Komparasi Tingkat Hambatan Pembelajaran Akibat Kebutuhan Pribadi Siswa yang Kurang Dipahami Guru di Tiga Negara Asean
DOI:
https://doi.org/10.31004/basicedu.v8i5.8881Keywords:
Activeness and Cognitive Learning OutcomesAbstract
Tingkat hambatan pembelajaran akibat kebutuhan pribadi siswa yang kurang dipahami oleh guru merupakan salah satu masalah signifikan di negara-negara ASEAN, khususnya di Indonesia, Malaysia, dan Thailand. Penelitian ini bertujuan untuk menganalisis perbedaan tingkat hambatan pembelajaran yang terjadi di ketiga negara tersebut. Menggunakan pendekatan kuantitatif dengan analisis ANOVA non-parametrik uji Kruskal-Wallis, penelitian ini memanfaatkan data PISA 2018 dengan kode SC061Q06TA dan sampel sebanyak 815 data. Hasil penelitian menunjukkan adanya perbedaan yang signifikan dalam tingkat hambatan pembelajaran antara ketiga negara, dengan hasil uji Kruskal-Wallis menunjukkan nilai H = 38.952, p < .001. Uji Dunn's Post-hoc mengonfirmasi adanya perbedaan signifikan antara Indonesia dan Malaysia (z = -5.358, p < .001), serta Malaysia dan Thailand (z = 5.831, p < .001), namun tidak ada perbedaan signifikan antara Indonesia dan Thailand (z = 0.714, p = 0.238). Kesimpulannya, perbedaan hambatan pembelajaran di ketiga negara ini memberikan wawasan penting bagi pemangku kebijakan pendidikan di ASEAN dalam mengatasi tantangan pembelajaran siswa yang disebabkan oleh kurangnya pemahaman guru terhadap kebutuhan pribadi siswa.
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