WITHDRAWN: Improving thinking skills in early childhood using effective teaching strategies

Xu, Tao; Zhang, Beili

doi:10.1016/j.avb.2021.101704

Cited by 8 publications

(8 citation statements)

References 21 publications

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“…In their study,Xu andZhang (2021) noted that effective teaching tactics might be expressed in various ways, including teaching conduct, teacher skills, and teacher convictions. In this case, effective teaching is defined as the capacity to improve student achievement (Xu & Zhang, 2021). Hence, teaching methods are one of the things that teachers get concerned about when trying to attain their teaching objectives in their classrooms (Zulfian et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Need Analysis of Pharmacy Students in Toefl Preparation Class

Astri

Nur²,

Misnawati³

2022

veles

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In response to the demand for higher education institutions to internationalize their campuses and strengthen their students' global collaboration, Sekolah Tinggi Ilmu Farmasi (STIFA) Makassar has made English language proficiency a requirement for graduation. The evidence is bypassing the TOEFL test held by universities. This study aims to analyze the students' learning styles and expectations for studying English in TOEFL class and the students' difficulties. This study was conducted at one of the Pharmacy campuses in Central Indonesia, Makassar, South of Sulawesi, namely the Sekolah Tinggi Ilmu Farmasi (STIFA) Makassar with 62 people as a population. While using purposive sampling, there were 20 people chosen as a sample. From this research, we found that 60% of students prefer the auditory learning style and 100% of students expect the teacher to teach combined in English and Indonesian, gives many exercises, and provides new vocabulary in every meeting. In addition, 65 % of students select Structure and Written Expression as the most challenging skill in TOEFL class.

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Section: Introductionmentioning

confidence: 99%

Need Analysis of Pharmacy Students in Toefl Preparation Class

Astri

Nur²,

Misnawati³

2022

veles

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“…In addition, the low-ability group was given additional learning by holding reteaching so that they can more freely ask questions and repeat material that was still not understood. Thus, these activities provide opportunities for students to engage in discussions, think critically, be brave and be willing to take responsibility for their own learning according to their abilities (Chen, 2019;Xu & Zhang, 2021). Learning mathematics using the ATI learning model emphasizes more on grouping students according to student abilities, encouraging student activity, motivating students to express ideas, encouraging students to think, observe, understand, try, guess, find, and review again (Hardy et al, 2019;Septiana et al, 2021).…”

Section: Description Of Student Learning Motivation With Ati Learning...mentioning

confidence: 99%

“…The ATI learning model contains a number of learning strategies by developing effective learning conditions with different students' ability level (Lehmann et al, 2016). It is believed to provide opportunities for students to engage in discussions, think critically, and be brave and willing to take responsibility (Xu & Zhang, 2021). In addition, this model is believed to be able to support the implementation of the existing curriculum in Indonesia, namely the KTSP and K-13 curriculum (Babo et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

An investigation of students’ mathematical concept understanding and motivation through the implementation of aptitude treatment interaction learning model

2022

KJSS

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This paper presents a result of investigation of elementary school 5th grade students' mathematical concepts understanding and learning motivation by implementing Aptitude Treatment Interaction (ATI) learning model. Therefore, the researchers selected quasi experiment with two group randomized subject post-test only design, involving 60 students as samples using random sampling technique. Data were taken using test of mathematical concept understanding and questionnaire of motivation and analyzed using descriptive and inferential statistical through t-test and manova to measure the influence of ATI learning model on students' mathematical concept understanding and motivations simultaneously. Descriptively, the average score of mathematical concepts understanding in ATI learning model is 81.90 with excellent category while the average score of mathematical concepts understanding in direct instruction model is 75.23 with good category. The average score of learning motivation with the ATI learning model is 130.03 with an excellent category while the direct instruction model is 109.93 with a good category. The result of the independent sample t-test and manova test shows that the implementation of ATI learning model meaningfully influenced students' mathematical concept understanding and motivation in learning mathematics.

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“…In helping to create a positive mindset that will later be applied to develop children's creativity, schools as educational institutions can apply Project-based learning (PjBL) models. Some research results state that the purpose of the PjBL model is to stimulate children's creativity by training the mindset to always think critically in finding problem-solving and in making decisions from the problems they face (Cahyati et al, 2022;Xu & Zhang, 2021). The PjBL is a learner-centered learning model to conduct indepth investigations into a problem topic.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Mentoring in the Implementation of the Project-based Learning (PjBL) Model in the Independent Curriculum for PAUD Educators

Maryati

Lestari

Riyanto

2022

EJEDU

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This study aims to examine the effectiveness of mentoring the implementation of the Project-based Learning (PjBL) model in the Independent Curriculum for Early Childhood Education (PAUD) Educators. This study uses a quantitative approach with one group pretest-posttest. Respondents were 80 PAUD educators in Bruno District, Central Java, Indonesia, using a quota sampling technique. Data were collected as scores and analyzed using descriptive and inferential statistical analysis. The study results indicate that mentoring in implementing the PjBL model effectively improves the competence of PAUD educators. The score of PAUD educators reinforces this finding, as mentoring participants show an average post-test score of 61.14. This score is higher than the pre-test result, which is 77.55, with a significance (sig.) of 0.000 < 0.05. T-test calculation describes the difference where tcount is 0.445 > ttable is 0.220. Thus, mentoring the implementation of the Project-Based Learning (PjBL) model can improve the competence of PAUD educators in supporting the implementation of the Independent Curriculum in Indonesia.

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WITHDRAWN: Improving thinking skills in early childhood using effective teaching strategies

Cited by 8 publications

References 21 publications

Need Analysis of Pharmacy Students in Toefl Preparation Class

Need Analysis of Pharmacy Students in Toefl Preparation Class

An investigation of students’ mathematical concept understanding and motivation through the implementation of aptitude treatment interaction learning model

The Effectiveness of Mentoring in the Implementation of the Project-based Learning (PjBL) Model in the Independent Curriculum for PAUD Educators

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