TIPE ARGUMEN WACANA ARGUMENTASI TULIS SISWA SEKOLAH DASAR KELAS TINGGI

This study aims to describe the types of arguments in written discourse by elementary school students. The data sources were writing by elementary school students in the upper grades in Sungai Kunjang Samarinda. The data were analyzed using a communication content analysis model. The findings show that there are three types of arguments, i.e. opinion, proof, and conclusion. The opinion argument is based on facts, interpretation,and evaluation. The proving argument is based on an observation of an object and general knowledge. The concluding argument is inductively and deductively made. The use of opinion, proof, and conclusion as arguments in written discourse is related to the preliminary knowledge stored in every person’s long-term memory.

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Elementary math in elementary school: To learn the multiplication table, avoid proactive interference

10.31234/osf.io/547a8 ◽

2021 ◽

Author(s):

Dror Dotan ◽

Sharon Zviran-Ginat

Keyword(s):

Elementary School ◽

Proactive Interference ◽

Short Term Memory ◽

Multiplication Table ◽

Long Term Memory ◽

Learning Context ◽

School Students ◽

Term Memory ◽

Similarity Effect

A major challenge for elementary school students is memorizing the multiplication table. This is difficult because there are many facts to learn and they are similar to each other, which creates proactive interference in memory. Here, we examined whether reducing interference would improve the memorization of the multiplication table by first graders. In a series of 16 short training sessions over a period of 4 weeks, each child learned 16 multiplication facts – 4 facts per week. Learning was better when the 4 facts in a given week were dissimilar from each other, a situation that reduces the proactive interference among them. Critically, this similarity effect originated in the specific learning context, i.e., the grouping of facts to weeks, and could not be explained as an intrinsic advantage of some facts over others. The similarity effect persisted 5 weeks after the end of the training period, i.e., proactive interference affected the long-term memory. Furthermore, during training, the similarity effect was not observed immediately but only in later training sessions, and only when examined in the beginning of a session. This indicates that proactive interference affected the long-term memory directly – it did not originate in short-term memory processes and then “leak” to long-term memory. We propose that the effectivity of this low-interference training method, which is dramatically different from currently-used pedagogical methods, calls for a serious reconsideration of the way we teach the multiplication table in school.

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Long-Term Memory of Higher Secondary School Students

International Journal of Scientific Research ◽

10.15373/22778179/july2013/44 ◽

2012 ◽

Vol 2 (7) ◽

pp. 129-130

Author(s):

Dr.S.Jaikumar Dr.S.Jaikumar ◽

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Long Term Memory ◽

School Students ◽

Term Memory

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The Role of Tagana in Disaster Education for Public Elementary School 2 Wates, Ponorogo

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v3i1.45016 ◽

2020 ◽

Vol 3 (1) ◽

Author(s):

Risma Dwi Arisona ◽

Rohana Sufia

Keyword(s):

Elementary School ◽

Elementary School Students ◽

Disaster Preparedness ◽

Disaster Mitigation ◽

Analysis Model ◽

Literature Study ◽

School Students ◽

Disaster Education ◽

The Impact

<p><em>The focus of this research is to describe the role of Tagana in disaster education and the obstacles it faces in providing disaster education for elementary school students. This research is a qualitative descriptive study. This research was conducted at SDN 2 Wates Ponorogo. Data collection techniques through observation, interviews, literature study, and documentation. Data analysis used the Mile and Huberman analysis model. The results showed that the role of Tagana in disaster education for elementary school students can be seen from the Tagana Goes to School program. The program aims to accelerate the building of students' understanding and preparedness for disasters so as to minimize the impact. In the program, the roles of Tagana are: 1) providing knowledge of the types of disasters to students; 2) providing knowledge of disaster mitigation according to the type of disaster, and 3) conducting disaster mitigation simulations. In this case, disaster education is more focused on earthquake disasters. Meanwhile, the obstacles faced by the Tagana Goes to School team were limited personnel and lack of response from the school. For this reason, additional volunteers must be carried out and disaster preparedness cadres formed in schools, so that the program can run effectively and efficiently.</em></p>

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Comparison of short-term memory between stunting and non-stunting children in urban and rural elementary school students in Kupang 2019

World Nutrition Journal ◽

10.25220/wnj.v04.i1.0008 ◽

2020 ◽

Vol 4 (1) ◽

pp. 46

Author(s):

Wahda Dwi Sari ◽

Christina Olly Lada ◽

Rr. Listyawati Nurina ◽

Maria Agnes Etty Dedy

Keyword(s):

Elementary School ◽

Elementary School Students ◽

Bone Growth ◽

Short Term Memory ◽

Short Term ◽

School Students ◽

Chi Square ◽

Term Memory ◽

Significant Difference ◽

Rural Elementary School

Background: Inadequate chronic nutrition can cause disruption of bone growth and brain development. Impaired bone growth can cause stunting in children, and a disruption of brain development will affect cognitive function, one of them is short-term memory. This study aimed to compare the short-term memory between stunting and non stunting in urban and rural elementary school students in Kupang.Methods: This research used analytic observational method with cross sectional design conducted on urban and rural elementary school students in Kupang City. One hundred and sixty students who met the inclusion and exclusion criteria were selected using consecutive sampling method. Characteristics data were collected by the interview, while the stunting data was known by measuring height and assessed by WHO anthroplus application, short-term memory data was obtained from digit span test. Stunting is a nominal data scale, while the short-term memory is an ordinal data scale. This study was analyzed bivariately using chi-square test with significant p value ≤ 0.05.Results: Chi-square test results of short-term memory between stunting and non stunting in urban and rural elementary school students obtained p = 0.144, which means there is no significant difference in short-term memory between stunting and non stunting in urban and rural elementary school children in Kupang.Conclusions: There is no significant difference in short-term memory between stunting and non stunting in elementary school children, both in urban and rural areas of Kupang.

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Comparison of the Effect of Major- Versus Minor-Keyed Music on Long-Term Declarative Memory in High School Students

IU Journal of Undergraduate Research ◽

10.14434/iujur.v4i1.24524 ◽

2018 ◽

Vol 4 (1) ◽

pp. 97-106

Author(s):

Anita Sayar

Keyword(s):

High School ◽

High School Students ◽

Experimental Test ◽

Declarative Memory ◽

Statistical Significance ◽

Long Term Memory ◽

Memory Retention ◽

School Students ◽

Term Memory

This pilot study compared the effect of music played in major and minor keys on long-term declarative memory in high school students. Major and minor keys are pivotal theoretical distinctions in music known to trigger different emotional responses. While the influence of specific genres of music on memory have been studied, possible effects of the tonality of music have not been explored. It was hypothesized that music would improve LT-DM, and music played in the minor key would illicit a greater improvement than the major. A total of 21 volunteer high school students were equally randomized between two groups. Each group completed a control and an experimental long-term memory test. Tests comprised of a reading phase where students studied a standardized passage, and a multiple-choice question phase 7 days later, where their memory of the studied text was examined. The reading phase of the control test was conducted in a quiet environment. During the reading phase of the experimental test, a piece of piano music was played. The same music was played in the major key for one group and in the minor key for the other. Both groups demonstrated a statistically significant improvement in the experimental test compared to their own control (p = 0.0078, p = 0.0107). A trend towards better memory retention with the minor-keyed music was observed compared with the major key. The difference between the two groups of improvement with music, however, did not meet statistical significance (p = 0.31). A larger complementary study may provide more definitive information regarding comparative effects of major and minor musical keys on long-term memory.

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Test of the Role in Retention of Illustrations in Text

Psychological Reports ◽

10.2466/pr0.1980.47.1.204 ◽

1980 ◽

Vol 47 (1) ◽

pp. 204-206

Author(s):

Philippe C. Duchastel

Keyword(s):

High School ◽

High School Students ◽

Empirical Test ◽

Theoretical Framework ◽

Long Term Memory ◽

Prose Passage ◽

School Students ◽

Term Memory ◽

Short Text

Illustrations in a text were hypothesized to enhance long-term memory of the text. The experiment varied the availability of illustrations (an illustrated prose passage versus a non-illustrated passage) and delay of retention (immediate posttests versus posttests given 2 wk. later). The passage was a short text on energy and the participants were high-school students. Illustrations did not enhance retention, which suggests the theory upon which the hypothesis was based needs to be refined. The functionally oriented theoretical framework was shown to be amenable to empirical test.

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