Technology Impacts on Moral Development ES Students

The purpose of this paper is to provide a group music therapy intervention for elementary and middle school students with mood disorders through music therapy. To explore the improvement of group music therapy on the dysphoria and state of adolescent patients with mood disorders and to explore the relationship with self-identity. A music activity-based mental health education curriculum was designed based on the results of the current survey, while two homogenous classes were selected as the experimental and control classes; subsequently, the experimental teaching of the music activity-based mental health education curriculum was conducted in the experimental class, and the regular school mental health education curriculum was conducted in the control class, and the pre- and postexperimental scale tests were used to analyze that the curriculum of this study had a positive effect of this study's curriculum on elementary school students' positive emotions analyzed through pre- and postexperimental scale tests. The music activity-based mental health education program had a significant positive effect on the overall level of positive emotions of elementary school students, especially in the positive emotion index, happiness index, mental toughness, goal focus, and interpersonal assistance factor. The positive psychology-oriented music activity-based mental health education curriculum is well suited for elementary and middle school students, especially for upper elementary and middle school students. The music activity-based mental health education curriculum realizes the value of applying positive psychology to mental health education efforts at the elementary school level and flexibly uses a variety of related theories to promote positive emotional experiences for elementary and middle school students.

The trajectories of the supratemporal and infratemporal retinal arteries are associated with the position of the nerve fiber layer defects of glaucomatous eyes. However, no reports have thus far been published on changes in the retinal artery trajectory (RA trajectory) along with growth. Thus, the purpose of this study was to investigate the differences in the RA trajectories of elementary and junior high school students and the associations with axial length (AL). Prospective cross-sectional observational study. In total, 122 right eyes of healthy elementary school students (61 boys, 61 girls) and 170 right eyes of healthy junior high school students (83 boys, 87 girls) were studied. The AL was measured and color fundus photographs were taken, and used for the analysis. The RA trajectory was plotted in the color fundus photographs and fitted to a second-degree polynomial equation, [Formula: see text], using ImageJ. The coefficient "a" represented the steepness of the trajectories. The differences in the RA trajectories and ALs of elementary and junior high school students were determined using the Mann-Whitney test. The association between the RA trajectory and AL was determined using the Spearman rank correlation. The AL and the RA trajectory of the junior high school students were significantly greater than those of the elementary school students (P < 0.001). The RA trajectory was significantly associated with the AL in both elementary (r = 0.26, P = 0.005) and junior high (r = 0.32, P < 0.001) school students. Junior high school students have a longer AL and narrower RA trajectory than do elementary school students. A longer AL is associated with a narrower RA trajectory in both elementary and junior high school students.

The purpose of this study was to compare the incidences of macular irregularities of elementary school (ES) and junior high school (JHS) students. This was a prospective cross-sectional observational study of 122 right eyes of 122 ES students (8–9 years) and 173 right eyes of 173 JHS students (12–13 years). Vertical cross-sectional images of the macula were obtained by optical coherence tomography. The eyes were classified based on the vertical symmetry of the posterior pole, and then sub-classified as convex-, flat-, concave-, or dome-shaped based on the direction of the curvature of the retinal pigment epithelium. One hundred and two eyes (83.6%) were placed in the symmetrical group in the ES students and 149 eyes (86.1%) in the JHS students. Twenty eyes (16.4%) were placed in the asymmetric groups in the ES students and 24 eyes (13.9%) in the JHS students. In symmetrical group, 78 and 118 eyes had a convex-shape (76.4 and 79.2%), followed by 22 and 29 eyes of dome-shaped group (21.6 and 19.4%) in ES and JHS students respectively. Because the incidences of the posterior pole shapes were not significantly different between the groups, it is likely that the macular irregularities develop before the age of ES.

Mathematical literacy is the basis for students to fully understand learning in the 21st-century era. The low mathematical literacy ability of students in elementary schools reduces the quality of education and participation of students in everyday life. Therefore, there is a need to develop learning modules to increase student literacy. Using an ethnomathematics-based teaching module with the RME approach is one solution. The goal of this development research is to create teaching modules that can improve the mathematical literacy of fifth-grade s elementary school students. The research subjects were students and teachers of fifth-grade elementary schools in Petanahan District. Observation, interviews, questionnaires, documentation, and tests are used as data collection methods. Both qualitative descriptive analysis and quantitative analysis were used to process the data. The results showed that the validation was rated as very good category by linguists 93.8%, material 94%, and design experts 92%. According to students responses, the practicality level falls within the 87.65% very good category. The effectiveness of the teaching module on mathematical literacy can be seen from the significance level 0.000 0.05, teaching module has a positive effect on improving mathematical literacy of fifth-grade students in elementary school. So, the ethnomathematics-based teaching module with a realistic mathematics education approach to improve mathematical literacy is valid, practical, and effective. Research and development of this ethnomathematics-based teaching module has been proven effective only in Petanahan District, it needs to be tested for effectiveness in a wider population so that it can be used more widely. Other researchers can develop similar teaching modules by taking ethnomathematics in other areas.

Purpose: The objective of this study was to investigate the differences of sodium intake in the diet according to the kind of meal, food group, and dish group. Methods: A dietary survey was conducted using the 24-hour recall method from April to May, 2009. The study subjects consisted of 701 elementary and 1,184 middle school students in the Jeju area. Mean sodium intake and the percentage contribution of meals and each dish and food group to daily sodium intake were calculated. Results: The daily sodium intake was 2,868.4 mg and 3,032.5 mg in elementary and middle school students. For elementary school students, breakfast, lunch, dinner, and snack provided approximately 18.0%, 35.1%, 32.8%, and 14.1% of total daily sodium intake, and for middle school students, 15.3%, 40.2%, 29.1%, and 15.5%, respectively. Major food groups for sodium intake were spices (1,252.5 mg in elementary, 1158.0 mg in middle school students), vegetables and their products (409.0 mg, 495.6 mg), cereal and grain products (322.4 mg, 647.8 mg), and fish and shellfish (255.3 mg, 336.6 mg). Except cereal and grain products, sodium intake of the food groups mentioned above was greater at lunch and dinner than at breakfast and snack. And, the elementary and middle school students obtained 5.9% and 9.8% of total daily sodium intake from cereal and grain products at snack. Among the 29 dish groups, the highest dish groups contributing to dietary sodium intake were soup and stew and tang/jeongol, consuming 19.8% (elementary school students) and 25.4% (middle school students) of daily sodium intake. The following major dish groups contributing to dietary sodium intake, in order, were kimchi, seasoned vegetables, grilled dish, stir-fried dish, and a` la carte. By meals, the percentage of sodium intake from soup, kimchi, stew, fried dish, and stir-fried dish at school lunch was high, from noodles, grilled dish, and a` la carte at dinner, and from bakery/snacks and noodles at snack. Conclusion: Sodium intake from the various side dishes at school lunch was high and noodles and bakery/snacks were popular snack foods in elementary and middle school students in Jeju area. In order to lower the intake of sodium, students need to be educated about eating less soup and choosing better snacks.

The rapid development of Information and Communication Technology (ICT) in the 21st century has influenced various aspects of people’s lives, one of which is in the educational field. ICT has a vital role in the development of learning systems. This study aims to analyze the elementary school students’ ICT literacy skills in the border area of Cirebon Regency. The research method used was a survey method with a quantitative descriptive approach. Data collection techniques utilized a questionnaire. The research sample consisted of 157 grade V elementary school students in the Sedong Sub-district located on the border of Cirebon Regency, Indonesia. The results showed that 82% of students had ICT devices, such as laptops, smartphones, or tablets, with 61% of students accustomed to using ICT devices in their daily lives for between 2-6 hours per day. However, the students’ ICT literacy level was still at level 1 out of 6 levels. Only 32% of students used ICT devices to find information as needed, and 27% of students utilized ICT devices for discussion about learning. Students used it more for entertainment, such as listening to music, watching videos, playing games, and joking with their friends on social media. In this case, students need guidance and direction in using ICT devices to be used as needed in daily life even though they are in the border area between regions. This study’s benefit is to see the percentage of elementary school students’ ICT literacy level as a preliminary study for other ongoing studies.

Objectives The purpose of this study is to verify the direct impact of parents' academic achievement pressure on elementary school students' career maturity and the mediating effect of learning attitude in this relationship. Methods For this purpose, 1,346 6th grade elementary school students who responded to the 13th year (2020) data of the Korean Children's Panel were selected as research subjects. Data analysis methods included descriptive statistical analysis, correlation analysis, confirmatory factor analysis, and structural equation model analysis using SPSS 26 and AMOS 29 statistical programs. Results The main research results through this are as follows. First, the significant negative impact of parental academic achievement pressure on elementary school students' career maturity was identified. Second, parents' academic achievement pressure had a positive significant effect on elementary school students' learning attitude. Third, elementary school students' learning attitude was found to have a positive significant effect on career maturity. Fourth, the mediating effect of parents' academic achievement pressure was verified as having a significant effect on career maturity through elementary school students' learning attitude. Conclusions This study is significant in that it identified the structural relationship between parents' academic achievement pressure, elementary school students' learning attitude, and career maturity, and at the same time confirmed the importance of elementary school students' learning attitude by verifying the mediating effect of learning attitude. Through this, we aim to provide basic data to elementary school students to improve their career maturity by lowering the level of parental academic achievement pressure and providing measures to increase their learning attitude.

This research was conducted with the aim of describing: (1) learning in material conveying fairy tale content developed using a whole language approach for elementary school (SD) students (2) changes in elementary school students' attitudes after receiving material conveying fairy tale content using a whole language approach, and (3) elementary school students' learning achievement after receiving material to convey the contents of fairy tales using a whole language approach. This research includes case study research. The subjects of this research were second grade elementary school students. The data collection techniques used were observation, interviews and tests. Test the validity of the data in this research by triangulating data sources, triangulating methods, and informant reviews. The results of the research show (1) the application of the whole language approach in conveying fairy tale content is carried out through the enjoyment stage, appreciation stage, and understanding stage, (2) the attitude changes that occur include (a) increasing critical thinking skills, (b) understanding the correlation between images in words, c) activeness when watching videos and discussing, (d) embedding cooperation and respect between students, and (e) increasing speaking skills, (3) all students experienced an increase in learning achievement with a score of 77-95 through three domains, namely cognitive domain, affective domain, and psychomotor domain.

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%.

AimThe coronavirus disease 2019 (COVID‐19) pandemic has had a significant psychological impact on children and adolescents, increasing depression, anxiety, and suicide‐related behaviors. In Japan, suicide remained the leading cause of death among individuals aged 10–19 years, with rates rising after the pandemic onset. However, few studies have examined these changes in psychiatric outpatient settings. We aimed to determine whether the prevalence of suicide‐related behaviors and associated psychiatric symptoms—depression and anxiety—differed pre‐ and post‐pandemic among elementary and junior high school students attending psychiatric outpatient clinics.MethodsIn this retrospective case–control study, we analyzed registry data from a child and adolescent psychiatric outpatient clinic in Japan. Patients were classified into pre‐ and post‐COVID‐19 groups based on the visit date (cutoff: March 2, 2020). Clinical characteristics were assessed at the initial visit through interviews and standardized rating scales: Depression Self‐Rating Scale for Children, Spence Children's Anxiety Scale, and Attention‐Deficit/Hyperactivity Disorder Rating Scale‐IV. Group differences were examined using univariate and multivariate logistic regression analyses.ResultsBetween 2016 and 2022, 2878 patients were included. The prevalence of suicide‐related behaviors increased post‐pandemic, from 3.0% to 6.9% among elementary school students and from 15.5% to 21.2% among junior high school students. In the post‐COVID‐19 group, elementary students more often exhibited antisocial behaviors and hyperactivity/conduct disorder diagnoses. Junior high students more often exhibited anxiety symptoms, particularly social anxiety, panic, and trauma‐related fear.ConclusionSuicide‐related behaviors significantly increased after the COVID‐19 pandemic, with distinct clinical characteristics observed across age groups.

본 연구에서는 코딩교육 프로그램을 적용하여 초등학교 6학년 학생의 컴퓨팅 사고력에 미치는 영향을 알아보고자 하였다. 본 연구의 대상은 경기도 광주시 K초등학교 6학년 2개 학급 57명이다. 6학년 6개 학급 중 2개 학급을 선정하여 실험집단 1개 학급과 통제집단 1개 학급을 선정하였다. 통제집단에는 일반 교과 수업을 하였고, 실험집단에는 코딩교육 프로그램을 실과 시간과 창의적 체험활동 시간을 활용하여 총 17차시 적용하였으며, 두 집단의 컴퓨팅 사고력 을 측정하기 위하여 검사지를 통하여 그 결과를 알아보았다. 이러한 연구의 결과를 요약하면 다음과 같다. 첫째, 통제집단의 컴퓨팅 사고력에 대한 사전검사와 사후검사 결과는 유의미한 차이를 나타 내지 못하였다. 일반 교과 수업 방법이 초등학생의 컴퓨팅 사고력 향상에는 도움이 되지 못하였음을 알 수 있다. 둘째, 실험집단의 컴퓨팅 사고력에 대한 사전검사와 사후검사 결과는 유의미한 차이를 나타냈다. 코딩 교육 프로그램이 초등학생의 컴퓨팅 사고력 향상에 효과적이었음을 알 수 있다. 셋째, 코딩교육 프로그램을 적용한 결과 초등학생의 알고리즘과 절차 사고 능력에 긍정적인 효과를 미쳤음을 알 수 있다. 넷째, 일반 교과 수업과 코딩교육 프로그램 적용 수업이 초등학생의 컴퓨팅 사고력 향상에 미치는 영향을 구명하기 위한 두 집단의 사후검사 결과는 유의미한 차이를 나타내지 않았다. 하지만 알고리즘과 절차 사고능력 향상에는 유의미한 차이를 나타냈다. 따라서 코딩교육 프로그램 적용 수업이 일반 교과 수업보다 초등학생의 알고리즘과 절차 사고 능력 향상에는 효과적임을 밝힐 수 있다. 이를 종합해 볼 때 코딩교육 프로그램은 컴퓨팅 사고력 중 자료 분석 능력과 추상화 사고 능력보다는 알고리즘과 절차 사고 능력에 긍정적인 영향을 주는 것으로 파악되었다.In this study, we constructed a coding education program and expected that the lesson program would have a positive impact on elementary school students thinking ability. The purpose of this study is to investigate the effect of the coding education program on the computing thinking ability of the elementary school sixth graders. First, we constructed a coding education program that could be applied to elementary school sixth graders. Second, we tested the effects of coding education program on elementary school students’ The subjects of this study were 57 students from 2 classes in K-6 elementary school in Gwangju city, Gyeonggi-do. Participants were assigned in either experimental or control class. A total of 17 lessons were applied to the experimental group and the experimental group by using the actual teaching time and the creative experiential activity time, and the results were examined through the questionnaire to measure the computing competency of the two groups. The results of this study are summarized as follows. First, there was no significant difference between the pre-test and the post-test on the computing competency of the control group. It can be seen that the general classroom teaching method did not help elementary school students thinking of computing. Second, there was a significant difference between the pre-test and the post&#8211;test in the control group. It can be seen that the coding education program was effective in improving elementary school students thinking skills. Third, applying the coding education program has positive effects on elementary school students algorithm and procedural thinking ability. Fourth, the results from the post-test of the two groups did not show a significant difference in order to investigate the effect of the general class instruction and the coding education program application on the improvement of elementary school students thinking ability. However, there was a significant difference in improvement of algorithm and procedural thinking ability. Therefore, it can be concluded that the coding education program is effective for improving elementary school students algorithm and procedural thinking ability rather than general class teaching. The results of this study show that the application of the coding education program has a positive effect on the improvement of the algorithm and procedural thinking ability among 6th grade elementary school students computing thinking factors. Therefore, in order to improve the thinking skills of elementary school students, besides the coding education, it is necessary to develop a program to improve the thinking ability such as abstraction and data analysis, and conducting further study on in-depth study should be conducted.

Social interaction in elementary school students is one thing that must be considered. This is important considering that in learning in elementary schools there are still many learning systems that use a play approach. This study aims to see the impact of children's passive basic movement activities and reduce mastering basic movements as a provision for socializing in social life. The sample used in this study involved elementary school students in Medan City using a Purposive Sample with a total sample of 66 students by dividing into two groups with each group receiving a different treatment, group A 33 students, and group B 33 students. This study used randomized posttest-only control group designs. The instrument is a social interaction questionnaire (validity of 0.700 & reliability is 0.915). Data analysis is carried out in several stages, namely descriptive analysis, difference testing, and hypothesis testing. The results in this study show the value of t-_count3,545 with Sig, 0,002<0,05 so H_o rejected and value t-_count2,011 with value Sig. 0,225>0,05 H_o accepted. The conclusions of this study explain that there is an influence of basic motion activities on the development of social processes (associative) in elementary school students, but no influence of basic motion activities on the development of social processes (dissociative) in elementary school students. This research contributes to the need to continue in the form of developing basic movement activities to improve social interaction and other aspects.

Discipline and learning motivation of students are factors that can affect student learning outcomes at school. Based on the results of observations, it shows that the discipline and learning motivation of fifth-grade students is not optimal and still need to be improved. This study aims to analyze the effect of discipline and learning motivation on the learning outcomes of high school students in elementary schools. The method used is a quantitative method with a correlational design. The population in this study were high school students in elementary school with a sample of 30 students. The data collection technique was carried out using a questionnaire based on the results of the discipline instrument and learning motivation with a Likert scale score of 1 to 4, while the data in the form of learning outcomes were obtained from their respective teachers in the form of PTS scores for the second semester. In this study, the data analysis technique used was the normality test and hypothesis testing with Microsoft Excel 2019. The results showed that there was an influence of learning discipline on the learning outcomes of high-class students. Then there is the influence of learning motivation on the learning outcomes of high-grade students in elementary school. There is an influence of discipline and learning motivation in the learning outcomes of high-grade students in elementary schools.

Media of social science learning based macromedia flash can increase interest,&#x0D; motivation and learning outcomes of fourth graders of elementary school. This type&#x0D; of research is R &amp; D research by adapting Borg &amp; Gall development procedures. The&#x0D; subjects of this study are students and grade 4 students of State Elementary School&#x0D; of Sendangadi 1 and SD Negeri Sendangadi 2. Data collection is done by interview,&#x0D; questionnaire and test. Data analysis technique using MANOVA test with Hotelling’s&#x0D; Trace formula 5% significance level of significance. This research produces media of&#x0D; social science learning in the form of media interactive learning based on macromedia&#x0D; flash. Media of social science learning based macromedia flash is very feasible to&#x0D; use based on validator assessment and test results in schools. Products developed&#x0D; effectively to increase interest, motivation and learning outcomes of fourth grade&#x0D; students of elementary school. The significant difference of the Hotelling’s Trace test&#x0D; is 0.000 &lt;0.05 for the experimental test and control group. Thus, IPS-based learning&#x0D; media based on macromedia flash is feasible and effective to increase student’s&#x0D; interest, motivation and learning outcomes.

The lack of nutrient was happened because of the low of quality and quantity of nutrient supply, and because of infection also. Nutrient supply like vitamin A, Fe, and Zn are the components which influence someone's nutrient status. The citizen of outskirts city usually identify by poverty. Vitamin A has a role in the mobilization of Fe reserve in human body to synthesize the hemoglobin. Fe and Zn which were given together can absorb well if Fe doses was not more than Zn. The research to new students of elementary school's nutrient status in NTT Province in general, and in Kupang particularly was rare until now. To know nutrient status of new students of elementary school basically is important to keep up with the development of students' study process as long as their education period in elementary school. To know the relationship of Zn, Fe, and vitamin A supply to the new students of elementary school's nutrient status in outskirts of Kupang city, NTT Province. This is a quantity of research with observational design cross-sectional. The research will be done in Kupang City in 2 months. The populations of this research are 3993 students of class one at the elementary school (this populations counted according to the number of class one data on 2013, in Kupang City. It means that all of the elementary students in Kupang City were not included in this account). Minimum sample which was needed in this research were 98 students. To anticipate the drop out students, then needed to add 10%, so the number of sample which was needed in this research are 108 students. To take 108 students was used random sampling technique. The criteria of the sample are: the new elementary school students (not repeat students) on the time of measuring didn't in sick condition and had not physic difference (hadn't hunchbacked). Fe supply has a relationship to nutrient status (IMT/U) with p-value less than 0, 05 (p=0,019), Zn supply also point out the relationship to nutrient status (IMT/U) with p-value 0,038, and vitamin A has a relationship to new students of elementary school's nutrient status with p-value 0, 005. There is a relationship between Fe supply with nutrient status (IMT/U), there is a relationship between Zn supply with nutrient status (IMT/U), there is a relationship between vitamin A supply with nutrient status (IMT/U). to the next researcher, besides measuring Fe supply, pay attention also macronutrient. Education organizer (school) need to pay attention to student's nutrient problem, because the students who have nutrient problem tend to have problems on their ability to accept subject matter in class.