Language: English

ISSN: 1071-6246

Language: English

ISSN: 0002-726X, 1543-0375

Language: English

ISSN: 1071-6246

Abstract/Notes: Penelitian ini bertujuan untuk mengetahui pengaruh metode Montessori dalam meningkatkan pemahaman konsep matematika bagi anak usia dini khususnya usia 4-6 tahun di kota Banjarmasin. Penelitian ini menggunakan metode quasi eksperimen. Pengenalan matematika di kelas eksperimen menggunakan metode Montessori,sedangkan di kelas kontrol menggunakan metode konvensional. Hasil uji hipotesis menunjukkan implementasi metode Montessori berpengaruh signifikan dalam meningkatkan hasil belajar anak pada materi data dan grafik di kelas eksperimen. Nilai rata-rata N-Gain di kelas eksperimen adalah 95.61. Nilai rata-rata N-Gain kelas kontrol adalah 34.56. Metode Montessori 61.05% lebih efektif dalam meningkatkan hasil belajar anak pada materi data dan grafik daripada metode konvensional. Begitu pula hasil uji hipotesis pada materi pola ABCDE-ABCDE, implementasi metode Montessori berpengaruh signifikan untuk meningkatkan hasil belajar anak kelas eksperimen. Rata-rata N-Gain kelas eksperimen adalah 87.50. Nilai rata-rata N-Gain kelas kontrol adalah 31.24. Metode Montessori 56.26% lebih efektif dalam meningkatkan hasil belajar anak pada materi pola dari pada metode konvensional. [This study aims to determine the effect of the Montessori method in improving understanding of mathematical concepts for early childhood especially ages 4-6 years in the city of Banjarmasin. This study uses a quasi-experimental method. Introduction to mathematics in the experimental class uses the Montessori method, while the control class uses conventional methods. Hypothesis test results show that the implementation of the Montessori method has significant effects in improving children's learning outcomes in data and graphic material in the experimental class. The average value of N-Gain in the experimental class was 95.61. The average value of the N-Gain control class is 34.56. The Montessori method is 61.05% more effective in improving children's learning outcomes in material data and graphics than the conventional method. Similar to the results of hypothesis testing on the ABCDE-ABCDE pattern material, the implementation of the Montessori method has a significant effect on improving the learning outcomes of children in the experimental class. The average N-Gain of the experimental class is 87.50. The average value of the control class N-Gain is 31.24. The Montessori Method 56.26% is more effective in improving children's learning outcomes on material patterns than conventional methods.]

Language: Indonesian

DOI: 10.14421/al-athfal.2020.61-02

ISSN: 2477-4189, 2477-4715

Abstract/Notes: Communication skills are one of the skills that students must possess in the 21st century. Not to mention Intellectual Disability students, some of whom have difficulty communicating. One of the learning methods that can stimulate students to communicate actively is the Montessori method. This research is qualitative research with the research design is Phenomenology. This research aims to identify the mathematical communication skills of Intellectual Disability students in learning the material "division" using the Montessori method. The subjects in this study were 5 SLB Tunagrahita Class X students consisting of 3 boys and two girls. One indicator of mathematical communication skills that this research focuses on is expressing mathematical ideas orally or writing. The results showed that by learning mathematics in the distribution of materials using the Montessori method, Intellectual Disability students could communicate mathematical concepts. They were more enthusiastic in learning and more confident in communicating both verbal and non-verbal communication.

Language: English

DOI: 10.1063/5.0096037

ISSN: 0094-243X

Abstract/Notes: Metode Montessori merupakan metode yang dirumuskan berdasarkan teori montessori yang dapat digunakan dalam ranah pendidikan anak  dan disusun berdasarkan teori tentang perkembangan anak.  Karakteristik yang  paling terlihat dari metode ini yaitu menekankan pada aktivitas yang dimunculkan oleh diri anak dengan menekankan pada proses adaptasi lingkungan belajar anak yang dibentuk sesuai dengan tahap perkembangannya menggunakan peran dari aktivitas fisik dalam menyerap konsep pembelajaran untuk memiliki kemampuan yang praktis. Tulisan ini bertujuan untuk mendeskripsikan bagaimanakah metode Montessori dalam meningkatakan kemampuan membaca permulaan. Penelitian ini merupakan studi kepustakaan (library research), pembahasan dianalisis dengan menggunakan metode analisa isi (analysis content). Sumber yang digunakan dalam tulisan ini merupakan tulisan-tuliasan Maria yang telah diterjemahkan kedalam bahasa Indonesia. Hasil Penelitian trekait penerapan metode montessori menggunakan aktivitas rangsangan sesuai dengan prinsip maria montessori ternyata dalam pembelajaran dapat meningkatkan kemampuan membaca siswa dan dapat mengatasi keterbatasan siswa dalam pengenalan huruf-huruf. Maka dengan menggunakan metode Montessori untuk belajar membaca diupayakan dapat membantu peserta didik dalam mengembangkan kemampuan kognitif, psikomotor, dan afektif yang terdapat pada diri peserta didik, dengan membuat anak dapat belajar sesuai dengan tingkat perkembangannya. [The Montessori method is a method formulated based on the montessori theory which can be used in the realm of children's education and is compiled based on the theory of child development. The most visible characteristic of this method is that it emphasizes the activities brought up by the child by emphasizing the adaptation process of the child's learning environment which is formed according to their development stage using the role of physical activity in absorbing the concept of learning to have practical abilities. This paper aims to describe how the Montessori method is to improve pre-reading skills. This research is a library research, the discussion is analyzed using the content analysis method (content analysis). The source used in this paper is Maria's writings which have been translated into Indonesian. The results of this research concerning the application of the montessori method using stimulation activities in accordance with the principle of maria montessori, it turns out that learning can improve students 'reading skills and can overcome students' limitations in recognizing letters. So by using the Montessori method to learn to read, it is endeavored to help students develop cognitive, psychomotor, and affective abilities that are found in students, by enabling children to learn according to their level of development.]

Language: Indonesian

DOI: 10.15575/al-aulad.v3i2.7917

ISSN: 2620-5238

Language: English

ISSN: 0028-5048

Language: English

ISSN: 1071-6246

Abstract/Notes: Actualmente, no existe ninguna taxonomía vinculada a la metodología que agrupe diferentes elementos metodológicos en función del carácter activo e instructivo de los mismos y de la etapa educativa a la que mejor se adecúen en términos de utilización. Por ello, el objetivo de esta investigación fue establecer una taxonomía considerando 76 recursos, estrategias, técnicas y métodos didácticos obtenidos tras una revisión de la principal literatura nacional e internacional. Para establecer la taxonomía, se elaboró y validó por medio del procedimiento de juicio de expertos la escala EVEMDT. La misma, fue administrada a un panel de 30 expertos quienes asistieron a un seminario de formación impartido por los investigadores, para valorar el carácter instructivo o activo y la adecuación a la etapa educativa de los 76 elementos metodológicos. Los resultados permitieron establecer una taxonomía donde aparecen 25 y 51 recursos, estrategias, técnicas y métodos didácticos instructivos y activos respectivamente, clasificados también en función de la etapa educativa a la que mejor se adapten en términos de utilización. Se concluye que, las taxonomías con las que comparar los resultados son exiguas, aspecto que permite a esta ser un referente para los docentes a la hora de decidir qué recursos, estrategias, técnicas y métodos didácticos utilizar en función de la etapa educativa en la que se ubique el alumnado y el papel que quieran dotarle en sus procesos de aprendizaje. [Currently, there is no taxonomy linked to the methodology that groups different methodological elements based on both their active and instructive nature and the educational stage where they are best suited in terms of use. Hence, the objective of this research was to establish a taxonomy taking into account 76 resources, strategies, techniques and teaching methods obtained after a review of the main national and international literature. In order to establish the taxonomy, the EVEMDT scale was developed and validated through the expert judgment procedure. The EVEMDT scale was administered to a panel of 30 experts who attended a training seminar conducted by the researchers, to assess both the instructive or active nature and the 76 methodological elements adaptation to the educational stage. Results shows a taxonomy composed of 25 and 51 didactic resources, didactic strategies, didactic techniques and didactic methods respectively, also classified according to the educational stage where they are best suited in terms of use. It was concluded that taxonomies to compare the results are reduced, so that this taxonomy could be a reference for teachers when deciding what resources, strategies, techniques and teaching methods to use depending both the students´ educational stage and the role they want to give them in their learning processes.]

Language: English, Spanish

DOI: 10.17163/alt.v15n2.2020.01

ISSN: 1390-8642

Abstract/Notes: What may be the continent’s first two Montessori Native language immersion schools opened on the Fort Peck Reservation in northeastern Montana in January.

Language: English

ISSN: 2163-3622