Pub Date : 2023-10-18DOI: 10.1080/00220671.2023.2269536
Aljemedin S. Jaudinez, Ma. Nympha B. Joaquin
AbstractThis study was undertaken given the need to develop mathematics modular instruction that integrates Sama students’ culture with Science, Technology, Engineering, and Mathematics (STEM) amidst the COVID-19 pandemic. It sought to find whether students exposed to EthnoSTEM-Based Mathematics Instruction (EMI) have significantly better mathematical thinking than those taught with its conventional counterpart (CMI) during modular distance learning. EMI utilized mathematics learning modules that incorporate seaweed farming and mat weaving of the Sama. True Experiment between two groups employing Pre- and Post-tests was done to determine the effects of EMI on mathematical thinking. It was conducted among Grade 7 Sama students from a High School in Tawi-Tawi Province. A researcher-made Mathematical Thinking Test was validated by experts and pilot-tested for item and reliability analyses. Findings revealed that Sama students exposed to EMI have significantly better mathematical thinking than those taught with the CMI. Discussions, conclusions, and recommendations are provided.Keywords: Culturedistance learningEthnoSTEMmathematical thinkingtrue experiment Disclosure statementThe authors have no conflicts of interest or other ethical considerations to be declared or reported.Additional informationFundingThis work was supported by Science Education Institute, Department of Science and Technology, Republic of the Philippines.
{"title":"Effects of EthnoSTEM-based mathematics modular instruction on Sama students’ mathematical thinking","authors":"Aljemedin S. Jaudinez, Ma. Nympha B. Joaquin","doi":"10.1080/00220671.2023.2269536","DOIUrl":"https://doi.org/10.1080/00220671.2023.2269536","url":null,"abstract":"AbstractThis study was undertaken given the need to develop mathematics modular instruction that integrates Sama students’ culture with Science, Technology, Engineering, and Mathematics (STEM) amidst the COVID-19 pandemic. It sought to find whether students exposed to EthnoSTEM-Based Mathematics Instruction (EMI) have significantly better mathematical thinking than those taught with its conventional counterpart (CMI) during modular distance learning. EMI utilized mathematics learning modules that incorporate seaweed farming and mat weaving of the Sama. True Experiment between two groups employing Pre- and Post-tests was done to determine the effects of EMI on mathematical thinking. It was conducted among Grade 7 Sama students from a High School in Tawi-Tawi Province. A researcher-made Mathematical Thinking Test was validated by experts and pilot-tested for item and reliability analyses. Findings revealed that Sama students exposed to EMI have significantly better mathematical thinking than those taught with the CMI. Discussions, conclusions, and recommendations are provided.Keywords: Culturedistance learningEthnoSTEMmathematical thinkingtrue experiment Disclosure statementThe authors have no conflicts of interest or other ethical considerations to be declared or reported.Additional informationFundingThis work was supported by Science Education Institute, Department of Science and Technology, Republic of the Philippines.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses the moral development of students through extracurricular activities in Islamic religious education at State Junior High School 23 Merangin. The focus of the study in this article is how to implement extracurricular activities for Islamic religious education at State Junior High School 23 Merangin in developing student behavior? This article comes from qualitative research with a phenomenological approach. The research findings show that the process carried out by the school in developing the morals of students at the Merangin 23 State Junior High School has been carried out in various forms of activities including; weekly worship/Friday tazkir, Quran reading program, and others. Things that have been done by extracurricular coaches; instilling and awakening religious and other beliefs. Artikel ini membahas tentang pembinaan akhlak peserta didik melalui kegiatan ekstrakurikuler pendidikan agama Islam di Sekolah Menengah Pertama Negeri 23 Merangin. Fokus kajian dalam artikel ini adalah bagaimana upaya pelaksanaan kegiatan ekstrakurikuler pendidikan agama Islam di Sekolah menengah pertama negeri 23 Merangin dalam melakukan pembinaan perilaku peserta didik? Artikel ini berasal dari penelitian kualitatif dengan pendekatan fenomenologi. Temuan penelitian menunjukkan bahwa proses yang dilakukan pihak sekolah dalam pembinaan akhlak peserta didik di Sekolah Menengah Pertama Negeri 23 Merangin telah dilakukan dalam berbagai bentuk kegiatan diantaranya; ibadah mingguan/tazkir jum’at, program membaca al-Qur’an, dan yang lainnya. Hal yang telah dilakukan oleh pembina ekstrakurikuler; menanamkan dan membangkitkan keyakinan beragama dan yang lainnya.
{"title":"Pembinaan Akhlak Peserta Didik Melalui Kegiatan Ekstrakurikuler Pendidikan Agama Islam","authors":"Muh Ali Masykuri","doi":"10.56436/jer.v2i1.229","DOIUrl":"https://doi.org/10.56436/jer.v2i1.229","url":null,"abstract":"This article discusses the moral development of students through extracurricular activities in Islamic religious education at State Junior High School 23 Merangin. The focus of the study in this article is how to implement extracurricular activities for Islamic religious education at State Junior High School 23 Merangin in developing student behavior? This article comes from qualitative research with a phenomenological approach. The research findings show that the process carried out by the school in developing the morals of students at the Merangin 23 State Junior High School has been carried out in various forms of activities including; weekly worship/Friday tazkir, Quran reading program, and others. Things that have been done by extracurricular coaches; instilling and awakening religious and other beliefs. Artikel ini membahas tentang pembinaan akhlak peserta didik melalui kegiatan ekstrakurikuler pendidikan agama Islam di Sekolah Menengah Pertama Negeri 23 Merangin. Fokus kajian dalam artikel ini adalah bagaimana upaya pelaksanaan kegiatan ekstrakurikuler pendidikan agama Islam di Sekolah menengah pertama negeri 23 Merangin dalam melakukan pembinaan perilaku peserta didik? Artikel ini berasal dari penelitian kualitatif dengan pendekatan fenomenologi. Temuan penelitian menunjukkan bahwa proses yang dilakukan pihak sekolah dalam pembinaan akhlak peserta didik di Sekolah Menengah Pertama Negeri 23 Merangin telah dilakukan dalam berbagai bentuk kegiatan diantaranya; ibadah mingguan/tazkir jum’at, program membaca al-Qur’an, dan yang lainnya. Hal yang telah dilakukan oleh pembina ekstrakurikuler; menanamkan dan membangkitkan keyakinan beragama dan yang lainnya.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"54 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139322707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-04DOI: 10.1080/00220671.2023.2265878
Müge Özkanbaş, Özgecan Taştan Kırık
AbstractThis study aims to better understand Process-Oriented Guided Inquiry Learning (POGIL) in middle school science teaching by revealing the perceptions of sixth-grade students in a public school in Turkey about POGIL. In the research conducted as a case study, the data were collected through interviews with 12 students who were taught the Particle Nature of Matter Unit using POGIL in the science course. The results indicated that the students generally made positive evaluations of POGIL. They emphasized doing experiments, teamwork/cooperation, making inferences, activity worksheets, discussions and teacher guidance as the features of POGIL they thought enhanced their learning. They also identified aspects that they found challenging. The challenges were largely connected to the cooperative learning component of POGIL. Some students believed that lecturing should also be part of the lesson. Yet, they realized the POGIL teacher’s role as the facilitator. Overall, students appreciated participating in this collaborative inquiry learning environment.Keywords: Process oriented guided ınquiry learning (POGIL)cooperative learningstudent perceptionsmiddle schoolscience education Disclosure statementThe authors report that there are no competing interests to declare.
{"title":"Middle school students’ reflections on process oriented guided inquiry learning (POGIL®) <sup>1</sup>","authors":"Müge Özkanbaş, Özgecan Taştan Kırık","doi":"10.1080/00220671.2023.2265878","DOIUrl":"https://doi.org/10.1080/00220671.2023.2265878","url":null,"abstract":"AbstractThis study aims to better understand Process-Oriented Guided Inquiry Learning (POGIL) in middle school science teaching by revealing the perceptions of sixth-grade students in a public school in Turkey about POGIL. In the research conducted as a case study, the data were collected through interviews with 12 students who were taught the Particle Nature of Matter Unit using POGIL in the science course. The results indicated that the students generally made positive evaluations of POGIL. They emphasized doing experiments, teamwork/cooperation, making inferences, activity worksheets, discussions and teacher guidance as the features of POGIL they thought enhanced their learning. They also identified aspects that they found challenging. The challenges were largely connected to the cooperative learning component of POGIL. Some students believed that lecturing should also be part of the lesson. Yet, they realized the POGIL teacher’s role as the facilitator. Overall, students appreciated participating in this collaborative inquiry learning environment.Keywords: Process oriented guided ınquiry learning (POGIL)cooperative learningstudent perceptionsmiddle schoolscience education Disclosure statementThe authors report that there are no competing interests to declare.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reveals teacher strategies in developing early childhood literacy. This article originates from descriptive qualitative research. The results of the research show that the strategy used by teachers is learning strategies through singing and learning strategies through telling stories. The obstacles faced by teachers in developing early literacy are limited learning tools and media and lack of participation from parents. The teacher's effort to overcome the lack of parental participation is that every time the teacher reports are distributed, the teacher invites parents to come to school to discuss children's growth and development and provide an explanation of the importance of early literacy. The lack of literacy learning media and tools means that teachers have to be creative in creating literacy learning strategies, such as carrying out song activities, imitating the shapes of the letters of the alphabet, and creating literacy lessons using fun educational games. Artikel ini mengungkap strategi guru dalam pengembangan literasi awal anak usia dini. Artikel ini berasal dari penelitian kualitatif deskriptif. Hasil penelitian menunjukkan bahwa strategi yang digunakan guru adalah dengan melakukan strategi belajar melalui bernyanyi dan strategi belajar melalui bercerita. Kendala yang dihadapi guru dalam mengembangkan literasi awal adalah keterbatasan alat dan media pembelajaran dan kurangnya partisipasi dari orang tua. Upaya guru dalam mengatasi kurangnya partisipasti orang tua yaitu setiap pembagian rapor guru mengundang orangtua murid untuk hadir ke sekolah dalam rangka membahas tumbuh kembang anak serta memberikan penjelasan mengenai pentingnya literasi awal. Kurangnya media dan alat pembelajaran literasi membuat guru harus kreatif menciptakan sebuah strategi pembelajaran literasi, seperti melakukan kegiatan gerak lagu, menirukan bentuk huruf abjad, dan membuat pembelajaran literasi dengan menggunakan alat permainan edukatif yang menyenangkan.
{"title":"Strategi Guru dalam Pengembangan Literasi Awal Anak Usia Dini","authors":"Siti Aisyah, M. Musa","doi":"10.56436/jer.v2i1.218","DOIUrl":"https://doi.org/10.56436/jer.v2i1.218","url":null,"abstract":"This article reveals teacher strategies in developing early childhood literacy. This article originates from descriptive qualitative research. The results of the research show that the strategy used by teachers is learning strategies through singing and learning strategies through telling stories. The obstacles faced by teachers in developing early literacy are limited learning tools and media and lack of participation from parents. The teacher's effort to overcome the lack of parental participation is that every time the teacher reports are distributed, the teacher invites parents to come to school to discuss children's growth and development and provide an explanation of the importance of early literacy. The lack of literacy learning media and tools means that teachers have to be creative in creating literacy learning strategies, such as carrying out song activities, imitating the shapes of the letters of the alphabet, and creating literacy lessons using fun educational games. Artikel ini mengungkap strategi guru dalam pengembangan literasi awal anak usia dini. Artikel ini berasal dari penelitian kualitatif deskriptif. Hasil penelitian menunjukkan bahwa strategi yang digunakan guru adalah dengan melakukan strategi belajar melalui bernyanyi dan strategi belajar melalui bercerita. Kendala yang dihadapi guru dalam mengembangkan literasi awal adalah keterbatasan alat dan media pembelajaran dan kurangnya partisipasi dari orang tua. Upaya guru dalam mengatasi kurangnya partisipasti orang tua yaitu setiap pembagian rapor guru mengundang orangtua murid untuk hadir ke sekolah dalam rangka membahas tumbuh kembang anak serta memberikan penjelasan mengenai pentingnya literasi awal. Kurangnya media dan alat pembelajaran literasi membuat guru harus kreatif menciptakan sebuah strategi pembelajaran literasi, seperti melakukan kegiatan gerak lagu, menirukan bentuk huruf abjad, dan membuat pembelajaran literasi dengan menggunakan alat permainan edukatif yang menyenangkan.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"13 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139336334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ade Bastia Eka Putri, B. Badarussyamsi, Yusria Yusria
This article discusses parenting patterns in the social emotional development of early childhood in Mendalo Darat Village, Jambi Luar Kota District, Muaro Jambi Regency. The issues raised are what parents' parenting patterns are, what factors influence the typology of parental parenting patterns, and what solutions can be made to the problems of parents' parenting styles towards children. This research is descriptive qualitative research with data collection through observation and interviews. The results of this study show that typical parenting patterns in the social emotional development of children aged 4-5 years include; restricting children from playing, parents who are busy working, parents demanding that children follow their parents' orders, and parents who obey or pamper their children. The factors that influence the typical parenting style include; parental education factors, parental personality factors, quality of time factors, and number of children factors. Solutions to overcome this problem include; the need for parenting insight for parents, parents need to spend time with their children, and parents must try to be role models for their children. Artikel ini membahas tentang pola asuh orangtua dalam perkembangan sosial emosional anak usia dini di Desa Mendalo Darat Kecamatan Jambi Luar Kota Kabupaten Muaro Jambi. Permasalahan yang diangkat adalah bagaimana pola asuh orang tua, faktor apa saja yang mempengaruhi tipologi pola asuh orang tua tersebut, dan bagaimana solusi yang bisa dilakukan untuk permasalahan pola asuh orang tua terhadap anak. Penelitian ini merupakan penelitian kualitatif deskriptif dengan pengumpulan data secara observasi dan wawancara. Hasil penelitian ini menunjukkan bahwa tipikal pola asuh orangtua dalam perkembangan sosial emosional anak usia 4-5 tahun antara lain; membatasi anak bermain, orangtua yang sibuk bekerja, orang tua menuntut anak mengikuti perintah orang tua, dan orangtua yang menuruti atau memanjakan anak. Adapun faktor-faktor yang mempengaruhi tipikal pola asuh orangtua tersebut antara lain; faktor pendidikan orangtua, faktor kepribadian orangtua, faktor kualitas waktu, dan faktor jumlah anak. Solusi untuk mengatasi persoalan tersebut antara lain; perlunya wawasan parenting bagi orangtua, orang tua perlu meluangkan waktu bersama anak, dan orangtua harus berusaha menjadi role model bagi anak-anak mereka.
这篇文章讨论了占碑省鲁阿科塔地区曼达罗达拉特村（Mendalo Darat）幼儿社会情感发展中的父母养育模式。文章提出的问题包括：父母的养育模式是什么、影响父母养育模式类型的因素有哪些，以及如何解决父母对子女的养育方式问题。本研究为描述性定性研究，通过观察和访谈收集数据。研究结果表明，在 4-5 岁儿童的社会情感发展方面，典型的父母教养模式包括：限制儿童玩耍、父母忙于工作、父母要求儿童听从父母的命令、父母对儿童百依百顺或呵护有加。影响典型养育方式的因素包括：父母教育因素、父母性格因素、时间质量因素和子女数量因素。解决这一问题的方法包括：父母需要对养育子女有深入的了解，父母需要花时间陪伴子女，父母必须努力成为子女的榜样。本文介绍了在占碑省的Desa Mendalo Darat Kecamatan Jambi Luar Kota Kabupaten Muaro Jambi地区开展的儿童情感教育活动。该项目涉及的问题包括：如何解决儿童的情感问题、如何了解儿童情感问题的特点以及如何解决儿童情感问题。这种方法是通过观察和数据收集来实现的。目前的研究显示，在 4 至 5 年的时间里，研究对象包括：有行为能力的人，无行为能力的人，有行为能力的人，有行为能力的人，有行为能力的人，有行为能力的人，有行为能力的人。在此基础上，增加了可帮助人们了解人的生活的关键因素：人的教育因素、人的家庭因素、人的学习因素和人的生活因素。解决以下问题：如何为儿童提供亲职教育、如何让儿童掌握学习方法、如何成为儿童的榜样。
{"title":"Pola Asuh Orangtua Dalam Perkembangan Sosial Emosional Anak Usia Dini","authors":"Ade Bastia Eka Putri, B. Badarussyamsi, Yusria Yusria","doi":"10.56436/jer.v2i1.220","DOIUrl":"https://doi.org/10.56436/jer.v2i1.220","url":null,"abstract":"This article discusses parenting patterns in the social emotional development of early childhood in Mendalo Darat Village, Jambi Luar Kota District, Muaro Jambi Regency. The issues raised are what parents' parenting patterns are, what factors influence the typology of parental parenting patterns, and what solutions can be made to the problems of parents' parenting styles towards children. This research is descriptive qualitative research with data collection through observation and interviews. The results of this study show that typical parenting patterns in the social emotional development of children aged 4-5 years include; restricting children from playing, parents who are busy working, parents demanding that children follow their parents' orders, and parents who obey or pamper their children. The factors that influence the typical parenting style include; parental education factors, parental personality factors, quality of time factors, and number of children factors. Solutions to overcome this problem include; the need for parenting insight for parents, parents need to spend time with their children, and parents must try to be role models for their children. Artikel ini membahas tentang pola asuh orangtua dalam perkembangan sosial emosional anak usia dini di Desa Mendalo Darat Kecamatan Jambi Luar Kota Kabupaten Muaro Jambi. Permasalahan yang diangkat adalah bagaimana pola asuh orang tua, faktor apa saja yang mempengaruhi tipologi pola asuh orang tua tersebut, dan bagaimana solusi yang bisa dilakukan untuk permasalahan pola asuh orang tua terhadap anak. Penelitian ini merupakan penelitian kualitatif deskriptif dengan pengumpulan data secara observasi dan wawancara. Hasil penelitian ini menunjukkan bahwa tipikal pola asuh orangtua dalam perkembangan sosial emosional anak usia 4-5 tahun antara lain; membatasi anak bermain, orangtua yang sibuk bekerja, orang tua menuntut anak mengikuti perintah orang tua, dan orangtua yang menuruti atau memanjakan anak. Adapun faktor-faktor yang mempengaruhi tipikal pola asuh orangtua tersebut antara lain; faktor pendidikan orangtua, faktor kepribadian orangtua, faktor kualitas waktu, dan faktor jumlah anak. Solusi untuk mengatasi persoalan tersebut antara lain; perlunya wawasan parenting bagi orangtua, orang tua perlu meluangkan waktu bersama anak, dan orangtua harus berusaha menjadi role model bagi anak-anak mereka.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"44 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139340529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AbstractTo develop positive attitudes toward science, students should have the opportunity to experience enjoyment and enthusiasm within a conducive learning environment. This can be achieved through engaging in hands-on activities and participating in collaborative, student-centered activities. This study aimed to investigate the impact of developing educational games on student attitudes toward science and their academic achievement. Seventeen seventh-grade students participated in a study to develop educational games on the topic of ‘The Particulate Nature of Matter and Pure Substances’. The quantitative results indicated a significant positive effect of educational game development on students’ attitudes and achievement. Furthermore, the qualitative findings corroborated the quantitative results, as students expressed enjoyment during the implementation of the games and reported an enhanced understanding of the topic. Educational games can be utilized both in and outside the classroom, particularly for students encountering difficulties in learning, as a valuable tool for reinforcing the subject matter.Keywords: Attitudes toward scienceeducational gamesscience educationelementary students Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis work was supported by the Bartin University Scientific Research Projects Coordination Unit under Grant number 2016-SOS-CY-013.
{"title":"Impact of educational game development on students’ achievement and attitudes toward science","authors":"Sevda Korkmaz, Ayla Cetin-Dindar, Ferhunde Kucuksen Oner","doi":"10.1080/00220671.2023.2265852","DOIUrl":"https://doi.org/10.1080/00220671.2023.2265852","url":null,"abstract":"AbstractTo develop positive attitudes toward science, students should have the opportunity to experience enjoyment and enthusiasm within a conducive learning environment. This can be achieved through engaging in hands-on activities and participating in collaborative, student-centered activities. This study aimed to investigate the impact of developing educational games on student attitudes toward science and their academic achievement. Seventeen seventh-grade students participated in a study to develop educational games on the topic of ‘The Particulate Nature of Matter and Pure Substances’. The quantitative results indicated a significant positive effect of educational game development on students’ attitudes and achievement. Furthermore, the qualitative findings corroborated the quantitative results, as students expressed enjoyment during the implementation of the games and reported an enhanced understanding of the topic. Educational games can be utilized both in and outside the classroom, particularly for students encountering difficulties in learning, as a valuable tool for reinforcing the subject matter.Keywords: Attitudes toward scienceeducational gamesscience educationelementary students Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis work was supported by the Bartin University Scientific Research Projects Coordination Unit under Grant number 2016-SOS-CY-013.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"337 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study reveals the teacher's role in cultivating scientific attitudes and student literacy in schools. The main problem discussed in this article is what is the role of Islamic religious education teachers in developing scientific attitudes and scientific literacy abilities of students at SMP Negeri 16 Jambi City. This article departs from descriptive qualitative research by collecting observations, interviews and documentation, with analytical techniques using the Miles and Huberman models. The results of the study show that the role of Islamic religious education teachers in developing students' scientific attitudes and scientific literacy abilities has been carried out well. Indicators of this include; students' ability to respond and solve problems, be more critical and curious, able to control themselves, build tolerance, and cooperate with each other when participating in learning activities. Students also have a better understanding of science concepts and are able to relate them to religious principles. Penelitian ini mengungkap peran guru dalam penanaman sikap ilmiah dan literasi siswa di sekolah. Permasalahan utama yang dibahas dalam artikel ini adalah bagaimana peran guru pendidikan agama Islam dalam pengembangan sikap ilmiah dan kemampuan literasi sains siswa di Sekoleh Menengah Pertama Negeri 16 Kota Jambi. Artikel ini berangkat dari penelitian kualitatif deskriptip dengan pengumpulan secara observasi, wawancara dan dokumentasi, dengan teknik analisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa peran guru pendidikan agama Islam dalam pengembangan sikap ilmiah dan kemampuan literasi sains siswa sudah dijalankan dengan baik. Indikator hal tersebut antara lain; kemampuan siswa dalam merespon dan memecahkan permasalahan, lebih kritis dan keingintahuan yang mendalam, mampu mengontrol diri, membangun sikap toleransi, dan saling kerjasama di saat mengikuti kegiatan pembelajaran. Siswa juga memiliki pemahaman yang lebih baik tentang konsep-konsep sains serta mampu menghubungkannya dengan prinsip-prinsip agama.
本研究揭示了教师在学校科学态度和学生素养培养中的作用。本文讨论的主要问题是伊斯兰宗教教育教师在培养学生的科学态度和科学素养能力方面的作用。本文从描述性定性研究出发，通过收集观察、访谈和文件，使用迈尔斯和休伯曼模型的分析技术。研究结果表明，伊斯兰教宗教教育教师在培养学生科学态度和科学素养能力方面的作用得到了很好的发挥。这些指标包括:学生在参与学习活动时，反应和解决问题的能力，更有批判性和好奇心，能够控制自己，建立宽容，相互合作。学生们也对科学概念有了更好的理解，并能够将它们与宗教原则联系起来。Penelitian ini mengungkap peran guru dalam penanaman sikap ilmiah danliterasi siswa di sekolah。Permasalahan utama yang dibahas dalam artikel ini adalah bagaimana peran guru pendidikan agama Islam dalam pengembangan sikap ilmiah dan kemampuan literasi sains siswa di Sekoleh Menengah pertamama Negeri 16 Kota Jambi。文章介绍了丹根县的气象观测、丹根县的文献、丹根县的技术分析、丹根县的模型迈尔斯·丹·胡伯曼。哈西尔penelitian menunjukkan bahwa peran guru pendidikan agama Islam dalam pengembangan sikap ilmiah dankemampuan literasi sains sudah dijalankan dengan baik。指标为3 - 2，但为3 - 2;Kemampuan siswa dalam merespon Dan memecahkan permasalahan, lebih kritis Dan keingintahuan Yang mendalam, mampu mengcontrol diri, membangun sikap toleransi, Dan saling kerjasama di saat mengikuti kegiatan pembelajan。Siswa juga memiliki pemahaman yang lebih baik tentang konsep-konsep sains serta mampu menghubungkannya dengan princsip agama。
{"title":"Peran Guru Pendidikan Agama Islam dalam Pengembangan Sikap Ilmiah dan Literasi Sains Siswa","authors":"Sumirah Sumirah, M. Arsyad, Sukarno Sukarno","doi":"10.56436/jer.v2i1.215","DOIUrl":"https://doi.org/10.56436/jer.v2i1.215","url":null,"abstract":"This study reveals the teacher's role in cultivating scientific attitudes and student literacy in schools. The main problem discussed in this article is what is the role of Islamic religious education teachers in developing scientific attitudes and scientific literacy abilities of students at SMP Negeri 16 Jambi City. This article departs from descriptive qualitative research by collecting observations, interviews and documentation, with analytical techniques using the Miles and Huberman models. The results of the study show that the role of Islamic religious education teachers in developing students' scientific attitudes and scientific literacy abilities has been carried out well. Indicators of this include; students' ability to respond and solve problems, be more critical and curious, able to control themselves, build tolerance, and cooperate with each other when participating in learning activities. Students also have a better understanding of science concepts and are able to relate them to religious principles.\u0000Penelitian ini mengungkap peran guru dalam penanaman sikap ilmiah dan literasi siswa di sekolah. Permasalahan utama yang dibahas dalam artikel ini adalah bagaimana peran guru pendidikan agama Islam dalam pengembangan sikap ilmiah dan kemampuan literasi sains siswa di Sekoleh Menengah Pertama Negeri 16 Kota Jambi. Artikel ini berangkat dari penelitian kualitatif deskriptip dengan pengumpulan secara observasi, wawancara dan dokumentasi, dengan teknik analisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa peran guru pendidikan agama Islam dalam pengembangan sikap ilmiah dan kemampuan literasi sains siswa sudah dijalankan dengan baik. Indikator hal tersebut antara lain; kemampuan siswa dalam merespon dan memecahkan permasalahan, lebih kritis dan keingintahuan yang mendalam, mampu mengontrol diri, membangun sikap toleransi, dan saling kerjasama di saat mengikuti kegiatan pembelajaran. Siswa juga memiliki pemahaman yang lebih baik tentang konsep-konsep sains serta mampu menghubungkannya dengan prinsip-prinsip agama.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"23 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91076900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article analyzes the pattern of parents in developing intrapersonal intelligence in early childhood 5 to 6 years. This article departs from research conducted in Nyogan Village, Muaro Jambi Regency. The research method uses a descriptive qualitative approach. With the sampling technique using purposive sampling technique. Data collection is done by observation, interviews, documentation. The results of this study indicate that each parent uses different parenting styles in educating their children. The parenting styles used are authoritarian, democratic, permissive, and neglect parenting styles. Two factors influence intrapersonal intelligence in early childhood, namely internal factors and external factors, namely from the condition of the child itself as well as from the family and the surrounding community. Parents have an important role in fostering and developing intrapersonal intelligence in early childhood, including; provide support, provide guidance to children, monitor children's activities, provide understanding to children, teach children to suppress emotions, and habituate. Artikel ini menganalisis pola orang tua dalam mengembangkan kecerdasan intrapersonal anak usia dini 5 sampai 6 tahun. artikel ini berangkat dari penelitian dilakukan di Desa Nyogan Kabupaten Muaro Jambi. Metode penelitian menggunakan pendekatan kualitatif deskriptif. Dengan teknik penarikan sampel menggunakan teknik purposive sampling. Pengumpulan data dilakukan dengan observasi, wawancara, dokumentasi. Hasil dari penelitian ini menunjukkan bahwa setiap orang tua menggunakan pola asuh yang berbeda-beda dalam mendidik anaknya. Adapun pola asuh yang digunakan yaitu pola asuh otoriter, demokratis, permisif, dan pola asuh penelantaran. Dua faktor yang mempengaruhi kecerdasan intrapersonal anak usia dini yaitu faktor internal dan faktor eksternal, yakni dari kondisi anak itu sendiri maupun dari keluarga maupun masyarakat sekitar. Orang tua memiliki peran penting dalam pembinaan dan pengembangan kecerdasan intrapersonal anak usia dini antara lain; memberikan dukungan, memberikan bimbingan kepada anak, memantau kegiatan anak, memberikan pemahaman kepada anak, mengajarkan anak untuk meredam emosi, dan pembiasaan.
本文分析了父母在幼儿5 ~ 6岁时发展个人智力的模式。本文从在Muaro Jambi Regency的Nyogan村进行的研究出发。研究方法采用描述性定性方法。采用有目的的抽样技术。数据收集是通过观察、访谈和记录来完成的。本研究的结果表明，每个父母在教育孩子时使用不同的养育方式。父母的教养方式有专制的、民主的、宽容的和忽视的。影响幼儿期个人智力的因素有两个，即内部因素和外部因素，即来自儿童自身的条件以及来自家庭和周围社区的因素。在儿童早期，父母在培养和发展个人智力方面扮演着重要的角色，包括;给孩子提供支持，给孩子提供指导，监督孩子的活动，给孩子提供理解，教孩子抑制情绪，养成习惯。Artikel ini menganalis pola orang tua dalam mengembangkan kecerdasan in - personalananandia 5 sampai 6 tahun。artikel ini berangkat dari penelitian dilakukan di Desa Nyogan Kabupaten Muaro Jambi。写法:写法、写法、写法、写法、写法。登干技术样品，蒙古纳坎技术样品目的取样。彭普兰的数据是:dilakukan dengan observasi, wawancara, dokumentasi。哈西尔·达里·佩内利特尼·梅努朱克坎·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦Adapun pola asuh yang digunakan yitu pola asuh作家，民主主义者，许可，dan pola asuh penelantaran。Dua factor for yang mempengaruhi kecerdasan人际关系分析，Dua factor for internal and外部分析，yakni dari kondisi anaki sendiri maupun dari keluarga maupun masyarakat sekitar。橘红色的记忆，如:“我爱你”、“我爱你”、“我爱你”、“我爱你”、“我爱你”、“我爱你”。Memberikan dukungan, Memberikan bimbingan kepada anak, Memberikan kegiatan anak, Memberikan pemahaman kepada anak, mengajarkan anak untuk meredam emosi, Dan pembiasaan。
{"title":"Pola Asuh Orang Tua Dalam Mengembangkan Kecerdasan Intrapersonal Anak Usia Dini 5-6 Tahun","authors":"Fenny Wulan Sari, Jamrizal Jamrizal","doi":"10.56436/jer.v2i1.219","DOIUrl":"https://doi.org/10.56436/jer.v2i1.219","url":null,"abstract":"This article analyzes the pattern of parents in developing intrapersonal intelligence in early childhood 5 to 6 years. This article departs from research conducted in Nyogan Village, Muaro Jambi Regency. The research method uses a descriptive qualitative approach. With the sampling technique using purposive sampling technique. Data collection is done by observation, interviews, documentation. The results of this study indicate that each parent uses different parenting styles in educating their children. The parenting styles used are authoritarian, democratic, permissive, and neglect parenting styles. Two factors influence intrapersonal intelligence in early childhood, namely internal factors and external factors, namely from the condition of the child itself as well as from the family and the surrounding community. Parents have an important role in fostering and developing intrapersonal intelligence in early childhood, including; provide support, provide guidance to children, monitor children's activities, provide understanding to children, teach children to suppress emotions, and habituate.\u0000Artikel ini menganalisis pola orang tua dalam mengembangkan kecerdasan intrapersonal anak usia dini 5 sampai 6 tahun. artikel ini berangkat dari penelitian dilakukan di Desa Nyogan Kabupaten Muaro Jambi. Metode penelitian menggunakan pendekatan kualitatif deskriptif. Dengan teknik penarikan sampel menggunakan teknik purposive sampling. Pengumpulan data dilakukan dengan observasi, wawancara, dokumentasi. Hasil dari penelitian ini menunjukkan bahwa setiap orang tua menggunakan pola asuh yang berbeda-beda dalam mendidik anaknya. Adapun pola asuh yang digunakan yaitu pola asuh otoriter, demokratis, permisif, dan pola asuh penelantaran. Dua faktor yang mempengaruhi kecerdasan intrapersonal anak usia dini yaitu faktor internal dan faktor eksternal, yakni dari kondisi anak itu sendiri maupun dari keluarga maupun masyarakat sekitar. Orang tua memiliki peran penting dalam pembinaan dan pengembangan kecerdasan intrapersonal anak usia dini antara lain; memberikan dukungan, memberikan bimbingan kepada anak, memantau kegiatan anak, memberikan pemahaman kepada anak, mengajarkan anak untuk meredam emosi, dan pembiasaan.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"50 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86576116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reveals the strategy of Islamic Religious Education teachers in perfecting the morals of students at Junior High School 7, Muaro Jambi Regency, as well as the factors that support and inhibit this strategy. The issues raised in this article are how the morals of the students in the school are and what the Islamic Religious Education teacher's strategy is in perfecting the morals of the students. This article originates from a qualitative research that is descriptive-analytical using data derived from interviews, observation and documentation. The research findings show that the Islamic Religious Education teacher's strategy to perfect student morals is not optimal even though they have carried out habituation activities, set an example, educate students to be disciplined, reward and punishment. Even so, teachers still try to be able to overcome these things with ongoing planning and monitoring so that they can perfect the morals of the students. Artikel ini mengungkap strategi guru Pendidikan Agama Islam dalam menyempurnakan akhlak karimah siswa di Sekolah Menengah Pertama Negeri 7 Kabupaten Muaro Jambi serta faktor-faktor yang menjadi pendukung dan penghambat strategi tersebut. Permasalahan yang diangkat dalam artikel ini adalah bagaimana akhlak siswa di sekolah tersebut dan bagaimana strategi guru Pendidikan Agama Islam dalam menyempurnakan akhlak karimah siswa. Artikel ini berasal dari penelitian kualitatif yang bersifat deskriptif analitis dengan menggunakan data-data yang berasal dari wawancara, observasi maupun dokumentasi. Temuan penelitian menunjukkan bahwa strategi guru Pendidikan Agama Islam untuk menyempurnakan akhlak siswa belum optimal walaupun sudah melakukan kegiatan pembiasaan, memberikan teladan, mendidik siswa untuk disiplin, reward dan punishment. Meskipun demikian, guru tetap berupaya untuk dapat mengatasi hal-hal tersebut dengan perencanaan dan pemantauan berkelanjutan agar dapat menyempurnakan akhlak karimah siswa.
本文揭示了伊斯兰宗教教育教师在初中七年级学生道德完善中的策略，以及支持和抑制这一策略的因素。本文提出的问题是，学校学生的道德状况如何，伊斯兰宗教教育教师在完善学生道德方面的策略是什么。本文源于一项定性研究，该研究采用描述性分析方法，使用来自访谈、观察和文献的数据。研究结果表明，伊斯兰宗教教育教师在开展习惯化活动、以身作则、教育学生守纪、奖惩等策略下，其德育策略并不理想。即便如此，教师仍然试图通过持续的计划和监督来克服这些问题，以便他们能够完善学生的道德。Artikel ini mengungkap战略大师Pendidikan Agama Islam dalam menyempurnakan akhlak karimah siswa di Sekolah Menengah pertamama Negeri Kabupaten Muaro Jambi是一个因素-因素yang menjadi pendukung dan penghambat战略tersebut。Permasalahan yang diangkat dalam artikel ini adalah bagaimana akhlak siswa di sekolah tersebut dan bagaimana战略大师Pendidikan Agama Islam dalam menyempurnakan akhlak karimah siswa。Artikel ini beralal dari penelitian quality of yang beralal deskd文稿analysis dengan menggunakan data数据yang beralal dari wawankara, observasi maupun dokumentasi。策略大师Pendidikan Agama Islam untuk menyempurnakan akhlak siswa belum optimal walaupun sudah melakukan kegiatan pembiasaan, memberikan teladan, mendidik siswa untuk disiplin，奖励和惩罚。大师，大师，大师，大师，大师，大师，大师，大师，大师，大师，大师，大师，大师，大师，大师，大师，大师，大师，大师，大师，大师，大师，大师，大师，大师，大师，大师，大师。
{"title":"Strategi Guru Pendidikan Agama Islam Dalam Menyempurnakan Akhlakul Karimah Siswa","authors":"Muhammad Arsyad, Marwazi Marwazi, Musli Musli","doi":"10.56436/jer.v2i1.193","DOIUrl":"https://doi.org/10.56436/jer.v2i1.193","url":null,"abstract":"This article reveals the strategy of Islamic Religious Education teachers in perfecting the morals of students at Junior High School 7, Muaro Jambi Regency, as well as the factors that support and inhibit this strategy. The issues raised in this article are how the morals of the students in the school are and what the Islamic Religious Education teacher's strategy is in perfecting the morals of the students. This article originates from a qualitative research that is descriptive-analytical using data derived from interviews, observation and documentation. The research findings show that the Islamic Religious Education teacher's strategy to perfect student morals is not optimal even though they have carried out habituation activities, set an example, educate students to be disciplined, reward and punishment. Even so, teachers still try to be able to overcome these things with ongoing planning and monitoring so that they can perfect the morals of the students. Artikel ini mengungkap strategi guru Pendidikan Agama Islam dalam menyempurnakan akhlak karimah siswa di Sekolah Menengah Pertama Negeri 7 Kabupaten Muaro Jambi serta faktor-faktor yang menjadi pendukung dan penghambat strategi tersebut. Permasalahan yang diangkat dalam artikel ini adalah bagaimana akhlak siswa di sekolah tersebut dan bagaimana strategi guru Pendidikan Agama Islam dalam menyempurnakan akhlak karimah siswa. Artikel ini berasal dari penelitian kualitatif yang bersifat deskriptif analitis dengan menggunakan data-data yang berasal dari wawancara, observasi maupun dokumentasi. Temuan penelitian menunjukkan bahwa strategi guru Pendidikan Agama Islam untuk menyempurnakan akhlak siswa belum optimal walaupun sudah melakukan kegiatan pembiasaan, memberikan teladan, mendidik siswa untuk disiplin, reward dan punishment. Meskipun demikian, guru tetap berupaya untuk dapat mengatasi hal-hal tersebut dengan perencanaan dan pemantauan berkelanjutan agar dapat menyempurnakan akhlak karimah siswa.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136082749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fine motor is the development of movement that includes small muscles with eye and hand coordination. Plasticine is a kind of toy that can be shaped into various shapes. Plasticine can be used by pressing and forming into other forms. This study aims to analyze plasticine playing activities in improving fine motor skills in early childhood in The focus of this research is plasticine playing activities in improving fine motor skills in group B1 children. The approach in this study is a descriptive qualitative approach using observation data collection methods, interviews and documentation. The data analysis technique stage includes data reduction, data presentation and data verification. The subjects in this study were school principals, class teachers and group B1 students in The results of this study can be described that children's fine motor skills have developed very well, this is indicated by children being able to skillfully use their right and left hands, children being able to make shapes from plasticine, children being able to show their work, children being able to coordinate their eyes and hands, children being able to imitate shapes ordered. Inhibiting factors are parents, time constraints, illness and supporting factors namely maturity, learning environment, motivation, and practice. So it can be concluded that plasticine playing activities can improve the fine motor skills of group B1 children. Motorik halus adalah perkembangan gerak yang meliputi otot-otot kecil dengan koordinasi mata dan tangan. Plastisin merupakan mainan sejenis lilin yang dapat dibentuk macam-macam. Plastisin dapat digunakan dengan cara ditekan-tekan dan dibentuk menjadi bentuk lainnya. Penelitian ini bertujuan untuk menganalisis kegiatan Kegiatan Bermain Plastisin Dalam Meningkatkan Kemampuan Motorik Halus Pada Anak Usia Dini. Fokus penelitian ini adalah kegiatan bermain plastisin dalam meningkatkan kemampuan motorik halus anak kelompok B1. Pendekatan dalam penelitian ini adalah pendekatan kualitatif deskriktif dengan menggunakan metode pengumpulan data observasi, wawancara dan dokumentasi. Tahap teknik analisis data meliputi reduksi data, penyajian data dan verifikasi data. Subjek dalam penelitian ini adalah kepala sekolah, guru kelas dan peserta didik kelompok B1 Hasil penelitian ini dapat diuraikan bahwa motorik halus anak sudah berkembang sangat baik, hal ini ditandai dengan anak mampu terampil menggunakan tangan kanan dan kirinya, anak mampu membuat bentuk dari plastisin, anak mampu menunjukkan karyanya, anak mampu mengkoordinasikan mata dan tangannya, anak mampu meniru bentuk yang diperintahkan. Faktor penghambat adalah orangtua, keterbatasan waktu, penyakit dan faktor pendukung yakni kematangan, lingkungan belajar, motivasi, dan praktik. Maka dapat disimpulkan bahwa kegiatan bermain plastisin dapat meningkatkan kemampuan motorik halus anak kelompok B1.
精细运动是运动的发展，包括眼和手协调的小肌肉。橡皮泥是一种可以做成各种形状的玩具。橡皮泥可以通过压制和成型来使用。本研究旨在分析橡皮泥游戏活动对幼儿精细运动技能的提高作用。本研究的重点是橡皮泥游戏活动对B1组儿童精细运动技能的提高作用。本研究的方法是使用观察数据收集方法、访谈和文献的描述性定性方法。数据分析技术阶段包括数据约简、数据呈现和数据验证三个阶段。本次研究的对象是学校校长、班主任和B1组的学生。研究结果表明，儿童的精细运动技能得到了很好的发展，这表明儿童能够熟练地使用他们的右手和左手，儿童能够用橡皮泥制作形状，儿童能够展示自己的作品，儿童能够协调眼睛和手，儿童能够有序地模仿形状。抑制因素是父母、时间限制、疾病和支持因素，即成熟度、学习环境、动机和实践。因此可以得出结论，橡皮泥游戏活动可以提高B1组儿童的精细运动技能。我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说。Plastisin merupakan mainan sejenis lilin yang dapat dibentuk macam-macam。Plastisin dapat digunakan dengan cara ditekan-tekan dan dibentuk menjadi bentuk lainnya。Penelitian ini bertujuan untuk menganalis kegiatan kegiatan Bermain Plastisin Dalam Meningkatkan Kemampuan Motorik Halus Pada Anak Usia Dini。集中注意力，集中注意力，集中注意力，集中注意力，集中注意力，集中注意力Pendekatan dalam penelitian ini adalah Pendekatan quality deskrikef dengan menggunakan方法，企鹅数据观测，wanancara和文献。taphap技术分析数据melpuputi reduksi数据，penyajian数据和验证数据。这句话的意思是:“我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说，我的意思是说。”Faktor penghambat adalah orangtua, keterbatasan waktu, penyakit dan Faktor pendukung yakni kematangan, lingkungan belajar, motivasi, dan praktik。Maka dapat dispulkan bahwa kegiatan bermain plastisin dapat meningkatkan kemampuan motorik halus anak kelompok。
{"title":"Kegiatan Bermain Plastisin dalam Meningkatkan Kemampuan Motorik Halus Anak Usia Dini","authors":"Nabila Mustiani, Mahmud My, Najmul Hayat","doi":"10.56436/jer.v2i1.200","DOIUrl":"https://doi.org/10.56436/jer.v2i1.200","url":null,"abstract":"Fine motor is the development of movement that includes small muscles with eye and hand coordination. Plasticine is a kind of toy that can be shaped into various shapes. Plasticine can be used by pressing and forming into other forms. This study aims to analyze plasticine playing activities in improving fine motor skills in early childhood in The focus of this research is plasticine playing activities in improving fine motor skills in group B1 children. The approach in this study is a descriptive qualitative approach using observation data collection methods, interviews and documentation. The data analysis technique stage includes data reduction, data presentation and data verification. The subjects in this study were school principals, class teachers and group B1 students in The results of this study can be described that children's fine motor skills have developed very well, this is indicated by children being able to skillfully use their right and left hands, children being able to make shapes from plasticine, children being able to show their work, children being able to coordinate their eyes and hands, children being able to imitate shapes ordered. Inhibiting factors are parents, time constraints, illness and supporting factors namely maturity, learning environment, motivation, and practice. So it can be concluded that plasticine playing activities can improve the fine motor skills of group B1 children.\u0000Motorik halus adalah perkembangan gerak yang meliputi otot-otot kecil dengan koordinasi mata dan tangan. Plastisin merupakan mainan sejenis lilin yang dapat dibentuk macam-macam. Plastisin dapat digunakan dengan cara ditekan-tekan dan dibentuk menjadi bentuk lainnya. Penelitian ini bertujuan untuk menganalisis kegiatan Kegiatan Bermain Plastisin Dalam Meningkatkan Kemampuan Motorik Halus Pada Anak Usia Dini. Fokus penelitian ini adalah kegiatan bermain plastisin dalam meningkatkan kemampuan motorik halus anak kelompok B1. Pendekatan dalam penelitian ini adalah pendekatan kualitatif deskriktif dengan menggunakan metode pengumpulan data observasi, wawancara dan dokumentasi. Tahap teknik analisis data meliputi reduksi data, penyajian data dan verifikasi data. Subjek dalam penelitian ini adalah kepala sekolah, guru kelas dan peserta didik kelompok B1 Hasil penelitian ini dapat diuraikan bahwa motorik halus anak sudah berkembang sangat baik, hal ini ditandai dengan anak mampu terampil menggunakan tangan kanan dan kirinya, anak mampu membuat bentuk dari plastisin, anak mampu menunjukkan karyanya, anak mampu mengkoordinasikan mata dan tangannya, anak mampu meniru bentuk yang diperintahkan. Faktor penghambat adalah orangtua, keterbatasan waktu, penyakit dan faktor pendukung yakni kematangan, lingkungan belajar, motivasi, dan praktik. Maka dapat disimpulkan bahwa kegiatan bermain plastisin dapat meningkatkan kemampuan motorik halus anak kelompok B1.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":"19 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78768969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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