Improve Multiplication of One to Two Digit Whole Numbers Using Magic Finger Technique of Grade 5 Pupils in Lower Bonga Elementary School

2020 ◽  
Author(s):  
Eva B. Bertillo
Keyword(s):  
Elementary School ◽  
Whole Numbers ◽  
Grade 5

scholarly journals THE EFFECT OF JIGSAW TYPE OF COOPERATIVE MODEL ON THE LEARNING OUTCOMES OF STUDENTS SOCIAL SCIENCE IN ELEMENTARY SCHOOL

2020 ◽  
Vol 4 (4) ◽  
pp. 771
Author(s):  
Ully Fauziah ◽  
Taufina Taufina
Keyword(s):  
Elementary School ◽  
Cooperative Learning ◽  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Quantitative Research ◽  
Student Learning Outcomes ◽  
Grade 5 ◽  
Sample Technique ◽  
Purposive Sample

This research aims to determine the effect of Jigsaw Cooperative learning on student learning outcomes in social studies learning in grade 5 of elementary school. This research was motivated by the fact that teachers tended to apply conventional learning models, learning was often dominated by teachers, so the learning process was less attractive to students, and student learning outcomes in social studies learning still tended to be low. This research was a quantitative research with quasy experimental research design. The sampling was taken by using purposive sample technique. The research sample consisted of 50 people with a population of 50 people. The treatment that researchers gave to the experimental class aimed to determine the effect that occurred on learning outcomes using the Jigsaw Cooperative Learning Method. The instrument used in collecting data in the form of objective tests with multiple choice forms. Based on the research that has been done, the obtained t-count> t-table was 4.5378> 2.011 with α = 0.05 which meant that H0 was rejected. The average student learning outcomes measured by posttest after learning, namely in the 86.88 experimental class and 75.63 control class. So Ha accepted that there was an influence of the use of Jigsaw Cooperative learning model on student learning outcomes in social studies learning in grade 5 of elementary school.

scholarly journals Analysis of The Application of Learning Theory of J.B. Bruner in a Counseling Study Counting Operation to Add Whole Numbers

2021 ◽  
Vol 4 (1) ◽  
pp. 109
Author(s):  
Ejen Jenal Mutaqin ◽  
Neni Nadiroti Muslihah ◽  
Nizar Alam Hamdani ◽  
Sri Dewi Febriani Sasty
Keyword(s):  
Elementary School ◽  
Learning Theory ◽  
First Grade ◽  
Learning Ability ◽  
Learning Theories ◽  
Good Effect ◽  
Whole Numbers ◽  
Qualitative Descriptive ◽  
The Individual ◽  
Learning Concept

<p><em>This study was a qualitative descriptive study design which aims to find out the analysis results of the implementation of Jerome S. Bruner's learning theory in learning concept of addition count operations of whole numbers in the first grade of elementary school. Jerome S. Bruner's learning theory is one of the learning theories that emphasizes the learning process using mental, namely the individual who learns to experience what he is learning for himself, so that the process can be recorded in his mind by his own way. The stages of Bruner's learning theory are: (1) the enactive stage, (2) the iconic stage, and (3) the symbolic stage. Data collection techniques in this study used student worksheets, observation, interviews and documentation. Based on the results of the study, it can be concluded that the process of applying Jerome S. Bruner's learning theory can have a good effect and increase students' understanding and learning ability in learning addition count operations of whole numbers in the first grade of 1 Mekarsari Elementary School.</em></p>

Method or justification?

1972 ◽  
Vol 19 (8) ◽  
pp. 617-622
Author(s):  
W. G. Quast
Keyword(s):  
Elementary School ◽  
Whole Numbers ◽  
School Textbook ◽  
Textbook Series

Many of the recent elementary school textbook series and other programs utilize a variety of procedures in presenting the algorithms for work with whole numbers. The purpose of this multiprocedure approach is to seek to develop within the students some degree of understanding of computation rather than to rely on rote, mechanical, step-by-step directions. Unfortunately, the use of a variety of procedures raises some problems with regard to intent and implementation on the part of the teacher. In particular, teachers frequently become confused as to whether or not a given procedure is a method (an algorithm) or a justification for an a lgorithm.

The case for a more universal number-line model of subtraction

1973 ◽  
Vol 20 (1) ◽  
pp. 61-64
Author(s):  
Sister Marijane Werner
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Teaching Strategy ◽  
Number Line ◽  
School Teachers ◽  
Guided Discovery ◽  
Elementary School Mathematics ◽  
Whole Numbers ◽  
Single Exception ◽  
Mathematics Program

The use of a number line as a model for the four fundamental operations of mathematics has become a fairly common and effective teaching strategy. The number line has been the means to guided discovery for many pupils in the elementary school mathematics program. However, the model of subtraction of whole numbers on the number line that authors and editors of textbooks for teachers and pupils have commonly used has severe limitations. The single exception to this observation is the thirtieth yearbook of the NCTM, More Topics in Mathematics for Elementary School Teachers (1969), but the approach used there has not caught fire. Perhaps we need to rekindle the fire.

lnstagrams, or instant histograms

1967 ◽  
Vol 14 (3) ◽  
pp. 222-224
Author(s):  
Charlotte Lowrey
Keyword(s):  
Elementary School ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Important Task ◽  
Whole Numbers ◽  
Reasonable Degree ◽  
Computational Skill ◽  
Speed And Accuracy

Even in this age of computers an important task of the elementary school teacher is to teach boys and girls to perform arithmetic computations with a reasonable degree of speed and accuracy. Intelligent development of computational skill implies the use of checking procedures that are fast, readily used, and easily called to mind. For work with whole numbers, checking computations by casting out nines is easy and rapidly done. However, some youngsters refuse to use it voluntarily, possibly because they do not understand the rationale behind the check. They view it as an interesting trick and then forget it.

Children of Elementary School-Age and Their Clothing: Development of Self-Perception and of Management of Appearance

1996 ◽  
Vol 82 (2) ◽  
pp. 383-394
Author(s):  
Christine A. Readdick ◽  
Kay S. Grise ◽  
Jeanne R. Heitmeyer ◽  
Marla H. Furst
Keyword(s):  
Elementary School ◽  
Demographic Variables ◽  
School Age ◽  
Self Perception ◽  
Elementary School Age ◽  
Grade 5 ◽  
Positive Feelings ◽  
Grade 3 ◽  
Typical School

In this study 223 children in kindergarten through Grade 5 were surveyed about their school clothing: their typical and preferred style of dress, their feelings about their clothing, and their role in clothing acquisition and care. The contribution of selected demographic variables to children's self-perception and to management of appearance was examined. By and large, children expressed highly positive feelings about their school clothing. Shorts or long pants with a T-shirt were the typical school clothing of boys and girls. Age was associated with more differences in self-perception and management of appearance than any other variable. Children in kindergarten through Grade 3 reported more positive feelings about the clothing they were wearing on testing day and appraisals of their own clothes vis-à-vis their friends' than did those in Grades 4 and 5. The latter group reported more shopping in specialty stores, more “mom and I” purchasing, and more clothes washing and ironing than did younger children.

scholarly journals Factors affecting the translation, interpretation, and extrapolation abilities in elementary school students' learning achievement

2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Sri Wuryanti ◽  
Deni Hadiana ◽  
Rumondang Purwati
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Science Learning ◽  
Classroom Teacher ◽  
Achievement Level ◽  
School Students ◽  
Learning Achievement ◽  
Significance Level ◽  
Grade 5 ◽  
Level Of Significance

Abstract. This study was to determine the relationship between translation, interpretation, and extrapolation abilities on the level of learning achievement of elementary school students on Science subject matter. Meanwhile, the research method is descriptive quantitative. Data collection techniques used tests of understanding the concepts of translation, interpretation, and extrapolation with test techniques, and student learning achievement with secondary data in the form of documents owned by the classroom teacher. The data analysis technique uses the product-moment and regression test. Based on the research results it can be seen that; (1) Correlation between translation skills and the level of achievement in science learning of grade 5 students with rxy1 = 0.231 at a significance level of 0.057. The level of significance is satisfactory. (2) Correlation between the interpretation ability and the level of science learning achievement of grade 5 students with rxy1 = 0.401 at a significance level of 0.002. The level of significance is satisfactory. (3) Correlation between extrapolation ability and science learning achievement level of 5th-grade students with rxy1 = 420 at a significance level of 0.001. its level of significance is very satisfying. (4) Correlation between the ability of translation, interpretation, and extrapolation and the level of science learning achievement of grade 5 students with rxy123 = 0.470, F = 4.154 with df = 3: 44 at a significance level of 0.001. its level of significance is very satisfying.

scholarly journals Hubungan Penguasaan Guru dalam Mengoperasikan Aplikasi Belajar Online terhadap Hasil Belajar Siswa Kelas V SD

2021 ◽  
Vol 1 (8) ◽  
pp. 605-615
Author(s):  
Setyo Maqbul Raharjo ◽  
Suhartono Suhartono ◽  
Siti Mas'ula
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Grade 5 ◽  
Correlational Approach ◽  
Relationship Of

Abstract: This research was conducted with the aim of describing teacher mastery in operating online learning applications in grade 5 elementary schools, students' perceptions of online learning services provided by grade 5 elementary school teachers, the relationship of teacher mastery in operating online learning applications to student learning outcomes in elementary schools. 5th grade elementary school. The method used is quantitative with a correlational approach. Based on the data obtained, the significant value between teacher mastery and student learning outcomes shows 0.000, meaning that because the significant value is less than 0.05, it can be concluded that there is a relationship between teacher mastery in operating online learning applications and student learning outcomes. The results of this study are that there is a significant relationship between teacher mastery in operating online learning applications on student learning outcomes in grade 5 elementary school. Abstrak: Penelitian ini dilakukan dengan tujuan untuk mendeskripsikan penguasaan guru dalam mengoperasikan aplikasi belajar online di kelas 5 sekolah dasar, persepsi siswa terhadap pelayanan pembelajaran online yang diberikan oleh guru kelas 5 sekolah dasar, hubungan penguasaan guru dalam mengoperasikan aplikasi belajar online terhadap hasil belajar siswa di kelas 5 sekolah dasar. Metode yang digunakan adalah kuantitatif dengan pendekatan korelasional. Berdasarkan data yang diperoleh, nilai signifikan antara penguasaan guru terhadap hasil belajar siswa menunjukkan 0,000, artinya karena nilai signifikan lebih kecil daripada 0,05, maka dapat diputuskan bahwa terdapat hubungan antara penguasaan guru dalam mengoperasikan aplikasi belajar online terhadap hasil belajar siswa. Hasil penelitian ini yaitu terdapat hubungan yang signifikan antara penguasaan guru dalam mengoperasikan aplikasi belajar online terhadap hasil belajar siswa di kelas 5 sekolah dasar.

scholarly journals MATHEMATICAL CONNECTION ABILITY INSTRUMENT FOR PRIMARY SCHOOL STUDENTS

2021 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Hafiziani Eka Putri ◽  
Cahya Karisma Pertiwi ◽  
Aisyah Herlina Arrum ◽  
Rifa Nurhanifa ◽  
Aan Yuliyanto
Keyword(s):  
Elementary School ◽  
Research And Development ◽  
Primary School ◽  
Elementary School Students ◽  
Primary School Students ◽  
School Students ◽  
Discrimination Power ◽  
Purposive Sampling ◽  
Whole Numbers ◽  
Mathematical Connection

AbstractThis study was motivated by the importance of mathematical connection ability for elementary school students. It was necessary to develop an instrument that suitable the indicators of mathematical connection ability to understand the students' mathematical connection ability. The goal of this research was to develop an appropriate mathematical connection ability instrument for primary school students. This study was applied using Research and Development. The participants were 34 third-grade students at an elementary school in Purwakarta, SDN Nagrikaler, chosen through purposive sampling. The instrument was an essay test consisting of six open questions about whole numbers. The indicators developed in composing questions were related to the mathematical connection ability, namely connections inter topics in mathematics, other subjects, and everyday life. The questions were made beforehand in the expert judgment, then tested to see the validity, reliability, difficulty index, and discrimination power index. The validity test analysis indicated that six items on the instrument were valid, the reliability of the test instruments was very high. Meanwhile, the difficulty level was classified as difficult and moderate, and the discrimination power was also categorized as good and very good criteria. Thus, those six developed questions could be applied to measure mathematical connections in the topic of operations of whole numbers for second-grade elementary school students and were suitable for further research instruments on similar subjects and variables even at different times and places.AbstrakPenelitian ini dilatarbelakangi oleh pentingnya kemampuan koneksi matematis bagi siswa sekolah dasar. Penelitian ini bermaksud mengembangkan instrumen yang sesuai dengan indikator kemampuan koneksi matematis untuk memahami kemampuan koneksi matematis siswa. Penelitian ini bertujuan untuk mengembangkan instrumen kemampuan koneksi matematis yang sesuai untuk siswa sekolah dasar. Penelitian ini menggunakan metode Research and Development. Partisipan adalah 34 siswa kelas III SD di Purwakarta, SDN Nagrikaler, yang dipilih secara purposive sampling. Instrumen yang digunakan adalah tes esai yang terdiri dari enam pertanyaan terbuka tentang bilangan cacah. Indikator yang dikembangkan dalam menyusun soal berkaitan dengan kemampuan koneksi matematis, yaitu koneksi antar topik dalam matematika, mata pelajaran lain, dan kehidupan sehari-hari. Soal-soal tersebut dibuat terlebih dahulu sesuai saran expert, kemudian diuji untuk melihat validitas, reliabilitas, indeks kesukaran, dan indeks daya diskriminasi. Analisis uji validitas menunjukkan bahwa enam item pada instrumen tersebut valid dan reliabilitas instrumen tes sangat tinggi. Sedangkan tingkat kesukaran tergolong sukar dan sedang, dan daya pembedanya juga termasuk kriteria baik dan sangat baik. Dengan demikian, 6 item soal yang dikembangkan tersebut dapat diterapkan sebagai instrumen untuk mengukur koneksi matematis dalam pembelajaran matematika pada topik operasi hitung bilangan cacah terhadap siswa kelas dua SD dan layak digunakan untuk instrumen penelitian selanjutnya pada subjek dan variable sejenis meskipun pada waktu dan tempat berbeda.

Sign in / Sign up

Export Citation Format

Share Document