<![CDATA[Objective: This study aims to examine and systematically map mathematics learning problems in elementary schools from students’ perspectives using NVivo 12. Novelty: The study contributes an integrated, student-perspective mapping of mathematics learning problems by analyzing four dimensions simultaneously through qualitative data processing using NVivo 12. Methods: A qualitative case study was conducted with 74 fourth-grade elementary school students in Metro City, Lampung, Indonesia. Data were collected through an open-ended questionnaire and analyzed using coding and categorization in NVivo 12 across four dimensions: cognitive, affective, psychomotor, and learning-environment factors. Results: The findings show that cognitive problems were the most prominent (87% negative responses), followed by affective problems (71%), psychomotor problems (42%), and learning-environment problems (9%). Cognitive difficulties mainly involved understanding mathematical concepts, completing mathematical tasks, and developing thinking skills, while affective difficulties included low interest, lack of self-confidence, and negative perceptions of mathematics. Conclusion: The findings provide a diagnostic basis for teachers to identify students’ difficulties and design more responsive and comprehensive mathematics learning strategies.]]>
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