ETUDE: Journal of Educational Research

Efforts by the Homeroom Teacher to Address Reading Challenges Among Class III Students at SDN Bantar Kemang 06

2023-12-04T01:12:15+00:00

Background: The research delves into the efforts made by the class teacher to address reading challenges among third-grade students at SDN Bantar Kemang 06. While most class III students typically read proficiently, there are some in SDN Bantar Kemang 06 who require additional support in reading.

Purpose: This study aims to identify the specific reading difficulties these students face and explore the teacher's strategies to overcome these challenges.

Design and methods: Employing a qualitative approach, the research adopts a case study method. Data collection involves observation, interviews, and documentation techniques. The Miles Huberman Analysis Model guides data analysis through components of data reduction, presentation, and conclusion verification. To ensure data validity, triangulation methods involving source, method, and time are employed.

Results: The findings reveal five key efforts by the homeroom teacher to address students' reading difficulties. Firstly, the teacher emphasizes classroom literacy. Secondly, a dedicated reading corner is established within the classroom. Thirdly, additional reading sessions of about 20 minutes are provided after regular learning activities for struggling students. Fourthly, proactive communication with parents and conducting tutoring or individual guidance sessions for students in need are implemented. The identified factors contributing to students' reading difficulties encompass intellectual, environmental, and psychological aspects. These difficulties manifest in hesitancy while reading, inadequate attention to punctuation in lengthy sentences, and a need for assistance in comprehension.

Implications of falsification theory and the constructivism paradigm in the development of science education and learning

2023-12-04T01:12:35+00:00

Background: Science learning holds paramount significance in the advancement of science and technology. Two pivotal theories, falsification theory and the constructivism paradigm, profoundly influence the landscape of science education.

Purpose: The purpose of this study is to explore the impact of falsification theory and the constructivism paradigm on the development of science learning. Falsification theory, pioneered by Karl Popper, underscores the necessity of rigorous testing and validation of scientific hypotheses, forming the bedrock for the evolution of scientific knowledge. Conversely, the constructivism paradigm accentuates the active role individuals play in constructing knowledge, emphasizing a student-centered approach that involves collaborative learning, and problem-solving.

Design and methods: In this study, we delve into the implications of falsification theory and the constructivism paradigm in shaping science education. Falsification theory advocates for empirical proof and stringent testing of scientific hypotheses, while the constructivism paradigm promotes active student involvement in building their comprehension of scientific concepts. The study investigates how the integration of these two approaches can foster robust science learning environments, encouraging critical thinking, exploration, and profound understanding.

Results: The synthesis of falsification theory and the constructivism paradigm in science learning holds promise for cultivating a rich educational experience. By finding a delicate balance between rigorous empirical testing and providing opportunities for active student engagement, educators can create a profound and meaningful learning journey for students. This integrated approach not only instills an appreciation for the scientific method but also nurtures a deep understanding of science concepts, ultimately shaping students into critical thinkers with a genuine enthusiasm for scientific exploration.

The Role of Content Writing in Education

2024-12-26T17:40:31+00:00

Background: Advances in digital technology have brought significant changes to the world of education, especially in the way learning material is delivered. One emerging approach is to use content writing as a means to support a more interactive and effective learning process. However, there is a digital literacy gap in various educational institutions, especially in terms of mastering content writing techniques that suit the needs of students and the educational context.

Research purposes: This research aims to explore concepts and roles of content writing in education, identifies the characteristics of effective content writing for learning, and provides a theoretical foundation for integrating content writing as a supporting tool in the learning process.

Research Design: This research uses the method library research by collecting and analyzing various literature sources such as academic books, journal articles, and related case studies content writing and its implementation in education. Analysis was carried out to explore the concepts, principles, and application of relevant content writing strategies in formal and informal educational environments.

Research result: The research results show that content writing Strategically designed ones have the potential to increase learning effectiveness through the delivery of information that is cohesive, interactive and interesting. Important characteristics include the use of simple but communicative language, a structure that facilitates understanding, and the integration of visual elements to support student attraction and engagement. This research also highlights the need for training for educators to master content writing skills as part of digital literacy. It is hoped that these findings can become the basis for developing learning-based strategies content writing which is more adaptive and innovative.