scholarly journals Analysis of Factors Affecting Students’ Mathematics Learning Difficulties Using SEM as Information for Teaching Improvement

2021 ◽  
Vol 14 (4) ◽  
pp. 281-300
Author(s):  
Rahmi Wiganda Elastika ◽  
◽  
Sukono Sukono ◽  
Stanley Pandu Dewanto ◽  
◽  
...  
Keyword(s):  
Mathematics Learning ◽  
Learning Difficulties ◽  
Teaching Improvement ◽  
Factors Affecting

scholarly journals Analisis Kesulitan Belajar Matematika serta Upaya Menanganinya pada Siswa Kelas I SDN Banyuajuh 9 Bangkalan

2020 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Candra Mahardika ◽  
Agung Setyawan
Keyword(s):  
Mathematics Learning ◽  
Learning Difficulties ◽  
Class I ◽  
Motivation To Learn ◽  
Factors Affecting ◽  
Data Presentation ◽  
Learning Mathematics ◽  
Data Validity ◽  
Addition And Subtraction ◽  
Interest And Motivation

This study aims to describe: 1) Materials that are considered difficult in mathematics in Even Semester, 2) Characteristics of mathematics learning difficulties experienced by students in class I, 3) Factors that cause learning difficulties, 4) Teachers' efforts in dealing with mathematics learning difficulties. This type of research is qualitative research. The informants in this study were class I students who had difficulty learning mathematics and also a class I teachers in SDN Banyuajuh 9. Data collection techniques used were observation, interviews, and documentation. Data were analyzed through steps of data reduction, data presentation, and drawing conclusions. The data validity checking technique is done by triangulating sources and techniques. The results showed that: 1) Material in mathematics that was considered difficult was the addition and subtraction of two-digit numbers, 2) Its characteristics were visual impairment and difficulty in language and reading, 3) Factors affecting students included interest and motivation to learn low mathematics and lack of mathematics learning media used by teachers, 4) Efforts made by teachers include providing group study guidance, asking smart students to help teach students who have difficulty learning mathematics, carrying out remedial tests, giving additional assignments and giving learning media so that students' learning processes are more concrete.   Penelitian ini bertujuan untuk mendiskripsikan: 1) Materi yang dianggap sulit pada mata pelajaran matematika Semester Genap, 2) Karakteristik kesulitan belajar matematika yang dialami siswa kelas I, 3) Faktor penyebab kesulitan belajar, 4) Upaya guru dalam menangani kesulitan belajar matematika. Jenis penelitian ini adalah penelitian kualitatif. Informan dalam penelitian ini adalah siswa kelas I yang mengalami kesulitan belajar matematika dan juga guru kelas I di UPTD SDN Banyuajuh 9. Teknik pengumpulan data yang digunakan adalah observasi, wawancara dan dokumentasi. Data dianalisis melalui langkah-langkah reduksi data, penyajian data, dan penarikan kesimpulan. Teknik pemeriksaan keabsahan data dilakukan dengan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa: 1) Materi pada mata pelajaran matematika yang dianggap sulit yaitu penjumlahan dan pengurangan bersusun dua angka, 2) Karakteristiknya yaitu adanya gangguan persepsi visual dan kesulitan dalam bahasa dan membaca, 3) Faktor yang mempengaruhi siswa antara lain minat dan motivasi belajar matematika yang rendah dan kurangnya media pembelajaran matematika yang dipakai oleh guru, 4) Upaya yang dilakukan guru antara lain memberikan bimbingan belajar secara berkelompok, meminta siswa yang pandai untuk membantu mengajari siswa yang mengalami kesulitan belajar matematika, melaksanakan tes remidi, memberikan tambahan tugas dan memberikan media pembelajaran agar proses belajar siswa lebih konkret. Kata Kunci: karakteristik, kesulitan belajar, Matematika

scholarly journals Analisis Faktor Penyebab Kesulitan Belajar Siswa dalam Pembelajaran Matematika Kelas XI IPS 4 SMA Negeri 2 Sungai Limau

Horizon ◽  
2021 ◽  
Vol 1 (4) ◽  
pp. 724-732
Author(s):  
Irma Dian Pratama ◽  
Dewi Yuliana Fitri ◽  
Lita Lovia
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
Learning Difficulties ◽  
Environmental Indicators ◽  
Learning Difficulty ◽  
Internal Factors ◽  
Descriptive Research ◽  
Analysis Technique ◽  
Learning Mathematics

This research is motivated by the low learning outcomes of students' mathematics. Low learning outcomes are characteristics of students experiencing obstacles or obstacles during the learning process. This study aims to describe and analyze the factors that cause students' learning difficulties in mathematics. The sample of this study amounted to 32 students of class XI IPS 4 SMA Negeri 2 Sungai Limau. The type of research used is descriptive research with a quantitative approach. The instrument used is a learning difficulty questionnaire, interview sheets and documentation to strengthen the results of the questionnaire answers. The data analysis technique of this research is the analysis of questionnaires and interviews. The results of this study indicate that: 1) internal factors that affect learning difficulties are described as follows, in the indicator of readiness in learning as much as 71.8% in the category of very influential on the learning process, on motivation indicators as much as 29% in the category of being quite influential in the learning process , on the indicator of interest as much as 53% with the category influential in the mathematics learning process and the health indicator as much as 50.6% with the category having an effect on learning mathematics. 2) external factors that affect learning difficulties in mathematics are as follows, indicators of family factors in learning as much as 37.5% with a category that is quite influential on the mathematics learning process, on school indicators as much as 51.5% with categories that affect the online learning process and on environmental indicators community as much as 39.6% with the category quite influential on the student learning process.

The Effects of Algebraic Equation Solving Intervention for Students With Mathematics Learning Difficulties

2020 ◽  
pp. 002221942093081
Author(s):  
Jessica M. Namkung ◽  
Nicole Bricko
Keyword(s):  
Algebraic Equation ◽  
Procedural Knowledge ◽  
Mathematics Learning ◽  
Intervention Group ◽  
Learning Difficulties ◽  
Sixth Graders ◽  
Equation Solving ◽  
Mathematics Vocabulary ◽  
Main Effect ◽  
Conceptual And Procedural Understanding

The purpose of this study was to examine the effects of algebraic equation solving intervention for sixth graders with mathematics learning difficulties (MD). A total of 48 students with MD were randomly assigned to either the algebraic equation solving intervention, Mystery Math ( n = 24) or control condition ( n = 24). The multicomponent intervention was based on the principles of explicit instruction and focused on improving conceptual and procedural knowledge of algebraic equation solving using concrete manipulatives. Students in the intervention group received instruction in pairs, 30 min per session, 3 sessions per week for 5 weeks (i.e., 15 sessions). The results indicated that the main effect of intervention was significant for 2 proximal measures of mathematics vocabulary, and conceptual and procedural understanding of algebraic equation solving with large effect sizes. However, the main effect of intervention was not significant for distal measures of comprehensive pre-algebra skills and whole-number computations. The findings demonstrate that grade-level standards can be successfully taught to students with MD. Implications for practice are discussed.

scholarly journals From "Five" to 5 for 5 Minutes: Arabic Number Transcoding as a Short, Specific, and Sensitive Screening Tool for Mathematics Learning Difficulties

2014 ◽  
Vol 30 (1) ◽  
pp. 88-98 ◽  
Author(s):  
R. Moura ◽  
J. B. Lopes-Silva ◽  
L. R. Vieira ◽  
G. M. Paiva ◽  
A. C. d. A. Prado ◽  
...  
Keyword(s):  
Screening Tool ◽  
Mathematics Learning ◽  
Learning Difficulties ◽  
Arabic Number

Doubles Up—Easy!

1982 ◽  
Vol 29 (8) ◽  
pp. 20
Author(s):  
Carol A. Thornton
Keyword(s):  
Mathematics Learning ◽  
Learning Difficulties ◽  
State University ◽  
University Mathematics ◽  
Illinois State University ◽  
Addition Facts

Easy facts first, then harder ones! This is the natural route to take in the mastery of basic addition facts, and addition doubles are certainly among those “easy” facts. Using objects to help children “picture” each double makes learning the doubles even easier and a lot of fun. That at least has been the experience of children enrolled in the Illinois State University Mathematics Learning Clinic for area children with learning difficulties in mathematics.

scholarly journals STUDI KASUS FAKTOR-FAKTOR YANG MEMPENGARUHI HASIL BELAJAR MATEMATIKA DI SD NEGERI 01 NANGA MERAKAI

2021 ◽  
Vol 4 (1) ◽  
pp. 60-64
Author(s):  
Dwi Cahyadi Wibowo ◽  
Lhadyza Ocberti ◽  
Adriana Gandasari
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Case Study Research ◽  
External Factors ◽  
Internal Factors ◽  
Factors Affecting ◽  
Two Factors ◽  
Collection Data ◽  
Qualitative Descriptive

The purpose of this research is to describe the factors that affect mathematics learning outcomes in class V SD Negeri 01 Nanga Merakai Academic Year 2019/2020. This research uses qualitative research methods with a qualitative descriptive approach with a case study research form.  The research sample consisted of 16 student of class 5th at public elementary school 01 Nanga Merakai. Data collection tools in the form of interview guidelines, questionnaires and documentation studies. Data analysis through several stages of data collection, data persentation, data reduction and conclusion drawing. The results showed that (1) Inhibiting factors affecting mathematics learning outcomes were divided into two factors, namely internal factors and external factors. (2)  Supporting factors for mathematics learning outcomes, the research results are divided into two, namely internal factors and external factors.

scholarly journals What Are Dyslexia and Its Effects on Teaching Language Skills?

2018 ◽  
Vol 8 (2) ◽  
pp. 218
Author(s):  
Mohammad Mahdi Mobinizad
Keyword(s):  
Mother Tongue ◽  
Learning Difficulties ◽  
Age Group ◽  
Factors Affecting ◽  
Teaching Language ◽  
Group Context ◽  
Special Education Needs ◽  
Negative Feedbacks ◽  
Education Needs ◽  
Dyslexic Students

The world of teaching comprises of a range of miscellaneous methods, plans, strategies and techniques and it gets more complex as we consider all factors affecting this world including the age group, context, the mother tongue and mental as well as natural abilities and disabilities of the students who are being taught. My main focus in this paper is to discuss language teaching tips effective for dyslexic students that can be considered as a subcategory of SEN (Special Education Needs) students and an explanation of BPMS Hypothesis I suggested helping dyslexic students overcome their learning difficulties. I also clarify my own teaching experiences in different situations throughout this paper any probably positive or negative feedbacks I obtained via teaching.

Sign in / Sign up

Export Citation Format

Share Document