ANALISIS STRATEGI GURU DALAM MENGIDENTIFIKASI DAN MENGATASI KESULITAN BELAJAR MATEMATIKA SISWA SEKOLAH DASAR
DOI:
https://doi.org/10.51878/elementary.v7i1.15652Keywords:
kesulitan belajar matematika, strategi guru, asesmen diagnostik, sekolah dasarAbstract
Mathematics learning difficulties in primary schools remain a persistent issue that is frequently addressed through intuitive teaching rather than systematic diagnostic procedures. This study aims to analyze the teacher's strategies in identifying and overcoming mathematics learning difficulties among fourth-grade students at SDN Inpres Nggeru, alongside identifying the supporting and inhibiting factors. Employing a qualitative approach with an embedded single case study design, this research established six students as focal case subjects based on diagnostic screening tests, with the classroom teacher serving as the primary participant. Data collection involved non-participant classroom observations across twelve sessions, semi-structured interviews, diagnostic testing, and comprehensive documentary analysis. Interactive data analysis was carried out through data condensation, data display, and conclusion drawing, with trustworthiness maintained via source and technique triangulation as well as member checking. The findings reveal five layered identification strategies comprising structured observation, student error analysis, initial diagnostic assessments, clinical interviews, and parental communication. Intervention strategies were delivered sequentially through concrete-to-abstract explicit instruction, individual remedial tutoring, peer tutoring, local contextualization, and mathematics anxiety reduction.
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