Journal of Elementary Educational Research

The Importance of the Montessori Method in Early Childhood Education in Ethnic Minority Regions: A Case Study of the Z Development Zone, Western China

2024-12-14T07:18:56+00:00

This study examines the significance of the Montessori method in early childhood education within ethnic minority regions, focusing on a case study in the Z Development Zone in Western China. Through qualitative research methods, including interviews with 19 kindergarten teachers, the study assesses the current state of the teaching workforce and the potential for the Montessori method to enhance education in these regions. The findings reveal that Montessori practices are not currently used in the studied kindergartens due to challenges such as an imbalanced teaching staff, low professional standards, and inadequate training opportunities. Supported by Social Representation (SR) theory, the analysis highlights the Montessori method’s focus on child autonomy and individual development, which aligns with the educational needs of ethnic minority areas. The research suggests that introducing Montessori principles could significantly improve the quality of education. To address existing issues, the study recommends strategies such as targeted teacher training, improving training quality, and raising the social status of kindergarten teachers. These measures aim to strengthen the educational infrastructure in ethnic minority regions and promote sustainable development in early childhood education.

Evaluation of Tahfizhul Qur'an Learning in Madrasah Ibtidaiyah’s as a Premier Program

2024-12-14T07:18:56+00:00

This study aims to analyze the implementation of the Al-Qur'an memorization learning program at MITQ Al Manar Klaten. The research method used is qualitative with an evaluation approach. The evaluation model applied is the CIPP model. The results of this study are that the implementation of the Al-Qur'an memorization learning program at MITQ Al Manar has not been fully in accordance with the initial plan. The memorization target set was not achieved, on average students were only able to memorize 1-2 Juz from the target of 3 Juz. Supporting factors for the implementation of the program include the enthusiasm of teachers in improving the skills of tahsin and tahfizh Al-Qur'an, parental support, integration of the tahfizh program into the school's vision and mission, teacher commitment to improving the ability to read and memorize the Al-Qur'an, and good communication between teachers and parents. Inhibiting factors include budget constraints, teacher quality, new students, teacher absenteeism, teacher teaching skills, parents' ability to read the Al-Qur'an, limited school facilities, many students whose parents work, and lack of student awareness to carry out muraja'ah independently. The Qur'an memorization program at MITQ Al Manar has not achieved the set memorization target, although supported by teachers, parents, and the school's vision, but is constrained by budget factors, teaching quality, limited facilities, and low student awareness to muraja'ah independently. The findings of this study can be used as a reference and pilot model in developing the Qur'an memorization program at other institutions, by prioritizing the quality and success of students in memorizing the Qur'an.

Implementation of the Make a Match Learning Model in Pancasila and Citizenship Education in Elementary Schools

2024-12-14T07:18:57+00:00

The learning system in Indonesia requires appropriate changes in advancing education, especially in elementary schools. If the learning process is carried out very well, it will also get very good grades by choosing the right learning models. The learning model is a design pattern that aims to achieve learning according to the basic competencies that have been determined from student learning outcomes. The relationship between the urgency of the Make a Match learning model applied to PPKn (Pancasila and Civic Education) learning in elementary schools, namely, it can increase student active participation, build a strong understanding of concepts, improve social skills, make learning more interesting, and encourage deep understanding. Overall, the urgency of implementing the Make a Match learning model in PPKn learning in elementary schools is to ensure that students not only memorize Pancasila values, but also understand, internalize, and apply them in everyday life through active, interactive, and enjoyable learning experiences. The purpose of the study was to improve students' PPKn learning outcomes through the application of the Make a Match learning model. The subjects of the study were 20 students of MIN 3 Padangsidimpuan. This research uses a classroom action research method by referring to Kurt Lewin's theory which has four stages, namely: planning, action, observation, and reflection. Data collection uses tests and observations. Data are analyzed descriptively using quantitative and qualitative approaches. The quantitative approach is from test data, while the qualitative approach is from observation data. The results of the study prove that students experienced an increase in their learning with an average score of 85% in cycle II meeting II.

Implementation of Differentiated Learning in the Merdeka Belajar Curriculum for Elementary Schools

2024-12-14T07:18:57+00:00

This study explores the implementation of differentiated learning in the Merdeka Curriculum at the Integrated Islamic Elementary School in Kampung Pajak, North Labuhanbatu, aiming to tailor the learning process to the unique needs and characteristics of students. Using a qualitative method with a descriptive approach, the research involved interviews, observations, and documentation from teachers, the principal, and third-grade students. The findings indicate that differentiated learning at this school is implemented through several key aspects: 1) creating a comfortable and supportive learning environment, 2) conducting continuous assessment to gauge student readiness, 3) teacher responsiveness in understanding students' needs and characteristics, and 4) effective classroom management. While this approach successfully enhances student motivation and academic outcomes, some challenges were encountered, including limited preparation time and varying student abilities. This study also compares its findings with previous research, showing that differentiated learning, when supported by an adequate environment and assessment, can increase active participation and student achievement. The implications of this research provide educators with insights into strategies to optimize differentiated learning, especially in elementary schools with limited resources under the Merdeka Curriculum.

The Influence of the "Mading Pintar" Group Investigation Learning Model on Primary School Student Learning Outcomes

2024-12-14T07:18:57+00:00

Abstract

This research aims to see whether the "Mading Pintar" group investigation learning model positively impacts student learning outcomes. This research uses a quantitative approach, pre-experimental design, one-group pretest, and post-test design. Samples were taken using a purposive sampling technique. The data collection instrument was an unstructured interview sheet addressed to the homeroom teacher of class IV A with 8 questions to collect information. A test sheet with 14 questions was given to class IV A students to determine the learning outcomes of pretest and posttest students, and a Guttman scale questionnaire sheet with 15 questions, Yes (1 point )and No (0 points) was given to class IV A students to see the effectiveness of using the group investigation learning model. "Smart Mading". The validity and reliability test is an initial stage analysis with 20 questions before and 14 questions after being tested. The pretest normality test obtained a value of 0.017 < 0.05 and the posttest 0.000 < 0.05, indicating that the pretest and posttest values were not normally distributed. Apart from that, the final stage analysis of the Wilcoxon test obtained a significance value of Asymp. sig.(2-tailed) 0.001 < 0.05 that the hypothesis was accepted. Meanwhile, the one sample t-test obtained 65.71%, including the "Effective" criteria. So it can be concluded that the "Mading Pintar" group investigation learning model can improve student learning outcomes and is effective for use in the learning process.

Analysis of Pedagogical Content Knowledge (PCK) Capabilities of Preservice Elementary School Teachers through Science Learning Planning

2024-12-14T07:18:57+00:00

Science material is often abstract, making it difficult for elementary school students to understand. Therefore, teachers need special abilities in designing their learning. So this is a problem for most elementary school teachers. The ability to design science learning in this research is referred to as Pedagogical Content Knowledge (PCK). PCK helps teachers combine in-depth knowledge of subject matter with effective teaching strategies. This allows teachers to deliver material in a way that suits the cognitive development and learning needs of elementary school students. Therefore, this research aims to provide an overview of the PCK abilities of prospective elementary school teachers in designing science lessons. This research is descriptive research which is in line with the research objective, namely to provide an overview of the PCK abilities of prospective elementary school teachers in designing science learning. Participants in this research were 14 students in the fourth semester of the Primary School Teacher Education Study Program (PGSD), Faculty of Teacher Training and Education (FKIP), West Sulawesi University. Data was obtained through a learning design assessment sheet that was oriented towards PCK abilities. Data collection is carried out by asking students to create a learning plan, then the design is assessed using an assessment sheet. The PCK abilities of prospective elementary school teachers are considered varied, where the ability to choose methods is quite good but in terms of mastery and development of teaching materials is still lacking. This is due to the lack of experience of prospective teachers in teaching and the acquisition of science content material only obtained in one course. The implications of this research can be used as a reference for educational curriculum development, especially in elementary school teacher education study programs.

Geometry Textbook Development Based on Gorontalo Local Wisdom for Elementary School Students

2024-12-14T07:18:57+00:00

The current use of geometry textbooks in elementary schools still focuses on abstract theories and concepts, adhering to national standards that do not always align with local cultural characteristics. The development of a geometry teaching material based on the local wisdom of Gorontalo was chosen as one of the solutions to this issue. This research and development utilized the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The subjects of the study were fourth, fifth, and sixth-grade students and teachers at MIT Al-Ishlah and SDN 3 Bulango Ulu. Data were collected through evaluation tests, expert validation questionnaires, and questionnaires for teachers and students. The results of the validation by content experts, language experts, and media experts were 78.4%, 83.33%, and 94.64%, respectively, all categorized as "valid." The responses from teachers and students during the trial phase were 83.33% and 81.71%, respectively, both categorized as "very practical." Thus, the Geometry Textbook Based on Local Wisdom of Gorontalo: Plane Figures and Solid Figures for 4th, 5th, and 6th Grade Students can be declared valid and practical for use in teaching.

Development of a Desktop Application Based on Interactive Learning Multimedia for Introduction to Computer Hardware for Students of the Madrasah Ibtidaiyah Teacher Education Study Program

2024-12-14T07:18:57+00:00

This research is intended to create and develop interactive multimedia-based desktop application products that are effective and have advantages for use in learning to introduce computer hardware in PGMI study programs, and evaluate the benefits of these products in improving PGMI student learning outcomes. The development process of this research adopted the Alessi & Trollip development model with the following procedures, namely stage planning, stage design, and stage development. Product trials include an alpha test carried out by media experts and material experts, as well as a beta test involving 21 PGMI study program students. Data collection was carried out through interviews, observations and questionnaires which were given to media experts, material experts and students as users. The results of the research show that interactive multimedia learning has been packaged in Disc format, and this multimedia product is considered very feasible by material experts, media experts, and trial participants.