ANALISIS KESULITAN BELAJAR MATEMATIKA MATERI GEOMETRI PADA SISWA SEKOLAH DASAR

Abstract

This study aims to analyze students’ learning difficulties in mathematics, particularly in geometry, among fourth-grade elementary school students and to identify the contributing factors. The research employed a qualitative approach with a descriptive research design focusing on in-depth exploration of real classroom phenomena. The subjects consisted of fourth-grade students experiencing learning difficulties and a classroom teacher as a supporting informant. Data were collected through observation, interviews, and documentation to obtain comprehensive information. Data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing, while data validity was ensured through technique and source triangulation. The findings revealed that students experienced three main types of difficulties: difficulties in understanding geometric concepts, difficulties in applying formulas or principles, and difficulties in solving contextual problems. These difficulties were indicated by misconceptions, errors in applying formulas, and low ability in interpreting and analyzing word problems. The causes of learning difficulties were influenced by internal factors such as low learning motivation, limited spatial thinking ability, and lack of conceptual understanding, as well as external factors such as less varied teaching methods, limited use of concrete learning media, and lack of student engagement. Therefore, improvements in instructional practices are needed through the use of more interactive, innovative, and contextual approaches to enhance students’ understanding of geometry concepts effectively.