Analysis of Fine Motor Development in Children with Learning Difficulties in Elementary Schools

Abstract

This study aims to examine the fine motor skills of lower-grade elementary school students. Fine motor skills involve the coordination of small muscles, particularly those of the hands and fingers, to perform various activities such as writing, drawing, cutting, and coloring. These skills play a crucial role in supporting children's learning processes and overall development during the early years of elementary education. This study employed a descriptive qualitative approach. The research participants consisted of six first-grade students aged 6–7 years who were identified as having learning difficulties at SD Negeri 1 Paya Bujok Tunong. Data were collected through observations and interviews. The participants were selected using purposive sampling based on the classroom teacher's recommendations and the results of an initial assessment identifying students who experienced difficulties in academic activities requiring fine motor coordination, such as writing, drawing, and completing classroom tasks. The findings indicate that the fine motor development of the lower-grade students varied across individuals. Most students demonstrated adequate fine motor skills; however, several students still experienced difficulties with hand coordination and movement accuracy. Factors influencing children's fine motor development included concentration ability, the frequency of practice, family support, screen time, and the instructional strategies implemented by teachers. Both teachers and parents play essential roles in providing appropriate stimulation through creative activities and engaging practice to promote optimal fine motor development. This study is expected to serve as a reference for teachers and parents in understanding the importance of fostering children's fine motor skills from an early age and as an evaluation resource for improving the quality of learning in elementary schools.