Abstract/Notes: Studi ini menguraikan perpaduan antara konsep Islam dan metode Montessori terutama untuk membangun karakter yang baik bagi anak-anak. Metode pendidikan Montessori adalah salah satu metode yang populer sebagai salah satu metode terbaik di Barat, terutama untuk mengajar anak-anak. Dalam al-Quran, sebagai sumber kehidupan masyarakat muslim, telah disebutkan semua laporan Montessori. Ada lima konsep dalam metode pendidikan Montessori yang bisa dipadukan dengan teori mengajar anak-anak dalam al-Quran dan al-Hadits; Konsep Kebebasan dengan konsep "Fitrah", Struktur dengan konsep Langkah demi langkah, Realitas dan Alam dengan konsep Mencintai Alam dan Makhluk Hidup, Keindahan dan Nuansa sejalan dengan konsep Kebersihan dan Keindahan Islam, dan Materi Montessori dengan Proses Konsep Pembelajaran Hidup. Hasil perpaduan nilai-nilai tersebut dapat membangun karakter yang baik untuk anak-anak, terutama menjadikan mereka orang beragama dengan sikap yang baik untuk masa depan mereka. / This study simply reveals about the assimilation of Islamic education values and Montessori education method especially to build the good character for children. Montessori education method is one of the method which really popular as one of the best method in Western, especially for teaching children. In al-Quran, as the source of Moslem people’s life, has mentioned all the statements of Montessori. There are five aspects in Montessori education methods that we collaborate with the theory of teaching children in al-Quran and al-Hadits; Concept of Freedom with Concept of “Fitrah”, Structure and Order with Concept of Step by Step, Reality and Nature with Concept of Loving the Nature and Living Being, Beauty and Nuance in line with Concept of Cleanness and Beauty of Islam, and Montessori Materials with Concept Process of Life Learning. The result of collaboration those methods can build the good character for children, especially create them to be religious person with the great attitude and behavior for their future.

Language: Indonesian

DOI: 10.18326/mdr.v8i1.61-88

ISSN: 2541-3457, 2085-2061

Abstract/Notes: A framework law on preschool education in Bosnia and Herzegovina from 2007 requires all preschool institutions to apply and practice inclusion as well as the compulsory preschool education in a year before children start school. The same law emphasizes that children with developmental disabilities should be included in preschool institutions according to programs adapted to their individual needs. Namely, the goal of applying inclusion in kindergartens is directed towards giving every child the opportunity to progress following their abilities. In that sense, to realize inclusion it is necessary to provide important preassumptions such as curriculum, methods of work, didactic tools, professionally educated team, and permanent assistants in individual assistance. Children with developmental difficulties deal with additional discrimination because most preschool institutions do not have the above-mentioned preassumptions for work and they are often excluded from the educational process. To find the solution to this problem, the focus of this paper is aimed at choosing a curriculum that will enable each child with an equal opportunity in life. In this context, a group of experts who completed the Montessori specialization have created the Integrated Preschool Adaptive Curriculum (IPAC) that is intended for inclusive kindergarten groups. The basis for its development was the contextual and dynamic assessment of abilities, knowledge, and skills of children who attended kindergarten a year earlier and worked according to the methodology of Montessori teaching and techniques. In this paper, we intend to present the results of a three-year study that was based on examining the impact of the Integrated Preschool Adaptive Curriculum (IPAC) on children's readiness to go to school. Readiness in this context considers reaching a certain degree of maturity in cognitive, socio-emotional, and physical development as well as in specific abilities in the cultural, hygienic, and work habits domain.

Language: Bosnian

DOI: 10.51558/2490-3647.2021.6.2.227

ISSN: 2490-3647, 2490-3604

Abstract/Notes: Through performance monitoring individuals detect and learn from unexpected outcomes, indexed by post-error slowing and post-error improvement in accuracy. Although performance monitoring is essential for academic learning and improves across childhood, its susceptibility to educational influences has not been studied. Here we compared performance monitoring on a flanker task in 234 children aged 4 through 15, from traditional or Montessori classrooms. While traditional classrooms emphasize that students learn from teachers' feedback, Montessori classrooms encourage students to work independently with materials specially designed to support learners discovering errors for themselves. We found that Montessori students paused longer post-error in early childhood and, by adolescence, were more likely to self-correct. We also found that a developmental shift from longer to shorter pauses post-error being associated with self-correction happened younger in the Montessori group. Our findings provide preliminary evidence that educational experience influences performance monitoring, with implications for neural development, learning, and pedagogy.

Language: English

DOI: 10.1111/mbe.12233

ISSN: 1751-228X

Abstract/Notes: Meningkatnya amoral, asosial, antisosial dan melemahnya sopan santun anak sangat disadari dan menjadi keprihatinan dalam dunia pendidikan. Di sisi lain pendidikan di Indonesia masih menitikberatkan pada aspek kognitif sehingga mengakibatkan kecerdasan interpersonal anak kurang berkembang secara optimal. Penelitian ini bertujuan untuk mengetahui efektifitas metode Islamic Montessori dalam mengembangkan kecerdasan interpersonal anak. Penelitian ini menggunakan pendekatan mix-method dengan model exploratory sequential design . Peneliti menggunakan teknik observasi, wawancara dan angket dalam bentuk Skala Likert dan TCR dengan jumlah sampel sebanyak 20 responden. Berdasarkan data yang diperoleh, tingkat efektifitas metode Islamic Montessori dalam mengembangkan kecerdasan interpersonal anak dalam kategori sangat baik. Sedangkan Implementasi metode Islamic Montessori dalam mengembangkan kecerdasan interpersonal anak dilakukan melalui pembelajaran practical life dengan menyelipkan pengetahuan Islam, pembiasaan mengambil, mengembalikan dan membereskan material Montessori , penggunaan alas kerja dan menyimak praktik kerja guru serta menawarkan bantuan saat anak sedang mengeksplorasi material Montessori. [The increase in immoral, asocial, antisocial and the weakening of children's manners is very much recognized and a concern in the world of education. On the other hand, education in Indonesia still focuses on cognitive aspects, resulting in children's interpersonal intelligence developing less optimally. This study aims to determine the effectiveness of the Islamic Montessori method in developing children's interpersonal intelligence. This study uses a mix-method approach with an exploratory sequential design model . Researchers used observation, interviews and questionnaires in the form of a Likert Scale and TCR with a total sample of 20 respondents. Based on the data obtained, the level of effectiveness of the methodIslamic Montessori in developing children's interpersonal intelligence is in the very good category. While the implementation of the Islamic Montessori method in developing children's interpersonal intelligence is carried out through practical life learning by inserting Islamic knowledge, the habit of taking, returning and tidying up Montessori materials , using work mats and listening to teacher work practices and offering assistance when children are exploring Montessori materials.]

Language: Indonesian

DOI: 10.31004/obsesi.v6i4.2375

ISSN: 2549-8959

Abstract/Notes: Penelitian ini bertujuan untuk mengetahui kemandirian anak setelah penerapan pembelajaran metode Montessori di Bright Star Makassar School. Penelitian ini merupakan penelitian eksperimen dengan menggunakan desain pretest-posttest one group dengan subjek penelitian sebanyak lima belas anak. Data dikumpulkan menggunakan observasi dan wawancara. Instrumen pengumpulan data yang digunakan berupa skala observasi kemandirian (behavioral checklist pada kemandirian anak) dengan model skala likert dan guide interview. Data dianalisis menggunakan statistic non parametric Wilcoxon Signed Rank Test. Hasilnya menunjukkan p = 0.001 (p < 0.05), artinya penerapan metode Montessori signifikan meningkatkan kemandirian anak di Bright Star Makassar School. Keseluruhan sampel dalam penelitian ini semakin mandiri setelah diterapkan pembelajaran menggunakan metode Montessori dan tidak ada satu anak pun yang tidak mengalami kemajuan kemandirian. Begitu pula berdasarkan data statistik deskriptif ditemukan adanya perbedaan rata-rata skor kemandirian sebelum dengan rata-rata skor kemandirian sesudah perlakuan pembelajaran menggunakan metode Montessori. Penelitian ini membuktikan kemandirian anak dapat ditingkatkan melalui pembelajaran metode Montessori. [This study aims to determine the independence of children after the application of the Montessori method of learning at Bright Star Makassar School. This research is an experimental study using a one group pretest-posttest design with fifteen children as research subjects. Data were collected using observation and interviews. The data collection instrument used was an independent observation scale (behavioral checklist on children's independence) with a Likert scale model and an interview guide. Data were analyzed using non-parametric Wilcoxon Signed Rank Test. The results show p = 0.001 (p < 0.05), meaning that the application of the Montessori method significantly increases the independence of children at Bright Star Makassar School. The entire sample in this study became more independent after learning using the Montessori method was applied and there was not a single child who did not progress in independence. Likewise, based on descriptive statistical data, it was found that there was a difference in the average score of independence before and the average score of independence after learning treatment using the Montessori method. This research proves that children's independence can be increased through the Montessori method of learning.]

Language: Indonesian

DOI: 10.31004/obsesi.v4i1.333

ISSN: 2549-8959

Abstract/Notes: Between 1907 and 1908, Maria Montessori's (1870–1952) educational method was elaborated at the Children's Houses of the San Lorenzo district in Rome. This pioneering experience was the basis for the international fame that came to Montessori after the publication of her 1909 volume dedicated to her “Method.” The “Montessori Method” was considered by some to be scientific, liberal, and revolutionary. The present article focuses upon the complex contexts of the method's elaboration. It shows how the Children's Houses developed in relation to a particular scientific and cultural eclecticism. It describes the factors that both favored and hindered the method's elaboration, by paying attention to the complex network of social, institutional, and scientific relationships revolving around the figure of Maria Montessori. A number of “contradictory” dimensions of Montessori's experience are also examined with a view to helping to revise her myth and offering the image of a scholar who was a real early-twentieth-century prototype of a “multiple” behavioral scientist.

Language: English

DOI: 10.1002/jhbs.20313

ISSN: 1520-6696

Abstract/Notes: Research on the outcomes of Montessori education is scarce and results are inconsistent. One possible reason for the inconsistency is variations in Montessori implementation fidelity. To test whether outcomes vary according to implementation fidelity, we examined preschool children enrolled in high fidelity classic Montessori programs, lower fidelity Montessori programs that supplemented the program with conventional school activities, and, for comparison, conventional programs. Children were tested at the start and end of the school year on a range of social and academic skills. Although they performed no better in the fall, children in Classic Montessori programs, as compared with children in Supplemented Montessori and Conventional programs, showed significantly greater school-year gains on outcome measures of executive function, reading, math, vocabulary, and social problem-solving, suggesting that high fidelity Montessori implementation is associated with better outcomes than lower fidelity Montessori programs or conventional programs.

Language: English

DOI: 10.1016/j.jsp.2012.01.001

ISSN: 0022-4405

Abstract/Notes: The purpose of this study was to examine the executive function of 4th- to 6th-grade students in three distinctively different private school environments: a Montessori school, a classical school, and a Catholic school. Using the Behavior Rating Inventory of Executive Function, parent-teacher dyads rated the executive function of 112 students. Results indicated differences in executive function ratings according to school environment, as well as by the source of the rating, with parents tending to rate their children higher as compared to the teacher ratings.

Language: English

DOI: 10.1080/02568543.2012.711431

ISSN: 0256-8543, 2150-2641

Abstract/Notes: This study developed a typology of recommended teacher practices related to whole-group instruction in preschool classrooms and examined the relationship between teachers' use of the practices and children's attentiveness. Thirty-nine classrooms in 31 schools (15 public and 16 private) were observed during regularly scheduled whole-group instruction sessions. Bivariate correlations indicated a positive relationship between children's attentiveness and number of practices that teachers used, but not between attentiveness and length of activity. Regression analyses suggested a set of eight specific practices that are related, with length of activity, to children's attentiveness.

Language: English

DOI: 10.1080/02568543.2012.657744

ISSN: 0256-8543, 2150-2641

Abstract/Notes: This work reports, from a qualitative research perspective, the development of an English Corner project for a preschool Children’s House classroom in central Mexico over the course of a 3-year period. It shows the transition of a language specialist over six consecutive periods of work, from a traditional understanding and practice of teaching English as a second language to young learners into a more comprehensive one of the Montessori Method. The analysis of my own practice is used to recover insights through a reflective process with the intention to develop a second language (L2) Montessori program for 3- to 6-year-olds that aligns better with Montessori pedagogy.  Variables such as instruction time, setting, group constitution, materials, and teaching and learning strategies allowed for certain aspects to arise as leading points of interest for the focus of the analysis and the methodological and pedagogical adaptations that followed each period. This paper is an attempt to fill the gap between the need to deliver a second language effectively in Montessori education and the lack of guidance for doing it the Montessori way; it is especially for practitioners who do not have a Montessori background but also for Montessori-trained teachers for whom more specific preparation would aid their practice. I also hope to stimulate further research in the field of second language acquisition and multilingualism in Montessori education at every level of education.

Language: English

DOI: 10.17161/jomr.v7i1.13401

ISSN: 2378-3923