코로나상황에서 과외체육활동 초등학생의 스마트폰의존성이 대인관계능력과 사회적유능감에 미치는 영향

This study aims to determine the description of the algebraic thinking ability of fifth grade elementary school students in Lubuklinggau city. The method used in this study is descriptive qualitative. The instruments used in this study were in the form of essay-shaped test questions to measure the initial algebraic thinking ability of elementary school students and non-tests in the form of interviews. The population in this study were upper elementary school students in the Lubuklinggau area. The sample in this study was selected using the stratified random sampling technique. From the population selected randomly, two schools were obtained as the place of this study. Based on the results of the study conducted by the researcher, it was obtained that the results of the algebraic thinking ability of 48 students on the first indicator were an average of 36%, on the second indicator an average of 30% was obtained, on the third indicator an average of 58% was obtained, on the fourth indicator an average of 61% was obtained and the fifth indicator an average of 40%. Of the five algebraic thinking indicators, the average ability of students was 45%. So it can be concluded that the algebraic thinking ability of elementary school students is still relatively low and there needs to be innovation in providing learning and teaching media to be able to improve the understanding of algebraic thinking of elementary school students as initial knowledge in preparing knowledge before learning algebra formally at the next level.

The spatial sense ability of elementary school students is still low. Concrete-Pictorial-Abstract (CPA) approach is considered able to improve students' spatial sense abilities. This research aims to find out the increase of spatial sense of elementary school students who learned with CPA approach and conventional learning in terms of overall students as well as categories of high, medium, and low Mathematical Prior Ability (MPA). This research uses a quasi-experimental method with pretest and posttest control design in Mathematics subject with the topic of 3D geometry for 131 fifth grade elementary school students in Kotabaru District, Karawang Regency and Cipeundeuy District, Subang Regency. This research was conducted by dividing the students into two groups, namely students who received learning using CPA approach as the experimental group and students who received conventional learning as the control group. Descriptive analysis and inferential analysis results showed that there was an increase of spatial sense in students who learned with CPA approach, which was better than students who received conventional learning. Thus, learning using the CPA approach can improve and develop spatial sense abilities of elementary school students.

With the continuing development of both science and internet technology, because of the growth of Internet software, several educational software is coming up. The application of those software makes a great impact on the learning ability of elementary school students. As a result, this article aims to give this impact a total summary by collecting and summarizing academic papers and searching for relevant information online. Throughout the whole paper, this research shows that the impact of learning software on elementary school students' learning ability is in three aspects, they are expression ability creative ability, and comprehension ability. Different software can help target different abilities. Firstly, this paper discusses the impact of mobile Internet educational software on students' expressive skills through three examples: online education software, online feedback software, and online discussion software. This paper shows that mobile Internet educational software is helpful to improve the expression ability of elementary school students because of its characteristic of breaking the time limit and being able to interact at any time. Secondly, this paper has discussed the impact of mobile Internet educational software on students' creativity and has demonstrated that teachers can use mobile Internet educational software to break space limitations and stimulate students' interest by using three examples: online experiment software, VR, and educational games. By using mobile Internet educational software, teachers can break the space limitation and stimulate students' interest in learning, and enhance students' creativity through this feature. Lastly, this paper discusses the role of using mobile Internet educational software in promoting students' comprehension, and uses three kinds of software: mind map concept map, and argument map, as examples to show how they can improve students' comprehension. The paper shows that mobile Internet educational software is very effective in improving students' comprehension skills.

Objectives: The purpose of this study was to investigate the effects of vocabulary intervention based on morphological awareness on the vocabulary ability of elementary school students with reading disabilities. Methods: A multiple baseline probe design across participants was used to verify the effects of the intervention. The subjects were three elementary school students with reading disabilities (two 3rd graders and one 4th grader). Vocabulary tests at the word level and sentence/paragraph level were conducted at the baseline, intervention, and maintenance phases. The vocabulary intervention based on morphological awareness consisted of 18 sessions (40-50 minutes for a session, 3 sessions per week) and five stages each session. Results: All subjects improved their vocabulary ability in both the word level and the sentence/paragraph level. Furthermore, the vocabulary scores of the subjects during the maintenance phase were close to the scores of the intervention phase. Conclusion: This study shows that vocabulary intervention based on morphological awareness is effective for improving the vocabulary ability of elementary school students with reading disabilities. Understanding the morphological structure of vocabulary helps learners with reading disabilities to improve some quantitative and qualitative growth of vocabulary and also has positive effects on the ability to read and understand texts.

This research is motivated by the low geometric abilities of elementary school students. This low geometric ability is caused by teachers needing to use instructional media that can develop elementary school students' geometric abilities. In previous research virtual reality learning media was developed which has been declared feasible to be applied in elementary schools. This virtual reality media needs further study to examine its effect on the geometric abilities of elementary school students. This study sought to analyze how primary school pupils' geometric skills were affected by their use of virtual reality media. In this study, 200 fifth-grade students participated in quasi-experimental research with the quantitative approach. Geometric aptitude questions were utilized as data collection instruments. Prerequisite tests, hypothesis tests, and further tests were performed with data analysis techniques using SPSS 26. According to the study, elementary school children's geometric abilities are impacted by their use of virtual reality media. Teachers might use the implications of this research as a guide to help their kids' geometric skills in elementary school.

Nowadays, students prefer to have online game rather than traditional one. Online game led to the lack of student’s interaction with people around them, they have high individualistic, and shirk responsibility. Traditional game can be an alternative to decrease bad effects of online game. Consequently, this research aims to build interpersonal ability of elementary school students by doing traditional game. This research employed action research method with fifth grade students as its subject. Interpersonal ability which showed in this research was measured by observation meanwhile the instruments of observation consist of field note and rating scale. The outcome from this research was analysed by thematic analysis meanwhile the data was validated by triangulation. Referring to research’s findings, researcher concludes that traditional game offer meaningful activities and different experiences to the students. Traditional game motivate students to doing physical acitivities and make interaction with peers. Moreover, a meaningful moral values will evolve among the students by themselves. Traditional game can be used as media to building interpersonal ability of students. Besides that, teacher can introduce the traditional game to students to keep the local wisdom that almost wiped out.

Background/Objectives: This study tried to investigate the effects of ‘Physics, Let’s Dance’, as an integrated dance art education program, on the personality and creative thinking ability of elementary school students. Methods/Statistical Analysis: This study selected a total of 30 elementary school students in the 1st and 2nd grade in Seoul Special Metropolitan City. Dance art group (experimental) attended Saturday Culture School ‘Physics, Let’s Dance’ and the control group attended afterschool science experiment class. Both experimental and control group took creative personality test and creative thinking ability test before and after the treatment. Findings: As the study results, first, there was significant difference in both creative personality and creative thinking ability between the art dance group (that attended the integrated subject program of science and art of dance ‘Physics, Let’s Dance’) and the science class group that didn’t ‘Physics, Let’s Dance’. The experimental group that attended ‘Physics, Let’s Dance’ showed significant improvement in creative personality and creative thinking ability than the control group. Second, The experimental group had significantly higher post-test scores than pre-test scores in all the sub-scales of creative thinking ability and creative thinking ability after treatment. Application/Improvements: It should continue to develop various convergence education programs to cultivate the creative abilities and personality of children.

Over the last decade, CS Education researchers have developed different curricula, resources, and strategies to foster computer science learning in K-12 education. However, there is a lack of research about how elementary school students develop the ability to reason about programs. Reasoning about programs consists of a student's ability to read, write, debug, trace, and predict program behavior. This paper presents results from a think-aloud study of fourth and fifth grade students learning to program in Kodu. The goal of this study was to track students' understanding of how Kodu interprets and executes rules of a program. To understand students' reasoning of program execution, we explicitly taught them the Laws of Kodu computation which govern the decision making and execution process of Kodu rules. We collected students' responses on pre- and post-assessments, and we conducted think-aloud interviews with students where students explained their answers to assessment questions. We found that explicitly teaching students how Kodu rules are interpreted significantly improved their ability to understand the execution of programs and to explain program behavior. The results of this study provide insight into how elementary school students reason about simple programs, and how this ability can be scaffolded.

Objectives In this study, the purpose of this study was to identify the difference between school adaptation and self-directed learning ability according to the background variables of counseling experience(counseling location, type of counselor, perception of counseling experience) and counseling experience in the relationship between the counseling experience, school adaptation, and self-directed learning ability of elementary school students.
 Methods A fact-finding survey on the background of general counseling experience, school adaptability (Jo Soo-jeong, 2014), and self-directed learning ability test (Lee Kyung-hwa, Kim Soo-yeon, 2018) were conducted on 3rd to 6th graders (208 students) of elementary school students. Descriptive statistics, two independent samples t-test, and ANOVA methods were used for SPSS 25.0 program statistical processing.
 Results First, the counseling experience of elementary school students was related to school adaptation (study attitude and rule observance), but was not related to self-directed learning ability. Second, there were differences in some sub-factors of school adaptation and self-directed learning ability according to the background variable of counseling experience. Third, there was a difference in school adaptation according to grade level, and there was a high correlation between school adaptation and self-directed learning ability.
 Conclusions Through this study, the relationship between the counseling experience of elementary school students, school adaptation, and self-directed learning ability was confirmed. In addition, it was found that school counseling (teacher, counseling room of school) is an important variable in elementary school students' school adjustment and self-directed learning ability among the general counseling inside and outside school. Therefore, this study is meaningful in that it provided some implications to the school field and related parties regarding counseling for elementary school students.

Reading skills are fundamental to reading and must be possessed by students, especially elementary school students, as preparation for success in reading. The purpose of this study was to determine the effect of parents' perceptions of involvement on the reading skills of elementary school students. The research method used in this study was quantitative with statistical analysis. The research subjects in this study were elementary school students at Catholic School "X" in the Atambua area, East Nusa Tenggara (NTT). The research sample consisted of 40 students who met the research criteria. The research subjects were elementary school students in grades 4 and 5, both male and female, living with their parents, and already fluent in simple reading. The sampling technique used was purposive sampling based on specific characteristics. The research instruments used in this study were a scale of parental involvement perception and a reading skills scale. The data analysis technique in this study was a simple linear regression test. The results of the study showed a beta coefficient (B = 0.724), indicating a positive prediction of the influence of parental involvement perception on reading skills in elementary school students, with an F coefficient value (p = 0.001), so that the effective contribution of parental involvement perception to reading skills in elementary school students was 52.4%.

This research is motivated by the lack of curiosity of elementary school students in studying natural science subjects that affect the low quality of student learning. Until now there has been no research that examines the role of dimensions/indicators of curiosity. Thus, research on this matter must be carried out. This research is supported by using the Rasch model as a medium for testing. The purpose of this study is to show a description of the evaluation of curiosity of elementary school students in grades 5 and 6 of science subjects with the Rasch model to measure the accuracy of the instrument. The research participants were 99 participants from schools in Tasikmalaya. Data collection tools in the form of a self-report questionnaire to measure student curiosity. The results of the study were analyzed using the Rasch model and acceptable reliability (Alpha Cronbach = 0.74) was included in either category. Furthermore, the value of Person Reliability is 0.70 as an indicator of the consistency of respondents' answers, including sufficient categories. Because as many as 94 elementary school students in grades 5 and 6 were declared fit, in the sense of giving answers according to ability level. While 5 other students answered less according to their ability level, in the sense of the possibility of guessing an answer or not giving an answer. While the Item Reliability of 0.88 as an indicator of the quality of items in the instrument, is classified as a good category.

Objectives This study aimed to investigate the reading motivation and strategies of elementary school students in grades 4, 5, and 6 based on their reading experiences. Methods Small group interviews were conducted with a total of 183 elementary school students from grades 4, 5, and 6, attending schools located in metropolitan areas, mid-sized cities, and rural towns. The interviews focused on their reading experiences related to motivation and strategies. After the interviews, the initial transcription was carried out using an online automatic transcription program. Due to the frequent occurrence of short responses, the researchers further refined the transcripts to enhance clarity. Results Elementary school students preferred discussing books with peers who had read the same books. When encountering unfamiliar content while reading, they tended to ask their parents for clarification. As students advanced in grade levels, their smartphone usage increased, while their reading time decreased. Students who read based on intrinsic motivation tended to engage in reading actively and consistently. Conclusions Since peer interaction is crucial for elementary school students, reading the same books together is an effective approach. Additionally, limiting smartphone usage can serve as an indirect way to encourage reading. For upper-grade elementary school students, applying reading strategies to learn from books can be an appropriate reading method at this stage.

The present study aimed to find out the cognitive map ability difference between male and female students in Elementary School X in Malang City. The present study employed quantitative approach with comparative design. The subject of the study was 331 students, they were selected by using purposive sampling technique. The instrument of the study was achievement test. The data were analyzed using chi-square. The result of the study showed no difference in terms of cognitive map between male and female students. This may occur since the male and female students possessed equal opportunity and need to learn their school environment. Although gender did not emerge as a variable determining the difference of Cognitive Map ability, the aspect that still becomes the determiner of the individuals’ cognitive map ability difference is experience, which the present study referred to Grade and Age difference. The higher the grade and the older the age, the better the cognitive map ability the elementary school students possessed. The school counselor can utilize the result of this study as a reference in developing guidance and counseling program for developing cognitive map ability for male and female elementary school students.

This study focuses on analyzing the fluency reading ability of elementary school students, particularly first-grade students. Fluency reading proficiency is a fundamental skill crucial for elementary school students as it serves as a foundation for further reading development. Fluency reading entails the ability to read a text accurately and with appropriate intonation, allowing the reader to comprehend both the explicit and implicit messages conveyed by the author. Reading fluency is associated with the accuracy of word recognition and the ease of word recognition. Additionally, fluency reading encompasses reading at an appropriate pace, clear pronunciation, and good comprehension. This research has significant implications for analyzing and evaluating the fluency reading skills of first-grade elementary school students. The findings can be utilized to develop appropriate strategies and interventions to enhance fluency reading skills during the early years of primary education, thereby laying the groundwork for students' academic development in the future.

Mathematical communication is one of the important abilities for students to face the challenges in this era. The fact-based on the preliminary study conducted by researchers on students in elementary school showed that most students find difficulties in communicating mathematical ideas. The present study is aimed to describe whether the improvement of mathematical communication ability of students who learn through project-based learning using mind map technique is better than the improvement of mathematical communication ability of students who learn through project-based learning without mind map technique. This study used a quasi-experiment using a non-equivalent group design. Sixty-three students of one of the elementary schools in Bandung city were taken as subjects of this study. The instrument of this study used mathematical communication test. The data were analyzed using non-parametric statistics. The result showed that the improvement of mathematical communication ability of students who learn through project-based learning using mind map technique is better than the improvement of mathematical communication ability of students who learn through project-based learning without mind map technique.