ANALISIS KESULITAN SISWA SEKOLAH DASAR DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA DITINJAU DARI PEMAHAMAN KONSEP DAN STRATEGI PEMECAHAN MASALAH

Abstract

This study aims to analyze elementary school students' difficulties in solving mathematical word problems, in terms of their conceptual understanding and problem-solving strategies. This study used a qualitative, descriptive approach. Subjects were elementary school students in grades IV–VI selected using purposive sampling. Data collection techniques included tests, interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results showed that students experienced difficulties at every stage of problem-solving. The primary difficulty lies in the problem-understanding stage, where students are unable to accurately identify known and required information. In the planning stage, students struggled to determine appropriate strategies for the given problem. Errors also occurred in the implementation stage, particularly in calculations, and in the evaluation stage, where students failed to double-check their answers. These difficulties are influenced by poor conceptual understanding, reading literacy skills, and a lack of practice in solving word problems. Furthermore, memorization-oriented learning is also a contributing factor. Therefore, the implementation of more contextual and problem-based learning is necessary to improve students' conceptual understanding and problem-solving strategies. This research is expected to contribute to improving the quality of mathematics learning in elementary schools. The implications of this research also provide recommendations for teachers to design innovative learning, improve mathematical literacy, encourage active student engagement in the ongoing learning process in the classroom, and strengthen students' critical thinking skills.