The research aims at describing the implementation of participation rights in early childhood education through educative game tools (Alat Permainan Edukatif: APE) and finding out the problems encountered by the teachers in implementing participation rights through APE. The research type is qualitative research. The subjects of the research were four teachers of early childhood education in Semarang Municipality including play group and kindergarten school which were selected by using purposive sampling. The data were collected by field observation and depth-interview and analyzed in the form of a descriptive qualitative analysis. The results show that some APEs implemented in early childhood education were potentially able to enhance participation rights, but the teachers were not aware on this aspect. They tended to focus on the academic outputs and on fulfilling joyful learning. The main factor was the teachers’ knowledge on the importance of APE for comprehending the participation rights of the child in learning process, including the limited number of APEs created and the flexibility of the APEs available. As participation rights are essential in learner-centered approach, APE as an educational game tool should be created and manipulated to accommodate the rights, including protection and provision rights.
The aims of research consist of the following (1) to know need analyze teaching materials related to the matter on writing kid stories in the fourth grade of elementary school, (2) to develop teaching material on writing kid stories based on contextual. The study employs descriptive qualitative and evaluative method which the data are collected by interview, observation, document analysis, and Forum Group Discussions (FGD), questionnaire, and test. Result of the research (1) The teachers still need the addition of teaching materials on writing kid stories as support, (2) Teachers need the new innovation about the developing og teaching materials on writing kid stories. Teaching materials on writing kid stories on contextual basis which can help the teachers as the teaching media in enlanging the sight on writing kid stories and the students are motivated in expressing idea, opinion and mind in a story. The results of the development of teaching materials to writing kid stories based on contextual grade 4th can be received well by learners.
International Journal of Engineering Inventions (IJEI) provides a multidisciplinary passage for researchers, managers, professionals, practitioners and students around the globe to publish high quality, peer-reviewed articles on all theoretical and empirical aspects of Engineering and Science.
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.
This research aimed to produce a learning trajectory which could help students to understand the concept of permutations through role-playing activity in the election of chairman and vice-chairman of Intra School Students Organization. This research was a design research method through three stage, 1) preliminary design/preparing for the experiment were used to design the Hypothetical Learning Trajectory, 2) design experiment was a Hypothetical Learning Trajectory test phase consisting of pilot and teaching experiment, 3) retrospective analysis. It was Indonesia’s Realistic Mathematics Education Approach at tenth grade of Senior High School No 15 Palembang. Data collecting technique were obtained from observations, recorded videos, photos, students’ sheet activities, and field documentation. The result of this research was a learning trajectory which has three activities that could help student to understand the concept of permutations, there are: 1) the students could determine the form of administrative committee and calculate the number of formed groups formation in the election from 2, 3, 4 and 5 nominated candidates, 2) Students could determine the number of groups’ formation convert into the closest form of the multiplication and the factorial, 3) by using the students understanding of factorial, students found the concept of permutations form: nPr
An Analysis of Teachers’ Pedagogical Content Knowledge on Number Sense Learni...AJHSSR Journal
This article is about an analysis of teachers’ Pedagogical Content Knowledge (PCK) during
teaching the concept of number for early childhood. Research subjects were three kindergarten teachers in
Depok area, West Java, Indonesia. This type of research is qualitative that analyzed the phenomenon of PCK
when teaching the concept of numbers to children aged 5-6 years. Researchers conducted two observations,
interviews and documentation studies. The results showed that the three respondents did not understand the
concept of numbers as a whole. Respondents also did not comprehend the definition of the concept of numbers
and the appropriate stages associated with the concept of numbers. In addition, the three teachers did not
understand the overall curriculum of early childhood education. However, with their sufficient teaching
experience, they were considered to have good teaching skills and good evaluation of learning process. The
obstacle faced by them was quite the same in which they still found it difficult to teach the concept of numbers
with different characteristics of children. It required a particular strategy for the teachers to overcome these
obstacles. The results of this study is expected to be a consideration to hold a professional workshop
development program in order to improve the professionalism of early childhood teachers particularly in
teaching mathematics.
EXPLORING THE USE OF DIGITAL DEVICES AMONG PUPILS WITH LEARNING DISABILITIESijma
The use of digital devices helped pupils memorize, enhance understanding and fully participate in learning.
One of the findings is that, during 55% of the time of the researchers observation, the computers were not
used at all. The purpose of this study is to assessing teachers' emphasis, exploring the positive effect of
using digital devices on PLD and the use of support software of digital devicesinTnL.This study used a
qualitative approach of case studies that involve interviews, observations and analysis of documents of
pupils work. The findings showed that teachers always perform audio activities using digital device tools
such as computers. These activitieswere particularly relevant with the PLD learning style. The popular
support resources used include digital software, mobile phones and youtube.Teachers are encouraged to
use digital devices and software due to several effects on PLD such as focusing with fun in learning.
Teaching reading to children ages 7 8 years to early light tunagrahita and th...Alexander Decker
This document discusses a study on the reading difficulties faced by early childhood students with light mental retardation ages 7-8 in an inclusive primary school in Indonesia. The study found six main difficulties: 1) speech issues like pronouncing consonant blends and voicing letters correctly, 2) lack of reading fluency shown by repeating syllables, 3) problems with perception like distinguishing similar letters and words, 4) short attention spans, weak concentration and memory that cause them to omit letters and words. The reading difficulties are caused by both physical abnormalities like speech and motor issues, as well as mental/psychological factors such as poor perception, attention, memory and low intelligence.
The aims of research consist of the following (1) to know need analyze teaching materials related to the matter on writing kid stories in the fourth grade of elementary school, (2) to develop teaching material on writing kid stories based on contextual. The study employs descriptive qualitative and evaluative method which the data are collected by interview, observation, document analysis, and Forum Group Discussions (FGD), questionnaire, and test. Result of the research (1) The teachers still need the addition of teaching materials on writing kid stories as support, (2) Teachers need the new innovation about the developing og teaching materials on writing kid stories. Teaching materials on writing kid stories on contextual basis which can help the teachers as the teaching media in enlanging the sight on writing kid stories and the students are motivated in expressing idea, opinion and mind in a story. The results of the development of teaching materials to writing kid stories based on contextual grade 4th can be received well by learners.
International Journal of Engineering Inventions (IJEI) provides a multidisciplinary passage for researchers, managers, professionals, practitioners and students around the globe to publish high quality, peer-reviewed articles on all theoretical and empirical aspects of Engineering and Science.
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.
This research aimed to produce a learning trajectory which could help students to understand the concept of permutations through role-playing activity in the election of chairman and vice-chairman of Intra School Students Organization. This research was a design research method through three stage, 1) preliminary design/preparing for the experiment were used to design the Hypothetical Learning Trajectory, 2) design experiment was a Hypothetical Learning Trajectory test phase consisting of pilot and teaching experiment, 3) retrospective analysis. It was Indonesia’s Realistic Mathematics Education Approach at tenth grade of Senior High School No 15 Palembang. Data collecting technique were obtained from observations, recorded videos, photos, students’ sheet activities, and field documentation. The result of this research was a learning trajectory which has three activities that could help student to understand the concept of permutations, there are: 1) the students could determine the form of administrative committee and calculate the number of formed groups formation in the election from 2, 3, 4 and 5 nominated candidates, 2) Students could determine the number of groups’ formation convert into the closest form of the multiplication and the factorial, 3) by using the students understanding of factorial, students found the concept of permutations form: nPr
An Analysis of Teachers’ Pedagogical Content Knowledge on Number Sense Learni...AJHSSR Journal
This article is about an analysis of teachers’ Pedagogical Content Knowledge (PCK) during
teaching the concept of number for early childhood. Research subjects were three kindergarten teachers in
Depok area, West Java, Indonesia. This type of research is qualitative that analyzed the phenomenon of PCK
when teaching the concept of numbers to children aged 5-6 years. Researchers conducted two observations,
interviews and documentation studies. The results showed that the three respondents did not understand the
concept of numbers as a whole. Respondents also did not comprehend the definition of the concept of numbers
and the appropriate stages associated with the concept of numbers. In addition, the three teachers did not
understand the overall curriculum of early childhood education. However, with their sufficient teaching
experience, they were considered to have good teaching skills and good evaluation of learning process. The
obstacle faced by them was quite the same in which they still found it difficult to teach the concept of numbers
with different characteristics of children. It required a particular strategy for the teachers to overcome these
obstacles. The results of this study is expected to be a consideration to hold a professional workshop
development program in order to improve the professionalism of early childhood teachers particularly in
teaching mathematics.
EXPLORING THE USE OF DIGITAL DEVICES AMONG PUPILS WITH LEARNING DISABILITIESijma
The use of digital devices helped pupils memorize, enhance understanding and fully participate in learning.
One of the findings is that, during 55% of the time of the researchers observation, the computers were not
used at all. The purpose of this study is to assessing teachers' emphasis, exploring the positive effect of
using digital devices on PLD and the use of support software of digital devicesinTnL.This study used a
qualitative approach of case studies that involve interviews, observations and analysis of documents of
pupils work. The findings showed that teachers always perform audio activities using digital device tools
such as computers. These activitieswere particularly relevant with the PLD learning style. The popular
support resources used include digital software, mobile phones and youtube.Teachers are encouraged to
use digital devices and software due to several effects on PLD such as focusing with fun in learning.
Teaching reading to children ages 7 8 years to early light tunagrahita and th...Alexander Decker
This document discusses a study on the reading difficulties faced by early childhood students with light mental retardation ages 7-8 in an inclusive primary school in Indonesia. The study found six main difficulties: 1) speech issues like pronouncing consonant blends and voicing letters correctly, 2) lack of reading fluency shown by repeating syllables, 3) problems with perception like distinguishing similar letters and words, 4) short attention spans, weak concentration and memory that cause them to omit letters and words. The reading difficulties are caused by both physical abnormalities like speech and motor issues, as well as mental/psychological factors such as poor perception, attention, memory and low intelligence.
This document summarizes a study on the acceptability of children with special needs in an inclusive elementary school in Yogyakarta, Indonesia. The study found that after initial reluctance, acceptance of these students by principals, teachers, students, and parents was generally good. Four factors were found to influence acceptance: knowledge of inclusive education, outside support, school facilities, and guardian persistence. The school worked to improve acceptance through teacher training, individualized assessments of new students, and accommodating various types of special needs when possible given school resources.
After School Program in Partnership with EkStep: An Experiment by Mantra4ChangeEkStepFoundation
Mantra4Change, conducted an interesting experiment to study the effectiveness of technology in improving learning outcomes. They designed a one-month pilot that would involve teaching children English on a tablet, using the Genie app provided by e-learning platform EkStep. The objectives of the experiment were to improve learning outcomes, use after-school hours profitably and increase parents’ investment in their children’s education. What were the outcomes? Read all about the experiment in this report.
Primary school children are included in the vulnerable group because they are still in a growth and development phase. In Indonesia, many accidents involve children due to their lack of knowledge, excessive energy, and high curiosity. Therefore, it is important to evaluate the application of safety values in formal education material, in order to evaluate how adequate the current teaching materials in encouraging children to practice safety culture. Petompon 2, one of the primary school used in this study, showed that 60% subjects in grade 1 contain application of safety values, and subjects from grade 2 to 6 showed that 14.3%, 90%, 100%, 87.5%, and 50% subjects, consecutively, already contain safety education. The solutions offered are improving teacher’s capacity in learning process and integrating the safety values into education subjects, such as: in sport education, natural science, social science, citizenship education, Islamic religion, mathematics, and Indonesian language. Other methods available are integrating safety values into extracurricular activities and introducing educative game on safety values to primary school students.
The document summarizes a study that investigated the use of Individual Education Plans (IEPs) for students with autism at an autism learning laboratory in Malaysia. IEPs were developed for 10 students with autism that outlined learning objectives and progress benchmarks. Results showed that students achieved 40-85% of their IEP objectives over 6 months. Lower achievement was linked to factors like inconsistent schedules between the lab and other schools. IEPs allowed progress to be monitored and plans adjusted to support students' needs.
This article summarizes a study investigating the impact of non-technological game-based teaching on students' mathematics achievement. The study was conducted in a rural middle school in Pakistan with 39 grade 8 students. Students were split into an experimental group that learned mathematics concepts through the game "Guess and Tell" and a control group with traditional instruction. Pre- and post-tests showed students in the experimental group had significantly higher post-test scores, indicating the game improved their mathematics achievement. The study found no significant difference in achievement between male and female students. The researchers concluded that non-technological games can effectively be used as a teaching tool to enhance learning outcomes in mathematics.
This study investigated the teaching materials used in social studies lessons in Turkey. A survey was administered to 160 social studies teachers to examine how various teacher characteristics influence their use of printed materials, audiovisual materials, and experience-giving teaching methods. The results showed that female teachers and teachers who received in-service training used printed materials and experience-giving methods significantly more than other groups. Teachers with 16 or more years of experience also used printed materials and experience-giving methods significantly more. Having sufficient teaching materials at school also positively influenced material usage. No significant relationships were found between material usage and a teacher's personal computer access or interest in technology.
The purpose of this study is to find out the critical thinking skills indicators and aspects of prospective elementary school teachers in mathematics-science integration lectures on electrical circuits and mathematical logic lesson. This research uses random sampling technique in which 30 first semester students were chosen randomly from one of university in Padang region West Sumatera Indonesia. This research uses Research and Development (R & D). The critical thinking skills are seen from processes, observations, and tests. The process of critical thinking skills of prospective elementary school teachers on the average of critical thinking skills indicator is 84% in strategies and tactics, 80% in advanced clarification and 83% in elementary clarification, basic support, and inference. The result of observing the critical thinking skills of prospective elementary school teachers on the average of each lectures is significantly increased to be 81.9%. The results of pre-test and post-test were increased significantly. It is shown from N-gain of 0.7 to be medium category.
This document summarizes research on students' perceptions of using an electronic module in physics practicum at Universitas Jambi in Indonesia. The study involved 117 students majoring in mathematics education and science. Based on questionnaire and interview results:
1) Most students (64.4% of physics education students and 55.2% of mathematics education students) had positive perceptions of the electronic module, finding it in the "good" category.
2) The module was validated by experts and found to be well-organized and clearly presented, with a good design and appropriate language for students.
3) The electronic module provided new learning experiences for students and opportunities to develop their science process skills.
Students’ Engagement in Scientific Approach Based Learning and Its Effect on ...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
Parents as Teachers Program: A Pilot by Gyan Prakash FoundationEkStepFoundation
The ‘Parents As Teachers’ program aims to bring about a change in the mindset of low income parents and rural parents about their role in the child’s development and education. The program primarily targeted low-income mothers with children who are yet to enter formal schooling and aimed to increase the capacity of parents to create active childhood experiences that aid the development of their child. The program was implemented over the course of 8 months from January - September 2018 in Pune. The program was a collaboration between Gyan Prakash Foundation and EkStep Foundation.
Students use different styles or ways of receiving and managing information during learning. VARK learning style was developed based on the physiological aspect of students in the form of sensory modalities. This survey research was conducted at 30 elementary schools in Ambon City. The data of student learning was obtained by filling out the learning style questionnaire developed by Fleming. The results showed that 88.7% of students used a learning style (unimodal) and 11.3% of students combined more than one learning style (multimodal). For the unimodal learning styles, kinesthetic is most prevalent in male and female students with a percentage of 58.6%, whereas visuals are least found with a percentage of 6%. The study also revealed that multimodal learning styles were found at all bimodal, trimodal, and quadmodal combinations. The more blend of learning style, hence the frequency of determination of student learning style even less.. The combination of multiple unimodal learning styles with large numbers will result in multimodal learning styles with large numbers.
A Case Study on the Used of Visual Media in English Instructional Process at ...iosrjce
This study was aimed at describing the use of visual media in English classes of State Islamic
Secondary School 1 Malang. This study was a descriptive study. There were observation sheet, questioner, and
interview guide used in this study. The finding showed that first the English teachers at State Islamic Secondary
School 1 Malang use visual media in their instructional process. Second, the English teachers use flash cards,
charts, pictures, and real objects because they were easily available. Third, those visual media used by the
English teachers as means for attracting the students’ attentions, giving the students spirit to ask questions, and
helping the teachers explain the materials. Fourth, all the students have positive attitudes towards the used of
visual media in the instructional process because they can understand the materials better and were not bored
during the instructional process. Fifth, in terms of operating the visual media, the English teacher uses the
visual media by demonstrating and drawing. Sixth, all the English teachers have made the visual media by
themselves. The last, sometimes the English teachers have problems or difficulties in providing and making the
visual media.
This study examined the effects of language teaching strategies in Amhara region, Ethiopia on children’s phonemic awareness reading performance. To this end, one hundred and two grade one children of two intact sections (n=50) and (n=52) were selected and participated as experimental and control groups, respectively. The research employed quasi-experimental pre- and post-test research design that aimed at examining the effects of reading strategies in children’s phonemic awareness performance. Besides, the researchers collected data through non-participant observation and teacher self-reflection reports. To analyze children’s phonemic awareness, paired samples t-test was computed using pre- and post-test scores of the children. To analyze the qualitative data, researchers employed narratives based on categories formed considering the basic themes of the research questions of this paper. Findings indicated that phonemic awareness reading strategies used in Amhara region could improve children’s phonemic awareness performance. Furthermore, observation and teachers’ reflections showed that there were positive results on the application of the strategies in improving children’s phonemic awareness. Eventually, recommendations and implications for further research were suggested.
Game Base Teaching Model: learning Physics by Gulli-Danda scjoshidat2012
In this paper, a Game Based Teaching Model (GBTM) applying inquiry as a strategy to teach and learn, connecting classroom teaching with real life experiences, is proposed for physics classroom instructions which use traditional games as demonstration tools. It advocates motivating children to learn through their surrounding games.
This qualitative research explains the rationale behind the utilisation of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organised semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their institution. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated together in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skill-sets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.
This study examined science teachers' use of innovative teaching strategies for senior secondary school science subjects in Ilorin, Nigeria. The researchers administered a questionnaire to 256 science teachers to assess their utilization of 36 innovative strategies. The results showed that teachers frequently used only 2 of the 36 strategies, while rarely using the rest. Teachers' experience and qualifications did not significantly influence their strategy use. The study aimed to determine strategy use and identify factors that may impact it, in order to improve student performance in science subjects. It recommended that teachers make greater use of innovative strategies.
TEACHER’S ATTITUDE TOWARDS UTILISING FUTURE GADGETS IN EDUCATION ijcax
Today’s era is an era of modernization and globalization. Everything is happening at a very fast rate whether it is politics, societal reforms, commercialization, transportation, or educational innovations. In every few second, technology grows either in the form of arrival of the new devices/gadgets with millions of apps and these latest technological objects may be in the form of hardware/software devices. We are the
educationists, teachers, students and stakeholders of present Indian educational system. These gadgets/devices are partly being used by us or most of them are still unaware of these innovative technologies due to the mass media or economical factor. So, there is a need to improvise ourselves towards utilizing the future gadgets in order to explore the educational uses, barriers and preparatoryneeds of these available devices for educational purposes. This paper aims to study the opinion of the teacher-educators about the usage of future gadgets in higher education. It will also contribute towards establishing the list of latest technological devices, and how it can enhances the process of teachinglearning system.
Article review : Does Game-Based Learning Work? Results from Three Recent Stu...Nurnabihah Mohamad Nizar
1. The document summarizes three recent studies on the effectiveness of game-based learning. The studies found that students who used video games as a learning aid performed better on tests compared to students who did not use games.
2. The studies involved over 2,000 students across business, economics, and management courses. Students who used games scored higher and had higher rates of A's compared to students who did not use games.
3. The researcher employed different statistical tests for each study - t-tests for business students and ANOVA tests for management students - and appropriately tailored the research methods to each course. The findings provide evidence that game-based learning can improve academic achievement.
Enhancing Pupils’ Knowledge of Mathematical Concepts through Game and Poemiosrjce
The study investigated the effects of game and poem enhanced instruction on pupils’ knowledge of
mathematics concepts in mathematics (Fractions and decimals, Volume of, cylinder; triangular prisms and
sphere; Capacity and Weight). A total of 344 pupils from twelve (12) public primary schools of Ogbia and
Yenagoa Local Government Areas of Bayelsa State, Nigeria were involved in the study. A pretest-posttest
control group quasi-experimental design was adopted in the research. The moderating effects of gender were
also examined on the independent and dependent variables. Using ANCOVA statistics, the results revealed that
pupils exposed to game and poem enhanced instruction have better mean score in knowledge of mathematics
concepts than the control groups. Poem was found to be more effective in improving pupils’ knowledge of
mathematics concepts than game and a non-significant gender difference existed in the mean scores in
knowledge of mathematics concepts. There was no significant interaction effect of gender on pupils’ knowledge
of mathematics concepts. The implication of the findings was discussed and appropriate recommendations were
made.
This document describes a study that examined the effect of using a scrapbook of children's stories as a media for improving storytelling skills in elementary school students. The study used a quasi-experimental design comparing a control class and experimental class. Results of statistical tests showed that both classes had normally distributed and homogeneous data. An independent t-test found a significance level below 0.05, indicating a significant effect of using the scrapbook media on improving students' storytelling skills compared to the control class. The scrapbook was concluded to be an effective media for developing elementary students' language and storytelling abilities.
This research aimed for developing Inquiry Worksheet to facilitate the process skill. Inquiry Worksheet gave the opportunity for student to make good observations in giving hypothesis, designing the experiment, collecting, analyzing, and inferring the data. To involve the students in Inquiry process is the important point in Science lessons which can help the students to develop Science literacy and give the opportunity to drill their Science process skill. This research used the steps of developing 4P but the fourth step was not used, this analysis used the descriptive qualitative. Based on the validation result showed the Lesson Plan (RPP) and Inquiry Worksheet (LKS) had been developed were in valid category. The implementation of the good Lesson Plan for Evaluation Results was classically achieved. The process skill obtained 100 for the average score. For pretest and posttest, the students obtained 82.85 and 57.14. Learning using the Inquiry worksheet showed good responses by the students. The conclusion of this research was Inquiry Worksheet competent to facilitate the process skills.
This document summarizes a study on the acceptability of children with special needs in an inclusive elementary school in Yogyakarta, Indonesia. The study found that after initial reluctance, acceptance of these students by principals, teachers, students, and parents was generally good. Four factors were found to influence acceptance: knowledge of inclusive education, outside support, school facilities, and guardian persistence. The school worked to improve acceptance through teacher training, individualized assessments of new students, and accommodating various types of special needs when possible given school resources.
After School Program in Partnership with EkStep: An Experiment by Mantra4ChangeEkStepFoundation
Mantra4Change, conducted an interesting experiment to study the effectiveness of technology in improving learning outcomes. They designed a one-month pilot that would involve teaching children English on a tablet, using the Genie app provided by e-learning platform EkStep. The objectives of the experiment were to improve learning outcomes, use after-school hours profitably and increase parents’ investment in their children’s education. What were the outcomes? Read all about the experiment in this report.
Primary school children are included in the vulnerable group because they are still in a growth and development phase. In Indonesia, many accidents involve children due to their lack of knowledge, excessive energy, and high curiosity. Therefore, it is important to evaluate the application of safety values in formal education material, in order to evaluate how adequate the current teaching materials in encouraging children to practice safety culture. Petompon 2, one of the primary school used in this study, showed that 60% subjects in grade 1 contain application of safety values, and subjects from grade 2 to 6 showed that 14.3%, 90%, 100%, 87.5%, and 50% subjects, consecutively, already contain safety education. The solutions offered are improving teacher’s capacity in learning process and integrating the safety values into education subjects, such as: in sport education, natural science, social science, citizenship education, Islamic religion, mathematics, and Indonesian language. Other methods available are integrating safety values into extracurricular activities and introducing educative game on safety values to primary school students.
The document summarizes a study that investigated the use of Individual Education Plans (IEPs) for students with autism at an autism learning laboratory in Malaysia. IEPs were developed for 10 students with autism that outlined learning objectives and progress benchmarks. Results showed that students achieved 40-85% of their IEP objectives over 6 months. Lower achievement was linked to factors like inconsistent schedules between the lab and other schools. IEPs allowed progress to be monitored and plans adjusted to support students' needs.
This article summarizes a study investigating the impact of non-technological game-based teaching on students' mathematics achievement. The study was conducted in a rural middle school in Pakistan with 39 grade 8 students. Students were split into an experimental group that learned mathematics concepts through the game "Guess and Tell" and a control group with traditional instruction. Pre- and post-tests showed students in the experimental group had significantly higher post-test scores, indicating the game improved their mathematics achievement. The study found no significant difference in achievement between male and female students. The researchers concluded that non-technological games can effectively be used as a teaching tool to enhance learning outcomes in mathematics.
This study investigated the teaching materials used in social studies lessons in Turkey. A survey was administered to 160 social studies teachers to examine how various teacher characteristics influence their use of printed materials, audiovisual materials, and experience-giving teaching methods. The results showed that female teachers and teachers who received in-service training used printed materials and experience-giving methods significantly more than other groups. Teachers with 16 or more years of experience also used printed materials and experience-giving methods significantly more. Having sufficient teaching materials at school also positively influenced material usage. No significant relationships were found between material usage and a teacher's personal computer access or interest in technology.
The purpose of this study is to find out the critical thinking skills indicators and aspects of prospective elementary school teachers in mathematics-science integration lectures on electrical circuits and mathematical logic lesson. This research uses random sampling technique in which 30 first semester students were chosen randomly from one of university in Padang region West Sumatera Indonesia. This research uses Research and Development (R & D). The critical thinking skills are seen from processes, observations, and tests. The process of critical thinking skills of prospective elementary school teachers on the average of critical thinking skills indicator is 84% in strategies and tactics, 80% in advanced clarification and 83% in elementary clarification, basic support, and inference. The result of observing the critical thinking skills of prospective elementary school teachers on the average of each lectures is significantly increased to be 81.9%. The results of pre-test and post-test were increased significantly. It is shown from N-gain of 0.7 to be medium category.
This document summarizes research on students' perceptions of using an electronic module in physics practicum at Universitas Jambi in Indonesia. The study involved 117 students majoring in mathematics education and science. Based on questionnaire and interview results:
1) Most students (64.4% of physics education students and 55.2% of mathematics education students) had positive perceptions of the electronic module, finding it in the "good" category.
2) The module was validated by experts and found to be well-organized and clearly presented, with a good design and appropriate language for students.
3) The electronic module provided new learning experiences for students and opportunities to develop their science process skills.
Students’ Engagement in Scientific Approach Based Learning and Its Effect on ...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
Parents as Teachers Program: A Pilot by Gyan Prakash FoundationEkStepFoundation
The ‘Parents As Teachers’ program aims to bring about a change in the mindset of low income parents and rural parents about their role in the child’s development and education. The program primarily targeted low-income mothers with children who are yet to enter formal schooling and aimed to increase the capacity of parents to create active childhood experiences that aid the development of their child. The program was implemented over the course of 8 months from January - September 2018 in Pune. The program was a collaboration between Gyan Prakash Foundation and EkStep Foundation.
Students use different styles or ways of receiving and managing information during learning. VARK learning style was developed based on the physiological aspect of students in the form of sensory modalities. This survey research was conducted at 30 elementary schools in Ambon City. The data of student learning was obtained by filling out the learning style questionnaire developed by Fleming. The results showed that 88.7% of students used a learning style (unimodal) and 11.3% of students combined more than one learning style (multimodal). For the unimodal learning styles, kinesthetic is most prevalent in male and female students with a percentage of 58.6%, whereas visuals are least found with a percentage of 6%. The study also revealed that multimodal learning styles were found at all bimodal, trimodal, and quadmodal combinations. The more blend of learning style, hence the frequency of determination of student learning style even less.. The combination of multiple unimodal learning styles with large numbers will result in multimodal learning styles with large numbers.
A Case Study on the Used of Visual Media in English Instructional Process at ...iosrjce
This study was aimed at describing the use of visual media in English classes of State Islamic
Secondary School 1 Malang. This study was a descriptive study. There were observation sheet, questioner, and
interview guide used in this study. The finding showed that first the English teachers at State Islamic Secondary
School 1 Malang use visual media in their instructional process. Second, the English teachers use flash cards,
charts, pictures, and real objects because they were easily available. Third, those visual media used by the
English teachers as means for attracting the students’ attentions, giving the students spirit to ask questions, and
helping the teachers explain the materials. Fourth, all the students have positive attitudes towards the used of
visual media in the instructional process because they can understand the materials better and were not bored
during the instructional process. Fifth, in terms of operating the visual media, the English teacher uses the
visual media by demonstrating and drawing. Sixth, all the English teachers have made the visual media by
themselves. The last, sometimes the English teachers have problems or difficulties in providing and making the
visual media.
This study examined the effects of language teaching strategies in Amhara region, Ethiopia on children’s phonemic awareness reading performance. To this end, one hundred and two grade one children of two intact sections (n=50) and (n=52) were selected and participated as experimental and control groups, respectively. The research employed quasi-experimental pre- and post-test research design that aimed at examining the effects of reading strategies in children’s phonemic awareness performance. Besides, the researchers collected data through non-participant observation and teacher self-reflection reports. To analyze children’s phonemic awareness, paired samples t-test was computed using pre- and post-test scores of the children. To analyze the qualitative data, researchers employed narratives based on categories formed considering the basic themes of the research questions of this paper. Findings indicated that phonemic awareness reading strategies used in Amhara region could improve children’s phonemic awareness performance. Furthermore, observation and teachers’ reflections showed that there were positive results on the application of the strategies in improving children’s phonemic awareness. Eventually, recommendations and implications for further research were suggested.
Game Base Teaching Model: learning Physics by Gulli-Danda scjoshidat2012
In this paper, a Game Based Teaching Model (GBTM) applying inquiry as a strategy to teach and learn, connecting classroom teaching with real life experiences, is proposed for physics classroom instructions which use traditional games as demonstration tools. It advocates motivating children to learn through their surrounding games.
This qualitative research explains the rationale behind the utilisation of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organised semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their institution. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated together in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skill-sets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.
This study examined science teachers' use of innovative teaching strategies for senior secondary school science subjects in Ilorin, Nigeria. The researchers administered a questionnaire to 256 science teachers to assess their utilization of 36 innovative strategies. The results showed that teachers frequently used only 2 of the 36 strategies, while rarely using the rest. Teachers' experience and qualifications did not significantly influence their strategy use. The study aimed to determine strategy use and identify factors that may impact it, in order to improve student performance in science subjects. It recommended that teachers make greater use of innovative strategies.
TEACHER’S ATTITUDE TOWARDS UTILISING FUTURE GADGETS IN EDUCATION ijcax
Today’s era is an era of modernization and globalization. Everything is happening at a very fast rate whether it is politics, societal reforms, commercialization, transportation, or educational innovations. In every few second, technology grows either in the form of arrival of the new devices/gadgets with millions of apps and these latest technological objects may be in the form of hardware/software devices. We are the
educationists, teachers, students and stakeholders of present Indian educational system. These gadgets/devices are partly being used by us or most of them are still unaware of these innovative technologies due to the mass media or economical factor. So, there is a need to improvise ourselves towards utilizing the future gadgets in order to explore the educational uses, barriers and preparatoryneeds of these available devices for educational purposes. This paper aims to study the opinion of the teacher-educators about the usage of future gadgets in higher education. It will also contribute towards establishing the list of latest technological devices, and how it can enhances the process of teachinglearning system.
Article review : Does Game-Based Learning Work? Results from Three Recent Stu...Nurnabihah Mohamad Nizar
1. The document summarizes three recent studies on the effectiveness of game-based learning. The studies found that students who used video games as a learning aid performed better on tests compared to students who did not use games.
2. The studies involved over 2,000 students across business, economics, and management courses. Students who used games scored higher and had higher rates of A's compared to students who did not use games.
3. The researcher employed different statistical tests for each study - t-tests for business students and ANOVA tests for management students - and appropriately tailored the research methods to each course. The findings provide evidence that game-based learning can improve academic achievement.
Enhancing Pupils’ Knowledge of Mathematical Concepts through Game and Poemiosrjce
The study investigated the effects of game and poem enhanced instruction on pupils’ knowledge of
mathematics concepts in mathematics (Fractions and decimals, Volume of, cylinder; triangular prisms and
sphere; Capacity and Weight). A total of 344 pupils from twelve (12) public primary schools of Ogbia and
Yenagoa Local Government Areas of Bayelsa State, Nigeria were involved in the study. A pretest-posttest
control group quasi-experimental design was adopted in the research. The moderating effects of gender were
also examined on the independent and dependent variables. Using ANCOVA statistics, the results revealed that
pupils exposed to game and poem enhanced instruction have better mean score in knowledge of mathematics
concepts than the control groups. Poem was found to be more effective in improving pupils’ knowledge of
mathematics concepts than game and a non-significant gender difference existed in the mean scores in
knowledge of mathematics concepts. There was no significant interaction effect of gender on pupils’ knowledge
of mathematics concepts. The implication of the findings was discussed and appropriate recommendations were
made.
This document describes a study that examined the effect of using a scrapbook of children's stories as a media for improving storytelling skills in elementary school students. The study used a quasi-experimental design comparing a control class and experimental class. Results of statistical tests showed that both classes had normally distributed and homogeneous data. An independent t-test found a significance level below 0.05, indicating a significant effect of using the scrapbook media on improving students' storytelling skills compared to the control class. The scrapbook was concluded to be an effective media for developing elementary students' language and storytelling abilities.
This research aimed for developing Inquiry Worksheet to facilitate the process skill. Inquiry Worksheet gave the opportunity for student to make good observations in giving hypothesis, designing the experiment, collecting, analyzing, and inferring the data. To involve the students in Inquiry process is the important point in Science lessons which can help the students to develop Science literacy and give the opportunity to drill their Science process skill. This research used the steps of developing 4P but the fourth step was not used, this analysis used the descriptive qualitative. Based on the validation result showed the Lesson Plan (RPP) and Inquiry Worksheet (LKS) had been developed were in valid category. The implementation of the good Lesson Plan for Evaluation Results was classically achieved. The process skill obtained 100 for the average score. For pretest and posttest, the students obtained 82.85 and 57.14. Learning using the Inquiry worksheet showed good responses by the students. The conclusion of this research was Inquiry Worksheet competent to facilitate the process skills.
Title Proposal Masters Mariano Marcos State UniversityElaineRaePugrad
The document summarizes a research study on developing Peace Education Modules on Catch-up Fridays among Grade 3 students. It outlines the problem statement which notes poor performance in Peace Education and a lack of relevant modules. The research problem aims to develop such modules to enhance competencies. The scope is limited to specific units and the validity of the module will be evaluated by experts. The study will use a descriptive research design with an R&D methodology to develop and validate the instructional materials.
Dynamic Learning Program for Millennial Learnersijtsrd
This document summarizes a research study that evaluated the effectiveness of a Dynamic Learning Program (DLP) for improving grade 9 students' science process skills in Trinidad, Bohol, Philippines. 53 students participated in a quasi-experimental study where they took a pre-test before and post-test after learning modules on volcanoes, climate, and constellations using DLP. DLP is centered on student-led, activity-based learning. Results showed students scored significantly higher on post-tests for observing, communicating, classifying, inferring, and predicting skills, indicating DLP helped develop these skills. The study suggests DLP is an effective approach for engaging millennial learners in science by allowing independent, hands-
This article describes a study that aimed to develop a learning path to help students understand the concept of percent using the context of an egg rack. The study used a design research method and the Indonesian Realistic Mathematics Education approach. The results were a three-activity learning trajectory involving students exploring egg racks, changing fraction problems to a bar form and percent, and solving more complex percent problems. Testing showed this approach helped students better understand percentages.
The document summarizes a literature review on teaching and learning processes to enhance teaching effectiveness. It discusses three key findings from the review:
1) Providing positive and developmental feedback as well as introducing role-playing activities have a profound positive impact on student confidence and self-esteem.
2) An active learning environment that promotes inclusivity can improve faculty and student academic performance.
3) Different learning styles must be accommodated, including visual, auditory, and kinesthetic learners, through a variety of teaching methods like lectures, group work, and hands-on activities.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Perceptions and Challenges of using Play Activities as Pedagogy: Perspectives...Premier Publishers
The study investigated the perceptions and challenges in using play activities as pedagogy in public kindergarten schools in the Ablekuma South Metro of the Greater Accra Region. Cross-sectional survey design was adopted for the study. Using the census sampling procedure, 164 kindergarten teachers were sampled for the study. A likert-type scale questionnaire was used to gather the requisite data for the study. The data were analysed using frequencies, percentages and the independent samples T-test. The study found out that teachers had positive perception about using play activities. It also came to light that lack of adequate funding; teaching learning resources, and inadequate qualified practitioners inhibited the use of play in kindergartens. There was ass statistically significant difference between male and female kindergarten teachers on the basis of the challenges encountered in the use of play activities. The study recommended that, the Ablekuma South-Metro, in collaboration with the educational directorate and schools organise in-service training on the significance of play activities to the holistic development of early learners. The educational directorate and the sampled school, with the support of the Parent Teacher Association should provide the basic teaching and learning materials required for children to engage in a meaningful and intellectual play.
This study aimed to determine the utilization of research results of the selection of marine fungi for milkfish (Chanos chanos) feed. The study was conducted in stages, starting with identifying the issues in the learning activities of biotechnology concepts, followed by experiments to identify research methods and products, selecting an adaptation of research findings as the learning source content, and application and development of research findings as learning. The data and information were gathered through an interview grid and a questionnaire, and the findings of the surveys were then analyzed qualitatively. The results of a selection study of marine fungi from Dua Island, Banten, Indonesia as feed for milkfish related to basic competency (KD) 3.10 and 4.10 can be used as learning resources as digital magazines for class XII high school students. Thus, media can help student in learning process.
Some methods of effective teaching and learning of mathematicsAlexander Decker
This academic article discusses effective methods for teaching mathematics. It begins by noting the high failure rates students experience in mathematics and attributes this in part to poor teaching methods. The article then examines several methods shown to improve mathematics learning, including play-way methods, project methods, centers of interest, assignment systems, and questioning techniques. It emphasizes the importance of these methods being activity-based and student-centered. The article concludes by stressing the role teacher attitude plays in implementation.
Thematic learning, especially thematic integrative, basically requires the optimization of the use of varied learning media so that it will help students in understanding the concepts of material which are abstract. Therefore, the use of learning media is important in learning. This study aims to reveal: 1) the eligibility of Dakon-themed game media on the topic “Where I Live”, and 2) the effectiveness of Dakon-themed game media in improving the curiosity of grade IV students of elementary school. This development research was conducted in Kulonprogo Regency, Special Region of Yogyakarta, Indonesia and developed the media according to the 10 steps developed by Borg & Gall. The testing subjects consisted of 9 students in the initial field trial phase, 34 students in the main field trial and 74 students in the operational field trial which were divided into experimental and control groups. The data collection was trough tests, expert rating scale and response questionnaire. The effectiveness of the media of media on the theme of topic Where I live in improving the curiosity of analytical students with N-gain, and t-test with an alpha level of 0.05.The results reveal that: (1) the developed Dakon-theme on the topic Where I Live meets the eligibility criteria based on the results of the validation with very feasible criteria; and (2) the developed game is effective in improving curiosity of the fourth grade students of elementary schools.
This research aims to understand the influence process of science skill and motivation learning with creativity learn. Data about the process of scince skill, motivation and creativity learn collected by test questioner instrument. Data analysis with regression analysis and correlation. Research shows that: There is the influence of skill process of science to the process of creativity learn with correlation coefficient r=0.634, there is the influence of motivation learn students to creativity learning with correlation coefficient r=0.55, the process of science skills and motivation to study for students influence of creativity learn with correlation coefficient r=0.935. This study concluded that skill process of science and the motivation to study student could creative learning.
This research aims to improve the speaking proficiency of 5th grade students at SD Negeri Mendungan 2 Yogyakarta by utilising dolanan bocah (traditional games) in the learning process. This classroom action research was conducted in two cycles. The subjects of this action research are the 5th grade students of SD Negeri Mendungan 2 Yogyakarta in the academic year 2015/2016. There were 30 students consisting of 16 female and 14 male students in the study. This study differs from previous research. This can be seen from the research action research that integrates dolanan bocah in learning Bahasa Indonesia. The implementation of dolanan bocah corresponds with a significant improvement in the students’ speaking proficiency. The improvement can be evidenced by the disparity of scores obtained in cycle I and II. In the first cycle, the average score was 71.9 with a classical completeness of 63.3%, while in cycle II, the average score increased to 82.4 with a classical completeness of 83.3%.
Development Game Edutainment Combined with Multimedia Learning to Improve Cog...EvaniaYafie
There is a growing body of evidence supporting the many connections between cognitive competence and game
edutainment. This article defines the cluster of concepts related to pretend game and cognition and briefly synthesizes the
latest research on the role of such play in children's cognitive and naturalistic intelligence. Edutainment games are a game
that includes rules, student guides in practice, awards as a form of appreciation. The combination of interactive multimedia
with edutainment games to reduce the weaknesses of each method and media. Multimedia learning can be used to explain
games in edutainment games so childreneasy to understanding the command, as well as can be used as media to increase
motivation and enthusiasm of children. Game edutainment game utilizes classroom and outdoor especially in the park so it
is expected to increase naturalistic intelligence. The purpose of this research is for the development of Edutainment Game
Combined with Multimedia Learning which has the level of validity, 2) to overcome the effects of Edutainment Game
Combined with Multimedia to Increase Cognitive and Naturalistic Intelligence At 5-6 Year Kindergarten. The research
method is research and development (R&D. The development model adopts the Borg and bile model. This research takes
place in TKNBI Tlogowaru Malang. Data analysis used is descriptive model for model validity test and t test to analyze
model affectivity. The results showed media and method with the level of expert media expertise of 89%, material experts
by 91%. The effectiveness test also shows a model of Combined Edutainment With Effective Multimedia Learning In To Improve Cognitive And Naturalistic Intelligence In 5-6 Year TK
This study purposed to investigate researching anxiety of pre-service teachers
that might want to explain why they are able to learn successfully in the
context of difference in program of study. There were 15 pre-service teachers
in M.Ed. program of teaching science and mathematics voluntary
participated. Learning Anxiety Questionnaire (LAQ) was employed their
anxiety towards learning through Google Form. The study revealed that preservice
teachers
had
anxiety
at
medium
level.
However,
some
of
item
present
they
had
different
level
of
anxiety.
The
effective
learning
for
decreasing
level
anxiety
needs
to
be
more
discussed.
Using Visual Aids to Enhance Third Year Undergraduate Teacher Trainee Student...Premier Publishers
There is a plethora of teaching strategies that are espoused by the science teacher to attain his/her lesson objectives. Researchers have over the years found most of these methods, the tactics used by teachers in teaching, to be effective in teaching science concepts to learners. However, research has not ascertained which one teaching strategy is most effective in imparting knowledge to learners. This study seeks to find an appropriate teaching strategy that will arouse the interest and participation of students in the teaching and learning process. Visual aids were employed as the main intervention strategy. A total of one hundred third year undergraduate teacher trainees from the University of Education, Winneba, Ghana constitute the research sample. The participants were put into experimental and control groups. Tests and questionnaires were the main instruments used to collect data for analysis. Data collected were analyzed quantitatively using the Statistical Package for the Social Sciences, SPSS. The study found that the academic achievement of the students in the experimental group improved tremendously after the intervention, as opposed to that of their counterparts in the control group. The study concludes with the recommendation that visual aids should be used to teach concepts of science that are abstract in nature in order to make the lesson real to the learners.
Parents views towards literacy learning through technologyjesamma
This action research project aimed to gain insight into parents' views on their preschool-aged children learning literacy skills through technology. Data was collected through student interviews, parent surveys and interviews. The results showed that students highly prefer using technology like iPads, especially for games. Parents agreed technology can benefit literacy but prefer traditional methods like reading books. They allow limited technology access at home and want it balanced with other activities in early childhood centers. Overall, parents see value in technology but emphasize the importance of traditional literacy learning and monitoring screen time for young children.
THE CURRENT TRENDS OF AUGMENTED REALITY IN EARLY CHILDHOOD EDUCATIONijma
ABSTRACT
Augmented Reality has been widely used in various level of education such as higher-level education, secondary education (lower/upper secondary level), primary education, and in informal learning. However, the implementation in early childhood education is still limited. By using library research methodology, the objective of this paper is to investigate the existing work of augmented reality in early childhood education between 2009-2018. Based on the results, it shows that the publication of augmented reality in early childhood education increased slowly within these past ten years. It has been found that the main advantage of augmented reality is to enhance motivation. Early literacy has been found to be the most used topic with sampling less than 30 children. Finally, ‘Marker-based’ augmented reality has been widely used with mobile devices and in term of data collection methods, ‘Test’ has been used the most in this field of research.
1. The document discusses how Piaget's theory of cognitive development has influenced educational technology. It provides several examples of how technology has been used in ways that align with the different stages of cognitive development Piaget outlined.
2. One example is an interactive online program for teaching high school students about osteoporosis that was designed for the formal operations stage. Another example is an RFID technology project that helped preschoolers learn vocabulary in a way suited for the concrete operations stage.
3. While few direct references were found linking Piaget's theory to educational technology applications in health and physical education, the theory has impacted the field indirectly through its influence on constructivist approaches. The document concludes that Piag
Similar to Participation Right Fulfillment in Early Childhood Education through Educative Game Tools (20)
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.
The rise and growing prevalence of juvenile delinquency is a matter of concern for many parties. This study aims to establish a research instrument in the form of a questionnaire that can be deployed to assess the learning environment perceived by high school students. This research endeavor constitutes a developmental study, wherein the outcomes are a single survey instrument encompassing six variables, nineteen indicators, and forty questions. The data-collecting process involved the utilization of a Google Form across five schools in five districts, containing a total of 1615 participants. The analysis of expert data was conducted utilizing V. Aiken and field trials employing confirmatory factor analysis (CFA) Second Order. The findings of this study indicate that the diagnostic survey instrument used to assess the learning environment's impact on the mental health of high school students demonstrated validity, as evidenced by loading factor values exceeding the established minimal threshold. The reliability of the instrument remains insufficient. This survey can be utilized to detect adolescent persistent tendencies carried out by students or other school members that interfere with mental health: the emergence and significant raising of juvenile delinquency.
Marinyo is a culture left by the Portuguese around the 15th century in Maluku. The purpose of this study was to find out to what extent students' misconceptions about the concept of sound in the Marinyo case in the Kepuluan Tanimbar Regency. The method used was a qualitative study in ethnography in ten villages in two sub-districts. In addition, they conducted a survey in the form of a diagnostic test in the form of questions related to the Marinyo case on 300 elementary school students. The findings in the field show that students experience relatively high misconceptions. It was because teachers did not accustom students to learn from natural phenomena around them and were given scientific questions to seek, find and provide answers and solutions related to these natural phenomena. The teacher was more pursuing the conditions and problems of physics in textbooks and less exploring contextual matters. Future researchers are suggested to develop physics or science teaching materials based on regional local advantages that are oriented towards understanding concepts, mental models, critical thinking, problem-solving, creativity and innovative thinking so that teachers and students can learn well so that knowledge of science becomes better.
Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.
English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.
The fear of failure stops students from thinking logically and processing information in mathematics. Creating an appropriate classroom climate based on every student's ability is crucial to overcoming the prejudices associated with mathematics. In this regard, this study aims to create the best classroom climate approach that will increase interest in mathematics and ensure academic success. For this purpose, mathematicians' views on the classroom climate approach and how they create them were discussed by using qualitative techniques. It was considered that teachers participating in this research are working in 9th grade in state high schools affiliated with the Turkish Republic of North Cyprus Ministry of Education, accepting students through examination. The researchers collected teacher views through a semistructured interview form and analyzed them using context analysis. The findings showed that teachers were in a hurry to teach and generally paid attention to creating a comfortable classroom climate in which students could express their thoughts and opinions. This situation also revealed a lack of adequate classroom climate approach skills among teachers. Therefore, the classroom climate approaches discussed in this study are expected to make a significant contribution to this field by offering solutions to teachers in creating a supportive classroom climate.
The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit “formation of skills and skills of controlling an UAV” into the training program of the primary professional training of police officers in the specified specialty.
English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
This study aimed to develop and evaluate a training curriculum intended to enhance the quality of life for the elderly. As Thailand witnesses a demographic shift with increasing numbers of older adults, driven by declining birth rates and extended life expectancies, the importance of ensuring quality elderly care becomes paramount. The devised curriculum encompasses eight principal elements focusing on the elderly, defined as those aged 60 and above, addressing their physical and mental changes, well-being, health, and overall satisfaction. The content is holistic, integrating components of music, art, health care, and exercise. Delivered over a two-day period, the curriculum employs a structured approach featuring lectures, discussions, and knowledge exchanges, supported by a range of media and materials. Initial assessments revealed a moderate quality of life among the elderly, but post-training evaluations indicated enhanced knowledge, understanding, and positive attitudes towards the activities, pointing to an overall high level of effectiveness of the curriculum.
The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder’s self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.
This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas– commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacher about HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
Adaptive online learning can be realized through the evaluation of the learning process. Monitoring and supervising learners’ cognitive levels and adjusting learning strategies can increasingly improve the quality of online learning. This analysis is made possible by real-time measurement of learners’ cognitive levels during the online learning process. However, most of the currently used techniques for evaluating cognitive levels rely on labour-intensive and time-consuming manual coding. In this study, we explore the machine learning (ML) algorithms and taxonomy of Bloom’s cognitive levels to explore features that affect learner’s cognitive level in online assessments and the ability to automatically predict learner’s cognitive level and thus, come up with a recommendation or pedagogical intervention to improve learner’s acquisition. The analysis of 15,182 learners’ assessments of a specific learning concept affirms the effectiveness of our approach. We attain an accuracy of 82.21% using ML algorithms. These results are very encouraging and have implications for how automated cognitive-level analysis tools for online learning will be developed in the future.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
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- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
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Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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the learning process should be supported by the media or educative game tools that accommodate the
learner’s need to have space on expressing their views and ideas.
Some researches on educative game tools (In Indonesia, it is well-known as Alat Permainan
Edukatif, APE) in early childhood education were conducted in different focuses and perspectives. The first
research [9] observed educative game tools used by teachers for teaching the Kindergarten students of
Polewali, Bone, Indonesia. It is focused on kinds of APEs implemented by teachers in learning process and
found that the APEs implemented by the teachers were still limitation in a number and ranges. The second
research [10] concerned on how out-door educative game tool to enhance children’s physical motoric
aspects. It found that outdoor educative game tools significantly developed children’s physical motoric, but
the teacher rarely used outdoor educative game tools in learning process. Next research [11] concentrated on
the efforts to educate children by using educative game tools. It found that parents have an important role in
choosing the educative game tools for their children.
To fulfill the children’s need for joyful learning and expected outcomes, the development of
educative game tools should be taken into consideration. Research on the development of educative game
tools had been done as well [12]. It developed web-based APEs model, and it proved that this model could
enhance the creativities and psycho motoric of children. Interactive multimedia-based educative game tool
was also developed by Putra [13]. This research revealed that interactive multimedia-based educative game
tool could improve the students’ ability in reading more than other conventional media, such has books,
pictures, posters, or cards.
This present study is significantly different from those previous researches which much concerned
on implementation and the development of educative game tools to improve the learner’s competences.
However, the fulfillment of the rights of the child in the classroom, especially in early childhood education
has not become the substantial issue for the researchers. In fact, these rights including provision, protection,
and participation [14] should be the fundamental and vital rights for the children. Moreover, whatever the
method, technique, or teaching media used, teachers should always fulfill those all children rights to create
child friendly learning in early childhood education [15]. The questions can be address to what extent are
participation rights implemented in early childhood education through educative game tools and the problems
encountered by the teachers in implementing participation rights through the game tools. Therefore, this
research aims at describing the fulfillment of participation rights in early childhood education through
educative game tools (APE) and at finding out the problems encountered by the teachers in implementing
participation right through APE.
2. RESEARCH METHOD
The research type is qualitative research. It is synthesized that qualitative research is the research
done to understand phenomena which are experienced by the research subject, namely behavior, perception,
motivation, action, etc [16]. The subjects of the research were four teachers of early childhood education in
Semarang including play group (Kelompok Bermain), early childhood education (Pendidikan Anak Usia
Dini), kindergarten school (Taman Kanak-Kanak) which were taken by using purposive sampling. The
techniques used to collect the data were field-observation equipped with video-recorder and depth-interview.
Field observation was done in the learning processes conducted by those four teachers in their school to
examine the application of participation rights and the problems encountered by the teachers in implementing
participation rights through the APE they used. The results of the depth-interview were used to support the
main data. The data were analyzed by reducing the data, displaying the data, and drawing conclusion [17]. In
reducing the data, we identified the results of the observation, and we omit some data which were irrelevant
with the research objectives. After that, we displayed the data in the table to make the data easy to describe.
The last step in analyzing the data is drawing conclusion; it was done based on the research result analysis.
3. RESULTS AND ANALYSIS
3.1. Implementation of Participation Right by Teachers of Early Childhood Education through
Educative Game Tools
To know the implementation of participation right by the teachers of Early Childhood Education
through Educative game tools (APEs), we observed the APEs used by the teachers and interviewed them.
The observation was conducted for knowing the participation right implemented by the teacher in teaching
learning process. The result of observasion shows that some APEs implemented in early childhood education
were potentially able to enhance participation rights, but the teachers were not aware on this aspect. They
tended to focus on the academic outputs and on fulfilling joyful learning. It was found that three of early
childhood educations observed have limited APEs. Even in one schools, the availability of the APEs can be
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counted with fingers, and the other one has sufficient APEs. Thus, it limits the fulfillment of the child’s
participation rights. However, the availability of game tools in schools should not be the basis for fulfilling
the right of child to participate in teaching learning process because teachers can take the advantage of the
available game tools to fulfill the child's participation right as widely as possible. It was also found that some
APEs are in a dusty condition. This shows that the APEs are rarely used by the teachers in teaching learning
process. Moreover, it was found that there are some APEs still wrapped in their wraps. This proves that the
APEs available in the early childhood education are not considered important in teaching learning process. In
other words, teachers are not aware that APEs can actually enhance the child rights to participate in teaching
learning process.
In addition, to support the main data of the research, we gave two main questions to the teachers.
The questions are “How is the implementation of Educative Game Tools in teaching learning process?” and
“How are the rules of the game made?” The questions in the interview were composed without showing the
main topic of the question, Participation Right of the child. It was done based on the consideration that the
answers of the teachers would be real. The results of the interview can be shown in the Table 1.
Table 1. Implementation of Participation Right by the Teacher
Teacher Code Answers of Question 1 Answer of Question 2
T1 Teacher implements APE based on the theme of the lesson;
the APEs are implemented individually and groups. If the
APEs can only be played individually, the teacher asks the
students to play alternately.
Teacher often makes the rules herself, but
sometimes the students make them.
T2 Teacher implements APE based on the theme of the lesson;
APEs are often implemented individually because the number
of the APEs is very limited.
Teacher always makes the rules herself because
she thinks that the students are not able to make
the rules alone.
T3 Teacher implements APE based on the theme of the lesson;
APEs are implemented individually and groups. If the APEs
can only be played individually, the teacher asks the students
to play alternately.
Teacher always makes the rules herself; Students
are not able to make the rules themselves
because they are too young to make the rules.
T4 Teacher implements APE based on the theme of the lesson;
APEs are implemented individually, pairs and groups. If the
APEs can only be played individually, the teacher asks the
students to play alternately.
The rules are made by the teacher, but sometimes
the students are given the opportunity to make
the rules of the game together.
From the Table 1, the teachers’ ways in implementing Educative Games Tools are almost same.
They tend to use thematic approach in learning process that accommodate and correlate one subject into
several subjects or sub-subjects. For example, Teacher 3 implemented carpentry equipment for teaching
“profession”. In addition, all of the teachers implement Educative Game Tools both individually and in
groups, but teacher 4 implementing them not only individually and in groups but also in pairs. Moreover, if
the APEs can be played individually, most of the teachers direct the students to play alternately. They think
that all students have the same right to play the APEs. However, based on the result of observation, teacher 2
tends to implement APEs individually because the availability of the game tools is limited, so the students
play the game tools alternately.
Furthermore, the Table 1 also shows how the rules of the game are made. The interview result of
this topic shows that all teachers tend to make the rules of the game tools used in teaching learning process
by themselves. They think that early children have not been able to make the rules themselves, and the
teachers worry if the students who make the rules the learning process will not run well. However, teacher 1
and teacher 4 sometimes give the students opportunity to make the rules themselves, but they still accompany
the students and give guidance to the students to make learning process run smoothly.
Form those results, it can be concluded that participation right which should be given to the children
has not been fully implemented by the teachers. Actually, teachers do not need to worry with the students’
capability in making the rules in the classroom because early children basically can make a decision.
Students should be trained to decide on a few things themselves, so they get used to making their own
decisions since childhood, and eventually they become independent when they grow up. By giving trust to
children since childhood, it will make students more confident as well. In this case, all the rules which the
children make remain under the supervision and guidance of teachers. It is suggested that “teachers should
facilitate their students in having many experiences in order that they can construct knowledge through the
experiences” [18]. In this case, it is an experience to make decision by themselves.
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3.2. Problems Encountered by the Teachers of Early Childhood Education in Implementing
Participation Right through Educative Game Tools
Form the result of observation and interview, there are two main problems encountered by the
teachers in implementing participation right on early childhood education through the use of educative game
tools (APEs). They are the limited number and varieties of APE in schools and the teachers’ knowledge on
the importance of APE for fulfilling the participation rights of the child in learning process.
The first problem encountered by the teachers is the limited number and varieties of APE in schools.
Teacher 1, 2, and 3 encountered the problem of limited number and varieties of APE. From the result of
direct observation in their schools and interview, we found that the number of APE is still very limited. We
found in one school there were only a few APEs available which were placed in one box only. Teachers
tended to use books in teaching learning process. Teacher 3 added that because of the limited number of
APEs, sometimes students scramble or fight to use the game tools which they are interested in. As we know,
learning in early childhood will be more meaningful when teachers use instructional media that can be
touched or held, and direct learning experiences will be more easily accepted by children than just by hearing
the explanation from the teachers or seeing something. It is said that “Young learners actively construct
meaning from their experiences. They learn through hands-on experiences and through manipulation of
objects in the environment” [18]. Because of the limited number and varieties of APE available in schools,
the right of the child to participate in using APEs is ignored. It means that children have limited experience in
learning. Although the limited number of APE is not the cause of the lack of the fulfillment of participation
right of the child, the varieties of APE which can fulfill participation right became the problem of Teacher 4.
Based on the observation, mostly the APEs found in school of Teacher 4 was only for 2 or 3 learning
purposes. For example, they were implemented to develop cognitive and motoric skill, cognitive and
language skill, or cognitive, motoric and language skill, but other skills, such as social skill was not fulfilled
well. Therefore, this made the teacher had difficulties in implementing participation rights in
learning process.
The second problem is teachers’ knowledge on the importance of APEs for fulfilling the
participation right of the child. It was found some APEs in a dusty condition. This shows that the APEs are
rarely used by the teachers in teaching learning process. Moreover, we found that there are some APEs are
still wrapped in the plastics. When they were asked why the APEs were not utilized, they argued that they
worried the game tools would be quickly damaged or lost. It seems that all teachers focused on academic and
the development of kinesthetic with thematic approach, so some aspects were neglected such as the children
rights, especially participation rights. In short, the limitation of instructional media utilization in teaching
learning process can be caused by the lack of teachers’ knowledge on the importance of APEs for fulfilling
the participation right of the child. They are not aware that APEs can help to fulfill the participation right of
the child, so they ignore the participation right of the child which should be given to the child.
From those findings, it seems that Educative Game Tools (APEs) to fulfill the participation right of
the child has not been fully implemented by the teachers because of two main factors. The limited number
and varieties of the APEs in schools and teachers’ knowledge on the importance of APEs for fulfilling the
participation right of the child become the problems encountered by the teachers of Early Childhood
Education in implementing participation right of the child through APEs.
4. CONCLUSION
In conclusion, some APEs implemented in early childhood education were potentially able to
enhance participation rights, but the teachers were not aware on this aspect. They tended to focus on the
academic outputs and on fulfilling joyful learning. The main factor was the teachers’ knowledge on the
importance of APE for comprehending the participation rights of the child in learning process, including the
limited number of APEs created and the flexibility of the APEs available. As participation rights are essential
in learner-centered approach, APE as an educational game tool should be created and manipulated to
accommodate the rights, including protection and provision rights.
ACKNOWLEDGEMENTS
We would like to express our appreciation for the financial support of Kemenristek DIKTI and the
Rector of Universitas PGRI Semarang for facilitating them in conducting the research.
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6. EduLearn ISSN: 2089-9823
Participation Right Fulfillment in Early Childhood Education through Educative… (Senowarsito)
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BIOGRAPHIES OF AUTHORS
Senowarsito, a doctor of Linguistic-Pragmatics, is a lecturer of English Education Department,
and Vice Dean of Student Affairs, Faculty of Language and Arts Education, Universitas PGRI
Semarang (UPGRIS). He is also the head of Woman Empowerment and Child Protection
Division in the Centre of Population, Woman and Child Protection (PKPPA), LPPM,
Universitas PGRI Semarang; the Chairman of the Editorial Board of PKPPA Bulletin; the
Chairman of Managing Editor of e-Journal E_DIMAS, LPPM, Universitas PGRI Semarang;
and works as instructors on Teacher Training Programs and Profession Education for Teacher
at Universitas PGRI Semarang. He is a Change Agent (Batch 13) of ITP on Child Rights,
Classroom and School Management, Lund University and SIDA 2010-2012. His researches
and projects on Child Rights are Child Friendly Teaching Model in English Language
Teaching: an Attempt to Promote Provision, Protection, and Participation (2013); Parents-
School-Students-Forum (P2SF) as Intervention Model On Child Friendly Education (2015);
Local Plants As Alternative Media To Promote Child Friendly Learning: Best Practice In RA
Al Hikmah And RA Al Muta’alimin, Semarang Municipality (2015); Traditional Educative
Game Tools-based 3P (Provision, Protection and Participation) for Early Childhood
Education in Semarang (2016); DAKO3PI as Educative Game Tools for Early Childhood
Education in Semarang (2016); and Child-Friendly Educative Game Tools (APE) in 3Ps
Perspectives (2017). Working with Muhdi, the Rector of Universitas PGRI Semarang and Umi
Hidayati, the principal of SMP Negeri Tempuran I, Magelang, he is developing a child friendly
school model and some clusters for State Secondary Schools in Magelang, Central Java.
Siti Musarokah is a lecturer of Writing in English Education Department of Universitas PGRI
Semarang. She is actively doing the researches after graduating from Post Graduate Program
on Applied Linguistics. She concerns on research of writing and child friendly learning. Some
of her researches and/or community services on child friendly learning published in journals or
proseedings are namely (1) IbM Raudhatul Athfal Al Hikmah Gayamsari dan Raudhatul Athfal
Al Muta’alimin Kecamatan Tembalang Sebagai Sekolah Model Ramah Anak (2015), (2) Local
Plants as Alternative Media to Promote Child Friendly Learning: Best Practice in RA Al
Hikmah and RA Al Muta’alimin, Semarang Municipality (2016), (3) 3P (Provisi, Proteksi, dan
Partisipasi) dalam Pembelajaran Menggunakan Game di Madrasah Ibtidaiyah: Penerapan
dan Tantangannya (2017), (4) Child-Friendly Educative Game Tools (APE) in 3Ps
Perspectives (2017).