Teacher Strategies and Student Preferences in Overcoming Disruptive Behavior of Elementary School Students

Abstract

The background of this study is that there are still many students who carry out disruptive activities during the learning process. Disruptive behaviour in the classroom can adversely affect the learning process and affect the performance of students, teachers, and the class as a whole. This study is aim to analyse teacher's strategies and student preferences regarding disruptive behaviour in elementary school students. This method uses a qualitative approach with a case study design. The subjects included students and teachers of grade 4 at elementary school. The data collection techniques are using observation and interviews. The data analysis techniques include data reduction, data display, and data verification. The results of this study show that the teacher's strategy in overcoming disruptive behaviour uses three approaches, namely behavioristic, cognitive, and humanistic. Student preference in dealing with disruptive behaviour lies in the problem of learning styles that must be adapted to the way teachers teach their students. This has implications going forward so that in the learning process, teachers can use a variety of learning approaches in order to minimize disruptive behaviour by students in the classroom. If disruptive behaviour is ignored, it will be difficult to overcome it later.

Exploring The Cultural Barrier of Indonesian Pre-Service English Teachers During Their Teaching Practice at Primary School in Thailand

“…As determined by Crossan (2019) the ongoing digital revolution continues to disrupt learning, it is imperative that schools embrace the transcendent use of technology to push the limits of educational outcomes. Furthermore, the barrier related to the students who have misbehavior was also found in the study by Khotimah, Endang Fauziati, Choiriyah Widyasari, & Minsih, (2023). The study settled that there are still a lot of students who engage in disruptive behavior during class, which can hinder learning.…”

“…By applying these strategies, Thai students become more organized, quiet, and get back to learning. Lastly, the strategy using logical consequence which gives students the option of whether they want to be quiet or to leave the classroom if they do not want to study is also the same as the research by Khotimah et al, (2023) that gives choices to students; if they want to talk, it is preferable to do it outside. Yet, Khotimah et al, (2023) study uses a humanistic approach while the current study uses logical consequences for students.…”

“…Lastly, the strategy using logical consequence which gives students the option of whether they want to be quiet or to leave the classroom if they do not want to study is also the same as the research by Khotimah et al, (2023) that gives choices to students; if they want to talk, it is preferable to do it outside. Yet, Khotimah et al, (2023) study uses a humanistic approach while the current study uses logical consequences for students. In reality, the point of both of the approaches is the same which gives learners the option to train their responsibilities.…”

Kontribusi Dukungan Orangtua dan Dukungan Teman terhadap Self Regulated Learning di SLTA A B Yogyakarta

“…Hal ini diperkuat penelitian. Individu yang saling memiliki keterikatan emosional dalam satu kelompok sosial, maka tingkat keberhasilan belajar kelompok sosial seperti ini akan lebih baik dari kelompok lain [43]. Ketiga, aspek dukungan kelompok sosial, kelompok sosial remaja usia sekolah menengah atas cenderung sangat solid.…”

“…Potensi dukungan kelompok sosial ini, sangat memungkinkan peserta memperoleh hasil belajar maksimal. Hal ini juga sejalan dengan penelitian sebelumnya [43].…”