<![CDATA[This study aims to analyze the role of parents in helping overcome mathematics learning difficulties among sixth-grade students at SD Negeri Baturan 1. This study employed a qualitative approach with data collection techniques consisting of interviews, observations, and documentation. Data analysis was conducted using the interactive analysis model developed by Matthew B. Miles and A. Michael Huberman, which includes data reduction, data display, and conclusion drawing. The results of the study indicate that the role of parents in helping children overcome mathematics learning difficulties has not been carried out optimally. Parents have attempted to assist children in studying, help with homework, provide motivation, facilitate learning needs, and supervise learning activities at home. However, the implementation of these roles remains inconsistent and has not been maximized. In the learning assistance process, some parents tend to provide direct answers without explaining the solution process, causing children to lack independent understanding of mathematical concepts. In addition, supervision of study time and gadget use is still inadequate. The study also revealed that students experience difficulties in understanding mathematical concepts, performing calculations, and solving word problems. These difficulties are reflected in students who are still confused in interpreting questions, lack accuracy in calculations, and are easily distracted during learning activities. Efforts made by parents to help overcome learning difficulties generally include learning assistance and providing motivation; however, the methods used are still simple and less varied, resulting in less optimal outcomes.]]>
