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Effects of EthnoSTEM-based mathematics modular instruction on Sama students’ mathematical thinking 民族stem数学模块教学对Sama学生数学思维的影响
4区 教育学 Q2 Social Sciences Pub Date : 2023-10-18 DOI: 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.
摘要针对新冠肺炎疫情背景下Sama学生文化与科学、技术、工程和数学(STEM)相结合的数学模块教学需求,开展了本研究。该研究旨在发现,在模块化远程学习中,接受基于民族stem的数学教学(EMI)的学生是否比接受传统数学教学(CMI)的学生有明显更好的数学思维。EMI利用了数学学习模块,其中包含了Sama的海藻养殖和席编织。采用前测和后测两组间的真实实验来确定电磁干扰对数学思维的影响。该研究在塔威-塔威省一所高中的七年级Sama学生中进行。研究者自制的数学思维测试经专家验证,并进行了项目分析和信度分析的试点测试。研究结果显示,接触EMI的Sama学生的数学思维明显优于那些接受CMI教育的学生。提供了讨论、结论和建议。关键词:文化远程学习民族数学思维真实实验披露声明作者无利益冲突或其他伦理考虑需要声明或报告。本研究得到了菲律宾共和国科技部科学教育研究所的支持。
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引用次数: 0
Pembinaan Akhlak Peserta Didik Melalui Kegiatan Ekstrakurikuler Pendidikan Agama Islam 通过课外伊斯兰教育活动培养学生的道德品质
IF 2.1 4区 教育学 Q2 Social Sciences Pub Date : 2023-10-05 DOI: 10.56436/jer.v2i1.229
Muh Ali Masykuri
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.
本文讨论了在梅兰金第 23 国立初级中学通过伊斯兰宗教教育课外活动对学生进行道德培养的问题。本文的研究重点是如何在梅兰金第 23 国立初级中学开展伊斯兰宗教教育课外活动,以培养学生的行为习惯?本文采用现象学方法进行定性研究。研究结果表明,美兰因第 23 州立初级中学在培养学生道德方面开展了各种形式的活动,包括每周礼拜/周五塔兹基尔、古兰经阅读计划等。课外辅导员所做的工作包括灌输和唤醒宗教信仰和其他信仰。本文讨论了梅兰金州第 23 初级中学通过课外伊斯兰宗教教育活动对学生进行道德培养的情况。本文的研究重点是,在梅兰金第 23 国立初级中学开展伊斯兰宗教教育课外活动如何促进学生的行为?本文采用现象学方法进行定性研究。研究结果表明,23 Merangin 州立初级中学在培养学生道德方面开展了各种形式的活动,包括每周礼拜/周五祈祷、阅读《古兰经》课程等。课外辅导活动包括灌输和唤起宗教信仰等。
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引用次数: 0
Middle school students’ reflections on process oriented guided inquiry learning (POGIL®) 1 中学生对过程导向的指导性探究学习(POGIL®)的思考
4区 教育学 Q2 Social Sciences Pub Date : 2023-10-04 DOI: 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.
摘要本研究通过对土耳其一所公立学校六年级学生对过程导向探究学习(POGIL)的认知,旨在更好地了解过程导向探究学习在中学科学教学中的作用。在作为案例研究的研究中,通过对12名在科学课程中使用POGIL教授物质单位的粒子性质的学生进行访谈来收集数据。结果表明,学生对POGIL的评价总体上是积极的。他们强调做实验、团队合作、推理、活动工作表、讨论和老师指导是POGIL的特点,他们认为这有助于他们的学习。他们还指出了他们认为具有挑战性的方面。这些挑战主要与POGIL的合作学习部分有关。一些学生认为讲课也应该是课程的一部分。然而,他们意识到POGIL老师作为促进者的角色。总的来说,学生们喜欢参与这种合作探究学习环境。关键词:过程导向引导ınquiry学习(POGIL)合作学习学生感知中学科学教育披露声明作者报告无利益竞争声明。
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引用次数: 0
Strategi Guru dalam Pengembangan Literasi Awal Anak Usia Dini 幼儿早期识字发展中的教师策略
IF 2.1 4区 教育学 Q2 Social Sciences Pub Date : 2023-09-25 DOI: 10.56436/jer.v2i1.218
Siti Aisyah, M. Musa
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.
本文揭示了教师发展幼儿读写能力的策略。本文源自描述性定性研究。研究结果表明,教师使用的策略是通过唱歌学习策略和通过讲故事学习策略。教师在培养幼儿识字能力方面面临的障碍是学习工具和媒体有限以及家长参与不足。为了克服家长参与不足的问题,教师的做法是,每次分发教师报告时,教师都会邀请家长来校讨论儿童的成长和发展,并解释早期识字的重要性。识字学习媒体和工具的缺乏,意味着教师必须创造性地创设识字学习策略,如开展歌曲活动、模仿字母形状、利用有趣的教育游戏创设识字课程等。本文揭示了教师在幼儿早期识字发展中的策略。本文来自描述性定性研究。研究结果表明,教师使用的策略是通过唱歌学习和通过讲故事学习。教师在早期识字发展中面临的障碍是学习工具和媒体有限,以及缺乏家长的参与。教师在克服家长参与不足方面所做的努力是,每次发放成绩单时,教师都会邀请家长来校讨论儿童发展问题,并解释早期识字的重要性。识字学习媒体和工具的缺乏意味着教师必须创造性地制定识字学习策略,如开展歌谣动作活动、模仿字母形状、利用有趣的教育游戏进行识字学习等。
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引用次数: 0
Pola Asuh Orangtua Dalam Perkembangan Sosial Emosional Anak Usia Dini 幼儿社会情感发展中的亲子教育
IF 2.1 4区 教育学 Q2 Social Sciences Pub Date : 2023-09-13 DOI: 10.56436/jer.v2i1.220
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。
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引用次数: 0
Impact of educational game development on students’ achievement and attitudes toward science 教育游戏开发对学生学习成绩和科学态度的影响
4区 教育学 Q2 Social Sciences Pub Date : 2023-09-03 DOI: 10.1080/00220671.2023.2265852
Sevda Korkmaz, Ayla Cetin-Dindar, Ferhunde Kucuksen Oner
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.
摘要要培养学生对科学的积极态度,学生应该有机会在有利的学习环境中体验快乐和热情。这可以通过参与动手活动和参与以学生为中心的协作活动来实现。本研究旨在探讨开发教育游戏对学生科学态度及学业成绩的影响。十七名七年级学生参加了一项以“物质和纯物质的微粒性质”为主题的教育游戏的研究。量化结果显示,教育游戏开发对学生的态度和成就有显著的正向影响。此外,定性结果证实了定量结果,因为学生们在执行游戏过程中表达了乐趣,并报告说对主题的理解有所增强。教育游戏可以在课堂内外使用,特别是对于遇到学习困难的学生,作为强化主题的宝贵工具。关键词:对科学教育游戏的态度科学教育小学生披露声明作者未报告潜在的利益冲突。本研究由巴廷大学科研项目协调单位资助,资助号为2016-SOS-CY-013。
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引用次数: 1
Peran Guru Pendidikan Agama Islam dalam Pengembangan Sikap Ilmiah dan Literasi Sains Siswa 伊斯兰教教育教师在学生科学态度和识字方面的作用
IF 2.1 4区 教育学 Q2 Social Sciences Pub Date : 2023-08-12 DOI: 10.56436/jer.v2i1.215
Sumirah Sumirah, M. Arsyad, Sukarno Sukarno
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。
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引用次数: 0
Pola Asuh Orang Tua Dalam Mengembangkan Kecerdasan Intrapersonal Anak Usia Dini 5-6 Tahun 为人父母的教养有助于培养5-6岁儿童的个人智力
IF 2.1 4区 教育学 Q2 Social Sciences Pub Date : 2023-08-09 DOI: 10.56436/jer.v2i1.219
Fenny Wulan Sari, Jamrizal Jamrizal
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。
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引用次数: 0
Strategi Guru Pendidikan Agama Islam Dalam Menyempurnakan Akhlakul Karimah Siswa 伊斯兰宗教教育教师完善学生阿克拉库勒-卡里玛的策略
4区 教育学 Q2 Social Sciences Pub Date : 2023-08-05 DOI: 10.56436/jer.v2i1.193
Muhammad Arsyad, Marwazi Marwazi, Musli Musli
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。
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引用次数: 0
Kegiatan Bermain Plastisin dalam Meningkatkan Kemampuan Motorik Halus Anak Usia Dini 可塑性的游戏活动,以提高幼儿精细的运动能力
IF 2.1 4区 教育学 Q2 Social Sciences Pub Date : 2023-07-09 DOI: 10.56436/jer.v2i1.200
Nabila Mustiani, Mahmud My, Najmul Hayat
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。
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Journal of Educational Research
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