Professional Development of Early Childhood Mentor Teachers in Teaching Math

Alat, Zeynep; Dedeoğlu, Nuray Çalişkan

doi:10.1016/j.sbspro.2013.12.244

Cited by 4 publications

(5 citation statements)

References 16 publications

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“…Thus, based on the exposures of the four skills of reflective thinking, i.e. lifelong learning skill, selfassess ability, self-belief, and teaching awareness, it can be seen that reflective thinking has important roles in teachers' act as a means of reinforcing them during the process of solving problems since it allows them to take a look back and learn from it to achieve better goals in the future teaching practices (Aina & Tuti, 2020;Alat & Dedeoğlu, 2013). During the implementation of online learning, teachers who reflectively thinking by considering the four skills of reflection will themselves be more in tune to use them as strategies to hand their students think critically in the learning process.…”

Section: Discussionmentioning

confidence: 99%

Reflective Thinking Practice: an Analysis of English Teachers’ Perception during Online Learning

Sugita

Myartawan

Wahyuni

2021

JPBI

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Teachers face the challenge of creating quality learning. However, teachers have difficulty in designing online learning. This study aims to analyze the level of reflective thinking practice of English teachers during online learning. This research is a qualitative descriptive study. The subjects of this study were three English teachers. The methods used to collect data are questionnaires, observations, and interviews. Self-rated guideline questionnaires and interviews were used as research instruments. The research findings show that English teachers are categorized as advanced teachers and tend to use four reflective thinking skills in their teaching: lifelong learning skills, self-assessment skills, self-confidence skills, and self-assessment skills. They are teaching awareness. The English teachers feel that they must find the most effective strategies to improve their teaching. Teachers are aware of their strengths and weaknesses in teaching and believe that they can meet their needs as teachers in improving the quality of their teaching. Finally, the teachers try what they do to students according to their discipline to carry out the learning process according to the needs of students.

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Section: Discussionmentioning

confidence: 99%

Reflective Thinking Practice: an Analysis of English Teachers’ Perception during Online Learning

Sugita

Myartawan

Wahyuni

2021

JPBI

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“…The development process is very rapid at this time, especially in the physical and motor aspects. Early childhood is a golden age for child development and needs to be optimized (Alat & Dedeoğlu, 2013;Hirschman & Wood, 2018). Early childhood development is holistic if the body is healthy, has good nutrition, and is appropriately educated and correctly.…”

Section: Introductionmentioning

confidence: 99%

“…Gross motor development also requires assistance from educators in educational institutions. One of them is safe training methods and making gross motor exercises fun (Alat & Dedeoğlu, 2013;Hirschman & Wood, 2018). Skills on how to carry out physical movements and behavior in children with confidence and form self-concepts.…”

Section: Introductionmentioning

confidence: 99%

Improving Gross Motor Skill By Traditional Games at Paud Gemilang in Bengkulu

Bendriyanti

Haryono

2021

JET

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This research is motivated by the undevelopment of rough motor of children, children have not been able to perform coordinated body movements to train flexibility, balance, and agility, have not been able to coordinate the movements of the eyes, feet, hands, head in mimicking, have not been able to do physical games with the rules. The purpose of this study is to find out if through traditional game of rope jumping can increase rough motor capacity in group B children in PAUD GEMILANG Bengkulu City. The method used is class action research. The conclusion of this study is that by using traditional game jump rope rough motor skills children can improve. The increase can be seen from the percentage increase after the implementation of actions in cycle I and cycle II. The implementation of the action in cycle I, the percentage of 75% (developed as expected), and the increase occurred significantly indicated in the second cycle with a percentage of 86% (developed very well).

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“…They need a visualization for understanding something. Young learners also love to play, learn best from their experiences and like to learn when the learning is meaningful and interesting (Alat & Dedeoğlu, 2013;Charles et al, 2018). Considering those characteristics of young learners, thus the existence of media is necessary to assist the development of their literacy skills.…”

Section: Introductionmentioning

confidence: 99%

A Multilingual Thematic Picture Dictionary for Assisting Sixth Grade Elementary School Students’ Literacy

Adnyani

Ratminingsih

Budasi

2021

JPBI

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Indonesia is known for having low literacy skills. Students' literacy skills are low because schools do not provide enough media to help students' literacy skills, especially dictionaries. This study aims to develop a multilingual thematic illustrated dictionary to assist sixth-grade elementary school students' literacy. This has an impact on student learning outcomes are low. In developing the dictionary, this study applies the Design and Development (D&D) using four instruments to collect data: observation sheets, interview guides, questionnaires, and expert assessments. The subjects of this study were teachers and students from elementary schools in urban and rural areas in Buleleng Regency, North Bali. The results show that this dictionary is relevant to the eleven criteria of a good multilingual thematic illustrated dictionary. This dictionary is also categorized as an excellent medium of 10 themes with words and sentences in three languages and authentic pictures. Thus, multilingual thematic illustrated dictionaries are a helpful medium for students and teachers to develop literacy skills. This research implies that students in learning can use the developed dictionary.

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Professional Development of Early Childhood Mentor Teachers in Teaching Math

Cited by 4 publications

References 16 publications

Reflective Thinking Practice: an Analysis of English Teachers’ Perception during Online Learning

Reflective Thinking Practice: an Analysis of English Teachers’ Perception during Online Learning

Improving Gross Motor Skill By Traditional Games at Paud Gemilang in Bengkulu

A Multilingual Thematic Picture Dictionary for Assisting Sixth Grade Elementary School Students’ Literacy

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