Teachers Dealing with Learning Difficulties during the Process of Schooling

Rozek, Marlene; Stobäus, Claus Dieter

doi:10.4236/ce.2016.717252

Cited by 7 publications

(9 citation statements)

References 20 publications

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“…It was further stated that special assistant teachers must diligently follow the development of inclusive school problems, have the skills to choose teaching methods which are appropriate to the types of disorders faced by students. This is supported by research results which state that inclusive education requires quality teachers who are skilled and able to build communication and psychological comfort for students (Rozek & Stobäus, 2016;Thomas & Whitten, 2012). A teacher can help and improve thespecial needs students' learning behavior by building self-confidence and emphasizing that they are not inferior to other students in the class.…”

Section: Resultsmentioning

confidence: 85%

“…Therefore, the responsibility of a teacher is to build students' self-confidence and ensure that they are not inferior to other friends (Amrita, 2011;Dibia & Ajoku, 2018;Ramlakshmi, 2013). The most important thing in learning with slow learners is the quality of teachers who are skilled and able to build communication and psychological comfort for students (Rozek & Stobäus, 2016;Thomas & Whitten, 2012). Academically, slow learner students show the characteristics of having limited cognitive capacity, poor memory, unable to concentrate, unable to express ideas clearly through words, poor imagination and vision of the future Malik et al, (2012), often show immaturity in relationships with other people, perform poorly because they cannot work on complex problems, work very slowly, and have difficulty in relating the subject matter that has been studied with the given task as a result of poor concentration ability (Ramlakshmi, 2013).…”

Section: Resultsmentioning

confidence: 99%

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Early reading learning for special needs students: challenges on inclusive primary school during COVID-19 pandemic

2021

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This study is meant to describe the types of disability faced by students in inclusive schools and the challenges faced by teachers as well as students in early reading learning for students with special needs in inclusive primary schools during the COVID-19 pandemic. The research was conducted in 12 inclusive primary schools in Magetan Regency, Indonesia. This research is a descriptive qualitative research in which psychological assessment consisting of intelligence tests CPM, and WISC, documentation, passive observation, and in-depth interviews were used to collect the data. The data were collected from informants, events or activities of student interaction in school, and documents of students’ backgrounds and other related documents. The subjects of this study were 72 special needs students with special needs in 12 inclusive primary schools. The data were then analyzed using an interactive analysis model. The results showed that slow learning is the most common type of disability faced by students with special needs in inclusive elementary schools around Magetan Regency, Indonesia. During the COVID-19 pandemic, early reading learning was conducted through distance learning which encountered many obstacles, such as lack of mobile phone due to the low socioeconomic status of parents.

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Section: Resultsmentioning

confidence: 85%

Section: Resultsmentioning

confidence: 99%

Early reading learning for special needs students: challenges on inclusive primary school during COVID-19 pandemic

2021

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“…Students encounter different difficulties in the process of learning -cognitive, emotional, personal, social and functional; they may arise for various reasons [27]. Teachers know about their learning difficulties; however, they do not know what the nature of the difficulties is, and what they arise from.…”

Section: Literature Reviewmentioning

confidence: 99%

Modular education with a double degree of differentiation as a condition for students to achieve meta-subject results of educational activities

Korshunova¹,

Bykova²,

Ilinskaya³

et al. 2022

P Sci Edu

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Introduction. The relevance of the study is due to the state of modern learning theory, which does not define the ways of implementing individualization and metasubjectivity in educational activities. The purpose of the article is to reveal the methodological foundations for building a modular learning technology with a double degree of differentiation for the formation of universal learning activities as meta-subject results. Methodology and methods. The methodological basis of the research is the ideas and principles of technological, systemic, synergistic, individual, cognitive and metasubject approaches. They make it possible to justify and ensure the individualization and achievement of meta-subject results of the educational activities of schoolchildren. 2075 students and 564 teachers of secondary schools, 401 university students of pedagogical areas of training, 103 teachers of higher education have participated in a longitudinal experimental study to confirm theoretical conclusions since 1990. Results. The main results of the study consist in revealing the essence of modular education with a double degree of differentiation as a complex educational technology for individualizing the educational activities of schoolchildren and forming meta-subject results in it. The structure of the training module of the new format is also presented. The empirical facts and trends were recorded by the study, indicating a decrease in schoolchildren's anxiety in learning by the factors "fear of a situation of testing knowledge" (‒ 55%), "fear of self-expression" (‒ 31%)"; staying in a “normal” emotional state (81%) with an even, calm emotional background of the lesson (68%) and an increased ( joyful) state (23%), provided that the training session is organized in a technology mode; about the positive dynamics of teachers' possession of methodological skills when mastering technology as a system (application of methods of pedagogical research – 52%; the ability to independently develop an independent questionnaire, a test, a measuring tool – 48%; the ability to generalize the results of experimental work – 30%). Also, more than 500 models of innovative lessons for achieving metasubject results, 134 modules taking into account the cognitive style, and many level tasks have been developed. Scientific novelty. The scientific novelty of the research is determined by the substantiation and development of a didactic system that simultaneously determines the solution of two problems: the achievement of meta-subject results by students in a comfortable individualized educational environment. The results of the research develop the didactic theory of educational technologies, meta-objectivity and individualization. Practical significance. The significance of the results lies in the development of a technology which is useful for modernizing the learning process in the context of the development of individuality and the achievement of metasubject results in educational activities in general educational organizations, higher education, and further vocational institutions.

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“…seperti lingkungan belajar di kelas, kurangnya minat dalam belajar sains, muatan kurikulum yang terlalu banyak (Etobro & Fabinu, 2017). Kesulitan belajar dapat dipahami sebagai penyebab kegagalan mahasiswa (Rozek & Stobäus, 2016). Mahasiswa yang tidak memiliki kemampuan mengkorelasikan mata pelajaran dengan kehidupan sehari-hari mereka, istilah Latin dan asing yang digunakan dalam konten umum mata pelajaran biologi termasuk hubungan antar konsep pada mata pelajaran ini, menyebabkan mata pelajaran biologi tidak dipelajari dengan benar (Dogru & Ozsevgec, 2018).…”

Section: Pendahuluanunclassified

Analisis Kesalahan Mahasiswa pada Penyelesaian Soal Mata Kuliah Anatomi & Fisiologi Manusia

Tendrita

2020

JPB

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Human Anatomy and Physiology is one of the courses for biology students that is abstract so that not a few students have difficulty studying it. Errors in answering questions can be used as clues to determine the student's mastery of material. This study aims to determine student errors in solving problems in the Human Anatomy & Physiology course. This research is a qualitative descriptive study. The data collection method used is the test method. The subjects in this study were biology education students in semester V of the Nineteenth November University Kolaka Academic Year 2019/2020 who took Human Anatomy and Physiology courses. The instrument used in this study was the UAS test questions in the Human Anatomy & Physiology course. The results of the analysis showed that the most difficult questions for students to understand were questions on the function of the eye parts where the points obtained by nine students were only 2 points with the percentage of correct answers only 2%. While the questions on autoimmune disease material got the most correct percentage of answers where the number of points was nine students, namely 31 with a percentage of 34%. From the research results, it can be concluded that by analyzing student errors in answering questions, it can be seen what material is difficult for students to understand so that it can help lecturers to improve the learning process in the following semester.

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Teachers Dealing with Learning Difficulties during the Process of Schooling

Cited by 7 publications

References 20 publications

Early reading learning for special needs students: challenges on inclusive primary school during COVID-19 pandemic

Early reading learning for special needs students: challenges on inclusive primary school during COVID-19 pandemic

Modular education with a double degree of differentiation as a condition for students to achieve meta-subject results of educational activities

Analisis Kesalahan Mahasiswa pada Penyelesaian Soal Mata Kuliah Anatomi & Fisiologi Manusia

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