Leveraging Integrated Science and Disciplinary Literacy Instruction to Teach First Graders to Write Like Scientists and to Explore Their Perceptions of Scientists

Clark, Sarah; Lott, Kimberly H.; Larese-Casanova, Mark; Taggart, Anne Marie; Judd, Emma

doi:10.1007/s11165-020-09927-9

Cited by 7 publications

(4 citation statements)

References 42 publications

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“…Non-experimental research is a type of research method that does not have independent variables. In this case, the researcher tries to observe the phenomenon's context and analyze it to obtain information (Clark et al, 2021a). At the same time, correlational research is also called ex post facto or "after the fact" designs.…”

Section: B Methodsmentioning

confidence: 99%

“…At the same time, correlational research is also called ex post facto or "after the fact" designs. The primary purpose is to describe the relationship between existing variables and determine the relationship between the independent and dependent variables (Clark et al, 2021b). This study was about the effect of the graphic organizer method on students' ability to write recount text at grade X of MAS Muhammadiyah 2 Kisaran in the 2021/2022 Academic Year.…”

Section: B Methodsmentioning

confidence: 99%

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The Effect of the Graphic Organizer Method on Students’ Ability to Write Recount Text at Grade X

Ansi¹,

Harahap²,

Ginting³

et al. 2023

edu

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This research concerns the students' ability in writing recount text. The problem of the study was: Teachers still used conventional methods in every meeting, causing boredom among the students. Students had less vocabulary, and Students did not master grammar. Students were unable to express their ideas. This research used a non-experimental research design. The data were collected by using the test. To obtain the data, the grade X of MAS Muhammadiyah 2 Kisaran is selected as the respondent. The research subject was grade X MIPA 1 and X MIPA 2. Each class consists of 30 students. The total number of students was 60 students. The reason for choosing this class was because the writer found some students' problems in writing recount text. After the data were analyzed, it could be concluded that there was an effect of the graphic organizer method on the student's ability to write recount text at grade X of MAS Muhammadiyah 2 Kisaran in the 2021/2022 Academic Year. It was proven that there was a high correlation between using the clustering technique and the student's ability to write recount text tcount > ttable. With the description tcount = 7.49 while the ttable = 2.002 (5%).and their relevance in formal evidence to solve real problems.

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Section: B Methodsmentioning

confidence: 99%

Section: B Methodsmentioning

confidence: 99%

The Effect of the Graphic Organizer Method on Students’ Ability to Write Recount Text at Grade X

Ansi¹,

Harahap²,

Ginting³

et al. 2023

edu

View full text Add to dashboard Cite

show abstract

“…In this study, it is explained how the teacher's readiness in designing independent curriculum learning tools and also discusses the problems or constraints that are felt during the making of learning devices. Places, actors, and activities are research subjects using observation and interview techniques Sapitri et al, (Clark et al, 2021). One of the high school (SMA) levels in the city of Padang was used as a research location.…”

Section: Methodsmentioning

confidence: 99%

Implementation Of The Kurikulum Merdeka At The Senior High School

Nadrah

2023

IJHESS

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The teachers who will carry out an kurikulum merdeka in their respective schools certainly prepare the learning process starting from the design of learning tools, implementation to learning evaluation. In the design process, teachers are still hesitant because they have to make considerable changes outside the norm and must adjust to the characteristics of the school and students, besides that there are quite crucial obstacles such as the ability of teachers to master IT where the kurikulum merdeka is full of IT, and there are also obstacles related to the understanding of the kurikulum merdeka, it is found that teachers do not really understand the independent curriculum itself, more precisely in the development of an kurikulum merdeka such as teachers are only equipped with learning outcomes and for the elaboration of the Learning Objectives Flow (ATP), Teaching Module (MA), Pancasila Student Profile, Learning Objectives Achievement Criteria (KKTP), Teaching at the Right Level (TaRL), Operational Curriculum in the Education Unit (KOSP) teachers are required to be able to develop until learning is carried out. The purpose of this study is to identify and obtain information about teacher readiness in designing learning tools. The method used in this study is a descriptive method, namely by describing the subject about the situation and the data obtained during the observation and interview so that it becomes information to overcome the problems found. The results of this study show that teachers experience obstacles in preparing for the implementation of an kurikulum merdeka. Teachers have tried to prepare learning both intracurricular learning and projects to strengthen the profile of pancasila students. However, teachers feel that the results of the learning design they have developed are not yet mature to be implemented in the classroom.

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“…Peningkatan kosa kata dan keterampilan menulis teks informasi dapat meningkat bersamaan dengan pemahaman konten IPA setelah adanya pengaturan yang baik dalam mengintegrasikan kebahasaan dengan IPA. Pembelajaran sains terpadu dan keaksaraan mempengaruhi kualitas teks informasi sains yang dihasilkan oleh siswa kelas satu dan persepsi siswa tentang ilmuwan (Clark et al, 2020;Bramianto Setiawan et al, 2021). Integrasi pemahaman membaca dan menulis diintegrasikan dalam model pembelajaran sains yang mendalam (Science IDEAS) dengan porsi tambahan waktu belajar, terbukti menghasilkan efek langsung yang signifikan dan konsisten di kelas berikutnya terhadap kemampuan literasi sains (Romance & Vitale, 2017).…”

Section: Pendahuluanunclassified

Literasi Sains dan Asesmen Kompetensi Minimum (AKM): Integrasi Bahasa dalam Pendidikan Sains

et al. 2022

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Integrasi bahasa dalam pembelajaran sains dianggap mampu meningkatkan keterampilan literasi sains siswa. Penelitian ini bertujuan untuk mengungkapkan persepsi guru tentang peran bahasa dalam proses pembelajaran sains dalam rangka mendukung pengembangan literasi sains siswa. Penelitian dilakukan dengan cara mewawancarai 9 orang guru SD dari berbagai level kelas mengadopsi pendekatan interpretatif untuk data kualitatif. Hasil penelitian mengungkapkan bahwa para guru memiliki persepsi yang baik tentang literasi sains dan memahami berbagai kesulitan siswa terkait dengan penggunaan bahasa dalam pendidikan sains, terutama pengaruh bahasa daerah, penggunaan kosa kata sains, dan menulis secara ilmiah. Guru mempunyai strategi menyelesaikan masalah bahasa dalam pendidikan sains yang dilakukan secara langsung di dalam pembelajaran sains dan di luar pembelajaran sains. Persepsi guru yang baik tentang literasi sains dan definis AKM akan mendukung keberhasilan implementasi pelaksanaan AKM.

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Leveraging Integrated Science and Disciplinary Literacy Instruction to Teach First Graders to Write Like Scientists and to Explore Their Perceptions of Scientists

Cited by 7 publications

References 42 publications

The Effect of the Graphic Organizer Method on Students’ Ability to Write Recount Text at Grade X

The Effect of the Graphic Organizer Method on Students’ Ability to Write Recount Text at Grade X

Implementation Of The Kurikulum Merdeka At The Senior High School

Literasi Sains dan Asesmen Kompetensi Minimum (AKM): Integrasi Bahasa dalam Pendidikan Sains

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