<![CDATA[Mathematics is a crucial subject in primary education; however, students still encounter difficulties Mastering multiplication concepts is essential in primary mathematics education because it supports the understanding of subsequent mathematical topics and the ability to solve everyday problems. However, students continue to experience difficulties in understanding multiplication concepts and applying calculation procedures, highlighting the need to examine these difficulties, their contributing factors, and appropriate interventions. This study aims to describe the multiplication learning difficulties experienced by fifth-grade students at SDN Pawitra, the factors influencing these difficulties, and the teacher’s efforts to address them. A descriptive qualitative approach was employed. The participants consisted of the fifth-grade teacher and 32 students who completed the test. Data were collected through a written test, interviews with six students selected from different achievement groups, a teacher interview, and documentation. Data analysis involved data reduction, data presentation, and conclusion drawing and verification. The findings revealed that students struggled to understand multiplication as repeated addition, distinguish multiplication from addition, perform long multiplication, and solve word problems. These difficulties were associated with limited conceptual understanding and computational skills, varying learning motivation and interest, and insufficient parental support. The teacher addressed these difficulties through evaluation, remedial instruction, and additional assignments. Therefore, concrete learning media, gradual practice, and sustained parental involvement are needed to strengthen students’ understanding of multiplication. ABSTRAK Penguasaan konsep perkalian merupakan dasar penting dalam pembelajaran matematika di sekolah dasar karena berkaitan dengan pemahaman materi selanjutnya dan kemampuan menyelesaikan masalah sehari-hari. Namun, siswa masih mengalami kesulitan memahami konsep dan menerapkan prosedur perkalian, sehingga perlu dikaji bentuk kesulitan, faktor penyebab, dan upaya penanganannya. Penelitian ini bertujuan untuk mendeskripsikan kesulitan belajar matematika siswa kelas V SDN Pawitra pada materi perkalian, faktor-faktor yang memengaruhinya, serta upaya guru dalam mengatasinya. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian terdiri atas guru kelas V dan 32 siswa yang mengikuti tes. Data dikumpulkan melalui tes tertulis, wawancara terhadap enam siswa yang dipilih berdasarkan kelompok nilai, wawancara guru, dan dokumentasi. Analisis data meliputi reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan memahami perkalian sebagai penjumlahan berulang, membedakan operasi hitung, melakukan perkalian bersusun, dan menyelesaikan soal cerita. Kesulitan tersebut berkaitan dengan keterbatasan pemahaman konsep, keterampilan berhitung, variasi motivasi dan minat belajar, serta kurangnya pendampingan orang tua. Guru melakukan evaluasi, pembelajaran remedial, dan pemberian tugas tambahan. Oleh karena itu, penguatan konsep melalui media konkret, latihan bertahap, dan keterlibatan orang tua diperlukan secara berkelanjutan.]]>
