Improving the quality of education

Oct 13, 2025 by wbrum.org 30 views

The Relationship Between Short Stature and Learning Achievement in Elementary School Children in Singkuang Village, Muara Batang Gadis District, Mandailing Natal Regency

Introduction

Short stature is a common condition in children, particularly in Indonesia, where the prevalence reaches 18.4% in children aged 6-12 years. In North Sumatra Province, this figure is even more striking, with a prevalence of 37%. Research has shown that short stature can have a negative impact on children's learning achievement in schools, disrupting their thinking and learning skills, and leading to lower learning achievement. This study aims to assess the relationship between short stature and learning achievement in elementary school children in Singkuang Village, Muara Batang Gadis District, Mandailing Natal Regency.

Background

Short stature can be influenced by various factors, including nutrition, health, and social environment. In Indonesia, where malnutrition and poverty are prevalent, short stature is a common condition among children. Previous research has shown that short stature can have a negative impact on children's learning achievement, but the relationship between the two is not yet fully understood. This study aims to contribute to the existing body of knowledge by examining the relationship between short stature and learning achievement in elementary school children in Singkuang Village.

Methodology

This study was conducted using the Lintang Cutting Study Method from February to July 2016. The respondents involved were children aged 6-12 years registered in elementary schools and met the inclusion criteria, such as permission from parents and short stature. Exclusion criteria were determined for children over 12 years old and were not present during the examination. Learning achievement data were obtained from the end of the report card grades for Indonesian subjects, mathematics, and total grades of all subjects. Assessment criteria can be divided into three categories: good (80-100), sufficient (60-79.9), and less (<60). To analyze the relationship between short stature and learning achievement, the Chi-Square test with the value of P <0.05 was used.

Results

From a total of 312 children studied, it was found that 106 children (33.9%) had short stature, while 206 children (66.1%) had normal stature. Most of the learning achievement values of the two groups were in the sufficient category. The results of the analysis using the Chi-Square test showed that there was no significant relationship between short stature and the value of Indonesian subjects, mathematics, and total value (P> 0.05).

Discussion

Although there is a general belief that short stature can affect children's learning abilities, the results of this study indicate that there is no significant relationship between short stature and learning achievement. This can be a material for reflection for parents, educators, and policy makers in understanding the factors that affect children's education. Short stature conditions can be influenced by various aspects, such as nutrition, health, and social environment. It is essential to note that although stature can affect children's self-perception and their social interaction, this does not necessarily affect academic abilities.

Children who have good emotional and social support, as well as access to educational resources, can continue to achieve good achievements despite experiencing short stature. Thus, interventions that focus on improving the quality of education, briefing social skills, and improving parenting are expected to help all children, including those who are short, to achieve their academic potential. This research provides a new view of the importance of a comprehensive understanding of the factors that influence children's learning achievement, as well as the need for comprehensive support for all children in the educational environment.

Conclusion

In conclusion, this study found no significant relationship between short stature and learning achievement in elementary school children in Singkuang Village, Muara Batang Gadis District, Mandailing Natal Regency. However, the results of this study highlight the importance of a comprehensive understanding of the factors that influence children's learning achievement, as well as the need for comprehensive support for all children in the educational environment. Interventions that focus on improving the quality of education, briefing social skills, and improving parenting are expected to help all children, including those who are short, to achieve their academic potential.

Recommendations

Based on the findings of this study, the following recommendations are made:

Improving the quality of education: Educational institutions should focus on improving the quality of education, including providing access to educational resources and supporting teachers in their professional development.
Briefing social skills: Educational institutions should provide opportunities for children to develop social skills, such as communication, teamwork, and problem-solving.
Improving parenting: Parents should be supported in their role as caregivers, including providing them with access to resources and support to help them improve their parenting skills.
Comprehensive support for all children: Educational institutions should provide comprehensive support for all children, including those who are short, to help them achieve their academic potential.

Limitations

This study has several limitations, including:

Small sample size: The sample size of this study was relatively small, which may limit the generalizability of the findings.
Limited scope: This study only examined the relationship between short stature and learning achievement in elementary school children in Singkuang Village, Muara Batang Gadis District, Mandailing Natal Regency.
Cross-sectional design: This study used a cross-sectional design, which may limit the ability to establish causality between short stature and learning achievement.

Future Research Directions

Future research should aim to:

Examine the relationship between short stature and learning achievement in a larger sample size: Future studies should aim to examine the relationship between short stature and learning achievement in a larger sample size to increase the generalizability of the findings.
Investigate the impact of short stature on children's self-perception and social interaction: Future studies should aim to investigate the impact of short stature on children's self-perception and social interaction to better understand the effects of short stature on children's well-being.
Develop interventions to support children with short stature: Future studies should aim to develop interventions to support children with short stature, including providing them with access to educational resources and supporting them in their academic development.
Frequently Asked Questions (FAQs) About Short Stature and Learning Achievement

Q: What is short stature, and how common is it in children?

A: Short stature is a condition where a child's height is below the average height for their age and sex. In Indonesia, the prevalence of short stature in children aged 6-12 years is 18.4%, while in North Sumatra Province, it is even more striking, with a prevalence of 37%.

Q: Can short stature affect a child's learning achievement?

A: While there is a general belief that short stature can affect children's learning abilities, the results of this study indicate that there is no significant relationship between short stature and learning achievement. However, short stature can affect children's self-perception and social interaction, which may indirectly impact their learning achievement.

Q: What are the factors that contribute to short stature in children?

A: Short stature in children can be influenced by various factors, including nutrition, health, and social environment. In Indonesia, where malnutrition and poverty are prevalent, short stature is a common condition among children.

Q: How can parents and educators support children with short stature?

A: Parents and educators can support children with short stature by providing them with access to educational resources, supporting them in their academic development, and promoting a positive self-image. Interventions that focus on improving the quality of education, briefing social skills, and improving parenting are expected to help all children, including those who are short, to achieve their academic potential.

Q: What are the implications of this study for education policy?

A: The findings of this study highlight the importance of a comprehensive understanding of the factors that influence children's learning achievement, as well as the need for comprehensive support for all children in the educational environment. Education policy makers should consider the following recommendations:

Improving the quality of education: Educational institutions should focus on improving the quality of education, including providing access to educational resources and supporting teachers in their professional development.
Briefing social skills: Educational institutions should provide opportunities for children to develop social skills, such as communication, teamwork, and problem-solving.
Improving parenting: Parents should be supported in their role as caregivers, including providing them with access to resources and support to help them improve their parenting skills.
Comprehensive support for all children: Educational institutions should provide comprehensive support for all children, including those who are short, to help them achieve their academic potential.

Q: What are the limitations of this study?

A: This study has several limitations, including:

Small sample size: The sample size of this study was relatively small, which may limit the generalizability of the findings.
Limited scope: This study only examined the relationship between short stature and learning achievement in elementary school children in Singkuang Village, Muara Batang Gadis District, Mandailing Natal Regency.
Cross-sectional design: This study used a cross-sectional design, which may limit the ability to establish causality between short stature and learning achievement.

Q: What are the future research directions?

A: Future research should aim to:

Examine the relationship between short stature and learning achievement in a larger sample size: Future studies should aim to examine the relationship between short stature and learning achievement in a larger sample size to increase the generalizability of the findings.
Investigate the impact of short stature on children's self-perception and social interaction: Future studies should aim to investigate the impact of short stature on children's self-perception and social interaction to better understand the effects of short stature on children's well-being.
Develop interventions to support children with short stature: Future studies should aim to develop interventions to support children with short stature, including providing them with access to educational resources and supporting them in their academic development.

Q: What are the implications of this study for parents and educators?

A: The findings of this study highlight the importance of providing comprehensive support for all children, including those who are short, to help them achieve their academic potential. Parents and educators should consider the following recommendations:

Provide access to educational resources: Ensure that children have access to educational resources, including textbooks, computers, and internet connectivity.
Support children in their academic development: Provide children with support in their academic development, including tutoring and mentoring.
Promote a positive self-image: Promote a positive self-image in children, including encouraging them to participate in extracurricular activities and sports.
Improve parenting skills: Improve parenting skills by providing parents with access to resources and support to help them improve their parenting skills.