Volume 5 Issue 1

January 2020

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Umbul Card: A Traditional Game as Nutrition Education Media among Elementary School Students

Ambar OKTAVIA Helfi AGUSTIN
Pages: 1-9

The study aimed to determine the feasibility of developing the Umbul Card as an alternative media to create a fun learning atmosphere for students. This is a qualitative research, the method used was Research and Development (R&D) level 3, carried out to the design revision stage. The instrument used was a validation sheet. The results of the development were carried out by experts, nutritional and media experts, also validated by the user. The results of the study (1) the design of the contents of the material for the development of children's Umbul Card into a nutrition education media score with a percentage of 100% which was included in the very feasible category. (2) the design of the development of the children's game Umbul Card into a nutritional education media score with a percentage of 92.30% included in the very feasible category. (3) the validation of the user obtained a score of 92.50% included in the very feasible category.

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Improvement of Classroom Management Skills of Teachers Leads to Creating Positive Classroom Climate

Damla GÜZELDERE AYDIN Şakire OCAK KARABAY
Pages: 10-25

This study aims to evaluate the effects of “Classroom Management Training Programme” on preschool teachers’ teaching styles regarding classroom management practices and children's behaviors in the classroom atmosphere. For this study, thirty teachers were selected from the schools in İzmir by convenience sampling method. In this quasi-experimental study with a pre-test – intervention - post-test design, data was collected thorough Teaching Style Rating Scale (TSRS), Classroom Atmosphere Rating Scale (CARS) and Semi-structured Interview Form. According to the findings, the exprimental teachers performed better on problem solving, preventing misbehaviours, classroom management, and applying discipline. Children in in the experimental group were more positive, cooperative and adoptive rather than disruptive compared to control group’s children in the classroom atmosphere. Moreover the teachers expressed that they preferred more to use preventive and supportive approach rather than restrictive approach to cope with undesirable behaviors.selected from the schools in İzmir by convenience sampling method. In this quasi experimental study with a pre-test – intervention - post-test design, data was collected thorough Teaching Style Rating Scale (TSRS), Classroom Atmosphere Rating Scale (CARS) and Semistructured Interview Form. According to the findings, the exprimental teachers performed better on problem solving, preventing misbehaviours, classroom management, and applying discipline. Children in in the experimental group were more positive, cooperative and adoptive rather than disruptive compared to control group’s children in the classroom atmosphere. Moreover the teachers expressed that they preferred more to use preventive and supportive approach rather than restrictive approach to cope with undesirable behaviors.This study aims to evaluate the effects of “Classroom Management Training Programme” on preschool teachers’ teaching styles regarding classroom management practices and children's behaviors in the classroom atmosphere. For this study, thirty teachers were selected from the schools in İzmir by convenience sampling method. In this quasi-experimental study with a pre-test – intervention - post-test design, data was collected thorough Teaching Style Rating Scale (TSRS), Classroom Atmosphere Rating Scale (CARS) and Semistructured Interview Form. According to the findings, the exprimental teachers performed better on problem solving, preventing misbehaviours, classroom management, and applying discipline. Children in in the experimental group were more positive, cooperative and adoptive rather than disruptive compared to control group’s children in the classroom atmosphere. Moreover the teachers expressed that they preferred more to use preventive and supportive approach rather than restrictive approach to cope with undesirable behaviors.This study aims to evaluate the effects of “Classroom Management Training Programme” on preschool teachers’ teaching styles regarding classroom management practices and children's behaviors in the classroom atmosphere. For this study, thirty teachers were

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The Effect of Multiple Representation Based Instruction on Mathematical Achievement: A Meta-Analysis

Hatice Çetin Serhat Aydın
Pages: 26-36

The aim of this study is to determine the overall effect of multiple representation based instruction on mathematical achievement. Meta-analysis method was used for this aim. The sample of the study consisted of 33 experimental studies within 10 publications which were selected according to certain criteria. In data analysis, mean effect size of the selected studies was examined. The effect size distribution of the selected studies demonstrated a heterogeneous structure which led to a preference for random effects model (Q=66.320; p=.000).The data of the current study were analyzed using Comprehensive Meta-Analysis (CMA), which is a specialized statistical software. The result of the Z-test revealed a statistically significant effect size (Z=7.015; p<.05). In order to find evidence for reliability, both a graphic approach (funnel plot) and Orwin's fail-safe N method were used to assess the potential publication bias. Findings of these tests suggested no bias in the data. As a result, the current investigation revealed that there was an overall medium and positive relationship between multiple representation based instruction and mathematical achievement.

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Validating a Home Numeracy Questionnaire in Ecuador Using Factor Analysis

Jo VAN HOOF Gina BOJORQUE Joke TORBEYNS Daniël VAN NIJLEN Lieven VERSCHAFFEL
Pages: 37-42

The home numeracy questionnaire (HNQ) developed by LeFevre et al. (2009) is a self-report instrument to assess the home numeracy of young children. In this questionnaire, young children’s parents have to indicate how often their child participates both in direct (e.g., counting down: 10, 9, 8, …) and indirect numeracy activities (e.g., playing board games with die or spinner). Based on a principal component analysis, LeFevre and colleagues found a four factor structure of the HNQ. Using a sample of 176 Ecuadorian parents, we investigated the validity and reliability of the HNQ in a developing country. A confirmatory factor analysis indicated that, with minor changes to the model, the same four factor model could be found as by LeFevre et al. (2009). This study not only confirmed the validity and reliability of the HNQ, but also showed its usefulness for investigating young children’s home numeracy beyond developed countries.

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The Effect of RME on Mathematics Learning Outcomes Viewed Mathematic Communication Skills

Ningrum Reni Astuti Gunarhadi Mintasih
Pages: 43-53

This study aims to determine whether or not arethere 1) differences in mathematics learning outcomes between students who take learning with the Realistic Mathematic Education (RME) approach and students who take learning with Scientific models; 2) differences in mathematics learning outcomes between students who have high, medium, and low mathematical communication skills; 3) the interaction between the learning models used with mathematical communication skills in improving mathematics learning outcomes. This research is an experimental research with a 2x3 factorial design, with a population of all grade 3 students at the Kalam Kudus Christian Elementary School in 2017/2018 Academic Year. Samples from this study were 50 students taken with the Simple Random Sampling technique, each taken 25 people for the experimental group and 25 people for the control group. Results of this study 1) Mathematics learning outcomes of students who take lessons with the RME approach are better than those who follow learning with Scientific approaches. 2) There are differences in mathematics learning outcomes between students who have high, medium, and low mathematical communication skills. 3) There is no interaction between learning models with mathematical communication skills in improving mathematics learning outcomes.

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