scholarly journals Keterkaitan antara Susu sebagai Pelengkap Sarapan terhadap Prestasi Belajar Siswa Sekolah Dasar

2020 ◽  
Vol 3 (2) ◽  
pp. 73
Author(s):  
Megah Stefani ◽  
Fifi Khoirunnisa ◽  
Zulhijah Wulandari
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Exposed Group ◽  
Control Group ◽  
Food Record ◽  
School Students ◽  
Retrospective Case ◽  
Learning Achievement ◽  
Minimum Number

<p><em>The study aims to determine the association of milk as complimentary breakfast towards learning achievement of elementary school students, using a retrospective case-control research design. Subjects were determined purposively with the inclusion criteria having normal BMI and not lactose intolerance. The minimum number of subjects was based on calculations were 38 children. Subjects as many as 22 elementary school children were exposed to a complete breakfast habit with milk and 17 elementary school children became a control group for breakfast habits without milk. Completing the 2x24 hour food recall questionnaire and 7-day food record and subject interviews were conducted for 1 week. Learning achievement is measured using the final score of the semester 1 by K13 curriculum. There was a significant relationship in the exposed group and the control group on learning achievement especially Bahasa scores (p = 0,001) as many as 90,91% in the exposed group and 88,24%, in the control group, also, the tendency for a better IPA (Science) scores in the exposed group was 81,82% compared to the control group at 64,71%. Thus, the habit of breakfast supplemented with milk is closely related to the learning achievement of elementary school children.</em></p>

Effects of 8-Week FIFA 11+ for Kids Intervention on Physical Fitness and Attention in Elementary School Children

2021 ◽  
pp. 1-8
Author(s):  
Wen-Yen Tseng ◽  
Ghazi Rekik ◽  
Chia-Hui Chen ◽  
Filipe M. Clemente ◽  
Pedro Bezerra ◽  
...  
Keyword(s):  
Elementary School ◽  
Physical Fitness ◽  
School Children ◽  
Elementary School Children ◽  
Exercise Intervention ◽  
Control Group ◽  
School Students ◽  
Fitness Tests ◽  
General Physical ◽  
Study Participants

Background: The psychological and physiological adaptations in response to the FIFA 11+ for kids (FIFA11+kid) program has not been examined in school children. This study aimed to investigate the effects of 8-week FIFA11+kid intervention on physical fitness and attentional capacity in elementary school children. Methods: A total of 55 elementary school students voluntarily participated in the study. Participants were assigned to either the FIFA11+kid (n = 28, 5 times per week) or the control (n = 27) group. At baseline and after 8 weeks, all participants were asked to perform a battery of physical fitness tests (sit-and-reach, broad jump, sit-up test, and 800-m run) and the Attention Scale for Elementary School Children, including 5 subscales: focused, sustained, selective, alternating, and divided attentions. Results: The FIFA11+kid group demonstrated larger pre–post change in sit-and-reach (P < .001) and sit-up test (P < .001) than that of control group. Moreover, the FIFA11+kid group demonstrated large improvements pre–post change in Attention Scale for Elementary School Children scores of total score (P < .001), focused (P < .001), sustained (P < .001), and selective attentions (P < .001) compared with the control group. Conclusion: A total of 8 weeks of FIFA11+kid exercise intervention can improve general physical fitness and attentional capacities in elementary school children.

Fostering Communication in Elementary School Children on the Autism Spectrum Who Are Minimally Verbal

2018 ◽  
Vol 39 (02) ◽  
pp. 103-113
Author(s):  
Jessica Steinbrenner
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Communication Skills ◽  
School Children ◽  
Elementary School Children ◽  
Autism Spectrum ◽  
Minimally Verbal ◽  
School Students ◽  
Case Examples ◽  
Children With Asd

AbstractAround 30% of elementary school students with autism spectrum disorder (ASD) are considered minimally verbal, yet there is limited research addressing the needs of this group of students. Several recent studies have demonstrated successful improvement of the communication skills of elementary school students with limited verbal skills. Additionally, there are focused intervention practices that are evidence based and may be useful in targeting communication skills for children with ASD who are minimally verbal. This article will review existing information about interventions to target communication skills in elementary school children with ASD who are minimally verbal, identify potential target skills, and provide case examples of how to embed communication interventions in elementary school classroom settings from a pilot intervention study.

The Relationship Between Articulatory Deficits and Syntax in Speech Defective Children

1969 ◽  
Vol 12 (2) ◽  
pp. 319-325 ◽  
Author(s):  
Thomas H. Shriner ◽  
Mary Sayre Holloway ◽  
Raymond G. Daniloff
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Control Group ◽  
Normal Children ◽  
The Relationship ◽  
Experimental Group

The relationship between articulatory deficits and the development of syntax in children with severe articulation problems was investigated. Subjects in the experimental group were 30 normal elementary school children, enrolled in grades one through three, who had severe problems with articulation. Thirty normal children, free from any articulation errors, served as a control group. Children with defective articulation performed significantly less well in the areas of grammatical usage, and used shorter sentences. The relationship between phonological and syntactical errors is discussed, with implications for therapy.

Effect of a musical instrument performance program on emotional intelligence, anxiety, and aggression in Korean elementary school children

2017 ◽  
Vol 46 (3) ◽  
pp. 440-453 ◽  
Author(s):  
Hyun-Sil Kim ◽  
Hun-Soo Kim
Keyword(s):  
Elementary School ◽  
Emotional Intelligence ◽  
School Children ◽  
Elementary School Children ◽  
Musical Instrument ◽  
School Curriculum ◽  
Control Group ◽  
Instrument Performance ◽  
Quasi Experimental ◽  
Music Class

The purpose of this study was to determine the effects of a musical instrument performance program on emotional intelligence, anxiety, and aggression in Korean elementary school children. A quasi-experimental study design was employed, in which the experimental group ( n = 30) received a weekly group musical instrument performance class with a regular music class, and the control group ( n = 30) received only a regular music class that is part of the elementary school curriculum. We measured emotional intelligence, anxiety, and aggression at the beginning and end of the 24-week intervention using the Emotional Intelligence Scale, the Trait Anxiety Inventory, and the Aggression Scale. The musical instrument performance program improved the ability to perceive emotions, and reduced physical and verbal aggression, but had no statistically significant effect on the level of total emotional intelligence, anxiety, or aggression.

scholarly journals THE EFFECTIVENESS OF MULTICULTURAL APPROACH IN WRITING ACHIEVEMENT OF INDONESIAN LANGUAGE AMONG ISLAMIC ELEMENTARY SCHOOL STUDENTS

2019 ◽  
Vol 38 (2) ◽  
pp. 366-376
Author(s):  
Noor Alfulaila ◽  
Haryadi Haryadi ◽  
Ajat Sudrajat ◽  
Nashrullah Nashrullah
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Learning Motivation ◽  
Fifth Grade ◽  
Control Group ◽  
Writing Achievement ◽  
School Students ◽  
Learning Achievement ◽  
Fifth Grade Students ◽  
And Control

Multicultural approach in Indonesian language has become an absolute necessity over the last years. This research highlights the role of multicultural culture as a means to improve writing achievement of Indonesian Language among elementary school students. This study aims at determining the effectiveness of the multicultural approach in the writing achievement of Indonesian language among fifth grade students of islamic elementary school who are grouped based on their learning motivation. This study can be catagorized as an experimental study with 2x2 factorial design. The independent variable consists of two categories, multicultural and conventional approaches. The population was  60 fifth grade students of at two private islamic schools. The data was collected using learning achievement tests and learning motivation questionnaires, and analyzed using two-way ANOVA and sheffe test. The results showed that (1) there were a gap in learning achievement between students in the experimental group and control group students; (2) there were differences in learning achievement between students with high motivation between both groups; (3) there were differences in learning achievement between low motivated students between both groups; (4) the multicultural approaches proved to be more effective than the conventional one; and (5) there was no interaction between the approaches and the learning motivation.

scholarly journals Effects of Giving Iodized Salt, Counseling of Iodine and Goitrogenic Sources of Food in Mothers Who Have Elementary School Children Against Urinary Iodine Excretion

2019 ◽  
Vol 3 (5) ◽  
pp. 238-243
Author(s):  
I Ketut Swiryajaya ◽  
Iswari Pauzi
Keyword(s):  
Elementary School ◽  
Treatment Group ◽  
School Children ◽  
Elementary School Children ◽  
Urinary Iodine ◽  
Iodized Salt ◽  
Control Group ◽  
Urinary Iodine Excretion ◽  
Iodine Excretion ◽  
The Mean

As a result of IDD is the occurrence of impaired child growth makes researchers interested in conducting research on "Provision of iodized salt, food counseling about the source of iodine and goitrogenic substances with urinary iodine excretion status in elementary school children". Research on IDD is often carried out in primary school-age children, aged 6-12 years because of their vulnerability to iodine deficiency. The purpose of this study was to determine the effect of iodized salt interventions and counseling patterns of iodized and goitrogenic food consumption patterns on levels of urinary yodiun excretion in families with elementary school children. Research methods: The design of this study included quasi-experimental using a specific design that is "pre and post test control group design". The study population was elementary school children with a sample size of 30 children aged 9 -12 years in each group. Data collected included the consumption of nutrients by the 24-hour recall method, the results of urine iodine examination by the spectrophotometric method. The collected data is then analyzed with an independent sample T test. The results showed there were differences in urinary yodiun excretion levels in the two groups (treatment and control), while the mean in the treatment group before intervention was 106.97 ug / L and after the intervention was 43.19 ug / L. Whereas in the control group, the level of urinary yodiun excretion before intervention was 117.30 μg / L and after the intervention was 243.19 μg / L. The mean of respondents who consumed goitrogenic sources in the treatment group before the intervention (Yes = 63%, No = 37%), after the intervention (Yes = 23%, No = 77%). Whereas in the Control group before the intervention (Yes = 56%, No = 73%), after the intervention (Yes = 23%, No = 77%). The average amount of protein consumption before treatment was 47.91 µg/L ± 6.54 and 50.15 µg/L ± 12.52 after treatment. For consumption, an increase with a mean before treatment was 89.88 µg/L ± 38.45 and after treatment was 113 µg/L ± 26. The results of the independent sample t-test showed that in the treatment group there was no significant difference between after and before the intervention (p = 0.058). Whereas in the control group there were significant differences between before and after the intervention (p = 0.002). It can be concluded that there are many factors that need to be controlled in the provision of interventions, especially the use, type of salt and goitronic as well as the method of examination of iodine analysis in urine. Keywords: iodized salt; iodine food sources; goitrogenic; urinary iodine excretion

scholarly journals Implicit notions of a happy person in elementary school students

2021 ◽  
Vol 122 ◽  
pp. 04005
Author(s):  
Aleksandra Vladimirovna Komarova ◽  
Tatyana Viktorovna Slotina ◽  
Valery L. Sitnikov ◽  
Elena Fedorovna Yashchenko ◽  
Konstantin Pavlovich Zakharov
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Children ◽  
Elementary School Children ◽  
Social Role ◽  
Well Being ◽  
School Students ◽  
Intellectual Activity ◽  
Self Image ◽  
Happy Person

The article is devoted to the substantiation and results of a study of implicit notions of a happy person in elementary school students. The methodological foundation is constructed by D.A. Leontiev’s two-level model of happiness, K. Riff’s concept of happiness as the basis of psychological well-being, and V.L. Sitnikov’s concept of the image of a person. The deployed research method is “SPI(H) — the Structure of a Person’s Image (Hierarchical)” (V.Sitnikov) including the verbal and non-verbal associative experiment with the subsequent content analysis. The novelty of the study lies in the comparison of the image of a happy person and self-image through the psychosemantic method including a comparative analysis of the notions of a happy person in children from complete and incomplete families. A happy person is associated by elementary school children with an emotionally positive attitude towards life, a responsible and caring attitude towards people, the presence of a family and active interaction with it, less often with success in educational and intellectual activity and material well-being, as well as the presence of friends. A happy person is idealized by younger students, however, their image is more abstract compared to children’s self-images. Elementary school students from complete families are characterized by greater conformity of the self-image with the image of a happy person whereas only half of the children from incomplete families show such correspondence. The predominant modality of both images is positive in all children. Social, bodily, and metaphorical characteristics are more common in the image of a happy person among children from incomplete families while the conventional social role characteristics dominate among children from complete families. The prospects for further study of the image of a happy person in elementary school children within the framework of family psychology are outlined.

Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

Gamification ◽  
2015 ◽  
pp. 472-487 ◽  
Author(s):  
Hui-Chun Chu ◽  
Chun-Ming Hung
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Learning Motivation ◽  
Control Group ◽  
School Students ◽  
Game Development ◽  
Learning Achievement ◽  
Problem Solving Skills ◽  
Development Approach ◽  
Experimental Group

In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two classes of the elementary school participated in the experiment. One class of 30 students was selected as the experimental group, and the other class of 29 students was the control group. From the experimental results, it was found that the proposed game development-based learning approach could effectively promote the students' problem-solving skills. However, the students' learning achievement and motivations were quite different from our expectations. A discussion of the experimental group interview data is provided and suggestions made.

scholarly journals Development of a Violence Prevention Educational Program for Elementary School Children Using Empathy (VPEP-E)

2020 ◽  
Vol 26 (4) ◽  
pp. 422-433
Author(s):  
So Ra Kang ◽  
Shin-Jeong Kim ◽  
Jungmin Lee
Keyword(s):  
Elementary School ◽  
Violence Prevention ◽  
Elementary School Students ◽  
School Children ◽  
Educational Program ◽  
Elementary School Children ◽  
Physical Violence ◽  
Age Groups ◽  
School Students ◽  
Fifth Grade Students

Purpose: This study describes the development of a violence prevention educational program for elementary school children using empathy (VPEP-E) that teachers can use during class.Methods: Hoffman's theory of empathy and Seels and Richey's (1994) ADDIE model were applied to develop this program.Results: The developed program consisted of eight sessions: "Orientation/definition of violence and empathy", "Types and boundaries of violence", "Look into my feelings", "Say it with a facial expression", "Preventing non-empathic violence due to social prejudice", "Preventing physical violence", "Verbal and online violence prevention: empathic conversation", and "I can do well: review of the whole curriculum". The program was evaluated by 15 elementary school teachers, who considered it to be easily accessible to elementary school students. The final VPEP-E, which will be provided in eight times for 40 minutes each for fifth-grade students, will provide a basis for preventing violence by fostering empathy.Conclusion: We expect the developed educational program to be effective in preventing violence among elementary school students. However, further research involving children from various age groups is needed.

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