Mimbar Sekolah Dasar最新文献_第5页

Teachers’ Self-Efficacy as a Mediator of Their Perception and Behavior regarding Creative Teaching for Elementary School Students 教师自我效能感对小学生创造性教学认知与行为的中介作用

Mimbar Sekolah Dasar Pub Date : 2022-04-30 DOI: 10.53400/mimbar-sd.v9i1.44253

Winda Ria Sutjonong, R. Salim, Shahnaz Safitri

{"title":"Teachers’ Self-Efficacy as a Mediator of Their Perception and Behavior regarding Creative Teaching for Elementary School Students","authors":"Winda Ria Sutjonong, R. Salim, Shahnaz Safitri","doi":"10.53400/mimbar-sd.v9i1.44253","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i1.44253","url":null,"abstract":"Creativity must be considered in teaching elementary school students to prepare them to be more innovative. It needs to be fostered from an early age because children at that age are in a critical period, so it will be easier to teach them to think creatively. The teachers have roles to carry out creative teaching to foster their students’ creativity. Creative teaching is influenced by the teachers’ perception of creativity, which depends on several factors, one of which is the teachers’ self-efficacy. This study aims to examine whether the teacher’s self-efficacy can mediate the relationship between teachers’ perceptions of creativity and their creative teaching behavior in class. Participants of this study were 38 elementary school teachers who were participants in the Creative Teaching Workshop. The measuring tools used in this study are the Creativity Fostering Teacher Index (CFTI) and Teaching for Creativity Scale (TFCS). The data obtained were analyzed quantitatively using correlation tests (Pearson’s correlation) and mediation tests with Macro PROCESS. The results found that teachers’ self-efficacy partially mediated teachers’ perceptions of creativity and creative teaching behavior, which means that the relationship between teachers’ perceptions and behaviors can be explained directly and indirectly through the teachers’ self–efficacy. ","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116264143","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

Autonomy Practiced by English Primary School Teachers to Develop Teaching Professionalism 英语小学教师自主实践培养教学专业精神

Mimbar Sekolah Dasar Pub Date : 2022-04-30 DOI: 10.53400/mimbar-sd.v9i1.44130

Hasbie Felayabi, P. Purnawarman, D. Sukyadi

{"title":"Autonomy Practiced by English Primary School Teachers to Develop Teaching Professionalism","authors":"Hasbie Felayabi, P. Purnawarman, D. Sukyadi","doi":"10.53400/mimbar-sd.v9i1.44130","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i1.44130","url":null,"abstract":"Teachers’ autonomy allows teachers to be in charge of their teaching, from preparing syllabuses, teaching materials, and evaluation. For elementary school teachers, this autonomy is essential since this level of education is fundamental to the lifelong learning process. Teachers’ autonomy can also be a form of professional action that leads to professional development. Hence, this study aims at identifying teachers’ perceptions about teachers’ autonomy, finding out what they have implemented in promoting teachers’ autonomy, and acknowledging their awareness of the importance of teachers’ autonomy. This study employed qualitative research and case studies as its framework. Online questionnaires were distributed to elementary school teachers of public and private schools, and interviews were conducted to follow up on the answers obtained from the questionnaires. The results suggest that teachers’ autonomy was driven by the teachers’ needs for personal and professional development. It was also revealed that the participants had practiced the five dimensions of autonomy-supportive practices, namely organizational and procedural autonomy, rationale and relevance, responsiveness, feedback, and cognitive autonomy support. Additionally, they also believe that the practice of teachers’ autonomy will be optimal with the support of the managerial system, be it the school, the stakeholders, or the government.","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"445 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117001562","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

Museum Education with Storyline Method: How Do Primary School Students Perceive Historical Artifacts? 故事线教学法的博物馆教育:小学生如何感知历史文物?

Mimbar Sekolah Dasar Pub Date : 2022-04-30 DOI: 10.53400/mimbar-sd.v9i1.43317

Nur Ütkür Güllühan, Gökhan Özden, Derya Bekiroğlu

{"title":"Museum Education with Storyline Method: How Do Primary School Students Perceive Historical Artifacts?","authors":"Nur Ütkür Güllühan, Gökhan Özden, Derya Bekiroğlu","doi":"10.53400/mimbar-sd.v9i1.43317","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i1.43317","url":null,"abstract":"An educational museum is an active learning environment created for students’ participation (art, music, and drama) to learn by doing and experiencing, and didactic knowledge. This research seeks to determine the effect of the Storyline Method on students' perceptions and interpretations of historical artifacts through museum education. This research applied the phenomenology design as one of the qualitative methods, consisting of first-year students (20) in a public school in Istanbul. The students were trained for a total of 15 hours, 5 hours a week, on museum education with the Storyline Method. The research data consisted of interviews with children, pictures made by children, and diaries written by them. The collected data were analyzed using the descriptive analysis method. The research results found that the method of storyline positively affected the students' perceptions of historical artifacts. Also, as a result of the interviews of the students and their drawings, there was a positive change in students' perceptions of the importance and preservation of historical artifacts. In addition, as a result of the Storyline Method, the students had \"happiness, excitement, sightseeing\" feelings and thoughts about historical works.","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124016769","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

Digital Training in Building Chatbot-based Online Learning Media: Action Research for Teachers in Semarang City through the "Train The Teachers" Training 构建基于聊天机器人的在线学习媒体的数字化培训:三宝垄市教师通过“培训教师”培训的行动研究

Mimbar Sekolah Dasar Pub Date : 2022-04-30 DOI: 10.53400/mimbar-sd.v9i1.44460

Devana Afriani Dewi, J. Julia, Christian Jonathan

{"title":"Digital Training in Building Chatbot-based Online Learning Media: Action Research for Teachers in Semarang City through the \"Train The Teachers\" Training","authors":"Devana Afriani Dewi, J. Julia, Christian Jonathan","doi":"10.53400/mimbar-sd.v9i1.44460","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i1.44460","url":null,"abstract":"The lack of student learning motivation and teacher difficulties in monitoring student learning progress is considered to be the main problems in distance learning, especially during the COVID-19 pandemic. This research employed action research methods by involving 20 teachers in several elementary schools in Semarang City spread across several sub-districts. The research results obtained: First, six steps to determine the increase in teacher creativity and understanding, namely the introduction of chatbot and chatbot templates as digital learning media in schools; the implementation of the first training session; the assignment of creating and designing chatbots from templates; the implementation of the second training session and finale chatbot feedback. Second, during digital chatbot training, Acita template was used to see an increase in teacher creativity and understanding of chatbots. The result revealed that, in the aspect of teacher creativity, the point of chatbot design creativity had increased by 41%, creativity in material integration had increased by 46%, and interactive creativity in chatbots had increased by 33%. In addition, in the aspect of teacher understanding, the points of understanding of chatbot structure and understanding of chatbot development had increased by 47%.","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121082335","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

Perceived Effectiveness of Students’ Punishment by Teachers in Osun State, Nigeria 尼日利亚奥逊州教师对学生惩罚的感知效果

Mimbar Sekolah Dasar Pub Date : 2022-04-30 DOI: 10.53400/mimbar-sd.v9i1.40762

F. Okesina, F. B. Famolu

引用次数: 0

The Relationship between Pre-service Primary School Teachers' Perception of 21st-Century Skills, Mathematical Literacy Self-Efficiency, and Financial Literacy Attitudes and Behaviors 职前小学教师21世纪技能知觉、数学素养自我效能与财务素养态度与行为的关系

Mimbar Sekolah Dasar Pub Date : 2022-04-07 DOI: 10.53400/mimbar-sd.v9i1.41270

A. Akçay, Muhammed Serhat Semercioğlu, Hasan Güllü

{"title":"The Relationship between Pre-service Primary School Teachers' Perception of 21st-Century Skills, Mathematical Literacy Self-Efficiency, and Financial Literacy Attitudes and Behaviors","authors":"A. Akçay, Muhammed Serhat Semercioğlu, Hasan Güllü","doi":"10.53400/mimbar-sd.v9i1.41270","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i1.41270","url":null,"abstract":"Primary school teachers are one of the main actors in basic education. In this context, their 21st-century skills, math literacy, and financial literacy affect the quality of their teaching. This study aims at examining the relationship between pre-service primary school teachers' mathematical literacy, 21st-century skills, and financial literacy levels. This study used a relational survey model, and the study group involved a total of 276 pre-service primary school teachers. “Mathematical Literacy Self-Efficacy Scale,” “21st-Century Skills Efficacy Perceptions Scale,” and “Financial Literacy Attitude and Behavior Scale” were used in the study. The results showed that pre-service primary school teachers' perceptions of 21st-century skills efficiency were high, the mathematical literacy self-efficacy of the pre-service primary school teachers was above the average, and the pre-service primary school teachers' financial literacy attitude and behavior levels were low. Also, a positive and significant relationship was found between the mathematical literacy self-efficacy of pre-service primary school teachers and their perceptions of 21st-century skills efficiency. In addition, a negative and significant correlation was found between the mathematical literacy self-efficacy of the pre-service primary school teachers and their financial literacy attitudes and behaviors.","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"31 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132347615","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

The Impact of Allosteric Learning on Students’ Academic Achievement and Research Skills in the 5th Grade Social Studies Course 五年级社会学课程变构学习对学生学业成绩和研究技能的影响

Mimbar Sekolah Dasar Pub Date : 2022-04-05 DOI: 10.53400/mimbar-sd.v9i1.43805

Hüseyin Bayram

{"title":"The Impact of Allosteric Learning on Students’ Academic Achievement and Research Skills in the 5th Grade Social Studies Course","authors":"Hüseyin Bayram","doi":"10.53400/mimbar-sd.v9i1.43805","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i1.43805","url":null,"abstract":"Allosteric learning approach advocates the acquisition of knowledge through experiences, and this could be appropriate for social studies course since its content is based on daily life. This study was conducted in a middle-school located in a province of Turkey during the fall-semester of the 2021-2022 academic year. The study investigated the impact of allosteric learning on 5th grade learners’ academic achievement and research skills in social studies course. Moreover, the participating learners’ views on the impact of allosteric learning on their academic achievement and research skills were also explored. The mixed embedded design was employed in the study. The participants consisted of 48 students, 23 in the experimental and 25 in the control group. To collect data, Science, Technology and Society Achievement Test, Research Skills Test, and interview form were employed. For analysis, t-test for independent samples, covariance analysis, and content analysis were used. It was found that the social studies course carried out within the scope of the allosteric learning approach increased students’ academic achievement and improved their research skills. In addition, students believed that allosteric learning increased their academic achievement and equipped them with research skills.","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116771675","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

Speaking Skills Attitude Scale for Primary School Students: Validity and Reliability Study 小学生口语技巧态度量表效度与信度研究

Mimbar Sekolah Dasar Pub Date : 2022-03-30 DOI: 10.53400/mimbar-sd.v9i1.41577

Emel Guvey Aktay, Ferah Mermi

引用次数: 0

The Implementation of Cooperative Problem-Solving Rubric Towards Turkish Fourth Grade Students 合作解决问题教学法在土耳其四年级学生中的实施

Mimbar Sekolah Dasar Pub Date : 2022-01-17 DOI: 10.53400/mimbar-sd.v9i1.39390

Gül Karakuş, G. Ocak

{"title":"The Implementation of Cooperative Problem-Solving Rubric Towards Turkish Fourth Grade Students","authors":"Gül Karakuş, G. Ocak","doi":"10.53400/mimbar-sd.v9i1.39390","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i1.39390","url":null,"abstract":"This study aimed to develop an analytical rubric for teachers to observe and evaluate students’ performance in showcasing the cooperative problem-solving process. Thus, a rubric was prepared. Angles to evaluate the student performance were included and a quad rank scale was used in the rubric. Dimensions used in the rubric were based on the PISA 2015 cooperative problem-solving dimensions. The weighted kappa coefficient was calculated for reliability. The validity of the rubric was provided by taking into the opinions of experts. The dimensions used were; common understanding, communication, respect, solving problems together, discussion, and finding common solutions. The weighted kappa coefficient of the rubric was 660 on common understanding; 644 on communication; 835 on respect; 829 on solving problems together; 825 on discussion, and 822 on finding common solutions. Additionally, the rubric was validated by controlling the content, structure, and validity criteria. The results showed that the cooperative problem-solving rubric was reliable and valid to evaluate cooperative problem-solving skills. The rubric presented a comprehensive assessment and scoring for cooperative problem-solving skills.","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133274747","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

Teaching Literacy in First-Grade of Primary School During COVID-19 Pandemic 新冠疫情期间小学一年级扫盲教学

Mimbar Sekolah Dasar Pub Date : 2022-01-17 DOI: 10.53400/mimbar-sd.v9i1.38914

M. Bozan, Hüseyin Anılan

{"title":"Teaching Literacy in First-Grade of Primary School During COVID-19 Pandemic","authors":"M. Bozan, Hüseyin Anılan","doi":"10.53400/mimbar-sd.v9i1.38914","DOIUrl":"https://doi.org/10.53400/mimbar-sd.v9i1.38914","url":null,"abstract":"Along with the COVID-19 pandemic, a new era had to be passed in education. The education process in Turkey has been maintained entirely or partially in the form of remote or distance education, or partly face-to-face since the outbreak in the process of being face-to-face education opportunities. This research seeks to examine in-depth how literacy teaching in the first grade, one of the essential processes of primary school education, took place during the pandemic. The research applied a case study, one of the qualitative research methods. In addition, the participants in this research were determined based on criterion sampling. The data were collected using semi-structured interviews with teachers and parents of students and the observations made by one of the researchers in online lessons. The data obtained were analyzed through content analysis. The findings are presented under the themes of \"the teaching process, the stakeholders, and the factors that make the teaching process difficult\". The conclusion reveals that the pandemic negatively affected the literacy teaching process, as well as every field. In other words, teachers could not get enough support from parents and MoNE so that teachers and parents were anxious.","PeriodicalId":236584,"journal":{"name":"Mimbar Sekolah Dasar","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117239834","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