Background: Clean and healthy living behaviour (PHBS) in elementary school (SD) children, in the age range of about 10 years, is often discussed because it is associated with active physical ...activity.Objective: To describe the developments in PHBS during the COVID-19 pandemic in elementary school childrenMethods: This study used a quantitative descriptive design with a survey method using a questionnaire to determine the description of PHBS implementation in 4th, 5th, and 6th-grade students of MI Ma’arif Gandrungmanis. The data was obtained by identifying students’ behaviour regarding PHBS towards health protocols during the Covid-19 pandemic in schools.Results: The results of this study show an overview of the PHBS of MI Ma’arif Gandrungmanis students during the Covid-19 pandemic with a very good category of 7.8%, good category of 28.4%, fairly good category of 37.1%, less good category of 20.7%, and not good category 6%.Conclusion: The PHBS in 4th, 5th, and 6th-grade of MI Ma’arif Gandrungmanis is mostly in the fairly good category with a percentage of 37.1%.
Vocabulary knowledge plays a critical role in supporting text comprehension and broader learning across the school day. While school offers opportunities to build vocabulary knowledge, studies have ...shown that very little time is devoted to vocabulary instruction at the elementary level. This may be, in part, because educators commonly report being unsure of how to support students' vocabulary development. In this article, I present 10 vocabulary talk moves aligned with research on word learning and show how these moves were used in early‐elementary science lessons. Using these vocabulary talk moves can help educators promote word learning across the school day.
This study aims to know the effect of Flipped learning strategy on students' vocabulary achievement at pesantren—pre-experimental one-group pretest-posttest design used to determine the dependent ...variable's accuracy. Sixty elementary students at Pesantren Mambaush Sholihin Gresik assessed a significant influence on vocabulary achievement. The finding shows that data using a paired-sample t-test was 12,817 at the considerable level of 0,05 and the degree of freedom 29. The flipped learning method was significant and affected improving students' vocabulary in primary school. The learning impact will be considerably decreased if the group's division of labour is ambiguous and students do not participate actively in the group. Because of this, future implementations of flipped classes should be revised.
In this study, we examined the associations of intrinsic (i.e., involvement-oriented) and extrinsic (i.e., competition-oriented) reading motivation with reading amount and reading comprehension (at ...the word, sentence, and text level) in a sample of second- and third-grade elementary students (N=1053). Cognitive ability and socioeconomic status were taken into account as control variables. Reading amount was assumed to mediate the relation between reading motivation and reading comprehension. Moreover, the potentially moderating role of gender was explored. Structural equation analyses revealed that involvement contributed significantly to reading comprehension, and this relationship was mediated through reading amount. Competition-oriented reading motivation was directly and negatively related with reading comprehension. The predictive contributions of reading motivation were confirmed in an alternative model with text-level comprehension as the dependent variable and both word- and sentence-level comprehension as additional predictors. Finally, gender did not moderate the obtained relations.
•Reading motivation and reading comprehension were examined in very young students.•Intrinsic reading motivation affected comprehension through reading amount.•Competition-oriented motivation was directly and negatively related with comprehension.•Controlling for cognitive ability and socioeconomic status did not alter the findings.•Gender did not moderate the obtained relations.
This paper explains the effect of basic literacy activity on the reading interest of grade V students at UPT SD Negeri 068008 Medan Tuntungan for the academic year 2022/2023. The study uses ...quantitative methods. The research population is 29 fifth-grade students of UPT SD Negeri 068008 Medan Tuntungan. The sampling uses saturated samples for 29 VA class students. The result implies that the student’s average score is 82.2, which is in the moderate category before the treatment. Based on the normality test result at 0.936, the data are normally distributed. The result of the correlation test is 0.720, which means rcount 0.720 ≥ rtable 0.367, then Ha is accepted. Thus, there is a considerable effect between basic literacy activity on students' reading interest in class V UPT SD Negeri 068008 Medan Tuntungan. It can be seen from the T-test result where the tcount 5,391 ≥ ttable 1,703 so Ha is accepted. Hence, there is a significant positive effect of basic literacy activity on students' reading interest in class V of UPT SD Negeri 068008 Medan Tuntungan for the academic year 2022/2023.
This paper discusses the effect of using the PAKEM learning model on students’ learning outcomes on the theme of the area where I live in class IV of SD Negeri 097795 Perasmian in the academic year ...2022/2023. The study uses quantitative methods. The research population is 132 students from the entire class I-VI of SD Negeri 097795 Perasmian. Sampling uses a purposive sample with a number of 30 students from class IV. The research results indicate that students’ learning outcomes using the PAKEM model are included in the very good category with an average score of 85.13 and a correlation test result of 0.841, which means rcount (0.841) ≥ rtable (0.361), hence Ha is accepted. Thus, there is a significant effect between the use of the PAKEM learning model and students’ learning outcomes on the theme of the area where I live in class IV of SD Negeri 097795 Perasmian. It can be seen from the research results of the T-test, where tcount 8,215 ≥ ttable 2,048, Ha is accepted. It reveals that there is a significant positive effect from the use of the PAKEM learning model on students’ learning outcomes in the theme of the area where I live in class IV of SD Country 097795 Perasmian in the academic year 2022/2023.
Efforts have been made to include artificial intelligence (AI) in teaching and learning; nevertheless,the successful deployment of new instructional technology depends on the attitudes of the ...teachers who conductthe lesson. Few scholars have researched teachers' perspectives on AI use due to a general lack of expertise on howit can be used in the classroom, as well as a lack of specific knowledge about what AI-adopted tools would be like.This study investigated mathematics teachers’ perceptions of implemented AI systems and applications in AbuDhabi Emirate schools. The sample study consists of 580 male and female math teachers from public and privateschools across three educational regions in Abu Dhabi selected based on several qualifications and experiences.The research followed the descriptive analytical approach due to its suitability to the study’s context. The resultsrevealed that AI could be used as an educational tool to facilitate teaching and develop students’ performance byincluding AI systems and applications in the curricula. They increased motivation for learning, encouragingchallenge, competition, and suspense among students and considering their differences. The results also showedthe most critical challenges that math teachers face in applying AI systems and applications, the most prominent ofwhich are the need to exert more effort than the traditional method when using different AI systems andapplications and the pressures placed on them, which prevent them from using AI in teaching. Additionally, thefindings revealed no statistically significant differences in mathematics teachers’ perspectives regarding theimportance of using systems and applications of AI in teaching; however, statistically significant differences werefound in the math teachers’ challenges when applying AI systems and applications in teaching according to theeducational qualifications, especially among math teachers who have masters’ degrees. These results can be usedas a foundation for creating guidelines for the future integration of AI education in schools since they reportteachers’ experiences utilizing the system and various considerations regarding its implementation
