Learning Difficulties and Working Memory Deficits among Primary School Students in Jakarta, Indonesia

The article presents the model of the formation of communicative (universal learning actions) ULA, which includes the principles and stages of remedial and pedagogical activities of speech and socio-psychological development. Each stage is supposed to work on communicative ULA development in primary school students with learning difficulties. There are three main directions of the communicative ULA development: the development of cognitive processes, the development of speech skills, and the development of socio-psychological skills. This article also presents the content of remedial and pedagogical work, including various types of activities in the curricular and extracurricular types of organizing educational activities.

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Using Digital Smart Board to Overcome Higher Order Thinking Skills Learning Difficulties in Data Handling among Primary School Students

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v12i7.9644 ◽

2018 ◽

Vol 12 (7) ◽

pp. 43 ◽

Cited By ~ 2

Author(s):

Elizabeth Julius ◽

Soh Hon Mun ◽

Abdul Halim Abdullah ◽

Mahani Mokhtar ◽

Nornazira Suhairom

Keyword(s):

Primary School ◽

Learning Difficulties ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Data Handling ◽

Primary School Students ◽

School Students ◽

Higher Order Thinking Skills ◽

Smart Board

Data Handling at primary school involves gathering and recording information and then presenting it in a way that is meaningful to others. It is a fundamental part of student's mathematical understanding. Initial concepts of Data Handling need to be exposed to students in the early years as these skills will be used and built upon throughout their education. Due to its importance, Data Handling is included in the curriculum at primary level in Malaysia. However results of international assessments which focused on the use of higher order thinking skills showed that Malaysian students performed poorly in Data Handling. Therefore, this study was conducted to identify students’ learning difficulties in Data Handling at each level of higher order thinking skills (HOTS) namely applying, analysing, evaluating and creating. In addition, this study also investigated the use of smart board in overcoming HOTS learning difficulties in Data Handling. Numerous teachers recommend the use of smart board at primary schools since students have the opportunity to explore and learn novel concepts using the technology. Subsequently, it helps to generate dynamic learning experiences and student in school become more motivated about learning when the smart board is used during their lessons. Four experienced year five mathematics teachers and thirty year five students from a primary school were involved in the study. The students and teachers were selected based on purposive sampling. An interview protocol and rubric for cognitive domain in HOTS were used during the data collection phase. In addition, semi-structured interview sessions with the teachers and students as well as document analysis of the students’ mathematics exercise sheets in Data Handling were carried out by the researcher to investigate the students’ learning difficulties at each level of HOTS in Data Handling. It is hoped that the results from this study can contribute towards development of strategies, methods or programs using smart board to enhance HOTS in Data Handling among primary school students in Malaysia.

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Preparation of an observation card to measure the developmental learning difficulties among primary school students in Sana’a City, Yemen

South African Journal of Education ◽

10.15700/saje.v41n2a1720 ◽

2021 ◽

Vol 41 (2) ◽

pp. 1-15

Author(s):

Abdo Hasan AL-Qadri ◽

Wei Zhao

Keyword(s):

Primary School ◽

Psychometric Properties ◽

Learning Difficulties ◽

Primary School Students ◽

School Students ◽

Developmental Learning ◽

Successful Intervention ◽

Level Of Difficulty ◽

Essential Resource

Developmental learning difficulties are among the prevalent exceptionalities school learners have today. In this regard, identification and placement are among the facilitators of later successful intervention for these groups of learners (West-Olatunji, Shure, Pringle, Adams, Lewis & Cholewa, 2010). However, there are not enough resources such as tools to measure the learners’ difficulties (Alim, Abdallah, Ramaroson, Sidikou & Van de Wiel, 2007) available. The tools, which objectively help a professional to identify a learner’s level of difficulty is an essential resource, however, they are scarce. With this study we aimed to develop an observation card to determine the prevalence of developmental learning difficulties among primary school students in Sana’a City, Yemen. A 24-item tool was used and analysed to test its psychometric properties. A total of 238 students with ages ranging from 6 to 13 years participated in the study. The findings of the study suggest the final formulation of the items to be included in the observation card that can measure the prevalence of this exceptionality through the use of observation scores. The observed raw score had been standardised by its deviation from the sample’s mean. Further, the findings reveal that there were statistically significant differences in the respondents’ level of difficulties in terms of their gender and grade. Recommendations of the study are presented in this article.

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