ANALISIS FAKTOR PENYEBAB KESULITAN BELAJAR SISWA PADA KEMAMPUAN MEMBACA PERMULAAN KELAS 1 MIS BIDAYATUL HIDAYAH 3 DENA

Abstract

This study aims to identify and analyze in depth the factors causing difficulties in

learning to read at the beginning of first grade at MIS Bidayatul Hidayah 3 Denai, as

well as to describe the efforts of teachers in overcoming these difficulties in order to

improve the basic literacy skills of students. This study was motivated by the low

level of reading skills among most students, as seen from initial observations where

some students are not yet familiar with letters, are still in the spelling stage, and are

unable to read with proper intonation and comprehension. The method used in this

study is qualitative descriptive with a case study approach, which allows the

researcher to examine contextually and in depth the symptoms and causes of

reading difficulties. Data collection was conducted through direct observation,

interviews with class teachers and parents, questionnaires, and documentation. The

research subjects included 22 first-grade students, class teachers, and parents. The

results showed that only 50% of students could read fluently, 23% were still

sounding out words, and 27% could not read at all. The main findings indicated that

reading difficulties are caused by internal factors such as lack of concentration, low

motivation, weak reading interest, difficulty recognizing letters and spelling, as well

as psychological factors such as low self-confidence. Additionally, external factors

such as insufficient parental guidance at home, an unsupportive environment, and

the use of inappropriate teaching methods also contribute to the low reading ability

of students. Efforts made by teachers include dividing students into groups based

on reading ability, providing special guidance, and applying global and syllable

methods to help students gradually recognize letters, syllables, and words. This

study concludes that improving early reading skills requires synergy between

effective learning approaches, home environment support, and special attention

from teachers to create a enjoyable and meaningful reading learning process for

students from an early age.