Abstract/Notes: The penetration of Maria Montessori’s ideas in Switzerland is a typical case of a pedagogical transfer process. Since 1908, when the kindergarten inspector of Canton Ticino (italianspeaking Switzerland) Teresa Bontempi came in direct contact with Maria Montessori, there was a Montessori-network based on Ticino’s kindergarten system and on the Società Umanitaria (a socialist philanthropic foundation which organised the first Montessori-kindergartens in Milan). Teresa Bontempi’s early contacts with the Società Umanitaria made possible the introduction of Montessori’s method in all kindergartens in Ticino, and allowed the Umanitaria to have a good training for its kindergarten-teachers (trained by Teresa Bontempi herself). In 1913 the Institut Jean-Jacques Rousseau (Geneva) joined the network. People moved then between different parts of the network, e.g. from the Institut Jean-Jacques Rousseau to Teresa Bontempi’s courses in Bellinzona (Ticino), or from Ticino to the Umanitaria’s kindergartens in Italy. The network extended its influence also to german-speaking Switzerland. Maria Montessori herself was in direct contact with the network; in different moments, however, her attitude towards it changed deeply. In a first time, for example, she considered Teresa Bontempi a trustful partner for the penetration of her ideas in Switzerland; later she considered her a concurrent and blamed her for not using with fidelity the Montessori method. In 1932 Maria Montessori visited Switzerland for several public lessons, totally neglecting her consolidated local network. In the same year she founded, with the help of other, more orthodox but not locally anchored people, the Swiss Montessori Association. The Montessori method, after having a big number of followers, was soon marginalized and never regained the importance it had in the period from 1908 to 1931.

Language: English

ISSN: 1723-9672, 2612-6559

Language: German

ISSN: 0944-2537

Language: English

ISSN: 0889-5643

Abstract/Notes: The Montessori method, which is a learning method that depends on each student, has the advantage of growing critical thinking, collaborating, and acting more assertively. Children with good cognition are characterized by problem-solving skills by prioritizing prosocial in every interaction, and vice versa. The lack of research in the field of sports related to motor and montessori movements, especially in West Nusa Tenggara and the results of observations at the MI Al Ijtihad school still use a monotonous learning pattern so that students tend to be passive, not independent and not confident so that it affects motor skills, in this study what is meant is rough motoric. The population in this study were students of MI Al-Ijtihad, totaling 20 students. In this study, researchers used purposive sampling with certain criteria. In this study, the researchers used instruments, namely the Zig-zag Running test and the Throwing the ball at the target. The type of research used is a quantitative experiment with a pre-test post-test group design. The data analysis technique used is the t-test through the t-test formula. From the results of statistical data analysis of the effect of modification of props on gross motor skills, the tcount X (throwing the ball at the target) of 5.446 simultaneously between Y and X1 draws conclusions from the table analysis at a significant level of 5% with the number of samples (n - 1), namely 19 is 2,869. So it can be concluded that ''There is an effect of modification of Montessori teaching aids on gross motor skills seen from tcount > ttable (5.446 > 2.869).

Language: Indonesian

DOI: 10.29408/porkes.v5i1.5985

ISSN: 2614-8781

Language: Japanese

ISSN: 0913-4220

Language: English

ISSN: 0010-700X

Language: English

ISSN: 0894-4555

Abstract/Notes: Keprihatinan terhadap rendahnya karakter rasa ingin tahu akhir-akhir ini menjadi titik berangkat penelitian ini. Mengetahui pengaruh literasi berbasis pendekatan Montessori terhadap rasa ingin tahu anak pada usia tujuh tahun menjadi tujuan penelitian ini. Untuk itu digunakan pretest posttest non equivalent group design sebagai metode penelitian.  Sebanyak 17 anak kelas IB SD Kanisius Sorowajan Yogyakarta dilibatkan sebagai sampel untuk kelompok Montessori dan 17 anak kelas IA sebagai sampel untuk kelas kontrol. Temuan penelitian memperlihatkan bahwa program literasi berbasis pendekatan Montessori berpengaruh terhadap karakter rasa ingin tahu anak. Uji statistik menunjukkan selisih skor posttest-pretest kelompok Montessori (M = 1,0229, SE = 0,15003) lebih tinggi dari kelompok kontrol (M = 0,0076, SE = 0,03251). Perbedaannya signifikan dengan t(17,499) = 6,614 dan p = 0,000 (p < 0,05). Besar pengaruh yang didapatkan adalah r = 0,8451 yang termasuk kategori “efek besar” yang setara dengan 71,43%. Uji efektivitas pembelajaran di kelas Montessori dengan N-gain score adalah 55,98% yang masuk kategori "efektivitas menengah", sementara di kelas kontrol 0,42% yang termasuk dalam “efektivitas rendah”. [Concerns about the low level of curiosity have recently become the starting point of this research. Knowing the effect of literacy based on the Montessori approach to children's curiosity at the age of seven is the goal of this study. For this reason, the pretest posttest non equivalent group design was used as a research method. A total of 17 class IB children from SD Kanisius Sorowajan Yogyakarta were involved as a sample for the Montessori group and 17 class IA children as a sample for the control class. The research findings show that a literacy program based on the Montessori approach influences children's curiosity. Statistical tests showed differences in posttest-pretest scores for the Montessori group ( M = 1.0229,SE = 0.15003) higher than the control group ( M = 0.0076, SE = 0.03251). The difference is significant with t (17.499) = 6.614 and p = 0.000 ( p <0.05). The magnitude of the effect obtained is r = 0.8451 which is included in the "big effect" category which is equivalent to 71.43%. The learning effectiveness test in the Montessori class with an N-gain score was 55.98% which was in the "medium effectiveness" category, while in the control class it was 0.42% which was included in "low effectiveness".]

Language: Indonesian

DOI: 10.30601/dedikasi.v7i1.3533

ISSN: 2548-8848, 2338-9966

Language: German

ISSN: 0722-2513

Language: English