Language: English

ISSN: 0888-0352

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Abstract/Notes: Montessori education has gained recognition due to its long-lasting positive effects on students. However, no studies have targeted its effectiveness on geometry education. This action research project investigated the impact and effectiveness of switching a non-sequential geometry curriculum with the Montessori method and curriculum on students' attitudes and geometrical skills. During six weeks, a population of 16 grade 6 students received weekly lessons that followed the Montessori method and curriculum while their skills were measured and compared against the British Columbia (BC) geometry curriculum. Students were interviewed before and after the intervention to track changes in their learning attitudes. Teacher observations and tracking of student work complemented the data. Results showed that the intervention had an overall positive impact, with a 13% increase in student's confidence in their geometrical skills. Likewise, 93% of students reported having an easier time understanding abstract concepts when previously demonstrated with Montessori materials. Also, 100% reported that geometric concepts became more evident in a curriculum with logically sequenced lessons, and 53% reported increased joy related to geometry learning. In sum, it took students only six weeks of following the Montessori curriculum to master 66% of the BC outcomes for geometry, on average, a percentage that makes sense considering the reduced geometrical content and gaps found in the BC Curriculum during the present work's literature review. Therefore, replacing the BC Curriculum with the Montessori method and curriculum would benefit students. Future similar research focused on larger, possibly younger, populations would further enrich the literature.

Language: English

Published: St. Paul, Minnesota, 2023

Abstract/Notes: Modification of Montessori Games on Fine Motor Skills in Early Childhood Group A Al Ijtihad Kindergarten Abstract Early childhood children are unique individuals in that they have different needs according to their age stages. At this time the process of growth and development in various physical, social, emotional and cognitive aspects is experiencing the fastest period in the development of human life. The results of observations in the field show that fine motor skills in group A Al Ijtihad Kindergarten are still low and experiencing delays. The fine motor activities provided do not really stimulate children's development and educators' strategies in delivering learning are still not appropriate. Montessori games, which are a learning method that depends on each student, have the advantage of fostering critical thinking, collaborating and acting more decisively, so it is important to implement them in the learning process to improve children's fine motor skills. The aim of this research is to determine the results of implementing modified Montessori games on fine motor skills in group A of Al Ijtihad Kindergarten. The research design used in this research is the Classroom Action Research (PTK) method, which aims to determine the progress of student learning outcomes after being given certain learning methods. The results of the study showed that there was an increase in children's fine motor skills by 55% based on evaluations from cycle 1 and cycle II. It is hoped that further research can expand the research area and sample size, as well as include various variations of games to develop aspects of children's abilities. / Anak usia dini merupakan individu yang unik dimana mereka mempunyai kebutuhan berbeda sesuai dengan tahapan usianya. Pada masa ini proses pertumbuhan dan perkembangan dalam berbagai aspek fisik, sosial emosional, kognitif sedang mengalami masa tercepat dalam rentang perkembangan kehidupan manusia. Hasil observasi di lapangan menunjukan bahwa kemampuan motorik halus pada kelompok A TK Al Ijtihad masih rendah dan mengalami keterlambatan. Kegiatan motorik halus yang diberikan tidak benar-benar menstimulus perkembangan anak dan strategi pendidik dalam menyampaikan pembelajaran masih kurang tepat. Permainan Montessori yang merupakan metode belajar yang bergantung pada masing-masing anak didik, memiliki keunggulan dalam menumbuhkan kekritisan berfikir, berkolaborasi, dan bertindak lebih tegas, sehingga penting untuk diimplentasikan dalam proses pembelajaran untuk meningkatkan kemampuan motorik halus anak. Tujuan dari penelitian ini adalah untuk mengetahui hasil implementasi modifikasi permainan montessori terhadap kemampuan motorik halus pada kelompok A TK Al Ijtihad. Desain penelitian yang digunakan dalam penelitian ini adalah metode Penelitian Tindakan Kelas (PTK), yang bertujuan untuk mengetahui progres hasil belajar siswa setelah diberikan metode pembelajaran tertentu. Hasil penelitian menunjukkan adanya peningkatan kemampuan motorik halus anak sebesar 55% berdasarkan evaluasi dari siklus 1 dan siklus II. Penelitian lebih lanjut diharapkan dapat memperluas area penelitian dan jumlah sampel, serta memasukkan berbagai variasi permainan untuk mengembangkan aspek kemampuan anak.

Language: Indonesian

DOI: 10.36312/ej.v4i2.1738

ISSN: 2745-7613

Abstract/Notes: This study aims to (1) produce Montessori reading books and (2) reveal the effectiveness of Montessori reading books in learning to improve the reading skills of first-grade elementary school students. This research is research and development (RnD). The research subjects were students and teachers of grade 1 elementary school. Data was obtained through interviews and observation. The products developed are validated by experts, and initial reading skills are carried out to obtain the effectiveness of the book. Product effectiveness is tested through quasi-experiments. Data analysis techniques used an independent sample t-test with a significant level of 0.05. The results of this study are in the form of Montessori reading books. (1) The results of the expert validation assessment show that the books developed are appropriate according to material experts in the "very good" category, media experts in the "good" category, and linguists in the "very good" category. Teacher and student responses to Montessori books in learning are categorized as "very good". (2). The results of the effectiveness test indicated that the book was effective in improving beginning reading skills. Based on the results of operational field trials, the value of p <0.05 means that there is a significant difference in students who carry out the learning process using Montessori books.

Language: English

DOI: 10.35445/alishlah.v15i3.1285

ISSN: 2597-940X, 2087-9490

Abstract/Notes: TAVET programs are run by the government, which will be opportunity for development and preparing workforce expected for the financial inspire of this country. Objectives of this study were to analyze the role of email management, online research, social media management and online collaboration on learners’ skills development and to recommend appropriate for skill development in technical and vocational institutes. Researcher carried out study on “Role of Email Management, Online Research, Social Media Management and Online Collaboration in Learners’ Skills Development in TAVET”. Use and effectiveness of ICT is also equally important in TAVET. Study was survey type and descriptive in nature. Quantitative technique was adopted. Population of the study comprised all instructors and students of TAVET in Sadiqabad. After carrying out research all the teachers and students have agreed on the use and need of ICT facilities in TAVET. Study recommended that use of ICT may be increased in TAVET and teaching staff may be trained and ICT facilities may be provided in TAVET.

Language: English

DOI: 10.47205/plhr.2023(7-III)10

ISSN: 2708-6461, 2708-6453

Abstract/Notes: Kemajuan teknologi telah memberikan banyak kemudahan dan manfaat positif bahkan menjadi cara baru dalam melakukan aktifitas manusia. Tidak bisa dipungkiri bahwa kemajuan tersebut telah membawa perubahan yang terjadi dalam masyarakat, termasuk pada pelayanan gerejawi khususnya perubahan perilaku pada anak sekolah minggu. Tujuan dari pengabdian kepada masyarakat ini adalah meningkatkan pemahaman dan keterampilan guru sekolah minggu dalam pemanfaatan digital storytelling untuk mendidik anak dan juga berbagi pengalaman terkait pelayanan anak di Gereja Masehi Injii Talaud (GERMITA). Metode yang digunakan dalam melaksanakan kegiatan ini adalah metode ceramah, tanya jawab, diskusi dan demonstrasi. Berdasarkan hasil evaluasi kegiatan, seluruh peserta mendapatkan pemahaman dan keterampilan dalam pemanfaatan digital storytelling untuk mendidik anak sekolah minggu.

Language: Indonesian

DOI: 10.51667/mjpkaud.v1i2.495

ISSN: 2798-6195

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: The Montessori method is a method in the realm of child development education and is formulated based on Montessori theory. This method emphasizes the activities that are raised by the child by emphasizing the process of adapting the child's learning environment according to the stage of development. Mastery of reading skills in schools is one of the language competencies that must be taught. This study aims to describe how the Montessori method improves beginning reading skills in SD Negeri 1 Jatiwaringin students. This research method uses descriptive qualitative with data collection techniques in the form of oral, written test results, interviews and direct observation. The Montessori method seeks to help students develop cognitive, psychomotor, and affective abilities in students, by enabling children to learn according to their level of development.

Language: English

ISSN: 2808-8263, 2829-0976