Case Study: Factors Causing Low Student Activeness in Grade 5 at SDN 05 Muara Ilai in the IPAS Subject

The phenomenon of low entrepreneurial interest among students of the Sharia Economics Study Program at STAI Al-Ittihad Cianjur can be seen from the fact that many of them prefer to work as employees or even laborers rather than becoming entrepreneurs because of their prestige and lack of self-confidence. The purpose of writing this scientific work is to determine the factors causing the low entrepreneurial interest of students in the Sharia Economics Study Program at STAI Al-Ittihad Cianjur. This scientific work research uses descriptive qualitative research with a phenomenological approach with data collection techniques in the form of interviews and literature studies. The results of this scientific work research show that the factors that cause students' low interest in entrepreneurship come from themselves (internal factors) and the causes that come from outside themselves (external factors). Internal factors include prestige, lack of self-confidence, feeling unable to attract consumers, choosing to become an employee, fear of competition and fear of taking risks. Meanwhile, the external factor is not having capital.

In this study, it is aimed to determine the opinions of pre-school teachers and classroom teachers about school maturity. As in the current situation, since this research is aimed to be a qualitative approach, the research is a case study of qualitative research type. In the study, interviews were conducted with a total of 25 teachers including 15 teachers and 10 pre-school teachers and the interviews were conducted through an interview form. Content analysis was performed on the data obtained from the interviews. As a result of the research, it was seen that the class teachers' definitions and expectations about school maturity were higher than the pre-school teachers. According to this, both groups stated that social-emotional development, motor development, cognitive development and self-care skills were important for starting school. Preschool education teachers have made less definitions for these themes. It is observed that class teachers' expectations in terms of cognitive development and maturity are higher than preschool education teachers’. They stated that children who do not complete their 72 months experience problems such as peer communication, lack of self-confidence, inability to perform self-care skills. In this respect, it is stated that children will have negative experiences in education as they cannot reach school maturity yet .

Abstract. This research was conducted in grade IV of SD Negeri 2 Penambongan and was aimed at investigating the characteristics of students' learning difficulties, the factors causing difficulties in learning Mathematics, and the efforts conducted to resolve the difficulties of learning Mathematics. This research applied the qualitative approach with a case study design. The participants of the research were principal, class teacher, three grade IV students (chosen by the teacher's recommendation), and parents. The data were collected through observations, interviews, and document collections. The results of the data analysis showed that 1) the characteristics of difficulties in learning Mathematics experienced by the students was the abnormality of visual-spatial perception, 2) the internal factors causing difficulties in learning Mathematics were student's attitude, learning interest, motivation, and ability of sensing, while the external factors causing difficulties in learning Mathematics were learning strategies, learning aid, family, and society, 3) the efforts conducted by teachers to resolve the difficulties in learning Mathematics were motivating and supporting students when finding difficulties, the efforts conducted by students were joining extra courses out of school, and the efforts conducted by parents were motivating and accompanying their children when studying at home.

This study aims to analyze the factors influencing the low participation of Catholic Youth in spiritual activities at St. Mikhael Kotabaru Parish. The research used a qualitative approach with a descriptive design to obtain an in-depth understanding of the phenomenon. Research subjects consisted of one Catholic Youth coordinator and six members selected purposively to represent diverse perspectives. Data collection techniques included unstructured interviews, participatory observation, and documentation. The data were then analyzed using the Miles and Huberman interactive model, which involves data reduction, data display, and conclusion drawing. The findings reveal that the low participation of Catholic Youth is influenced by both internal and external factors. Internal factors include low motivation, shyness, lack of self-confidence, unstable physical conditions, and the excessive use of social media, which often distracts youth from engaging in church life. Meanwhile, external factors consist of economic limitations, heavy school and work commitments, insufficient mentoring from religious leaders, negative peer influence, and minimal family support. These challenges collectively contribute to the declining interest and active involvement of Catholic Youth in spiritual activities. This research highlights the urgency of creating innovative spiritual activity programs that are more attractive and relevant to the needs of young people in the current era. In addition, optimizing mentoring and guidance from parish leaders, parents, and peers is crucial to strengthen motivation and a sense of belonging among Catholic Youth. By addressing both internal and external factors simultaneously, the church community can foster a more participative and dynamic youth movement. Therefore, strategic collaboration among religious leaders, families, and the youth themselves is essential in revitalizing Catholic Youth participation in church life.

This study aims to describe the efforts of classroom teachers in improving understanding of Natural science subject in MI. This type of research is field research with a qualitative approach. Data collection methods used observation, interviews, documentation. Data sources from the headmaster, class teacher, subject matter teacher, and students at MI Khoiriyah Pati. Data analysis with data reduction, display, and verification. The results showed that the teacher tried to improve the understanding of the material by providing orientation, apperception, and evaluation to students. The obstacles in improving students' understanding of science are inadequate school facilities, teacher abilities, classroom atmosphere and conditions, and student willingness. Meanwhile, efforts to overcome obstacles, namely teachers strive to use existing media/ facilities at school, attend workshops, provide motivation for students who do not understand the material, use interesting methods, strategies, approaches that are in accordance with students' understanding abilities, and conduct creative innovative learning to increase student interest in learning. The conclusion of the research is the efforts made by teachers by providing apperception, orientation, and evaluation. The obstacles faced are facilities, teacher abilities, classroom atmosphere, and student motivation. Efforts made are using existing facilities at school, attending workshops, innovating innovatively creatively in learning. The impact of the research is that student understanding has increased.

Interpreting has long been regarded as a challenging task as it requires heightened cognitive and emotional effort in real-time, and anxiety often affects the interpreting performance. This study explored the factors and impacts of anxiety on the interpreting skills of students who are prospective interpreters. Using a qualitative approach, the study conducted semi-structured interviews with 15 English Department students at Universitas Serambi Mekkah who had finished the interpreting examination. Data were analyzed using thematic analysis, and four-anxiety-inducing factors were identified: Fear of Making Mistakes (80%), Lack of Self-Confidence (66%), Time Pressure (66%), and Lack of Preparation (46.6%). The impacts involved performance-related issues, cognitive impairment, physical symptoms, impaired active listening and attention. To cope with the challenges, the student interpreters employed preparation-based approaches, practice and skill development, physical relaxation techniques, and social support systems. This research provides insights that, even though the students independently adopted their own coping mechanisms, interpreting trainers or instructors should also take part in reducing their anxiety, such as incorporating stress management techniques, frequent simulation exercises, and confidence-building activities that could better prepare them for real-world interpreting scenarios.

Health Awareness and Behavior Among Adolescent Students in a Rural School: A Cross Sectional Observational Study

This study aims to describe the pedagogical competence of Islamic Religious Education (PAI) teachers, identify the challenges they encountered, and analyze the strategies used to address these challenges among seventh-grade students at SMP Negeri 3 Surakarta. This study used a qualitative method, collecting data through observation, documentation, and interviews, and analyzing it inductively through data reduction, data display, and conclusion drawing. The results of the study showed that teachers had a high level of pedagogical competence, as reflected in their ability to plan learning activities, manage classrooms, understand student characteristics, and conduct continuous learning evaluation; however, several learning challenges were identified, including variations in students’ levels of understanding, low learning motivation, limited parental attention, and inadequate school facilities. The strategies implemented included providing remedial instruction for slower learners, offering enrichment materials for higher-achieving students, providing encouragement and motivation, collaborating with parents, and using available learning media. This study concluded that the pedagogical competence of Islamic Religious Education (PAI) teachers plays an important role in supporting effective learning; however, sustained improvements in learning outcomes require greater parental involvement and improved school facilities. Such pedagogical competence can be optimized to remain relevant and to positively affect Islamic Religious Education (PAI) teachers' efforts to support effective and efficient learning.

This study investigates the perceptions of pre-service English teachers regarding the challenges they face and the strategies they employ during their teaching practice. Drawing on semi-structured interviews with five final-year English education students, the research explores real-world classroom experiences from the perspective of those preparing to become full-time teachers. The findings reveal several key challenges, including limited teaching time, inadequate school facilities, classroom management difficulties, low student motivation, and struggles with lesson preparation especially in adapting to unfamiliar content or integrating technology. Despite these obstacles, the participants employed a range of adaptive strategies such as using digital tools (e.g., ChatGPT, Quizizz), aligning materials with student interests, incorporating games and quizzes, and building positive classroom relationships. These approaches reflect a student-centered mindset and highlight the importance of flexibility, creativity, and continuous self-development. The study emphasizes the need for improved teacher preparation programs that support both pedagogical competence and emotional readiness, equipping future educators to thrive in diverse and often unpredictable teaching contexts.

Student learning motivation remains an issue in the learning process, influenced by various internal and external factors. External factors, such as less varied teaching methods and the suboptimal role of teachers, often affect students' low motivation. This study aims to understand the role of teachers and teaching methods in enhancing student learning motivation. The method used in this research is descriptive with a qualitative approach, examining the learning process and the factors influencing student learning motivation. The results show that using varied teaching methods and the effective role of teachers as motivators can increase students' learning motivation. Engaging lessons, providing positive feedback, and setting clear learning goals have been proven to motivate students to be more active and enthusiastic in participating in the learning process. The implications of this study emphasize the importance for teachers to develop varied teaching methods and create a supportive learning environment to enhance student motivation, ultimately leading to more optimal student learning outcomes.

The purpose of this study is to analyze and verify the learning process from the case of a “Japanese learned by songs” class and self-reflection about learning activities for 36 students who were learning Japanese for the first time and beginner-level Japanese learners. It is intended to consider the effect of learning the Japanese language and Japanese culture and circumstances through songs. After the learners learned the song, they created and submitted an assignment every time and gave feedback. Among them, the self-reflection part created by the learners is valuable material data that we can grasp the learning process and changes in cognition. Therefore, the researcher analyzed and verified the learning process based on the material that organized the self-reflection part. It seems that lessons using songs are particularly related to the use of three strategies: memory, cognition, and affection. By working with these strategies, the learner gradually overcomes the three variables of the affective filter: low motivation, lack of self-confidence, and great anxiety. It was found that the lessons using songs contributed to lowering the affective filter of learners at various levels and worked to activate the vectors that promote learning.

This research seeks to examine the challenges students encounter in speaking English and the strategies they employ to cope with them. The study applied a qualitative design, utilizing semi-structured interviews and thematic analysis with 15 students in their fourth semester of the English Language Education Study Program at Gorontalo State University. Results showed that learners experienced three major categories of speaking challenges: linguistic barriers (including limited vocabulary, mispronunciation, grammatical mistakes, and weak comprehension), psychological barriers (such as anxiety, lack of self-confidence, shyness, and low motivation), and social-environmental barriers (like insufficient peer support and limited exposure to English). To overcome these obstacles, students made use of several strategies, such as practicing independently, watching English-based content, engaging in peer conversations, boosting their learning motivation, and applying affective as well as social techniques. The outcomes of this study offer important insights for teachers and curriculum designers in fostering a classroom environment that enhances students’ English-speaking proficiency.

This study is a descriptive qualified study conducted on class VII students at MTsN 1 Pandeglang who are conducting online learning with the aim of knowing the factors that cause math learning difficulties in students. Data collection techniques use questionnaire sheets, interviews, and documentation. The sample in this study was 30 students of class VII. Results from research show that students have difficulty learning mathematics. The results of the analysis found five factors that affect student learning difficulties, namely teacher influence 36.67%, family to children's learning 48.89%, student interest when learning mathematics 34.4%, student concentration when learning mathematics 43.4%, students' confidence when studying mathematics 45.56%. So in conclusion, the cause of the problem of learning mathematics based online in class VII in MTsN 1 Pandeglang is external factors and internal factors. External factors include inattention from parents and inappropriate teacher methods when teaching and learning. Internal factors include lack of interest in learning, weak concentration of students, and lack of self-confidence.

The demand on using English as a means of communication is still a challenge for learners of English as a foreign language. The objectives of this study are finding out students’ difficulties in learning English speaking and the factors causing students' difficulties in learning English speaking. This study is descriptive qualitative. The data were obtained through interview. The research involved 10 students of the second semester of high school in a muslim school, in the South of Thailand. The results of the research showed that the students had difficulties in learning English speaking. In addition, they also have difficulty in pronunciation. Some sounds are difficult for students to produce. This was caused by internal and external factors. The internal factors include motivation, vocabulary, grammar, pronunciation, fluency, shyness and also lack of self-confidence. It made students difficult to speak English. The external factors include the environment, teacher, the facility and the students’ lack of the opportunity to use English.

Speaking anxiety, particularly in foreign language learning, was a prevalent issue among undergraduate students. This study investigated “Speaking Anxiety among Undergraduate Students in the English Department at Termez State University, Uzbekistan.” Among 80 undergraduate students, 75.9% were female, and 24.1% of the remaining were male. Participants’ ages ranged from 16 to 22 years old, and the native language of the majority (78) was Uzbek, and very few of them (2) were Russian, but nobody spoke Persian. The results revealed that internal factors such as fear of making mistakes and lack of self-confidence were the two most important factors contributing to speaking anxiety; however, feeling insecure had the least impact on speaking anxiety. In addition to that, external factors such as a lack of vocabulary, grammatical errors, and incorrect pronunciation had the highest impact on speaking anxiety, respectively. Conversely, excessive use of the mother tongue had the least influence on students’ speaking anxiety. The findings showed that factors such as enough speaking practice time and supportive feedback played a significant role in solving or reducing students’ speaking anxiety, respectively; however, immersive speaking activities had the lowest impact on reducing anxiety among undergraduate students. The study also highlighted the role of teachers in either alleviating or aggravating anxiety. It was found that while overly critical feedback and high-pressure situations intensified anxiety, positive teacher-student interactions and supportive classroom environments mitigated it. In addition to that, the results revealed that a significant number of the students did not experience moderate to high levels of speaking anxiety. Lastly, this research contributed to the understanding of language learning anxiety in the context of Uzbekistan and provided actionable insights for educators to better support their students in overcoming this challenge.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0257/a.php" alt="Hit counter" /></p>