This study aims to explore the numeracy literacy of students in ill-structured problem-solving on the matter of numbers. This study involved 34 students of the 4th grader in one Madrasah Ibtidaiyah in Bandung. The research approach used is qualitative with the case study method. The type of data collected is test results about ill structured problem-solving. The data were collected from tests, document analysis, and interviews. After that, the data were analysed using thematic analysis, while the validity of data using triangulation, member checking, and reflexivity. The results of the research showthat students' numeracy literacy in ill structured problem-solving are (1) students are able to solve ill structured problem in the context of daily life; (2) students are able to analyze the information obtained from the problem then use the interpretation analysis to predict and draw conclusions. The difficulties experienced by students are (1) the difficulty in understanding the problem; (2) lack of students' understanding of the prerequisite material; (3) the difficulty in developing a settlement strategy; and (4) the difficulty in drawing conclusions.
The objectives of the study were: (1) to describ steps in implementing the joyful learning strategy using treasure clue game method in order to improve reading comprehension skill for the rade 4 students of elementary school; and (2) to improve reading comprehension skill for the grade 4 students of elementary school by implementing the joyful learning strategy through treasure clue game method. The study was a collaborative Class Action Research (CAR) and was conducted in two cycles. Each cycle consisted of two meetings. The study took place in one of the elementary schools in Kuningan. The subjects in this study were 31 grade 4 students of an elementary school. In collecting the data, the researchers performed observation, interview, and data analysis. The data were analyzed using thematic analysis and were validated using triangulation, member checking, and reflection. The results of the study showed that the joyful learning strategy using treasure clue game method could increase the students' reading comprehension skill. These results have been proven by the increase on the students' reading comprehension outcome in each cycle. The students' passing grade percentage in the first cycle is 73.86%, while that in the second cycle is 87.56%. Therefore, the students' learning outcomes has passed the performance indicator in this study, namely 85.00%. At the end, the researchers conclude that the implementation of joyful learning strategy using treasure clue game method can improve grade 4 students' reading comprehension skill.
Keterampilan berbahasa merupakan keterampilan dasar yang dikuasai serta dipelajari anak usia dini. Keterampilan berbahasa diperoleh anak melalui interaksi dengan orang tua. Periode perkembangan bahasa anak usia dini dikategorikan menjadi dua yaitu periode pralinguistik dan linguistik. Periode pralinguistik dilalui anak ketika bayi. Apabila pada periode pralinguistik anak dikenalkan dengan penggunaan bahasa yang tepat maka keterampilan berbahasa anak berkembang di periode linguistik. Intensitas suatu interaksi akan berpengaruh pada keterampilan menyimak dan berbicara anak usia dini. Oleh sebab itu, orangtua serta guru selaku sosok yang dekat dengan anak sangat perlu memfasilitasi perkembangan bahasa anak. Dialogic reading merupakan pendekatan yang digunakan untuk mengembangkan keterampilan berbahasa serta literasi dasar anak. Dialogic reading memberi banyak kesempatan pada anak untuk berbicara sehingga keterampilan berbahasa serta rasa percaya dirinya semakin berkembang.
<p><span>The 21st century needs pupils with learning ability and necessary skills, particularly critical thinking skills instead of content focused. The study of science, technology, engineering and mathematics (STEM) education approach can lead teachers to a new teaching approach in history learning. Through this approach, the teachers can create a new way of teaching history integrated with STEM. This study used a qualitative approach. Data collection in this research using pupil’s work samples, interview, and the teacher journal. This research was conducted in two high school and two vocational school in the urban area. The findings showed that the teachers integrated one of the historical thinking skills and understanding history. The skills are still in the lower level of historical thinking skills. For historical teaching skills to be effectively integrated in history learning, teachers need to be trained so the pupil's historical thinking skills can be enhanced through the integrated history learning with the STEM approach.</span></p>
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