahasa Indonesia Kurikulum 2013 yang akan dipelajari oleh siswa SMP salah satunya yaitu teks deskripsi. Teks deskripsi adalah jenis teks memaparkan suatu objek, hal dan keadaan sehingga pembaca seolah-olah mendengar melihat, atau merasakan hal yang dipaparkan. Dalam menulis teks deskripsi harus memperhatikan struktur dan kaidah kebahasaan teks deskripsi yang telah ditetapkan, agar menghasilkan suatu teks deskripsi yang padu dan utuh. Di dalam menulis teks deskripsi peserta didik masih mengalami kesulitan dalam penulisan kaidah  kebahasaann yang masih kurang. Tujuan penelitian ini adalah untuk mengetahui pengaruh penggunaan model Explicit Instruction terhadap keterampilan menulis teks deskripsi siswa SMP. Jenis penelitian ini adalah penelitian kuantitatif dengan menggunakan metode eksperimen. Desain penelitian ini adalah one group pretets-postest design penelitian ini dilakukan sebanyak dua kali sebelum diberikan perlakuan dan sesudah diberikan perlakuan. Teknik pengambilan sampel penelitian ini dengan teknik purposive sampling, Sampel dalam penelitian  ini adalah satu kelas. Data dalam penelitian ini adalah tes unjuk kerja hasil keterampilan menulis teks deskripsi sebelum dan sesudah menggunakan model pembelajaran Explicit Instruction terhadap keterampilan menulis teks deskripsi  siswa SMP. Hasil penelitiannya adalah ada pengaruh yang signifikan antara model pembelajaran dengan hasil keterampilan menulis teks berita sebelum dan sesudah menggunakan model Explicit Instruction terhadap Keterampilan Menulis Teks deskripsi Siswa SMP. Hal ini dibuktikan dengan hasil penelitian yang menunjukkan bahwa nilai thitung > ttabel (> 1,90), sehingga H0 ditolak dan H1 diterima. Hal itu berarti model pembelajaran explicit instruction efektif digunakan dalam keterampilan menulis teks deskripsi siswa SMP.

Additive Groups in a Non-Symbolic ‘Artificial Algebra’

2020 ◽  
Author(s):  
Randolph C Grace ◽  
Nicola J. Morton ◽  
Matt Grice ◽  
Kate Stuart ◽  
Simon Kemp
Keyword(s):  
Algebraic Group ◽  
Explicit Instruction ◽  
Strong Support ◽  
Line Length

Grace et al. (2018) developed an ‘artificial algebra’ task in which participants learn to make an analogue response based on a combination of non-symbolic magnitudes by feedback and without explicit instruction. Here we tested if participants could learn to add stimulus magnitudes in this task in accord with the properties of an algebraic group. Three pairs of experiments tested the group properties of commutativity (Experiments 1a-b), identity and inverse existence (Experiments 2a-b) and associativity (Experiments 3a-b), with both line length and brightness modalities. Transfer designs were used in which participants responded on trials with feedback based on sums of magnitudes and later were tested with novel stimulus configurations. In all experiments, correlations of average responses with magnitude sums were high on trials with feedback, r = .97 and .96 for Experiments 1a-b, r = .97 and .96 for Experiments 2a-b, and ranged between r = .97 and .99 for Experiment 3a and between r = .82 and .95 for Experiment 3b. Responding on transfer trials was accurate and provided strong support for commutativity, identity and inverse existence, and associativity with line length, and for commutativity and identity and inverse existence with brightness. Deviations from associativity in Experiment 3b suggested that participants were averaging rather than adding brightness magnitudes. Our results confirm that the artificial algebra task can be used to study implicit computation and suggest that representations of magnitudes may have a structure similar to an algebraic group.

Improving Struggling Fifth-Grade Students’ Understanding of Fractions: A Randomized Controlled Trial of an Intervention That Stresses Both Concepts and Procedures

2021 ◽  
pp. 001440292110088
Author(s):  
Madhavi Jayanthi ◽  
Russell Gersten ◽  
Robin F. Schumacher ◽  
Joseph Dimino ◽  
Keith Smolkowski ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Explicit Instruction ◽  
Controlled Trial ◽  
Number Line ◽  
Randomized Controlled ◽  
Fifth Grade Students ◽  
Linear Representations ◽  
Mathematical Explanations ◽  
Grade 5 ◽  
Number Line Estimation

Using a randomized controlled trial, we examined the effect of a fractions intervention for students experiencing mathematical difficulties in Grade 5. Students who were eligible for the study ( n = 205) were randomly assigned to intervention and comparison conditions, blocked by teacher. The intervention used systematic, explicit instruction and relied on linear representations (e.g., Cuisenaire Rods and number lines) to demonstrate key fractions concepts. Enhancing students’ mathematical explanations was also a focus. Results indicated that intervention students significantly outperformed students from the comparison condition on measures of fractions proficiency and understanding ( g = 0.66–0.78), number line estimation ( g = 0.80–1.08), fractions procedures ( g = 1.07), and explanation tasks ( g = 0.68–1.23). Findings suggest that interventions designed to include explicit instruction, along with consistent use of the number line and opportunities to explain reasoning, can promote students’ proficiency and understanding of fractions.

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