TUGAS MENENTUKAN KOMPONEN ABSTRAK PADA ARTIKEL

NAMA : TRI LESTI HANDAYANI

NPM : A2K020010
MATKUL : BAHASA INGGRIS
KELAS :A

1. This study aims to find out about the extent to which technology plays a role in the continuity
of learning in SDN Karang Tengah 11 And to find out what are the advantages and
disadvantages of learning technology in the SDN (Tujuan). The method used in this research
is descriptive qualitative method (Metode). In education, learning using technology carried
out by the teacher is very helpful in the learning process. Especially for elementary school
students whose characteristics are still at an early development stage (Hasil), therefore
teachers need to use technology as a learning medium so that students are more interested in
participating in learning. Teachers also need to understand about technology in the current
era so that teachers in Indonesia are not out of date. From the results of the study it was found
that the teachers at SDN Karang Tengah 11 had used technology in learning, such as
displaying pictures, films, and others using a projector (Kesimpulan).

2. This study examines the phenomena and problems of primary education to know the
essential things in the perspective of the quality of education. This study was a descriptive
study examines the phenomenon of factual phenomenological in basic education (Tujuan).
Data were analyzed by using dialectical hermeneutic approach through the theory to get a
holistic concept of the quality of learning in primary schools (Metode ). Result and purpose
of this study illustrate that the learning process is not limited to teachers and curriculum, but
is closely related to all aspects that create learning conditions. The class is not just about the
physical aspect but a psychological reality in which communication and interaction of
teachers and students occurs. Good interaction will help ensure the success of the learning
process and the hearts and minds of students in each of the classrooms when learning that
happens. Teachers must build the perception and the true conception of the learning process
and hone their competence (Hasil). Thus the evaluation and development of teachers
competencies are should include a holistic, attitudes, knowledge, nature and motivation of
teachers carrying out their profession in the field of education (Kesimpulan).

3. Character Education is an important aspect in developing affective, especially for student at

elementary school. Character education content is applied in Elementary School lessons
based on material from curriculum. It is important to create good values of the nation and to
be good citizens (Pengantar). Character education has an important mission in creating
students who are not only clever cognitively, but also have good characters (Tujuan).
Teachers can develop materials based on local wisdom with creative learning activities that
to develop the character of students such as the character of cooperation, tolerance, and
caring attitude (Metode). So the benefits of this study are (1) to provide creative ideas for
teachers to develop character education materials for students based on local wisdom, (2)
motivate teachers and parents to direct students into intelligent and cultured individuals, and
(3) motivate all parties to preserve the cultural treasures that exist in the local area (Hasil).
4. Many years, researchers have searched for the factors affecting the use of computers in the
classroom. In studying the antecedents of educational computer use, many studies adopt a
rather limited view because only technology-related variables, such as attitudes to computers
and computer experience were taken into account. The present study centres on teachers’
educational beliefs (constructivist beliefs, traditional beliefs) as antecedent of computer use,
while controlling for the impact of technology-related variables (computer experience,
general computer attitudes) and demographical variables (sex, age) (Tujuan). In order to
identify differences in determinants of computer use in the classroom, multilevel modelling
was used (N = 525). For measuring primary teachers’ use of computers to support the
leaching or learning process a modified version of the ‘Class Use of Computers’ scale of van
Braak et al. [van Braak, J., Tondeur, J., & Valcke, M. (2004) (Metode Penelitian). Explaining
different types of computer use among primary school teachers. European Journal of
Psychology of Education, 19(4), 407–422] was used. The present article supports the
hypothesis that teacher beliefs are significant determinants in explaining why teachers adopt
computers in the classroom (Hasil). Next to the impact of computer experience, general
computer attitudes and gender, the results show a positive effect of constructivist beliefs on
the classroom use of computers. Traditional beliefs have a negative impact on the classroom
use of computers (Kesimpulan).

5. Most previous research on effects of schooling has concluded that the effect of school or
teacher quality on academic achievement is less than that of family background or other
characteristics of students that predate entry into school. However, the evidence for that
generalization is derived mainly from a few of the world's school systems (mostly in Europe,
North America, and Japan). This paper explores diverse influences on pupil achievement in
Africa, Asia, Latin America, and the Middle East (Tujuan). Children who attend primary
school in countries with low per capita incomes have learned substantially less after similar
amounts of time in school than have pupils in high income countries. At the same time, the
lower the income of the country, the weaker the influence of pupils' social status on
achievement. Conversely, in low-income countries, the effect of school and teacher quality
on academic achievement in primary school is comparatively greater (Hasil). From these
data, which are more representative of the world's population of schoolchildren than those
used in previous studies, it is possible to conclude that the predominant influence on student
learning is the quality of the schools and teachers to which children are exposed
(Kesimpulan).

6. The aim of this paper is to analyse the functions of semiotic mediation in a long term
teaching experiment on the plane representation of three-dimensional space by means of
perspective drawing, that has been tried out from grade 2 to grade 5 in three different
classrooms within ( Tujuan). the research project Mathematical Discussion (Metode). On the
 one side, drawing has a functional role in the overall development of the child; on the other
side, perspective drawing has a phenomenological role in the genesis of modern geometry.
The experiment aims at connecting (1) pupils' spatial experiences to the development of the
geometry of three-dimensional space and (2) pupils' drawing experiences to the geometry of
two-dimensional space, up to the mastery of early geometrical strategies of plane
representation of space. Classroom activity alternates individual problems and classroom
discussions orchestrated by the teacher. The paper is divided into several parts: after a brief
introduction containing some contextual information (§§ 1, 2), the problem of the social
construction of knowledge is addressed and some theoretical constructs mainly borrowed
from the Vygotskian school are elaborated (§ 3); then two analyses of the experiment are
made, according to the motives of activity (§ 4) and to the sequence of actions (§ 5); finally
the role of semiotic mediation in the whole experiment is analysed (§ 6); in the final section
(§ 7) (Hasil). some results are recapitulated and compared with the literature on the teaching
and learning of geometry and the function of semiotic mediation is discussed with reference
to the other distinctive features of the teaching experiment (Kesimpulan).

7. The teaching of English as a foreign language in primary schools is gaining popularity

throughout the world. Many countries are also using English in the upper grades as the
vehicular language for all or part of the general curriculum. It is therefore important to
identify the types of materials that best prepare pupils for academic work in L2. (Tujuan)
The traditional structurally‐based texts and the newer, integrated, communicative courses
might not be sufficient for the demands of the academic classes (Metode). On the other hand,
a syllabus that is based, or that draws heavily on authentic children's stories, provides a
motivating medium for language learning while fostering the development of the thinking
skills that are needed for L2 academic literacy. Literature can also act as a powerful change
agent by developing pupils' intercultural awareness while at the same time nurturing
empathy, a tolerance for diversity, and emotional intelligence (Hasil). This is an important
consideration at a time when our world is becoming smaller, yet increasingly hostile
(Kesimpulan).

8. This article reports on an investigation of the teaching of music by non-music specialists in

the primary school. In particuilar, it examines attitudes to teaching music, factors affecting
teachers' confidence, the relationship between confidence and training, support for music
teaching, teaching experience and musical badkground. The non-specialist teachers taking
part in this survey were chosen from twelve schools across one Local Education Authority
(LEA) (Tujuan). The attitudes and views on teaching music of 71 teachers were obtained
through a questionnaire survey and follow-up interviews (Metode). The findings of this
survey show that there is much work still to be done in providing non-specialists with
effective long-term training and support to increase their music skills, subject knowledge,
 and confidence, to enable them to make a more marked difference to children's musical
education (Hasil).

9. Stress within the teaching profession has a negative impact on the health and well-being of
individual teachers and on retention and recruitment for the profession as a whole (Tujuan).
There is increasing literature to suggest that Mindfulness is a useful intervention to address a
variety of psychological problems, and that Mindfulness-Based Stress Reduction (MBSR) is
a particularly helpful intervention for stress. We investigated the effects of teaching a MBSR
course to primary school teachers to reduce stress. The MBSR course was taught to a group
of primary school teachers and evaluated to establish its effects on levels of anxiety,
depression, and stress, as well as movement towards a stated goal and changes in awareness
(Metode). The results showed improvement for most participants for anxiety, depression,
and stress, some of which were statistically significant. There were also significant
improvements on two of the four dimensions of a mindfulness skills inventory. These results
suggest that this approach could be a potentially cost-effective method to combat teacher
stress and burnout (Hasil).

10. The present study was conducted to predict bullying roles over a 6-year time period and
across contexts differing in the degree of peer hierarchies (Tujuan). Out of two
representative data sets from primary (N 1/4 1525) and secondary school (N 1/4 2958), 282
children (156 boys; 126 girls) were followed up longitudinally (Metode). Self-reports on
bullying experiences and peer reports about social status were assessed by a structured
individual interview (in primary school) and by questionnaire given classwise (in secondary
school). Risk analyses showed that only a bully role in primary school yields a risk of being
sustained in secondary school. However, victims in primary school classes with a more
pronounced degree of hierarchical structuring proved stable in their role while the victim role
was unstable from primary school classes with low hierarchical structuring. This interaction
did not apply to bully role stability. Differential characteristics of the victim and the bully
role in primary school and secondary school settings are discussed (Hasil).