ANALISIS FAKTOR INTERNAL DAN EKSTERNAL PENYEBAB KESULITAN BELAJAR MATEMATIKA PADA SISWA KELAS IV SEKOLAH DASAR DI WILAYAH PINGGIRAN KOTA BANJARMASIN

Abstract

ABSTRACT

Mathematics learning difficulties among elementary school students remain a complex issue, particularly in suburban areas where environmental and learning support limitations are often encountered. This study aimed to explore in depth the internal and external factors contributing to mathematics learning difficulties among fourth-grade elementary school students in the suburban areas of Banjarmasin City. This research employed a qualitative approach with a descriptive case study design. The participants consisted of six students selected through purposive sampling and categorized into three ability levels (low, moderate, and high), as well as one classroom teacher who served as the key informant. Data were collected through observations, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings revealed that mathematics learning difficulties were influenced by both internal and external factors. Internal factors included students’ motivation, learning interest, basic mathematical abilities, and self-confidence, whereas external factors comprised parental support, instructional methods, learning environments, and the availability of supporting facilities. These findings indicate that mathematics learning difficulties are multidimensional in nature and therefore require comprehensive interventions through collaboration among teachers, students, and parents.

ABSTRAK

Kesulitan belajar matematika pada siswa sekolah dasar masih menjadi permasalahan yang kompleks, khususnya pada wilayah pinggiran yang memiliki keterbatasan dalam aspek lingkungan dan dukungan belajar. Penelitian ini bertujuan untuk mengkaji secara mendalam faktor internal dan eksternal yang menyebabkan kesulitan belajar matematika pada siswa kelas IV sekolah dasar di wilayah pinggiran Kota Banjarmasin. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif. Subjek penelitian terdiri atas 6 siswa yang dipilih secara purposive dan dikelompokkan berdasarkan tingkat kemampuan (rendah, sedang, dan tinggi), serta 1 guru kelas sebagai informan kunci. Pengumpulan data dilakukan melalui observasi, wawancara semi-terstruktur, dan dokumentasi. Analisis data menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, dengan uji keabsahan melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa kesulitan belajar matematika pada siswa kelas IV dipengaruhi oleh faktor internal dan faktor eksternal. Faktor internal meliputi motivasi, minat belajar, kemampuan dasar, dan kepercayaan diri siswa, sedangkan faktor eksternal mencakup pendampingan orang tua, metode pembelajaran, lingkungan belajar, dan ketersediaan fasilitas pendukung. Temuan ini menunjukkan bahwa kesulitan belajar matematika bersifat multidimensional sehingga memerlukan penanganan yang komprehensif melalui kolaborasi antara guru, siswa, dan orang tua.