Experience Learning Difficulties Research Articles

Impacts of Information and Communication Technologies on Student’s Academic Performance: Case Study University of Balochistan Quetta

This study examines the effects of information and communication technology (ICT) on students learning at the University of Balochistan (UOB). For this purpose, this study aims to examine the relationship between ICT students and students with academic achievements, while examining access to ICT facilities, accessibility and ICT tools and resources at UOB. In addition, this study examines the impact of gender modifier, GPA, and undergraduate majors in the relationship between ICT and academic performance. The study used a quantitative research approach with a sample size of 250 students. Data was collected on the effects of ICTs on universities and the relative effects of UOB students from different departments. This study is motivated by a growing concern observed in a recent report that UOB students experience learning difficulties due to limited access and use of ICT resources. The study was conducted in a cross-sectional design; Data collection was carried out in August 2020 using questionnaire techniques and interviews from a sample of 250 respondents from out of population 2,700 students. This study used the SOMER'S D test and descriptive analysis method to determine whether student learning and achievement had an effect on ICT. Therefore, it is proposed to pay attention to the ICT resources that affect the usability of students at UOB. On this basis, researchers emphasize that UOB University needs to invest more in computers and related technologies. Access to ICT tools should not be limited to laboratories and libraries, but should be expanded through the establishment of ICT resource centers. ICT training needs to be upgraded from the Microsoft Office suite to an earlier level.

LIVED EXPERIENCES OF SHS LEARNERS USING RADIO-BASED INSTRUCTION MODALITYIN THE DIVISION OF PROVINCE OF TARLAC

This research was to study the lived experiences of senior high school learners from the division of the province of Tarlac in using Radio-Based Instruction as a learning modality. It determined the lived experiences of the informants through a hermeneutic phenomenological approach. The qualitative information gathered was then categorized through information coding. The research findings reveal that the students experienced learning difficulties such as technical, individual, institutional, and domestic difficulties in using the RBI as a learning modality. The techniques and other learning methods that the students used to overcome learning difficulties include the use of online alternatives, improvement of technical skills, learner motivation, interaction with co-learners and teachers, and change of learning environment. This study also showed the learning advantages the students experienced in using RBI namely comprehensibility and clarity of instruction, intrapersonal motivation, learner-to-teacher collaboration, convenience, and cost. Meanwhile, the students perceived limitations of RBI were found out to be academic skills, learner motivation, time and support for studies, cost and access, and technical problems. Finally, the study also revealed that the students perceived RBI to have positive effects on their academic performance, with all 15 participants agreeing that RBI positively impacted their academic performances.

Difficulty Factors for Fourth Grade Students in Thematic Learning

Obstacles found during this learning process can come from the teacher, the school environment, or the students themselves. This study aims to analyze the factors that cause students to have learning difficulties. This research uses descriptive qualitative research. The subjects of this study were one principal, two teachers, and 20 students. This research uses interview, observation, and documentation data collection techniques. Data collection methods are data reduction, data presentation, and conclusion drawing. The study results are the difficulty factors experienced by students come from within and outside the students themselves. Inside students include the enthusiasm and interest of students in learning, student intelligence, student body, and mental conditions. From outside the students themselves, namely the student's environmental conditions, relationships with friends, parents, and teachers, classroom conditions, advice and infrastructure, learning media, and difficulties in learning materials. Two factors that cause students to experience learning difficulties greatly influence student learning success. Students who are in elementary school have not been able to overcome the problems experienced, therefore students need to get more attention from teachers and parents to overcome the learning difficulties they are experiencing.

KESULITAN PESERTA DIDIK DALAM BELAJAR FIQIH PADA MASA NEW NORMAL DI MTsN 1 LIMA PULUH KOTA

This research is based on the phenomenon experienced by class VII students at MTsN 1 Lima Puluh Kota, because class VII students experience learning difficulties during the new normal period. Learning difficulties are a condition caused by obstacles and disturbances in learning. Starting during the Covid-19 period, students were told to study online, this is contained in a government regulation through the Ministry of Religion of the Republic of Indonesia, since mid-March 2020. During this new normal period, students must comply with regulations from the school because learning is online, face-to-face and blended. Learning. The problems faced by students in the new normal are influenced by several factors, namely internal factors and external factors.This study aims to reveal what are the difficulties of students learning fiqh in the new normal period at MTsN 1 Lima Puluh Kota. The research used is descriptive qualitative research, which is a complete and in-depth description of social reality and phenomena that occur in the community that is the subject of research. Methods of data collection using interviews and documentation. In conducting interviews using purposive sampling, namely the sampling technique with certain considerations. While the data analysis technique uses three stages, namely data reduction, data presentation and conclusion drawing.

Peran Keluarga dalam Meningkatkan Motivasi Belajar Siswa di Era Pandemi Covid-19

This research is motivated by the phenomenon that occurs in today's society, namely the role of parents is needed in the distance learning process. Parents as motivators in providing motivation, attention and also support for children during learning activities. The specific purpose of the researcher is to find out the role of the family (parents) as a motivator in increasing students' learning motivation in the era of the Covid-19 pandemic. And to find out the various obstacles and solutions faced by the role of the family as a motivator in increasing student learning motivation in the Covid-19 pandemic era. This researcher uses a qualitative method with descriptive analysis. Data collection techniques were carried out through observation, interviews, and documentation studies. The results of the research on the role of families in increasing students' learning motivation during the Covid-19 pandemic show that parents have high enthusiasm in teaching their children at home, especially mothers who accompany their children more all the time. There are parents who pay less attention to their children's learning because they have very busy jobs so that children learn on their own, but there are also parents who are very concerned about their children's school assignments and guide and direct them. The obstacles and solutions in this research are factors that constrain the occurrence of the online learning process carried out by students / students, including: lack of time given by parents, lack of parental knowledge about children's learning, lack of facilities and infrastructure provided by parents, On the other hand there are solutions to support the occurrence of online learning, but only apply to parents who are able and have a lot of time as follows: 1) educators, namely nurturing, educating, fostering and training children so that they achieve developmental tasks appropriately and optimally, 2) people parents as motivators, in this case parents must always provide encouragement to their children to have a passion for learning, especially studying at home as a support for successful achievement in school. 3) facilitator, parents must provide facilities, fulfill family/child needs in the form of clothing, food and shelter, including speed oh education. and 4). Parents as mentors, the role of parents is to accompany, and guide their children in learning and provide assistance to children when experiencing learning difficulties. Constraints and solutions are used as motivation to make learning at home more optimal

Developing of Teaching Materials in Inclusive Education Settings to Improve Critical Thinking Skills of Students with Special Needs

This research is motivated by the fact that some students with special needs in these schools have difficulty working on hots-based questions, at that school there is also no teaching materials specifically for children with special needs who attend regular schools, so that students experience learning difficulties because the teaching materials are not suitable. with the characteristics of students with special needs. The objectives of this study include: 1) Describing the validity of teaching materials in inclusive education settings, 2) Describing the increase in critical thinking skills of students with special needs between before and after using teaching materials, 3) Describing the responses of students with special needs to teaching materials in inclusive education settings. Research and development uses a model adapted by Borg and Gall. Of the ten development steps, the researcher only applies seven development. steps. The results of this development indicate 1) the module specification consists of cover, author words, table of contents, material, evaluation questions, and author's bio. The results of the research were 82% content experts with good qualifications, 86% learning media experts with good qualifications, 82% learning experts with good qualifications. 2) The results of the attractiveness of teaching materials, the researcher conducted a post test in the experimental class to 4 students with a percentage achievement of 82% with good qualifications. This shows that the use of teaching materials has reached attractive and valid criteria. Analysis of the data used by the Independent Samples T-Test with the SPSS 16 tool and the Sig 0.048 0.05, then Ho was rejected, meaning that there was a difference in learning outcomes from students who had used teaching materials. So it can be concluded that the use of teaching materials in an inclusive education setting can improve the critical thinking skills of students with special needs.

PENGEMBANGAN METODE PEMBELAJARAN KETERAMPILAN MENYIMAK BAHASA ARAB BERBASIS KOOPERATIF TIPE JIGSAW

This research is motivated by the attitudes of class X SMA / MA students who are still adjusting to the new learning environment and not many students have studied Arabic so that students experience learning difficulties, especially in learning Arabic listening skills. This causes some students to lack a sense of responsibility for the learning material so that students do not pay attention to the teacher's explanation. Therefore, the development of learning methods for Arabic listening skills based on cooperative jigsaw type for class X SMA / MA students is needed so that students can have a sense of responsibility for their learning and that of others so that the learning objectives will be achieved properly. This study uses a type of qualitative research with a research and development design (Research and Development). The results of this study are as follows. First, teachers and students want the development of a jigsaw-type cooperative method for Arabic listening skills for class X SMA / MA. Second, the prototype of this method contains the background, assumptions, characteristics of the method, KI, KD, and indicators of Arabic listening skills for class X SMA / MA odd semester, learning steps, evaluation, and assessment criteria. Third, the assessment on the feasibility aspect of the presentation got a value of 44.5, the audio feasibility aspect got a value of 12.75, and the aspect of the feasibility of the method got a value of 30.75. The overall value of the aspects of this learning method is 88 in the very feasible category so that it can be used for learning Arabic listening skills for class X SMA / MA.

Integrated Thematic Oriented “Pop Up Book” Development on Thematic Learning for Lower Grade Elementary School

The lack of use of learning media, especially in thematic learning, causes students to experience difficulties in learning. The need for learning media development in thematic learning to facilitate students in learning. This study aims to develop Pop-Up Book media and find the location and practicality of Pop-Up Book learning media based on integrative thematic learning on Theme 8 Safety at Home and Travel. This type of research is development. The research method used is the ADDIE model. This study consisted of expert validators of learning media, content expert validators, class teachers, and students. The data collection instruments used in this study were questionnaires and expert judgment. The data used in this study is a feasibility analysis and practicality analysis. The data analysis technique used is descriptive qualitative and quantitative analysis. The study results indicate that this learning media has gone through systematic stages of development research. Based on the validation of material experts, media experts, practitioners, and students, the Pop-Up Book's quality was very good. The Pop-Up Book learning media development is feasible, practical, and attractive to be used as a learning medium in Class 2 thematic learning. The Pop-Up Book media can facilitate students in learning so that it impacts increasing student learning outcomes.

PINSA Learning Media (Cow Digestion Billboard) on Healthy Food Theme

Interactive learning media has not yet been developed by utilizing visual media to experience abstract learning difficulties. Students do not understand the material during the learning process. This study aims to develop a media billboard for cow digestion that can be used as an alternative media to help the learning process. This type of research is research and development (R&D), with the development model used being the ADDIE model. Respondents in this study were six teachers and 58 fifth-grade elementary school students. This study involved three material experts and three learning media experts. The techniques used in collecting data are interviews, observations, questionnaires, and documentation. The instrument used is a questionnaire. The data analysis technique used is quantitative and qualitative. The results of this study were obtained based on the validity test results from the assessment of the media expert validator with a score of 99% (excellent), learning material expert 98% (excellent). The results of the practicality test were obtained based on the teacher's response assessment of 94% (excellent) and 99% of students (excellent). It can be concluded that the beef digestive billboard media is valid and practical to use on the theme of healthy food, the sub-theme of how the body processes food for fifth-grade elementary school students.

Differences in Student Brain Activation from Digital Learning Based on Risk of Digital Media Addiction.

Although digital media usage is prevalent among middle school students, the safety of digital media-based learning activities for students at risk of digital media addiction is unknown. The goal of this study was to evaluate the differences in students’ brain activity in relation to their risk of digital media addiction. The study was quasi-experimental, with a pre- to post-test control group design. The study participants included 83 middle school students who were engaged in digital learning. We measured their brainwaves to evaluate brain activity using a PolyG-I (LAXTHA Inc.). We found no statistically significant differences in the location of the attention index between the two groups before and after digital learning. However, there were statistically significant differences between the two groups in the P3, P4, and F4 locations of the relaxation index. These results indicate that students at risk of digital media addiction may experience learning difficulties. These results can be used to guide healthcare professionals in developing digital learning programs that are safe for students and to also verify the effects of these programs.

Learning Difficulties and Coping Mechanisms of Education Students in the Shift to Flexible Learning Modality amidst COVID-19 Pandemic

Coping is a mental process that hopes to reduce or diminish stress. It may work on a conscious or unconscious level is determined by personality traits, personal characteristics, and resilience. Levels of adaptation are unique and can never be the same for two people. As educational institutions struggle to continue despite the ensuing COVID-19 Pandemic, online resources, learning management systems, synchronous and asynchronous teaching and learning modalities, blended and flexible learning, and a thousand different online applications and platforms were sought to facilitate the delivery of quality education still. The sudden shift to the new normal in education brought difficulties to students, teachers, administrators, and all education stakeholders. This quantitative research investigated the learning difficulties and coping mechanisms of 166 Education students of Aurora State College of Technology in the shift to flexible learning modality. The researcher used the questionnaire to identify the learning difficulties and the coping mechanisms of the respondents. The study utilized frequency count, percentage, and weighted mean. It is interesting to note that with the sudden shift to flexible learning modality, the respondents experience moderate difficulty as to Content (WM=3.0), performance tasks (WM=2.8), and summative tests (WM=2.9). Furthermore, concerning the experienced learning difficulties, respondents do cope-up with a medium amount (WM=3.3). That the most valuable coping strategies amidst the ensuing Pandemic are the following: developing new learning styles and habits, utilization of technology that can aid learning, and committing oneself to discipline, commitment, and purpose.

Learning Media for Writing Fantasy Story Text Based on Scientific Plus Using Adobe Flash

The lack of learning media that facilitates students causes students to experience difficulties in learning. In addition, teachers still have difficulty presenting material for writing fantasy story texts and teachers use learning only to provide material, not at the evaluation stage. This has an impact on students' lack of understanding. This study analyses the validity of the learning media based on the alpha test, the practicality of the learning media and the effectiveness of the learning media. This type of research is development research. The model used to develop the media is Alessi and Trolip (2001), consisting of planning, design and development stages. Data was collected through expert review, interviews, and tests. The research subjects were nine experts, which included media experts, material experts, and linguists. The product trial subjects were 32 students. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The alpha test results showed the validity of the learning media of 92.50% with a very appropriate category. Beta test results show the practicality of the product is 85.49%, with an excellent category. It can be concluded that scientific-based learning media plus using adobe flash can be applied in learning to write fantasy story texts. This research implies that teachers in learning can use the developed media.

Analysis Of Student Learning Difficulties On Number Pattern Material Reviewed From Student Learning Independence

This study aims to analyze students' learning difficulties in the number pattern material based on their level of learning independence and to look for factors that cause students to have learning difficulties. The method used in this research is descriptive qualitative. The subjects of the study were students of class VIII D SMPIT Adzkia, totaling 3 people, selected based on their level of learning independence. The instruments in this study were a learning independence questionnaire and a test instrument consisting of 4 questions related to the number pattern material to analyze students' learning difficulties. The results showed that: 1) students with high learning independence did not experience learning difficulties, 2) students with learning independence were having learning difficulties in determining concepts, and relating concepts to material (principles), 3) students with low learning independence had learning difficulties. in determining concepts, linking concepts with material (principles), and converting verbal problems into mathematical language.
 Keywords: learning difficulties, number patterns, independent learning

Patient-reported neurocognitive symptoms influence instrumental activities of daily living in sickle cell disease.

Individuals with sickle cell disease (SCD) experience neurocognitive decline, low medication adherence, increased unemployment, and difficulty with instrumental activities of daily living (IADL). The relationship between self-perceived cognitive difficulties and IADLs, including employment, school enrollment, independence, engagement in leisure activities, and medication adherence is unknown. We hypothesized that self-reported difficulties across neurocognitive areas would predict lower IADL skills. Adolescent and adult participants of the multi-site Sickle Cell Disease Implementation Consortium (SCDIC) (n=2436) completed patient-reported outcome (PRO) measures of attention, executive functioning, processing speed, learning, and comprehension. Cognitive symptoms were analyzed as predictors in multivariable modeling. Outcome variables included 1) an IADL composite that consisted of employment, participation in school, reliance on others, and leisure pursuits, and 2) hydroxyurea adherence. Participants reported cognitive difficulty across areas of attention (55%), executive functioning (51%), processing speed (57%), and reading comprehension (65%). Executive dysfunction (p < 0.001) and sometimes or often experiencing learning difficulties (p < 0.001 and p=0.04) and poor comprehension (p=0.000 and p=0.001), controlled for age (p < 0.001), pain (p < 0.001), and hydroxyurea use (p=0.001), were associated with poor IADL skills. Executive functioning difficulties (p=0.021), controlled for age (p=0.013 for ages 25-34), genotype (p=0.001), and hemoglobin (p=0.004), predicted hydroxyurea non-adherence. Analysis of PRO measures indicated that cognitive dysfunction is prevalent in adolescents and adults with SCD. Cognitive dysfunction translated into clinically meaningful outcomes. PRO of cognitive symptoms can be used as an important adjunct clinical tool to monitor symptoms that impact functional skills, including engagement in societal activities and medication adherence.

Analysis of Students' Learning Difficulties in Learning Mathematics at Elementary Schools

This study aims to know the difficulty in learning mathematics experienced by fourth-grade students of SDN 169 Pekanbaru regarding understanding concepts. This study uses descriptive qualitative research with primary data sources from teachers and students of class IV SDN 169 Pekanbaru and secondary data sources obtained from documents and archives supporting learning in class IV to analyze student learning difficulties in mathematics in class IV SDN 169 Pekanbaru. The data collection techniques were obtained through interviews, observation and documentation techniques. To obtain the validity of objective data in qualitative research, the researcher will use source triangulation and technical triangulation. This study uses data analysis techniques Miles and Huberman, namely data collection, data reduction, data presentation and data inference. The results showed students' difficulties in using concepts, difficulties in using principles, and difficulties solving verbal problems. The factors that cause students to experience learning difficulties in learning mathematics in class IV SDN 169 Pekanbaru include internal and external factors. The factors that come from within students (internal) include physical factors, psychological factors (intelligence, attention, interest, talent, motivation), and fatigue. In contrast, the factors that come from outside the student (external) include family factors, school factors (learning methods, learning tools, teaching methods), and community factors.

The Descriptive Analysis of TPACK Components in Chemistry Learning Tools for The Electrolyte and Non-electrolyte Solutions Materials

Electrolyte and non-electrolyte solutions were chemical materials that had three levels of representation. However, during the learning process there were still many learning difficulties. One of the factors that students experience difficulty in learning was that teachers were not optimal in planning lessons. However, in the process of achieving learning objectives, it was necessary to had optimal learning planning. One of the optimal learning plans was obtained by preparing learning instruments such as lesson plans and e-LKPD which integrated TPACK. This research was a descriptive study which aims to analyzed descriptively the TPACK components in the developed chemistry learning tools. The data collection techniques in this study used document study techniques, interviews, and surveys. The data instruments used in obtaining information were questionnaires, interview guideline sheets, and previous articles. Researchers took samples by purposive sampling. The research subjects were students and teachers of class X IPA SMA in Jambi City. Based on the analysis conducted by researchers through data collection instruments, it can be concluded that this learning tool has integrated Technology, Pedagogic, and Content Knowledge components.

Teaching and learning special relativity theory in secondary and lower undergraduate education: A literature review

This review presents an overview and analysis of the body of research on special relativity theory (SRT) education at the secondary and lower undergraduate level. There is currently a growing international interest in implementing SRT in pre-university education as an introduction to modern physics. For this reason, insights into learning opportunities and challenges in SRT education are needed. The field of research in SRT education is still at an early stage, especially at the level of secondary education, and there is a shortage of empirical evaluation of learning outcomes. In order to guide future research directions, there is a need for an overview and synthesis of the results reported so far. We have selected 40 articles and categorized them according to reported learning difficulties, teaching approaches, and research tools. Analysis shows that students at all educational levels experience learning difficulties with the use of frames of reference, the postulates of SRT, and relativistic effects. In the reported teaching sequences, instructional materials, and learning activities, these difficulties are approached from different angles. Some teaching approaches focus on thought experiments to express conceptual features of SRT, while others use virtual environments to provide realistic visualization of relativistic effects. From the reported teaching approaches, three learning objectives can be identified: to foster conceptual understanding, to foster understanding of the history and philosophy of science, and to gain motivation and confidence toward SRT and physics in general. In order to quantitatively compare learning outcomes of different teaching strategies, a more thorough evaluation of assessment tools is required.

Difficulty Analysis Factor of Online Learning Biology Subject in Grade XI MIPA

In the implementation of learning online is encountered the problem that students are experiencing learning difficulties, one of them on the subjects of Biology. Learning difficulties of students are seen from the results of learning online tend to be lower than face-to-face. The purpose of this study was to determine the factors that cause the difficulty of students to learn Biology online in grade XI MIPA SMAN 1 Kecamatan Payakumbuh. The Population and sample in this research are all students of grade XI MIPA SMAN 1 Kecamatan Payakumbuh. The research method used is the descriptive method with the instrument data collection in the form of a questionnaire. The results showed that the factor of difficulty to learn Biology online in SMAN 1 Kecamatan Payakumbuh consists of internal and external factors. Internal factors affect the 61,18% dominate by psychological (62,17%). While external factors that 65,43%, dominate by infrastructure learning online (70,79%).

Understanding concept of students in solving derivative problems based on school origins

This research is based on students’ problems in understanding the concept of derivatives in the differential calculus. Learning derivatives always become a difficulty for students, even for they are in the high school. Learning derivatives is the same as studying something abstract, therefore, if students do not understand the concept well, they will continue to experience learning difficulties when solving the problems. However, conceptual understanding is a basic ability that students must have in order to be able to learn and to solve these mathematics problems. This research was conducted to describe the understanding of the students’ concept in solving derivative problems in the differential calculus topic in terms of their school origins. This research is a qualitative descriptive. The subjects of this study were the fourth semester students in Mathematics Education Program of State Islamic Institute of Curup Academic year 2019/2020 selected by purposive sampling based on school origins. The data collection techniques used were tests and interviews. Furthermore, the data is analysed by reducing data, presenting data, and drawing conclusions. The results showed that based on the school origins, the students have concepts understanding in solving derivative problems, but it had various thinking. It can be seen from the concepts of students in a variety representation. In solving derivative problems, there were still found variety of conceptual understanding and concept errors such as factoring of quadratic equations and grouping the terms in solving derivative algebraic functions.

ANALISIS KESULITAN BELAJAR MASALAH TRANSPORTASI PROGRAM LINIER

This research aims to describe the mathematics learning difficulty locations and the mathematics learning difficulties types faced by mathematics education students. This research is a mix method research study which used a quantitative and a qualitative approach. This research’s subjects were students of mathematics education in Muhammadiyah university Kotabumi who had learning difficulties on Transportation Problem. The instruments used here were in diagnostic test and interview guide. The locations of learning difficulties viewed based on students’ mistakes/difficulties in completing the diagnostic test. These students categorized as students who were experiencing learning difficulties were interviewed to obtain confirmation regarding the mathematics learning difficulties types. The research result suggests that mathematics learning difficulty locations faced by the research subjects are factual knowledge 4,68%, conceptual knowledge 11,32%, procedural knowledge 10,93%, and metacognitive difficulties 12,5%. The mathematics learning difficulties types faced by the research subjects are fact remembering difficulty 4,69%, concept remembering difficulty 11,33%, fact understanding difficulty 4,69%, concept understanding difficulty 11,33%, concept applying difficulty 11,33%, procedure applying difficulty 10,16% ,fact evaluating diffculty 4,69%, , concept evaluating difficulty 11,33%, procedure evaluating difficulty 10,16%, written metakognitive communicating difficulty 1,25%, fact observing difficulty 4,69%, concept observing difficulty 11,33% and procedure observing difficulty 10,16%.