ABSTRACT
Children adopt stable hand use preference at the age of three years old or earlier, settling on their preference when they reach the age of five years. The dominance of a child’s hand is very important not only they will become independent, but also for conducting learning activities when they enter school. In general, the world population is 90% right-handed, followed by 9% left-handed, and then a rare 1% being mix-handed or ambidextrous. Children who performed with no dominant hands face many difficulties, especially in activities involving the fine motor skills of physical ability. The research conducted in the form of qualitative descriptive research with an observation. The data collecting techniques were observation, test, and documentation analysis involving the photos of learning activities. The subject of this study was 4–5 years old children. The child with ambidexterity gave rise to poor performance in learning outcomes that were thought to be caused by weak cognitive perceptions manifested in poor perceptions of movement (fine motor skills), which was characterized by misdirections in writing (left to right), reversed letter errors, and confusions on transcribing the letters and numbers using the different hands. Verbal skill was developed slower and resulted in longer task completion time. This was identified by involving three activities of cutting, drawing and writing.
