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

Abstract/Notes: Since its inception, the Montessori method has been highly regarded as an advanced, scientific and sound method of preschool education in Europe and the U.S. At the beginning of the 21st century, a wave of ＂Montessori＂ boom also emerged in China, with a large number of Montessori kindergartens springing up. As a young child born in the new century, I was also sent to a Montessori kindergarten by my parents. Although Montessori kindergartens are guided by excellent educational ideas, is the range of practices carried out in the kindergartens really suitable for the Chinese context and for Chinese children? This is a highly controversial issue and has been debated by scholars for a long time. In this article, however, the author incorporates the perspective of those who have experienced it, and reviews the operational model of Montessori kindergartens in China at the beginning of the 21st century, in order to provide some insights into the healthy development of kindergartens in the new era.

Language: English

DOI: 10.6918/IJOSSER.202301_6(1).0018

ISSN: 2637-6067

Language: English

ISSN: 0571-1142

Language: English

ISSN: 0003-1003, 2326-9618

Abstract/Notes: Mixed-age groups have been shown to be effective in classroom settings, but only a handful of studies have explored mixed-age grouping in play. This research is a case study of one New York public elementary school that places great value on recess and mixed-age groupings. The school has implemented Let Grow Play Club before school one day per week for students in kindergarten through fifth grade. We use child interviews, teacher interviews, and parent surveys to examine the perceptions of mixed-age, outdoor play provided in Play Club and the school more generally. Across the different types of data, stakeholders expressed their support for cross-age interactions in mixed-age groupings. This play was perceived as valuable for helping build friendships and developing social skills, as older children become role models to younger ones. As suggested by Vygotsky’s (1978) theories, children are learning from one another and enhancing their development through unstructured play.

Language: English

DOI: 10.1080/21594937.2021.1878774

ISSN: 2159-4937