Abstract/Notes: Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan metode montessori terhadap kemampuan membaca permulaan siswa kelas I SD Negeri 51 Toli-Toli Kabupaten Pangkep. Jenis penelitian ini adalah penelitian eksperimen (Pre-experimental design). Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif dengan desain penelitian Onegroup Pretest-Posttest Design. Prosedur penelitian meliputi tahap persiapan, pelaksanaan, dan penyelesaian. Teknik pengumpulan data berupa tes dan observasi. Teknik analisis data berupa analisis statistik deskriptif dan inferensial uji-t (t-test). Sampel dalam penelitian ini adalah siswa kelas I SD Negeri 51 Toli-Toli Kabupaten Pangkep sebanyak 28 orang yang terdiri dari 12 laki-laki dan 16 perempuan. Hasil penelitian menunjukkan bahwa penggunaan metode Montessori berpengaruh terhadap kemampuan membaca permulaan siswa kelas I SD Negeri 51 Toli-Toli Kabupaten Pangkep. Terbukti dengan hasil analisis statistik deskriptif yang menunjukkan hasil belajar siswa dengan menggunakan metode Montessori mengalami perubahan yang lebih baik daripada sebelum diterapkannya metode Montessori. Hasil analisis statistik inferensial menggunakan rumus uji t (t-test), diketahui bahwa nilai t Hitung yang diperoleh adalah 26,77 dengan frekuensi db = 28 - 1 = 27, pada taraf signifikansi 0,05 (5%) diperoleh t 0,05 = 2,05183. Jadi, t Hitung > t Tabel atau Hipotesis nol (H0) ditolak dan Hipotesis Alternatif (H1) diterima. Hal ini membuktikan bahwa ada pengaruh dalam penggunaan metode Montessori terhadap kemampuan membaca permulaan siswa kelas 1 SD Negeri 51 Toli-Toli Kabupaten Pangkep. [This research aims to determine the effect of using the Montessori method on the beginning reading abilities of class I students at SD Negeri 51 Toli-Toli, Pangkep Regency. This type of research is experimental research (Pre-experimental design). The approach used in this research is a quantitative approach with a Onegroup Pretest-Posttest Design research design. Research procedures include preparation, implementation and completion stages. Data collection techniques include tests and observations. The data analysis technique is in the form of descriptive statistical analysis and inferential t-test (t-test). The sample in this study was 28 class I students of SD Negeri 51 Toli-Toli, Pangkep Regency, consisting of 12 men and 16 women. The results of the study showed that the use of the Montessori method had an effect on the beginning reading ability of class I students at SD Negeri 51 Toli-Toli, Pangkep Regency. This is proven by the results of descriptive statistical analysis which shows that student learning outcomes using the Montessori method have changed for the better than before the implementation of the Montessori method. The results of inferential statistical analysis using the t test formula (t-test), it is known that the calculated t value obtained is 26.77 with a frequency of db = 28 - 1 = 27, at a significance level of 0.05 (5%) obtained t 0.05 = 2.05183. So, t Count > t Table or Null Hypothesis (H0) is rejected and the Alternative Hypothesis (H1) is accepted. This proves that there is an influence in using the Montessori method on the beginning reading abilities of grade 1 students at SD Negeri 51 Toli-Toli, Pangkep Regency.]

Language: Indonesian

DOI: 10.56799/jceki.v3i2.3075

ISSN: 2828-5271

Language: German

Abstract/Notes: Poster presentation at an undetermined conference.

Language: English

Language: English

Language: English

Published: Oxford, England: Clio, 1999

ISBN: 1-85109-185-8

Series: The Clio Montessori series

Language: English

ISSN: 1522-9734

Abstract/Notes: Children of kindergarten age develop very quickly. With proper stimuli, they should reach the appropriate level of school readiness around the age of six. The subject of the study carried out in one of Cracow’s kindergartens was to determine the level of school readiness in terms of social development. Tests were carried out among five-year-olds attending a kindergarten based on the pedagogic principles of Maria Montessori. The author wished to know what social skills were developed by the children within the context of an alternative method of interaction. The test group included 22 children from four mixed-age groups. The school readiness evaluation was carried out twice in the school year 2012/13, with the use of the categorised observation technique. The results show that within one year’s time of preparation for school the children made significant progress, but – due to their age and biological development – not all the required skills were shaped at the highest possible level. In the second test only 13.6% children obtained the highest grade in all the test indicators. More than 78% children obtained the high or medium level, which means that the skills tested have not been fully shaped. Children need more time for improving and reinforcing these skills. Social and emotional development is strictly related to the process of growing up. Therefore, certain skills cannot be shaped faster. These include an adequate reaction to new situations, overcoming difficulties, as well as performing and planning tasks on one’s own. The test results confirm that the Montessori educational context faclitates the shaping of such skills as independence of action, making good contacts with adults and peers, or preparing and tidying up the workplace. It was a partial and pilot study.

Language: English

ISSN: 2084-7998

Language: English

Abstract/Notes: The purpose of this study was to analyze the perception pre-service early childhood teachers' the meaning of teaching. The subjects of this study were 39, senior in early childhood education. These Subjects wrote the Journal, "What is teaching?". A content analysis was conducted. The study results can be summarized as follows. Teaching is 'a valuable activity that not only take knowledges but also take goles, need a teachers' passion, understanding learner's mind, transmit the knowledges, teaching is learning, develop the learner's ability, show the model. The reason to perception were practicum in child care centers, assistant teachers, curricular for pre-service education. A clarifying the meaning of teaching is fundamental work for authentic teaching. / 본 연구는 예비교사들이 가르침에 대해 어떻게 생각하는가를 분석하고자 하였다. 연구대상은 4년제 대학 유아교육과 학생 39명이다. 연구 참여자들에게 '가르치는 일은 무엇인가'라는 주제로 저널쓰기를 실시하였다. 수집된 자료는 내용분석을 통해 분석되었다. 분석한 결과 다음과 같은 의미를 도출하였다. 가르치는 일은 '지식뿐만 아니라 어떤 목적을 이루는 가치 있는 활동이다, 가르치는 일에는 교사의 열정이 필요하다, 학습자를 잘 이해하는 것이다, 지식을 전달하는 것이다, 배우는 일과 같다, 학습자의 능력을 개발해주는 것이다, 교사가 모범을 보이는 것이다'로 인식하였다. 이러한 인식에 영향을 준 요인은 보육실습, 보조교사, 대학교에서의 수업 등 이었다. 가르치는 일에 대한 의미를 밝히는 것은 바람직한 수업을 하기 위한 기초 작업이 될 수 있다.

Language: Korean

ISSN: 1226-9417

Language: English

Published: [S.I.]: s.n.], 1977