TRIK PEMBELAJARAN BANGUN DATAR SEGITIGA AGAR TAK TERLIHAT

Pembelajaran matematika di sekolah dasar yang terkesan abstrak dapat dibuat menjadi ses- uatu yang konkrit. Banyak cara yang dapat dilakukan oleh guru sekolah dasar untuk memberikan pemahaman kepada siswa terkait dengan materi pelajaran. Pembelajaran matematika di sekolah dasar merupakan mata pelajaran yang menyenangkan juga ditakuti oleh para siswa yang memiliki kelemahan dalam menghitung angka-angka yang sifatnya abstrak. Salah satu materi dalam pembe- lajaran matematika adalah materi bangun datar. Materi bangun datar yang pertama kali dipelajari di sekolah dasar adalah segitiga. Materi bangun datar segitiga merupakan materi yang menarik karena selain menampilkan bidang datar segitiga dengan berbagai jenis dan ukuran, siswa dapat langsung membedakan jenis segitiga melalui bentuk segitiga yang diamati. Segitiga juga memiliki ukuran yang dinyatakan dengan angka-angka. Angka-angka yang sifatnya abstrak ini akan mem- buat siswa takut dan bahkan tidak tertarik untuk mempelajari bangun datar. Olehnya itu, diper- lukan trik pembelajaran agar pembelajaran matematika materi bangun datar segitiga tidak terlihat abstrak, sehingga siswa tertarik dan memiliki kesan dalam mempelajari matematika. Hal ini akan membuat retensi pemahaman siswa terhadap materi pelajaran dapat bertahan lebih lama. Kata kunci: trik pembelajaran segitiga di S

Measuring personality traits in the classroom.

In this article, a personality model for the description of children’s classroom behaviour is the main focus of interest. It is questioned whether the Five-Factor Personality Model can be used as an organizational structure for the description of personality characteristics in the field of educational practice. Two groups of Dutch school children (N 1296 and N 367), 4–12 years old, were rated by their teachers on scales of the School Behaviour Checklist–Revised (SCHOBL-R1). Analysis of the scales produced four meaningful and identical components in both samples: Extraversion, Attitude towards School Work, Agreeableness, and Emotional Stability. The factorial structure of the scales remained stable over age as well as sex. Boys and girls were rated by their teachers as having dierent attitudes towards school work, and as diering on emotional stability and agreeableness. The items of the school behaviour checklist were then analysed in the context of other personality scales, leading to the conclusion that the four scales of the SCHOBL-R can be interpreted in terms of four of the five personality dimensions of the Five-Factor Model. The strong relationship between the contents o

Does cultural background influence the intellectual performance of children from immigrant groups?

This paper addresses both the construct validity and the criterion-related validity of the "Revisie Amsterdamse Kinder Intelligentie Test" (RAKIT), which is a cognitive ability test developed for primary school children. The present study compared immigrant primary school children (N = 559) and Dutch children (N = 604). The mean scores of Surinamese/Netherlands Antillean, Moroccan, and Turkish children differed from each other and were lower than those of the Dutch children. Comparison of the test dimensions showed that group differences with respect to the construct validity were small. We found some item bias, but the combined effects on the sum score were not large. The estimate of general intelligence (g) as computed with the RAKIT showed strong predictive validity for most school subjects and standardized achievement tests. Although some criteria revealed significant prediction bias, the effects were very small. Most of the analyses we performed on differences in test scores and differences in criterion scores supported Spearman's hypothesis that g is the predominant factor determining the size of the differences between two groups. The conclusion that the RAKIT can be used for the assessment of groups from various backgrounds seems warranted

Effects of Micronutrients during Pregnancy and Early Infancy on Mental and Psychomotor Development

Spectacular progress has been made in the last decades in the global fight against deficiencies of iodine and vitamin A [1]. As a result, the number of people suffering from iodine deficiency has been reduced from about 1.5 billion in 1990 to about 0.5 billion now, almost entirely due to the introduction in many countries of what has been termed ‘universal salt iodization’. In addition, approximately one million child deaths may have been prevented between 1998 and 2000 by vitamin A supplementation [2]. The political and financial commitment that has allowed these achievements has been generated to a large extent by scientific studies that have shown the extent of human suffering caused by these deficiencies, and that have determined the potential health gains of interventions. Progress in eliminating deficiencies of other micronutrients, notably iron, has been much slower. About two billion people, or about one third of the human population, continue to suffer from iron deficiency. Iron supplementation programs have been advocated for infants and preschool children, largely because of concerns of possible adverse effects of iron deficiency on mental and motor development. Similar concerns were instrumental in establishing salt iodization programs. The questions that will be addressed in this chapter concern the extent to which a shortage of iodine and iron during fetal and infant development impairs mental development, and the extent to which this impairment can be redressed by increasing the intake of these micronutrients. First, the stages of brain development in the fetus and infant will be addressed, followed by an assessment of the timing of vulnerable periods when the brain of the fetus and infant is at high risk of exposure to an inadequate supply of iodine or iron. Where possible, the mechanisms involved will be discussed. Then, observational and intervention studies will be reviewed that have examined the effect of deficiencies of iodine or iron on mental development. Approximately half of the world’s population may be at risk of low zinc intake [3]. Given this high prevalence, inconclusive but mounting evidence that zinc deficiency during pregnancy may possibly impair the infant’s neurobehavioral development and immune function should also raise great concern [4–10]. However, because of space limitations, such effects and those of other micronutrients [11] will not be reviewed in the present report

Monitoring ethnic minorities in the Netherlands

Item does not contain fulltextThe article first summarises the history of ethnic minority policy in the Netherlands and the development of the ‘ethnic minority’ and ‘allochthonous’ categories, which are peculiar in comparative perspective in emphasising socio-economic disadvantage as a constitutive dimension of minority status and in setting the minority question within the broader Dutch political principle of ‘pillarisation’. The article then examines the use of statistics in public policy, in a context where the national census has been discontinued since 1971, focusing more specifically on the case of education, where major statistical efforts have been devoted to identifying patterns of disadvantage and integration. Finally, the article briefly examines current debates on the situation of ethnic minorities in the Netherlands in the context of growing questioning of established Dutch models of minority policy.13 p

Do children with autism acknowledge the influence of mood on behaviour?

We tested whether children with and without high-functioning autism spectrum disorders (HFASD) differ in their understanding of the influence of mood states on behaviour. A total of 122 children with HFASD or typical development were asked to predict and explain the behaviour of story characters during hypothetical social interactions. HFASD and typically developing children predicted at equal rates that mood states likely result in similar valenced behaviour. 'Explicit' descriptions were used to explain predictions more often by children with HFASD than by typically developing children. However, 'implicit' and 'irrelevant' descriptions elicited fewer mood references among HFASD children. Furthermore, they less often referred to the uncertainty of the influence of mood on behaviour, and less often used mood-related explanations, in particular when they had to rely on implicit information. This may indicate a rote- rather than self-generated understanding of emotions in children with HFASD. © SAGE Publications, Inc. 2007