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Al Hikmah: Journal of Education
Published by Lembaga Pendidikan Hikmatun Najah
ISSN : 27230058     EISSN : 27753697     DOI : https://doi.org/10.54168/ahje
Core Subject : Religion, Education, Social,
Religion Social Sciences Other
The aim of the Al Hikmah: Journal of Education, (P ISSN: 2723-0058, E ISSN: 2775-3697) is to provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 121 Documents
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An Analysis of Distractive Behavior and Learning Barriers in Fifth-Grade Students at SD 1 Ngemplak Inayah, Mufidatul
Al Hikmah: Journal of Education Vol 6, No 2 (2025): Al Hikmah: Journal of Education
Publisher : Lembaga Pendidikan Hikmatun Najah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54168/ahje.v6i2.496

Abstract

Distractive behavior and learning disabilities are common problems among fifth-grade elementary school students and have the potential to disrupt the effectiveness of the learning process. This study aims to describe the characteristics of students' distractive behavior, analyze the factors causing learning disabilities, and examine the reciprocal relationship between academic disabilities and distractive behavior in fifth-grade students at SD 1 Ngemplak. The study used a qualitative approach with a case study design. Subjects were purposively selected: fifth-grade students exhibiting distractive behavior accompanied by learning disabilities, with supporting informants including classroom teachers and school officials. Data collection techniques included classroom observation, semi-structured interviews, and document analysis of student learning outcomes. Data analysis was conducted through the stages of data reduction, categorization, and interpretation, using triangulation of sources and methods to ensure data validity. The results showed that distractive behavior in students varied in intensity and was closely correlated with basic academic abilities, particularly reading and writing. High-intensity distractive behavior was found in slow-learners who had not yet mastered basic literacy, while in other students, distractive behavior was situational and manageable. These findings indicate that distractive behavior is not simply a behavioral problem, but rather a manifestation of learning barriers that lead to academic frustration and poor self-regulation. This research emphasizes the importance of an inclusive, differentiated learning approach, and collaboration between teachers, schools, and parents in addressing learning barriers and distractive behavior comprehensively and sustainably.

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