Montessori learning: understanding the concept of early childhood mathematics

Nisa, Titin Faridatun; Ariyanto, Fajar Luqman Tri; Asyhar, Ahmad Hanif

doi:10.1088/1742-6596/1211/1/012094

Cited by 7 publications

(8 citation statements)

References 6 publications

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“…According to Firdaus (2017), Montessori method is becoming popular in Indonesia as it entails brilliant ideas and methods that consider the student's pace of development. Indonesian researchers have investigated how Montessori Method can be applied into various educational fields (Kristiyani, 2019;Nisa, Ariyanto, & Ahsyar, 2019). On one research, Kristiyani (2019) explores that not only can Montessori education be an option to be applied in inclusive education fields, the concept of Montessori environment and materials are also suitable to various ages and students' need.…”

Section: Rationalementioning

confidence: 99%

Understanding Teacher Identity Construction: Professional Experiences of Becoming Indonesian Montessori Teachers

Siswanto

Kuswandono

2020

ijeltal

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This study sought to investigate the identity construction of Indonesian Montessori teachers. The research was done in two Montessori schools in Yogyakarta: Cosmic School and Universe School (pseudonyms). The participants involved in this research were eight teachers in total. The data gathering process employed questionnaire, classroom observation, interview, and written reflections. The findings have shed a light on the ways teachers develop their identities within Montessori’s values and principles that they reflect and implement in their daily teaching practice. The findings of the research portrayed that there were four major salient principles influencing the identity formation of becoming Montessori teachers. They were movement and cognition, choice, interest, and teacher ways and child ways. Those principles and values were becoming teachers’ guidance of creating professional working ethos. Montessori principles also influenced the teachers in the ways they perceived and treated the students. This study also revealed the undertaken agencies to hold identity as Montessori teachers. There were three broad themes to explain their agencies. They entailed the essence of building communication between teacher and parents, the significance of community support, and the importance of being well-prepared teachers. Based on the findings and discussion, some recommendations for future studies are also presented.

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Section: Rationalementioning

confidence: 99%

Understanding Teacher Identity Construction: Professional Experiences of Becoming Indonesian Montessori Teachers

Siswanto

Kuswandono

2020

ijeltal

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“…Guru membantu anak dengan metodologi pengajaran berbasis sensorik sehingga anak menikmati proses belajar seperti sebuah petualangan yang menantang. Hasil penelitian (Faryadi, 2017;Laski et al, 2015;Nisa et al, 2019) menunjukkan bahwa metode Montessori membantu peserta didik untuk meningkatkan kemampuan matematika mereka.…”

Section: Pembahasanunclassified

“…Freudenthal dikutip oleh Suryadi mengatakan bahwa matematika itu sebaiknya tidak diberikan kepada siswa sebagai produk jadi yang siap pakai, melainkan sebagai suatu bentuk kegiatan yang mengkonstruksi konsep matematika (Suryadi, 2017). Pendapat ini selaras dengan tujuan pengenalan matematika ala Montessori, yaitu untuk mengoptimalkan penalaran (keterampilan berpikir) anak-anak terkait konsep matematika (Nisa et al, 2019).…”

Section: Pembahasanunclassified

Pengaruh Metode Montessori dalam Meningkatkan Pemahaman Konsep Matematika Anak Usia Dini di Banjarmasin

Aziza¹,

Pratiwi²,

Koernarso³

2020

Al-ATHFAL J EDUC CHILD

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This study aims to determine the effect of the Montessori method in improving understanding of mathematical concepts for early childhood especially ages 4-6 years in the city of Banjarmasin. This study uses a quasi-experimental method. Introduction to mathematics in the experimental class uses the Montessori method, while the control class uses conventional methods. Hypothesis test results show that the implementation of the Montessori method has significant effects in improving children's learning outcomes in data and graphic material in the experimental class. The average value of N-Gain in the experimental class was 95.61. The average value of the N-Gain control class is 34.56. The Montessori method is 61.05% more effective in improving children's learning outcomes in material data and graphics than the conventional method. Similar to the results of hypothesis testing on the ABCDE-ABCDE pattern material, the implementation of the Montessori method has a significant effect on improving the learning outcomes of children in the experimental class. The average N-Gain of the experimental class is 87.50. The average value of the control class N-Gain is 31.24. The Montessori Method 56.26% is more effective in improving children's learning outcomes on material patterns than conventional methods.

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“…In the 21 st century, children's cognitive and social abilities are important to pay attention to because children must be ready to face multiculturalism and the challenges of this increasingly advanced century [1]. Children's cognitive is a child's thinking process in remembering, classifying, and solving problems [2]. One of the cognitive abilities is symbolic thinking.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, playing is one of the ways children learn [7]. Through games, children's social, mathematical, and psychological abilities develop in a balanced way [2], [8]. Even in Turkey and Australia preschool curricula, play is an important activity in the learning process besides reading and writing [9].…”

Section: Introductionmentioning

confidence: 99%

The symbolic thinking ability of kindergarten students in central Aceh through Montessori games based on gender

Rahmadhani

Wahyuni

Mandasari

2023

IJERE

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<span lang="EN-US">Student’s cognitive abilities can be developed early, including thinking logically and symbolically and problem-solving using various methods. Therefore, this quantitative descriptive research aims to determine the symbolic thinking ability of kindergarten students through Montessori games based on gender. The subjects of this study were 112 kindergarten students from eight schools in the Central Aceh district who were selected by random sampling. Data processing techniques include editing, coding, scoring, and tabulation. The analysis was carried out using a frequency table with guidelines for assessing child development. Data were obtained from tests, observations, and interviews. Based on the analysis, it is known that the symbolic thinking abilities of male and female students are at the level of developing as expected. There are still students at the beginning to develop and undeveloped levels for both male and female students in this ability. There are differences in ability between male and female students, especially in indicators: i) Mentioning numbers 1-10 and ii) Counting and matching numbers with number symbols. While on the indicator of recognizing vowel and consonant symbols, there is no difference in ability between male and female students.</span>

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Montessori learning: understanding the concept of early childhood mathematics

Cited by 7 publications

References 6 publications

Understanding Teacher Identity Construction: Professional Experiences of Becoming Indonesian Montessori Teachers

Understanding Teacher Identity Construction: Professional Experiences of Becoming Indonesian Montessori Teachers

Pengaruh Metode Montessori dalam Meningkatkan Pemahaman Konsep Matematika Anak Usia Dini di Banjarmasin

The symbolic thinking ability of kindergarten students in central Aceh through Montessori games based on gender

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