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

Abstract/Notes: The research of mathematics teachers and instructors is still focused on normal students. Students with special needs are often ruled out. In fact, they also need to learn mathematics. Mathematics is a very basic subject and must be mastered by everyone, including students with special needs. This research is intended to apply mathematics learning to autism students by using communication boards as a Montessori apparatus. Communication is chosen because autistic students have a visual learning style. Furthermore, the learning method is done with Montessori because it takes the concept of learning with the environment, in accordance with the main purpose of learning for autism students to be able to live independently and be empowered in the community. The study used the descriptive qualitative method. According to the research results several Montessori apparatuses have been chosen used including visual schedules, visuals to structure the environment, visual scripts, a visual rule reminder, the visual task analysis, and a choice board.

Language: English

DOI: 10.32919/uesit.2019.03.03

ISSN: 2521-1234

Abstract/Notes: Presents strategies for planning lessons for home-schoolers, science circuses, and summer science programs with multi-age groups of children. Suggests a spiraling curriculum centered on big ideas and varying a common activity in mixed-ability classrooms. Includes examples of activities for multi-age groups. (KHR)

Language: English

ISSN: 0036-8555

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0003-1003, 2326-9618

Language: English

Abstract/Notes: Montessori approach is mostly used in the kindergarten and elementary school, especially in Indonesia. To explore the approach in the higher level of education, the research took place in a private Montessori Junior High School in Yogyakarta, Indonesia. This study is intended to investigate the students’ perceptions on the implementation of Montessori approach to improve their vocabulary due to the fact that vocabulary is central to language learning. The research participants are students in grades seven and eight. There were three research instruments in this study, namely observations, questionnaire, and Focus Group Discussion (FGD). Three different research instruments were used to make sure that the data obtained was valid. The researchers crosschecked the results from each instrument to triangulate data consistency. Based on the findings, the students have positive perceptions on the implementation of Montessori approach for vocabulary learning. The implementation of Montessori approach promotes its unique learning activities, teacher’s personal guidance, and students’ learning awareness, internal motivation, and interest. The students perceived that the implementation of Montessori approach can improve their vocabulary.

Language: English

ISSN: 2503-4405

Abstract/Notes: A general rethinking of the school system is underway. Today, the purpose of school is to prepare students for rapid change and the complexity of reality so that they are not overwhelmed. Executive cognitive functions have been shown to be fundamental to this purpose, specifically thoughtful planning of an idea, reflexivity, systematic approach to a task/problem, and the ability to stay focused. These are the skills that tomorrow's leaders will need (Diamond and Lee, 2011). But what theoretical and instructional models exist that aim to develop the cognitive skills necessary to succeed in school and in life? How and to what extent are the pedagogical principles of these models reflected in the organization of the physical learning space? This paper aims to trace some of the methods that promote the development of executive cognitive skills and examine how they organize the learning space.   Ambienti di apprendimento che potenziano il funzionamento cognitivo degli studenti. È in atto un ripensamento generale del sistema scolastico. Oggi la finalità della scuola è di preparare gli studenti ai rapidi cambiamenti e alla complessità del reale in modo che non ne siano travolti. Fondamentali a questo scopo si sono rivelate le funzioni cognitive di tipo esecutivo, in particolare la pianificazione mentale di un’idea, la riflessività, la sistematicità nell’affrontare un compito/problema e la capacità di rimanere concentrati. Queste sono le competenze di cui avranno bisogno i leader di domani (Diamond & Lee, 2011). Ma quali sono i modelli teorici e didattici che si propongono di sviluppare le competenze cognitive necessarie per avere successo a scuola e nella vita? Come e in che misura i principi educativi di questi modelli si riflettono sull’organizzazione dello spazio fisico di apprendimento? Questo contributo si propone di ripercorrere alcuni tra i metodi che favoriscono lo sviluppo di competenze cognitive di tipo esecutivo e di indagare come organizzano lo spazio formativo.

Language: Italian

DOI: 10.36253/form-12606

ISSN: 1825-7321

Abstract/Notes: There is now a well developed literature on the impact of high stakes testing on teaching approaches and student outcomes. However, the student perspective has been neglected in much research. This article draws on a mixed method longitudinal study of secondary students in the Republic of Ireland to explore the impact of two sets of high stakes examinations on student experiences. The analyses are based on surveys completed by 897 lower secondary students and 748 upper secondary students, along with 47 lower secondary and 53 upper secondary group interviews with students. Findings show the presence of impending high stakes exams results in increased workload for students, with many reporting pressure and stress. Throughout their schooling career, students clearly favour active learning approaches. However, for some students, particularly high-aspiring middle-class students, these views change as they approach the terminal high stakes exam, with many showing a strong preference for a more narrowly focussed approach to exam preparation. This article highlights how students shift from a position of critiquing exam-focused teaching methods as inauthentic to accepting such methods as representing ‘good teaching’.

Language: English

DOI: 10.1007/s11092-012-9154-6

ISSN: 1874-8600, 1874-8597