Technology integration in thematic learning to welcome the era of the industrial revolution 4.0 in elementary schools
Abstract
Advances in technology have become the focus of basic education today. Elementary school-age children are already adept at using technology in everyday life, including in meeting their needs. The purpose of this study is the analysis of the integration of technology in thematic learning to approach the era of the industrial revolution 4.0 in elementary schools. Research that has been conducted uses a qualitative approach with the case studies method. The results showed that children who grow and develop with technological advances easily follow learning by integrating technology into thematic learning in primary schools. Whereas children who grow and develop by not following technological advances have difficulties and awkwardness in learning by integrating technology in thematic learning in primary schools.
Keywords
Full Text:
PDFReferences
Ahangari, S., & Sepehran, H. (2014). The Effect of Intertextuality on Iranian EFL Learners’ Critical Writing. Iranian Journal of Language Teaching Research, 2(1), 85–98. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1127399&site=ehost-live
Allen-Lyall, B. (2018). Helping students to automatize multiplication facts: A pilot study. International Electronic Journal of Elementary Education, 10(4), 391–396. https://doi.org/10.26822/iejee.2018438128
Arfé, B., Mason, L., & Fajardo, I. (2018). Simplifying informational text structure for struggling readers. Reading and Writing, 31(9), 2191–2210. https://doi.org/10.1007/s11145-017-9785-6
Baharudin, B. (2015). Analisis Terhadap Kompetensi Pedagogik Guru dalam Pelaksanaan Pembelajaran dengan Pendekatan Saintifik di MI se Kota Bandar Lampung). Jurnal Terampil, 3(3), 1–16.
Bahng, E. J., & Lee, M. (2017). Learning experiences and practices of elementary teacher candidates on the use of emerging technology: A grounded theory approach. International Electronic Journal of Elementary Education, 10(2), 225–241. https://doi.org/10.26822/iejee.2017236118
Baumfalk, B., Bhattacharya, D., Vo, T., Forbes, C., Zangori, L., & Schwarz, C. (2019). Impact of model-based science curriculum and instruction on elementary students’ explanations for the hydrosphere. Journal of Research in Science Teaching, 56(5), 570–597. https://doi.org/10.1002/tea.21514
Beker, K., van den Broek, P., & Jolles, D. (2019). Children’s integration of information across texts: reading processes and knowledge representations. Reading and Writing, 32(3), 663–687. https://doi.org/10.1007/s11145-018-9879-9
Brilingaite, A., Bukauskas, L., & Juškeviciene, A. (2018). Competency assessment in problem-based learning projects of information technologies students. Informatics in Education, 17(1), 21–44. https://doi.org/10.15388/infedu.2018.02
Budde, J., & Weuster, N. (2017). Class Council between Democracy Learning and Character Education. Journal of Social Science Education, 16(3), 52–61. https://doi.org/10.2390/jsse-v16-i3-1593
Camilleri, P. (2017). Minding the gap. proposing a teacher learning-training framework for the integration of robotics in primary schools. Informatics in Education, 16(2), 165–179. https://doi.org/10.15388/infedu.2017.09
Chandra, Mayarnimar, & Habibi, M. (2018). Keterampilan Membaca dan Menulis Permulaan Menggunakan Model VARK untuk Siswa Sekolah Dasar. Jurnal Inovasi Pendidikan Dan Pembelajaran Sekolah Dasar, 2(1), 72–80. https://doi.org/https://doi.org/10.24036/0201821100050-0-00011
Cheng, Y., Zhang, J., Li, H., Wu, X., Liu, H., Dong, Q., … Sun, P. (2017). Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students: A Longitudinal Study From Grade 1 to Grade 2. Reading Research Quarterly, 52(1), 91–104. https://doi.org/10.1002/rrq.155
Collins, J. L., Lee, J., Fox, J. D., & Madigan, T. P. (2017). Bringing Together Reading and Writing: An Experimental Study of Writing Intensive Reading Comprehension in Low-Performing Urban Elementary Schools. Reading Research Quarterly, 52(3), 311–332. https://doi.org/10.1002/rrq.175
Cooper Stapp, A., & Kate Karr, J. (2018). Effect of recess on fifth grade students’ time on-task in an elementary classroom. International Electronic Journal of Elementary Education, 10(4), 449–456. https://doi.org/10.26822/iejee.2018438135
D’Agostino, J. V., Rodgers, E., & Mauck, S. (2018). Addressing Inadequacies of the Observation Survey of Early Literacy Achievement. Reading Research Quarterly, 53(1), 51–69. https://doi.org/10.1002/rrq.181
Dorça, F. A., Araújo, R. D., de Carvalho, V. C., Resende, D. T., & Cattelan, R. G. (2016). An automatic and dynamic approach for personalized recommendation of learning objects considering students learning styles: An experimental analysis. Informatics in Education, 15(3), 45–62. https://doi.org/10.15388/infedu.2016.03
DUDAITĖ, J., & PRAKAPAS, R. (2017). The Experience of Teachers in the Application of ActivInspire Interactive Evaluation System in Classroom: A Case of Teachers in Lithuania. Informatics in Education, 16(2), 181–195. https://doi.org/10.15388/infedu.2017.10
Feistauer, D., & Richter, T. (2017). How reliable are students’ evaluations of teaching quality? A variance components approach. Assessment and Evaluation in Higher Education, 42(8), 1263–1279. https://doi.org/10.1080/02602938.2016.1261083
Foster, T. E., Ardoin, S. P., & Binder, K. S. (2018). Reliability and Validity of Eye Movement Measures of Children’s Reading. Reading Research Quarterly, 53(1), 71–89. https://doi.org/10.1002/rrq.182
Gholami, J., & Qurbanzada, I. (2016). Key stakeholders’ attitudes towards teacher education programs in TEFL: A case study of Farhangian University in Iran. Journal of Teacher Education for Sustainability, 18(2), 5–20. https://doi.org/10.1515/jtes-2016-0011
Gouldthorp, B., Katsipis, L., & Mueller, C. (2018). An Investigation of the Role of Sequencing in Children’s Reading Comprehension. Reading Research Quarterly, 53(1), 91–106. https://doi.org/10.1002/rrq.186
Granger, E. M., Bevis, T. H., Southerland, S. A., Saka, Y., & Ke, F. (2019). Examining features of how professional development and enactment of educative curricula influences elementary science teacher learning. Journal of Research in Science Teaching, 56(3), 348–370. https://doi.org/10.1002/tea.21480
Gutiérrez, K. D., & Jurow, A. S. (2016). Social Design Experiments: Toward Equity by Design. Journal of the Learning Sciences, 25(4), 565–598. https://doi.org/10.1080/10508406.2016.1204548
Habibi, M., & Chandra. (2018a). Strategi Direct Writing Activity Sebagai Upaya Peningkatan Keterampilan Menulis Deskripsi Bagi Siswa Kelas Ii Sd. Jurnal Inovasi Pendidikan Dan Pembelajaran Sekolah Dasar, 2(1). Retrieved from http://e-journal.unp.ac.id/index.php/jippsd
Habibi, M., & Chandra. (2018b). STRATEGI DIRECT WRITING ACTIVITY SEBAGAI UPAYA PENINGKATAN KETERAMPILAN MENULIS DESKRIPSI BAGI SISWA KELAS II SD. JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR, 2(1), 1–12. https://doi.org/https://doi.org/10.24036/0201821100032-0-00
Habibi, M., Chandra, C., Mahyuddin, R., & Hendri, S. (2018). Validity of Teaching Materials for Writing Poetry Based on Creative Techniques in Elementary Schools. Mimbar Sekolah Dasar, 5(3), 145. https://doi.org/10.17509/mimbar-sd.v5i3.14501
Hendrizal, & Chandra. (2018). Preliminary Research Description In Developing Tematics Learning Materials by Using Character Building and Discovery Learning to Establish Children aged 6-9 Years. International Conference of Early Childhood Education, 169, 95–101. Retrieved from https://www.atlantis-press.com/proceedings/icece-17/25889741
Horn, M. S. (2018). Tangible Interaction and Cultural Forms: Supporting Learning in Informal Environments. Journal of the Learning Sciences, 27(4), 632–665. https://doi.org/10.1080/10508406.2018.1468259
Hughes, H., Hall, N., & Pozzie, M. (2017). Library Experience and Information Literacy Learning of First Year Internat...: EBSCOhost. Communications in Information Literacy, 11(2), 302–323. Retrieved from http://web.b.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=3&sid=846e1916-cbe8-4114-9801-8cb4449067ad%40pdc-v-sessmgr01
Kalindi, S. C., McBride, C., & Dan, L. (2018). Early Literacy Among Zambian Second Graders: The Role of Adult Mediation of Word Writing in Bemba. Reading Research Quarterly, 53(1), 7–27. https://doi.org/10.1002/rrq.180
Kim, D. (2018). A study on the influence of Korean Middle School students’ relationship through Science class applying STAD cooperative learning. Journal of Technology and Science Education, 8(4), 291. https://doi.org/10.3926/jotse.407
Krist, C., Schwarz, C. V., & Reiser, B. J. (2019). Identifying Essential Epistemic Heuristics for Guiding Mechanistic Reasoning in Science Learning. Journal of the Learning Sciences, 28(2), 160–205. https://doi.org/10.1080/10508406.2018.1510404
Lane, A. K., Hardison, C., Simon, A., & Andrews, T. C. (2019). A model of the factors influencing teaching identity among life sciences doctoral students. Journal of Research in Science Teaching, 56(2), 141–162. https://doi.org/10.1002/tea.21473
Levine, S. (2019). Using Everyday Language to Support Students in Constructing Thematic Interpretations. Journal of the Learning Sciences, 28(1), 1–31. https://doi.org/10.1080/10508406.2018.1485023
Li, M., & Zhu, W. (2017). Explaining dynamic interactions in wiki-based collaborative writing. Language Learning & Technology, 21(2), 96–120. Retrieved from http://llt.msu.edu/issues/june2017/lizhu.pdf
Magulod, G. (2019). Learning styles, study habits and academic performance of Filipino University students in applied science courses: Implications for instruction. Journal of Technology and Science Education, 9(2), 184. https://doi.org/10.3926/jotse.504
Marashi, H., & Tahan-Shizari, P. (2015). Using convergent and divergent tasks to improve writing and language learning motivation. Iranian Journal of Language Teaching Research, 3(1), 99–117. Retrieved from www.urmia.ac.ir/ijltr
Mayarnimar, & Taufina. (2017). Validity Analysis of the Vark ( Visual , Auditory , Read- Write , and Kinesthetic ) Model – Based Basic Reading and Writing Instructional Materials for the 1St Grade. International Conference for Science Educators and Teachers, 118, 870–874.
Mikerova, G., Sergeeva, B., Mardirosova, G., Kazantseva, V., & Karpenko, A. (2018). Learning environment affecting primary school student’s mental development and interest. International Electronic Journal of Elementary Education, 10(4), 407–412. https://doi.org/10.26822/iejee.2018438130
Muhammadi, Taufina, & Chandra. (2018). Literasi Membaca untuk Memantapkan Sosial Siswa Sekolah Dasar. LITERA, 17(2), 202–212. https://doi.org/http://dx.doi.org/10.21831/ltr.v17i2.16830
Nelly, R., Taufik, T., & Irdamurni, I. (2019). The Use of Discovery Method to Improve Students’ Learning Activities and Outcome in Learning Mathematics at Grade V in Public Elementary School 08 Nan Limo Mudik, Palupuh District, Agam Regency. Jurnal Aplikasi IPTEK Indonesia, 3(3), 144–150. https://doi.org/10.24036/4.32126
O’Neill, D. K. (2016). Understanding Design Research–Practice Partnerships in Context and Time: Why Learning Sciences Scholars Should Learn From Cultural-Historical Activity Theory Approaches to Design-Based Research. Journal of the Learning Sciences, 25(4), 497–502. https://doi.org/10.1080/10508406.2016.1226835
Pantzare, A. L. (2015). Interrater reliability in large-scale assessments – Can teachers score national tests reliably without external controls? Practical Assessment, Research & Evaluation, 20(9), 1–14. Retrieved from http://pareonline.net/getvn.asp?v=20&n=9
Pekince, P., & Avcı, N. (2018). Children’s perspective on the right of self-determination. International Electronic Journal of Elementary Education, 10(4), 431–439. https://doi.org/10.26822/iejee.2018438133
Putra, R. M., & Taufina. (2019). IMPROVING STUDENT LEARNING OUTCOMES IN INDONESIA MATERIAL WRITING ANNOUNCEMENT WITH MODEL STUDENT TEAMS-ACHIEVEMENT LEARNING DIVISION ( STAD ) IN CLASS IV SD NEGERI 21 / III. International Journal of Educational Dynamics, 1(2), 68–73.
Rienties, B., & Tempelaar, D. (2018). Turning Groups Inside Out: A Social Network Perspective. Journal of the Learning Sciences, 27(4), 550–579. https://doi.org/10.1080/10508406.2017.1398652
Rijke, W. J., Bollen, L., Eysink, T. H. S., & Tolboom, J. L. J. (2018). Computational thinking in primary school: An examination of abstraction and decomposition in different age groups. Informatics in Education, 17(1), 77–92. https://doi.org/10.15388/infedu.2018.05
Rodgers, E., D’Agostino, J. V., Harmey, S. J., Kelly, R. H., & Brownfield, K. (2016). Examining the Nature of Scaffolding in an Early Literacy Intervention. Reading Research Quarterly, 51(3), 345–360. https://doi.org/10.1002/rrq.142
Ryoo, K., & Bedell, K. (2019). Supporting linguistically diverse students’ science learning with dynamic visualizations through discourse-rich practices. Journal of Research in Science Teaching, 56(3), 270–301. https://doi.org/10.1002/tea.21519
Sapitri, E., Mudjiran, M., & Taufina. (2019). Developing Learning Materials of Narrative Writing Based on the Thinking Ability Improvement Learning Model for Third Grade Student of Elementary School. 1st International Conference of Innovation in Education (ICoIE 2018), 178(ICoIE 2018), 226–229. https://doi.org/10.2991/icoie-18.2019.51
Sari, D. I., Taufina, & Nirwana, H. (2018). THE INNOVATION OF TEACHING MATERIALS FOR TEACHING AN EXPOSITION TEXT BASED ON THE GRAPHIC ORGANIZER AT AN ELEMENTARY SCHOOL GRADE IV. 3rd International Conference on Education 2018 Teachers in the Digital Age, (3), 77–84.
Schiefele, U., & Löweke, S. (2018). The Nature, Development, and Effects of Elementary Students’ Reading Motivation Profiles. Reading Research Quarterly, 53(4), 405–421. https://doi.org/10.1002/rrq.201
Schüller, E. M., Birnbaum, L., & Kröner, S. (2017). What Makes Elementary School Students Read in Their Leisure Time? Development of a Comprehensive Questionnaire. Reading Research Quarterly, 52(2), 161–175. https://doi.org/10.1002/rrq.164
Smirnov, N., Easterday, M. W., & Gerber, E. M. (2018). Infrastructuring Distributed Studio Networks: A Case Study and Design Principles. Journal of the Learning Sciences, 27(4), 580–631. https://doi.org/10.1080/10508406.2017.1409119
Stang Lund, E., Bråten, I., Brandmo, C., Brante, E. W., & Strømsø, H. I. (2019). Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue. Reading and Writing, 32(2), 335–356. https://doi.org/10.1007/s11145-018-9868-z
Sulak, S. E. (2018). Investigation of Writing Habits of Primary School Teachers. Lnternational Electronic Journal of Elementary Education, 10(4), 497–504. https://doi.org/10.26822/iejee.2018438140
Taufina, & Chandra. (2017). Developing the Big Questions and Bookmark Organizers (BQBO) Strategy-Based Reading Literacy Learning Materials in the 4th Grade of Elementary School. International Conference for Science Educators and Teachers, 118(5), 857–864. Retrieved from https://www.atlantis-press.com/proceedings/icset-17/25886637
Taufina, M. (2017). Developing Literacy Reading Teaching Materials by Using Big Books as an Effort to Build the 2 nd Grade Students ’ Characters in Elementary School. International Conference for Science Educators and Teachers (ICSET), 118, 835–844.
Tok, M. (2015). Examining pre-service teacher views on the implementation of screen-based writing instruction. International Electronic Journal of Elementary Education, 7(2), 235–252.
Turan, Z., & Meral, E. (2018). Game-based versus to non-game-based: The impact of student response systems on students’achievements, engagements and test anxieties. Informatics in Education, 17(1), 105–116. https://doi.org/10.15388/infedu.2018.07
Turner, J. C., Christensen, A., Kackar-Cam, H. Z., Fulmer, S. M., & Trucano, M. (2018). The Development of Professional Learning Communities and Their Teacher Leaders: An Activity Systems Analysis. Journal of the Learning Sciences, 27(1), 49–88. https://doi.org/10.1080/10508406.2017.1381962
von Wangenheim, C. G., Hauck, J. C. R., Demetrio, M. F., Pelle, R., da Cruz Alves, N., Barbosa, H., & Azevedo, L. F. (2018). CodeMaster - Automatic assessment and grading of app inventor and snap! Programs. Informatics in Education, 17(1), 117–150. https://doi.org/10.15388/infedu.2018.08
Walgermo, B. R., Foldnes, N., Uppstad, P. H., & Solheim, O. J. (2018). Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling. Reading and Writing, 31(6), 1379–1399. https://doi.org/10.1007/s11145-018-9843-8
Walsh, E. M., & Tsurusaki, B. K. (2018). “Thank You for Being Republican”: Negotiating Science and Political Identities in Climate Change Learning. Journal of the Learning Sciences, 27(1), 8–48. https://doi.org/10.1080/10508406.2017.1362563
Wedia Putra, H., Taufina, & Adnan, M. F. (2019). The Development of Learning Materials to Write a Poem with Cooperative Learning Methods Type Two Stay Two Stray in the Fifth Grade Of Elementary School. 1st International Conference of Innovation in Education (ICoIE 2018), 178(ICoIE 2018), 101–103. https://doi.org/10.2991/icoie-18.2019.24
Yamaç, A. (2015). The effect of digital storytelling on improving the writing skills of third grade students. 9(September), 59–86.
Refbacks
- There are currently no refbacks.