Tag Archives: Elementary School

Educational Services to Develop Students’ Different Variaties of Potential, Competence, Knowledge, and Experience in Elementary School (Published)

Education plays an important role to give a service to students particularly to those who have various kind of potential. Therefore, it needs to formulate the concept of educational services that can develop the potential of diverse students. This case study used a Focus Group Discussion (FGD) technique conducted in Jakarta, Bandung, and Surakarta. The research found out the concept of educational services for various kinds of students’ potential with the needs of strengthening school principal management involving students’ parents’ association, home visit, improve teaching and learning using various kinds of teaching methodology and teaching and learning tool.


Keywords: Education, Elementary School, School Management, Teaching and Learning, parents’ association, potential

Identifying the Problems of Indonesian Primary School Teachers in Developing Learning Devices (Published)

This study aims to picture the ability of Indonesian elementary school teachers in developing learning devices as well as the problems they encountered and their needs. The research subjects are learning devices (curriculum, syllabus, lesson plan, teaching materials, learning media, evaluation instrument, and student work books). The data were taken from schools and teachers, document of learning devices, the organizers and managers of education units. The data was collected through interview technique, documentation, and observation; while the technique of data analysis is done descriptively-qualitative. The results showed that (1) the ability of Indonesian elementary school teachers in preparing instructional devices still need to be maximized. Although the quantity of its existence has been in accordance with the provisions of the national education standards agency, however, the quality can only reached an average of 9.78%; (2) the problems faced by elementary school teachers in preparing learning devices, namely: (a) unclear technical guidelines for the preparation of the curriculum and syllabus; (b) lesson plan is developed  limited to administrative needs; (c) learning materials did not analyzed optimally; (d) instructional media did not designed properly; (e) the determination of evaluation tool and follow-up of learning was still very limited; (3) in designing learning devices, teachers need to understand some aspects, such as (a) the design of lesson plans, (b) the development of learning models and methods, (c) the development of media and teaching aids, (d) the development of learning implementation scenarios, and (e) the development of learning evaluation devices.

Keywords: Curriculum, Elementary School, Learning Device, Syllabus, Teachers’ Competence

The Issue of Gender in Elementary Schools’ Hebrew textbooks for the Arab Sector in Israel (Published)

The educational system in the 21st century is still a sociological representative preserving the social and gender structure in society.  The school is a ‘greenhouse’ for strengthening and refinement gender stereotyped identity already in young age, by teaching and imitating the behavior described in the textbooks This article examines the status of women and female students in the Hebrew textbooks in the elementary school studied in the Arab sector in relation to two aspects: the method of teaching of the Hebrew language in the past and in present time, in relation to women’s status. The examination was made by texts and illustrations of textbooks.This study examined the third grade book of ‘Mifgash’ (meetings), it also tested 11 texts in four textbooks from the series of “Ivrit Laderech” (Learning Hebrew) from the third to the sixth grade, in which women have a central leading role.

Keywords: Arab sector, Elementary School, Gender, Hebrew, Textbook, stereotypes

The Effectiveness of Using Interactive Infographic at Teaching Mathematics in Elementary School (Published)

The study aimed to explore the effectiveness of using interactive infographics in the teaching of mathematics at the second grade of elementary school, the study has used a semi-experimental approach through pre and post tests for two groups; experimental and control group where the study sample consisted of 32 students from the second grade in the first semester of the academic year (1435-1436h). the sample were randomly selected and divided into two groups, one is a control group consist of (17) students (studying with traditional method); the other one is experimental (pilot) group consist of (15) students (studying with interactive infographics method). The researcher developed an instructional design model for teaching mathematics using interactive infographics; the results indicated that there are statistically significant differences at level (0.05) between the means of students’ scores of experimental group and control group in post achievement test in favor of experimental group in which concluded that the interactive infographics is an effective tool in teaching and learning mathematics at elementary school

Keywords: Elementary School, Infographics, Mathematics Teaching


Although minimal research supports bibliotherapy in specifically reducing bullying, researchers and practitioners often recommend children’s books and stories to address this topic. The aim, of this study was to evaluate the effectiveness of an anti-bullying bibliotherapy intervention on primary school children’s bullying behavior and victimization, participant roles, attitudes towards bullying, intentions to intervene in bully–victim problems, perceived efficacy of intervening and actual intervening behavior. An experimental pre-test/post-test design was used. The sample consisted of 98 pupils drawn from the fifth grade classrooms of four primary schools in central Greece. Data were collected using self-report measures, before and immediately after the intervention. The results indicated that the programme contributed to a positive reduction in ‘outsider’ behaviour and enhanced students’ pro-victim attitudes and self-efficacy for intervening in bully/victim incidents. The results are discussed in terms of their implications for anti-bullying interventions.

Keywords: Bibliotherapy, Bullying, Elementary School, Intervention, Victimization