Juwita Indah, Sastra Wijaya, Maulina Rahayu

ANALISIS KESULITAN BELAJAR SISWA KELAS II PADA MATERI PENJUMLAHAN DI SD NEGERI SERANG 06

Introduction

Analisis kesulitan belajar siswa kelas ii pada materi penjumlahan di sd negeri serang 06. Analisis kesulitan belajar siswa kelas 2 SD pada penjumlahan. Mengidentifikasi masalah konseptual, prosedural, & pemecahan soal. Saran strategi inovatif & kolaborasi guru-orang tua.

Abstract

This study aims to analyze the learning difficulties experienced by second-grade students at SDN Serang 06 in mastering addition, which serves as the foundation for subsequent mathematical operations. Using a qualitative descriptive approach, the research involved students and classroom teachers as subjects, with data collected through observation, interviews, and documentation, and validated using triangulation techniques. The findings reveal four main types of difficulties: (1) conceptual difficulties in understanding addition as a process of combining numbers; (2) procedural difficulties, particularly in column addition with carrying; (3) difficulty recalling basic addition facts, indicated by reliance on finger counting; and (4) difficulty solving word problems due to inability to link problem contexts with appropriate operations. Contributing factors include internal aspects such as anxiety, low motivation, and lack of confidence, as well as external aspects like monotonous teaching methods, limited media use, and insufficient parental support. The study highlights the need for innovative learning strategies utilizing concrete and contextual media, along with teacher–parent collaboration, to minimize learning difficulties and strengthen students’ mathematical foundations.

Review

This paper, "Analisis Kesulitan Belajar Siswa Kelas II pada Materi Penjumlahan di SDN Serang 06," addresses a highly pertinent and foundational area in early mathematics education: learning difficulties in addition. The study's clear aim to analyze these challenges in second-grade students is commendable, given that mastery of addition is critical for subsequent mathematical development. Methodologically, the research employs a sound qualitative descriptive approach, utilizing a robust suite of data collection techniques including observation, interviews, and documentation. The commitment to validating findings through triangulation further enhances the credibility and trustworthiness of the research. The study effectively delineates four distinct categories of learning difficulties: conceptual difficulties in understanding addition, procedural hurdles in column addition with carrying, challenges in recalling basic addition facts, and difficulties in solving word problems by linking context to operations. This detailed categorization offers a valuable diagnostic framework for educators. Furthermore, the identification of both internal factors (such as anxiety and low motivation) and external factors (monotonous teaching, limited media, and insufficient parental support) provides a comprehensive understanding of the multifaceted nature of these difficulties. These findings represent a significant contribution, moving beyond mere identification to pinpoint potential root causes and contributing circumstances. While providing valuable insights within its specific context, the study’s findings, being focused on a single school, might benefit from a discussion of their broader generalizability or implications for similar settings. Future research could extend this work by developing and testing specific intervention strategies based on the identified difficulties and contributing factors, particularly exploring the efficacy of innovative learning methods utilizing concrete and contextual media, as recommended by the authors. Additionally, empirical studies on the impact of enhanced teacher-parent collaboration could further substantiate the proposed solutions. Overall, this paper serves as a strong foundation, highlighting critical areas for intervention and offering practical recommendations for strengthening early mathematical foundations.

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