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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Dewi Irma Ardiningrum
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HAMBATAN BELAJAR PESERTA DIDIK PADA PROSES PEMBELAJARAN DI KELAS IV SD NEGERI 2 SOKARAJA BANJARNEGARA Dewi Irma Ardiningrum; Ana Andriani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.28663

Abstract

 This study discusses the learning barriers faced by students in the learning process in grade IV at SD Negeri 2 Sokaraja Banjarnegara. The main focus of the study covers cognitive aspects that influence the learning process in the classroom. The method used is a qualitative approach with observation, interviews, and documentation techniques. The results of the study show that students have difficulty understanding memorization material, reading story questions, and constructing sentences when writing. The students' concentration levels are low, they are easily distracted by their surroundings, and they tend to be passive. The students are unable to respond to the teacher's explanations to the fullest extent. Some students exhibit hyperactive behavior. This study aims to identify the forms of learning barriers experienced by students and the efforts made by teachers to overcome these barriers in the classroom environment. Learning media are limited to pictures, videos, and textbooks. The teaching methods used are lecture-based and lack variety. The home learning environment is not supportive, as students do not receive tutoring because they live with their grandparents. There is a high dependence on gadgets, and material review at home is rarely done. School facilities are minimal, and there are no special programs available for students with learning difficulties. Teachers have made efforts to establish personal communication, but these efforts have not yet yielded significant results. Learning evaluations indicate that most students are unable to complete assignments independently. The learning process is not optimal and does not address the learning needs of all students.
ANALISIS HAMBATAN BELAJAR PESERTA DIDIK PADA PROSES PEMBELAJARAN DI KELAS IV SD NEGERI 2 SOKARAJA BANJARNEGARA Dewi Irma Ardiningrum; Ana Andriani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume 10 Nomor2, Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i2.30631

Abstract

This study discusses learning barriers of students in the learning process in grade IV of SD Negeri 2 Sokaraja Banjarnegara. The main focus of the study includes cognitive, behavioral, and environmental aspects that affect the learning process in the classroom. The method used is a qualitative approach with observation, interview, and documentation techniques. The results of the study showed that students had difficulty in understanding memorization material, reading story problems, and constructing sentences when writing. Students' concentration was low, they were easily distracted by their surroundings, and tended to be passive. Students were unable to respond optimally to teacher explanations. Several students showed hyperactive behavior, one of whom was identified as having asperger syndrome. This study aims to identify the forms of learning barriers experienced by students and the teacher's efforts to overcome these barriers in the classroom environment. Learning media are limited to pictures, videos, and textbooks. The learning methods applied are lecture-based and less varied. The learning environment at home is less supportive, students do not get tutoring because they live with their grandparents. Dependence on gadgets is high, repetition of material at home is rarely done. School facilities are minimal, there are no special programs for students with learning disabilities. Teachers have tried to establish personal communication, but it has not had a significant impact. Learning evaluations show that most students have not been able to solve problems independently. The learning process is not running optimally and has not answered the learning needs of all students.
Co-Authors Ana Andriani