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Article
Peningkatan Kemampuan Menyelesaikan Soal pembagian Kelas III Melalui Model pembelajaran Montessori Sd Negeri 025 Rambah Hilir [Increasing the Ability to Solve Class III Division Questions Through the Montessori Learning Model at Sd Negeri 025 Rambah Hilir]
Available from: Journal of Development Education and Learning (JODEL)
Publication: Journal of Development Education and Learning (JODEL), vol. 2, no. 1
Date: 2024
Pages: 41-46
Asia, Indonesia, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Southeast Asia
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Abstract/Notes: Penelitian Tindakan kelas ini bertujuan untuk meningkatakan kemampuan menyelesaikan soal pembagian siswa yang masih rendah dalam proses pembelajarnya matematika dikelas III SDN 025 Rambah Hilir. Berdasarkan pengamatan yang dilakukan penulis pada kelas III rendahnya kemampuan menyelesaikan soal pembagian, ditandai dengan belum terfokusnya siswa dengan kegiatan yang dilakukan dikelas. Adapun pelaksanaan untuk meningkatkan hasil belajar anak melalui perbaikan pada siklus 1 dan siklus 2 dengan melakukan desain prosedur perbaikan, pengamatan, teknik analisis data serta melakukan refleksi diri untuk pendidik. Hal ini dapat dilihat dari peningkatan hasil belajar peserta didik dari siklus 1 sampai ke siklus 2. Pada tahap siklus 1 dari 16 orang peserta didik 8 orang mendapat nilai dibawah KKM dengan persentase 60% dan 4 orang mendapat nilai di atas KKM dengan persentase 40%. Hal ini dapat dilihat rata – rata siswa adalah 70 dikarenakan siswa mendapat nilai diatas KKM sudah melebihi dari 75 % yaitu 12 siswa dan yang mendapatkan nilai dibawah KKM sebanyak 4 siswa dengan presentase 25 %. Nilai tertinggi 80 dan nilai terendah 60 data Dari hasil pengamatan pendidik, menunjukkan adanya peningkatan kemampuan anak dalam menggunakan metode Montessori.
Language: Indonesian
ISSN: 3026-0124
Book Section
An Observational Study of the Choice and Use of Toys by Montessori and Non-Montessori Preschoolers
Book Title: Evaluation of Educational Outcomes: Noncognitive Domains
Pages: 79-92
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Language: English
Published: New York: American Montessori Society, 1977
Article
Die Montessori-Konzeption und das Arbeitsmilieu des Gymnasiums: kritische Vorüberlegungen zur Einordnung des programmierten Unterrichts [The Montessori concept and the working environment of the grammar school: critical preliminary considerations for the classification of the programmed lessons]
Publication: Neue Sammlung, vol. 8
Date: 1968
Pages: 34-44
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Language: German
Book Section
Den nygamla förskoledebatten: Fröbel, Key och Montessori [The new-age preschool debate: Fröbel, Key and Montessori]
Book Title: I skuggan av samtiden. En vänbok till Sven-Eric Liedman och Amanda Peralta [In the shadow of the present. A friend book for Sven-Eric Liedman and Amanda Peralta]
Pages: 367-384
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Language: Swedish
Published: Gothenburg, Sweden: Institutionen för idéhistoria och vetenskapsteori, Göteborgs Universitet, 2007
ISBN: 978-91-976239-0-2
Series: Arachne (Göteborg) , 20
Article
Maria Montessori va in America. Una Rilettura Pedagogica di un Episodio di Incontro-Scontro tra Attivismo Pedagogico Italiano e Progressive Education Americana / Maria Montessori goes to America: A Pedagogical Reflection of an Encounter-Clash Between Italian Activism Movement and American Progressive Education
Available from: Formazione, Lavoro, Persona
Publication: Formazione, Lavoro, Persona, vol. 10 (Anno 4)
Date: Apr 2014
Pages: 1-10
Americas, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, North America, Progressive education, United States of America
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Abstract/Notes: The complex history of Montessori’s Method spreading in the United States was signed by some misunderstandings connected with the reform of the american education system. The Method wasn’t understood in its specificity, but it appeared, in the same time, an alternative or an application of the tradition of Froebel’s Kindergarten. In those years the American pedagogical reflection tried to create an alternative to the continental tradition. For this reason the Progressive Education critized Montessori (i.e. Kilpatrick) for her spiritual and metaphysical premises but this movement couldn’t realize this project and it was inevitably connected with the tradition of European Activism.
Language: Italian
ISSN: 2039-4039
Book Section
L'età evolutiva nel pensiero di Maria Montessori. - le stagioni della vita dalla Montessori ad Erikson
Book Title: L'età evolutiva nel pensiero di Maria Montessori: i bisogni dei bambini ed i servizi educativo culturali
Pages: 63-70
Maria Montessori - Biographic sources
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Language: Italian
Published: [Bologna, Italy]: Opera Nazionale Montessori, 1989
Article
Proving Montessori: Identity and Dilemmas in a Montessori Teacher's Lived Experience
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 2, no. 2
Date: 2016
Pages: 35-48
Americas, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: This phenomenological case study was conducted to better understand the experience of a Montessori teacher in a leadership role. A veteran Montessori teacher, newly hired by an established Montessori preschool, was interviewed over the course of her first year in the position. A critical discourse analysis revealed multiple social identities that contributed to her desire, and ability, to be what she felt was an authentic Montessori educator. While some of these discourses and social identities aligned, some did not, creating ideational dilemmas that affected her work, relationships, and personal identity. The findings suggest that current Montessori discourse excludes important characteristics of the teacher-lived experience. Acknowledging and discussing the social challenges Montessori teachers face is a necessary addition to teacher preparation, teacher support systems, and Montessori leadership decisions.
Language: English
ISSN: 2378-3923
Doctoral Dissertation
Measuring Parent Perception and Understanding of Montessori Education in Three Massachusetts Montessori Schools
Available from: University of Pepperdine
Americas, Montessori schools, North America, Parent participation, Parents - Perceptions, United States of America
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Abstract/Notes: The Montessori method is a comprehensive, child-centered, developmentalist philosophy of education developed by Dr. Maria Montessori in Rome, Italy, in the early 1900s. The Montessori method differs from traditional approaches to education, and has had limited exposure in the U.S. until the last 20 years. Despite this growth, little research data exists on the effectiveness of the method or of parent understanding of the method. This research project attempted to determine parent understanding of the Montessori method of education at three Montessori schools in Massachusetts that educate children from toddlers to grade 8. The objective of the research was to design, implement, and analyze a survey that measured parent understanding of the Montessori principles and classroom practices. The survey was developed using the Montessori principles as the foundation. The goal was to determine both the extent of parent understanding of the Montessori principles and parent perception of how these principles are carried out in the Montessori classroom. Parents and guardians were asked a total of 10 questions, 7 of which were five-point Likert scales. The quantitative questions specifically addressed the six Montessori principles and were designed to test parents’ overall understanding of each principle. Responses ranged from a principle being not at all important to very important. The qualitative portion of the survey instrument utilized three open-ended, self-completed questions designed to reveal a range of parent perceptions about Montessori education and classroom practices. The surveys revealed that parent values and thinking do line up with some aspects of the Montessori method and philosophy. The surveys also revealed that parents seem to value classroom practices contrary to the founding principles. What parents value and what parents think about regarding concepts such as goal setting, achievement, competition with peers, and teachers preparing and presenting lessons is in direct contrast with some of the Montessori founding principles and intentions. If Montessori schools wish to remain viable, they will need to reconcile the Montessori principles with conflicting parent values and, further, determine how to better align their principles with parent views and desires for their children.
Language: English
Published: Malibu, California, 2015
Master's Thesis
Montessori 言語敎育의 理論과 實際에 關한 硏究 [Montessori Speech Education Theory: Practical Research]
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Language: Korean
Published: Daegu, South Korea, 2000
Article
Maria Montessori: 'Vaincre l'Isolement et l'Égoïsme' [Maria Montessori: 'Overcoming Isolation and Selfishness']
Available from: UNESDOC Digital Library
Publication: Le Courrier de l'UNESCO, vol. 17, no. 4
Date: 1964
Pages: 16-20
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Language: French
ISSN: 0304-3118, 1564-0574