Analisis Kesulitan Belajar Siswa pada Materi Bilangan Cacah Besar Kelas V SD Negeri Kemuning Jaya
DOI:
https://doi.org/10.30605/cjpe.9.2.2026.8939Keywords:
Bilangan Cacah Besar, Kesulitan Belajar, Matematika SD, Pembelajaran Kontekstual, Studi KasusAbstract
Penelitian ini dilatarbelakangi oleh masih rendahnya pemahaman siswa sekolah dasar terhadap konsep bilangan cacah besar yang berdampak pada kesulitan operasi hitung dan pemecahan masalah matematika. Penelitian ini bertujuan menganalisis bentuk kesulitan belajar dan faktor penyebabnya pada materi bilangan cacah besar kelas V di SD Negeri Kemuning Jaya. Metode yang digunakan adalah pendekatan kualitatif dengan desain studi kasus. Informan penelitian berjumlah enam orang yang dipilih secara purposive, terdiri atas satu guru kelas V dan lima siswa yang mengalami kesulitan belajar berdasarkan observasi awal dan rekomendasi guru. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kesulitan belajar siswa meliputi aspek konseptual, prosedural, representasional, dan pemecahan masalah. Kesulitan konseptual terutama berkaitan dengan pemahaman nilai tempat, sedangkan kesulitan prosedural tampak pada kesalahan operasi hitung. Kesulitan representasional muncul dalam membaca dan menuliskan bilangan besar, sementara kesulitan pemecahan masalah terlihat pada rendahnya kemampuan memahami soal cerita. Faktor penyebab mencakup minat belajar rendah, kecemasan matematika, metode pembelajaran yang kurang variatif, dan minimnya media. Penelitian menyimpulkan bahwa kesulitan belajar bersifat multidimensional dan memerlukan pendekatan kontekstual, interaktif, serta adaptif.
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