Teachers’ Difficulties in Mathematics Learning at SDN 3 Karangbener Kudus

Abstract

Mathematics is a fundamental subject taught at all levels of education and holds significant relevance in everyday life. Mathematics learning in elementary school serves as a critical foundation for students’ understanding at higher levels. However, teachers often face challenges in teaching basic mathematical concepts, primarily due to a reliance on rote memorization, low student interest, and external factors such as limited parental support and the influence of mass media. This study aims to identify the difficulties faced by teachers in teaching mathematics to fourth-grade students at SDN 3 Karangbener, as well as the strategies used to overcome them. A descriptive qualitative approach was employed, with data collected through semi-structured interviews and documentation. The findings reveal that the main challenges stem from both external factors (such as students' lack of mastery of basic mathematical concepts, difficulties in understanding word problems, and media influence) and internal factors (including students’ psychological conditions, intelligence levels, and learning motivation). Teachers address these challenges through various measures, such as contextual learning (e.g., using real-life materials), additional tutoring, and motivational approaches. The study recommends that educators place greater emphasis on conceptual understanding rather than rote learning and encourage parental involvement to better support students’ learning processes.