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Bachelor's Thesis
Perbedaan tingkat kemandirian anak Prasekolah di sekolah Montessori dengan sekolah non Montessori [Differences in the level of independence of preschool children in Montessori schools and non-Montessori schools]
Available from: CORE
Asia, Australasia, Comparative education, Indonesia, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Southeast Asia
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Abstract/Notes: Kemandirian adalah kemampuan seseorang untuk melakukan segala sesuatunya sendiri sesuai dengan tugas perkembangannya yang didasari oleh inisiatif, keinginan, kontrol diri dan kepercayaan pada kemampuannya sendiri. Anak perlu dilatih kemandiriannya sejak usia dini supaya tugas perkembangan dapat berkembang secara optimal. Sekolah memiliki peran penting untuk meningkatkan kemandirian anak. Menurut Santrock (2002:242), lingkungan bermain sangat penting dalam optimalisasi perkembangan anak. Salah satu sekolah dengan pendekatan seperti di atas adalah sekolah Montessori. Pendekatan Montessori menerapkan agar anak belajar mandiri dan tidak bertanya kepada guru atau menunggu jawaban (Hainstock 2008:38-40). Anak yang dididik dengan pendekatan Montessori diberi kesempatan untuk bekerja sendiri dengan material-material yang ada di lingkungannya, mengungkapkan keinginannya untuk memilih aktivitas, mengembangkan disiplin, dan anak perlu mengetahui apa yang baik dan buruk. Apabila hal-hal ini telah dipenuhi, maka kemandirian anak akan terbentuk (Modern Montessori International n.d.:40-41). Penelitian ini bertujuan untuk mengetahui secara empiris ada tidaknya perbedaan tingkat kemandirian anak prasekolah di sekolah Montessori dengan sekolah non Montessori. Subjek penelitian (N=28) adalah anak prasekolah berusia 3-4 tahun yang bersekolah di sekolah Montessori “X” dan sekolah non Montessori “Y” Teknik pengambilan sampel menggunakan seluruh populasi playgroup 2. Pengambilan data menggunakan rating scale terhadap kemandirian anak di sekolah Montessori maupun di sekolah non Montessori. Data dianalisis dengan teknik Uji t (t-test). Nilai t = 0.364, dengan p = 0.720 (p > 0.05) yang berarti hipotesis penelitian ditolak. Hal ini berarti tidak ada perbedaan signifikan tingkat kemandirian anak prasekolah di sekolah Montessori “X” dengan sekolah non Montessori “Y”. [Independence is a person's ability to do things on their own in accordance with their developmental tasks based on initiative, desire, self-control and belief in their own abilities. Children need to be trained to be independent from an early age so that developmental tasks can develop optimally. Schools have an important role in increasing children's independence. According to Santrock (2002: 242), the play environment is very important in optimizing children's development. One of the schools with such an approach is the Montessori school. The Montessori approach applies so that children learn independently and do not ask the teacher or wait for answers (Hainstock 2008:38-40). Children who are educated with the Montessori approach are given the opportunity to work alone with materials in their environment, express their desire to choose activities, develop discipline, and children need to know what is good and bad. If these things have been fulfilled, then the child's independence will be formed (Modern Montessori International n.d.: 40-41). This study aims to determine empirically whether there are differences in the level of independence of preschool children in Montessori schools and non-Montessori schools. The research subjects (N=28) were preschoolers aged 3-4 years who attended Montessori schools "X" and non-Montessori schools "Y" The sampling technique used the entire playgroup population 2. Data collection used a rating scale on the independence of children in Montessori schools. as well as in non-Montessori schools. The data were analyzed by using the t-test technique (t-test). The value of t = 0.364, with p = 0.720 (p > 0.05) which means the research hypothesis is rejected. This means that there is no significant difference in the level of independence of preschool children in Montessori schools "X" with non-Montessori schools "Y"]
Language: Indonesian
Published: Surabaya, Indonesia, 2009
Article
Montessori schools as 'maximum'
Available from: Newspapers.com
Publication: Lansing State Journal (Lansing, Michigan)
Date: Nov 29, 1983
Pages: 1 (Community Edition)
Americas, Montessori schools, North America, United States of America
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Language: English
Doctoral Dissertation
Navigating the social/cultural politics of school choice: why do parents choose montessori? a case study
Available from: University North Carolina Greensboro
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Abstract/Notes: a "The underlying motives of school choice emerged as major courses of action to offer parents opportunities for education in the free market enterprise and to limit the racial desegregation of public schools. This policy became known as "freedom of choice." Historically, parental choice of schools was the option of parents who could afford the tuition of private or parochial schools. The first options for public school choice appeared during the 1960's. Today, magnet schools are the most popular form of school choice. Montessori schools have become a well-liked preference of magnet school options. Fifteen years ago, there were approximately 50 public Montessori schools in the United States. Today, there are between 250 and 300 public Montessori schools. While research has been accumulating on why parents choose a particular type of school (parochial, private, magnet, charter, or local public school) far less is known about why parents choose a particular curriculum. The purpose of this dissertation is to explore how parents navigate school choice decisions and why they choose Montessori schools over other available options. This dissertation further examines if parents' educational choices correspond to their reasons for selecting Montessori schooling and the impact family income and ethnicity have on their preference for Montessori. The methodology of this study utilized a mixed methods research medium. The mixed methods approach blended two different research strategies, qualitative and quantitative. Recognizing the overlap between qualitative and quantitative research methods, the data from self-report surveys were supplemented with semi-structured interviews. Three hundred surveys were distributed to the parents of the Montessori school and interviews were held with ten parents of the same school. Of the original 300 surveys, 132 were returned and comprised my final sample. The quantitative findings indicate that parents who choose the Montessori school use... OCLC Record: 866942318
Language: English
Published: Greensboro, North Carolina, 2007
Book
Standard Operating Procedure for a Montessori School
Americas, Classroom environments, Montessori method of education, Montessori schools, North America, Prepared environment, United States of America
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Language: English
Published: Oak Park, Illinois: Oak Park Montessori Child Development Center, 1964
Edition: 2nd ed.
Article
California School Wins Award
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 3
Date: Summer 2003
Pages: 23
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Language: English
ISSN: 1054-0040
Article
At School, at Home
Publication: Montessori Quarterly, vol. 6
Date: Jan 1978
Pages: 1–2
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Language: English
Book
L'inimitable et l'exemplaire Maria Boschetti Alberti: histoire et figures de l'école sereine [The inimitable and exemplary Maria Boschetti Alberti: history and figures of the serene school]
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Abstract/Notes: Includes the Italian texts of Maria Boschetti-Alberti's journals for 1926 through 1928, with French-language translation.
Language: French
Published: New York, New York: P. Lang, 1987
ISBN: 3-261-03731-8 978-3-261-03731-2
Series: Exploration
Article
All in One Day: Montessori Community School Redwood CA
Publication: Infants and Toddlers, vol. 11, no. 2
Date: 2007
Pages: 11–14
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Abstract/Notes: Photo essay
Language: English
Book
Multiage Classrooms: The Ungrading of America's Schools, The Multiage Resource Book
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Abstract/Notes: This resource book contains a variety of information on multiage practice, and instruction in mixed-age and grade-level classrooms. The first two parts of the book contain 24 reprinted articles: (1) "Ready To Learn: A Seven-Step Strategy"; (2) "On Tracking and Individual Differences: A Conversation with Jeannie Oakes"; (3) "Multiage Grouping"; (4) "Multiage Classrooms: Children Learning at Their Own Speed"; (5) "Multi-Age Programs in Primary Grades"; (6) "Multiage: Why It's Needed"; (7) "Questions and Answers about Multiage Programs"; (8) "The Whys and Hows of the Multi-Age Classroom"; (9) "Off the Track: Children Thrive in Ungraded Primary Schools"; (10) "Multi-Age Classrooms: Option to an Outdated System"; (11) "When Your Principal Asks: What Can I Expect To See in Multi-Age Classrooms?"; (12) "The Country School Comes to Town: A Case Study of Multiage Grouping and Teaching"; (13) "The Gift of Time"; (14) "Ungraded Primaries Begin To Take Over in Kentucky"; (15) "Warm Up to
Language: English
Published: Peterborough, New Hampshire: Society for Developmental Education, 1993
ISBN: 0-9627389-6-4
Article
De gemeentelijke Montessori schoolte 's-Gravenhage
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, vol. 4, no. 18
Date: Oct 22, 1921
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Language: Dutch