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All Journal Dinamika Pembelajaran : Jurnal Pendidikan dan Bahasa
Natalia Gonsalves Nunes
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Analisis Kesulitan Belajar Peserta Didik dalam Materi Konsep Dasar Ilmu Geografi di SMA Natalia Gonsalves Nunes
Dinamika Pembelajaran : Jurnal Pendidikan dan bahasa Vol. 3 No. 3 (2026): Agustus: Dinamika Pembelajaran : Jurnal Pendidikan dan bahasa
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/dilan.v3i3.3392

Abstract

The basic concepts of geography are the first materials that senior high school students need to master. However, students at SMAN Biudukfoho still experience difficulties in understanding these concepts. This study aims to describe the difficulties experienced by students and the factors contributing to these difficulties. This qualitative study analyzed data using the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing. The research subjects were 35 tenth-grade social science students and two geography teachers. Data were collected through observation, interviews, documentation, and students’ daily test results. The findings show that students experienced difficulties in understanding the concepts, principles, and approaches of geography, with the greatest difficulties occurring in geographical principles and approaches. The factors contributing to learning difficulties consisted of external and internal factors. External factors included uninteresting teaching methods, the lack of teacher reflection, the abstract nature of basic geography concepts, high demands of the Merdeka Curriculum, and teaching materials and media that were less contextual and did not sufficiently utilize geospatial information. Internal factors included low independence, cooperation, attention, and poor study habits. To improve learning quality, teachers are encouraged to conduct classroom action research, implement peer tutoring, collaborate with colleagues, guidance and counseling teachers, and parents, innovate teaching practices, and improve their professional competence.
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