Factor Analysis of Learning Difficulties in Independent Curriculum Science Learning in State Elementary Schools

Abstract

Education is an important part of a nation's development. The Indonesian government has put improving education quality as a top priority. This is seen in the introduction of the Merdeka Curriculum in 2013, which aims to give schools more freedom to structure their curriculum according to students' characteristics and needs. Students can choose the lessons they want, improve the quality of education, and create human resources that excel in education (Kemdikbud, 2022). Previous studies have demonstrated that a variety of factors, such as ineffective teaching strategies, teachers' conceptual ignorance, student learning style variations, and contextual factors at home and at school, can contribute to learning difficulties in science.

The writers of this study employed a qualitative methodology. A technique whose focus is to gather diverse data regarding current occurrences by comprehending the phenomenon under investigation is known as a qualitative approach.

According to three indications of learning difficulties—social, perception, and memory—the results demonstrate that children following the independent learning curriculum have learning challenges.

This can have an effect on students' ability to respond to inquiries from teachers, their academic performance, and their drive and self-assurance in the classroom. The inability of students to recall material suggests that more efficient teaching methods must be developed. Approaches that focus on repetition, memory reinforcement and reducing distractions during study time can help improve students' ability to remember and understand subject matter. In this case, the role of the teacher and a supportive learning environment is crucial to help students overcome their learning difficulties