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This study investigates teachers' perceptions, experiences, and challenges in implementing authentic assessment in multicultural secondary school classrooms. Authentic assessment, focusing on real-world applications and holistic evaluation, is considered valuable for engaging students and fostering critical thinking. However, teachers in multicultural settings face specific challenges, including cultural sensitivity, time constraints, limited assessment literacy, and institutional policies favoring traditional assessments. Through qualitative, phenomenological research with in-depth interviews of language and literacy teachers, the study examines the benefits and barriers of authentic assessment. The findings indicate that while teachers recognize its pedagogical value, they encounter difficulties such as time limitations, insufficient professional development, and a lack of institutional support. Additionally, adapting assessments to be culturally relevant while ensuring fairness and inclusivity proves challenging. This research contributes to understanding the practical obstacles teachers face when applying authentic assessment in diverse classrooms. It also suggests that enhancing assessment literacy, providing targeted professional development, and revising policies to support flexible assessment approaches could help address these issues. The study emphasizes the need for a more culturally responsive approach to assessment, aiming to better equip students for real-world success while addressing the complexities of multicultural education.

The COVID-19 pandemic forced educators worldwide to rapidly adapt to online learning platforms. This research explores teachers’ perceptions of this transition in a range of subjects and educational levels. Through qualitative interviews with 50 educators, the study identifies key challenges, such as technical difficulties and lack of student engagement, alongside opportunities for innovation and personalized learning. Findings suggest that while online teaching posed significant hurdles, it also provided teachers with new ways to engage students and improve pedagogical practices.

The inability to learn to read is a problem that results in a student being unable to follow the learning process properly and unable to achieve the expected learning goals. The four basic skills that students must have when studying in elementary schools in Indonesia are listening, speaking, reading and writing. The purpose of writing this paper is to determine and analyze the difficulties of learning to read students in learning Indonesian in class V SD 5 Kaarangbener. This article is the result of an analysis of literature related to the topic of discussion. The model used is a literature survey or literature review. The results of this research show that most students still do not understand when the teacher provides Indonesian language material. There are several factors that cause students to have difficulty learning Indonesian. Based on these results, it can be concluded that class V students at SD 5 Karangbener still have difficulty reading when learning Indonesian.

Curriculum is an important part of education systems around the world. The curriculum regulates learning process activities to maximize educational goals, functioning as a unit or guideline. Student learning outcomes in the daily learning process are one aspect that can have an impact on curriculum adjustments. Interviewing English teachers about the implementation of the Merdeka Curriculum in the classroom provided a number of insights. Educators share their thoughts on the difficulties in implementing an autonomous curriculum. because the facilities or different learning resources are not sufficient. They emphasize how the Merdeka Curriculum can help students learn English more effectively by encouraging active participation in class, fostering critical thinking, and increasing language proficiency. The student-centered curriculum philosophy was awarded

The curriculum is part of a learning management system that involves planning the implementation of learning and becomes a guideline and guide for teachers in carrying out learning activities. The purpose of this research is to find out the teacher's perception of curriculum changes in Indonesia, especially for English teachers. In this research, the method used is descriptive qualitative research method and the data obtained is from the results of interviews. The results of the study show that the opinions of the teachers reflect diverse views regarding curriculum changes in Indonesia. Some considered it to have a positive impact, such as an increased focus on attitudes and skills, as well as enhancing students' creativity. However, others noted negative impacts such as students' adaptation difficulties and new problems arising, including a lack of support from some students and the learning environment for the government standards.    

In the world of education, especially for teaching staff, knowing each student's characteristics is very important, this really helps teaching staff in adjusting teaching and learning methods. Especially for students who have physical limitations or whose IQ is below average. In every learning process, not everything is carried out smoothly, there are some students who experience learning difficulties and ultimately cannot achieve the appropriate learning targets. Inclusive education is one of the educational institutions presented by the government with the aim of providing opportunities for students with special needs or students who have special talents and intelligence to get education like regular students without looking at differences. Placement of students with special needs needs to pay attention to the potential, type and level of impairment or need.

The behavioral and emotional development of hyperactive children causes children to experience problems concentrating in learning, because the disorders they experience cannot be controlled properly. Therefore, children experience difficulties when learning takes place and this has an impact on social relationships which influence their behavior when interacting with other people or their peers. So the researcher raised the problem in his research, namely the behavioral and emotional development of hyperactive children with special needs who experienced concentration problems in learning at the Raudhatul Athfal Al-Hidayah school. This research aims to determine developmental aspects of children's behavior and emotions as well as indicators related to hyperactivity and disturbances in concentration. This research uses a descriptive qualitative research method by collecting data through a process of observation, interviews and documentation. The results of this research show that the behavioral and emotional development of hyperactive children is all excessive behavior and actions seen when children express their emotions when they are happy, sad, angry, disappointed, anxious and afraid. Children's emotional development impacts children's behavior, such as being aggressive, running around, shouting, being rude, talking a lot, being nosy and endangering people around them. This can happen because there are many factors that underlie a child becoming a hyperactive child, namely genetics, slow development of the child's brain, parenting patterns, emotional intelligence and the influence of the surrounding environment.

This research is specifically to find out how the principal's leadership in improving teacher performance at SD Islam Integral Luqman Al Hakim 02 Batam, the factors that can influence and factors that can improve teacher performance, are expected. By knowing all that, some suggestions can be given that can be taken into consideration for school principals, especially in improving the performance of teachers in their schools. The essence of the principal's leadership is aimed at guiding and fostering teachers to become professional teachers and have achievements and performance and teaching skills. The teacher is the most decisive component in the education system as a whole, which must receive central attention. This figure will always be a strategic spotlight when talking about education issues, because teachers are always associated with any component in the education system, especially in relation to the teaching and learning process. With a professional teacher, a further goal, namely improving student learning outcomes will be achieved. It is the principal's duty as a leader to assist teachers in improving teacher professionalism and performance. While there are still many teachers who in carrying out learning activities have not met expectations. Therefore, the author needs to examine the pattern of Principal Leadership in an effort to improve teacher performance at SD Islam Integral Luqman Al Hakim 02 Batam. From the results of the study it was stated that the principal's leadership was considered good, but had not had a positive impact on improving teacher performance at SD Islam Integral Luqman Al Hakim 02 Batam While the performance of teachers at SD Islam Integral Luqman Al Hakim 02 Batam is considered good, but has not run optimally as expected, this is due to the lack of teacher ability in preparing learning tools, especially Learning Implementation Plans, inadequate school facilities and infrastructure, and also the difficulties of teachers in creating educational interactions between students and teachers, as well as the difficulty of creating a conducive classroom. However, at the level of evaluation/assessment of learning outcomes, the average teacher has implemented it well and added remedial and enrichment programs

This article aims to describe getting to know children with special needs and their classification. This research uses a qualitative descriptive research method. Data collection techniques include: observation, interviews, and documentation. The research subjects or informants are parents, the community, class teachers/homeroom teachers and special guidance teachers. The results of the research show that: children with special needs are children who experience significant abnormalities or deviations (physical, mental, intellectual, social and emotional) in the process of their growth and development compared to other children of the same age and therefore require special education services. Children with special needs have different characteristics from one another. The characteristics and obstacles they have, ABK require special forms of education services that are tailored to their abilities and potential. The classification of children with special needs is divided into several groups, including: blind, mentally retarded, deaf, physically disabled, hearing impaired, learning difficulties, cerebral palsy, autism, gifted children, rett's disorder, Asperger's, slow learners, and ADHD.

This research faced challenges in incorporating web design skills into the curriculum of SMK Istiqomah Muhammadiyah 4 Samarinda with limited resources. Through the prototype method and the Figma platform, PKL projects are used to teach students about website development. The aim is to provide relevant skills to the technology and graphic design industries. The steps include requirements analysis, prototyping, user evaluation, and user interface design for the company profile. The result is expected to be a web application that is informative, interesting, and in accordance with the needs of the vocational school Abstract.This research aims to implement collaborative games as a strategy to control social emotional development in school-aged children at SDN 1 Kartasura. School-aged children have diverse emotional characteristics, and social-emotional development is very important to shape children's personality and independence. Collaborative games were chosen as a method to stimulate children's social abilities through group activities. The initial stage of this research includes understanding the potential and challenges of social emotional development in school-aged children. Furthermore, a collaborative game was designed and implemented on September 9 2023, involving 25 grade 4 students at SDN 1 Kartasura. This activity includes game sessions, observations of social interactions, and evaluation of activity results which show that the implementation of collaborative games has a positive impact on students' social emotional development. However, research also identifies several obstacles, such as some students who still experience difficulties in socializing and controlling emotions. Therefore, further efforts are needed to maximize the potential of collaborative play in improving children's social emotional development. In conclusion, implementing collaborative games can be an effective approach to creating a positive learning environment and improving students' social emotional development at SDN 1 Kartasura. This research contributes to the understanding of social emotional development strategies in school-aged children through collaborative play.

Researchers conducted research at SDN 04 Birugo based on the difficulty of slow learner students in understanding the lessons being taught. Slow learner children have difficulty reading so the tasks given by teachers to slow learner children cannot answer the tasks given by PAI teachers. This research aims to determine the problems of learning Islamic Religious Education among Slow Learner students at SDN 04 Birugo. This problem is researched using descriptive qualitative research methods which aim to describe and analyze phenomena and events, social activities, attitudes, beliefs, thoughts of people individually and in groups using field research. Data collection was carried out using observation, interviews and documentation techniques. The key informants in this research were the class IV Islamic Religious Education teacher at SDN 04 Birugo and the supporting informants for class IV slow learner students. To analyze the data, researchers grouped it based on existing problems. Based on the results of research conducted by researchers, the results show that slow learner students tend to feel inferior and consider themselves to be an obstacle to the learning process for other friends. Feelings of inferiority are seen in slow learner students at the stage of understanding lessons and completing assignments. There are two factors that cause difficulties in reading, writing and memorizing, namely the classroom environment and outside the classroom. Boredom occurs because they are not really serious about learning, but from the problems that occurred there were 3 slow learner students whose problems were slightly more resolved.

This research uses a qualitative descriptive approach by utilizing observation, interviews and documentation analysis to determine the difficulties faced by teachers in implementing thematic learning. Research participants included the principal and class VI teachers at SD Negeri Peninggilan 5. The research findings revealed several main difficulties faced by teachers. First, at the planning stage, teachers have difficulty integrating lesson material into classroom learning steps when preparing lesson plans. Second, during implementation, teachers consider thematic learning to be time consuming because it covers many subjects and remains teacher-centered. Finally, in terms of evaluation, teachers experience difficulties in assessing students' affective mood due to individual differences, as well as facing challenges in completing subject-specific student learning outcomes reports. Efforts to overcome these difficulties so that thematic learning can be useful in improving the overall quality of teaching for other teachers.    

The present study was conducted during school closure during the pandemic period, from 2020 to 2022. This study aims to explore teachers’ responses to the difficulties in using the online platform, and how teachers cope with the challenges in running online classes. This study used a descriptive qualitative approach. Data collection techniques included interviews, observations, and document analysis. The study participants were seven junior high school teachers in Mataram, West Nusa Tenggara. They had mixed work experiences. The results of the study showed that teachers responded differently to the demand for teaching using an online platform. Most teachers conducted online classes on a pro forma basis in order to comply with government policies. They viewed themselves unprepared to participate in online classes. The study also found teachers’ difficulties in teaching online classes due to students’ lack of adequate knowledge, skills and motivation in utilizing the online platforms provided by their schools. The study concludes that there is a need for comprehensive training and support for teachers to effectively adapt to online teaching methods. Additionally, it suggests that schools should invest in improving students' digital literacy skills to enhance their engagement and success in online learning environments.    

This research aims to find a solution to the problem of difficulties in improving language skills in terms of early reading in early childhood in group A1 in Hidayatus Shibyan Surabaya. The research method used in this research is the research and development method or often called Research and Development (R&D). The subjects of this research are students in group A1 of the Hidayatus Shubiyan Kindergarten for the 2023-2024 academic year with a total of 15 students with an average age 4-5 years old, consisting of 9 female students and 6 male students. The results of the research presented data on the differences between the use of Flipchart-based Pop Up learning media and increasing initial reading ability in group A1 of Kindergarten Hidayatus Shibyan Surabaya. From the table above, the result is tcount = - with a significance level of 0.000. Because the significance level is smaller than 0.05, Ha is accepted, and Ho is rejected. Based on the results of this research, it can be concluded that "There is an influence of the use of Pop Up learning media on increasing the initial reading ability of children in group A1 of Kindergarten Hidayatus Shibyan Surabaya"

This research aims to determine students' difficulties in capturing learning and the factors that make students have difficulty learning. This research uses library research which is intended to describe students' difficulties in capturing learning. The results of the research are that there are factors that cause students to have difficulty learning, including; Internal factors and external factors. These internal factors come from the student, such as the student's IQ, student's attitude towards learning, motivation to learn, body health, and sensory abilities. Meanwhile, these external factors are caused by factors outside the student, including teacher variations in teaching, use of learning media, school infrastructure, and family environment.

The aim of this research is to find out how this curriculum is implemented, in Indonesian language lessons in class VII MTs Negeri 3 Subang, how the independent curriculum is implemented. This research was conducted qualitatively and data was collected through observation, interviews and questionnaires. The research results show that the Project Based Learning (PBL) approach, formative evaluation and literacy improvement for students, are all used to adopt the independent curriculum. The implementation of this curriculum has resulted in increased student independence and the development of soft skills. Overall, the Merdeka Curriculum at MTs Negeri 3 Subang supports student independence, facilitates critical learning, and develops Pancasila character. The obstacles faced require further attention to increase the effectiveness of curriculum implementation, although there are obstacles related to the availability of books and teacher understanding. The effectiveness of the curriculum is assessed through student self-evaluation and teacher observation. Limited resources and teachers' understanding of the curriculum are some of the obstacles. This research provides insight into the difficulties and opportunities of an independent curriculum to improve the quality of education at the secondary level.

The influence of the development of Science and Technology (IPTEK) on the world of education, so that both teachers and students are required to always adapt to existing developments. Technology is the result of knowledge originating from the world of education therefore the world of education should utilize technology to increase efficiency in learning. Chemistry among students is still considered material that is difficult to understand. One of its attractions is the abstract nature of chemical material. Chemistry learning does not only include theoretical learning but also includes practical activities. This research was carried out to determine the effect of using a virtual laboratory on students' skills during direct practicum. The method used in this research is a quantitative method that uses a lot of numbers, starting from data collection, interpretation of the data and presentation of the results. A total of 52 students in class XI, Department of Mathematics and Natural Sciences at SMA Negeri 1 Sliyeg. Presenting the results in the form of a representative table will increase the reader's level of understanding and make it easier to access information. Virtual laboratories help students understand the practical process. Based on the results of data analysis obtained from filling out the questionnaire, it was found that 78.8% or the majority of students answered agreeing that the virtual laboratory had an effect on increasing pH testing. This proves that the use of virtual laboratories can be a way out so that when doing direct practicum students do not experience difficulties and the practicum runs more effectively.

Student learning disability is a situation where a student is unable to learn as they should. This cannot be ignored and must be addressed immediately by educators, because children's difficulties can become an obstacle in achieving optimal learning goals. The purpose of writing this article is to explore how to identify and overcome learning difficulties in elementary/MI students and to find out the factors that influence these learning difficulties. The research method used is literature study by analyzing several papers/scientific works through hypothesis testing. Based on the results of data analysis, the following results were obtained: a) The types of mathematics learning difficulties faced by elementary/MI students can be divided into two, namely difficulties that are internal to the student and difficulties caused by external factors. student. Ways to overcome this are: 1) Diagnosing students' learning difficulties, 2) Providing supportive mathematics learning advice, 3) Optimizing the implementation of BDR (Learning From Home), and 4) Personal resilience, the idea is to apply the curriculum and utilize blended. learn. b) Factors that cause elementary/MI students' learning difficulties include factors that arise from within the student (internal) and factors that arise from outside the student (external).

  Children with special needs are individuals with certain conditions of instability who require a special approach in education. Children with special needs often face learning and reading difficulties. Several factors that can cause these difficulties are neurological disorders, motor difficulties, visual perception difficulties, language and communication difficulties as well as lack of support and adjustments in the learning process. This research aims to dig deeper into this problem and provide an understanding of the factors that influence learning and reading difficulties in children with special needs. The keywords used in this research are children with special needs, learning difficulties, reading difficulties. The method used is qualitative with a case study approach. The research was conducted involving children with special needs, data was collected through classroom observations, interviews with parents and teachers, as well as observations of children's learning and reading progress

Each student has different abilities. There are students who can achieve it without difficulty, but quite a few students experience difficulties in learning. Several problems were found among students, such as laziness, easily discouraged, indifferent, accompanied by an attitude of opposition to teachers, which were part of students' learning problems. This article discusses the analysis of students' learning difficulties in active learning in elementary schools. The aim of this article is to gain a better understanding of what components influence students' ability to use active learning approaches in elementary schools optimally. The method used in this article is a qualitative method with a literature study approach. In reality, each student is often unable to achieve their learning goals or does not achieve changes in behavior as expected, this can indicate that students often experience learning difficulties and this is an obstacle in achieving learning outcomes at school. By knowing students' learning difficulties, they can of course identify and overcome these difficulties by looking for information about their learning problems, adjusting learning methods, providing additional support and using active learning strategies.