The EXPERIENCES OF STUDENTS WITH LEARNING DIFFICULTIES IN PARTICIPATING IN AN ACADEMIC SUPPORT PROGRAM

Abstract

Learning difficulties can affect academic achievement and lead to a lack of self-confidence, a loss of motivation, or challenges in managing study time. This study aims to understand the experiences of students who face learning difficulties while participating in an academic support program. A qualitative approach with a case study design was employed, involving three eleventh-grade students at a high school in Banda Aceh. Participants were selected purposively based on their experiences with learning difficulties and their participation in academic support. Data were collected through semi-structured interviews and analyzed using thematic analysis. The interview results indicate that each participant faced different challenges. The first participant struggled to understand Mathematics and Physics material and felt embarrassed to ask questions in class. The second participant felt left behind in their studies following an illness and continued to experience nervousness when facing examinations. Meanwhile, the third participant primarily struggled with time management and overcoming the habit of procrastination. Throughout the support program, all three participants reported positive changes, such as increased confidence in asking questions, a better grasp of the subject matter, and the development of consistent study habits. Nevertheless, some obstacles persisted, particularly anxiety leading up to exams and the tendency to procrastinate on assignments. These findings suggest that individual learning needs vary, and therefore, academic support must be tailored to the specific difficulties each student encounters