<![CDATA[Mathematics learning difficulties among early-grade elementary school students may hinder their understanding of basic concepts that serve as a foundation for subsequent learning. Previous studies have widely examined mathematics learning difficulties and tutoring, but studies specifically describing the relationship between the types of mathematics difficulties experienced by first-grade students and the implementation of tutoring based on their needs remain limited. This study aims to describe mathematics learning difficulties and the implementation of tutoring for first-grade students at Pangeran Antasari Private Elementary School. This study employed a descriptive qualitative approach. The subjects consisted of 39 first-grade students selected using purposive sampling, with the classroom teacher serving as the main informant. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing and verification. The findings indicate that students mainly experienced difficulties in recognizing numbers, understanding number values, performing addition and subtraction, as well as maintaining concentration and learning motivation. Tutoring was conducted through repeated explanations, additional exercises, and gradual assistance tailored to students’ needs. After receiving tutoring, students demonstrated better understanding, greater willingness to ask questions, and increased confidence in solving mathematics problems. These findings indicate that tutoring can serve as an appropriate form of assistance to help first-grade students address mathematics learning difficulties. ABSTRAK Kesulitan belajar matematika pada siswa kelas awal sekolah dasar dapat menghambat pemahaman konsep dasar yang menjadi fondasi pembelajaran selanjutnya. Penelitian terdahulu telah banyak membahas kesulitan belajar matematika dan bimbingan belajar, tetapi kajian yang secara khusus menggambarkan keterkaitan antara bentuk kesulitan matematika siswa kelas I dan pelaksanaan bimbingan belajar sesuai kebutuhan siswa masih terbatas. Penelitian ini bertujuan untuk menggambarkan bentuk kesulitan belajar matematika dan pelaksanaan bimbingan belajar bagi siswa kelas I di SD Swasta Pangeran Antasari. Penelitian menggunakan pendekatan deskriptif kualitatif. Subjek penelitian berjumlah 39 siswa kelas I yang ditentukan dengan teknik purposive sampling, dengan wali kelas sebagai informan utama. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui tahap reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa kesulitan siswa terutama terdapat pada pengenalan angka, pemahaman nilai bilangan, penjumlahan dan pengurangan, serta konsentrasi dan motivasi belajar. Bimbingan belajar dilakukan melalui penjelasan ulang, latihan tambahan, dan pendampingan secara bertahap sesuai kebutuhan siswa. Setelah memperoleh pendampingan, siswa menunjukkan pemahaman yang lebih baik, lebih aktif bertanya, dan lebih percaya diri dalam mengerjakan soal matematika. Temuan ini menunjukkan bahwa bimbingan belajar dapat menjadi bentuk pendampingan yang sesuai untuk membantu siswa kelas I menghadapi kesulitan belajar matematika.]]>
