Strengthening Character Value Based on Experiential Learning to Reduce Student Academic Cheating Behavior

A strong character has a very important role in many aspects of life, especially the academic field. This study aims to test the effectiveness of experiential learning on strengthening character values in reducing the level of student academic cheating. The subjects of this study were a small group of students (38 people). The instruments used in data collection were academic fraud questionnaires and pretest-posttest questions. The data analysis technique used the Mc Nemar Test. The results of the Mc Nemar Test show that the value of Z count> Z table and a significant value> 0.05, or 3.77> 1.96, and 0.809> 0.05, thus the conclusion is that H0 is rejected. This means that the experiential learning strategy can improve the strengthening of student character. and reduce academic cheating.

Mathematical Disposition of Students’, Teachers, and Parents in Distance Learning: A Survey

This study reveals (1) the mathematical dispositions of students, teachers, and parents in distance learning, and (2) factors forming the mathematical dispositions of students, teachers, and parents in distance learning. The method used in this research is a survey-based qualitative descriptive analysis. The subjects of the study were 20 elementary school students, 20 elementary school teachers, and 20 parents who have elementary school-aged children (6 to 11 years). The research data were collected through questionnaires and interviews. The results showed that the level of students' mathematical dispositions in distance learning was at a moderate level, the parents' mathematical dispositions were at a moderate level but tended to below, while the teachers' mathematical dispositions were at a high level. There are three factors that need to be considered to determine a mathematical disposition, namely the presence or absence of a mathematical disposition, its direction, and its intensity. Meanwhile, an interactive learning atmosphere, fast feedback, the use of technology, and the right content are factors in forming mathematical dispositions. This supports the proposition that the disposition (students, teachers, parents) towards mathematics learning is influenced by rules and practices in schools, teacher-student relationships, and expectations that determine the learning climate.

Online learning during the covid-19 pandemic: How is it implemented in elementary schools?

<p>The Covid-19 pandemic that occurred forced the learning process to be carried out online or online learning. This study aims to analyze the opportunities and challenges of teachers and students who carry out the online learning process during the Covid-19 pandemic. This research uses a qualitative approach with a case study type. The subjects of this research were class teachers and grade IV elementary school students. The sampling technique used was purposive random sampling. Data collection techniques used interviews and documentation. The data obtained in this study were qualitative data which were analyzed using data triangulation techniques. The results showed that teachers and students got several opportunities and challenges implementing the online learning process during the Covid-19 pandemic. The opportunities for elementary school teachers and students are (1) Technology ability, (2) more accessible learning, (3) expanding learning references. Meanwhile, the challenges faced by elementary school teachers and students in online learning during the Covid-19 pandemic were (1) difficulty achieving learning objectives, (2) network disruption, (3) high cost.</p>

Exploring the source of well-being for high achiever students

Characteristics of high achiever students are different from middle and low achiever students. Teachers and schools need to understand the unique characteristics of high achiever students in terms of their wellbeing. Aim of this research is to describe source of wellbeing for high achiever students. The research was conducted through survey using questionnaire adapted from Huebner’s Multidimensional Student’s Life Satisfaction Scale (MSLSS). The questionnaire filled by 428 students in grade IV-VI in Mataram, West Nusa Tenggara, which are at top ten rank of their class. Data then analyzed by performing exploratory factor analysis. This research found that there are two factors as source of wellbeing for high achiever students, that are physical and psychological safety and the availability of support for student personal growth. Physical and psychological safety refers to school environment that protects students from psychological and physical threats. Whereas the availability of support for personal growth refers to how schools provide environment in order to facilitate students’ cognitive and social development. This research suggest that high achiever students call for teachers and school personnel to create school environment by considering students opportunities to develop their potentials without feeling threatened.

Trends of science technology engineering mathematics (STEM)-based learning at elementary school in Indonesia

This research investigates the results of studies related to the implementation of Science Technology Engineering and Mathematics (STEM)-based learning at elementary schools in Indonesia. Using the Systematic Literature Review (SLR) with meta-synthesis model, this research selects research articles related to STEM-based learning at elementary school in Indonesia from google scholar and google site as sources for primary data and secondary data, respectively. After reviewed through inclusion and exclusion criteria evaluated by quality assessments, 15 scientific articles published within 2015 to 2020 are analysed. Findings show that many studies have great interest in developing STEM-based teaching and learning materials, while others focus on identifying the impact of STEM-based learning on various learning achievements such as creative thinking skills, critical thinking skills, basic questioning skills, and scientific literacy, and learning achievement in general.

Teacher competence in implementing higher-order thinking skills oriented learning in elementary schools

<p>Information and technology development in the last decade have caused fundamental changes in all of the life aspects, including in the educational aspect. Learning in the school was demanded to be an agent of instilling the ability of higher-order thinking (HoTS) so that the students could deal with life challenging in future life. The teachers also must have competence in implementing HoTS oriented learning. This study aimed to explore teachers’ competencies and implement HoTS oriented learning in the public elementary school 2 of Ketaon, Boyolali Regency. Data was collected through interviews, observation, and documentation. The data collected further were analyzed by using the data analysis technique of the interactive inductive model of Miles and Huberman. The the research results showed that 1) there are five competencies used by the teachers in implementing HoTS oriented learning as follows; Educational Competence, Competence for Technological Commercialization, Competence in Globalization, Competence In Future Strategies, and Counsellor Competence. 2) Efforts made by teachers are to improve competence in implementing HoTS oriented learning by following the training and education program, participating in the empowerment of professional teacher development organizations such as teachers’ cluster working groups (KKG)<em>,</em> teacher working group (MGMP), webinar, technical guidance, and workshop. In addition, the role of colleagues contributed to increasing teachers’ competencies</p>

Implementation of the school literacy movement during the covid-19 pandemic

<div><p>The implementation of the school literacy movement, especially in elementary schools, has many obstacles. Moreover, during the Covid-19 pandemic, the problem of implementing the school literacy movement became increasingly complex. This research is a qualitative research, which is carried out in elementary schools in Banjarharjo District. The data collection instruments consisted of interviews, questionnaire sheets, and observation sheets. The results showed 1) the pattern of literacy movements during the Covid-19 pandemic was adjusted to the level of developmental age of students and the situation and conditions and stages of the literacy movement carried out online; 2) The driving factors for the implementation of the school literacy movement during the Covid-19 pandemic include the availability of good facilities and cooperation with parents. Meanwhile, The inhibiting factors for the school literacy movement are the lack of supporting facilities and the lack of teachers to directly control the development of students' literacy. The school literacy movement during the Covid-19 pandemic should be supported by digital-based reading materials and parental understanding regarding the implementation of the school literacy movement during the Covid-19 pandemic.<strong></strong></p></div>

The Relationship between pre-service elementary school mathematics teachers’ beliefs about epistemology of mathematics, teaching and learning, and mathematics assessment

<div><p>This study aims to examine the relationship between epistemological beliefs, teaching-learning beliefs and assessment beliefs in mathematics education. This research is a quantitative study with a correlational study. Data collection using the survey method with a cross-sectional design. The participants were 71 pre-service elementary school , mathematics teachers. The data on beliefs were collected through means of a questionnaire. The data collected from the questionnaire were then analyzed quantitatively through descriptive and inferential statistics. Descriptive statistics utilizes the mean value, maximum value, and standard deviation values. Inferential statistics use the product-moment correlation as well as path analysis. The research results show that there is a positive and significant correlation between static and dynamic beliefs on epistemology of mathematics, and the constructivist beliefs on mathematics teaching and learning, with the productive beliefs on mathematics assessment. In addition, there is seen to be a functional influence between both epistimological beliefs (both static and dynamic), as well as beliefs on teaching and learning (constructivist) and beliefs about mathematic assessment (productive). The results of this research signify the importance of considering one’s beliefs about the epistemology of mathematics and mathematics teaching and learning when constructing their beliefs regarding mathematics assessment.</p></div>

Because the sky is the limit: Interpretive phenomenological analysis of millennial elementary school teachers using digital technology in the classroom

<div><p>The population of millennials who work as elementary school teachers is currently increasing because it replaces the previous generation who will retire. This generation grows surrounded by technology and educates technology savvy too. This study aims to explore the experience of millennial teacher related to the use of technology in learning in primary schools. Two research questions were proposed, namely: 1) How did millennial teacher experience their role as teacher for elementary school students? ; 2) What is the experience of millennial teacher when using technology in learning for students in elementary schools. This study uses a qualitative method with the Interpretative Phenomenological Analysis (IPA) approach. Semi-structured interviews with open-ended questions were conducted on 6 elementary school teacher. The analysis showed four emergent themes, namely: (1) Interpersonal experience; (2) Technology as a learning tool; (3) Barriers to integrating technology in learning; (4) Strategy to overcome obstacles. Collaborative, and collegial relationships will help the subject to make an active contribution at work. Familiarity with technology helps millennial teachers in innovating learning and interacting with students.</p></div>

Development of mind mapping-based comics to improve math learning outcomes

<div><p>This study aims to develop, study the feasibility and effectiveness of mathematics comic media based on <em>mind mapping</em> for fifth-grade students of public elementary schools in Demak. The method used is the Sugiyono Research and Development model consisting of 7 steps. The data analysis technique used descriptive statistics, t-test, z-test and n-gain. The results showed the development process of mathematical comic media based on mind mapping on speed and discharge topics with the local cultural background of Demak city. Media was assessed by material, media, and language experts, and It showed valid results and very feasible to be implemented. This media's effectiveness is indicated by the improvement of the Students’ learning outcomes and learning achievement. Students and teachers' response about this media shows positive responses because the comic media are practical and complete content, such as (material, question, assignment, solution, and evaluation). The conclusion is learning media has been successfully developed. Mathematics comic media based on mind mapping is very feasible and practical used in learning mathematics, and it is efeffectively improvements’ learning.</p></div>