Analisis Kesulitan belajar pada materi penjumlahan dan pengurangan siswa kelas 2 SDN Gemah Semarang

Abstract

This study aims to analyze learning difficulties in addition and subtraction as well as the factors influencing the learning difficulties of second-grade students at SDN Gemah Semarang. This research employed a qualitative approach using a phenomenological method. The data sources consisted of 10 second-grade students and the second-grade teacher at SDN Gemah Semarang. Data collection techniques were conducted through interviews and an addition and subtraction test comprising 15 multiple-choice questions. Data analysis was carried out through data reduction, data display, and drawing conclusions. Data trustworthiness was verified through persistent observation and technique triangulation.

The results indicate that 70% of students experienced learning difficulties in addition and subtraction, whereas 30% of students achieved the Learning Objectives Achievement Criteria (KKTP). The difficulties in addition and subtraction faced by second-grade students at SDN Gemah Semarang encompass conceptual understanding and computational skills. In addition, students encountered difficulties with the count-on strategy, vertical addition, and number pairs. In subtraction, students struggled to differentiate between count-on and count-back strategies, vertical subtraction using the borrowing technique, and accurately determining number pairs. Furthermore, students still faced challenges in solving word problems due to an inability to translate word sentences into mathematical operations. Factors causing these learning difficulties include internal factors such as physical health, interest, talent, and learning motivation, as well as external factors including family and school environments. This research is expected to provide valuable input for teachers in implementing instructional strategies tailored to students' needs.