ESTRATEGIA DIDÁCTICA PARA EL DESARROLLO DEL PENSAMIENTO GEOMÉTRICO EN EL PROCESO DE ENSEÑANZA-APRENDIZAJE DE LA MATEMÁTICA EN LA ENSEÑANZA PRIMARIA ANGOLEÑA

2017 ◽  
Vol 1 (1) ◽  
pp. 75-88
Author(s):  
Frederico Calala Nunda ◽  
Michel Enrique Gamboa Graus ◽  
Luis Zaldívar Henríquez
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Primary Education ◽  
Learning Process ◽  
Teaching Strategy ◽  
Sixth Graders ◽  
The Real ◽  
Geometric Thinking ◽  
Teaching Learning ◽  
Theoretical Considerations

DIDACTIC STRATEGY FOR THE DEVELOPMENT OF GEOMETRIC THINKING IN THE TEACHING-LEARNING PROCESS OF MATHEMATICS IN ANGOLAN PRIMARY EDUCATIONRESUMENEn este artículo se emprende la implementación de una estrategia didáctica para el desarrollo del pensamiento geométrico en el proceso de enseñanza-aprendizaje de la Matemática en la enseñanza primaria angoleña. Esto se hace a partir del estado real y potencial de los alumnos de sexto grado de la Escuela Primaria Comandante Dangereux de Huambo, una de las provincias angoleñas, que limitan el rendimiento académico en dicha asignatura. La esencia radica en la integración de acciones como parte de las cuatro fases: (1) de diagnóstico, (2) planificación, (3) ejecución y (4) evaluación. De tal manera se optimiza esta actividad en función de los resultados del diagnóstico pedagógico integral. Igualmente se presentan consideraciones teóricas que sustentan la estrategia propuesta, ejemplos de ejercicios e indicaciones metodológicas para implementarlos. Además, se presenta un análisis de la pertinencia y factibilidad de la estrategia didáctica propuesta, que muestra las posibilidades reales de generalización en la Enseñanza Primaria angoleña.PALABRAS CLAVE: Matemática, pensamiento geométrico, estrategia didáctica.ABSTRACTThis article deals with the implementation of a didactic strategy for the development of geometric thinking in the teaching-learning process of Mathematics in the Angolan primary education. This is done from the actual and potential status of sixth graders from Elementary School Commander Dangereux of Huambo, one of the Angolan provinces, which limit academic achievement in that subject. The essence lies in the integration of actions as part of the four phases: (1) diagnostic, (2) planning, (3) implementation and (4) evaluation. So this activity is optimized based on the results of the comprehensive pedagogical diagnostic. Equally theoretical considerations underlying the proposed strategy, examples of exercises and recommendations to implement them are presented. In addition, it is presented an analysis of the relevance and feasibility of the proposed teaching strategy, which shows the real possibilities of generalization in Angolan primary education.KEYWORDS: Mathematics, geometric thinking, didactic strategy.

scholarly journals O que revelam os mapas mentais do quinto ano? Um estudo de caso com estudantes do ensino fundamental

Terr Plural ◽  
2020 ◽  
Vol 14 ◽  
pp. 1-20
Author(s):  
Aline Beatriz Ludwig ◽  
Rosa Elisabete Militz Wypyczynski Martins
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Learning Process ◽  
Mental Maps ◽  
School Students ◽  
The Real ◽  
Graphic Representations ◽  
Teaching Learning

This paper presents reflections about the teaching of school geography, focusing on the learning of cartographic knowledge. The main goal was to verify the understanding of cartographic views of fifth-year elementary school students, through the cartographic language present in representations of selected students. The analysis was based on Kozel (2001) to examine mental maps concerning to its graphic representations, such as the form of representation, distribution and specificity of the elements and, finally, the proportion observed between the real and represented elements. By observing these elements in the representations, it is observed the importance of working, in the initial years, with activities that develop the cartographic knowledge within the teaching-learning process of Geography.

scholarly journals STUDENTS’ MOTIVATION AND RESPONSIVE PEDAGOGY IN LANGUAGE CLASSROOM

2019 ◽  
Vol 6 (2) ◽  
pp. 75
Author(s):  
Syarifah Dahliana
Keyword(s):  
Learning Process ◽  
Teaching Strategy ◽  
Interactive Communication ◽  
Classroom Activities ◽  
Language Classroom ◽  
Teaching Goal ◽  
English Speaking ◽  
Responsive Pedagogy ◽  
Teaching Learning ◽  
Self Engagement

Students’ motivation contributes to the successful teaching learning process as it determines self-engagement and participations in the classroom. Encouraging students’ motivation, then, becomes important for the teacher to achieve the teaching goal and to provide a meaningful learning process for the students. This research is aimed to discuss responsive pedagogy in encouraging students’ motivation to learn and participate in classroom learning process. One English speaking class becomes the object of the observation. The interviews with the teacher and some students were also part of data collection in order to obtain information about the students’ motivation in learning English speaking, teacher’s teaching strategy, and classroom interactions. The findings indicate that classroom activities are crucial in motivating students’ responsive learning. In addition, the teacher’s competency in creating a conducive environment and leading an interactive communication are the ways of the teacher influence students’ motivation in learning process.

scholarly journals EFEKTIVITAS PROSES BELAJAR MENGAJAR PERMAINAN BOLA VOLI MELALUI PENDEKATAN PEMBELAJARAN GAMES AND COMPETITION PADA SISWA KELAS V SD NEGERI 14 LEBONG SELATAN

KINESTETIK ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 99-107
Author(s):  
Ramonsah Putra ◽  
Yarmani Yarmani ◽  
Arwin Arwin
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Research Method ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Learning Methods ◽  
Class V ◽  
Student Activity ◽  
The Subject ◽  
Teaching Learning

AbstrakPenelitian ini bertujuan untuk mengetahui peningkatan proses belajar mengajar Permainan Bola Voli Melalui Metode Pembelajaran Games and competition Pada Siswa Kelas V SD Negeri 14 Lebong Selatan. Penelitian ini dilakukan pada jam belajar Penjasorkes kelas V SD Negeri 14 Lebong Selatan. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK), penelitian ini secara obyektif atau apa adanya dengan subyek siswa kelas V SD Negeri 14 Lebong Selatan berjumlah 15 orang. Penelitian ini dilakukan dalam 2 siklus, setiap siklus terdiri dari empat tahapan yaitu : (1) perencanaan,  (2) pelaksanaan tindakan, (3) observasi, dan (4) refleksi. Jenis data yang dikumpulkan adalah data kualitatif berupa hasil observasi aktivitas guru dan siswa pada saat proses belajar-mengajar berlangsung. Adapun hasil pengamatan terhadap siswa dalam proses belajar mengajar Permainan Bola Voli Melalui Metode Pembelajaran Games and competition pada siklus I adalah sebesar 55% dari keseluruhan pengamatan terhadap proses belajar mengajar. Pada siklus II meningkat menjadi 85%. Sedangkan hasil pengamatan terhadap guru pada siklus I sebesar 65% dan meningkat pada siklus II menjadi 90%. Sehingga dapat disimpulkan bahwa adanya peningkatan yang sangat berarti dalam penerapan metode pembelajaran games and competition pada siswa kelas V SD Negeri 14 Lebong Selatan.Kata Kunci : Proses Belajar Mengajar, Bola Voli, Games and competition.AbstackThis study aims to determine the improvement of teaching and learning process of Ball Games through Learning Methods of Games and competition In Grade V Students of Elementary school 14 Lebong Selatan. This research was conducted at the learning hour of class V of SD Negeri 14 Lebong Selatan. The research method used is Classroom Action Research (PTK), this research is objective or what it is with the subject of grade V students of SD Negeri 14 Lebong Selatan totaling 15 people. This study was conducted in 2 cycles, each cycle consisting of four stages: (1) planning, (2) implementation of action, (3) observation, and (4) reflection. The type of data collected is qualitative data in the form of observation of teacher and student activity during the teaching-learning process. The results of observation of the students in the learning process Teaching Ball Volleyball Through Learning Methods Games and competition in the first cycle is 55% of the overall observation of the teaching and learning process. In the second cycle increased to 85%. While the results of observations of teachers in the first cycle of 65% and increased in cycle II to 90%. So it can be concluded that there is a very significant improvement in the application of learning methods of games and competition on students of grade V Elementary school 14 Lebong Selatan.Keywords: Volleyball, Games and competition, Teaching and Learning Proces

scholarly journals INTERNALISASIPENDIDIKAN KARAKTER ISLAMI KEPADA ANAK SEKOLAH DASAR di SD Plus NURUL HIKMAH PAMEKASAN

2018 ◽  
Vol 5 (1) ◽  
pp. 12-22
Author(s):  
Halimatus Sakdiyah
Keyword(s):  
Elementary School ◽  
Character Education ◽  
School Children ◽  
Learning Process ◽  
Elementary School Children ◽  
Spiritual Values ◽  
Rewards And Punishment ◽  
Teaching Learning

The Islamiceducation character of elementary school children is very important, as an effort to cultivate the students’ intelligence in thinking, acting and behaving in accordance with the noble values ​​that its’ become the identity, and can be realized in interaction with God, themselves, others and the environment as a manifestation. Schools are a strategic place for appear education character because the children of some circles will be educated at school. In addition, children spend most of their time at school, something they have been gotten in school will be affected the formation of their character. To realize a generation that has a strong character and strong faith and Islam, it is necessary to instill the values ​​of personality to the child. In this case, the role of educator is very important, especially when they were applying the teaching learning process to the students.To instill Islamic character education of elementary school, children need some methods that must be mastered by educators, such as exemplary, habituation, advice, attention (supervision), rewards and punishment. The educators can be given knowledge improvement, and can be internalized the spiritual values ​​to their students by using some methods.

scholarly journals PEMBERDAYAAN PENDIDIKAN DASAR

MADRASAH ◽  
2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Ahmad Sholeh
Keyword(s):  
Primary Education ◽  
Learning Process ◽  
Quality Of Education ◽  
Curriculum Management ◽  
Community Based ◽  
Community Based Education ◽  
Grass Root ◽  
Decentralization Of Education ◽  
Teaching Learning

The empowering in primary education includes all of the aspects which aim to improve the quality of education either in teaching-learning process, curriculum, management or others. If we observe primary education especially in state primary education, we will find some weaknesses. Therefore to solve the problem, we must implement the planning of community-based education and decentralization of education from grass root optimally. Because the results of the analyzing showed that the implementations of planning have significance to survive the institution for the future.<br /> Keyword: Empowering, community-based education, grass root<br /><br /><br />

scholarly journals English Vocabulary Achievement Through Telling Stories Using Pictures in Islamic Elementary School

2019 ◽  
Vol 3 (1) ◽  
pp. 01
Author(s):  
Aminulloh Aminulloh ◽  
Asropi Safi'i ◽  
Muhammad Eka Rahman
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
General Problem ◽  
Learning Process ◽  
Quantitative Data ◽  
School Facilities ◽  
Descriptive Statistics ◽  
Teaching Learning ◽  
Learning English ◽  
Vocabulary Achievement

This reserch focuses on English vocabulary achievement through telling stories Using pictures. The general  problem of this research is How far is the English vocabulary achievement through telling stories using pictures of the fifth year student of MIMA KH Siddiq Jember?". In this research the quantitative data was analyzed by using descriptive statistics. Based on the description from data analysis, the result of students’ English vocabulary achievement through telling stories was 76, 6. After consulting to the table score classification levels, the score lied in the interval of 66 to 75. This meant that the English vocabulary achievement by telling stories using pictures of the fifth year students of MIMA KH Siddiq Jember is enough. Since, the result of this research was enough; it is possible supported by the student's activity in learning English, the teaching learning process and the school facilities.

scholarly journals PENGARUH PENDEKATAN CTL TERHADAP PEMAHAMAN MATEMATIKA SISWA KELAS IV BERDASARKAN JENIS KELAMIN DI SD NEGERI KOTA PADANG

2018 ◽  
Author(s):  
Firman - Firman
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Design Research ◽  
Conventional Technique ◽  
Female Students ◽  
Teaching Approach ◽  
Male And Female ◽  
Quasi Experimental ◽  
And Gender ◽  
Teaching Learning

The problem of this research was the students had low understanding on Matematics. This problem was led by some factors. The factors were the low students involvement in a teaching-learning process, the unrelevant material to their daily life, and the less involvement to concept building during the learning process. The aims of this research were to explain: (1) the different Math understanding betwen the studentstaught by using CTL approach and conventional technique, in teaching Math for 4thgrade students of Elementary School in Padang, (2) the different Math understanding between male and female students of 4th grade of elementary school in Padang, and (3) the different interaction between teaching approach and gender in influencing Math understanding of 4th grade students of Elementary School in Padang.This research was Quasi Experimental Design research by using factorial design. The population of this research was all of 4th grade students of Elementary School in North Padang municipality. The sample gotten through random sampling were SDN 11Lolong as the control class and SDN 13 Lolong as the experimental class, CTL was implemented; meanwhile, in the control class, conventional technique was implemented. Futhermore, the data of this research was collected through students’ achievement sheet. Then the hypothesis was tested by using two ways anava.From the result of this research, it can be concluded that (1) there was no different on Math understanding between students’ taught by using CTL approach and those who were taught by using conventional technique, (2) there was no different on Math understanding between male and female students, and (3) there was no significant interaction between teaching approach and gender in influencing Math understanding.

scholarly journals Avaliação integrada ao processo ensino-aprendizagem em Ciências: uma proposta aplicada aos anos finais do Ensino Fundamental

ForScience ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. e00716
Author(s):  
Paula Bernardes Braga ◽  
Andressa Giarola Alves
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Evaluation Method ◽  
Central Element ◽  
Evaluation Process ◽  
Learning Assessment ◽  
School Students ◽  
Teaching Learning

Neste trabalho, discutimos a avaliação como parte do processo ensino-aprendizagem. Até a década de 80, as provas escritas, sendo elas discursivas ou objetivas, eram o elemento central do processo de avaliação, sendo consideradas o único método para se avaliar. Porém, a partir da década de 90, a comunidade educacional começou a perceber que a avaliação deveria ir além do seu caráter classificatório passando a ser um procedimento diagnóstico e somativo. Para isso, a avaliação deve estar aliada aos processos de ensino e aprendizagem, sendo um processo bem mais abrangente denominado Ensino-Aprendizagem-Avaliação (ONUCHIC; ALLEVATO, 2011). Dessa maneira, faz-se necessário repensarmos as práticas em sala de aula e buscarmos alternativas que integrem esses três importantes mecanismos. Nesse sentido, o objetivo do presente trabalho foi verificar a funcionalidade de um método de avaliação que promova a aprendizagem dos alunos. Relatamos uma experiência de avaliação realizada com alunos dos anos finais do Ensino Fundamental, utilizando a Avaliação por observação com intervenção imediata no ensino de Ciências aliada ao método de Resolução de problemas. Apesar desse método de avaliação ainda ser pouco utilizado, principalmente no Ensino fundamental, concluímos que é uma metodologia eficaz de avaliação que pode ser utilizada na promoção da aprendizagem, inclusive no ensino de Ciências. Palavras-chave: Avaliação. Ensino-Aprendizagem-Avaliação. Resolução de problemas.   Integrated evaluation of the teaching-learning process in science: a proposal applied to the final years of elementary school Abstract In this article, the evaluate as component of the teaching-learning process was discussed. Until the 1980s, written tests (whether discursive or objective), were the central element for the evaluation process, being considered the unique method for this purpose. However, from the 90's, the educational community realized that the evaluation should overcome its classificatory character, becoming a diagnostic and summative procedure. For this purpose, the evaluation must be connected to the teaching and learning processes, as a much more comprehensive process, namely Teaching-Learning-Assessment (Onuchic; Allevato, 2011). In this sense, it's necessary to rethink classroom practices, and look for alternatives that could integrate these three important mechanisms. In this way, the aim of the present paper was to verify the functionality of an evaluation method, which could promotes students learning. It was reported an evaluation experience with the final years of Elementary School students, using the Observation Assessment with immediate intervention in the Sciences teaching, associated to the Problem Solving method. Although this evaluation method is not largely used, mainly in Elementary School, this assessment methodology was reported as effective, which can be employed to promote learning,  including in Science teaching. Keywords: Evaluate. Teaching-Learning-Assessment. Problem Solving method.

scholarly journals The Effect of CTL Approach toward 4th Grade Students’ Understanding on Matematics Based on Gender at Elementary Schools in Padang

2018 ◽  
Author(s):  
Firman - Firman
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Design Research ◽  
Conventional Technique ◽  
Female Students ◽  
Teaching Approach ◽  
Male And Female ◽  
Quasi Experimental ◽  
And Gender ◽  
Teaching Learning

The problem of this research was the students had low understanding on Matematics. This problem was led by some factors. The factors were the low students involvement in a teaching-learning process, the unrelevant material to their daily life, and the less involvement to concept building during the learning process. The aims of this research were to explain: (1) the different Math understanding betwen the students taught by using CTL approach and conventional technique, in teaching Math for 4th grade students of Elementary School in Padang, (2) the different Math understanding between male and female students of 4th grade of elementary school in Padang, and (3) the different interaction between teaching approach and gender in influencing Math understanding of 4th grade students of Elementary School in Padang.This research was Quasi Experimental Design research by using factorial design. The population of this research was all of 4th grade students of Elementary School in North Padang municipality. The sample gotten through random sampling were SDN 11 Lolong as the control class and SDN 13 Lolong as the experimental class, CTL was implemented; meanwhile, in the control class, conventional technique was implemented. Futhermore, the data of this research was collected through students’ achievement sheet. Then the hypothesis was tested by using two ways anava. From the result of this research, it can be concluded that (1) there was no different on Math understanding between students’ taught by using CTL approach and those who were taught by using conventional technique, (2) there was no different on Math understanding between male and female students, and (3) there was no significant interaction between teaching approach and gender in influencing Math understanding.

scholarly journals PENGEMBANGAN MEDIA PERMAINAN MATEMATIKA KARTU CERDAS TANGKAS BILANGAN ROMAWI

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Putik Vebimawarti
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Mathematics Teaching ◽  
Cardinal Number ◽  
Fourth Grade ◽  
Smart Cards ◽  
Media Development ◽  
Learning Achievement ◽  
The Media ◽  
Teaching Learning

The aim of this research was to 1) find out the development of the learning media of fast smart cards of cardinal number; 2) find out the feasibility of the development of the learning media of fast smart cards of cardinal number; 3) find out the effectiveness of the learning media of fast smart cards of cardinal number toward the students’ learning achievement in fourth grade elementary school students; 4) find out the teacher’s response toward the learning media development in mathematics teaching-learning process using fast smart cards of cardinal number; and 5) find out the students’ response toward the learning media development in mathematics teaching-learning process using fast smart cards of cardinal number in fourth grade elementary school student. This research is a research and development research. The result of the development was the games media of fast smart cards of a cardinal number that had been tried-out fourth grade SD N Sokaraja Kidul. The result of the media validation showed that the learning media of fast smart cards of a cardinal number was in “valid” criteria. This research used an experimental design of The True Control Group, based on the result of the research. There was an effect on the learning media of fast smart cards of a cardinal number using games toward the students’ learning achievement, and the teacher’s response toward the media tryout was in “agree very much” criteria, while the students’ response toward the media tryout was in “very good” criteria. There were 19 students who all gave a very good response.

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