Language: English

ISSN: 1071-6246

Abstract/Notes: The aim of this research developed Teaching Module for students’ Reading Difficulty at Primary School. This research uses the Borg and Gall development procedure which has been simplified into 4 stages, namely (1) research and data collection, (2) planning, (3) module development, (4) validation and testing. The research subjects were students who had difficulty learning to read at the beginning of grade I elementary school. Data collection techniques use observation, reading ability tests, product validation questionnaires by experts. The steps used in this research and development are (1) research and gathering initial information; (2) planning; (3) product format development; (4) small scale trials; (5) final revision and product improvement. Module validation is carried out by media expert validators, material experts and class teachers. The score from the media expert validator got a percentage of 96%, the score from the media expert validator got a percentage of 96%, the class teacher got a percentage of 100%. Thus, all validation results are classified in the "very feasible" category. Based on research on the quality of learning media, learning modules without spelling using the Montessori method have been made feasible and practical for use in teaching and learning reading activities at MIS Nurul Falah Kemuning.

Language: English

DOI: 10.51278/bse.v4i1.1072

ISSN: 2774-4299

Abstract/Notes: Montessori education has gained recognition due to its long-lasting positive effects on students. However, no studies have targeted its effectiveness on geometry education. This action research project investigated the impact and effectiveness of switching a non-sequential geometry curriculum with the Montessori method and curriculum on students' attitudes and geometrical skills. During six weeks, a population of 16 grade 6 students received weekly lessons that followed the Montessori method and curriculum while their skills were measured and compared against the British Columbia (BC) geometry curriculum. Students were interviewed before and after the intervention to track changes in their learning attitudes. Teacher observations and tracking of student work complemented the data. Results showed that the intervention had an overall positive impact, with a 13% increase in student's confidence in their geometrical skills. Likewise, 93% of students reported having an easier time understanding abstract concepts when previously demonstrated with Montessori materials. Also, 100% reported that geometric concepts became more evident in a curriculum with logically sequenced lessons, and 53% reported increased joy related to geometry learning. In sum, it took students only six weeks of following the Montessori curriculum to master 66% of the BC outcomes for geometry, on average, a percentage that makes sense considering the reduced geometrical content and gaps found in the BC Curriculum during the present work's literature review. Therefore, replacing the BC Curriculum with the Montessori method and curriculum would benefit students. Future similar research focused on larger, possibly younger, populations would further enrich the literature.

Language: English

Published: St. Paul, Minnesota, 2023

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

Abstract/Notes: The purpose of this research was to analyze the impact of an inquiry-based word problem-solving framework, known as Cognitively Guided Instruction (CGI), on students’ mathematical mindsets in an early elementary Montessori classroom. Students received one word problem-solving lesson per week over a six-week period. Students completed a pre-intervention and post-intervention mathematical mindset rubric, as well as CGI assessment. Both qualitative and quantitative results show that students had an increase in their variety of word problem-solving strategies, were able to solve word problems more accurately, and showed increased levels in self-efficacy, perception, and affinity towards math. Based on these results, CGI could be utilized as a supplementary instructional method to build students’ mathematical mindsets and word problem-solving skills in Montessori classrooms. Further research is needed to know if these results hold true for other student populations.

Language: English

Published: St. Paul, Minnesota, 2023

Abstract/Notes: This research aims to determine the effectiveness of implementing the Montessori Method in an effort to build understanding of basic mathematical concepts in grade 1 students at MI Tarbiyatus Shibyan Kembiritan Genteng Banyuwangi. This research is quantitative quasi-experimental, using parallel classes namely classes for the experimental group that receive learning using the Montessori method and control group classes with conventional learning. Data was collected through a test of understanding basic mathematical concepts before (pretest) and after the intervention (post test). The research results show that the average value of N- Gain in the experimental class is 70.00. The average N-Gain value of the control class is 15.47. This shows that the Montessori Method is 54.53% more effective in improving student learning outcomes on adding tens and hundreds than conventional methods. The application of the Montessori method makes a positive contribution to increasing students' understanding, especially in critical aspects of mathematics for grade 1 students. Statistical analysis shows significant differences between the two groups, with a p-value of 0.00<0.05 which supports the effectiveness of the Montessori method. The implication of this research is that the application of the Montessori method can be used as an effective alternative learning approach to build understanding of basic mathematical concepts in grade 1 students. This can be a reference for schools, teachers and policy makers in designing more effective learning strategies at the educational level basic, especially at MI Tarbiyatus Shibyan Kembiritan Genteng Banyuwangi. Further studies can explore the long-term impact of implementing the Montessori method in the context of Islamic education.

Language: Indonesian

ISSN: 2988-5027

Abstract/Notes: Kurangnya perbendaharaan kosakata dan ketidakmampuan dalam mengucapkan suatu kata merupakan tantangan signifikan bagi siswa tunarungu, dimana keduanya menjadi elemen krusial dalam proses komunikasi. Tujuan dari Program Kreativitas Mahasiswa (PKM) dalam bidang pengabdian kepada masyarakat ini adalah memanfaatkan musikalisasi puisi untuk meningkatkan kosakata siswa tunarungu di SLB-B Frobel Montessori yang dibantu dengan media ajar berbentuk flashcard. Metode yang digunakan berupa ceramah, demonstrasi, dan praktik serta penggunaan media ajar flashcard. Metode penelitian ini adalah penelitian kuantitatif dalam bentuk Pre-Experimental Design dengan jenis One Group Pretest-Posttest. Hasil menunjukkan bahwa pengujian data melibatkan uji hipotesis telah sesuai diterapkan pada siswa tunarungu dan diharapkan dapat efektif meningkatkan kosakata mereka. Dengan demikian, program PKM pengabdian masyarakat berhasil memecahkan masalah siswa tunarungu dalam meningkatkan kosakata.

Language: English

DOI: 10.36728/scsej.v2i1.7

ISSN: 3021-7059

Language: English

ISSN: 0040-7887

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

Abstract/Notes: Diese Arbeit geht der Frage nach, wie die [Leistungen] von [Montessori-Schülern] im Vergleich zu konventionellen Schülern zu bewerten sind[.] Insbesondere unter dem Aspekt, dass [Montessori-Schüler] der Vor- und Grundschule zu anderen Schulformen wechseln. Dazu wurden zwei Schülergruppen an der Milwaukee Public School betrachtet, von denen die eine in einem Montessori-Zweig unterrichtet wurde, die andere konventionelle Vergleichsgruppe aber nicht. Die Auswahl [...] der Schüler für die Montessori-Versuchsgruppe erfolgte über ein Losverfahren. Danach wurde eine Vergleichsgruppe konstruiert. Die Befragung fand am Ende der Sekundarstufe I statt, das heißt 5 Jahre nachdem die Schüler ihre Montessori-Umwelt verlassen hatten. Die Testergebnisse wurden korreliert und einer Faktoranalyse unterzogen, dabei wurden die folgenden Faktoren identifiziert: Mathematik/Naturwissenschaft sowie Englisch/Gesellschaftskunde. (Alanus).

Language: German

ISSN: 0944-2537