<![CDATA[The low ability of elementary school students in solving mathematical word problems is the primary focus of this research. Using a qualitative method through literature study and bibliographic annotation analysis, this study aims to identify students' levels of understanding and their inhibiting factors. Findings indicate that most students face obstacles in transforming problem narratives into appropriate mathematical models. These difficulties are triggered by internal factors, such as weak mastery of calculation concepts and low interest, as well as external factors, including less interactive teaching methods and a lack of concrete media. Results from the Newman procedure analysis confirm that fatal errors occur at the stage of understanding the problem's meaning. This study concludes the importance of improving instructional methods and utilizing more contextual learning media to bridge students' abstract understanding.]]>
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