A Direct Approach to Sex-Role Identification of School-Related Objects

1969 ◽  
Vol 24 (3) ◽  
pp. 839-841 ◽  
Author(s):  
Richard L. Kellogg
Keyword(s):  
Sex Role ◽  
Fourth Grade ◽  
Direct Approach ◽  
Future Studies ◽  
Role Identification ◽  
Fourth Grade Students ◽  
Academic Settings ◽  
Better Than

A study by Kagan (1964) indicated that girls may perform better than boys in academic settings because they perceive school as congruent with their sex-role. The present study extended Kagan's work by investigating how children classify school-related objects. In general, the results suggested that such objects as book, blackboard, library, and chalk were viewed as feminine by the fourth grade students. Girls, as expected, were more inclined than boys to label the school-related objects as feminine. Implications for future studies were discussed.

The Effect of Language Games with Audio Visual Aids on Students’ Speaking Competence at Fourth Graders of Tunas Daud Elementary School

2019 ◽  
Vol 3 (3) ◽  
pp. 185
Author(s):  
Susnawati. K ◽  
Marhaeni A.A.I.N ◽  
Ramendra D.P
Keyword(s):  
Elementary School ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Control Group ◽  
Language Games ◽  
Visual Aids ◽  
Fourth Grade Students ◽  
Post Test ◽  
Competence Test ◽  
Better Than

Study aimed to determine the effect of language games with audio visual aids on students' speaking competence at fourth grade students of Tunas Daud elementary school and to describe the implementation of language games with audio visual aids on students’ speaking competence. The design used in this research was a mixed method design. It was explanatory design since this research was started with quantitative design (experimental design with post test only control design) followed by qualitative design. The samples were 62 students; 31 students of the experimental group and 31 students of the control group of fourth grade Tunas Daud elementary students. The data were collected by using speaking competence test and analyzed by IBM SPSS 22 with independent t-test. The data were also collected through an observation sheet for observing the implementation of the language games with audio visual aids. The results showed there was a significant effect of the language games with audio visual aids on students' speaking competence in which the mean score of the students who were taught by using language games with audio visual aids is better than the students who were taught without language games with audio visual aids. For the implementation of the language games with audio visual aids, it can be seen that the implementation of the language games with audio visual aids were done in a very good way. The games was suitable for the students since it could give good impacts for the students. The students are active and confident to speak.

PENGEMBANGAN MEDIA BIG BOOK UNTUK MENINGKATKAN HASIL BELAJAR PECAHAN SENILAI SISWA SD

2018 ◽  
Vol 16 (1) ◽  
pp. 67-76
Author(s):  
Disyacitta Neolia Firdana ◽  
Trimurtini Trimurtini
Keyword(s):  
Learning Outcomes ◽  
Large Scale ◽  
Fourth Grade ◽  
Learning Activities ◽  
Equivalent Fractions ◽  
Fourth Grade Students ◽  
Teacher Needs ◽  
The Media ◽  
Test Result ◽  
Better Than

This research aimed to determine the properness and effectiveness of the big book media on learning equivalent fractions of fourth grade students. The method of research is Research and Development  (R&D). This study was conducted in fourth grade of SDN Karanganyar 02 Kota Semarang. Data sources from media validation, material validation, learning outcomes, and teacher and students responses on developed media. Pre-experimental research design with one group pretest-posttest design. Big book developed consist of equivalent fractions material, students learning activities sheets with rectangle and circle shape pictures, and questions about equivalent fractions. Big book was developed based on students and teacher needs. This big book fulfill the media validity of 3,75 with very good criteria and scored 3 by material experts with good criteria. In large-scale trial, the result of students posttest have learning outcomes completness 82,14%. The result of N-gain calculation with result 0,55 indicates the criterion “medium”. The t-test result 9,6320 > 2,0484 which means the average of posttest outcomes is better than the average of pretest outcomes. Based on that data, this study has produced big book media which proper and effective as a media of learning equivalent fractions of fourth grade elementary school.

La competencia motriz en estudiantes chilenos de 3° y 4° de educación básica. Aprendizajes esperados versus realidad (Motor competence in Chilean students in 3rd and 4th grade of primary school. Expected learning versus reality)

Retos ◽  
2021 ◽  
Vol 44 ◽  
pp. 515-524
Author(s):  
Daniel Rodríguez-Briceño ◽  
Felipe Castro-Vilugron ◽  
Mauricio Díaz-Alvarado ◽  
Jaime Carcamo Oyarzun
Keyword(s):  
Motor Performance ◽  
Fourth Grade ◽  
Learning Objectives ◽  
Motor Competence ◽  
Object Control ◽  
Third Grade Students ◽  
Fourth Grade Students ◽  
Low Levels ◽  
And Gender ◽  
Better Than

  Este estudio busca determinar los niveles de competencia motriz de estudiantes chilenos y las posibles diferencias en función del grado y del sexo. Participaron 377 estudiantes (37.7% niñas) de tercer y cuarto básico. La competencia motriz fue evaluada a través del test MOBAK 3-4. Se encontraron bajos niveles de competencia motriz. Los estudiantes de cuarto grado presentan un mejor desempeño motriz que los de tercero. Los niños presentan un mayor desempeño que las niñas en control de objetos, mientras que las niñas obtienen puntajes más altos que los niños en control del cuerpo, aunque con un tamaño del efecto irrelevante. Al contrastar estos resultados con los objetivos del currículum, muchos estudiantes no alcanzan los aprendizajes esperados, siendo necesario poner mayor énfasis en el fomento de la competencia motriz.  Abstract. This study aims to determine the levels of motor competence of Chilean students and possible differences according to grade and gender. 377 students (37.7% girls) of the third and fourth grade participated in the study. Motor competence was evaluated through the MOBAK 3-4 test. Low levels of motor competence were found. Fourth grade students showed a better motor performance than third grade students. Boys performed better than girls in object control, while girls scored higher than boys in self-movement, although with an irrelevant effect size. When these results are contrasted with the learning objectives stipulated in the curriculum, many students do not achieve the expected skills, what makes it necessary to place greater emphasis on the promotion of motor competence.

scholarly journals The Effect of Language Games with Audio Visual AIDS on Students’ Speaking Competence at Fourth Graders of Tunas Daud Elementary School

2020 ◽  
Vol 4 (1) ◽  
pp. 73
Author(s):  
Kadek Susnawati ◽  
Marhaeni A.A.I.N.
Keyword(s):  
Elementary School ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Control Group ◽  
Language Games ◽  
Visual Aids ◽  
Fourth Grade Students ◽  
Post Test ◽  
Competence Test ◽  
Better Than

This study aimed to determine the effect of language games with audio visual aids on students' speaking competence at fourth grade students of Tunas Daud elementary school and to describe the implementation of language games with audio visual aids on students’ speaking competence. The design used in this research was a mixed method design. It was explanatory design since this research was started with quantitative design (experimental design with post test only control design) followed by qualitative design. The samples were 62 students; 31 students of the experimental group and 31 students of the control group of fourth grade Tunas Daud elementary students. The data were collected by using speaking competence test and analyzed by IBM SPSS 22 with independent t-test. The data were also collected through an observation sheet for observing the implementation of the language games with audio visual aids. The results showed there was a significant effect of the language games with audio visual aids on students' speaking competence in which the mean score of the students who were taught by using language games with audio visual aids is better than the students who were taught without language games with audio visual aids. For the implementation of the language games with audio visual aids, it can be seen that the implementation of the language games with audio visual aids were done in a very good way. The games was suitable for the students since it could give good impacts for the students. The students are active and confident to speak.

scholarly journals Profile of Students’ Problem-Solving Skills Viewed from Polya's Four-Steps Approach and Elementary School Students

2021 ◽  
Vol 10 (4) ◽  
pp. 1625-1638
Author(s):  
Riyadi*, Triana ◽  
Triana Jamilatus ◽  
Puput Nikmaturrohmah
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Fourth Grade ◽  
School Students ◽  
Problem Solving Skills ◽  
Fifth Grade Students ◽  
Third Grade Students ◽  
Fourth Grade Students ◽  
One Step ◽  
Better Than

<p style="text-align: justify;">Problem-solving is considered one of the thinking skills that must be possessed in 21<sup>st</sup>-century education because problem-solving skills are required to solve all problems that arise. The problem-solving stages that can be used are Polya's four steps, namely, understanding the problem, devising a plan, carrying out the plan, and looking back. Problem-solving skills are essential for solving word problems. Word problems based on arithmetic operations are divided into three types: one-step, two-step, and multistep. This qualitative research aimed to see problem-solving skills viewed from the type of word questions and elementary school students’ third, fourth, and fifth grades. A purposive sampling technique with 22 third-grade students, 28 fourth-grade students, and 21 fifth-grade students was used. The data were collected using documentation, testing, and interview methods. The findings of the study showed that fourth-grade students’ problem-solving skills are better than those of third-grade students, and the problem-solving skills of fifth-grade students are better than those of fourth-grade students. The percentage of Polya's steps always decreases because not all students master problem-solving. Based on the types of questions, the percentage of the one-step word problem is better than that of the two-step while the percentage of the two-step word problems is higher than that of the multistep.</p>

scholarly journals PENGARUH PENERAPAN PEMBELAJARAN INKUIRI SOSIAL TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA SD (Studi Eksperimen Kuasi pada Pembelajaran Ilmu Pengetahuan Sosial)

2017 ◽  
Vol 25 (2) ◽  
pp. 164
Author(s):  
Nuryuni Gartini Gartini
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Inquiry Learning ◽  
Fourth Grade ◽  
Civil Servant ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Social Inquiry ◽  
Fourth Grade Students ◽  
Better Than

The aim of this study is to comprehend the influnces of social inquiry learning implementation against student critical thinking skill. The population of this study is all of the fourth grade students at Bojongherang Cluster in Cianjur. The process of taking sample is done by purposive sampling and the result is two classes of sample. The fourth grade of Bojongherang 2 as an experiment class that applies social inquiry learning, while the fourth grade of Bojongherang 4 as a control class that applies a conventional learning strategies. The study’s datais inquired through the pretes ang posttes by essay examination. The result of this study shows that social inquiry learning implementation give a significant effect to increase student critical thinking skill. Based on statistical calculation we find the critical thinking skill of boys student is higher than the girls student. Beside that, student who have a parent as a merchant is better than the student who have a parent as a civil servant and an employee in the way of thinking. Its assumed that the merchant have an entrepreneur soul who have a creative and autonomously thinking.Key word: social inquiry learning, critical thinking skill.

Testing Music Hearing in Right and Left Ears of Children Ages Ten, Eleven, and Twelve

1978 ◽  
Vol 26 (1) ◽  
pp. 16-21
Author(s):  
Doris J. Gollnick
Keyword(s):  
Fourth Grade ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
Fourth Grade Students ◽  
The Right ◽  
Ear Dominance ◽  
Better Than

The purpose of this study was to determine if musically experienced children recognize simple melodies better with the right ear or the left ear. The subjects, students from grades four and five, were divided into two groups and assigned to either a musically sophisticated or musically unsophisticated group. They were tested individually with separate tests for right or left ear. These short, melodic tests were administered and scored in a randomized manner in an attempt to determine if any ear dominance existed. The only significant difference found was between grades; the fifth grade students scoring slightly better than the fourth grade students. All other comparisons—by sex, sophistication, or grade by sophistication-resulted in no differences.

scholarly journals Flexibility in partitioning strategies of fourth graders

2021 ◽  
Vol 4 (2) ◽  
pp. 77
Author(s):  
Yeliz Yazgan
Keyword(s):  
Mathematics Education ◽  
Learning Environments ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Descriptive Case Study ◽  
Future Studies ◽  
Equivalent Fractions ◽  
Task Strategy ◽  
Fourth Grade Students

This study combines the concepts of flexibility and partitioning, and aims to probe fourth grade students’ flexibility in partitioning strategies. Seven students participated in this descriptive case study. Students were given three partitioning tasks. Forty-eight answers produced by students were evaluated and classified based on the strategies defined in the taxonomy developed by Charles and Nason (2000). Results showed that students could easily change their strategies both within and across tasks.  Namely, they displayed both inter- and intra-task strategy flexibility to a large extent even though they did not have any intervention on partitioning. Another point that findings have implicated was that the fourth graders’ flexibility in partitioning strategies may be utilized to introduce concepts of equivalent fractions and mixed numbers. Results are discussed in terms of their implications related to mathematics education, and some recommendations aimed at learning environments and future studies are presented.

scholarly journals Efektivitas Media Neo Snake and Ladder Game Terhadap Kemampuan Komunikasi Matematis Siswa

2019 ◽  
Vol 1 (1) ◽  
pp. 11-20
Author(s):  
Fauzi Fadliansyah
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Communication Skills ◽  
Random Sampling ◽  
Fourth Grade ◽  
Simple Random Sampling ◽  
Mathematical Communication ◽  
Fourth Grade Students ◽  
Academic Year ◽  
Better Than

The purpose of this study was to determine the effectiveness of Neo Snake and Ladder Game media in increasing students' mathematical communication skills. The population in this study were fourth grade students of Sukaratu 4 Elementary School, Majasari District, Pandeglang Regency in the Academic Year of 2019/2020. The reseracher used simple random sampling. The data collection used tests of mathematical communication skills, observation, and documentation. The results showed that (1) the classical completeness test of students' mathematical communication skills reached a minimum limit of 68, (2) mathematical communication skills of Neo Snake and Ladder Game media had reached classical completeness of 75% and (3) the increase in average of mathematical communication skills using media Neo Snake and Ladder Games were better than the average mathematical communication skills of students without using Neo Snake and Ladder Games media. Based on the above results, it can be concluded that Neo Snake and Ladder Games media are effective in improving students' mathematical communication skills.

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