Mendiagnosis Masalah Belajar Siswa dalam Konteks Menajemen Kelas: Bagaimana Pengajaran Guru Mereduksinya?

Abstract

Student learning problems pose a particular challenge to teachers, as unlike most conditions in the mainstream, the diagnostic process required to some extent depends on teacher interpretation and the teacher-student relationship. The purpose of this study is to diagnose student learning problems in the context of classroom management for the effectiveness of teacher teaching. A qualitative methodology in the form of a grounded theory approach is applied because the purpose of this research is to produce contemporary theories to better understand student learning problems. The participants and the researchers conducted interviews and focus group discussions. The size of the informants of this study is based on theoretical saturation. Transcriptions of interviews, observations, and focus group discussions were subjected to coding (open coding, axial coding, and selective coding) to unlock data-based concepts. We then integrated these concepts into classroom management theory. The results found that student learning problems were categorized into four categories: attitudes, relationships with students and parents, material content, and 21st century skills. This new understanding provides scholars and practitioners with insight into studying student learning problems.