Bakhrudin All Habsy, Aula Niswa Saleha, Arya Surya Fathana, Nonik Dina Aprilia Wijaya

Kesulitan Belajar Akademis pada Peserta Didik

Introduction

Kesulitan belajar akademis pada peserta didik. Pahami kesulitan belajar akademis pada peserta didik, termasuk disleksia, disgrafia, dan diskalkulia. Artikel ini mengedukasi cara mengenali & mengatasi hambatan belajar anak secara efektif.

Abstract

Banyak anak didik yang dalam proses belajarnya terganggu salah satu faktor yang mempengaruhinya adalah kesulitan belajar, penyebabnya adalah dari anak didik tertinggal dari anak didik lainnya. Kesulitan belajar adalah suatu keadaan atau hambatan yang dapat mengganggu kegiatan belajar suatu individu sehingga mampu menghambat daya belajar individu tersebut. Jenis penelitian ini adalah penelitian kualitatif. Penelitian kualitatif digunakan karena penelitian ini menggunakan metode pengumpulan data. Data yang dilampirkan di artikel ini diperoleh dari kajian jurnal yang didapat dari Google Scholar yang kemudian dianalisis dan dirangkai. Hasil artikel ini menunjukkan bahwa kesulitan belajar anak didik mencakup 8 bentuk yaitu disleksia, disgrafia, diskalkulia, disartria, aphasia, dyspraxia, gangguan auditori, serta gangguan pemrosesan visual yang kemudian dianggap oleh beberapa orang sebagai suatu bentuk kemalasan belajar. Akan tetapi dengan membantu dengan cara menyemangati anak didik mereka akan bisa belajar dengan baik. Tujuan artikel ini dibuat untuk mengedukasi khalayak sehingga mengerti cara menghadapi anak yang mengalami kesulitan belajar.

Review

This article, "Kesulitan Belajar Akademis pada Peserta Didik," addresses the pertinent issue of academic learning difficulties among students, a factor commonly disrupting their educational progress. The abstract clearly identifies learning difficulties as significant impediments to an individual's learning capacity, distinguishing it from simply lagging behind peers. Employing a qualitative research approach based on a literature review primarily sourced from Google Scholar, the study aims to synthesize existing knowledge. The key finding presented is an enumeration of eight specific forms of learning difficulties, including dyslexia, dysgraphia, and dyscalculia, and highlights the common misconception of these conditions as mere 'laziness.' The stated objective of the article is to educate the public on effective ways to support children facing such challenges. While the paper's intention to raise awareness about learning difficulties is commendable, the methodological approach warrants closer examination. Describing the research as "qualitative" solely because it uses "data collection methods" is ambiguous; it appears to be a narrative or descriptive literature review rather than primary qualitative research. Relying exclusively on "kajian jurnal yang didapat dari Google Scholar" (journal studies obtained from Google Scholar) may limit the comprehensiveness and systematic rigor typically expected of a robust academic literature review, potentially missing key academic databases or more structured search strategies. The article effectively categorizes eight forms of learning difficulties, which is helpful for initial understanding. However, the depth of analysis in distinguishing these conditions, their specific symptoms, or concrete pedagogical implications beyond mere listing is unclear from the abstract, making it difficult to assess the richness of the discussion on how to "membantu dengan cara menyemangati anak didik" (help by encouraging students). The article's goal of educating the public on how to approach children with learning difficulties is highly valuable and addresses a critical need, especially in dispelling the misconception of 'learning laziness.' The emphasis on encouragement as a core support strategy is a positive and accessible message for the target audience. For future iterations or subsequent research, it would be beneficial for the authors to elaborate on the specific analytical framework used to synthesize the reviewed literature. Furthermore, incorporating case studies or practical examples from an educational setting could significantly enhance the article's practical utility for educators and parents. While this review serves as a good foundational overview, a more rigorous and transparent methodological description, perhaps aligning with established guidelines for literature reviews, would strengthen its academic contribution and impact.

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