Student Learning Difficulties Research Articles

Analysis of Student Learning Difficulties in Integrated Social Studies Subjects in Class VIII

The main problem in this study is the low understanding of class VIII UPTD SMP Neger 1 Gunungsitoli students related to Integrated Social Studies subjects. Learning difficulties have an impact on the activities of students in the classroom who tend to be passive and do not play an active role. The purpose of this study was to determine learning difficulties in social studies learning in students at UPTD SMPN 1 Gunungsitoli Utara. In this study researchers used qualitative research methods. The results of the research conducted, it is known that the factors that influence students' learning difficulties include internal and external factors. Internal factors include the minimal interest in learning of students and the low level of learning ability of students so that it affects low learning outcomes, as well as external factors which include lack of attention from parents and the way teachers teach that has not hit students. It can be concluded that students have difficulty learning social studies, caused by external and internal factors.

World Englishes and L2 pedagogy: Focus on Error Corrections

This paper hopes to identify learning difficulties of students coming from a different variety of World Englishes (WE) in learning English as a second language (ESL) focusing on Hindi English. It examines the implications of Hindi English as a WE variety on language learning and teaching. An analysis of Hindi English (HE) in English language learning is provided to help understanding of multilingual realities of communication towards a contextualization of teaching conventions. For example, what is the stance an ESL instructor might assume while dealing with influences of native language in the English language classroom? How tolerant should instructors be in recognizing “error” in L2 learning? Should ESL teachers adhere to academic rules and conventions from other settings or embrace diverse accents and language needs of ESL students? Finally, the paper proposes a dual scheme of “error correction” and “accommodation” to the way English is taught to students in the outer and expanding circles of English. Following discussions that focus on features of spoken and written English that call for a different treatment of the language skills, and considering L1 interference in L2 learning, the paper suggests that “errors” in Writing need be corrected while “mistakes” in Speaking may be “accommodated”.

Storytelling: recontextualizing language in literacy for student learning

The article discusses the recontextualization of language, through storytelling, in literacy to overcome student learning difficulties, based on teacher training. The aim is to identify relevant aspects in storytelling that enhance the learning of students in the process of literacy. Thus, we established a dialogue between different perspectives on literacy to recontextualize written language. The case study included the application of pre- and post-tests to 3rd grade students in the Canoas/RS municipal school system, training for the teachers of these students and pedagogical practices. Based on the data analyzed quantitatively, we found that storytelling makes it possible to explore and construct different situations, contextualizing written language in the expression of meanings and the construction of hypotheses, as well as problematizing everyday life through the stories experienced.

Learning Difficulties of Students With Dyslexia in Spanish and UK Schools

ABSTRACTAt present, developmental dyslexia is classified as a specific language disorder recognised by inclusive educational laws in Spain and the United Kingdom. Phonological correspondence is very different in Spanish and in English, and the difficulties they entail for native speakers are also different. The predominance of English worldwide has led to the establishment of bilingual Spanish–English educational programs in Spain in ESL or bilingual Spanish–English learning environments. Students with dyslexia face greater challenges than their classmates. A comparative study of British and Spanish students with dyslexia that uses a quantitative methodology, and a pre‐experimental ex post facto design was carried out to detect the specific linguistic problems they faced in learning their respective languages, with the objective of using the results to help foreign language teachers in Spain. The sample consisted of 29 Spanish students and 19 British. The findings show that native students from United Kingdom have specific difficulties in phonological processing and grapheme‐phoneme correspondence. Native Spanish students enrolled in foreign language programmes seem to have similar difficulties. To ensure the effectiveness of present‐day inclusive education laws in Spain, the knowledge acquired regarding the specific language‐related literacy problems of students with dyslexia must be incorporated to the current foreign language programmes.

THE CHALLENGES OF EJA TEACHERS

The present work aimed to report the experiences of teachers working at EJA in a school in the municipal network of Boa Vista, Roraima. The need to understand the challenges and practices of teaching methodologies in EJA was addressed. The methodology used was content analysis. The results revealed three categories: Category 1 - Training; Category 2 - Challenges; Category 3 - affectivity, which evidenced the way EJA teachers understand the teaching/learning issues of these students. The investigation pointed out that the lack of implementation of public and educational policies represented by the categories analyzed requires a change of paradigms, as well as physical structure, pedagogical/didactic and human resources. In addition to the issue of teacher training to deal with learning difficulties of EJA students. It is concluded that the pedagogical practices that serve both young and adults need to be renewed, but always considering their prior knowledge for more significant learning.

UPAYA GURU DALAM MENGATASI KESULITAS BELAJAR SISWA

This research is motivated by students being less motivated in following the learning process, students lack mastery of learning material and student learning outcomes are still low. The purpose of this study is to describe the efforts of teachers in overcoming student learning difficulties in class VII-B SMP BNKP Telukdalam. The results of the research found were teachers' efforts in overcoming learning difficulties, namely providing remedial teaching (remidial), providing repetition activities for material (enrichment), forming group work for students, giving homework, explaining lessons back to students who do not understand, providing opportunities for students to ask questions, providing learning motivation, developing good attitudes and study habits towards students. Suggestions in this study are (1) To teachers, teachers to always try, look for factors, and make strategies in overcoming student learning difficulties that have been carried out by teachers so far. Teachers should improve in providing motivation or encouragement to students to be more active in proper learning. (2) Students should have attention to themselves, for example, if there is a problem that is difficult to solve alone, they should consult the teacher or others who can help solve the problem they face.

PERAN GURU DALAM MENGATASI KESULITAN BELAJAR SISWA

This research was motivated by students' lack of understanding of the material taught by the teacher. The purpose of this study is to describe the role of teachers in overcoming student learning. This type of research is a type of qualitative research with a descriptive approach. The results of the study found were the role of teachers in overcoming the learning difficulties of grade XI students of SMA Negeri 1 Amandraya that had played an active and effective role through motivation, facilitators, class managers and supervisors. This role of the teacher can help students on learning difficulties by providing understanding to their students. Suggestions: 1. It is recommended for the school to pay more attention to students who have difficulty in understanding learning, especially if the student is an outstanding student, perhaps with cooperation between the school such as the principal, teachers, staff and parents together to provide solutions or solutions to help overcome student learning difficulties. 2. For teachers, especially teachers of economics subjects, it is expected to further increase their role in overcoming student learning.

Students' Difficulties In Solve Trigonometry Problem Solving According To Step Polya's

This study aims to describe students' difficulties in solve trigonometry problem solving according Polya's steps. Determining research subjects by giving students difficulty test questions using Polya steps to 36 students of class X MIPA 8 SMAN 1 Indramayu. From these results, 6 subjects were selected purposively as a sample with subjects falling into the high, medium and low score categories. The instruments used were diagnostic tests of students' difficulties in solving trigonometric problems using Polya's problem solving and interviews. The data analyzing technic in the research started with collecting information in the fields, interviews, and documentations which are collected by coding. By considering into account the results obtained from this study, the difficulty of students in handling problem solving of trigonometry problems according to Polya's steps owned by students of class X MIPA 8 SMA Negeri 1 Indramayu is able to solve a problem using Polya's steps. When students who have high test scores will have little difficulty learning because the subject can explain and solve problems well and there are no difficulties. While it is different when students who have low scores feel confused, difficult, wrong in solving a problem. In fact, in this study, the highest score and the lowest score both answered the questions correctly, the only difference was the student's accuracy and overestimation, causing the student to get a low score. The research results show that the students with high score category had less difficulty than students with low score categories. Therefore, teachers must be more careful in paying attention to students and teachers must also explain Polya's stages gradually without rushing. It is expected that students can understand Polya's stages as a whole so as to reduce student learning difficulties.

The Importance of Tutoring Activities in Reducing Student Learning Difficulties in an Elementary School Environment

The number of children who experience difficulties in learning causes children not to develop according to their capacity. This is usually due to interference, both from internal student factors which are limited to intelligence factors and external student factors. There are two types of learning difficulties, namely pre-academic learning difficulties including: motor and perceptual disorders, cognitive learning difficulties, language development disorders, and difficulties in completing social behavior. While academic learning difficulties include difficulties in reading, writing, and arithmetic. In overcoming these problems, it is important to conduct tutoring in reducing student learning difficulties in the elementary school environment. The purpose of this study was to determine the description of the implementation of tutoring services in reducing the learning difficulties of elementary school students in Amparita village. The research location is Independent Tutoring in Amparita Village. This selection is related to the characteristics of the research subjects, namely tutoring mentors who have a Bachelor of Education background who have implemented tutoring services. The research method used a qualitative descriptive research approach. Data collection techniques were carried out by observation, interviews, and documentation studies. The result of the research is that the implementation of tutoring services can help students reduce learning difficulties. The tutoring services provided are integrated with the subject matter (when learning takes place), so that no specific service material is prepared but the mentor provides students with material according to the lessons at school. In its implementation, sometimes the mentor provides it with a cooperative learning model so that students can learn from each other and share with other students to achieve the goals of a particular learning. The success of the implementation of tutoring services in reducing learning difficulties is that students show an increased interest in learning, do and collect assignments on time and can concentrate by paying attention to the subject matter provided by the teacher.

Identifikasi Kesulitan Belajar Mahasiswa Program Studi Ensino De Física Universitas Nasional Timor Lorosae Angkatan 2023

Learning difficulties are disorders experienced by students due to various obstacles such as intellectual abilities, demands of academic institutions, family economic conditions, and employment that result in low learning outcomes. This study aims to identify the factors that cause learning difficulties for students of batch 2023 in the Ensino de Física Study Programme at the National University of East Timor, especially in the General Physics and Eksperiment 1 courses. This study used a mixed qualitative and quantitative approach. Data were collected through an open-ended questionnaire filled out by 50 students as a sample. The results showed that the study programme placement factor was one of the main causes of learning difficulties. Many students were placed in study programmes that were not their choice, resulting in low interest in learning. In addition, students' mathematical intellectual abilities also play a significant role, where most students do not master basic mathematics such as multiplication, division, and differential. This causes them difficulty in solving physics problems mathematically and in conducting Eksperiments to test concepts, laws and formulas that have been learnt. Students' learning difficulties are influenced by external factors such as the mismatch of study programme placement with students' choices, and internal factors such as intellectual abilities in basic mathematics and physics. Nevertheless, most students showed interest in attending the class, which can help overcome learning difficulties and have a positive impact on end-of-semester learning outcomes.

Analisis Kesulitan Belajar Matematika Materi Bangun Datar Kelas IV SD 1 Gondosari

This study aims to analyze the learning difficulties of fourth grade students on flat building material at SD 1 Gondosari, Gebog, Kudus Regency. The method used is qualitative with a case study approach. Data were obtained through questionnaires and interviews involving students and teachers as research subjects. The results showed that students' learning difficulties were influenced by internal and external factors. Internal factors include negative attitudes towards mathematics, lack of understanding of concepts, difficulties in numeracy skills, and problem-solving ability. External factors include less than optimal use of learning media and lack of attention from parents. The findings show that students' main difficulties are in understanding the concept of the formula, calculating the square area, and solving varied problems. Therefore, it is important for teachers to understand students' development and use innovative learning media and involve parents in their children's learning process.

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.

Analysis of Factors Causing Students Learning Difficulties in Learning Science

This study employed a mixed method to analyze learning difficulties faced by students in seventh-grade science subjects and identify factors that cause them. This study was conducted on 96 students in the first semester. Data collection techniques were carried out using questionnaires, interviews, and documentation. The result of this study indicated that the form of a ranking of the science material in seventh grade in the first semester from the most difficult to the easiest; Heat and Its Transfers, Temperature and Its Changes, Matter Classification and Its Changes, Classification of Living Things, Energy in Living Systems, and Scientific Objects and their Observations. While the factors that cause it are internal and external factors. Internal factors include psychological aspects such as talent, interest, and emotions; and physiological aspects like minor health problems. External factors cover the family conditions; the school environment, such as learning media and infrastructure; and the community, such as the use of social media.

ANALYSIS OF STUDENTS' LEARNING DIFFICULTIES IN COMPLETING ROLE PLAYING PROJECTS SEMINAR COURSES MECHANICAL ENGINEERING EDUCATIONAL STUDY PROGRAM PALANGKA RAYA UNIVERSITY

The Teaching and Education Faculty (FKIP), especially the Mechanical Engineering Education Study Program at Palangka Raya University, seminar courses are compulsory subjects in Semester Seven. The factors that influence the learning difficulties experienced by Mechanical Engineering Education students can be classified into two, namely internal factors and external factors. The purpose of this study was to analyze what factors cause student learning difficulties in completing the Role Playing project in the Mechanical Engineering Education Study Program seminar course. The research used in this research is mix methods research. This research was conducted at the Mechanical Engineering Education Study Program, University of Palangka Raya, which is located at Jl. Yos Sudarso, Palangka, District. Jekan Raya, Palangka Raya City, Central Kalimantan. In this study, the subjects were Mechanical Engineering Education students who experienced difficulties in learning seminars in the odd semester of the 2021/2022 academic year. The research subjects have been selected as many as 31 students. This study uses a questionnaire instrument as a tool to collect data in the form of numbers. The research results show that the factors causing student learning difficulties in completing the Role Playing project in the Mechanical Engineering Education Study Program seminar course are viewed from: 1) Internal factors, namely the health indicator is 77%, the interest indicator is 87%, the talent indicator is 74%, the motivation indicator is 55%, indicators of cognitive abilities that are equal to 55%, indicators of study habits that are equal to 74%, indicators of understanding of learning objectives that are equal to 61%; 2) External factors, namely the lecturer's ability indicator, which is 77%, the lecturer's teaching method indicator, which is 77%, the study program's social environment indicator, which is 71%, the learning building condition indicator, which is 84%, the parental support indicator, which is 77%, An indicator of the student's economic condition is 71%.

Analysis of Student Learning Difficulties in PAI Subjects in Class XI of SMAN 5 Palangka Raya

Analysis of Student Learning Difficulties in PAI Subjects in Class XI of SMAN 5 Palangka Raya

Pelatihan Aritmatika dalam Menunjang Prestasi Siswa Siswi di Sekolah Dasar Negeri Purwakarta Cilegon

The intelligence of an elementary school teacher in delivering material needs to be supported by the family environment and the role of the student's parents. From here we know that improving and developing the quality of knowledge about Mathematics is important. Purwakarta State Elementary School students in Cilegon City find it easier to remember and understand Mathematics lessons if they enjoy doing it and are accompanied by real experiences in everyday life. The role of higher education through the Tridharma of Higher Education is to carry out education, research and community service. One form of this obligation and concern is that as a Permanent Lecturer or academic at Serang Raya University, I intend to carry out community service to the students of Purwakarta State Elementary School, Cilegon City through Arithmetic training. This community service aims to provide learning services that are tailored to the learning difficulties of students at the Purwakarta State Primary School, Cilegon City. This Community Service Activity (PKM) is carried out in the classrooms of each class. As a result of the tutoring activities carried out by tutors for students, it can be concluded that there has been an increase in student learning outcomes

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.

The level of associating physics subjects with life: Analysis of the secondary school physics curriculum

This research aims to ascertain the extent of association between the secondary school physics course curriculum and real-life situations. The goal is to determine how well students can be prepared for life within the scope of this course. The research employed the document analysis method, one of the qualitative research methods. The data source for this research is the secondary school physics course curriculum (grades 9th through 12th), published by the Board of Education in 2018. The Secondary School Physics Curriculum was analyzed comprehensively and in detail using the content analysis method, specifically focusing on the 'Themes and Indicators Related to Relating the Science Course to Life.' The research examined the secondary school physics curriculum in two sections. In the first part, the 'Ministry of National Education Curriculum' and the 'Implementation of the Secondary Education Physics Course Curriculum' were scrutinized. In the second part, the achievements and explanations related to the units, subjects, and 'Relation to Life' under the 'Structure of the Secondary School Physics Course Curriculum' were examined. The research revealed a frequent emphasis on 'Relation to Life' in the secondary school physics curriculum. It can be asserted that the education of scientifically literate individuals is reinforced by emphasizing its connection to everyday life in the secondary school physics curriculum. The study has uncovered that the cultivation of critical thinking skills is promoted through tasks that require students to apply their physics knowledge to real-life problems. It can be stated that the physics program also aims to prevent possible learning difficulties in students by enabling them to discover that physics is a part of life.

Analysis of Student Learning Difficulties in Plants Physiology Online Lectures During Pandemic of COVID–19

The COVID-19 pandemic made higher education institutes support online education. Searching for the learning difficulties of students who have gone through lectures online needs to be done as anticipation and looking for solutions in the next lecture. This quantitative descriptive research was conducted in biology education study programs that have studied Plant Physiology in the 2020-2021 academic years. 56 respondents were given a questionnaire related to their difficulties during the online lectures. Learning difficulties in the external aspect were the slow internet network (58.90%) and the internal aspect was very difficult to focus on listening to online lectures if the room where the lecture was messy (58.90%). Physical and physical health profile, easy to get sore and sleepy during the course (57.10%). On the profile of academic learning, students find it more difficult to find textbooks during online lectures than during offline lectures (69.60%). The characteristics of the courses that affected the mastery of the material were the presence of many illustrations of physiological processes (30.40%) and complex concepts (30.40%). Lecturers and students work together to overcome these difficulties so as not to disrupt the overall course of lectures so that online lectures continue well.

Systematic Literature Review: Kesulitan Belajar Mahasiswa Pendidikan Matematika

This research is motivated by the fact that mathematics education students generally experience various problems in attending lectures. The aim of this research is to determine the factors of learning difficulties for mathematics education students. Many studies have been conducted to find out what difficulties mathematics education students experience in learning. This research aims to collect, identify, evaluate, analyze, interpret and conclude various similar studies that discuss the learning difficulties of mathematics education students. The research method uses SLR (Systematic Literature Review). The results of this research are divided into four parts according to the research questions studied from 15 articles relevant to the research topic. The four parts are what the learning difficulties of mathematics education students are, the causes, consequences, and solutions that can be applied to overcome these problems. The factors of student mathematics learning difficulties consist of 12 factors, namely; 1) the influence of student psychology; 2) the factor that students are often sleepy; 3) eye sight; 4) playing on cellphones with friends who like to skip lectures; 5) learning media that causes students to be lazy about studying; 6) lecturers are often angry 7) students often do not complete assignments; 8) lack of control by lecturers; 9) Unwillingness of student ATK; 10) Boring lecturer teaching methods; 11) Learning activities that only take notes so that students are lazy and play a lot; 12) lack of cooperation between students.