<![CDATA[Learning difficulties in physics represent a prominent issue frequently encountered by high school students, particularly regarding topics requiring robust conceptual comprehension such as thermal expansion. This study aims to analyze the learning difficulties experienced by class XI students at SMA Negeri 4 Mataram in understanding the concepts of solid, liquid, and gas expansion. The research methodology employed is descriptive qualitative with a survey approach, utilizing a student perception questionnaire covering five main indicators: problem orientation, learning organization, conceptual investigation, development and presentation of results, as well as analysis and evaluation. The research respondents consisted of class XI students who had fully completed the topic of temperature and heat. Data analysis reveals that the highest percentage of learning difficulty is located within the conceptual investigation indicator, where students face significant hurdles in distinguishing between linear, areal, and volumetric expansion (83.3%) and explaining the underlying physical mechanism of dimension increases in solids when heated (75.0%). The primary factors driving these difficulties include the abstract nature of microscopic expansion, limited visualization of physical phenomena, and a weak contextual link between theoretical propositions and the surrounding environment. The implications underscore the urgent need for non-conventional, highly interactive instructional strategies that bypass rigid frameworks.]]>
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