Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
P-Index
This Author published in this journals
All Journal PEMA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Eduslamic: Jurnal Pendidikan Islam dan Keagamaan
Fakhita, Nurhani
Unknown Affiliation
Religion Education Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search
Journal : Eduslamic: Jurnal Pendidikan Islam dan Keagamaan

 1 
IMPLEMENTATION OF LEARNING DIFFICULTY DIAGNOSIS PRACTICUM TO IMPROVE THE EFFECTIVENESS OF LEARNING STRATEGIES IN SCHOOLS Fakhita, Nurhani; Siagian, Septika Amanda; Hanum, Sri Mullatifah; Hasanah, Uswatun
Jurnal Eduslamic Vol 2 No 2 (2025): Eduslamic: Jurnal Pendidikan Islam dan Keagamaan
Publisher : Yayasan Haiah Nusratul Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59548/jed.v2i2.330

Abstract

The aim of this research is to examine the implementation of learning difficulty diagnosis practices in improving the effectiveness of teaching strategies in schools. This study uses a qualitative method with a descriptive approach to explore teachers' experiences in diagnosing students' learning difficulties and the implications for teaching strategies. Data were collected through interviews with teachers, classroom observations, and the analysis of documents such as lesson plans and reports on learning difficulty diagnoses. The data analysis technique used was thematic analysis with triangulation to ensure the validity and reliability of the data. The research findings show that diagnosing learning difficulties helps teachers identify barriers faced by students, both internal (such as low motivation or health issues) and external (such as family environment or unsuitable teaching methods). This diagnostic practice allows teachers to design more effective teaching strategies tailored to the individual needs of students. However, challenges such as limited resources, time, student participation, and teachers' competence in conducting diagnoses remain significant hurdles. This study recommends that teachers receive further training and adequate support in resources to enhance the effectiveness of learning difficulty diagnosis practices in schools.
Co-Authors Chofifah Silalahi, Maya Hanum, Sri Mullatifah Hasibuan, Ali Daud Inom Nasution Madini Dlt, Hapni Matondang, Rizky Habibi Mullatifah Hanum, Sri Rakipah, Rakipah Siagian, Septika Amanda Uswatun Hasanah