International Electronic Journal of Elementary Education最新文献

{"title":"Social Interaction of Class IV Elementary School Students During the Covid-19 Pandemic","authors":"Mayang Afriani, Zaka Hadikusuma Ramadan","doi":"10.23887/ijee.v5i4.40313","DOIUrl":"https://doi.org/10.23887/ijee.v5i4.40313","url":null,"abstract":"Students also experience the impact of Covid-19 by limiting social interaction. However, social interaction is needed for a child to build character and social skills in interacting with other people. This study aimed to analyze patterns of social interaction in the fourth grade COVID-19 period in elementary school. The research subjects were 3 teachers and 90 students. The research instruments are interviews and questionnaires. The data collection technique used in this study was non-test, namely a questionnaire (questionnaire) and interviews. The results showed that social interaction during the pandemic was less effective. As evidenced by the five indicators, working together has an average score of 82.43%; during a pandemic, it is less effective due to limitations and many obstacles. The openness of the average value of 82.43% is classified as \"good,\" and many students still do not understand technology for online learning and how to use it—empathy, with an average value of 80.95% (good). There is already an awareness in students to empathize with their friends. Giving motivation an average value of 79.70% is classified as \"good\" when learning students support each other and work together in doing assignments together at home. With a positive sense of the average value of 81.56%, students can develop positive values in the surrounding environment. Similarity with others, the average value is 82.15%, there is an attitude of equality in students to their friends in working on assignments and collecting assignments. It can be concluded that students' social interactions during the current Covid-19 period are not running perfectly compared to face-to-face.","PeriodicalId":39088,"journal":{"name":"International Electronic Journal of Elementary Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76031649","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}

{"title":"Blended Learning: Can It Be a Solution to Improve Digital Literacy and HOTS for PGSD Students in a Pandemic Situation?","authors":"Ririn Andriani Kumala Dewi, Kiki Fatkhiyani","doi":"10.23887/ijee.v5i4.39411","DOIUrl":"https://doi.org/10.23887/ijee.v5i4.39411","url":null,"abstract":"The Covid-19 pandemic in the industrial revolution 4.0 era transformed traditional learning into bold-based learning through distance learning (PJJ). However, its implementation still encounters several obstacles, such as the lack of digital literacy skills. One of the solutions offered is blended learning, which combines traditional learning with learning to complement each learning method's shortcomings. The purpose of this study is to prove whether or not blended learning affects increasing digital literacy and HOTS of PGSD students. The methodology used is experimental research with Pre-Experimental Design with One-Group Pretest-Posttest Design model. The sample in this study was 55 PGSD students. The instruments used are digital literacy questionnaire sheets and HOTS test sheets. The technique used to analyze the data is descriptive qualitative, quantitative, and inferential statistics. Test Results Paired sample t-test produces sig values. (2-tailed) 0.000 is less than 0.05. It means that blended learning affects digital student literacy skills. The results of the n-gain test for increasing digital literacy after applying blended learning obtained n-gain of 0.56 in the medium category and the results of the student HOTS n-gain of 0.55 also in the medium category, so it can be said that there is an effect of blended learning on literacy improvement. Digital and student HOTS.","PeriodicalId":39088,"journal":{"name":"International Electronic Journal of Elementary Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86187828","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}

{"title":"Research on the Development of Primary School Students' Key Literacy in Western China","authors":"Shu Han, Xinyu Wang, Yushun Li","doi":"10.11648/J.IJEEDU.20211004.14","DOIUrl":"https://doi.org/10.11648/J.IJEEDU.20211004.14","url":null,"abstract":"With the continuous advancement of global education reform, \"key literacy\" has become an important indicator to measure the development status and potential of students. To develop students' key literacy in western China, researchers went deep into the actual education situation in western China and collected status data, then summed up outstanding experiences and found challenges and put forward feasible strategies. The research subjects were students from six urban primary schools and four rural primary schools in Lanzhou, Gansu Province. This research adopted questionnaire survey, focus group interviews and individualized interviews. 3025 students were quantitatively investigated by using network-based questionnaire in the early stage. Later, focus group interviews and individualized interviews were conducted to investigate the development of students in all aspects. The quantitative and interview data shows that the development level of primary school students' cultural understanding and inheritance competence, communication competence and cooperation competence in the western region are good, while the critical thinking and innovation competence need to be strengthened. The development level of key literacy of urban school students is generally higher than that of rural school students. The development of rural schools is relatively backward, which is not only reflected in hardware equipment and resources, but also in the literacy level of teachers and students. Finally, some feasible strategies are put forward, such as increasing investment in rural schools and resources; developing urban and rural teaching community; exploring the development path of in-depth integration of information technology and curriculum.","PeriodicalId":39088,"journal":{"name":"International Electronic Journal of Elementary Education","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84653083","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}

{"title":"Evaluation of The Implementation of The Inclusion Program","authors":"A. Rokhim, S. Suryadi, Supadi Supadi","doi":"10.23887/ijee.v5i4.37217","DOIUrl":"https://doi.org/10.23887/ijee.v5i4.37217","url":null,"abstract":"In practice, inclusive schools face many obstacles, using a curriculum that has not been fully implemented properly. Teachers do not understand using methods and learning media for children with special needs. Be in a good instrument. Unique infrastructure that has not been adequate in supporting child development is an obstacle to implementing inclusive education successfully. This study aims to analyze the Inclusive Education program's context, inputs, processes, and products. This research is a program evaluation research using the CIPP model. The methodology used is a survey and descriptive method. The research informants were the principal, vice-principal for curriculum and student affairs, teachers, special assistant teachers data collection techniques through observation, questionnaires, and interviews. The technique used to analyze power is descriptive qualitative analysis. Based on the data, the problem with inclusive education programs experienced by schools is the presence of non-permanent accompanying teachers who only receive one time per week, thus hampering the development of students with special needs. In addition, the facilities and infrastructure that support the learning process are still incomplete. The uniqueness of the inclusive education curriculum needs to be reviewed to improve children's learning abilities with special needs.","PeriodicalId":39088,"journal":{"name":"International Electronic Journal of Elementary Education","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87291951","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}

{"title":"Fiscal Policies of Early Childhood Education in China: A Historical Overview from the Cost-sharing Perspective","authors":"Xue Zhang","doi":"10.11648/J.IJEEDU.20211004.12","DOIUrl":"https://doi.org/10.11648/J.IJEEDU.20211004.12","url":null,"abstract":"Early childhood education in China has undergone dramatic changes during the past seven decades, associated obviously with the rapid social transition and economic growth. Educational policies and government investments are supposed to be the key influential factors in the development of early childhood education. By decomposing the historical progression of early childhood education in China into four stages, this article sets out to explore the dynamics of early childhood education through the lens of fiscal policies. Following a historical overview and analysis, the article reveals that the evolution of fiscal policies of early childhood education are highly related to and influenced by the development of the society and its economic status. Top-level design and overall planning of early childhood education are proven to be the most essential factors for its sustainable development. Hence, the laws and regulations concerning the educational and welfare value of early childhood education and fiscal responsibilities of governments at all levels should be clear and definite so as to make sure the stable financial funding and supporting. In order to establish and expand the public system of early childhood education services, governments of higher levels should take more fiscal responsibilities and look for ways to fund early childhood education efficiently and effectively.","PeriodicalId":39088,"journal":{"name":"International Electronic Journal of Elementary Education","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83945349","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}

{"title":"There Is a Complementarity Between the Role of the Family and That of the School in the Education: Health Education for Schoolchildren in Tanguiéta","authors":"Raymond-Bernard Ahouandjinou, Raymond Yatté Gnonle","doi":"10.11648/J.IJEEDU.20211004.13","DOIUrl":"https://doi.org/10.11648/J.IJEEDU.20211004.13","url":null,"abstract":"Health education policies are essential factors in well-being, academic success and equity. Schools appear to be the ideal place to promote health and related subjects like hygiene. However, the practice of hygiene in schools is still insignificant. The research conducted analyzes the effects of the awareness and practice of body and clothing hygiene on the schoolchildren’s health in Tanguieta. To achieve this, a mixed approach was chosen, with a survey unit made of 98 subjects. The questionnaire, interview, documentary research and observation were the main investigation tools. The processing and analysis of the data was made with the R. Langford’s analysis model (2004). From the analysis, the reasons for the poor hygiene can be summarized as the absence of parental monitoring and teacher commitment, but also the absence of equipment in schools. On the other hand, the results reveal that body and clothing hygiene practices help to avoid diseases and to preserve health on the basis of appropriate behavioral choices.","PeriodicalId":39088,"journal":{"name":"International Electronic Journal of Elementary Education","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82270315","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}

{"title":"Elementary School Teachers’ Problems in Online Learning during the Pandemic","authors":"Gusti Ayu Putu Sintha Arma Erawati, I. W. Widiana, I. G. N. Japa","doi":"10.23887/ijee.v5i4.39233","DOIUrl":"https://doi.org/10.23887/ijee.v5i4.39233","url":null,"abstract":"COVID-19 pandemic has caused chaos in various field such as economic, social, tourism and many more. One of the fields that affected to it is in the field of education. The government requires schools in Indonesia to carry out online learning activities from home. This policy certainly raises various problems not only for students but also for teacher, many teachers faced problems during the online learning. This research was conducted to find out the problems experienced by elementary school teachers in online learning during the pandemic.  The method of research carried out by the researchers is descriptive research, with a population of 25,524 elementary school teachers in Bali, and the research samples were taken from 994 teachers.  The data collection method used is the Guttman Scale questionnaire with quantitative descriptive analysis method.  The result of the research shows that teachers experience problems in all dimensions, such as the communication dimension with 65%, the learning method dimension 52%, the assessment dimension 61%, the technology use dimension 43%, the network dimension 52%, the dimensions of the cost of cellular internet data 52% and problems in online learning in 74%. It can be concluded that elementary school teachers faced the problems in all of dimentions such as communication dimension, the learning method dimension, the assessment dimension, the technology use dimension, the network dimension, the dimensions of the cost of cellular internet data also problems in online learning.","PeriodicalId":39088,"journal":{"name":"International Electronic Journal of Elementary Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83588659","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}

{"title":"Student Teachers’ Perspectives on Supported Teaching in School Programme in Colleges of Education in Ghana","authors":"Ibrahim Abudulai","doi":"10.11648/J.IJEEDU.20211004.11","DOIUrl":"https://doi.org/10.11648/J.IJEEDU.20211004.11","url":null,"abstract":"The main purpose of the study was to seek student teachers' perspectives on the practices of Supported Teaching in School Programme in Colleges of Education in Ghana; particularly, Colleges in the northern sector of Ghana. The population of the study consisted of all student teachers in Colleges of Education in Ghana. The target population was all student teachers of the three (3) selected Colleges of Education in the northern sector of Ghana namely; Tamale College of Education, Gambaga College of Education and ST. John Bosco College of Education. The sample size was ninety (90) third-year student teachers comprising thirty (30) student teachers each, who were conveniently chosen based on proximity. An opportunistic sampling technique was used to select student teachers for the study. A cross-sectional survey was adopted with an exploratory design. Results of the study indicated that there exists a communication gap between some Colleges of Education and partner schools; thereby resulting in unfriendly receptions given to student teachers by authorities of partner schools and mentors. The study also indicated that the Supported Teaching in School Programme (STS) is adequately assisting student teachers to develop professional skills, attitudes, and values of teaching including knowledge of inclusivity, equity, and support for learners learning progress in the classroom. Based on the results of the study, it is recommended that policymakers (Ministry of Education and Ghana Education Service) should strategically provide enough resources such as syllabi, Teachers' Handbooks, and logistics for effective practice of the programme since it adequately develops student teachers’ teaching professionalism. It is also recommended that improvement needs to be considered by some of the Colleges of Education to close and strengthen the communication gap existing between them and partner schools by pre-informing them before assigning student teachers to them.","PeriodicalId":39088,"journal":{"name":"International Electronic Journal of Elementary Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90268767","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}

{"title":"Constructing Interlinked Learning Resources for Integrated STEM Education Environment","authors":"Hao Kun, Y. Liu, Qian Qian","doi":"10.11648/J.IJEEDU.20211003.16","DOIUrl":"https://doi.org/10.11648/J.IJEEDU.20211003.16","url":null,"abstract":"The integration of STEM disciplines is increasingly advocated because it is one way to make learning more connected and relevant for students. How discipline integration can be achieved are varied, with reference to multidisciplinary, interdisciplinary, and transdisciplinary approaches adding to the debates. In integrated STEM education environment, teachers and students need to analyze and synthesize the learning content themselves through e.g. examining complex problems, using a variety of means and developing their own strategies to solve these problems. During this learning process, an explicit, well-organized and easy-to-reference learning resources will support the learning effectively. This paper focuses on how to organize learning resources for different integrated STEM pedagogical methods and learning tasks. Employing the idea of Web of Data and Linked Open Data, we describe the learning resources by semantic annotations understandable to both human and machines, and interlinking relevant resources according to the learning tasks and pedagogical methods. A user friendly resources searching, accessing, and visualization form in integrated STEM environment is also presented. By analyzing the goal and content of learning, an ontology is designed to represent the body of knowledge in STEM education, so the knowledge point in STEM education can be described by vocabularies in the ontology. These vocabularies serve as semantic tags for learning resources. We attach appropriate semantic tags to every learning resource by employing semantic annotation methods, and the learning resources will be organized and interlinked well according to their content and semantic information. Learners will take advantage of this content-based resources structure and improve the learning performance. Because we adopt standard data representation techniques, such as RDF, OWL and SPARQL etc., it will be convenient to implement and deploy the resources organization architecture in learning environment. We design a comparative experiment between semantic interlinked learning resources and non- semantic organized learning resources. Because of the support of semantic tag, it is easier to perform content-based semantic retrieval on semantic interlinked resources. From the aspects of student self-efficacy and learning achievement goals, we prove the effectiveness of interlinked learning resources organization proposed.","PeriodicalId":39088,"journal":{"name":"International Electronic Journal of Elementary Education","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90699322","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}

{"title":"Supporting Exploratory Learning with Questioning and Computational Thinking in Integrated STEM Education","authors":"Qian Qian, Y. Liu, Hao Kun","doi":"10.11648/J.IJEEDU.20211003.17","DOIUrl":"https://doi.org/10.11648/J.IJEEDU.20211003.17","url":null,"abstract":"Exploratory learning is a type of active learning by supporting learners in freely exploring relevant instructional resources; learners take a more active role in their learning rather than being passive receivers of information. It’s a popular pedagogical method for integrated STEM education that involves multiple disciplines and knowledge domains. However, empirical evaluations have shown that exploratory learning is not always effective for all learners and that some learners may benefit from more structured, explicit instructions as more traditional intelligent tutoring support. In this paper, we focus on how to support the effective knowledge dissemination and learning results of learners in the process of autonomous exploratory learning without weakening the role of learners in an active learning environment. A practical strategy to support exploratory learning in integrated STEM education was proposed by combining scaffolding questioning and Computational Thinking (CT). First, we analyze how to optimize teachers' questioning strategies to spread knowledge effectively and make learners' learning process more active. Then, how to take advantage of the benefits of CT was addressed. Finally, we construct a Problem-Oriented Learning Model of Integrating CT (POLMICT) suitable for K-12 STEM education. By applying POLMICT to STEM course in middle school, we concluded that scaffolding questioning strategies can be used as a bridge for teachers to impart knowledge to learners to improve the effectiveness of exploratory learning, and embedding CT in this process helps learners to explore and ensure their positive role in the STEM environment.","PeriodicalId":39088,"journal":{"name":"International Electronic Journal of Elementary Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87786509","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}