CLASSROOM ACTIVITIES FOR ABLE STUDENTS: In Third and Fourth Grades

1981 ◽  
Vol 28 (6) ◽  
pp. 49-57
Author(s):  
Linda Schulman
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Mathematics Curriculum ◽  
Gifted Students ◽  
Fourth Grade ◽  
Major Goal ◽  
Classroom Activities ◽  
Fourth Grade Students ◽  
Basic Content

A major goal of the mathematics curriculum for third- and fourth-grade students is the development of numeration and computation skills. These skills are frequently maintained through routine drill. Most gifted students have a strong dislike for drill, preferring activities that require the use of higher cognitive processes. One way of providing for these students is to present them with problems related to the basic content that also enhance their problem-solving abilities.

Motivation for Reading of Students from initial stage of primary education (1st to 4th Grade)

2020 ◽  
Vol 28 (1) ◽  
Author(s):  
Diana Vatsova ◽  
◽  
◽  
Keyword(s):  
Primary Education ◽  
Cognitive Processes ◽  
Fourth Grade ◽  
Building Element ◽  
Literary Education ◽  
Initial Stage ◽  
Fourth Grade Students ◽  
Competency Based ◽  
Education Of Students

The article discusses one of the areas of the literary education of students in the initial stage of primary education: developing interest in reading. The timeliness and relevance of the problem treated determine the purpose of the study: based on international pedagogical experience, to define a model that increases the interest in reading within the competency-based approach, and highlight the role of motivation as a building element of this model. Analyses of the structure of motivation for reading, and the means of integration of cognitive processes and creativity when working with artistic text are done, being the aim to increase the motivation for reading of first to fourth grade students.

Classroom Practices Used with Gifted Third and Fourth Grade Students

1993 ◽  
Vol 16 (2) ◽  
pp. 103-119 ◽  
Author(s):  
Francis X. Archambault ◽  
Karen L. Westberg ◽  
Scott W. Brown ◽  
Bryan W. Hallmark ◽  
Wanli Zhang ◽  
...  
Keyword(s):  
Public Schools ◽  
Gifted And Talented ◽  
Classroom Practices ◽  
Gifted Students ◽  
Fourth Grade ◽  
Classroom Teachers ◽  
Regular Classrooms ◽  
Fourth Grade Students ◽  
High Concentrations ◽  
Talented Students

The Classroom Practices Survey was conducted by The National Research Center on the Gifted and Talented (NRC/GT) to determine the extent to which gifted and talented students receive differentiated education in regular classrooms. Six samples of third and fourth grade teachers in public schools, private schools and schools with high concentrations of four types of ethnic minorities were randomly selected to participate in this research. The major finding of this study is that third and fourth grade classroom teachers make only minor modifications in the regular curriculum to meet the needs of gifted students. This result holds for all types of schools sampled. It also holds for classrooms in different parts of the country and for different types of communities. Implications of these findings for researchers and gifted education specialists are discussed.

scholarly journals Profile of Students’ Problem-Solving Skills Viewed from Polya's Four-Steps Approach and Elementary School Students

2021 ◽  
Vol 10 (4) ◽  
pp. 1625-1638
Author(s):  
Riyadi*, Triana ◽  
Triana Jamilatus ◽  
Puput Nikmaturrohmah
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Fourth Grade ◽  
School Students ◽  
Problem Solving Skills ◽  
Fifth Grade Students ◽  
Third Grade Students ◽  
Fourth Grade Students ◽  
One Step ◽  
Better Than

<p style="text-align: justify;">Problem-solving is considered one of the thinking skills that must be possessed in 21<sup>st</sup>-century education because problem-solving skills are required to solve all problems that arise. The problem-solving stages that can be used are Polya's four steps, namely, understanding the problem, devising a plan, carrying out the plan, and looking back. Problem-solving skills are essential for solving word problems. Word problems based on arithmetic operations are divided into three types: one-step, two-step, and multistep. This qualitative research aimed to see problem-solving skills viewed from the type of word questions and elementary school students’ third, fourth, and fifth grades. A purposive sampling technique with 22 third-grade students, 28 fourth-grade students, and 21 fifth-grade students was used. The data were collected using documentation, testing, and interview methods. The findings of the study showed that fourth-grade students’ problem-solving skills are better than those of third-grade students, and the problem-solving skills of fifth-grade students are better than those of fourth-grade students. The percentage of Polya's steps always decreases because not all students master problem-solving. Based on the types of questions, the percentage of the one-step word problem is better than that of the two-step while the percentage of the two-step word problems is higher than that of the multistep.</p>

scholarly journals Pengaruh Pendekatan RME terhadap Kemampuan Pemecahan Masalah Siswa pada Materi Operasi Hitung Campuran di Kelas IV SD IT Adzkia I Padang

2017 ◽  
Vol 4 (1) ◽  
pp. 90-97
Author(s):  
Asrina Mulyati
Keyword(s):  
Problem Solving ◽  
Quantitative Research ◽  
Fourth Grade ◽  
Control Group ◽  
The Real ◽  
Fourth Grade Students ◽  
Randomized Control ◽  
Problem Solving Process ◽  
Static Group ◽  
Class Iv

The purpose of this research is to know the effect of using RME approach in problem solving process on mixed calculation material in class IV SD IT Adzkia I Padang. This research is a quantitative research with the static group comparizon design: randomized control group only design. The population of this research are all the fourth grade students of SDIT Adzkia I Padang. The sample of this research are khandaq 1 class and Khandaq 3 class with 56 students. Data were obtained through learning observation sheets, preliminary tests, and final tests. From the analysis of the data, it is found that there is a significant result of students’ problem solving skill in mixed calculation material problems in Class IV SD IT Adzkia I Padang. It can be seen from the test of the research hypothesis t-count = 3.003 greater than t-table = 1.67356 at the real level α = 0.05.

scholarly journals KOMPARASI HASIL BELAJAR MATEMATIKA MELALUI PENDEKATAN PROBLEM SOLVING DAN PROBLEM POSING PADA SISWA KELAS IV SD SWASTA RAMA SEJAHTERA KOTA MAKASSAR

2020 ◽  
Vol 3 (1) ◽  
pp. 56-69
Author(s):  
ERWIN NURDIANSYAH ◽  
DINAR RIADDIN
Keyword(s):  
Elementary School ◽  
Statistical Analysis ◽  
Standard Deviation ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Problem Posing ◽  
Fourth Grade Students ◽  
The Ideal

This type of research is an experimental study involving two groups given different treatments. This study aims to find out (1) how much the mathematics learning outcomes of fourth grade students of Makassar City Rama Sejahtera Private Elementary School were taught using a problem solving approach, (2) How much the mathematics learning outcomes of fourth grade Rama Sejahtera Private Elementary School Makassar were taught using the problem posing approach, (3) There is a difference between the results of mathematics learning in fourth grade students of Rama Sejahtera Private Elementary School in Makassar City between those taught using a problem solving approach and those taught using a problem posing approach. The population of this study was fourth grade students of Makassar City Rama Sejahtera Private Elementary School in the even semester 2018/2019 which consisted of 3 classes and 2 randomly selected classes as the research sample. Data collection techniques were carried out using learning outcomes tests (pretest and posttest) and observation sheets. The collected data was analyzed using descriptive and inferential statistical analysis techniques. The results obtained from descriptive statistical analysis are: (1) Mathematics learning outcomes of students taught by using problem solving approaches are in the high category with an average of 73.36 and standard deviation of 10.20 of the ideal score of 100. (2) Learning outcomes Mathematics students taught by the problem posing approach are in the low category with an average of 67.96 and standard deviation of 8.29 from the ideal score of 100. From the results of inferential statistical analysis it can be concluded that the mathematics learning outcomes of students taught by problem solving approaches are different from mathematics learning outcomes of students taught by using the problem posing approach.

scholarly journals Penggunaan Model Creative Problem Solving (CPS), Means end Analysis dan Pair Check dengan Media Gambar untuk Meningkatkan Hasil Belajar Matematika pada Siswa Kelas IV SDN Alalak Tengah 2 Banjarmasin. oleh : Hj. Nurhani

2021 ◽  
Author(s):  
Jurnal Julak
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Fourth Grade ◽  
Research Approach ◽  
Creative Problem Solving ◽  
Student Activities ◽  
Fourth Grade Students ◽  
Creative Problem ◽  
Classroom Action Research

This classroom action research (CAR) aims to determine teacher activities, student activities, and learning outcomes of mathematics using the Creative Problem Solving (CPS) learning model, Means-Ends Analysis and Pair Checks with Picture Media in fourth grade students of SDN Alalak Tengah 2 Banjarmasin City Banjarmasin.This study uses a qualitative research approach with the type of Classroom Action Research (CAR), which was carried out in four meetings. The research subjects were the fourth grade tudents of SDN Alalak Tengah 2 for the 2018/2019, as many as 27 students. The type of data in this study is qualitative data through observation of teacher and student activities and quantitative data with individual written tests. Data analysis is calculated based on the percentage scale and indicators of learning completeness that are set. The results of this study indicate that the teacher's activities reach the very good criteria. Student activity reached the very active criteria. The classical completeness of student learning outcomes reaches 100%.Based on this research, it can be concluded that the combination of Creative Problem Solving (CPS), Means-Ends Analysis, and variations with Pair Checks and Picture Media models can increase the learning activities of fourth grade students at SDN Alalak Tengah 2 Banjarmasin.

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