Perception of Elementary School Students on Seating Arrangements in the Classroom for Learning Behavior
Abstract
Abstract: Seating arrangements strongly influence student learning behavior in the classroom. Proper seating arrangements can improve social interaction between students, facilitate discussion, and support learning effectiveness. This study used a qualitative approach with phenomenological methods to explore the perception of elementary school students related to various patterns of seating arrangements and how these patterns affect their learning behavior. The method used was an in-depth interview with 2 students who were 12 years old, to collect qualitative data on their experiences and preferences. The results of the interviews showed that students preferred traditional seating arrangements for subjects that require concentration, such as mathematics, while group seating arrangements were considered more enjoyable during discussion activities. Students also stated that group seating arrangements not only enhance social interaction but can also encourage collaboration, facilitate discussion, as well as allow students to ask questions and support each other in the learning behavior. The conclusion of this study voiced the need for flexible seating arrangements in the classroom to meet different learning needs, so as to improve the quality of social interaction and learning effectiveness of students
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