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Article

✓ Peer Reviewed

The Effectiveness of the 7E Learning Cycle Model Aided by Montessori Media on Students' Critical Thinking Ability

Available from: Rayyan Jurnal

Publication: AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia, vol. 2, no. 2

Pages: 1012-1020

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Abstract/Notes: The purpose of this study was to determine the relationship between the Learning Cycle 7E learning model assisted by Montessori media on the critical thinking skills of elementary school students in class IV hearing senses. This research is motivated by the existence of a phenomenon where students have difficulty understanding material about the sense of hearing which is quite complicated because of the many terms used. Science subjects in elementary schools are generally taught by lecture and assignment methods, this will make students feel bored faster in class and unable to absorb the information conveyed correctly. Therefore, research was made to show how effective the Learning Cycle 7E model assisted by Montessori media was on students' critical thinking skills. This research was conducted using a quantitative approach with quasi-experimental methods. The research design developed was a quasi-experimental design model with nonequivalent control group design. The sample used was fourth grade students at SDN Sukarasa. As for the data processing techniques, the authors use descriptive techniques to obtain conclusions from this study. As a result, there is a positive relationship from the Montessori media-assisted LC 7E learning model to students' critical thinking skills. This is also supported by the opinions of experts on how effective learning can be done, one of which is by using a fun learning model so that children's thinking abilities increase.

Language: English

DOI: 10.57235/aurelia.v2i2.600

ISSN: 2964-2493

Doctoral Dissertation (Ph.D.)

The Development of Adolescent Students' Self-Directed Learning Skills Within a Montessori Program During COVID-19: A Longitudinal Mixed-Methods Study

Available from: ProQuest - Dissertations and Theses

Autonomy in children, COVID-19 Pandemic, Montessori method of education, Self-managed learning, Self-managed learning

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Abstract/Notes: Students who develop and apply their self-directed learning skills have advantages in school over those who do not (Betts & Knapp, 1981; Candy, 1991; Guglielmino, 1977; Schunk & Zimmerman, 2012). This is because self-directed learning (SDL) skills enable autonomous learning where students self-initiate, solve problems, develop new ideas, and monitor themselves with minimal external guidance (Knowles, 1976; Zimmerman, 2000). Despite the importance of these skills, research shows that few students consistently engage in SDL (Dent & Koenka, 2016; Zimmerman & Schunk, 2001). Because of SDL's multi-faceted and complex nature, it is difficult to discern why this is the case (Dent & Koenka, 2016; Zimmerman & Schunk, 2001). Multiple dynamic, interacting factors, including maturation, environmental supports, and historical events, likely contribute to students’ SDL development (Hoyle & Dent, 2017). As such, recent literature suggests that a relational dynamic systems (RDS) approach can help elucidate the dynamic, context-dependent patterns by which SDL skills unfold (Hoyle & Dent, 2017). According to RDS theories, development occurs within multi-level, interacting, relational systems; therefore, the bi-directional relationship between the person and their environment should be the unit of analysis (Lerner et al., 2011). This study aimed to provide a systematic investigation of the development of SDL skills, accounting for important contextual and developmental influences as well as individual pathways. Adolescence appears to be an optimal time for students to gain SDL skills (Brown, 1978; Brown et al., 1983); hence, this study focused on that developmental period. Also, because the Montessori educational approach is conducive to SDL skill development (Lillard, 2017; Rathunde, 2009, 2014), it was used as the school backdrop for this study. Furthermore, during data collection, a global pandemic caused by COVID-19 impacted school environments and was also included as a developmental context in this study. Specifically, this study utilized a longitudinal convergent mixed methods design to (1) identify patterns of SDL skill development across adolescence, (2) illustrate the reasons for those changes, and (3) illuminate the indirect effect of COVID-19 on students’ SDL. Emergent themes from student interviews conducted over four years augmented growth curve analysis results from an accelerated longitudinal design utilizing student surveys to address the research questions. Descriptive, correlational, multi-level model (MLM), and repeated-measures ANOVA analyses of student survey responses across four years (4 waves) of data collection with students grades 7 through 12 (n = 284) were applied to address the quantitative research questions. Emergent themes, derived through thematic analysis of 29 interviews, or 11 cases of students with a range of SDL skills (average, above average, and below average), addressed the qualitative research questions. Finally, quantitative results and qualitative findings were combined and compared to investigate convergence, divergence, and expansion areas that addressed integrative research questions. Findings shed important light on the development of adolescent students’ SDL skills across adolescence. Quantitative results and qualitative analyses were combined to address the research question: Do adolescent students’ SDL skills increase, decrease, or remain stable throughout middle school and high school? Findings resulted in areas of convergence and divergence across methods. Despite some diverging quantitative results, namely a non-significant growth model, other quantitative results, a non-significant no-growth model and descriptive plots, converged with qualitative findings from student interviews to suggest that within and between students, SDL skill development can include a combination of growth, decline, or stability over time. Findings from this study also suggest that each SDL skill can develop on its own timetable. Also, findings suggest a developmental pattern whereby SDL skills vary more in middle school than in high school. These findings have begun to disentangle contradictory results of earlier SDL research (e.g., Heater, 2005; Pajares & Valiante, 2002; Reio & Ward, 2005). From a practice perspective, the findings imply that it may benefit students to have tailored interventions that meet them where they are developmentally, considering each SDL skill individually and all together. The second integrative research question that was addressed in this study was: What roles do factors like grade level and the Montessori learning environment play in SDL development? Quantitative results and qualitative findings converged to suggest that students' SDL skills develop, at least in part, as a factor of the length of time a student has been immersed in the Montessori program. The findings also show that a student’s maturation may play a role in SDL skill development, especially when environmental contexts are supportive. In addition, qualitative interviews with students identified features of the Montessori program, such as open work time, scaffolded opportunities to be self-directed, autonomy support, and supportive teachers that aided students in their SDL development, which also aligns with the literature (Zumbrunn et al., 2011). This finding strengthens prior research, which found cursory evidence for how Montessori schools support the development of SDL skills (Ervin et al., 2010). In addition, quantitative results and qualitative findings diverged for the third overarching research question: Have changes in the learning environment associated with COVID-19 shaped the development of students’ SDL skills? If so, how? Although the quantitative results from this study failed to detect any indirect effects of the impact of COVID-19 on students’ SDL, qualitative findings found that changes in their learning environment as a result of COVID-19 impacted students’ SDL both negatively and positively. Research has also found that the global pandemic drastically impacted the school environment, so it is most likely that the quantitative measure failed to detect an effect (Huck & Zhang, 2021; Tarkar, 2020). Furthermore, in the interviews, most students reported a combination of negative experiences (e.g., more distractions at home, lowered motivation, fewer social interactions, higher stress, and missing in-school learning) as well as positive experiences (e.g., increased time management, access to resources, multi-tasking, organization, ability to shut out distractions, and time to sleep) that impacted their SDL abilities. Qualitative findings from this study extend prior research by providing student accounts of their experiences, including silver linings (Wilson et al., 2020). Despite its limitations, this study revealed important exploratory findings about how students’ SDL skills can develop across adolescence. Areas of convergence across qualitative and quantitative methodologies underscore the reliability of the study findings. There were also unique quantitative and qualitative findings that extend prior research and provide important implications for future research and practice.

Language: English

Published: Claremont, California, 2023

Article

The Use of Montessori-Based Salt Tray Media in Early Writing Learning for Grade I Students at SDN 46 Banda Aceh

Available from: Universitas Syiah Kuala

Publication: Elementary Education Research, vol. 8, no. 4

Pages: 277-290

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Abstract/Notes: Beginning writing learning in grade I looks not very interesting because so far the teacher only uses media in the form of textbooks which are usually readily available, this has caused many students to have not mastered initial writing skills. This is due to the lack of use of media that stimulates students' interest in learning to write the beginning. The formulation of the problem raised in this study is how to use Montessori-based Salt Tray media in learning to write beginning in grade I students at SDN 46 Banda Aceh. This study aims to describe the use of Montessori-based Salt Tray media in learning to write beginning in grade I students of SDN 46 Banda Aceh. This study uses a descriptive qualitative research method. The subjects in this study were class I teachers as homeroom teachers at the school. The data collection techniques through observation and interviews. The data collected in this study were teacher and student observation sheets and interviews with a total of 11 questions. Then the data were analyzed with 3 stages, namely data reduction, data presentation, and drawing conclusions. The results showed that the implementation of learning to write beginning using Montessori-based Salt Tray media for class I students at SDN 46 Banda Aceh went very well, and had integrated it with Montessori principles. The existence of Montessori-based Salt Tray media has helped teachers convey material, and students are also enthusiastic about learning while playing, and are more focused on the material being taught. / Pembelajaran menulis permulaan di kelas I terlihat tidakebegitu menarik karena selama ini guru hanya menggunakan media berupa buku teks yang biasanya sudahetersedia, hal tersebut menyebabkan banyak siswa yang belum menguasai keterampilan menulis permulaan. Kurangnya penggunaan media yang merangsang minat siswa dalam pembelajaran menulis permulaan menjadi alasan hal tersebut terjadi. Adapun rumusan masalah pada penelitian ini adalah bagaimana penggunaan media Salt Tray berbasis Montessori dalam pembelajaran menulis permulaan pada siswa kelas I SDN 46 Banda Aceh. Penelitian ini bertujuan untuk mendeskripsikan penggunaan media Salt Tray berbasis Montessori dalam pembelajaran menulis permulaan pada siswa kelas I SDN 46 Banda Aceh. Penelitian ini menggunakan metoderpenelitianekualitatif deskriptif. Subjek dalam penelitian ini adalah guru kelas I selaku guru wali kelas di sekolah tersebut. Adapun teknik pengumpulan data melalui observasi dan wawancara. Data yang dikumpulkan dalam penelitian ini yaitu lembar observasi dan wawancara dengan jumlah 11 pertanyaan. Kemudian data dianalisis dengan 3 tahapan yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan pelaksanaan pembelajaran menulis permulaan dengan menggunakan media Salt Tray berbasis Montessori pada siswa kelas I SDN 46 Banda Aceh tergolong sangat baik, dan penerapan media Salt Tray berbasis Montessori dalam pembelajaran menulis permulaan pada siswa kelas I SDN 46 Banda Aceh sudah diterapkanoguru dengan baik,sdan sudahimemadukan dengan prinsip-prinsip Montessori.

Language: Indonesian

ISSN: 2987-6028

Article

✓ Peer Reviewed

Development of a Montessori Book to Improve the Early Reading Skills for Elementary School Students

Available from: AL-ISHLAH: Jurnal Pendidikan

Publication: AL-ISHLAH: Jurnal Pendidikan, vol. 15, no. 3

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Abstract/Notes: This study aims to (1) produce Montessori reading books and (2) reveal the effectiveness of Montessori reading books in learning to improve the reading skills of first-grade elementary school students. This research is research and development (RnD). The research subjects were students and teachers of grade 1 elementary school. Data was obtained through interviews and observation. The products developed are validated by experts, and initial reading skills are carried out to obtain the effectiveness of the book. Product effectiveness is tested through quasi-experiments. Data analysis techniques used an independent sample t-test with a significant level of 0.05. The results of this study are in the form of Montessori reading books. (1) The results of the expert validation assessment show that the books developed are appropriate according to material experts in the "very good" category, media experts in the "good" category, and linguists in the "very good" category. Teacher and student responses to Montessori books in learning are categorized as "very good". (2). The results of the effectiveness test indicated that the book was effective in improving beginning reading skills. Based on the results of operational field trials, the value of p <0.05 means that there is a significant difference in students who carry out the learning process using Montessori books.

Language: English

DOI: 10.35445/alishlah.v15i3.1285

ISSN: 2597-940X, 2087-9490

Article

✓ Peer Reviewed

Adaptation of Therapeutic Communication Models between Deaf Students: A Case Study at Aluna School

Available from: International Journal of Social Science and Education Researchers Studies

Publication: International Journal of Social Science and Education Researchers Studies, vol. 3, no. 8

Pages: 1716-1722

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Abstract/Notes: The limitations of deaf children in communicating in social life can be developed through therapeutic communication carried out by therapists through AVT therapy. The purpose of this study is to describe the communication model used by deaf children at Aluna School in the school environment. The research method uses a qualitative approach with a case study method conducted in the Aluna School environment. Data collection techniques with observations, interviews and documentation. The results of this study showed that deaf children use communication patterns, namely wheel patterns, therapists as the center of attention. Deaf children in improving literacy need stimulation and the Monteasori method can be used in stimulating by converting activities carried out by deaf children into simple words, sentences and paragraphs. Therapeutic communication is carried out by therapists through AVT therapy and Montessori methods in stimulating the five senses of deaf children. Deaf children in adapting to their school environment can use total communication models, namely verbal and nonverbal in interacting with their environment, both friends, teachers, therapists and parents.

Language: English

DOI: 10.55677/ijssers/V03I8Y2023-28

Master's Thesis

A Comparison of Two Approaches Used Within a Multi-tiered System of Supports That Enhance Students' Academic Achievement

Available from: Bethel University - Institutional Repository

Academic achievement, Inclusive education, Montessori method of education - Criticism, interpretation, etc., Special education

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Abstract/Notes: While students are receiving a high-quality education within the classroom, some students face difficulty performing adequately on assessments. These students typically receive intervention support to assist in increasing their skill deficits. However, many schools are unaware of the different approaches they can implement within a Multi-Tiered System of Supports framework. While utilizing a standard protocol has been the preferred method, many schools are currently implementing the problem-solving approach because it targets one skill the student is struggling with. Little research has been conducted comparing or combining the two approaches leading schools to be clueless about which one will provide more positive results. A synthesis of articles implementing one or both approaches was conducted to determine which approach would work best in a Montessori school. Results showed an individualized approach might assist students more based on higher effect sizes. However, some researchers who compared the two approaches indicate both approaches are comparable in yielding positive results. To implement interventions effectively, educators must use an evidence-based intervention that’s explicit and structured, screen and monitor progress to make informed decisions, and implement the intervention with fidelity.

Language: English

Published: St. Paul, Minnesota, 2023

Doctoral Dissertation (Ed.D.)

Assessing Collaboration: How Teachers in Montessori Public Schools Incorporate Collaborative Constructs for Students in Inclusion

Available from: ProQuest - Dissertations and Theses

Inclusive education, Montessori method of education, Montessori schools, Teachers

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Abstract/Notes: The choices for public school education in the United States have evolved over recent years to include public Montessori programs. During this same time frame, special education inclusion practices have become prominent, making collaboration between general and special education teachers an essential piece of serving student needs. The problem addressed in this study was that researchers do not have a clear understanding of how Montessori teachers and special education teachers are collaborating to meet the needs of students in special education in Montessori public schools. The purpose of the study was to explore the ways teachers in Montessori public schools incorporate the practice of collaboration through the identified constructs despite the evident philosophical differences between Montessori education and traditional special education and the demand to support students with special needs. Data sources included in-depth interviews with 10 Montessori and special education teachers and were analyzed to identify patterns related to how teachers collaborate for students in inclusion in Montessori public schools. Findings indicated that time is the underlying barrier for developing deep collaborative relationships and there is a need to establish a plan for collaboration within Montessori public schools for students in inclusion. Recommendations include creation of an Inclusion Professional Learning Community including a map for intended collaboration.

Language: English

Published: Scottsdale, Arizona, 2015

Master's Thesis (M. Ed.)

Sight Word Practice in a Lower Elementary Classroom:The Impact of Daily Sight Word Practice on Student's Acquisition

Available from: MINDS@UW River Falls

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Abstract/Notes: The purpose of this study was to look at how effective daily sight word practice was the acquisition of sight words. The study took place in a public charter Montessori school located in the Midwest. The classroom had 25 students ranging from first through third grade. Researchers assessed the daily sight word practice of 8 first graders. The researchers also administered two surveys which were given to the students and families. Each student was assessed using flashcards on the first day of each week and they were then given a list of those five words each week. They were also assessed on the last day of the week using the same flashcards from the first assessment. After six weeks of new words assessed, the students were then measured on 14 of the sight words within sentences. Overall, there was a positive learning experience for all six weeks. The parent survey focused on their knowledge of sight words and how they work on reading and sight words at home. The study shows daily practice of sight words does in fact help with the acquisition. Many parents know what sight words are but would like to learn new strategies about how to teach sight words to their child. The effects of daily practice helps strengthen the students reading skills and help create fluency.

Language: English

Published: River Falls, Wisconsin, 2023

Conference Paper

Effects of Intrinsic and Extrinsic Motivators on Reading Retention in Montessori and Traditional Students

Available from: AERA Online Paper Repository

American Educational Research Association Annual Meeting (2010, Denver, Colorado

Comparative education, Montessori method of education, Motivation (Psychology)

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Abstract/Notes: The current study addresses whether the type of motivator students receive while reading and the school program they attend influences reading retention. Fifth-graders were randomly assigned to read text passages within a context of either intrinsic (learn for fun) or extrinsic (learn to receive a prize) motivators. Retention of the text passage was measured immediately and after a one-week delay. Changes in story recall scores varied as a function of both program type (traditional vs. Montessori) and experimental motivator. Improvement in performance after delay was only evident for Montessori students provided with an intrinsic motivator. The results illuminate how the type of pedagogy and academic motivators a student has been exposed to influence how students approach learning.

Language: English

Published: Washington, D.C.: American Educational Research Association, 2010

Article

✓ Peer Reviewed

Using Storytelling as a Strategy to Teach Indonesian to the First Grade Students of CHRISTMAS Elementary School Kupang in Academic Year 2022/2023

Available from: Academic Journal of Educational Sciences

Publication: Academic Journal of Educational Sciences, vol. 7, no. 1

Pages: 50-57

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Abstract/Notes: The world of education in Kupang is improving to implement an education system that is considered capable of meeting global challenges. Starting from the design of curriculum, the application of English in daily life, to the learning methods adapted to the implementation of primary and secondary education in developed countries. Christian Montessori School (CHRISTMAS) is one of the International schools in Kupang. The use of English in daily life both in class and during recess at school from kindergarten, elementary school to junior high school is very helpful for children facing global challenges. The aims of this research are formulated as follows (i) to identify strengths and weaknesses of using storytelling as a strategy to teach Indonesian of CHRISTMAS elementary school Kupang in academic year 2022/2023.(ii) to identify opportunities and threats of using storytelling as a strategy to teach Indonesian of CHRISTMAS elementary school Kupang in academic year 2022/2023. The subjects of this study were the first grade students of CHRISTMAS elementary school Kupang. The Researcher collects data by observing, interviewing, and analyzing documents. After that, the researcher did a reflection of the teaching strategy. Based on the result of this research, the researcher found that there are some strengths, weaknesses, opportunities, and threats to using storytelling as a strategy to teach Indonesian to the first grade students of CHRISTMAS elementary school Kupang. So the result of this study was applied by students filling out the answer sheets first to express their main ideas. Students will learn the lesson using English in the classroom.   Keywords: storytelling, elementary school, first grade students, strengths and weaknesses, opportunity and threats. ? CITATIONS ? Total citations ? Recent citations n/a Field Citation Ratio n/a Relative Citation Ratio

Language: English

DOI: 10.35508/ajes.v7i1.11848

ISSN: 2654-5624, 2654-5969

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