<![CDATA[This study aims to identify the factors influencing the learning difficulties experienced by eighth-grade students in Social Studies (IPS) at SMP Negeri 4 Kupang Tengah. The study was conducted in a context characterized by strong cultural traditions, limited family support, and diverse economic conditions, all of which affect students’ academic performance in the classroom. Employing a descriptive qualitative approach, data were collected through interviews, classroom observations, and document analysis involving teachers, students, parents or guardians, the school principal, and individuals responsible for instructional planning. The findings reveal that students’ learning difficulties are influenced by both internal and external factors. Internal factors include physiological aspects—particularly visual impairments—as well as psychological aspects such as low motivation, limited interest in Social Studies, and a lack of self-confidence in participating in the learning process. External factors encompass the family environment, the school learning climate, and the availability of learning facilities and resources. The family environment exerts a significant influence, especially due to parents’ busy schedules, economic constraints, and cultural or traditional obligations that demand considerable time, thereby limiting effective supervision and learning support at home. In addition, monotonous teaching methods, peer-related distractions, and inadequate availability of instructional materials further exacerbate students’ learning challenges in the classroom. This study underscores the importance of affective aspects in the learning process, including students’ willingness and engagement in learning activities. Therefore, it is recommended that schools and parents strengthen their collaboration, implement varied teaching methods, create a conducive learning environment, and provide support tailored to the individual characteristics and learning needs of each student.]]>
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