scholarly journals Empowering Teachers in the Socialization of the Anti-Sexual Violence Behavior in Primary Schools

2018 ◽  
Vol 12 (8) ◽  
pp. 20
Author(s):  
Eko Sediyono ◽  
Wahyuni Kristinawati ◽  
Mila Chrismawati Paseleng
Keyword(s):  
Elementary School ◽  
Sexual Violence ◽  
Social Life ◽  
Primary Schools ◽  
Discussion Forums ◽  
School Students ◽  
Parent Communication ◽  
Teacher Student ◽  
Central Java ◽  
The Impact

Facts showed that many cases of sexual harassment and violence occurred to elementary school students, yet they did not have the knowledge, courage, and skills to withstand against the people who harmed them. Teachers should become a good mediator for the students in understanding the basic sexual values, as well as skills against sexual abuses. This study developed a multimedia-based teaching media, animation, and user-friendly digital books to empower these teachers. The other aim to be achieved was the formation of communication and parent-student-teacher partnership. Hence, they were integrated into attaining one purpose which was protecting children from sexual violence. The method used was discussion forums, in where the teachers were divided into small groups, to achieve the goal which was the empowerment action among elementary school teachers in socialising of anti-sexual violence behaviour. All teachers involved were the principals and teachers of two elementary schools in Salatiga, Central Java, Indonesia. The impact of this action program was the establishment of tranquillity and comfort in the community's social life. The teachers were increasingly skilled and encouraged to have courage in socialising anti-sexual violence to the students. The teacher-student-parent communication was able to assist them in making an early identification, and appropriate responses to sexual violence occurred to the elementary students.

Web-Based Peer and Self-Assessment System Design and Development for Elementary School Students

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Mehmet EMIN KORTAK
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Primary Schools ◽  
Peer Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
School Students ◽  
Self Assessment ◽  
Web Based ◽  
User Friendly

This research aimed at designing and improving the web-based integrated peer and self- assessment. WesPASS (web-based peer-assessment system), developed in this research, allows students to assess their own or their peers’ performance and project assignments and to report about the result of these assessments so that they correct their assignments. This study employed design-based research. The participants included 102 fourth grade primary school students and their 4 teachers from 2 state and 2 private primary schools in Ankara, Kecioren (Turkey) who employed the system and were engaged in a questionnaire survey to assess its quality. The findings were analyzed through quantitative data analysis. The findings revealed that the system can be used by elementary school students for peer and self-assessment system. The participants stated that WesPASS is simple and user-friendly, and it accelerates the assessment process by employing information technology and allows to share opinions 

Kajian Literatur Tentang Kreativitas Belajar Siswa Sekolah Dasar dengan Menggunakan Model Pembelajaran Number Head Together

PALAPA ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 199-209
Author(s):  
Nurhayati Mardhatilla ◽  
Ramdhan Witarsa ◽  
Nurhaswinda Nurhaswinda
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Literature Review ◽  
Elementary School Students ◽  
Research Method ◽  
Learning Model ◽  
Data Display ◽  
School Students ◽  
Collection Data ◽  
The Impact

This study aims to determine and described the learning creativity of elementary school students using the number head together learning model. This research method is a literature review research method. The stages of this literature review are data collection, data reduction, data display, discussion, and conclusions. The results showed that from 17 articles published from 2010-2020 about the number head together learning model and learning creativity of elementary school students, there were 2 articles that matched these variables. The number head together learning model can increase the learning creativity of elementary school students. The novelty of this research is the connection between one article and another that discusses the same topic. The impact of the results of this study is the increasing number of literature review studies to reinforce existing theories.

THE IMPLEMENTATION BLENDED LEARNING METHOD USING ARTICULATED STORYLINE IN CLASS 4 FRACTION LEARNING, MUHAMMADIYAH PRIMARY SCHOOL, PANGKALPINANG

2021 ◽  
Vol 4 (1) ◽  
pp. 40-47
Author(s):  
Fandi Nugroho ◽  
Muhammad Iqbal Arrosyad
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Blended Learning ◽  
Mathematics Learning ◽  
Logical Reasoning ◽  
Learning Method ◽  
School Students ◽  
Mathematical Problems ◽  
Research Students ◽  
The Impact

This study aims to describe the implementation of multimedia learning in blended learning in mathematics in grade 4 elementary schools on the topic of fractions. Articulated storyline is an effective medium for elementary school students that is easily developed as one of the multimedia blended learning used in the blended learning method. In our research we examined how the impact of implementation blended learning using multimedia articulated storylines, In this case, it is also discussed how the influence of multimedia articulation storylines as one of the multimedia that can be developed easily to help teachers in distance learning, especially mathematics learning in schools. Primary school related to fraction learning. In this research, students are taught how to interpret the understanding of the concept of fraction problems and proof in life related to mathematics learning problems, so that they can describe mathematical problems and can understand the concept of fractions using logical reasoning so that they are able to prove reasoning about fraction problems according to their abilities. The use of reasoning is needed to determine the concepts that have been made based on the understanding of the concept of fractions that the students have. This study was designed to see the effect of blended learning which is applied as a learning model used to teach logical reasoning in mathematics learning, especially about fraction problems, and how the effect of the application of blended learning on learning outcomes of primary school students at Muhammadiyah Elementary School Pangkalpinang

scholarly journals Age at Menarche and Menstrual Pattern of Elementary School Students in Medan

2017 ◽  
Vol 38 (3-4) ◽  
pp. 75
Author(s):  
Nurdiani Nurdiani ◽  
Evi Kamelia ◽  
Rusdi Andid ◽  
Ani Ariani ◽  
Hakimi Hakimi ◽  
...  
Keyword(s):  
Elementary School ◽  
Menstrual Cycle ◽  
Primary School ◽  
Elementary School Students ◽  
Primary Schools ◽  
Common Finding ◽  
Age At Menarche ◽  
School Students ◽  
Sexual Counseling ◽  
The Moment

This study aimed to determine the age at menarche and its influencing factors and the pattern of menstrual cycles in elementary school students in Medan. Subjects were 227 female students in six primary schools (private and government) in Medan municipal, during October until November 1995. Most students experienced menarche in government primary school (GPS: 35.8%) and private primary school (PPS: 24%), at the age of 10-12 years. The mean age at menarche of these students in government primary school was 11.41 (SD 0.95) years while in private primary school it was 10.65 (SD 0.78) years. Subjects who had had menarche had better nutritional status than who had not (p<0.001). Sports activities are also associated with age at menarche (p<0.001). On the other hand family's economical status and maternal age at menarche were not significantly associated with age at menarche (p>0.05). Most students who had had menarche had regular menstrual cycle; the duration of menarche was 4-6 days for GPS and 3 days for PPS. Dysmenorrhea was a common finding in the first three months of menstruation cycle but gradually diminishing with time. The duration of menstrual cycle was 25-34 days. These findings are useful as a guide for the parents, especially when mothers planning the best time/ the moment to discuss about reproduction and sexual counseling with her daughter.

The Effect of Hypermedia Authoring on Elementary School Students' Creative Thinking

1998 ◽  
Vol 19 (1) ◽  
pp. 27-51 ◽  
Author(s):  
Min Liu
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Word Processing ◽  
Creative Thinking ◽  
Fourth Graders ◽  
Extended Period ◽  
School Students ◽  
Logo Programming ◽  
Hypermedia Authoring ◽  
The Impact

Promoting creative thinking in children has been an issue of critical importance to educators. Research shows that appropriate uses of computer programs such as word processing, computer imaging, and Logo programming have the potential to enhance children's creativity. Little is known, however, about the impact of hypermedia technology on children's creative thinking. This study examined whether engaging elementary school students in hypermedia authoring would promote their creative thinking. It was found that after engaging in an extended period of hypermedia authoring, the fourth graders increased their creativity scores in a number of areas. The low and intermediate ability students appeared to benefit from the hypermedia authoring environment more than the high ability students and working collaboratively on the hypermedia authoring projects enabled students to demonstrate higher creativity scores than when working individually. The findings are consistent with research on hypermedia and creativity with Logo in showing that by offering a new dimension for expressing thoughts and encouraging novel ways of presentation, hypermedia authoring is another way to facilitate children's cognitive development and promote their motivation toward learning.

scholarly journals Setting expectations: Building the blocks of phonemic awareness

2021 ◽  
Author(s):  
W. L. Quint Oga-Baldwin ◽  
Kaori Nakao ◽  
Luke K. Fryer
Keyword(s):  
Elementary School ◽  
Phonemic Awareness ◽  
Primary Schools ◽  
School Students ◽  
English Classes ◽  
Instructional Context ◽  
Significant Difference ◽  
The Difference ◽  
Identity Test ◽  
English Instruction

Young learners require developmental benchmarks to improve awareness of the phonemes in a new language. This study aimed to extend our understanding of Japanese elementary school students’ general and specific phonemic awareness across four years of English instruction. A public elementary school 3rd-6th year students in Japan (n=261, ages=8–12) participated in this study. The phoneme-identity test used consisted of fifteen items employing words during students' regular English classes. The effect of year on achievement and the difference between grades was tested. There was a significant effect of students' year on test score (p&lt;.05). While there were no statistically significant difference years 4-5, and between years 5-6, students’ phonemic awareness increased two-year increments. Moreover, patterns of specific phoneme difficulties were identified. The present study provides preliminary guidelines for understanding the intersection between first and foreign languages, instructional context and their shared contribution towards listening and reading development in primary schools.

scholarly journals DAMPAK BULLYING TERHADAP PERCAYA DIRI PESERTA DIDIK SEKOLAH DASAR

2020 ◽  
Vol 4 (2) ◽  
pp. 152-157
Author(s):  
Faizal Chan ◽  
Agung Rimba Kurniawan ◽  
Siti Kalila ◽  
Fiki Amalia ◽  
Devi Apriliani ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Research Method ◽  
Psychological Development ◽  
School Students ◽  
The Impact ◽  
Victims Of Bullying

Abstract The purpose of this study is to describe the impact of bulliying on the confidence of elementary school students ". The impact of bullying can affect students' psychological development. Another impact of victims of bullying can be an offender for others. The research method used in this study is qualitative. This type of research used in this study is a purposive study because researchers feel the sample taken is most knowledgeable about the problem to be examined by the researcher. Based on the results of the study it can not be seen directly the impact of victims of bullying, but psychologically the victims of this bullying experience pressure. Even in some cases, victims of bullying do not have confidence. 

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

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>

Curricular Physical Activity and Academic Performance

1997 ◽  
Vol 9 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Roy J. Shephard
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Psychomotor Development ◽  
Release Time ◽  
Positive Health ◽  
School Students ◽  
The Impact

Advocates of quality daily physical education for prepubescent children frequently encounter the argument that such initiatives will harm academic progress. The impact of daily physical education upon the academic performance of primary school students is thus reviewed with particular reference to studies conducted in Vanves (France), Australia, and Trois Rivières (Québec). When a substantial proportion of curricular time (14–26%) is allocated to physical activity, learning seems to proceed more rapidly per unit of classroom time, so that academic performance matches, and may even exceed, that of control students. Children receiving additional physical education show an acceleration of their psychomotor development, and this could provide a mechanism for accelerated learning of academic skills. Other potential mechanisms include increased cerebral blood flow, greater arousal, changes in hormone levels, enhanced nutrient intake, changes in body build, and increased self esteem. Academic teachers may also favor the enhanced physical education program, creating “halo” effects, and the resulting release time may enhance their academic teaching. Irrespective of mechanisms, the implication for public policy is that daily required physical education can be introduced when a child enters primary school without compromising academic development. Given the importance of establishing positive health habits from an early age, school boards should be encouraged to follow a policy of required daily physical activity in primary schools. Evidence of specific benefit in students with learning disabilities remains less convincing.

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