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This article describes research aimed to reveal the pattern of learning management errors in general preliminary activities carried out by lower grade elementary school teachers and to analyze and address the causes of these errors. The research uses a combination of school action research methods and phenomenology. The subjects of this study were teachers and students in grades 1, 2, and 3 of six elementary schools in the Buluspesantren district of Indonesia in the 2018/2019 academic year. The data sources used in this study are principals, teachers, and students. Data was collected via interviews, observation, and document study and analyzed qualitatively. The study found that the pattern of learning management errors in preliminary activities carried out by lower grade teachers in elementary schools focused on the delivery of learning and on motivational goals and that the causes of learning management errors in the elementary school preprimary teachers were unfamiliarity, forgetting, and not realizing the importance of particular steps. The research suggests that conducting action research using simulation methods would be an effective method for correcting learning management errors in the preliminary activities of elementary school lower grade teachers.

proceedings of the 3rd international conference on learning innovation and quality education (icliqe 2019)

Error Analysis of Learning Management in the Preliminary Classroom Activities of Lower Grade Elementary School Teachers in the District of Buluspesantren Kebumen, Indonesia