scholarly journals Self Efficacy on Narrative Writing Ability of Primary School Student

2017 ◽  
Author(s):  
Feby Inggriyani ◽  
Nurul Fazriyah
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Narrative Writing ◽  
Writing Ability ◽  
Primary School Student

The Effect of Cooperative Method and Self Efficacy toward Writing Narrative Ability

2018 ◽  
Vol 6 (04) ◽  
Author(s):  
Wici Yuli Seti Yabas ◽  
Endry Boeriswati ◽  
Fahrurozi .
Keyword(s):  
Experimental Study ◽  
Study Design ◽  
Interaction Effect ◽  
Self Efficacy ◽  
Writing Skills ◽  
Narrative Writing ◽  
Match Method ◽  
Writing Ability ◽  
Narrative Ability ◽  
Experimental Study Design

This study aims to know the effect of cooperative method and self-efficacy toward writing narrative ability. The method used was experimental study design using treatment by level 2x2 with analysis testing ANAVA. The results showed that:(1) the ability to write a narrative that students learn the concept sentence method is higher than narrative writing skills of students who are learning to use a make a match method, (2) there is an interaction effect between cooperative method and self-efficacy toward writing narrative ability, (3) the ability to write a narrative that students learn the of concept sentence is higher than the group of students who learn the make a match for students who have high selfefficacy, (4) the ability to write a narrative that students learn the make a match is higher than the group of students who learn the concept sentence for students who have low self-efficacy. Based on the results of this study it was concluded that the cooperative method and self-efficacy influence the students’ writing ability. Recommendation for teachers is to apply the concept sentence as a way to improve students’ writing narrative abilities.

Reading and writing in the primary school: focus on narrative writing

2012 ◽  
pp. 234-250
Author(s):  
Claire McLachlan ◽  
Tom Nicholson ◽  
Ruth Fielding-Barnsley ◽  
Louise Mercer ◽  
Sarah Ohi
Keyword(s):  
Primary School ◽  
Narrative Writing ◽  
Reading And Writing

scholarly journals Psychosocial Program for Primary School Student to Overcome School Refusal Behavior

2021 ◽  
Vol 2 (2) ◽  
pp. 273-287
Author(s):  
Amira Awad Abouzid ◽  
Galila Shawky El-Ganzory ◽  
Fathyea Said Sayed
Keyword(s):  
Primary School ◽  
School Refusal ◽  
School Refusal Behavior ◽  
Primary School Student

scholarly journals Realistic mathematics education: An approach to improve problem solving ability in primary school

2021 ◽  
Vol 15 (4) ◽  
pp. 511-518
Author(s):  
Lutfi Putri Nugraheni ◽  
Marsigit Marsigit
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Realistic Mathematics Education ◽  
School Students ◽  
Learning Materials ◽  
Problem Solving Skills ◽  
Realistic Mathematics ◽  
Primary School Student

Mathematical problem solving was an crucial skill to be mastered by primary school student so that will help student to unravel their problems encountered in everyday life. By using the realistic mathematics approach, stundents learn mathematical concept based on reality or scope around students. This study aimed to develop an eligible learning materials and test the effectiveness of learning materials based on realistic mathematics education to enhance the problem solving skill of primary school students. This research and development study was conducted in Sawangan Subdistrict, Magelang Regency, Central Java, Indonesia. The testing subjects consisted of 12 students in the the preliminary field, there were 42 students in the main field, and 90 students in the operational field that divided into experiment dan control class. The data were collected by interviews, observation, and tests. The analyzing N-gain score and t-test with a significant level of 0.05 done to find out th effectiveness of the teaching materials. The developed of realistic mathematics eduation learning materials is feasible and effective in improving problem solving skill with significance value of 0.000 (p≤0.05). It can enhance the problem solving skills of 4th grade elementary school.

scholarly journals Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

2021 ◽  
Vol 20 (11) ◽  
pp. 17-41
Author(s):  
Amani M Allouh ◽  
Saba M Qadhi ◽  
Mahmood A Hasan ◽  
Xiangyun Du
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Self Efficacy ◽  
Online Teaching ◽  
Professional Training ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

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