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: 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

Abstract/Notes: Pre-school programs give children an edge in a competitive world and education climate. It teaches children the basic skills necessary to be successful in formal schooling. Pre-schools provide children a good foundation for continued learning, communication, higher self-esteem and enjoyment of the learning process. Pre-schools have the important task of giving children numerous and varied opportunities to promote children’s development during the formative years including physical development, social development and literary competence. Literary competences open the door to academic learning and help ensure later success in school. The present study was conducted to elicit information on the approaches adopted by pre-schools to foster literary skills among pre-schoolers in Bangalore city. A representative sample of 30 preschool centres were surveyed - 9 Montessori, 8 kindergarten, 8 play-way and 5 crèches. After an introductory session in the preschool centres, a self-developed questionnaire was distributed to the preschool teachers to elicit information on the approaches adopted by pre-schools to foster literary skills among pre-schoolers. Analysis of data obtained indicated that the preschools surveyed had no adequate approaches to foster literary skills in pre-schoolers. Also the preschools surveyed had no adequate library facilities.

Language: English

ISSN: 1930-2940

Abstract/Notes: The study was designed to evaluate the effectiveness of role-play as a means of enhancing the social skills of preschool students in a Montessori setting. A total of 37 children between the ages of two and a half to six years who participated in a five week study. The interventions were conducted once a week for four weeks, during which children took turns participating in simulated scenarios that mirrored their everyday experiences. After the role-play presentation, assessments and group discussions were conducted to evaluate the children's comprehension. The research data was gathered before, during and after the interventions. The researcher used checklists and observation records to document the number and details of conflicts, as well as the children's behavior and conflict resolution skills. The study revealed a decrease in both the frequency of conflicts and the level of aggression, indicating the effectiveness of role-play in cultivating social skills in children. However, the study also indicated the need for further research and extended observation to support new and younger children in adapting to the environment and to keep track of how effectively children internalize and sustain the skills they have acquired.

Language: English

Published: St. Paul, Minnesota, 2023

Abstract/Notes: In recent years, educators and workforce experts have been seeing a consensus that the new generation needs the improved skills of the 21st century. Without these skills, it is thought that the new generation cannot successfully participate in the global economy and cannot be prepared enough for the university and business life. In this study, the effectiveness of Montessori Education Approach was evaluated in the acquisition of 21st century skills. An early childhood model proposal was developed by identifying the aspects of this education method, which began a century ago and continued to be developed until 1952, and which is still valid today, are similar to 21st century skills. The 21st century skills that the P21 platform categorized and divided into themes were based on. Matching expressions of 21st century skills and principles in Montessori education were examined. The findings obtained revealed a total of 963 matching expressions of the 21st century skills and the Montesoori education approach. The fact that the Montessori method, which cannot be widely used in our country due to its financial dimension, can be placed in the National Education pre-school education program, may be the correct model, and other modern education methods (Experiential education), High-Scope Regio-Emillia Sweden Program (Whariki) are evaluated and our education system It has been suggested that the most appropriate pre-school education model should be prepared urgently. / Son yıllarda eğitimciler ve iş gücü uzmanları yeni neslin 21.yüzyılın geliştirilmiş becerilerine ihtiyaç duydukları konusunda görüş birliği içinde olduklarını görmekteyiz. Bu beceriler olmadan, yeni neslin küresel ekonomiye başarıyla katılamayacağı, üniversite ve iş hayatı için yeterince hazırlıklı olamayacağı düşünülmektedir. Bu çalışmada 21. yüzyıl becerilerinin kazanılmasında Montessori Eğitim Yaklaşımının etkinliği değerlendirilmiştir. Yüzyıl önce başlayıp 1952 lere kadar geliştirilmeye devam edilen ve günümüzde halen geçerliliğini koruyan bu eğitim yönteminin 21 yüzyıl becerileri ile benzeşen yönleri tespit edilerek bir erken çocukluk modeli önerisi geliştirilmiştir. Çalışmada P21 platformunun kategorilendirip temalara ayırdığı 21.yüzyıl becerileri esas alınmıştır. 21.Yy becerileri ve Montessori eğitimindeki esasların eşleşen ifadeleri incelenmiştir. Elde edilen bulgular 21 yüzyıl becerileri ile Montessori eğitim yaklaşımının toplam 963 sayıda eşleşen ifadesini ortaya koymuştur. Ülkemizde mali boyutu nedeni ile kullanılması yaygınlaşamayan Montessori yönteminin Türk Milli Eğitim Okul Öncesi Eğitim Programının içine yerleştirilmesinin doğru bir model olabileceği ve diğer modern eğitim yöntemlerinin de (Deneyimsel eğitim (experimential education),High-Scope Regio-Emillia İsveç Programı (Whariki) değerlendirilip eğitim sistemimiz için en uygun okul öncesi eğitim modelinin acilen hazırlanmasının gerekliliği önerisinde bulunulmuştur.

Language: Turkish

ISSN: 2602-3938

Language: English

ISSN: 0010-700X