Factors of Learning Difficulties of Grade III Students in the Mathematics Learning Process at MI
Keywords:
Student Learning Difficulties, Efforts to Overcome Student Learning Difficulties, Mathematics Learning ProcessAbstract
This study aims to analyze the internal and external factors causing learning difficulties in mathematics among third-grade students at MI Al Iman Sorogenen, Timbulharjo, Sewon, Bantul, and to describe the school's efforts to overcome these difficulties. The background of this research is the low learning achievement of students, where out of 27 students only two achieved the Minimum Mastery Criteria (KKM) score of 75. Mathematics is often considered a difficult subject by most students. This qualitative research employed subjects including third-grade students, mathematics teachers, homeroom teachers, and parents. Data collection techniques included interviews, observation, documentation, and questionnaires. Data analysis used the Miles and Huberman Field Analysis model and Relative Frequency Distribution Tables to calculate questionnaire percentages. Data validity was ensured through triangulation. The findings reveal that learning difficulties are influenced by internal factors (physiological: learning readiness and study habits; psychological: difficulties in counting, language and reading skills, and learning interest) and external factors (family and school environment). The school has implemented efforts such as tutoring after school hours, collaboration with parents, and individual approaches to students. Other potential strategies include remedial mathematics teaching, enrichment programs, and the implementation of drill methods.
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