Las inteligencias múltiples en la clase de educación física; una experiencia formativa con alumnos de educación primaria (Multiple intelligences in physical education class; a formative experience in primary school students)

Este trabajo buscó descubrir de qué manera la clase de educación física puede favorecer la manifestación de las inteligencias múltiples en la resolución de problemas en 27 alumnos de ocho a nueve años de un grupo de cuarto grado de una escuela primaria. Mediante el método cualitativo en la aplicación de una secuencia didáctica de siete sesiones se recogieron datos mediante una evaluación formativa utilizando entrevistas, observación y el cuaderno de educación física que los niños utilizaron a lo largo de la intervención donde expresaron parte de su experiencia y aprendizajes que adquirieron en la clase de educación física. Como resultado se observa que los alumnos expresan de manera específica los aprendizajes obtenidos en la secuencia didáctica en donde se manifiestan las inteligencias múltiples para la resolución de problemas permitiendo conseguir los objetivos de la secuencia didáctica. Se concluye la importancia de fortalecer una clase de educación física inclusiva mediante el enfoque de las inteligencias múltiples en donde los alumnos puedan expresar sus habilidades y capacidades para lograr los aprendizajes esperados de educación física, se enfatiza la necesidad de trabajar las competencias didácticas en los docentes para planificar escenarios aptos y estimulantes que permitan en el alumnado lograr un desarrollo integral. Abstract. This work sought to discover how physical education class can favor the manifestation of multiple intelligences in problem solving in eight- to nine-year-old elementary school students. Through the qualitative method in the application of a didactic sequence of seven sessions, data was collected through a formative evaluation using interviews, observation and the physical education notebook that the children used throughout the intervention where they expressed part of their experience and learning that acquired in physical education class. As a result, it is observed that the students express in a specific way the learning obtained in the didactic sequence where multiple intelligences are manifested for solving problems, allowing to achieve the objectives of the didactic sequence. The importance of strengthening an inclusive physical education class through the approach of multiple intelligences is concluded where students can express their abilities and capacities to achieve the expected learning of physical education, the need to work on didactic skills in teachers is emphasized to plan suitable and stimulating scenarios that allow students to achieve development.

Islamic Menstrual Holistic Care Education Class for Young Women during the Covid 19 Pandemic

Physical and psychological changes that occur in adolescent girls, especially at the beginning of puberty can affect anxiety which leads to the risk of decreased body immunity. The purpose of this service is that young women can prepare for or undergo puberty and puberty safely, comfortably and can reduce the risk of anemia and decreased endurance, especially during the pandemic Covid-19. The location of the service is at the LKSA Orphanage of Nurus Syamsi Muhammadiyah, Bungkal District, Ponorogo Regency, East Java. Service activities in the form of educational classes with conventional methods, discussions. In the education class, 3 (three) different materials were given, namely 1) Puberty and Akil Baligh, 2) Myths About Menstruation, 3) Thaharoh and Practices During Menstruation. In this educational class, young women are also given blood-boosting multivitamins to prevent anemia during menstruation. After this service activity is carried out, it is hoped that there will be awareness in maintaining cleanliness and health during puberty, especially to reduce the risk of anemia in young women in orphanages during the pandemic Covid-19.

ANALYSIS OF GREENHOUSE EFFECT CONCEPT MASTERING ON PHYSICS EDUCATION STUDENTS FOR THE 2016 UNIVERSITY OF JEMBER

The greenhouse effect is the process by which radiation from a planet's atmosphere warms a planet's surface to a temperature higher than what it would be if there were no atmosphere. Catherine Gautier (2006) in a class shows that students are often unaware of their misunderstanding of their representations when compared to scientific representations. One of the factors that can influence misconceptions in students is an error in interpreting the meaning conveyed. This study aims to test the mastery of the concept of the greenhouse effect on students. The sample used in this study was 50 students of Physics Education class of 2016 at the University of Jember who were taking their fourth semester. Methods The research is carried out with quantitative methods. The method of collecting data is a questionnaire obtained from open questions (in the form of essays) posed to students of Physics Education class 2016 at the University of Jember, totaling 10 questions. Based on the results of data analysis, it can be concluded that there are students who have misconceptions about the greenhouse effect. Keywords: Atmosphere, Greenhouse Effect, Misconception, Temperature.

Design of Educational Tools Based on Traditional Games for the Improvement of Social and Personal Skills of Primary School Students with Hearing Impairment

The proposed work aims to offer an educational proposal with which to approach the Physical Education class with hearing impaired students through the use of different tools, with special attention to technological ones. These in turn are structured into objectives, materials, organisation, graphic description and a QR code for each game. These codes are linked to different videos hosted on the YouTube platform, in which the explanation of the games, mentioned above, can be visualised graphically using sign language. The whole creative process is described in the article, as well as possible pedagogical applications of the use of the tools created for this purpose in other educational contexts.