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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Al-ATHFAL: Jurnal Pendidikan Anak AL-ATHFAL: Jurnal Pendidikan Anak
Uswah
Universitas Muhammadiyah A.R. Fachruddin
Education Other

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FAKTOR PENYEBAB KESULITAN BELAJAR MATEMATIKA DI SEKOLAH DASAR Nurul Setiani; Uswah; Marvinda Rizki Dita Dirgantara; Rita Suviyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.30405

Abstract

Students' understanding of mathematics is still relatively low. Mathematics is often considered a boring and intimidating subject. Many students struggle to understand the material, which then impacts their low learning outcomes. This is partly due to learning methods that focus too much on memorizing formulas. Furthermore, internal and external factors significantly influence mathematics learning. The purpose of this study was to describe the factors causing difficulties in learning mathematics in elementary schools. This study used a qualitative approach with descriptive methods. Qualitative research aims to explore findings, uncover facts and phenomena, variables, and events that occurred during the research process. The results showed that the factors causing difficulties in learning mathematics in elementary schools are both internal and external factors. Therefore, collaboration between teachers, parents, and the school environment is needed to create more effective and enjoyable learning strategies for students. Furthermore, to overcome difficulties in learning mathematics, a comprehensive approach is needed, involving the active role of teachers, parents, and improving the learning environment and strategies to be more engaging, interactive, and tailored to students' needs.
STRATEGI PENGELOLAAN KELAS BAGI PESERTA DIDIK BERKEBUTUHAN KHUSUS DI SEKOLAH REGULER TANPA PROGRAM KELAS INKLUSIF Noviana Suwandi; Uswah; Marvinda Rizki Dita Dirgantara
Al-ATHFAL: Jurnal Pendidikan Anak Vol. 7 No. 4 (2026): Oktober
Publisher : LPPM IAD Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/yk26d734

Abstract

This study examines classroom management strategies applied to students with special needs in a regular school setting without an inclusive class program at SDN Kreo 8. The research was prompted by the presence of five students with special needs: one student in Grade 6, two students in Grade 3 experiencing difficulties comprehending subject matter, and two students in Grade 4 with reading difficulties. Despite the absence of a formal inclusive class structure, homeroom teachers independently developed adaptive strategies including providing additional attention, supplementary reading sessions during free time, and individualized instructional support. This qualitative study employed observation, interviews, and documentation as data collection techniques. The findings indicate that the teachers' strategies yielded positive outcomes: students with special needs demonstrated improved academic understanding and more stable emotional regulation. This study concludes that dedicated teacher commitment and targeted classroom management interventions can bridge the gap created by the absence of formal inclusive facilities, while also underscoring the importance of institutional support and professional development for teachers handling students with diverse learning needs. This study offers new insight into the adaptive classroom management practices carried out by regular classroom teachers in schools that do not yet have a formal inclusive education service.
Co-Authors Marvinda Rizki Dita Dirgantara Marvinda Rizki Dita Dirgantara Noviana Suwandi Nurul Setiani Rita Suviyah