scholarly journals Media Medan Perkalian dan Pembagian Bilangan Bulat

2020 ◽  
Vol 7 (2) ◽  
pp. 107-115
Author(s):  
Salim Salim
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Teaching And Learning ◽  
Mathematical Concept ◽  
Abstract Concepts ◽  
School Students ◽  
Teaching And Learning Mathematics ◽  
Mathematical Problems ◽  
Real Objects ◽  
The Media

Mathematics is considered as a difficult subject for some students, leading to a decrease in students’ interest and motivation in understanding mathematical concept. In the process of classroom teaching and learning, mathematics that seems complicated and makes a bad impression for some students is an obstacle for them in solving daily mathematical problems. To deal with this obstacle, a media innovation in mathematics teaching and learning is deemed necessary as a bridge for students to understand the abstract concepts of mathematical objects through the manipulation of real objects. This paper aims to present how to create and use the media of Medan Perkalian dan Pembagian Bilangan Bulat for elementary school students. This media are quite appropriate as a learning medium used to help students understand the concept of multiplication and division, especially for grade II of elementary school students. Using this medium, students are not only capable to deal with multiplication and the division of integers but also easily understand the concept of multiplication and integers division.

scholarly journals Analyzing Elementary School Students Geometry Comprehension Based on Van Hiele’s Theory

2019 ◽  
Vol 54 (5) ◽  
Author(s):  
Chairil Faif Pasani
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Geometric Concepts ◽  
Teaching And Learning Mathematics ◽  
Research Procedure ◽  
Geometry Learning

Teaching geometry in elementary school sets out to build and develop students’ logical thinking skills. Comprehension of geometry topics is expected to develop the students’ skills to solve everyday problems. However, this learning objective has not been met as expected. In Indonesia, there are many elementary school students who still do not understand the basic concepts of geometry, such as shapes and planes. Based on this problem, the researcher conducted a study to examine students’ comprehension of geometric concepts. This study is of an experimental kind and involves two classes: an experiment class and a control class. To solve the problem of geometric topics learning, the researcher utilizes the Van Hiele’s theory. Geometry learning in the first class is delivered using a learning approach based on the Van-Hiele theory (experiment group), while learning in the second class is delivered with the conventional approach (control group). This study comprised of 150 students, drawn from primary five, representing two classifications of the medium and low performances from the selected schools found in Banjarmasin. Before conducting the study, the researcher designed learning scenario and research procedure to ensure the study goes as expected. The conclusion of this study is that students’ comprehension of geometric concepts after Van-Hiele’s Theory-Based Geometry Learning belongs to the medium category, which is better than the students’ comprehension of geometric concepts after conventional learning, which is in the low category. Conclusively, Van Hiele’s geometry learning theory is found to be effective in teaching and learning mathematics.

scholarly journals THE IMPLEMENTATION OF FUN FISHING TO TEACH SPEAKING FOR ELEMENTARY SCHOOL STUDENTS

2020 ◽  
Vol 1 (1) ◽  
pp. 1-6
Author(s):  
Robekka Risten Fransiska Sinaga ◽  
Lulud Oktaviani
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Foreign Language ◽  
Language Learning ◽  
Elementary School Students ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
School Students ◽  
Short Attention Span ◽  
Learning English

To produce competitive students that ready to face the trend of language learning in English as a foreign language, especially speaking skills, teachers should be ready to develop good planning in the teaching process. It can be in the form of strategies that can motivate students in the learning process. Moreover, in teaching elementary school students, teachers should be more creative to encourage students’ motivation in speaking by using attractive teaching media which involves physical activity because young learners usually only have a short attention span. By using teaching media, students will learn a language in such attractive and fun ways. Thus, the researchers want to see the use of Fun Fishing in teaching speaking at one of the Elementary Schools in Lampung to encourage students in learning English. This research used a qualitative method since it disclosed how to implement Fun Fishing media in an Elementary School in Lampung. As a result, the students were divided into four groups consisted of 2-3 members and learned English which involved physical activity. To sum up, using this media in learning English can motivate students to speak in English and make teaching and learning become more fun because they did physical activity.

scholarly journals KELAYAKAN MULTIMEDIA PEMBELAJARAN INTERAKTIF DALAM MEMOTIVASI SISWA BELAJAR MATEMATIKA

2021 ◽  
Vol 9 (1) ◽  
pp. 31
Author(s):  
Lilis Diah Kusumawati ◽  
NFn Sugito ◽  
Ali Mustadi
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Research Method ◽  
Interactive Multimedia ◽  
Interactive Learning ◽  
Learning Activities ◽  
School Students ◽  
Student Responses ◽  
The Media ◽  
Multimedia Product

Interactive multimedia is a technology that mediates the development of learning activities to make it more interesting and enjoyable so that it can motivate students to learn. This study aims to determine feasibility of interactive learning multimedia product in motivating student for fourth grade of elementary school to learn mathematics. The research method uses the concept of ADDIE models to develop products with five stages, 1) analyze; 2) design; 3) develop; 4) implement; and 5) evaluate. The result showed that the development of interactive learning multimedia is feasible used for motivating students in grade 4 to learn mathematics. The result of validation by material experts showed that the products developed reached a score of 43 so that it was included in the "very good" category, while the results of the validation by the media experts showed that the products developed reached a score of 59 so that it was included in the "very good" category. Teacher responses related to the practicality of product use reached a score of 113 so that it was included in the "very good" category, while student responses related to the practicality of using the product reached a score of 83 so that it was included in the "very good" category. In motivating students to learn mathematics, interactive learning multimedia can be applied to elementary school students in grade 4.AbstrakMultimedia interaktif adalah teknologi yang memediasi pengembangan kegiatan pembelajaran agar lebih menarik dan menyenangkan sehingga mampu memotivasi siswa dalam belajar. Penelitian ini bertujuan untuk mengetahui kelayakan produk multimedia pembelajaran interaktif dalam memotivasi siswa kelas IV sekolah dasar untuk belajar matematika. Metode penelitian menggunakan konsep model ADDIE untuk mengembangkan produk dengan lima tahap, 1) menganalisis; 2) desain; 3) berkembang; 4) mengimplementasikan; dan 5) mengevaluasi. Hasil penelitian menunjukkan bahwa pengembangan multimedia pembelajaran interaktif layak digunakan untuk memotivasi siswa kelas 4 dalam belajar matematika. Hasil validasi oleh ahli materi menunjukkan bahwa produk yang dikembangkan mencapai skor 43 sehingga masuk dalam kategori “sangat baik”, sedangkan hasil validasi oleh ahli media menunjukkan bahwa produk yang dikembangkan mencapai skor 59 sehingga masuk dalam kategori "sangat baik". Tanggapan guru terkait dengan kepraktisan penggunaan produk mencapai skor 113 sehingga masuk dalam kategori “sangat baik”, sedangkan respons siswa terkait dengan kepraktisan penggunaan produk mencapai skor 83 sehingga masuk dalam kategori “sangat baik”. Dalam memotivasi siswa untuk belajar matematika, multimedia pembelajaran interaktif dapat diterapkan untuk siswa sekolah dasar di kelas 4.

The survey of the media literacy practices among elementary school students

2014 ◽  
Vol 33 (0) ◽  
pp. 127-170
Author(s):  
Jeong Hyeon-Seon ◽  
Chung Hye-Seung ◽  
Kim Jeong-Ja ◽  
Min Byeong-Gon ◽  
Sohn Won-Sook
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Media Literacy ◽  
Literacy Practices ◽  
School Students ◽  
The Media

scholarly journals DEVELOPING TEACHING MEDIA OF KANGAROO SMART FRIEZE TO ENRICH ELEMENTARY SCHOOL STUDENTS’ VOCABULARY

2018 ◽  
Vol 9 (1) ◽  
pp. 203-214
Author(s):  
Sakilah Bewafa ◽  
Ana Utami Fatoni ◽  
Yuliana Fatima Dayana ◽  
Puthut Joko Buntolo
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Research And Development ◽  
Elementary School Students ◽  
Teaching And Learning ◽  
Fourth Grade ◽  
English Teacher ◽  
School Students ◽  
Fourth Grade Students ◽  
Limited Testing

The implementation of the newest curriculum (Curriculum 2013) leads some elementary schools to finally exclude English from the schools subjects. However, some elementary schools that keep teaching English as a subject still cannot provide appropriate English teaching media, especially to teach vocabulary. In this study, the researchers aimed to know the problems faced by the English teacher and the fourth grade students of SD N 2 Sekaran in the vocabulary teaching and learning, and also to know how to develop teaching media of Kangaroo Smart Frieze. The Research and Development (R & D) approach was adopted by conducting the preliminary survey, designing and developing the prototype of the product, conducting limited testing and product validation, having a revision process and describing the research result. The subjects of the study were the fourth grade students of SDN 2 Sekaran in the academic year of 2013/2014. The instruments used were questionnaires, interview guideline and test. According to the interview to the English teacher and students, it can be concluded that the vocabulary teaching media of Kangaroo Smart frieze needs to be developed with the focus on the quality of the media and also the variety of games played. The development of Kangaroo Smart Frieze was started by observing and interviewing the English teacher and students. After doing that, the process was continued by planning the data collecting instrument of vocabulary teaching media. The main consideration was based on the English curriculum (syllabus) of the fourth grade students of elementary school and also some related theories. Moreover, the data collecting instrument was arranged into two main parts which included the need analysis of the students and English teacher. The further step was designing the prototype. The development process was then followed by other steps; product validation, try-out (limited testing) and revision of Kangaroo Smart Frieze. The results of the students’ test by using Kangaroo Smart Frieze as the vocabulary teaching media, and also the assessment from the experts were very good. Therefore, it could be concluded that Kangaroo Smart Frieze has a good prospect to be used in the vocabulary teaching and learning process. As suggestion, the teachers should always try to choose appropriate vocabulary teaching media, and the future researchers should conduct better research and development to develop better vocabulary teaching media for elementary school students.

scholarly journals Explorando Estratégias Diferenciadas na Resolução de Problemas Matemáticos

2020 ◽  
Vol 13 (2) ◽  
pp. 183-195
Author(s):  
Virginia Furlanetto ◽  
Maria Madalena Dullius
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Structured Interview ◽  
School Students ◽  
Alternative Strategies ◽  
Pedagogical Intervention ◽  
Problem Resolution ◽  
8Th Grade ◽  
Mathematical Problems

ResumoO ensino e aprendizagem da Matemática tem sido alvo de recorrente preocupação por parte de professores e gestores, pois os resultados alcançados pelos estudantes tem se demonstrado pouco satisfatórios no cenário nacional, como um todo, salvo algumas exceções. Na área da educação Matemática, faz-se necessário melhorar a qualidade do ensino e aprendizagem dos alunos e visando contribuir nesse aspecto, desenvolvemos uma pesquisa com o objetivo de explorar o uso de diferentes estratégias de resolução de problemas matemáticos com estudantes da Educação Básica e verificar como estas interferem nesse processo. Iniciamos o trabalho com um estudo bibliográfico sobre as estratégias de resolução de problemas e investigamos quais delas são utilizadas pelos alunos da Educação Básica. Considerando os dados coletados, desenvolvemos uma intervenção pedagógica com alunos de 7ª e 8ª séries do Ensino Fundamental, em que exploramos problemas de livros didáticos, Olimpíadas Matemáticas e outras fontes, incentivando a utilização de estratégias alternativas ao Cálculo formal e compartilhando-as por meio de discussões para validação das mesmas. Ao final deste período, foram propostas uma nova seleção de problemas e a participação em uma entrevista semiestruturada, por meio das quais foram obtidos indícios de eficácia da proposta. Os participantes passaram a utilizar com maior frequência e eficácia estratégias alternativas ao Cálculo formal e manifestaram preferência por estas formas de resolução. Apresentamos, portanto, uma possibilidade para o trabalho com resolução de problemas, capaz de auxiliar os estudantes a obterem êxito no processo, de forma autônoma.Palavras-chave: Estratégias. Resolução. Problemas. Matemática. Aprendizagem.AbstractMathematics teaching and learning have been a permanent concern for teachers and managers since the results that students achieved have not been completely satisfactory nationally. Regarding to Mathematics education improving students’ education quality and learning is essential. As a contribution a survey aiming to explore the use of different strategies for solving mathematical problems with students of Elementary School and how they interfere in the process was carried out. It was initially carried out a bibliographical study about problem resolution strategies followed by the investigation on which strategies were used by Elementary school students. Taking into consideration data collected a pedagogical intervention was developed with 7thand 8th grade students of Elementary school aiming to explore textbook problems, Mathematical Olympics and other sources, encouraging the use of alternative strategies to formal calculation and exchanging them to assure their validation. Finally a new problem selection and the participation in a semi-structured interview were proposed and the indication of an effective proposal was carried out. Participants started to use alternative strategies more frequently and more effectively. Therefore we present the possibility for problem resolution development which may help the students to autonomously succeed in the process.Keywords: Strategies. Resolution. Problems. Mathematics. Learning.

scholarly journals The Effect of Programming Classes with Tangible Scratch Blocks on the Programming Interest of 6th Grade Elementary School Students

2021 ◽  
Vol 11 (9) ◽  
pp. 405-409
Author(s):  
Seok-Ju Chun ◽  
◽  
Yunju Jo ◽  
Seungmee Lee
Keyword(s):  
Elementary School ◽  
Programming Languages ◽  
Elementary School Students ◽  
Visual Programming ◽  
Programming Environment ◽  
Abstract Concepts ◽  
School Students ◽  
Block System ◽  
Complex Syntax ◽  
Learning Programming

In this paper, we introduce an original, classroom-based approach for teaching Scratch programming to 6th grade elementary school students. Scratch is a programming language that involves assembling icon-based command blocks. It was designed to avoid the complex syntax errors seen in other programming languages, making it especially accessible for younger learners. While Scratch does provide a visual programming environment in which potentially just about anyone can learn to read and write programming code, there can still be a reduced overall interest in learning programming, because younger learners in particular can find it difficult to intuitively understand or be stimulated by abstract concepts of programming such as sequences, conditions, and repetition, which are present in Scratch. Our research involves the development of a tangible, electronic block system that allows students to manipulate physical objects with their hands to perform programming tasks. The system consists of a Scratch simulator and physical, Scratch electronic blocks embodying Scratch user interface shapes. We devised and delivered a programming course to 6th grade Korean elementary school students using our block system. The results are encouraging.

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