Abstract/Notes: includes photo

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Abstract/Notes: Reviews research on multiage classroom organization as an option for high-ability students. Studies of cognitive and affective factors have consistently shown positive effect sizes. Discusses conditions under which positive effects are most likely and explores multiage classes as an alternative for high-ability children. (Contains 85 references.) (SLD)

Language: English

ISSN: 0034-6543, 1935-1046

Language: English

ISSN: 0010-700X

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

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

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

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

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

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