Experience Learning Difficulties Research Articles

Peningkatan Efektivitas Latihan Membaca untuk Anak Slow Learner di MIM Sraten

This research aims to increase the focus on slow learner students, especially at MIM Sraten. The root of the problem found from observations with teachers is that slow learner students show behavior that is difficult to read. The problem found at MIM Sraten was that there were 19 students who were slow in reading. Method This service activity takes place at MIM Sraten from early August to early September 2024. Assistance is provided for 120 minutes at each session, with a focus on students who experience learning difficulties. The success of this program shows that a private approach that is personal and tailored to the needs of each child can be an effective model to be applied in other educational settings. This program also emphasizes the importance of ongoing training for teachers as well as collaboration between schools, parents and the community. It is hoped that this effort can have a positive and sustainable impact on literacy and intellectual development

A Synthesis of Academic Interventions for High School Students With Behavioral and Learning Difficulties

Many students who experience behavioral difficulties (BD) also experience learning difficulties (LD) in school; however, little research exists on how to support the academic achievement of students with co-occurring BD/LD. Even less research exists for students who experience these co-occurring difficulties at the high school or secondary level. The goal of this synthesis was to explore the effects of academic interventions on the academic outcomes (i.e., reading, mathematics, and writing) of high school students with co-occurring BD/LD. A total of nine, single-case design studies met criteria for this synthesis, including two dissertations. Four studies examined mathematics outcomes, four studies assessed reading outcomes, and two studies targeted spelling outcomes, with one study examining both mathematics and spelling. The calculated Tau-U effect sizes ranged from 0.54 to 1.0 across studies. Implications for research and practice are discussed with the goal of contributing to the small body of research on secondary-aged students with co-occurring BD/LD.

Improving the Prospective Math Teacher's Literacy Skills by Using Digital Images in STEM-Based Instruction

The demands of high school education are not only increasingly complex and difficult subject content, students are also required to be able to think critically and reason in solving everyday problems. This mathematical ability is known as mathematical literacy proficiency. This is where the teacher's role as a facilitator who provides stimulus in the form of learning strategies, guidance and assistance when students experience learning difficulties is a key factor. For this reason, students as prospective mathematics teachers need to have good mathematical literacy skills and knowledge and skills to guide students to achieve 21st century abilities and skills. This research was conducted to apply a STEM approach in learning so that students can improve the mathematical literacy skills of students majoring in Mathematics Education as prospective teachers and introduce and equip them with knowledge about STEM. The research was carried out using problems related to the relationship between mathematics and digital images in STEM. Data is collected through tests and assessments of student activities that integrate STEM in solving problems. The research results show that digital images have the potential to help students understand mathematical concepts in various fields, especially computer graphics. Students' literacy skills also increased significantly at the significance level α = 0.05. Students' mathematical literacy proficiency level increased from 90% at maximum level 1 to 90% at minimum level 5

The use of Van Hiele’s geometric thinking model to interpret Grade 12 learners’ learning difficulties in Euclidean Geometry

The 21st-century mathematics classrooms should equip learners with well-grounded knowledge and thinking skills pertaining to geometry. However, Euclidean geometry remains one of the challenging, if not the most difficult topic for many learners. As a result, the purpose of this article is to interpret Grade 12 learners’ learning difficulties in Euclidean geometry. We use Van Hiele’s geometric thinking model and Hoffer’s skills to argue an interpretation of learning difficulties in Euclidean geometry as a focal point towards creating effective teaching and learning of this important topic. This explanatory sequential mixed-methods approach involved 60 Grade 12 learners who wrote a geometry test and completed a questionnaire based on Van Hiele’s geometric thinking levels. In addition, semistructured interviews were conducted with a sample of 12 learners and four educators to investigate their views about geometry learning difficulties. The findings of the study revealed that learners had poor conceptualisation of properties of shapes, visualisation skills, circle theorems and geometry terminology, resulting in them experiencing learning difficulties. The recommendations are that, during instruction learners should be given the opportunity to manipulate real geometric objects to enhance their visualisation and visual thinking skills. In addition, we recommend that educators should teach level-specific geometry vocabulary to enable learners to understand concepts at different Van Hiele’s levels. Furthermore, we recommend that educators should use constructivist teaching approaches that encourage learners’ conceptual understanding instead of traditional methods that promote rote memorisation of geometric facts. Educators should develop learners’ broad knowledge of geometry to overcome geometry-related errors and misconceptions.

Kebijakan Sekolah Dalam Mengatasi Kesulitan Belajar Pada Siswa Di SDI Bimoku Kota Kupang

This research aims to understand the school's policies in addressing learning difficulties of students at SDI Bimoku. This qualitative research uses a case study approach, with subjects being students experiencing learning difficulties and the object of study being the school's policies in addressing these difficulties. The principal and class teachers, who handle the students directly, are the primary sources of data obtained through interviews and observations at SDI Bimoku in Kupang City. Secondary data sources are gathered from books, the internet, and other documents. Data analysis in this study follows the Miles & Huberman method, which includes data reduction, data presentation, and conclusion drawing. The validity of the data is tested using the triangulation technique. The results show that learning difficulties at SDI Bimoku include both academic and non-academic challenges. The causes of these difficulties are internal and external factors. The school's policies to address student learning difficulties include initial tests, teacher observation during the learning process, remedial programs, and curriculum adjustments. These policies, implemented through various school programs, largely meet the school's expected outcomes, though some students require special and longer-term attention due to persistent learning difficulties. However, based on the obtained information, the school's programs have improved the grades of several students who previously had learning difficulties. Overall, it can be concluded that the school's policies through these programs are considered successful.

Teachers' Efforts in Overcoming Calistung Learning Difficulties in Grade I Students

Difficulties that are often encountered when learning in lower grades are reading, writing and arithmetic which can be one of the factors inhibiting the learning process in class. The learning difficulties faced by students will greatly influence their academic results, because to achieve good academic results students also need to try hard in their studies. Reading and writing skills at elementary school level are very important in helping children understand how to convey the information they receive, while numeracy skills will support the development of children's logic and thinking abilities. The aim of this research is to describe the teacher's efforts in overcoming calistung learning difficulties in class I MI Muhammadiyah PK Wirogunan students. This research is a qualitative descriptive study using data collection techniques in the form of interviews, observation and documentation. The results of the research show that teachers overcoming calistung learning difficulties include: a) seek support and enthusiasm for intense learning; b) using the media book Islamic Children's Loves to Read (AISM); c) instructors (teachers) develop cooperation towards students. Supporting factors include: a) a comfortable learning environment; b) support from the school. While the inhibiting factors; a) lack of concentration of student learning; b) lack of support from parents. Solutions to overcome inhibiting factors include; the teacher gives assignments to students who experience learning difficulties; teachers try to help students who experience learning difficulties; teachers apply varied learning methods according to students' personalities.

Pengaruh Minat Belajar Terhadap Kesulitan Belajar Mahasiswa Pada Mata Kuliah Pengantar Akuntansi Prodi Pendidikan Administrasi Perkantoran

In the learning process, many students experience learning difficulties. The problem of learning difficulties often faced by students needs to be understood as something important to get serious attention by educators. It is important for students to foster interest in learning. Interest in learning is important for individuals in achieving their goals. Interest in learning can increase learning awareness, focus, and self-confidence. The purpose of this study was to determine the relationship between learning interest and learning difficulties in the introductory accounting course of Office Administration Education Study Program students. The sample in this study were some students of the Office Administration Education Study Program class of 2022 as many as 30 students. This study uses quantitative methods and questionnaire instruments with data analysis methods using the coefficient of determination test and multiple linear regression tests. The results of this study indicate that there is no effect of learning interest on student learning difficulties in introductory accounting courses. After calculating using SPSS, it was found that Fhitung = 0.213 ≤ Ftabel = 4.20. From the research, it was found that the learning interest variable had an effect of 0.8% on changes in the dependent variable, namely learning difficulties. While the remaining 99% is influenced by other variables.

Randomised controlled trial of an online cognitive training program in school-aged children with cerebral palsy

BackgroundChildren with cerebral palsy (CP) experience deficits in nonverbal reasoning. The SMART online cognitive intervention has been associated with gains in IQ and nonverbal IQ in previous studies in typically developing school-aged children and children experiencing learning difficulties. AimTo assess the efficacy of an online cognitive intervention in school-aged children with CP. Methods and Procedures21 children with CP (male n = 17; 76.2%), mean age 9 y 8 m, SD 1 y 1 month (range 8 y 3 m to 12 y 6 m) were randomised into the intervention group (n = 9) or a waitlist control group. A mixed-methods approach with an explanatory sequential design was used, with a randomised controlled trial followed by qualitative interviews. Participants were assessed on measures of intelligence, academic ability, attention and executive functioning, and social-emotional functioning at baseline, then after completing the training, or the waitlist period. Analyses included ANCOVAs and paired samples t tests. Semi-structured interviews explored participants’ experiences with the training. Results and OutcomesTraining completion was low with a mean of 16.9 modules completed out of 55 available. No significant effect of training was found for the primary outcome of intelligence, or for any secondary outcomes. Participants reported barriers and facilitators for accessing the program. ImplicationsCognitive training programs addressing relational framing ability may require significant modifications before they can be effectively tested with children with CP.

The urgency of developing augmented reality-based biology learning media on genetic substance material

The implementation of biology learning in the field encounters numerous challenges. Specifically on genetic substance material, students experience learning difficulties due to abstract, interdisciplinary concepts and difficulties in understanding textbooks. This problem can be overcome one way by using learning media. Under current learning demands, technology-based media is appropriate to use. Augmented Reality (AR) based media is one option. The accessibility of augmented reality-based media remains limited, especially for genetic substance material, despite the necessity for media capable of visualizing its complex and abstract characteristics. The results of the needs analysis for teachers and students also show that AR-based media is needed in genetic substance learning. The use of AR media is very possible because of the support of adequate infrastructure. Teachers and students also expressed their willingness to use AR media in learning. Based on the research results, it can be concluded that AR-based biology learning media on Genetic Substance material is urgent to be developed. This media will be able to enrich the variety of biology learning media and become one of the solutions to overcome problems in biology learning, especially genetic substance material.

MULHERES UNIVERSITÁRIAS VÍTIMAS DE VIOLÊNCIA NO ESPAÇO ACADÊMICO

The present research aims to verify views regarding violence against women in the university environment, with university women from a private institution in the interior of the State of Minas Gerais, Brazil. Through a case study narrative in which a conversation circle was used as a data collection method, between 22 (twenty-two) students from different courses offered by the higher education institution. The results show that 65% of the participants have already suffered some type of violence, of which 52% said they had suffered sexual harassment at university. The participants reveal that they have experienced acts of coercion, intellectual disqualification, moral and psychological aggression in the academic space. They also state that they do not feel safe in the university environment and experience learning difficulties, depression, anxiety, and stress in relation to academic spaces. In this study, it was possible to find information about the patterns of occurrence of these cases, such as: the types of violence, the places where they occur and the characteristics of the aggressors, which helps to identify risk areas and develop strategies for prevention and intervention, the to create a safer and more equal environment for all women in the university context.

Рефлексивная деятельность учителя как основа коррекции неуспешности младших школьников

The article discusses the problem of school failure of children studying in primary school, describes its manifestations and gives possible reasons. The characteristics of a teacher who is able to work with children experiencing learning difficulties are given. Particular attention is paid to the important role played by the reflexive activity of the teacher in the process of eliminating the problems of failure of younger schoolchildren. The stages of teacher reflection in the context of working with school failure are presented.

Studi Kasus Siswa Lamban Belajar di kelas IV Madrasah Ibtidaiyah

This study aims to depict the experiences of slow learners in fourth grade and identify variables contributing to their difficulties. This qualitative research was conducted at MIN 2 Konawe Selatan, with seven slow-learning fourth-grade students and three fourth-grade teachers as informants. Data collection was carried out through observation, interviews, and documentation. The research data were then analyzed through stages of data collection, data reduction, data presentation, and conclusion drawing. The results showed that students experiencing learning difficulties are those who often delay completing homework, have cognitive abilities below standard, struggle to ask or answer questions during learning, and face challenges in reading and understanding the teacher's lessons. However, slow learners have the same good morals as normal children. The factors causing slow learning in students include low cognitive abilities, poor memory, concentration disorders during learning, difficulties in expressing ideas, poor academic achievement, language or communication problems, and emotional factors.Keywords: Slow Learners, student experiences, factors causing slow learning

Pelaksanaan Diagnostik Kesulitan Belajar Peserta Didik oleh Guru SD di Kota Salatiga

Elementary school students who experience learning difficulties need help from teachers because it disrupts the learning process and affects learning success. This research is in the form of descriptive research with the aim of describing the implementation of diagnostics for learning difficulties by teachers. The subjects in the research were 23 elementary school teachers spread across four sub-districts of the city of Salatiga, both public and private elementary schools. The variable of this research is the implementation of the diagnosis of students' learning difficulties by elementary school teachers. This research method is in the form of a survey, collecting data on the implementation of the diagnosis of learning difficulties for elementary school students in the city of Salatiga. Data collection used a questionnaire supplemented by interviews. The analysis technique used is descriptive qualitative. The research results found that all teachers had carried out diagnostics for learning difficulties, and there were always students who experienced learning difficulties. Students' learning difficulties are more related to academic activities. Diagnostics of learning difficulties is carried out at the end of learning, using observation and learning results tests, as well as interview guides. The learning difficulties experienced by students in elementary school are predominantly in the form of Mathematics and Indonesian language subjects. Almost all teachers identify students' learning difficulties and determine the factors that cause their learning difficulties. The assistance provided by teachers to deal with students' learning difficulties generally takes the form of assisting students' learning and providing additional study time (tutoring) to students, as well as providing advice or referrals to parents to consult with experts. Barriers to carrying out diagnostics for learning difficulties in general are that complete diagnostic instruments for learning difficulties are not yet available, and teachers are not yet skilled in using diagnostic instruments for learning difficulties.

Sekolah Inklusi Sebagai Pengembangan Karakteristik SMP Muhammadiyah 1 Godean

In the world of education, especially for teaching staff, knowing each student's characteristics is very important, this really helps teaching staff in adjusting teaching and learning methods. Especially for students who have physical limitations or whose IQ is below average. In every learning process, not everything is carried out smoothly, there are some students who experience learning difficulties and ultimately cannot achieve the appropriate learning targets. Inclusive education is one of the educational institutions presented by the government with the aim of providing opportunities for students with special needs or students who have special talents and intelligence to get education like regular students without looking at differences. Placement of students with special needs needs to pay attention to the potential, type and level of impairment or need.

Increasing the Learning Independence of Students Experiencing Learning Difficulties Through the Peer-Mediated PJBL Model

Learning Independence is the ability of students to regulate themselves in learning. Project-based learning mediated by peers is a learning innovation in an inclusive setting to accommodate the diverse learning needs of students by fostering student independence. The purpose of this study was to reveal the effect of project-based learning on the learning independence of students with learning disabilities. This research uses a qualitative approach with data collection techniques using questionnaires, interviews, and observations. This research involved 9 schools in West Java. The results showed that peer-mediated project-based learning affected increasing children's learning independence, especially for children with learning difficulties in mathematics. The results of this study can be used as a reference in the implementation of learning mathematics to foster learning independence.

The Application of Eco-Edutainment-Based Quantum Teaching Model to the Learning Outcome of Non-formal Education Study Programme Students

Based on the results of monitoring and evaluation of lectures in the Nonformal Education Study Programme, it is found that students experience learning difficulties which have an impact on learning outcomes that are not optimal in the student's creative work course, which is one of the core practical courses of the study programme. This research aims to improve learning in student creative work courses by using the eco-edutainment-based quantum teaching model to improve student learning outcomes. This research was conducted on 3rd-semester students in the 2022/2023 academic year using quantitative methods with a quasi-experimental design, pretest-posttest with Non-equivalent Control Group Design. The population of this study were 30 experimental class students (semester 3A) and 30 control class students (semester 3B). The research was conducted in the Nonformal Education Study Programme and Joint Lecture Building 3 FKIP Bengkulu University laboratory. The results showed that applying the eco-edutainment-based quantum teaching model could improve student learning outcomes by 79.83%, or the experimental class experienced an effective increase, while the control class was only 58.51% or experienced a sufficient increase. So, applying quantum teaching models based on eco-edutainment can improve student learning outcomes.

The Impact Of Parental Involvement And Self-Efficacy In Anchoring The Psychological Resilience Among Chinese Adolescents With Learning Difficulties: Mediating Role Of Achievement Motivation

Over the past few decades, there has been a noticeable focus on adolescents' learning and participation activities. Surveys and studies conducted in academic schools in China have reported an increase in cases of adolescents experiencing learning difficulties. The previouis research has linked the concept of learning difficulties and disabilities within the broader cultural, social, and academic context. Existing studies shed light on various factors responsible for triggering learning difficulties and how to resolve them. The literature commonly identifies academic factors, such as the school environment and teaching styles, as potential causes of learning difficulties. However, studies have often neglected social elements, including the role of parents and an individual's self-efficacy. This study examines personal and social factors to analyze their impact on the psychological resilience of adolescents. A quantitative design was adopted where data was collected from adolescents across China through Wen Juan Xing. The findings imply that parental involvement, but not self-efficacy, significantly impacts psychological resilience. Additionally, it was discovered that parental involvement, self-efficacy, and psychological resilience weren’t mediated by achievement motivation. The findings from the study can be used by parents, managers, and other children welfare organizations to develop policies and processes that are supportive of the development and resilience of the adolescents.

Description of Learning Difficulties In Grade X Students of SMK Taruna Karya 1 During a Pandemic

Learning is a process of interaction between educators and students. Covid 19 has currently colonized the country of Indonesia, where the spread of the disease is very fast. The impact of this covid 19 outbreak has not subsided, learning will continue to be carried out from each home (study from home). Online learning should be a learning method that makes it easier for students to continue learning even in a pandemic. But in reality, after being implemented, there are still many shortcomings that cause difficulties for students to feel. Based on the results of observations at SMK Taruna 1 Karawang for 1 week, especially in grade 10, there are students who experience learning difficulties, especially in participating in learning through virtual meeting media and in doing assignments that are assigned tasks are often late and tend to have difficulties due to a lack of understanding in learning caused by the family environment as well as online learning support facilities. The problems that occur in institutions, especially class X, are 2 students who are suspected of having learning difficulties, one is due to supporting factors such as quotas and devices, the second is mainly influenced by the conditions of the house

Analisis Kesulitan Belajar Peserta Didik dalam Pembelajaran Aktif di Sekolah Dasar

Each student has different abilities. There are students who can achieve it without difficulty, but quite a few students experience difficulties in learning. Several problems were found among students, such as laziness, easily discouraged, indifferent, accompanied by an attitude of opposition to teachers, which were part of students' learning problems. This article discusses the analysis of students' learning difficulties in active learning in elementary schools. The aim of this article is to gain a better understanding of what components influence students' ability to use active learning approaches in elementary schools optimally. The method used in this article is a qualitative method with a literature study approach. In reality, each student is often unable to achieve their learning goals or does not achieve changes in behavior as expected, this can indicate that students often experience learning difficulties and this is an obstacle in achieving learning outcomes at school. By knowing students' learning difficulties, they can of course identify and overcome these difficulties by looking for information about their learning problems, adjusting learning methods, providing additional support and using active learning strategies.

Didactic Analysis of Junior High School Students Mathematical Literacy Skill on Space and Shape

It is important for learners to have mathematical literacy skills because it can help learners utilize mathematics in real life, solve problems, assess whether the results obtained make sense, and analyze situations and make conclusions. In the Program for International Students Assessment (PISA), there are four mathematics contents: Space and Shape, Change and Relationship, Quantity, and Uncertainly and Data. The purpose of this study is to identify the learning obstacles experienced by students in the Space and Shape content. This study used a qualitative approach using dedactical design research. With 16 learners, this research was conducted at SMP PST Guppi Samata class IX. The instruments used in data collection are tests and non-tests. The test material consists of questions about mathematical literacy skills level 3, 4, and 6 using flat-sided space building material. The non-test instruments used in collecting data are observation and documentation. Based on the research results, students experience learning difficulties in space and shape content which causes them to be less able to evaluate solutions that have been interpreted. The percentage shows that out of 16 students in class IX, 10% of them have high math ability, 60% have medium math ability, and 30% have low math ability. Efforts can be made to start with the habituation of providing basic calculations so that students can answer test questions correctly. After that, motivation can be given and encourage students to be enthusiastic in understanding the concept of critical thinking in applying the context of the problem to real objects.