scholarly journals Developed Students Character at Elementary School through Wordless Picture Book

Author(s):  
Nina Nurhasanah ◽  
Nadiroh ◽  
Maratun Nafiah
2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Chun-Hsiung Tseng ◽  
Jia-Rou Lin ◽  
Yung-Hui Chen

The importance of learning how to program can never be over-estimated. Even though there are already programming-learning applications for young children, most of the applications in this field are designed for children in the elementary school age or even above. Teaching younger children, for example, preschool kids, how to program appears more challenging. From our survey, it appears that even preschool kids can understand how to do programming and the question is simply which tools to use. Preschool kids usually start their reading from picture books. They learn mathematics, arts, histories, and a lot of knowledge with picture books. The goal of this research is to propose a platform for story tellers, illustrators, and programming education experts to cooperate to build picture books to teach preschool kids how to program. At this very initial stage, the platform is developed as a Web application and hence it can be easily accessed by various devices via Web browsers. The platform consists of a lean story editor, a picture book editor, and a programming concept editor.


2020 ◽  
Vol 4 (1) ◽  
pp. 131
Author(s):  
Ari Setyorini ◽  
Masulah Masulah

ABSTRAK Pengabdian masyarakat ini bertujuan melatih guru-guru sekolah dasar untuk menulis kreatif sastra anak. Pelatihan ini didesain sejalan dengan program gerakan literasi nasional, yang salah satunya adalah program literasi sastra, di tingkat sekolah dasar. Pengabdian masyrakat ini bermitra dengan lima sekolah dasar di bawah pengelolaan Muhammadiyah Sidoarjo. Setiap sekolah mengirim dua guru perwakilan mereka untuk mengikuti pelatihan menulis kreatif yang dilaksanakan sejak Juli hingga September 2019. Kegiatan ini menggunakan metode Project Based Learning di mana guru dilibatkan untuk membuat proyek penulisan karya sastra anak. Proses pelatihan mengimplementasikan blended learning yang terdiri dari 16 jam workshop penulisan kreatif secara luring dan 32 jam sesi pendampingan yang dilakukan secara daring. Sesi luring dilakukan untuk membangun pengetahuan dasar peserta mengenai penulisan kreatif dan sastra anak. Sedangkan sesi online memfasilitasi peserta untuk mengirimkan dan mengkonsultasikan draf cerita mereka pada tim fasilitator pengabdian, yang kemudian mendapatkan umpan balik untuk revisi. Menggunakan penilaian mastery learning, sebanyak 90% (yakni 9 dari 10 peserta) berhasil menuntaskan proyek penulisan cerita anak. Lebih lanjut, para peserta menyatakan bahwa kegiatan ini memberikan manfaat bagi mereka, mengenalkan mereka akan pengetahuan literasi sastra dan meningkatkan kemampuan menulis sastra anak khususnya dalam bentuk cerita gambar dan cerita pendek. Kata Kunci: guru sekolah dasar; penulisan kreatif sastra anak;  project based learning. ABSTRACT This community service aims to enhance elementary school teachers’ literary literacy skills  through children literature creative writing project. The training project designed was in line with the need of the inclusion of literary literacy in formal education particularly in primary educational level. The program was conducted by partnering with five elementaryschools under the management of Muhammadiyah Organizationin Sidoarjo. Each school registered their representative teachers to join the creative writing program which was held fromJuly until September 2019. The activity employed Project Based Learning in which the teachers were involved in children literature writing project. The training procedure was designed by implementing blended learning consisting 16-hour offline creative writing workshop and 32-hour online coaching session. The offline sessions were conducted to build the teachers’ basic knowledge on creative writing and children literature. The online coaching sessions facilitated the participants to consult their drafts and revise them based on the facilitator’s feedback. Measured by mastery learning assessment, 90% of participants (9 out of 10 participants) were successfully accomplished the writing project. For more, the participants agreed that this program was beneficial for them to enhance their knowledge on literary literacy and their writing ability to create children literary works like picture book and short story.Keywords: children literature creative writing; project based learning; teacher of elementary school


2019 ◽  
Vol 10 (1) ◽  
pp. 97-104
Author(s):  
Mohammad Slamet

This research was conducted to describe the analysis of the needs of students and teachers towards the development of picture book learning media based on sacred local wisdom in grade V elementary school students. Making prototypes of learning media picture books on Indonesian subjects poetry writing material for fifth grade elementary school students. the use of learning media Indonesian picture books subject matter poetry writing for elementary school students in grade V.Using research and development methods, or also called Research and Development. Research and Development method (RnD) is a research method used to produce certain products, and test the effectiveness of these products. The research was conducted at SD 4 Peganjaran, SD 4 Gribig, SD 1 Gribig and SD NU Kartika in Kudus City. The research subjects were all teachers, fifth grade students from four different schools namely 3 Peganjaran Public Elementary School in Bae sub-district, 4 Gribig Public Elementary School in Gebog sub-district, 1 Gribig Public Elementary School in Gebog sub-district and Nawa Kartika elementary school in Kota sub-district.The test results of the effectiveness of picture book learning media are based on holy local wisdom in Indonesian language. Testing effectiveness is done by comparing the results of each school's pretest and posttest. Based on the value of t test at SD 3 Peganjaran obtained So the acquisition of t count = 4, 542 while T table = 1.79, t test can be concluded t count t table So Ho is rejected and Ha is accepted, so Ha is accepted and media of effective picture book applied. Based on the test value at SD 4 Gribig obtained t count = 4.73 while T table = 1.73 t test can be concluded t count t table Then Ho is rejected and Ha is accepted so that Ha is accepted and media picture book is effectively applied. Based on the t test on SD 1 Gribig obtained t value = 6.98 while T table = 1.68 t test can be concluded t count t table Then Ho is rejected and Ha is accepted, so that Ha is accepted and media picture book is effectively applied, Based on the value Nawa Kartika's NU SD test obtained t count = 8.07 while T table = 1.68 t test can be concluded t count t table So Ho is rejected and Ha is accepted, so Ha is accepted and media picture book is effectively applied.


2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Sandy Campbell

Uluadluak, Donald.  Kamik:  an Inuit Puppy Story. Illus. Qin Leng. Iqaluit, NV:  Inhabit Media, 2012. Print.While this is really a picture book with most of the pages filled with Qin Leng’s comic style drawings, it is the story that is important.  The drawings are brightly coloured and appropriately uncluttered to match the story being told.  It is a simple story, but told in language that preschool and early elementary school children will understand. In traditional Inuit culture, much of a child’s education comes from the elders, often grandparents. Much of the teaching is indirect, through story telling.  Kamik is an example of this form of teaching, both in the way that Jake in the story learns and in the way that we, the readers learn. Jake is a young boy whose puppy won’t behave.  He is frustrated with him.  He says to his grandfather, “He never listens, no matter how loud I yell.  I called him Kamik because his fur looks like he’s wearing a boot.  I should have called him Bad Dog.”Jake’s grandfather doesn’t give him advice on how to train his puppy.  Instead he tells him stories about his own dogs.  He describes how Jake’s grandmother “raised them in a similar way to raising a child”.  He says that it was “more like building a good friendship than raising an animal”.  Jake’s grandfather describes how his dogs helped him, saved his life and brought him home through storms.  By the time Jake goes home, his attitude has changed and he decides to follow tradition and rename his dog for one of his grandfather’s great sled dogs.This is a simple story and young children will hear it as a story of a boy and his dog.  However it contains a complex lesson and reflects traditional Inuit wisdom.  This book is highly recommended for public and elementary school libraries everywhere.  It is also an essential addition to any collection of northern Canadian children’s literature.Highly recommended: 4 out of 4 starsReviewer: Sandy Campbell


2021 ◽  
Vol 3 (1) ◽  
pp. 30
Author(s):  
Septian Emma Dwi Jatmika ◽  
Farikhah Nur Laila ◽  
Mufidatusholihah Mufidatusholihah ◽  
Ravika Andinie ◽  
Fitri Rekyan MWH

Children often have problems with snacks. They need health education to be able to choose healthy foods to meet optimal nutritional intake. This study aims to see the effect of using picture book media on increasing knowledge about healthy culinary tourism at Public Elementary School Gedongkiwo Yogyakarta. This type of study is quasi-experimental research. The survey designed is One Group Pretest Post Test Design. The research participants were 25 grade 2 elementary school students. The data analysis technique used the Paired Sample T-Test statistical test. The result obtained is that picture books do not affect knowledge about healthy culinary tourism (p-value 0.770> 0.05). A total of 9 students experienced a decrease in their level, seven students experienced an increase, and nine students did not experience a reduction or increase in knowledge. It is possible because the method used is combining lectures with visual story media during class. The conditions are different if students read pictorial stories themselves during leisure time. The next researcher will be able to study using a more simple method, for example, while having group discussions so that there is a two-way exchange of information.


2018 ◽  
Vol 7 (3) ◽  
Author(s):  
Robert Desmarais

Dear Readers,I am so grateful for the hard work and commitment of our Deakin reviewers, and I think you will share my enthusiasm for the books that they have written about for our winter issue. For example, Leslie Aitken’s review of Lila and the Crow is a wonderfully thoughtful appraisal of an important picture book deserving of a good deal of attention. Aitken writes that “Lila and the Crow belongs in every elementary school library” and I wholeheartedly agree with her assessment because this story has excellent potential to encourage positive dialogue about the physical diversity of humankind.Another highly recommended picture book is Anna Pingo’s Aluniq: and Her Friend, Buster, reviewed by Sandy Campbell. As Aluniq’s story of living with her grandparents at the Qunngilaat Reindeer Station in Canada’s Northwest Territories unfolds, readers learn that many families in remote parts of Canada experience separation when people need to leave home to receive medical treatment. The emotions that this poignant story conveys are generally ones that resonate with most readers because they remind us of one of the most significant primal fears of childhood—separation from one’s parents or guardians. For young readers coming to terms with separation, this is a charmingly illustrated and sparingly written picture book. I therefore commend it to your serious attention.Also in this issue, Lorisia MacLeod’s review of How Nivi Got Her Names calls our attention to Inuit naming customs and provides useful content for educators who want to discuss Inuit culture with young readers in the classroom.Plus, we have adventure stories, historical stories, and engaging stories of childhood and family life. Enjoy!Robert DesmaraisManaging Editor 


2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Sherry Murugan

Yamada, Kobi. What Do You Do With A Problem?, illustrated by Mae Besom. Compendium, 2016.This second collaboration of Kobi Yamada and Mae Besom offers children and adults alike some advice on how to deal with the universal task of dealing with a problem. The story follows the struggle of a child who encounters a problem that just won’t go away. It is through the child’s narrative that we, immerse ourselves. We can feel this struggle, the immense pains and terrifying feelings because all humans big and small have all dealt with the same question “What do you do with a Problem?” Fortunately, Yamada offers readers a solution. Like with many things in life, we must face it. Once the child finds the courage to tackle the problem, it becomes something other than what the child first imagined it to be.The illustrations by Mae Besom beautifully capture the feelings and emotions that are present when someone finds themselves in the throes of a problem. The illustrator’s combination of pencil and water colours create strong images of the struggles and emotions that are displayed in the book. Her use of line and her specific use of colour in contrast with white space alerts the reader to the change in the problem solving stages, one of frustration and struggle to resolution.While this picture book has an intended audience of children ages 5 to 12, the story itself and the lesson learned will resonate with all children and the young at heart.What Do You Do with a Problem? would be an excellent addition to libraries and home collections.Highly recommended: 4 stars out of 4Reviewer: Sherry MuruganSherry is a Graduate student in the department of Elementary Education.  She is a mother of two and an elementary school teacher who loves to share stories with her children and students.


2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Sandy Campbell

Winter, Jeanette. The Watcher: Jane Goodall's Life with the Chimps. New York: Schwartz & Wade Books, 2011. Print. Jeanette Winter is a prolific and award winning American children’s author and illustrator.  She tells us in her author’s note at the end of this book that, as a child, she wished that she “could have read about someone like Jane Goodall – a brave woman who wasn’t afraid to do something that had never been done before”.  So she wrote this book. The picture book format and the Grade 3 reading level make this work appropriate for the lower elementary school target audience, children who are beginning to think about what they want to be when they grow up. While written mostly in poetic line form, the work is not particularly poetic. However the form does seem to give Winter the licence to begin sentences with conjunctions and end them with prepositions.  The text reads more like folksy spoken American English than poetry.  For example, “She woke at dawn and saw them slowly rise from their nests, sit for a spell, then go off to find food.” Winter’s illustrations are the delight of the book.  They are simple, two-dimensional folk art works.  In this volume Winter purposefully uses two distinct forms of presentation.  In the early part of the book, which traces Goodall’s life from her English childhood until she travels to Gombe, the illustrations are square and centred on a coloured page with the text structured below them.  Once Goodall has set up her camp in the forest, the illustrations are as wild and uncontained as the life Goodall led.  The paintings splash out across the pages and the text fits in and around them wherever there is space. As an introduction to the life of a remarkable female scientist and role model, this is a work that belongs in every public and elementary school library.  However, because the text is not exemplary of well-written English, it should not be used for classroom study. Recommended with reservations: 2 out of 4 stars Reviewer: Sandy Campbell Sandy is a Health Sciences Librarian at the University of Alberta, who has written hundreds of book reviews across many disciplines.  Sandy thinks that sharing books with children is one of the greatest gifts anyone can give. 


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