Design of Educational Tools Based on Traditional Games for the Improvement of Social and Personal Skills of Primary School Students with Hearing Impairment

Gavira, Jesús Fernández; Espada-Goya, Paola; Alcaráz-Rodríguez, Virginia; Moscoso-Sánchez, David

doi:10.3390/su132212644

Cited by 11 publications

(8 citation statements)

References 25 publications

(30 reference statements)

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“…In this sense, the authors consider it to be well-founded. However, it has not been carried out, and implementation is a crucial factor on the effectiveness of an intervention [60].…”

Section: Discussionmentioning

confidence: 99%

Design of a Methodological Intervention for Developing Respect, Inclusion and Equality in Physical Education

Llerena

Pedrero²,

Aguilar

et al. 2021

Sustainability

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The following educational intervention proposal arises from the importance of implementing an education based on fostering values through physical education (PE) lessons. PE has certain characteristics that contribute to enhancing learning at a social, affective and psychological level, in addition to promoting adequate physical development. The proposed design is based on Donald Hellison’s personal and social responsibility model (TPSR), whose main objective is to achieve a teaching methodology that can convey values and skills in the lives of youth at risk of exclusion. Different sports modalities are used in the initiation phase, which make up a ten-week teaching unit and in which the game takes the leading role. The application of this program focuses specifically on students in compulsory secondary education, a stage in which significant changes are experienced in many aspects and levels. However, it is completely adaptable to other developmental stages. In this way, the main objective of this work is to create an intervention proposal that aims to promote, following a set of intervention units of sessions, the development of the three main values in which this work is based: respect, equality and inclusion.

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“…In this sense, the authors consider it to be well-founded. However, it has not been carried out, and implementation is a crucial factor on the effectiveness of an intervention [60].…”

Section: Discussionmentioning

confidence: 99%

Design of a Methodological Intervention for Developing Respect, Inclusion and Equality in Physical Education

Llerena

Pedrero²,

Aguilar

et al. 2021

Sustainability

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show abstract

“…It is because elementary school students are happy to play, move, learn in groups, and do something directly (Birhan et Edhy Rustan / The Value of Solidarity in Learning Activities Integrated with Traditional Games Istiqomah & Suyadi, 2019). So, to meet their learning needs, students need adaptive learning designs that contain game elements and allow them to study in groups (Beaumont et al, 2021;Fernández-Gavira et al, 2021;Rahayu, 2019). In addition, providing opportunities for students to involve themselves in the teaching and learning process also needs to be developed the teacher (Anisah & Holis, 2020;Saragih & Wedyawati, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…The learning activities carried out by internalizing the strengthening of solidarity values in Team Games Tournament cooperative learning are integrated with traditional games. The value of solidarity is honesty, cooperation, empathy, and sharing with others (Fernández-Gavira et al, 2021;Pujihartati & Wijaya, 2019). Increasing the value of solidarity can be implemented by applying the Team Games Tournament learning model, where the Team Games Tournament is a type of cooperative learning that places students into small groups.…”

Section: Introductionmentioning

confidence: 99%

The Value of Solidarity in Learning Activities Integrated with Traditional Games

Minang

Rustan

Hisbullah

2023

j. ilm. sekol. Dasar

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The role of technology has affected the value of student solidarity, so it is necessary to integrate learning activities with traditional games. The purpose of this study was to formulate cooperative learning activities of the TGT type integrated with traditional fortification games to increase student solidarity's value. This type of research is descriptive qualitative. The subjects of this research were 20 students of class V. Data collection in the study was carried out using observation, interview, and documentation methods with research instruments in the form of interview guides, guidelines for observing the implementation of student solidarity values, and documentation of learning tools. The collected research data were analyzed thematically. The results show that the teacher's learning activities could be more optimal. Indicators of solidarity values, togetherness, mutual respect, and helping each other have yet to be fulfilled properly. Cooperative learning of the TGT type is integrated with traditional games of fortifications, which should be carried out consisting of opening learning with religiously charged activities, providing apperception and motivation, conveying titles and subject material, dividing groups by suit, discussion, questions overtakes, evaluation of material, awarding, review, as well as providing reflection and motivation. The formulation of the TGT-type cooperative learning activities integrated with traditional fortification games can be a solution to increasing the value of student solidarity.

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“…Curriculum design with traditional games as an educational tool improve the skills of students with special abilities [40], whose competence model and implementation are requirements for new teachers in their empirical and digital training [41], so English parents always decide to enroll their children with special abilities in educational institutions that practice educational inclusion models [42], because they always faced the barriers that exist in society despite having the support of teachers, school management teams and family [43].…”

Section: Introductionmentioning

confidence: 99%

Use and Knowledge of ICTs in Inclusive Education at Educational Levels

Huamán-Romaní¹,

Burga-Falla

Soria-Ruiz

et al. 2022

Int. J. Emerg. Technol. Learn.

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La inclusión de personas con capacidades especiales no solo debe ser un derecho sino también un deber moral por parte del Estado, porque todos tienen derecho a ser educados de la misma forma que los demás; por tal motivo, nuestra investigación tiene como objetivo medir el nivel de conocimiento docente sobre educación inclusiva en los niveles educativos del Perú en tiempos del Covid-19, la investigación es descriptiva, correlacional, predictiva y cuantitativa. Se encontró a un total de 520 docentes de los niveles preescolar, primario, secundario, universitario y de posgrado. La encuesta está compuesta por 25 preguntas divididas en cinco bloques sobre conocimientos de las TIC en discapacidades visuales, auditivas, cognitivas, motoras y de accesibilidad web;este instrumento fue elaborado con una escala tipo Likert de cinco puntos y con un nivel de conocimiento muy bajo, bajo, alto y muy alto. Los resultados muestran un Alfa de Cronbach .974, el factor exploratorio de rotación varimax con media 2.906 y varianza 1.333, la prueba de no aditividad de Tukey, la prueba de no aditividad. la prueba de T cuadrado de Hoteling, la prueba de KMO y de Bartlett, la prueba de esfericidad y bondad de ajuste de Bartlett son excelentes y significativas. En conclusión, el nivel de conocimiento docente sobre educación inclusiva en los niveles educativos en tiempos de Covid-19 está por debajo de lo esperado.

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Design of Educational Tools Based on Traditional Games for the Improvement of Social and Personal Skills of Primary School Students with Hearing Impairment

Cited by 11 publications

References 25 publications

Design of a Methodological Intervention for Developing Respect, Inclusion and Equality in Physical Education

Design of a Methodological Intervention for Developing Respect, Inclusion and Equality in Physical Education

The Value of Solidarity in Learning Activities Integrated with Traditional Games

Use and Knowledge of ICTs in Inclusive Education at Educational Levels

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