<![CDATA[Mathematics learning diffulties can hinder students’ understanding of concepts and their ability to solve mathematical problems. Threfore, learning assistance needs to be based on the identification and diagnosis of student’s specific diffulties. The comunity service activity aimed to identify mathematics learning diffulties and provide appropriate learning assistance to student at Integral Institute Tutoring Center. The activity employed a diagnosis-based mentoring approach involving five stages: initisl condition identificatiom, diagnosis of learning difficulties, assistance planning, implementation of assistance and evalution. Data were collected trough direct observation of students’ learning behaviors, attention to explanations, questioning activity, problem-solving procedures and learning independence. The findings indicated that a fouth-grade elementary school student experienced difficulties with number operations and addition using a nimber line. Based on the diagnosis, the assistance focused on strengthening basic concepts, providing clear exsplanations and offering exercises gradually adapted to the student’s learning needs. The evalution result showed improvement in task score, from 60 to 100 in the first week, 80 to 90 in the second week, 70 to 100 in the third week and 75 to 100 in the fourth week. These findingd suggest that diagnosis-based mathematics learning assistance can help addres student’s learning diffulties trough targeted and individualized support.]]>
