Konsep Pembelajaran Menyenangkan bagi Siswa Kelas Bawah Tingkat Sekolah Dasar

Fun learning is a method of learning that uses a basic needs-based approach for lower-class students. Fun learning is needed especially for lower-class students who have characteristics: a lot of moving, requiring a lot of teacher attention and a lot of introducing new things for students with a tendency to a limited level of concentration of lower grade students. This fun learning is an urgent need in this modern era. Therefore, this study aims to explain the concept of fun learning, especially for elementary school students (grades 1-3) elementary school level. The methodology used in this research uses a type of qualitative research with an analytical descriptive approach. The results showed that the concept of learning fun for elementary school lower class students should be based on the needs of lower-class students who prioritize motor movement over cognitive, explain the material in a visual way rather than auditory, involve students in the learning process (two-way learning rather than one-way), and include elements of games in learning.

Re-positioning historical thinking: a framework for classroom practice

PurposeOver the last few decades, there have been significant developments in history education, key among them being the recommendation for an inquiry approach to history teaching to improve students' ability to think historically. While the idea of historical thinking is widely researched, it appears that it has been approached from a conceptual perspective without a consistent focus on the mode of progression and the outcomes that the historical thinking concepts can achieve.Design/methodology/approachThis paper draws from educational and historical theory and empirical research in history education to propose a framework that specifies the outcomes that a historical thinking classroom activity can aim to achieve.FindingsThe paper argues that the systematic deployment and mediation of disciplinary concepts and substantive knowledge are important means for achieving meaningful and relevant outcomes in history teaching. The paper highlights the need for teacher attention not only to historical theory but also to educational theory for an efficient outcomes-based history education.Originality/valueThis paper contributes not only to discussions on historical thinking but also to discussions on the stances of history which have attracted little theoretical discussion and research on their applicability to classroom teaching.

Peningkatan Kemampuan Menulis Puisi dengan Model Pembelajaran Telisik (Tentukan, Analisis, Tampilkan)

The aim of this article was to improve the ability in writing poetry through model of Telisik (Tentukan, Analisis, Tampilkan). The research method was Classroom Action Research (CAR) which consisted of four stages, namely 1) planning, 2) implementation, 3) observation and 4) reflection. The subjects in this study were 18 first semester students of language and literature study program at Universitas Islam Malang. This research was conducted during two actions (cycles). Data collection techniques was interviews, questionnaires, observation and test results. From the results of the study showed that there was increasingthe ability to write poetry with the Telisik model. Student mastery learning increased from 39% up to 66%. The implementation of the second cycle showed success. A significant increase was also seen from the results of the second cycle. The level of completeness of students reached 88%. Learning model of Telisik (Tentukan, Analisis, Tampilkan) which is supported by effective media and teacher attention, was an important factor supporting the success of learning activities. Keywords: Telisik (Tentukan, Analisis, Tampilkan), Learning Model, Increasing Writing Poetry

Gendered Patterns in Teacher-Student Interaction in EFL Classroom: The Greek Context

The present research endeavours to shed light on the role that gender plays in the language classroom in the Greek context. As no systematic investigation has considered special aspects of gender and interaction in primary school classrooms, this study seeks to investigate how teachers and students position themselves within different discourses in EFL classroom interaction. The issues discussed include turn-taking and interruptions, praise and reprimand, class dominance, teacher attention and class participation in classroom interaction. Drawing on language and gender research, it was hypothesized that gender of the learner affects the learner’s language use and behaviour during EFL interaction. This study advances our understanding of gendered classroom interaction and highlights important ways in which students’ gender influences teacher-student, as well as student-student interaction. Moreover, this study sheds light on gender bias which occurs in the classroom and thus impedes teachers’ abilities to work successfully with all students. The Greek data revealed great similarity with findings of previous studies by supporting the assumption that: (a) teachers are biased in favour of boys, especially with respect to giving them more attention; (b) male students demand more teacher attention and more instructions from the teacher than their female peers; (c) female students are more likely to receive praise and positive comments, whereas male students are reprimanded by the teacher; (d) male students are more active in class participation, by taking more turns, volunteering and calling out.

ANALYSIS OF TEACHER'S COMPETENCE IN DESIGNING A PORTFOLIO ASSESSMENT TECHNIQUES IN PRIMARY SCHOOL

The indicators in this pedagogical competence among teachers are able to master every assessment techniques and ways of designing assessment. The context of a teacher's success in carrying out the assessment is inseparable from the quality of the draft assessment prepared. One design will be thorough assessment is a portfolio assessment. This study aims to determine how the competence of teachers in primary schools Objects in designing a portfolio valuation technique. This research method is descriptive qualitative. The results showed that the level of competence of teachers at SDN Benda in designing portfolio assessment techniques is 89,32%. This means that all classroom teachers at SDN Benda was able to design a portfolio with good ratings, but in designing a portfolio assessment that there are still shortcomings, such as lack of teacher attention to documents that will be used as a portfolio and lack of willingness of teachers in documenting the design of the portfolio is made in writing.