Elementary School Students’ Reluctance to Answer Teachers’ Questions as a Challenge in Implementing the Seven Habits of Great Indonesian Children: A Case Study at a Public Elementary School in Malang Regency

Abstract

Students’ reluctance to answer teachers’ questions remains a significant barrier to fostering
active learning in elementary schools. This study aims to describe the forms and contributing
factors of students’ reluctance to answer teachers’ questions and to analyze this phenomenon
as a challenge in implementing the Seven Habits of Great Indonesian Children (7 Kebiasaan
Anak Indonesia Hebat) program. Employing a qualitative case study approach, this research
was conducted at a public elementary school in Malang Regency. Data were collected
through observations and interviews involving classroom teachers and students. The findings
indicate that students’ reluctance is manifested in several behaviors, including remaining
silent, looking down, avoiding eye contact, pointing to other students, and responding in a
very soft voice. The factors contributing to this reluctance include internal factors, such as
low self-confidence, shyness, and fear of making mistakes, as well as external factors,
particularly an unsupportive classroom environment and learning practices that do not
facilitate equitable student participation. This reluctance presents a challenge to the
implementation of the Seven Habits of Great Indonesian Children program because it may
hinder the development of students’ self-confidence, responsibility, courage, and
communication skills. The study concludes that students’ reluctance to respond to teachers’
questions can hinder the optimal development of active and confident character. Therefore,
teachers need to establish a supportive and comfortable learning environment, provide
appreciation for students’ responses, and implement interactive learning strategies to
encourage students to participate more actively.