ANALYZING LEARNING DIFFICULTIES OF LOWER PRIMARY STUDENTS IN THE DIGITAL ERA FOR SUSTAINABLE EDUCATION

Abstract

This study aims to analyze the learning difficulties experienced by lower primary school students in the digital era and to recommend effective learning strategies to support sustainable education. The research employed a descriptive qualitative approach using observation and interview techniques involving ten students from class II B at SDN 1 Bendogerit. The findings reveal that students’ learning difficulties are caused by both internal and external factors. Internal factors include low concentration and lack of interest in certain subjects, while external factors involve an unconducive classroom environment and limited parental involvement in the learning process. Classroom noise and the fast pace of teaching were identified as major obstacles to students’ understanding. Additionally, students expressed a need for more interactive and contextually relevant teaching methods. The study recommends the implementation of effective classroom management, gradual and ability-based instructional strategies, and increased parental engagement. These findings are expected to assist schools and educators in creating a more inclusive and supportive learning environment that promotes students’ optimal development, particularly in efforts to achieve the goals of sustainable basic education in the digital age.