scholarly journals Implementasi Metode Montessori Pada Pembelajaran Kurikulum 2013 di Kelas 3 SD Holistik Islam Terpadu Awliya

2021 ◽  
Vol 2 (1) ◽  
pp. 19
Author(s):  
Yuriska Dewi Suwarno Putri
Keyword(s):  
Implementation Process ◽  
Learning Objectives ◽  
School Age Children ◽  
School Age ◽  
National Education ◽  
Learning Evaluation ◽  
Montessori Method ◽  
Competency Based ◽  
Data Validity

The 2013 curriculum is a follow-up to the competency-based curriculum (KBK) that was tested in 2004. The 2013 curriculum is competency-based focuses on acquiring certain competencies by students. Therefore, the 2013 curriculum includes a number of competencies, and a set of learning objectives that are stated in such a way that their achievement can be observed in the form of behavior or skills of students as a criterion for success. To determine the success of the implementation of the Montessori method in the 2013 curriculum learning process, it can be viewed from the learning planning, learning implementation, and learning evaluation. This research uses qualitative research with data collection techniques using observation, interviews, and documentation which is tested by data validity test. The results showed that the implementation of the Montessori method carried out at the Awliya Integrated Islamic Holistic Elementary School, especially in achieving the values ​​of the National education goals for students, has been implemented properly and is in accordance with the Montessori principles in the implementation process and is also in accordance with the development of school age children. When viewed from the principles in the 2013 Curriculum, the Montessori method is considered to have fulfilled all the principles of the 2013 Curriculum Abstrak Kurikulum 2013 merupakan tindak lanjut dari kurikulum berbasis kompetensi (KBK) yang pernah diujicobakan pada tahun 2004. Kurikulum 2013 berbasis kompetensi memfokuskan pada pemerolehan kompetensi-kompetensi tertentu oleh peserta didik. Oleh karena itu, kurikulum 2013 mencakup sejumlah kompetensi, dan seperangkat tujuan pembelajaran yang dinyatakan sedemikian rupa, sehingga pencapaiannya dapat diamati dalam bentuk perilaku atau keterampilan peserta didik sebagai suatu kriteria keberhasilan. Untuk mengetahui keberhasilan dari implementasi metode Montessori dalam proses pembelajaran kurikulum 2013 dapat ditinjau dari perencanaan pembelajaran, pelaksanaan pembelajaran, serta evaluasi pembelajaran. Penelitian ini menggunakan jenis penelitian kualitatif dengan teknik pengumpulan datanya menggunakan observasi, wawancara, dan dokumentasi yang diuji dengan uji keabsahan data. Hasil penelitian menunjukkan bahwa bahwa implementasi metode Montessori yang dilaksanakan di SD Holistik Islam Terpadu Awliya khususnya dalam pencapaian nilai-nilai tujuan pendidikan Nasional pada peserta didik sudah diterapkan dengan baik dan sesuai dengan prinsip-prinsip Montessori dalam proses pelaksanaannya dan juga sesuai dengan perkembangan anak usia sekolah. Jika dilihat dari prinsip yang ada pada Kurikulum 2013, metode Montessori dirasa sudah memenuhi semua prinsip-prinsip Kurikulum 2013.  

Follow-up of school-age children with bronchopulmonary dysplasia

1997 ◽  
Vol 130 (3) ◽  
pp. 400-408 ◽  
Author(s):  
George P. Giacoia ◽  
Pankaja S. Venkataraman ◽  
Kerstin I. West-Wilson ◽  
Mary J. Faulkner
Keyword(s):  
Bronchopulmonary Dysplasia ◽  
School Age Children ◽  
School Age

scholarly journals supervisi pendidikan

2019 ◽  
Author(s):  
Mita sofia
Keyword(s):  
Implementation Process ◽  
School Principal ◽  
Educational Management ◽  
National Education ◽  
Individual Supervision ◽  
Supervision Process ◽  
Expert Team ◽  
Three Stages ◽  
Management Expert

Abstract — The supervision process is a series of activities carried out when conducting supervision. According to the Educational Management Expert Team (2004: 53) in general the supervision implementation process is carried out through three stages, namely planning, implementation and evaluation. Regulation of the Minister of National Education number 41 of 2007 regulates supervision learning process that includes monitoring and supervision. Based on these regulations the follow-up activities of academic supervision can be done by the school principal by providing examples, discussion, training, and consultation. The principal can choose the alternative follow-up activities mentioned above according to the analysis of the results of the academic supervision of the components mentioned above.Educational supervision can be carried out with individual supervision techniques and group supervision techniques. In the current situation, not all supervision techniques that are described below can be implemented by supervisors, but as material readings need to be offered as rasep can be chosen by each supervisor to be used in accordance with the existing circumstances.

scholarly journals WAJIB BELAJAR (WAJAR) SEMBILAN TAHUN DALAM PERSPEKTIF PENINGKATAN MUTU PENDIDIKAN DASAR

2007 ◽  
Vol 16 (VIII) ◽  
pp. 77-86
Author(s):  
Herwanto Herwanto
Keyword(s):  
Education Program ◽  
Basic Education ◽  
Compulsory Education ◽  
Education Quality ◽  
School Age Children ◽  
Quality Of Education ◽  
Education For All ◽  
School Age ◽  
National Education

Education for all has been stipulated in the Preamble of 1945 Constitution of Republic of Indonesia. As from the proclamation of Independence Day, the Indonesian government has been developing national education to give the Indonesians equal and broad opportunity to have access for education. This article discusses the implementation of nine years’ compulsory education program to provide the citizens with equal access for education and simultanously to improve basic education quality. The discussion is focused in planning, implementation, and outcomes of the program, as it is assumed that the three aspects are inter-related each others in achieving the target. The discussion concludes, the nine years’ compulsory education program in Indonesia is implemented through improving the opportunity to have basic education for all school age children and simultaneously to accelerate the quality of education. However, to reach the target of quality some recommendations are provided.

Exploring the Effectiveness of an Intensive Treatment Program for School-Age Children Who Stutter, Camp Dream. Speak. Live.: A Follow-up Study

2018 ◽  
Vol 39 (05) ◽  
pp. 458-468 ◽  
Author(s):  
Zoi Gkalitsiou ◽  
Danielle Werle ◽  
Geoffrey Coalson ◽  
Courtney Byrd
Keyword(s):  
Peer Relationships ◽  
Treatment Program ◽  
Intensive Therapy ◽  
Intensive Treatment ◽  
School Age Children ◽  
School Age ◽  
Follow Up Study ◽  
Short Period ◽  
Patient Reported

AbstractThe purpose of this follow-up study was to explore the effectiveness of an intensive treatment program—Camp Dream. Speak. Live.—within older, school-age children who stutter. Twenty-three school-age children who stutter (age range: 7–14 years) attended this week-long intensive therapy program for the first time. Outcome measures included Overall Assessment of the Speaker's Experience of Stuttering and the Patient Reported Outcomes Measurement Information System Pediatric Peer Relationships Form. Findings demonstrate significant improvements in quality of life and communication attitudes can be achieved in a short period of time when increasing fluency is not a target.

EMDR With Children and Adolescents After Single-Incident Trauma An Intervention Study

2009 ◽  
Vol 3 (1) ◽  
pp. 2-9 ◽  
Author(s):  
Thomas Hensel
Keyword(s):  
Preschool Children ◽  
Children And Adolescents ◽  
Eye Movement ◽  
Private Practice ◽  
Intervention Study ◽  
School Age Children ◽  
School Age ◽  
Slight Improvement

This study used a naturalistic design to investigate the effectiveness of eye movement desensitization and reprocessing (EMDR) with children and adolescents who were exposed to single-incident trauma. Participants were 36 children and adolescents ranging in age from 1 year 9 months to 18 years 1 month who were referred consecutively to the author’s private practice. Assessments were conducted at intake, post-waitlist/pretreatment, and at follow up. EMDR treatment resulted in significant improvement (Cohen’s d = 1.87). Follow-ups after 6 months revealed stable, further slight improvement. It was shown that children younger than 4 years of age can be treated using EMDR and that the group of preschool children had the same benefit from the treatment as the school-age children.

scholarly journals Adherence to a snacking dietary pattern and soda intake are related to the development of adiposity: a prospective study in school-age children

2013 ◽  
Vol 17 (7) ◽  
pp. 1507-1513 ◽  
Author(s):  
Monal R Shroff ◽  
Wei Perng ◽  
Ana Baylin ◽  
Mercedes Mora-Plazas ◽  
Constanza Marin ◽  
...  
Keyword(s):  
Public Schools ◽  
Waist Circumference ◽  
Dietary Pattern ◽  
Multivariable Analysis ◽  
Skinfold Thickness ◽  
Thickness Ratio ◽  
School Age Children ◽  
School Age ◽  
Food Items

AbstractObjectiveSnacking has been related to increased prevalence of overweight among school-age children in cross-sectional studies. It is uncertain, however, whether snacking influences the development of adiposity over time.DesignWe examined whether adherence to a snacking dietary pattern was associated with greater increases in children's BMI, subscapular:triceps skinfold thickness ratio and waist circumference over a median 2·5-year follow-up. Dietary patterns were identified through principal component analysis of an FFQ administered at recruitment in 2006. Anthropometric follow-up was conducted annually. Linear mixed-effects models were used to estimate rates of change in each indicator according to quartiles of adherence to the snacking pattern. We also examined change in BMI, subscapular:triceps skinfold thickness ratio and waist circumference in relation to intake of the food items in the snacking pattern.SubjectsChildren (n 961) 5–12 years of age.SettingPublic schools in Bogotá, Colombia.ResultsAfter adjustment for age, sex, total energy intake and socio-economic status, children in the highest quartile of adherence to the snacking pattern had a 0·09 kg/m2 per year higher BMI gain than children in the lowest quartile (P trend = 0·05). A similar association was observed for mean change in subscapular:triceps skinfold thickness ratio (highest v. lowest quartile difference = 0·012/year; P = 0·03). Of the food items in the snacking pattern, soda intake was positively and significantly associated with change in BMI (P trend = 0·01) and waist circumference (P trend = 0·04) in multivariable analysis.ConclusionsOur results indicate that snacking and soda intake are associated with development of adiposity in school-age children.

scholarly journals The Frequency of Obesity, Hypertension, and Anemia in School-Aged Children: A Retrospective Cross-Sectional Study from a Family Health Center

2021 ◽  
Author(s):  
Selin Ay Akdağ ◽  
Melike Mercan Başpınar ◽  
Okcan Basat
Keyword(s):  
Health Center ◽  
Family Health ◽  
Cross Sectional Study ◽  
School Age Children ◽  
School Age ◽  
Sectional Study ◽  
Cross Sectional ◽  
Hypertension Diagnosis ◽  
Obesity Hypertension

Objective: This study aimed to evaluate the frequency of obesity, hypertension and anemia in the periodic follow-up of school-age children and adolescents aged between 6-19 years. Methods: In this retrospective cross-sectional study, weight, height, body mass index (BMI), systolic/diastolic blood pressure measurements and complete blood count results were compiled between January 2018 and August 2019 at a family health center. School-age children and adolescents examined for periodic screening purposes and whose completed measurement records were included while incompleted records were excluded from the study. IBM SPSS 22.0 program was used to analyze the data, and statistical significance was accepted as p<0.05. Results: The follow-up results include the data of 1049 children, (536 boys; 513 girls), with an average age of 11.4±3.2 years. The frequency of obesity, hypertension, anemia, short height, and underweight was 7.3%, 24.5%, 76.6%, 1.9%, and 21.3% respectively. The frequency of anemia was observed higher in girls (85.2%) than in boys (68.6%) (p<0.001). While there is no significant difference between age groups and genders in terms of the presence of hypertension (p=0.299 and p=0.270), a higher hypertension diagnosis rate was observed in primary school children (26.1%) than children with hypertension diagnosis in secondary school (24.3%) and high school (19.9%), significantly (p<0.001 and p<0.001). Although the frequency of hypertension (31%) and anemia (85%) was higher in obese groups compared to other groups, it was not found statistically significant (p=0.151 and p=0.196). Conclusion: This study was performed in a primary health care institution; despite the prevalence of obesity at a similar rate to previous studies, it has demonstrated that one out of every four children was hypertensive or underweight, and almost all of the girls were anemic, resulting in cautionary results in terms of preventing growth and development problems, adult cardiovascular and maternal-fetal mortality risks.

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