Mimbar Sekolah Dasar最新文献_第3页

Classroom Teacher’s Digital Literacy Level based on Instant Digital Competence Assessment (IDCA) Perspective 基于即时数字能力评估(IDCA)的课堂教师数字素养水平

Mimbar Sekolah Dasar Pub Date : 2022-12-24 DOI: 10.53400/mimbar-sd.v9i3.51957

I. R. W. Atmojo, R. Ardiansyah, Wulandari Wulandari

{"title":"Classroom Teacher’s Digital Literacy Level based on Instant Digital Competence Assessment (IDCA) Perspective","authors":"I. R. W. Atmojo, R. Ardiansyah, Wulandari Wulandari","doi":"10.53400/mimbar-sd.v9i3.51957","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i3.51957","url":null,"abstract":"Technological developments have made digital literacy one of the survival skills in the 21st century, which is linked to development of teacher core competencies, and digital literacy. This study aims to evaluate the level of digital literacy among teachers in the classroom. This descriptive qualitative case study involved 6 teachers at elementary school in Surakarta as the subjects which were chosen through purposive sampling by using digital literacy framework based on the Instant Digital Competence Assessment (IDCA) perspective. It classifies digital literacy into three dimensions, namely technology, cognitive, and ethics. The results showed that, on the technology dimension, 16.67% of the subjects were in the medium category, 50% in the low category, and 33% in the very low category. On the cognitive dimension, 33.33% of the subjects were in the moderate category, 16.67% in the low category, and 50% in the very low category. On the ethical dimension, 50% of the subjects were in the high category, 16.67% in the low category, and 33.33% in the very low category. Thus, it has been concluded that the digital literacy level of classroom teachers is in the very low to high categories.","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127415257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Planning for Cultivation Numerical Literacy in Mathematics Learning for Minimum Competency Assessment (AKM) in Elementary Schools 小学最低能力评估中数学学习中数字素养培养的规划

Mimbar Sekolah Dasar Pub Date : 2022-12-24 DOI: 10.53400/mimbar-sd.v9i3.51774

Aldila Nur Rohmah, S. Sutama, Y. Hidayati, Endang Fauziati, L. Rahmawati

{"title":"Planning for Cultivation Numerical Literacy in Mathematics Learning for Minimum Competency Assessment (AKM) in Elementary Schools","authors":"Aldila Nur Rohmah, S. Sutama, Y. Hidayati, Endang Fauziati, L. Rahmawati","doi":"10.53400/mimbar-sd.v9i3.51774","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i3.51774","url":null,"abstract":"Numeracy literacy skills in learning mathematics in elementary schools are still low. This is evident from the AKM value, which is still below average. This low numeracy literacy ability is caused by various things, such as the teacher's lack of ability to make HOTS questions and the lack of habituation for students to work on complex. The main problem that causes students to be still unable to complete learning based on numeracy literacy is the teacher who has not familiarized students with literacy-based questions. Many teachers still cannot compile numeracy literacy questions, especially at the elementary school level. This research is qualitative research with a case study. The results of this research are planning for curricular activities in cultivating numeracy literacy carried out by compiling a Learning Implementation Plan (RPP), compiling numeracy literacy-oriented learning materials, compiling numeration literacy-oriented evaluation questions with the criteria of Higher Order Thinking Skill (HOTS), and designing audio-visual and realistic learning media.","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121977209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Development of a Perception Scale of Private Lesson: A Validity and Reliability Study 私课知觉量表的编制:效度与信度研究

Mimbar Sekolah Dasar Pub Date : 2022-12-24 DOI: 10.53400/mimbar-sd.v9i3.45144

A. Yıldız, Mesut Butun, Ali Turkdogan, Ekrem Kocak

{"title":"Development of a Perception Scale of Private Lesson: A Validity and Reliability Study","authors":"A. Yıldız, Mesut Butun, Ali Turkdogan, Ekrem Kocak","doi":"10.53400/mimbar-sd.v9i3.45144","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i3.45144","url":null,"abstract":"The purpose of the research is to develop a valid and reliable perception scale that can measure the perception of math teachers (198) and science teachers (120) towards private lesson. In the validity studies, the exploratory factor analysis was made with the SPSS 25.0 package program after that the confirmatory factor analysis was made with Lisrel 8.71 software. To develop the scale; 1. Creation of Item Pool 2. Obtaining Expert Opinion, 3. Creation of Pre-Trial Form 4. Factor Analysis 5. Confirmatory factor analysis. According to factor analysis; Kaiser Meyer Olkin (KMO) rate; .780; Bartlett test result: 7466.539; Cronbach alpha reliability coefficient is: .901. According to confirmatory factor analysis: Root Mean Square Error of Approximation (RMSEA) 0.043 (.05); p-Value for Test of Close Fit .00 (.05, Goodness of Fit Index (GFI) .96, Adjusted Goodness of Fit Index (AGFI) .93; Normed Fit Index (NFI) .97; Relative Fit Index (RFI) .96; Incremental Fix Index (IFI): .99; Degrees of Freedom: 38; Root Mean Square Residual (RMR): .037 and NonNormed Fit Index (NNFI): .98. According to research findings, the perception scale is valid and reliable so it can be used to determine math teachers and science teachers’ positive and negative perceptions of private lesson.","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"317 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122096947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

What Do Children Think about Starting Primary School? 孩子们对上小学有什么看法?

Mimbar Sekolah Dasar Pub Date : 2022-12-24 DOI: 10.53400/mimbar-sd.v9i3.46643

A. Yorulmaz, Hilal İlknur Tunçeli, E. Yavuz

引用次数: 0

The Effect of Argumentation-Supported Problem-Based Learning Method in Teaching Chemical Equilibrium and Le-Chatelier’s Principle 论证支持的问题型学习方法在化学平衡和勒夏特列原理教学中的效果

Mimbar Sekolah Dasar Pub Date : 2022-12-24 DOI: 10.53400/mimbar-sd.v9i3.45585

Hatice Güngör Seyhan, Gülseda Eyceyurt Türk

引用次数: 0

Digital Literacy Competency of Primary School Teacher Education Department Student as the Demands of 21st Century Learning 小学教师教育系学生数字素养能力:21世纪学习的要求

Mimbar Sekolah Dasar Pub Date : 2022-12-24 DOI: 10.53400/mimbar-sd.v9i3.44057

I. Isrokatun, Avi Andini Pradita, Sylvia Alfaeni Ummah, Dita Yessi Amalia, Novia Shafa Salsabila

{"title":"Digital Literacy Competency of Primary School Teacher Education Department Student as the Demands of 21st Century Learning","authors":"I. Isrokatun, Avi Andini Pradita, Sylvia Alfaeni Ummah, Dita Yessi Amalia, Novia Shafa Salsabila","doi":"10.53400/mimbar-sd.v9i3.44057","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i3.44057","url":null,"abstract":"The 21st century is the era that involves the use of digital devices. Thus, pre-service teachers demand to have many competencies, which in this case is digital literacy competency. There are four digital literacy competencies: digital skills, digital culture, digital ethics, and digital safety. This study employs a qualitative method of research design with a study case. The data were collected by conducting interviews. The analysis in this study was carried out by making a detailed description of the digital literacy competencies of primary school teacher education students and adding a detailed view of the aspects in the research. The participants in this study were 30 primary school teacher education students at a university in Sumedang Regency. The results reveal that mastering digital skills will help daily life work; mastering digital culture will help preserve culture and protect creation; mastering digital ethics will avoid many conflicts; and mastering digital safety can be aware of many crimes in the digital world. Students as prospective teachers are expected to know, and understand and master digital literacy for future teaching.","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115985617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Explicit Teaching of Science Process Skills: Learning Outcomes and Assessments of Pre-service Science Teachers 科学过程技能的显性教学:职前科学教师的学习成果与评价

Mimbar Sekolah Dasar Pub Date : 2022-12-24 DOI: 10.53400/mimbar-sd.v9i3.45795

Safiye Temel Aslan, Hülya ERTAŞ KILIÇ

{"title":"Explicit Teaching of Science Process Skills: Learning Outcomes and Assessments of Pre-service Science Teachers","authors":"Safiye Temel Aslan, Hülya ERTAŞ KILIÇ","doi":"10.53400/mimbar-sd.v9i3.45795","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i3.45795","url":null,"abstract":"Science process skills (SPSs) are one of the most important skills possessed by students in conducting scientific activities. Therefore, it is crucial for science teachers to understand and practice these skills. Considering the role of teachers in developing students' SPSs, the focus of this study is on developing pre-service science teachers’ SPSs. This study aims at determining the effects of explicit teaching of SPSs upon pre-service teachers’ SPSs. To accomplish this, action research was employed. The study involved 10 pre-service science teachers who voluntarily participated in the study and were from Science Education Departments at a state university in Türkiye. Data were collected by using two methods: quantitative and qualitative. The quantitative data were obtained by using the Science Process Skills Scale. Meanwhile, the qualitative data were obtained from semi-structured interviews and diaries. The Wilcoxon Signed Rank Test was utilized in the quantitative data, and a content analysis technique was used in the analysis of the qualitative data. The results of the study indicated that explicit teaching of SPSs contributes to the development of pre-service teachers’ SPSs, and that all pre-service teachers prefer explicit teaching in the teaching or development of SPSs.","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129978504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Use of Web 2.0 Tools in Science Education: Examining Middle School Students' Perceptions of Self-regulation Web 2.0工具在科学教育中的应用:中学生自我调节认知的调查

Mimbar Sekolah Dasar Pub Date : 2022-12-24 DOI: 10.53400/mimbar-sd.v9i3.44962

Hacer Efe, Rabia Gül, Ünsal Umdu Topsakal

引用次数: 0

The Effect of Science Teaching Based on POE Strategy on the Academic Achievement and Attitudes of Fifth-Grade Students in the Distance Education Process 基于POE策略的科学教学对远程教育五年级学生学业成绩和学习态度的影响

Mimbar Sekolah Dasar Pub Date : 2022-12-13 DOI: 10.53400/mimbar-sd.v9i3.45472

Sevgul Calis, Mustafa Özkan

引用次数: 1

Instrument Development to Assess University Students’ Coping with Negative Academic Feedback 评估大学生学业负面反馈应对的工具开发

Mimbar Sekolah Dasar Pub Date : 2022-09-19 DOI: 10.53400/mimbar-sd.v9i2.44434

Özden Turgut, G. Ocak

{"title":"Instrument Development to Assess University Students’ Coping with Negative Academic Feedback","authors":"Özden Turgut, G. Ocak","doi":"10.53400/mimbar-sd.v9i2.44434","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i2.44434","url":null,"abstract":"The students of higher education should perform well enough in academic life. One major problem of academic life is the stress experienced by having high grades. The student who receives a lower grade must cope with this feedback on his performance. Therefore, this study aims at developing an instrument for assessing university students’ coping with negative academic feedback. This scale development research is a mixed-method study that is particularly exploratory sequential pattern. The study group consists of 450 university students. In the conclusion of the analyses, it has been determined that the scale consists of four factors. There were nine items in the first factor, six in the second, five in the third, and seven in the fourth. The scale totally has 27 items. The total Alpha coefficient value of the scale is 0.883. Item-total correlation for the scale is between 0.273 – 0.645. The findings have shown that the factor values are between 0.348 – 0.809. The total variance of the scale has been % 49.471. It is concluded that Coping with Negative Academic Feedback Scale (CNAFS) is a valid and reliable instrument for university students.","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133361993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0