Background/purpose. The purposes of this study are to find out the difficulties experienced by Elementary students in learning mathematics, as well as students’ and teachers’ efforts to overcome those problems. Materials/methods. This research uses a qualitative approach with a case study method. The data are collected using observation, interviews, focus group discussions, and documentation. The analysis used the Miles and Huberman model, assisted by NVivo 15 software. The informants are 170 people, consisting of students, teachers, parents, and experts. Results. The results of the study reveal: 1) students' difficulties experienced in learning mathematics are caused by both external and internal factors. The external factors include: conventional teaching, online learning, mobile phones, and teaching materials that are considered difficult. Internal factors include fear of learning math, boredom, anxiety, carelessness, difficulty, inattention, mental block, not understanding, passivity, laziness, lack of focus, low concentration, low problem-solving, lack of confidence, and lack of enthusiasm. 2) The efforts taken by both students and teachers to solve those problems are to do enjoyable activities such as drawing, singing, storytelling, using technology, taking a break, playing games, drilling, rewarding, ice breaking, and watching (TV, videos, YouTube). Conclusion. The difficulties experienced by students in learning mathematics can be overcome in various ways, such as the preparation of varied media, the use of technology, and addressing the individual needs of students.
Authors: Widia Winata, Ririn Widiyasari, Surya Amami Pramuditya, H. Ali Anwar, Kayla Putri Ramadhanty
DOI: https://doi.org/10.22521/edupij.2025.17.397
Publish Year: 2025
