<![CDATA[This study aims to analyze the difficulties faced by sixth-grade students at UPT SD Negeri 150 Gresik in solving mathematical word problems based on George Polya's problem-solving framework. This research dynamic employs a qualitative descriptive approach involving 19 students, with 6 key informants selected across high, medium, and low ability levels. Data collection techniques included diagnostic tests on algebraic word problems and in-depth interviews. The results revealed that students' difficulties in solving mathematical word problems stem from both cognitive and non-cognitive factors. Cognitively, students with low ability experienced comprehension, transformation, and process skill errors due to weak foundational numeracy, such as incorrect borrowing execution in subtraction and dependency on manual repetitive addition instead of vertical multiplication algorithms. Non-cognitively, time anxiety caused high-ability students to bypass formal documentation of "known" and "asked" components. Medium-ability students demonstrated good computational skills but were prone to careless errors due to rushed completion. Meanwhile, low-ability students exhibited a total lack of self-monitoring and a severe procedural dependency, copying peers' work without understanding the underlying mathematical logic.]]>
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