Self Efficacy on Narrative Writing Ability of Primary School Student

Inggriyani, Feby; Fazriyah, Nurul

doi:10.2991/ictte-17.2017.7

Cited by 3 publications

(3 citation statements)

References 4 publications

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“…Expert students solve problems quickly because they know the attitude to take. In line with (Arifin et al, 2019;Inggriyani, F., & Fazriyah, 2018;Sa'dijah et al, 2020;Sa'dijah et al, 2023), the characteristics of students who think critically can take solutions and attitudes towards problems. In evaluation, expert students have metacognitive abilities to reflect and assess results.…”

Section: |mentioning

confidence: 79%

Metacognitive Activities in Group Discussions of Elementary School Students Mathematics Multiplication Material

Triwahyuningtyas,

Sadijah,

Muksar

et al. 2024

AJPM

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Student metacognition only focuses on individuals, not yet associated with student positioning in the group. There are positioning groups whose roles change, so it is necessary to examine more deeply the characterization of students' metacognition in solving multiplication problems in group discussions in terms of student positioning. This study aims to describe students' metacognitive activities, students' roles during the discussion process, and students' metacognitive abilities related to students' roles during group discussions on multiplication material in mathematics of grade 6 students in one of the public elementary schools in Indonesia. Not only knowing the concept so that students can think critically and learn independently from students without teacher assistance, but also students must be trained in solving problems. This study used descriptive qualitative as the research method. It was found that awareness was mainly found in expert and facilitator positions, regulation was found in expert and facilitator students, and evaluation was found in all student roles. The metacognitive characteristics that emerged in group discussions were expert students as triggers (stimulus) and regulators (contribution), facilitator students as regulators (contribution) and followers (passive), and novice students as followers (passive).Metakognitif siswa hanya berfokus terhadap individu, belum dikaitkan dengan pemosisian siswa dalam kelompok. Ada kelompok pemosisian yang perannya berubah, sehingga perlu mengkaji lebih mendalam terkait karakterisasi metakognitif siswa dalam menyelesaikan masalah perkalian pada diskusi kelompok ditinjau dari pemosisian siswa. Penelitian ini bertujuan untuk mendeskripsikan aktivitas metakognitif siswa, peran siswa selama proses diskusi, dan kemampuan metakognitif siswa yang terkait dengan peran siswa selama diskusi kelompok pada materi perkalian matematika siswa kelas 6 di salah satu sekolah dasar negeri di Indonesia. Tidak hanya mengetahui konsep agar siswa dapat berpikir kritis dan belajar secara mandiri dari siswa tanpa bantuan guru, tetapi juga siswa harus dilatih dalam memecahkan masalah. Penelitian ini menggunakan deskriptif kualitatif sebagai metode penelitian. Ditemukan bahwa kesadaran terutama ditemukan pada posisi ahli dan fasilitator, regulasi ditemukan pada siswa ahli dan fasilitator, dan evaluasi ditemukan pada semua peran siswa. Karakteristik metakognitif yang muncul dalam diskusi kelompok adalah siswa ahli sebagai pemicu (stimulus) dan pengatur (kontribusi), siswa fasilitator sebagai pengatur (kontribusi) dan pengikut (pasif), dan siswa pemula sebagai pengikut (pasif).

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Section: |mentioning

confidence: 79%

Metacognitive Activities in Group Discussions of Elementary School Students Mathematics Multiplication Material

Triwahyuningtyas,

Sadijah,

Muksar

et al. 2024

AJPM

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“…Writing narrative essays based on media images series has created a stimulus in the form of several pictures of events to be written from general ideas that students do in everyday life and new and unique ideas so that students can be directed in writing narratives (Abdel Latif, 2022;Inggriyani & Fazriyah, 2017). The translation of abstract concepts in learners into tangible forms is created by using a series of image media in writing narrative essays.…”

Section: Introductionmentioning

confidence: 99%

Exploration: Creative Thinking Skills in Writing Essays Media-Based Image Series

Ayu

Suharno

Suryandari

2023

International j.of Elementary Education

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Creative thinking is an essential skill in learning for students. Students can think creatively by showing new ways of thinking, daring to compile questions and likely answers, and giving new ideas. In addition, this study aims to analyses creative thinking skills using a series of image media. This research uses descriptive qualitative research with a case study model. The subjects of this study were grade III students numbering 50 students. This research method uses interviews to follow up on these findings. Interviews were conducted to find out the problems that occurred. The interview used is structured. Data analyses in this study used the theory of Miles and Huberman. The results of the overall research and creative thinking skills in writing essays with series image media still have to be re-evaluated. The students seemed to have trouble getting ideas into narrative-based writing. This will result in learning to write narratives that are hampered. In general, it is proven that more than half of the sample numbers of students still do not meet the four aspects of creative thinking indicators, so it will undoubtedly hinder the learning process in the classroom, especially related to writing skills. This research implies that it is hoped that all stakeholders will be able to realize the importance of creative thinking skills early by training students using series image media or others.

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“…According to previous study in writing students are expected to write several texts, for example, narrative text (Purba, 2018). Narrative is the main means of understanding and expressing our experiences over time, which can be found in every setting of human interaction and is expected to emerge almost from the time we begin to compose words (Inggriyani & Fazriyah, 2017;Martavia et al, 2016). The flexibility of writing a story makes it the foremost suitable genre to educate within the classroom.…”

Section: Introductionmentioning

confidence: 99%

The Implementation of E-Picture Strip Story in English Writing

Putra

Supianti

2023

JPBI

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In today’s digital era teachers get a challenge to increase students' creativity and motivation by using technology as a medium. The use of e-picture strip story as a technology-based media become one of the strategies to students in English writing. Picture strip story can help students’ develop critical thinking creativity in writing to create magnificent various text. This study aims to analyze the procedures used by the researcher in implementing e-picture strip story in writing class and analyze the challenges faced by students. This study uses qualitative research as a research method. The subjects of this study were class VIII at junior high school. Data were collected using an observation checklist and an interview guide. Both data collection methods allow triangulation of data to ensure data validity. The result of the data that has been collected is the procedure carried out by the researcher is to carry out three stages, namely; pre-activity, whilst-activity, and post-activity. Then, the other findings found there are three challenges that researchers and students face, namely; time management, material resources, and classroom atmosphere.

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Self Efficacy on Narrative Writing Ability of Primary School Student

Cited by 3 publications

References 4 publications

Metacognitive Activities in Group Discussions of Elementary School Students Mathematics Multiplication Material

Metacognitive Activities in Group Discussions of Elementary School Students Mathematics Multiplication Material

Exploration: Creative Thinking Skills in Writing Essays Media-Based Image Series

The Implementation of E-Picture Strip Story in English Writing

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