Characteristics of Children Age of Basic Education

Abstract

Education aims to gain knowledge and all activities that affect a person's strength, change, character and morals. The period of childhood education to a young age goes through various and changing stages. The childhood phase begins with the beginning of the first three years, the fourth year to the sixth year, the sixth year to the eighth year, the eighth year to the twelve year. Characteristics of children of basic education age are happy to play, move, work in groups and like to demonstrate things directly. In childhood, developmental and educational disorders often occur, namely learning disorders, dyslexia, dyscalculia, and dysgraphia. Thus understanding the characteristics of children is a must for teachers and parents to be able to educate and guide children in a better direction.

The development of kobatar learning media for learning mathematics in elementary school

“…In the plane (mathematics) or two-dimensional figure math material, it will be even easier to understand if the way to introduce it is perfect. In line with the opinion, according to Mutia (2021), the characteristics of elementary school-age children like to apply logic to physical objects, just as third-grade or low-grade students easily accept two-dimensional figure mathematics lessons if they get examples that are close to everyday life (Nugroho et al, 2022). With learning media in the form of comics, which contain two-dimensional figures of mathematical material, according to Amalia (2019), two dimensional figures are flat objects or planes and only have two sizes (two dimensions) which are presented through various pictures or illustrations of things that are what they often encounter in everyday life is that students are expected to master two-dimensional figure mathematics more efficiently.…”

Problematika Penerapan Pembelajaran Problem Based Learning pada Mata Pelajaran Akidah Akhlak

“…Sebagaimana yang dikatakan mutia (2021) katakteristik anak usia dasar senang bermain, bergerak, bekerja dalam dalam kelompok, memperagakan secara langsung (Mutia, 2021). Seharusnya guru memberikan metode sesuai dengan fase perkembangan peserta didik, apa yang di lakukan guru cenderung memaksa belajar, akibatnya psikologis peserta didik tidak rileks.…”

“…Kritikan demi kritikan ini kurang memberikan dampak bagi praktisi pendidikan karena pada kenyataannya para guru masih banyak sekali menggunakan pembelajaran konservatif ini, pembelajaran konservatif dianggap paling mudah di terapkan untuk mencapai tujuan pembelajaran (Faiz & Faridah, 2022). Dengan alasan pembelajaran yang berpusat di peserta didik sering mengalami kendala dalam penerapannya seperti halnya karakteristik peserta yang belum siap belajar sangat sulit di kendalikan seperti anak didik di tingkat dasar cenderung bermain, bergerak dan memperagakan (Mutia, 2021). Sehingga seorang pendidik yang berlatar belakang dari kalangan akademis pun cenderung untuk konservatif dalam pembelajaran, bahkan lebih parahnya mengajar sering kali di artikan hanya sebatas kewajiban untuk menyampaikan ilmu pengetahahuan (Mahdinur, 2021).…”

Development of Interactive Media Scratch-Based Educational Games on Environmental Conservation Materials in Elementary Schools

“…From the curriculum aspect, the material in science learning requires critical thinking aspects and hones students' cognitive abilities, so Scratch media can be in accordance with the material taught by providing learning media and fun games. According to (Mutia, 2021) the characteristics of elementary school students are more likely to like playing, moving, and working in groups. Based on these things, it is hoped that Scratch media will be an alternative to solving these problems.…”