Abstract/Notes: Nilai Agama dan Moral (NAM) perlu ditanamkan sejak usia dini untuk bekal anak di usia tumbuh kembang selanjutnya. Tujuan penelitian ini untuk mendeskripsikan pelaksanaan pembelajaran NAM melalui metode montessori selama pandemi covid-19. Penelitian ini dianalisis dengan metode kualitiatif deskriptif. Subjek dipilih menggunakan teknik sampel nonprobability sampling yaitu purposive sample. Terdapat 5 subjek penelitian yang terdiri dari 2 orang guru kelas, 2 orang tim kurikulum, dan 1 orang kepala sekolah. Penelitian ini menggunakan wawancara mendalam dan dokumentasi untuk mengumpukan data dengan proses analisis melalui empat tahapan yaitu reduksi data, display data, kesimpulan serta verifikasi data. Berdasarkan hasil wawancara dengan subjek penelitian disimpulkan bahwa pembelajaran NAM selama pandemi covid-19 dilakukan dengan media sosial (zoom dan whatsapp). Pembelajaran NAM dikolaborasikan dengan metode montessori yang berpusat pada anak dan mengajarkan mengenai life skill, sehingga anak mudah memahami dan memiliki keterampilan hidup.

Language: Indonesian

DOI: 10.31004/obsesi.v6i2.1042

ISSN: 2549-8959

Abstract/Notes: Dominasi guru dalam proses belajar masih banyak terlihat, salah satu buktinya saat terjadi pandemik Covid-19, siswa dan orang tua menjadi kebingungan ketika harus belajar dari rumah tanpa kehadiran guru secara langsung. Penelitian ini bertujuan untuk mengetahui implikasi student-centred learning terhadap perkembangan anak di PAUD Montessori Futura Indonesia, Lombok Barat. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus dengan menggunakan wawancara, observasi, dan dokumentasi dalam pengumpulan data. Subyek penelitian berjumlah 10 siswa yang berusia antara 4-6 tahun. Hasil menunjukkan bahwa terdapat beberapa cara yang diterapkan oleh guru dalam pelaksanaan student-centred learning, yaitu: penggabungan usia, penyesuaian fasilitas dengan kebutuhan dan ukuran tubuh anak, menanamkan kemandirian dan mengurangi keterlibatan guru, menyediakan fasilitas bermain yang lengkap dan beragam, dan berkolaborasi dengan orang tua. Sedangkan implikasi student-centred learning terhadap perkembangan anak dapat terlihat dari beberapa pencapaian anak pada 6 aspek perkembangan yaitu aspek perkembangan nilai agama dan moral, fisik-motorik, kognitif, sosial-emosional, dan seni. Oleh sebab itu, guru perlu memberikan kesempatan kepada anak untuk mengeksplorasi lingkungan belajar dengan mempersiapkan kegiatan bermain sesuai kebutuhan anak.

Language: Indonesian

DOI: 10.31004/obsesi.v7i3.3323

ISSN: 2549-8959

Abstract/Notes: Pada masa pandemi covid-19 ini hampir seluruh pendidikan di Indonesia mengubah sistem pembelajaran termasuk pendidikan bagi anak berkebutuhan khusus pada jenjang anak usia dini. Pembelajaran dilakukan secara daring untuk memutus mata rantai penyebaran covid-19. Anak diharuskan belajar di rumah dengan pendampingan orangtua namun tetap dalam pengawasan guru. Tujuan dari penelitian ini adalah untuk mengetahui metode pembelajaran untuk anak berkebutuhan khusus ditengah pandemi covid-19. Penelitian ini menggunakan metode kepustakaan. Dari hasil penelitian menunjukan bahwa terdapat beberapa metode pembelajaran yaitu pembelajaran daring dimana pemaparan materi hanya melalui online dan home visit dimana guru mengunjungi anak dan memberikan pelajaran secara langsung

Language: Indonesian

DOI: 10.51667/mjpkaud.v1i2.497

ISSN: 2798-6195

Abstract/Notes: This mixed methods study focused on the impact of Montessori education on middle school students and educators in a specific public school district in South Florida. The research aim was to determine what academic and social influences Montessori education had on the participants. A sequential explanatory mixed methods design was utilized to evaluate the data: archival student reading and mathematics end-of-year data and teacher interviews. Quantitative analyses of FSA scores in mathematics and reading for SY 2018-2019 indicated that middle school students that were enrolled in a full-time Montessori Magnet program offering did significantly better in mathematics and reading than non-Montessori students that attended a Magnet school hosting multiple programs, which included Montessori. The qualitative analyses (interview data and artifacts) of teacher participants revealed that they believed Montessori education impacted students and educators academically and socially. However, findings revealed that none of the teacher participants were Montessori credentialed, and credentialing of teachers is essential when on a pathway to continuous school improvement. Montessori education at the secondary levels (middle school and high school) continues to develop, creating increased opportunities for future research. Ultimately, stakeholders want to measure the success of their investments into magnet programs such as Montessori education. Research that opens doors for educational reform efforts can provide a springboard for further discussion and establish a baseline for future research in Montessori education in public secondary schools.

Language: English

Published: Miami Shores, Florida, 2023

Abstract/Notes: Students who develop and apply their self-directed learning skills have advantages in school over those who do not (Betts & Knapp, 1981; Candy, 1991; Guglielmino, 1977; Schunk & Zimmerman, 2012). This is because self-directed learning (SDL) skills enable autonomous learning where students self-initiate, solve problems, develop new ideas, and monitor themselves with minimal external guidance (Knowles, 1976; Zimmerman, 2000). Despite the importance of these skills, research shows that few students consistently engage in SDL (Dent & Koenka, 2016; Zimmerman & Schunk, 2001). Because of SDL's multi-faceted and complex nature, it is difficult to discern why this is the case (Dent & Koenka, 2016; Zimmerman & Schunk, 2001). Multiple dynamic, interacting factors, including maturation, environmental supports, and historical events, likely contribute to students’ SDL development (Hoyle & Dent, 2017). As such, recent literature suggests that a relational dynamic systems (RDS) approach can help elucidate the dynamic, context-dependent patterns by which SDL skills unfold (Hoyle & Dent, 2017). According to RDS theories, development occurs within multi-level, interacting, relational systems; therefore, the bi-directional relationship between the person and their environment should be the unit of analysis (Lerner et al., 2011). This study aimed to provide a systematic investigation of the development of SDL skills, accounting for important contextual and developmental influences as well as individual pathways. Adolescence appears to be an optimal time for students to gain SDL skills (Brown, 1978; Brown et al., 1983); hence, this study focused on that developmental period. Also, because the Montessori educational approach is conducive to SDL skill development (Lillard, 2017; Rathunde, 2009, 2014), it was used as the school backdrop for this study. Furthermore, during data collection, a global pandemic caused by COVID-19 impacted school environments and was also included as a developmental context in this study. Specifically, this study utilized a longitudinal convergent mixed methods design to (1) identify patterns of SDL skill development across adolescence, (2) illustrate the reasons for those changes, and (3) illuminate the indirect effect of COVID-19 on students’ SDL. Emergent themes from student interviews conducted over four years augmented growth curve analysis results from an accelerated longitudinal design utilizing student surveys to address the research questions. Descriptive, correlational, multi-level model (MLM), and repeated-measures ANOVA analyses of student survey responses across four years (4 waves) of data collection with students grades 7 through 12 (n = 284) were applied to address the quantitative research questions. Emergent themes, derived through thematic analysis of 29 interviews, or 11 cases of students with a range of SDL skills (average, above average, and below average), addressed the qualitative research questions. Finally, quantitative results and qualitative findings were combined and compared to investigate convergence, divergence, and expansion areas that addressed integrative research questions. Findings shed important light on the development of adolescent students’ SDL skills across adolescence. Quantitative results and qualitative analyses were combined to address the research question: Do adolescent students’ SDL skills increase, decrease, or remain stable throughout middle school and high school? Findings resulted in areas of convergence and divergence across methods. Despite some diverging quantitative results, namely a non-significant growth model, other quantitative results, a non-significant no-growth model and descriptive plots, converged with qualitative findings from student interviews to suggest that within and between students, SDL skill development can include a combination of growth, decline, or stability over time. Findings from this study also suggest that each SDL skill can develop on its own timetable. Also, findings suggest a developmental pattern whereby SDL skills vary more in middle school than in high school. These findings have begun to disentangle contradictory results of earlier SDL research (e.g., Heater, 2005; Pajares & Valiante, 2002; Reio & Ward, 2005). From a practice perspective, the findings imply that it may benefit students to have tailored interventions that meet them where they are developmentally, considering each SDL skill individually and all together. The second integrative research question that was addressed in this study was: What roles do factors like grade level and the Montessori learning environment play in SDL development? Quantitative results and qualitative findings converged to suggest that students' SDL skills develop, at least in part, as a factor of the length of time a student has been immersed in the Montessori program. The findings also show that a student’s maturation may play a role in SDL skill development, especially when environmental contexts are supportive. In addition, qualitative interviews with students identified features of the Montessori program, such as open work time, scaffolded opportunities to be self-directed, autonomy support, and supportive teachers that aided students in their SDL development, which also aligns with the literature (Zumbrunn et al., 2011). This finding strengthens prior research, which found cursory evidence for how Montessori schools support the development of SDL skills (Ervin et al., 2010). In addition, quantitative results and qualitative findings diverged for the third overarching research question: Have changes in the learning environment associated with COVID-19 shaped the development of students’ SDL skills? If so, how? Although the quantitative results from this study failed to detect any indirect effects of the impact of COVID-19 on students’ SDL, qualitative findings found that changes in their learning environment as a result of COVID-19 impacted students’ SDL both negatively and positively. Research has also found that the global pandemic drastically impacted the school environment, so it is most likely that the quantitative measure failed to detect an effect (Huck & Zhang, 2021; Tarkar, 2020). Furthermore, in the interviews, most students reported a combination of negative experiences (e.g., more distractions at home, lowered motivation, fewer social interactions, higher stress, and missing in-school learning) as well as positive experiences (e.g., increased time management, access to resources, multi-tasking, organization, ability to shut out distractions, and time to sleep) that impacted their SDL abilities. Qualitative findings from this study extend prior research by providing student accounts of their experiences, including silver linings (Wilson et al., 2020). Despite its limitations, this study revealed important exploratory findings about how students’ SDL skills can develop across adolescence. Areas of convergence across qualitative and quantitative methodologies underscore the reliability of the study findings. There were also unique quantitative and qualitative findings that extend prior research and provide important implications for future research and practice.

Language: English

Published: Claremont, California, 2023

Abstract/Notes: This article explores the benefits of using the Montessori Method to teach English in elementary grades. The Montessori approach, known for its emphasis on self-directed learning and hands-on activities, offers a unique and effective way to foster language acquisition skills among young learners. By creating an engaging and interactive environment, students can develop a solid foundation in English while also nurturing their creativity and independence.

Language: English

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

Language: Chinese

Language: English

Language: English

ISSN: 0884-0598