ANALISIS KESULITAN BELAJAR SISWA PADA MATERI PENJUMLAHAN MATEMATIKA DI SEKOLAH DASAR KELAS 3 SD MENGGUNAKAN MODEL PEMBELAJARAN CTL (CONTEXTUAL TEACHING AND LEARNING)

Abstract

This study aims to analyze students’ learning difficulties in addition material in third-grade elementary school using the Contextual Teaching and Learning (CTL) model. The study employed a qualitative descriptive approach with students as research subjects. Data were collected through observation, interviews, and documentation. The results indicate that students experience conceptual, procedural, and didactical difficulties. Conceptual difficulties occur when students do not fully understand the meaning of addition. Procedural difficulties appear in errors during carrying operations, while didactical difficulties arise from less contextual teaching methods. The implementation of CTL helps students relate mathematical concepts to real-life situations, making learning more meaningful. Therefore, CTL is effective in minimizing learning difficulties in addition material at the elementary level.