비형식적 통계적 추리 교수·학습에서의 행위자-네트워크 분석

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.

V raziskavi smo preučevali razlike v agresivnosti med spoloma in med različnimi starostnimi skupinami na vzorcih slovenskih učencev in dijakov. Zajeti so bili trije reprezentativni vzorci: mlajši učenci (učenci 4. razreda osnovne šole), starejši učenci (učenci 8. razreda osnovne šole) ter dijaki (dijaki 4. letnikov programov splošne mature). Analize so temeljile na rezultatih lestvice agresivnosti LA, ki meri splošno agresivnost in štiri specifične vrste agresivnosti: telesna agresivnost (TA), besedna agresivnost (BA), notranja agresivnost (NA) in agresivnost v odnosu do avtoritete (AA). Z dvosmerno analizo variance smo ugotovili pomemben učinek spremenljivk spola, starosti ter pomembne učinke interakcije obeh spremenljivk (spol in starost) na agresivnost učencev in dijakov. Ugotovili smo pomembne razlike med spoloma v skupini starejših učencev in v skupini mlajših učencev, ne pa tudi dijakov. Učenci, tako starejši kot mlajši, so bili bolj agresivni v primerjavi z učenkami. Starejši učenci so bili v primerjavi z mlajšimi učenci bolj besedno agresivni, bolj telesno agresivni, bolj notranje agresivni in bolj agresivni v odnosu do avtoritete. Dijaki so bili v primerjavi z obema skupinama učencev manj telesno agresivni, manj besedno agresivni, bolj notranje agresivni, v agresivnosti v odnosu do avtoritete pa so se nahajali med obema skupinama učencev. Vzorec razlik med različnimi skupinami je skladen z izsledki strokovne literature, ki ugotavljajo višjo agresivnost pri moškem spolu in različne razvojne poti za različne vrste agresivnosti, kar so potrdili tudi naši podatki. Raziskava je podala pomembne primerjave agresivnosti na slovenskih vzorcih in obenem odprla nova raziskovalna vprašanja, vezana predvsem na merjenje in preverjanje bolj posrednih oblik agresivnosti, ki so značilnejše za ženski spol in dijake.

The purpose of this study was to investigate the effect of smartphone dependence of elementary school students participating in extracurricular activities in COVID-19 on interpersonal ability and social competence. To achieve this objective, 359 elementary school students in grades 5-6 from Incheon and Gyeonggi Province were the subject of this study. The measurement tool used for data collection was a structured 5 Likert scale questionnaire, verified in previous studies, and modified and supplemented to be suitable for elementary school students. The collected questionnaires were analyzed according to the research purpose and research problem using IBM SPSS Statistics 27.0. First, descriptive statistical analysis, exploratory factor analysis (EFA), and reliability (Cronbach's α) were measured. Afterwards, correlation analysis and multiple regression analysis were performed according to the research question. First, as a result of analyzing the correlation between the smartphone dependence, interpersonal ability, and social competence variables of elementary school students, there is a statistically negative correlation between smartphone dependence and interpersonal competence, and between smartphone dependence and social competence, There is a statistically positive (+) correlation between interpersonal ability and social competence. Second, elementary school students' smartphone dependence has a statistically significant negative (-) effect on interpersonal ability. Third, elementary school students' smartphone dependence has a statistically significant negative (-) effect on their sense of social connection. However, compulsive dependence had a negative (-) effect on initiative, but it was not statistically significant. Fourth, interpersonal ability of elementary school students has a statistically significant positive (+) effect on social competence. However communication ability had a positive (+) effect on cooperation, but it was not statistically significant.

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%.

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.

Abstract. Adolescence is a critical period in humans in terms of physical, psychosocial, cognitive, and emotional development, especially for the reproductive system. Adolescents must be prepared to face reproductive maturation so they need some information to solve the change in their bodies. Conducting health education about reproductive health is very important as an effort to increase knowledge in dealing with puberty. The reproductive health education program for adolescents facing puberty is one solution that can be done to increase adolescents’ knowledge about reproductive health. This activity aims to increase adolescents’ knowledge about health reproductive in adolescence. The method used was a quasi-experiment research design with a group pretest and posttest approach. The population in this program was elementary school students in grades 4 and 5 at SDN Banyuurip Yogyakarta with a total sample of 38 students and a purposive sampling technique with inclusion criteria for children aged 10-14 years. Then, the data was analyzed by using a paired t-test. The results showed that there was a significant difference in students’ knowledge levels before and after the education was implemented. Before the reproductive health education, the respondents' knowledge level was mostly in the less category of 52%, sufficient category of 42%, and good category of 5%. After the reproductive health education was carried out, most of the students had good knowledge of 71%, sufficient knowledge of 29%, and no students had insufficient knowledge. Other results showed the pre-test mean scored 76.58 and post-test mean scored 83.16, median pretest and post-test scored 80 and 90. The results of the paired t-test obtained a p-value of 0.049 <0.005. Therefore, it can be concluded that there is an effect of reproductive health education on Banyuurip elementary school children of Yogyakarta. Conclusion: Reproductive health education is proven to increase students’ knowledge level in dealing with puberty and care for reproductive organs.

Background and Study Aims. Good motor coordination is needed to achieve good fundamental motor skills. This study aimed to analyze and describe the relationship between fundamental motor skills and motor coordination performance of elementary school students aged 7 to 9 years old. Material and Methods. The subjects were elementary school students in grades 1, 2, and 3 with a total number of students was 478 (248 male students, and 230 female students) in 8 cities and regencies in West Sumatera, Indonesia. This study used a cross-sectional research design. The fundamental motor skills were examined using the Test of Gross Motor Development-Second Edition. This included assessing locomotor skills (running, galloping, sliding, leaping, hopping, and jumping) and object control skills (striking, catching, throwing, dribbling, rolling, and kicking). Motor coordination performance was assessed by using the Körperkoordinations Test für Kinder including balance beam, moving sideways, jumping sideways, and eye-hand coordination. The data were analyzed by using IBM SPSS statistic version 25. Results. Students in urban areas demonstrated certain levels in Gross Motor Quotients scores, while their counterparts in rural areas achieved marginally higher scores with slightly less variation. In schools where Physical Education teachers were present, students generally scored higher compared to schools without Physical Education teachers, albeit with a bit less variation in the latter. When comparing motor coordination performance, students in urban areas typically outperformed those in rural areas, exhibiting slightly more consistent scores. Similarly, students with access to Physical Education teachers showed better motor coordination performance than those without, though with a somewhat greater range in their scores. A noticeable trend was observed in the Gross Motor Quotients scores of Fundamental Motor Skills, which tended to decrease as age increased. Conversely, students' motor coordination performance generally improved with age. Supporting these observations, the result of the one-sample Kolmogorov-Smirnov test, obtained from Asymp. Sig. (2-tailed), was 0.200 > 0.05. Additionally, the Pearson correlation value between motor coordination performance and fundamental motor skills was 0.633 with a sig value of 0.000, indicating a significant relationship. Conclusions. Based on the study's findings, it is recommended to focus on enhancing motor skill programs for children in rural areas. Schools should invest in Physical Education teachers, especially where they are currently absent, to benefit children. Age-specific programs are needed to address the decline in Gross Motor Quotients with age in children. Regular monitoring and evaluation of these initiatives for children are essential.

School Children's Snack Food (PJAS) means food or drinks that are sold in the school environment. Snack food plays a fairly important role in providing energy and nutritional intake for school-age children. Health education has a crucial role in changing individual health behavior through the learning process. Therefore, it is important to carry out early education to provide additional knowledge to children about the importance of choosing healthy snacks. This community service activity was carried out at the Elementary School Laboratory of Pattimura University, Ambon. Participants in this activity were elementary school students in grades 1 and 2. The educational material was delivered using the lecture method and used simple language that could be understood by students. The material provided explained about hygiene and sanitation in organizing food, especially school snacks. Healthy snacks education is an effective solution to increase students' knowledge about healthy snacks to prevent health problems caused by wrong snacking behavior. Keywords:hygiene, elementary school, snack Abstrak Jajanan anak sekolah atau Pangan Jajanan Anak Sekolah (PJAS) berarti makanan atau minuman yang diperjualbelikan di lingkungan sekolah. Makanan jajanan memegang peranan yang cukup penting dalam memberikan asupan energi dan zat gizi bagi anak-anak usia sekolah. Pendidikan kesehatan memiliki peran krusial dalam mengubah perilaku kesehatan individu melalui proses pembelajaran. Oleh karena itu, penting untuk melakukan edukasi dini guna memberikan pengetahuan tambahan kepada anak-anak mengenai pentingnya pemilihan jajanan yang sehat. Kegiatan pengabdian masyarakat ini dilaksanakan di SD Laboratorium Universitas Pattimura, Ambon. Peserta kegiatan ini adalah siswa sekolah dasar kelas 1 dan 2. Materi edukasi disampaikan dengan metode ceramah dan menggunakan bahasa sederhana yang bisa dipahami oleh siswa. Materi yang diberikan menjelaskan tentang hiegene dan sanitasi dalam penyelenggaraan makanan, khususnya jajanan sekolah. Penyuluhan jajanan sehat menjadi salah satu solusi yang efektif untuk meningkatkan pengetahuan siswa tentang jajanan yang sehatbuntuk mencegah terjadinya masalah kesehatan yang diakibatkan oleh perilaku jajan yang salah. Kata Kunci:higiene, jajan, PJAS, siswa

Background : Based on WHO data (2020), it is estimated that almost 18.9 million children under the age of 15 years experience impaired visual acuity. In general, the main cause of visual impairment is refractive errors that cannot be corrected (myopia, hyperopia and astigmatism), while cataracts are the main cause of blindness. Objective : To determine the relationship between elementary school children’s visual acuity and online school activities for 2 years. Methods : A Descriptive Retrospective study aims to determine the characteristics of glaucoma sufferers at Makassar Eye Hospital in 2019-2021 using a purposive sampling method. Results : The results of this research are that there is a significant relationship between elementary school children’s visual acuity and online school activities of 0.010 (< 0.05). These results mean that there is rejection of H0, or there is a relationship between the two variables. Conclusion : Based on the results of the research that has been obtained along with the discussion that has been made, it can be concluded that there is a significant relationship between elementary school children’s visual acuity and online school activities in elementary school students in grades 5 and 6.

The background of this research is the problem of reading ability of grade 1 elementary school students in 009 Kepau Jaya Public Elementary School, Siak Hulu Subdistrict, Kampar Regency, as seen by students who have difficulty recognizing letters, even though the teacher often repeats the letters in front of the class, saying words, and matching pictures with writing when the teacher uses the task of matching images with children's writing tends to be less able to do it. This study aims to analyze the reading ability of grade 1 elementary school students at 009 Kepau Jaya Public Elementary School. The population and sample in this study were all first-grade students of 009 Public Elementary School Siak Hulu, Siak Hulu Subdistrict, amounting to 30 students. The method used in this research is quantitative descriptive to analyze the reading ability of grade 1 elementary school students at 009 Kepau Jaya Public Elementary School, Siak Hulu District, Kampar District. The data collection technique used was the observation of grade 1 students and analyzed to find out the results of descriptive statistics that illustrated the level of ability to educate elementary school students in grade 1. Based on the results of the study it was found that the ability to read first-grade students of 009 Kepau Jaya Public Elementary School in Siak Hulu District was a low category. This can be seen in the category of scores obtained by students where 18 or 60% of students are in the low initial reading ability, while the remaining 12 or 40% of students are in moderate reading ability. This is influenced by physiological factors, intellectual factors, environmental factors, and psychological factors.

The authors investigated the nature of gender differences in the writing self-beliefs of elementary school students in Grades 3, 4, and 5 (N = 363). Girls were judged superior writers, but there were no gender differences in writing self-efficacy after controlling for writing aptitude. However, girls expressed that they were better writers than were other boys or girls in their class or in their school to a greater degree than did boys. Only writing self-efficacy beliefs and aptitude predicted writing performance in a path model that included writing apprehension, self-efficacy for self-regulation, and perceived usefulness of writing. Self-efficacy mediated the effects of aptitude and self-efficacy for self-regulation on performance. Writing self-concept was higher and apprehension lower for students in Grade 3 than in Grade 5. Data were consistent with A. Bandura's (1986) social cognitive theory and suggest that boys and girls may use a different metric when responding to traditional self-efficacy scales.

Bades Village, Pasirian District, Lumajang Regency is a village whose area is located between two active mountains, namely Mount Semeru and Mount Lamongan and a coastline that stretches from west to east so that there is the potential for extreme waves and tsunamis. The geographical location of Bades Village causes the potential for several natural disaster threats such as tsunamis, landslides, and earthquakes. Therefore, disaster mitigation education is needed from an early age, especially for elementary school students. Disaster mitigation education can be done in several ways, one of which is using Educational Props (APE). The purpose of this devotion is to raise awareness and respond to the arrival of unpredictable disasters. So that these students are expected to have knowledge of pre-disaster mitigation and in times of disaster and can share their knowledge with the community. In addition, the method used in this socialization activity gives a new color in its delivery to elementary school students. The method used is the observation method, then held a socialization with the students of SDN 05 Bades, Kecamtan Pasirian, Lumajang Regency. The subjects of socialization were 40 elementary school students in grades 4 –6. The result of this service and research is an increase in knowledge of mitigating natural disasters that occur. Students are enthusiastic and interested in this socialization so that they are able to apply the material that has been given when the disaster comes.

The purpose of this study was to investigate the effects of grade level and gender on student curiosity in urban elementary schools. Three basic questions were addressed: (a) Does student curiosity decrease as grade level increases? (b) Are gender differences present in curiosity? (c) Are these effects evident across educational settings with different student populations? A scale designed to measure school-related curiosity (SRC scale) was created and administered to elementary school students in Grades 3, 5, and 7 in one Catholic school (n = 148) and two public schools (n = 150). Two-way ANOVAs (Grade Level x Gender) were conducted separately in the Catholic school and public school samples in order to examine the generalizability of the grade level and gender effects across educational settings. There was a decrease in student curiosity as a function of grade level in both Catholic school and public school students. No significant gender differences were found in either group. Suggestions for further research and the educational implications of the findings are discussed.

Objectives: this study examined the intervention effects of group sandplay therapy (GST) on children at risk of smartphone addiction. Methods: The participants consisted of 113 elementary school students in grades 5 and 6 (ages 11-12), with 57 in the intervention group and 56 in the control group. The intervention group participated in the GST program once a week for 40 min over 10 weeks, while the control group received no intervention. The Youth Smartphone Addiction Scale (S-scale) and the Korean Youth Self Report (K-YSR) were used to assess the program. Additionally, a repeated measures ANOVA was employed to examine changes between pre- and post-tests. Results: compared to the control group, the intervention group that received GST showed a significant reduction in smartphone addiction (F = 7.355, p = 0.020), withdrawal/depression (F = 5.540, p = 0.032), and somatic symptoms (F = 4.542, p = 0.040) compared to the control group. Conclusions: GST was found to be effective in reducing smartphone addiction, depression, and somatic symptoms in children at risk for smartphone addiction.

Textbooks play a key role in teaching mathematics in many Indonesian classrooms. Therefore, the Indonesian Ministry of Education and Culture provides textbooks for use in schools to support the teaching and learning process in the classroom. In implementing the Curriculum 2013 (Kurikulum 2013) in elementary schools, the textbooks were designed and developed by integrating various competencies and subjects, including mathematics, into several themes. This study aimed to describe the place value content in students’ thematic textbooks for elementary school students in grades 1 and 2. A descriptive qualitative method in the content analysis was conducted by focusing on three areas of analysis: six critical skills of learning place value, stages development, and strategies in teaching place value. Some findings showed that the thematic textbooks for grades 1 and 2 covered almost all skills except mentioning numbers in other forms (rename), the material presented has developed according to students’ learning development, and has implemented all strategies in teaching place values.