scholarly journals MODEL PEMBELAJARAN MITIGASI BENCANA TANAH LONGSOR DI SEKOLAH DASAR LERENG GUNUNG RINJANI

2021 ◽  
Vol 7 (2) ◽  
pp. 406
Author(s):  
Syahrial Ayub ◽  
Kosim Kosim ◽  
I Wayan Gunada ◽  
Luh Putu Utari
Keyword(s):  
Primary School ◽  
Urban Areas ◽  
Primary Schools ◽  
Learning Model ◽  
Peer Teaching ◽  
Disaster Mitigation ◽  
Learning Models ◽  
Additional Material ◽  
Primary School Teachers ◽  
Teachers And Students

ABSTRAKArtikel ini adalah salah satu hasil penelitian pengembangan model pembelajaran mitigasi bencana bagi guru dan peserta didik di sekolah dasar. Hasil ini diterapkan didaerah pegunungan, pesisir dan kota. Sampel daerah pegunungan adalah SD Negeri 1 Sembalun yang terletak di lereng gunung Rinjani Lombok Timur, NTB. Penerapannya diawali dengan modeling pembelajaran mitigasi bencana tanah longsor, struktur pembelajaran mitigasi bencana dikaitkan dengan modeling, teknik moderasi untuk mengungkap tanggapan dan pendapat guru, peer teaching oleh guru dan terakhir monitoring, observasi, evaluasi dan refleksi. Hasil penelitian merekomendasikan model pembelajaran mitigasi bencana mempunyai 3 tahapan pokok pembelajaran yaitu kegiatan awal, kegiatan inti dan kegiatan pemantapan. Setiap kegiatan memiliki tujuan pembelajaran yang harus dicapai dengan berbagai alternatif kegiatan yang dapat dipilih guru. Hasilnya 100% guru memiliki keinginan untuk melaksanakan model pembelajaran mitigasi bencana yang berbasis peserta didik, 91,67 % model pembelajaran mitigasi bencana tepat untuk memenuhi kebutuhan peserta didik dalam meningkatkan kesadaran bencana di sekolah dan masyarakat dan 33,33% guru mengharapkan tambahan materi untuk buku model pembelajaran mitigasi bencana untuk guru sekolah dasar. Tambahan itu berupa lagu-lagu tentang bencana dan dikemas dengan kreatif supaya peserta didik senang dan lebih cepat mengerti. Kata kunci: model pembelajaran mitigasi bencana; tanah longsor; sekolah dasar. ABSTRACTThis article is one of the results of research on the development of disaster mitigation learning models for teachers and students in primary schools. These results are applied in mountainous, coastal and urban areas. The sample of mountainous areas is SD Negeri 1 Sembalun which is located on the slopes of Mount Rinjani, East Lombok, NTB. Its application begins with modeling of landslide disaster mitigation learning, disaster mitigation learning structure associated with modeling, moderation techniques to reveal teacher responses and opinions, peer teaching by teachers and finally monitoring, observation, evaluation and reflection. The results of the study recommend that the disaster mitigation learning model has 3 main learning stages, namely initial activities, core activities and stabilization activities. Each activity has learning objectives that must be achieved with various alternative activities that the teacher can choose.  The result is that 100% of teachers have a desire to implement student-based disaster mitigation learning models, 91.67% of disaster mitigation learning models are appropriate to meet the needs of students in increasing disaster awareness in schools and communities and 33.33% of teachers expect additional material for books. disaster mitigation learning model for primary school teachers. The additions are in the form of songs about disasters and packaged creatively so that students are happy and understand more quickly.     Keywords: disaster mitigation learning model; landslide; primary school.

scholarly journals DEVELOPING AN INTERACTIVE LEARNING MODEL USING VISUAL BASIC APPLICATIONS WITH ETHNOMATHEMATICAL CONTENTS TO IMPROVE PRIMARY SCHOOL STUDENTS’ MATHEMATICAL REASONING

2020 ◽  
Vol 9 (2) ◽  
pp. 275
Author(s):  
Euis Eti Rohaeti ◽  
Nelly Fitriani ◽  
Padillah Akbar
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Interactive Learning ◽  
Mathematical Reasoning ◽  
Learning Model ◽  
Learning Models ◽  
School Students ◽  
Microsoft Excel ◽  
Reasoning Abilities ◽  
Teachers And Students

This study aims to examine the development of an interactive learning model using Visual Basic Application for Microsoft excel with ethnomathematical content on fractions, to improve primary school students’ mathematical reasoning abilities. The research method used is development through the stages of conducting preliminary studies and literature, designing interactive learning models, conducting FGDs, producing initial designs of interactive learning models, conducting limited trials in one primary school, making revisions, conducting extensive trials in four primary schools, producing trial in another primary school. The last obtaining a final model and conducting socialisation. The last, it provides a test of mathematical reasoning ability. The research subjects were teachers and students in six primary schools. The research instruments were interviews, validation sheets, documentation, learning observation sheets, questionnaires and mathematical reasoning ability test.  The assessment criteria for the developed learning model include syntax, social system, principle of reaction, supports system and instructional impact. The results showed that 1) Development of VBA-assisted and ethnomatematically-loaded interactive learning models go through two major stages, namely product development and validation  2) The Interactive learning model was declared very valid; 3) The responses of teachers and students were generally positive; 4) The achievement of students’ mathematical reasoning abilities after gave learning with an interactive model using VBA for Microsoft Excel with ethnomathematical contents better than using ordinary learning.

scholarly journals Knowledge, attitude and reported practice of primary school teachers on specified school health activities in Danuphyu Township, Ayeyarwaddy Region, Myanmar

2014 ◽  
Vol 3 (1) ◽  
pp. 24-29
Author(s):  
Ye Minn Htun ◽  
Kay Thi Lwin ◽  
Nwe Nwe Oo ◽  
Kyaw Soe ◽  
Than Tun Sein
Keyword(s):  
Health Promotion ◽  
Primary School ◽  
Urban Areas ◽  
Primary Schools ◽  
Positive Attitude ◽  
School Health ◽  
Health Promotion Program ◽  
School Teachers ◽  
Primary School Teachers ◽  
High Knowledge

Schools are important settings for comprehensive health promotion. School exerts the most influence on the lives of children and youth. Schools can play a key role in supporting students’ health and, by extension, the health of their families and communities. This school-based cross sectional descriptive study was conducted in Danuphyu Town-ship from June to November, 2012. This study aimed to identify the levels of knowledge, attitude and practice of primary school teachers concerning four school health activities: comprehensive school health education; healthy school environments; prevention and control of communicable diseases; and nutritional promotion and food safety. The sample consisted of 97 teachers from 23 primary schools were randomly selected to participate in the study. A pre-tested structured questionnaire was used as a data collection tool. It was found that 62.9% of teachers achieved a high level of knowledge scores (mean knowledge score of 39.10 with SD 3.087); 57.7% had a positive attitude towards school health activities; 52.6% of teachers achieved high reported practice scores (with mean practice score of 66.07 and SD 4.17); teachers from urban areas, over 50 years of age, and with service duration of 20-24 years, are statistically significantly associated with higher levels of reported practice; teachers with high knowledge and posi-tive attitude scores achieved higher reported practice scores, but these associations are not statistically significant. Overall, over 50% of the teachers had a high knowledge, a positive attitude and high practice scores relating to school health activities, and this shows that favorable conditions exist at the schools among the teachers for further strengthening the school health program of Myanmar. Enhancing teachers' involvement in school health activities would establish good outcomes of the school health promotion program. Provision of continuous training of teach-ers in school health would further enhance knowledge of teachers, and would gradually inculcate positive attitudes among them. This would lead towards more involvement of teachers in school health activities. South East Asia Journal of Public Health 2013; 3(1): 24-29 DOI: http://dx.doi.org/10.3329/seajph.v3i1.17707

scholarly journals PEELI Training and Professional Development of Primary School Teachers

2020 ◽  
Author(s):  
Hamid Ali Nadeem ◽  
Azhar Mumtaz Saadi ◽  
Nudrat Fatima ◽  
Namood-e- Sahar
Keyword(s):  
Primary School ◽  
Communication Skills ◽  
Primary Schools ◽  
English Language ◽  
Writing Skills ◽  
School Teachers ◽  
Primary School Teachers ◽  
Reading And Writing ◽  
Four Dimensions ◽  
Teachers And Students

<p>Language forms the medium of communication through verbal and nonverbal means which help to develop understanding. The communication and pedagogy are part and parcel of each other as well as the teaching process. The aims of teaching could not be achieved without better communication between teacher and students. The present study was thus planned to analyze the effect of PEELI (Punjab Education and English Language Initiative) training on communication skills of primary school teachers. The findings showed that the educators recruited in 2017 and 2018 have found PEELI interesting and innovative. Listening, speaking, reading and writing are the four dimensions of communication. PEELI training has assisted them in enhancing speaking and writing skills of learners. However, they feel difficulty in developing and interacting learners in listening and reading. They look for more modules and sessions to be organized to cover all the four aspects of communication to develop better interaction with learners. It is recommended to overcome the drawbacks in future training policies thus to bridge the communication gaps between teachers and students of primary schools.</p>

scholarly journals PEELI Training and Professional Development of Primary School Teachers

2020 ◽  
Author(s):  
Hamid Ali Nadeem ◽  
Azhar Mumtaz Saadi ◽  
Nudrat Fatima ◽  
Namood-e- Sahar
Keyword(s):  
Primary School ◽  
Communication Skills ◽  
Primary Schools ◽  
English Language ◽  
Writing Skills ◽  
School Teachers ◽  
Primary School Teachers ◽  
Reading And Writing ◽  
Four Dimensions ◽  
Teachers And Students

<p>Language forms the medium of communication through verbal and nonverbal means which help to develop understanding. The communication and pedagogy are part and parcel of each other as well as the teaching process. The aims of teaching could not be achieved without better communication between teacher and students. The present study was thus planned to analyze the effect of PEELI (Punjab Education and English Language Initiative) training on communication skills of primary school teachers. The findings showed that the educators recruited in 2017 and 2018 have found PEELI interesting and innovative. Listening, speaking, reading and writing are the four dimensions of communication. PEELI training has assisted them in enhancing speaking and writing skills of learners. However, they feel difficulty in developing and interacting learners in listening and reading. They look for more modules and sessions to be organized to cover all the four aspects of communication to develop better interaction with learners. It is recommended to overcome the drawbacks in future training policies thus to bridge the communication gaps between teachers and students of primary schools.</p>

SCHOOL ENVIRONMENT AND ITS RELATIONSHIP TO PSYCHOLOGICAL SECURITY OF PRIMARY SCHOOL PUPILS IN BAGHDAD PROVINCE

2021 ◽  
Author(s):  
Qasim ALKINANI
Keyword(s):  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Point Of View ◽  
Educational Work ◽  
Primary School Teachers ◽  
Psychological Issues ◽  
Teachers And Students ◽  
Primary School Pupils ◽  
The Relationship

The educational conference held in Baghdad Governorate (10/3/2018) emphasized in its recommendations the necessity of finding solutions to educational problems related to primary schools, creating positive relationships between teachers and students, and raising the levels of psychological security of students. The importance of the current research lies in knowing the relationship between the school environment and psychological security and their levels of pupils in primary schools And that these educational and psychological issues occupy a prominent place in educational work. The objectives of the research are to identify the nature of the school environment in primary schools and to identify the level of psychological security of pupils from the teachers' point of view. The current research is based on the descriptive approach (associative studies). The research community consisted of primary school teachers in the governorate of Baghdad, and in order to achieve the objectives of the research, the research sample was chosen by the random stratified method according to the scientific ratios, and the research came out with a set of results and conclusions, including that the nature of the school environment is not convincing and completely inappropriate for the development of pupils' abilities, and the level of psychological security Among the students, it was average due to the influence of several factors inside and outside the school domain that affect the students, directly and indirectly.

PENERAPAN MODEL PEMBELAJARAN BERDASARKAN MASALAH (PROBLEM BASED INTRUCTION) UNTUK MENINGKATKAN HASIL BELAJAR PKN SISWA KELAS IV SD NEGERI 010 PULAU ARO KECAMATAN KUANTAN TENGAH KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Yusmaneti Yusmaneti
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Citizenship Education ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Average Score ◽  
Learning Models ◽  
Fourth Grade Students ◽  
Average Problem

This research is based on the low learning outcomes of Citizenship Education for fourth grade students of State Primary School 010, Pulau Aro, Kuantan Tengah Subdistrict, Kuantan Singingi Regency, from 12 students only 5 (41.66%) who achieved the minimum completeness criteria determined by the school at 70 with an average score amounting to 65.4. The research aims to improve the learning outcomes of Citizenship Education through the application of problem based intruction models. The results of the study show, during the learning process before using the problem-based learning model, the average score was 65.4 with incomplete categories and after using the learning model based on the average problem of student learning outcomes in the first cycle to 79.7 with complete categories while in the cycle II has increased again to 87.6 with complete categories. Based on the results of this study, it can be concluded that through the application of problem-based learning models (Problem Based Intruction) can improve Student Grade 4 Citizenship Education Learning Outcomes of State Primary School 010, Pulau Aro, Kuantan Tengah Subdistrict, Kuantan Singingi Regency.

MENINGKATKAN KEMAMPUAN KOMUNIKASI MELALUI PEMBELAJARAN KOOPERATIF TIPE TARI BAMBU

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Idham Kholid ◽  
Dede Rohaniawati
Keyword(s):  
Cooperative Learning ◽  
Primary School ◽  
Communication Skill ◽  
Learning Model ◽  
Skill Assessment ◽  
Fifth Grade Students ◽  
Grade 5 ◽  
Teachers And Students ◽  
And Performance ◽  
Research Students

This research was conducted with the aim to know the application of cooperative learning model of bamboo dance type in learning social studies in every cycle and to know the improvement of student communication skill in every cycle. The method used in this research is classroom action research. Students who made the object of this study is the fifth-grade students of Islamic primary school AlMuawwanah in Subang District West Java Indonesia, which amounted to 30 consisted of 21 men and 9 women. The data collection techniques using teacher and student observation sheets and performance assessment sheets. The results of this study showed that the application of cooperative learning model of bamboo dance type can improve students' communication skills. The result of precycle student communication skill assessment is 42,83%. In the first cycle increased by 56.83% and more increased in cycle II reached 66.67%. The highest achievement occurred in the third cycle of 86.17%. This study shows that communication skill of grade 5 students of Islamic primary school in Al-Muawwanah has increased during the implementation of cooperative learning model of bamboo dance type in each cycle. The activities of teachers and students in the learning process also increased in every cyle.

Knowledge and Attitude of Teachers in Selected Malaysian Primary School towards Dental Injuries

2018 ◽  
Vol 15 (2) ◽  
pp. 51
Author(s):  
Syazwani Hassan ◽  
Nur Nabila Zulkifly ◽  
Annapurny Venkiteswaran ◽  
Rohaida Abdul Halim
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Tertiary Education ◽  
Primary School Teachers ◽  
Storage Media ◽  
Validated Questionnaire ◽  
First Aid Training ◽  
Level Of Knowledge ◽  
Knowledge And Attitude ◽  
Dental Injuries

To ascertain the level of knowledge among primary school teachers towards the management of traumatic dental injuries (TDIs) in school and to determine the preference among teachers regarding the education tools that can be used to increase awareness and knowledge among them. A total of 150 teachers from primary schools in three different districts were included in the study and they were given self-administered questionnaires to be filled. The validated questionnaire was distributed randomly in the selected schools. The questionnaire included two scenarios comprising of tooth fracture and avulsion. Questions regarding awareness and management of these scenarios were asked. All 150 participants answered the questionnaire; of these 74% were females 26% were males. 64% of the participants had received tertiary education. Although 70% of teachers had obtained first aid training, only 9.3% of them had received training regrading dental injuries. About 53% of participants knew the correct answer for the appropriate response to fractured tooth and only 35.3% managed to correctly answer the question related to appropriate response to an avulsed tooth. Only 38.7% knew about appropriate rinsing solution and a mere 4.7% were familiar with proper storage media. Even though the teachers have poor knowledge regarding management of dental injuries, it is reassuring to know that 93% of them are keen on further training and awareness. More educational programmes need to be introduced to empower the teachers with the relevant knowledge required to deal with dental emergencies.

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