Language: English

ISSN: 0959-4108

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

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

DOI: 10.31004/jodel.v2i1.49

ISSN: 3026-0124

Abstract/Notes: The aim of this article is to synthesise the results of a qualitative study on Montessori early childhood education teachers in Poland regarding the concept of meanings given to instability, chaos and change in their professional everyday life. The research was conducted among a group of thirty-five women working in kindergartens and primary schools using an individual, qualitative, semi-structured research interview, transcribed and analysed according to the procedure of phenomenography. The analysis of the outcome space made it possible to identify and describe three categories: I) change and instability as unbearable stressors, II) far from change and instability as something that is far away, III) change and instability as natural conditions for individual and organisational learning. The first category is related to conceptions of meaning that thematise instability as, something that is permanently experienced and, at the same time, something that ideally should not be experienced. This instability is primarily associated with authoritarian management styles and paternalistic treatment of teachers by employers and/or parents of children. Within the second category are narratives illustrating working conditions away from change and instability provided by the strong personalities of head teachers and authoritarian management. The third category refers to change and instability as a natural condition of the world. From this perspective, not only are they not negative, but quite the opposite. Instability and change provide opportunities for learning and at both individual and organisational levels.

Language: English

DOI: 10.17951/pe.2023.7.39-48

ISSN: 2657-3229, 2544-2317

Abstract/Notes: This research explored how an expanded and sustained education about food within the primary school curriculum in the Republic of Ireland could be achieved. A constructivist ontology underpinned the project, with multiple theoretical frameworks related to constructivist learning and building agency, informing the study. A multi-method action research methodology was used, providing practical solutions through action, reflection, practice and theory. A narrative review of the literature and existing policy preceded three sections of fieldwork. A scoping consultation with key stakeholders was followed by the development and piloting of a food education programme entitled the Global Citizenship Food and Biodiversity Theme in eight primary schools over two years, in conjunction with Green-Schools. The third section of fieldwork verified and expanded the results within a research findings feedback workshop which included academics working in education, principals, teachers, trainee teachers, and two staff members from the National Council for Curriculum and Assessment. The scoping consultation with key stakeholders highlighted a desire for a changed approach to food education in Irish primary schools. The key findings indicated that schools are in a unique position to influence and promote food education, but that an expanded approach to the current curriculum’s principal focus on health and nutrition was required. The term ‘circular food education’ was coined to describe the approach to food education which was consequently developed. Circular food education encompasses experiential learning, sustainability and pleasure. It is grounded in theory and is an educational solution to tackling an array of social issues: building knowledge about climate change, biodiversity loss, and food waste, teaching practical food skills, as well as instilling the potential for children to become active citizens. The development and piloting of the Global Citizenship Food and Biodiversity Theme illustrated how educational approaches that stem from constructivism could be put into practice. This theme included hands-on classes as well as building agency to think critically through the use of collaborative and social learning methods. Amartya Sen’s capability approach was used as a theoretical framework to evaluate data generated from the pilot. The research findings feedback workshop indicated that increased circular food education would require support from the whole-school, a change in approach by government as well as teacher training to address confidence and agency, and the provision of suitable facilities. One of the outputs from the research is the Global Citizenship Food and Biodiversity Theme programme which is being implemented incrementally in schools on a nation-wide basis, with 120 locations to date. A limitation of the Global Citizenship Food and Biodiversity Theme is the two-year cycle of the Green-Schools flag system. The thesis recommends a systemic policy change to food education in Irish primary schools. An embedded full-time approach within the primary curriculum would provide structure and scaffolding but requires a collaborative approach from all stakeholders. Until then, an increase in teacher training and developing teacher agency would be a suitable first step to increased food education in Irish primary school classrooms. Circular food education offers a model, which helps provide students with the ability to lead a life in which both they, and the natural world, could flourish.

Language: English

Published: Dublin, Ireland, 2023

Abstract/Notes: The purpose of this study was to explore and reveal the process behind how teachers that administer standards-based tests implement instructional practices in the classroom according to the accountability measures of NCLB. The study revealed how teachers in two different school settings prepared their students for the yearly standardized test. In addition, perspectives from administrators and teachers in a Montessori public school and a traditional school setting was included to explain how teacher attitudes toward NCLB are involved in the test preparation process and how specific instructional practices affect student achievement. This research study was conducted using qualitative and quantitative research methods which discovered many similarities and differences between the two teaching and learning environments. The goals of the study were to determine (a) whether there was a significant difference between the Montessori public school teachers and the traditional public school teachers in terms of their perceptions of daily instructional practices, and (b) the significant difference between the Montessori school teachers and the traditional public school teachers in terms of their perceptions toward standardized tests as required by the NCLB law. The primary methods used in the study included a survey and face-to-face interviews with administrators and teachers’ in Grades 3–8. Findings from the study showed that both groups of teachers implemented many of the same instructional practices, but in different ways and from different perspectives as shared by the voices of the teachers throughout the study. Teachers made it a goal to prepare students for standardized testing according to the state requirements. In both learning environments students exhibited success on standardized test. At the administrative level the findings lead to the conclusion that the administrators at both sites support the review and use of data from school-wide assessments and state exams to help their students achieve on standardized testing and their teachers are fully supported by the administration during testing. However, it was evident that the way in which the two schools approached testing was different.

Language: English

Published: Minneapolis, Minnesota, 2010

Language: English

Published: New York, New York: American Montessori Society, 2023

ISBN: 978-1-66789-269-6

Abstract/Notes: Ovaj, u osnovi metodološki rad, bavi se demonstracijom upotrebe faktorske analize u ispitivanju poželjnosti alternativnih odgojnih koncepata kod studentske populacije Sveučilišta u Zagrebu. Istraživanje je provedeno na slučajnom, reprezentativnom i stratificiranom uzorku (N=360). Skala poželjnosti osnovnih pedagoških koncepata sastojala se od 29 čestica vezanih uz tradicionalni odgojni koncept i alternativne pedagoške koncepate: Waldorf, Montessori i Summerhill. Primjenom faktorske analize pod komponentnim modelom uz GK kriterij za zaustavljanje ekstrakcije faktora i uz provedbu purifikacije faktorske solucije dobivene su tri latentne dimenzije: 1. NEPRIHVAĆENOST SUMMERHILLSKOG KONCEPTA, 2. TRADICIONALNI ODGOJ i 3. ODGOJ UTEMELJEN NA SAMOSTALNOSTI, IGRI I ZADOVOLJSTVU SPOZNAJOM. Prva dva faktora karakterizira neprihvaćanje summerhillskog i tradicionalnog koncepta, dok je treći faktor kombinacija ideja dviju škola— waldorfske i Montessori. Nalazi ukazuju na prihvaćanje općih pedagoških načela, ali ne i predloženih načina realizacije. Ispitanici su također neskloni pedagoškom radikalizmu. Stoga zaključujemo da su poželjne one pedagoške koncepcije koje ispitanicima ostavljaju mogućnost vlastite intervencije u primarnu i sekundarnu socijalizaciju. Metodološka strana rada pokazala je da poštivanje i primjena osnovnih metodoloških pretpostavki uspješno uklanja „višak” varijabli iz interpretacije, što interpretaciju čini transparentnom, a konceptualne pretpostavke plauzibilnima. Stoga valja zaključiti da faktorska analiza nije sama po sebi primjerena podacima, već da ovisi o njihovoj strukturi pa ju u većoj ili manjoj mjeri moramo prilagoditi podacima.

Language: Croatian

ISSN: 1334-7888

Abstract/Notes: Penelitian kualitatif deskriptif ini memiliki tujuan untuk menganalisis kemampuan berpikir logis AUD melalui permainan Montessori ditinjau dari gender, yang melibatkan 16 siswa TK dari 8 sekolah yang ada di Kabupaten Aceh Tengah. Data dalam penelitian ini diperoleh melalui tes, observasi dan wawancara. Analisis data dilakukan dengan cara transkrip data, reduksi data, validasi atau triangulasi data, penyajian data dan penarikan kesimpulan. Berdasarkan hasil penelitian diketahui bahwa kemampuan berpikir logis dan simbolik siswa berada pada level Berkembang Sesuai Harapan. Pada indikator mengenal perbedaan berdasarkan ukuran “lebih dari”, “kurang dari” dan “paling/ter”, siswa laki-laki berada pada level Berkembang Sangat Baik dan siswa perempuan pada level Berkembang Sesuai Harapan. Pada indikator mengklasifikasikan benda berdasarkan warna, bentuk dan ukuran (3 variasi), siswa laki-laki berada pada level Berkembang Sesuai Harapan dan siswa perempuan pada level Mulai Berkembang. Pada indikator mengurutkan benda berdasarkan ukuran dari paling kecil ke paling besar atau sebaliknya, serta mengenal pola ABCD-ABCD, baik siswa laki-laki maupun siswa perempuan berada pada level Berkembang Sesuai Harapan dan Mulai Berkembang. [This descriptive qualitative study aims to analyze the logical thinking ability of early childhood through Montessori games in terms of gender, which involved 16 kindergarten students from 8 schools in Central Aceh Regency. The data in this study were obtained through tests, observations and interviews. Data analysis was carried out by means of data transcription, data reduction, data validation or triangulation, data presentation and drawing conclusions. Based on the results of the study, it is known that students' logical and symbolic thinking skills are at the level of Developing According to Expectations. In the indicator of recognizing differences based on the size of "more than", "less than" and "most/ter", male students are at the Very Good Developing level and female students are at the Expected Developing level. In the indicator of classifying objects based on color, shape and size (3 variations), male students are at the Developing As Expected level and female students are at the Beginning to Develop level. In the indicator of sorting objects by size from the smallest to the largest or vice versa, as well as recognizing the ABCD-ABCD pattern, both male and female students are at the level of Developing According to Expectations and Starting to Develop.]

Language: Indonesian

DOI: 10.31004/obsesi.v6i5.1894

ISSN: 2549-8959

Abstract/Notes: Online learning during the Covid-19 pandemic has an impact on the early reading ability of grade 1 elementary school students. Online learning that is carried out in full makes the teacher unable to find out why students are still not fluent in reading. The data found some students do not know the letters and how to pronounce them. The purpose of this study was to determine the initial reading ability of first graders at SDN Pasar Lama 1 Banjarmasin using a Montessori reading book. In addition, to determine the significant effect on learning to use Montessori reading books in improving early reading skills. This study uses an experimental method with t-test analysis. The results showed that the students' initial reading ability increased. The results of the t-test showed a value of 0,026 <0.05, so it can be said that there was a significant difference in the students' initial reading ability who used Montessori reading books with students who studied without using Montessori reading books. Learning to use Montessori reading books has an effect on students' initial reading ability.

Language: Indonesian

DOI: 10.46368/jpd.v10i1.489

ISSN: 2579-3993