Current State, Problems, and Scientific Concepts Hindering Learning among Upper Primary School Students Using Local Malay Dialect as Their Mother Tongue in Three Southern Border Provinces

Abstract

This research aims to study the current state, problems, and scientific concepts hindering learning among primary school students using the local Malay dialect as their mother tongue in three southern border provinces using a mixed-method explanatory research design. The participants consisted of 150 science teachers selected through purposive sampling. The research instruments included: 1) a survey regarding scientific concepts that are problematic and obstacles to student learning, and 2) an Interview with teachers about the current conditions, problems, and scientific concepts that hinder student learning. The data were analyzed using frequency, percentages, and content analysis. The research findings are as follows: 1) Most science teachers employ active learning concepts through inquiry-based learning, utilizing experimentation and exploration activities. The students' academic achievement is mostly at a good level, but they have not yet passed the Ordinary National Educational Test. The classroom learning atmosphere fosters students' enjoyment and enthusiasm, especially during experiments and investigations. The learning materials used include digital, handcrafted, and natural media. The communication between teachers and students is conducted in a mix of the local Malay dialect and Thai., 2) The major obstacle to student learning is language, followed by learning materials., and 3) The most problematic scientific concept in grade 4 is gravity (57.47%), in grade 5 is the genetics of living organisms (41.25%), and in grade 6 is electricity and electrical energy (49.75%). Therefore, it is recommended that innovative learning tools be developed to enhance students' learning and science communication skills.