IDENTIFICATION OF INTERNAL AND EXTERNAL FACTORS CAUSING DIFFICULTIES IN LEARNING MATHEMATICS AMONG ELEMENTARY SCHOOL STUDENTS

Abstract

This study aims to identify internal and external factors that cause difficulties in learning mathematics among elementary school students, particularly fourth graders. Using a qualitative approach with a case study design, data were obtained through interviews, observations, and documentation of the principal, fourth-grade teachers, and students. The results of the study indicate that difficulties in learning mathematics are influenced by four main characteristics, namely weak conceptual understanding, difficulty in reading questions, incorrect use of symbols, and obstacles in process skills. Contributing internal factors include negative attitudes among students, low interest in learning, and weak motivation. Meanwhile, external factors include learning strategies that lack variety, limited learning facilities, lack of family support, and an unfavorable community environment. The school's efforts to address these issues include additional tutoring, communication with parents, and the use of simple media, but their implementation has not been optimal. These findings emphasize the need for a more adaptive learning approach and intensive support from families and the community to minimize students' difficulties in learning mathematics.