An Analysis of Student’s Difficulties in Learning Mathematics at Madrasah Ibtidaiyah

Atin Supriatin(1*), Aeni Latifah(2), Siti Annisah(3),


(1) IAIN PALANGKARAYA
(2) STAI Sukabumi
(3) IAIN Metro
(*) Corresponding Author

Abstract


Abstract

This study aims to describe the level of difficulty of students in solving story problems in mathematics learning at Madrasah Ibtidaiyah. This research is a descriptive-analytical study. The participants of the study were third-grade students at one Madrasah Ibtidaiyah in Palangka Raya City, which numbered 34 people and fifth-grade students at one Ibtidaiyah Madrasah in East Lampung City, which amounted to 40 people. Data collection techniques use tests in the form of 10 questions. The tests given to the research sample have met the criteria of validity and reliability. Data analysis techniques use descriptive statistics in the form of tables and graphs through the calculation of averages and percentages. The results of this study explain that, in general, students have difficulty solving story problems. The most difficulty experienced by third graders is associating mathematics with daily life problems, which is 83.82%. In comparison, the most difficulty experienced by fifth-grade students is changing the language of everyday problems into the language of mathematics (making mathematical models or making a solution plan), which is 82%. This research produced a novelty in describing the difficulty of students solving story problems in mathematics learning by linking mathematics to daily life problems in Madrasah Ibtidaiyah.

Keywords: analysis of difficulty levels, story problems, mathematics learning.

 

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan tingkat kesulitan siswa dalam memecahkan masalah cerita dalam pembelajaran matematika di Madrasah Ibtidaiyah. Penelitian ini merupakan penelitian deskriptif analitis. Subjek penelitian adalah siswa kelas III Madrasah Ibtidaiyah Kota Palangka Raya yang berjumlah 34 orang dan siswa kelas lima Madrasah satu Madrasah Kota Lampung Timur yang berjumlah 40 orang. Teknik pengumpulan data menggunakan tes berupa 10 pertanyaan. Tes yang diberikan kepada sampel penelitian telah memenuhi kriteria validitas dan reliabilitas. Teknik analisis data menggunakan statistik deskriptif berupa tabel dan grafik, melalui perhitungan rata-rata dan persentase. Hasil penelitian ini menjelaskan bahwa pada umumnya siswa mengalami kesulitan dalam memecahkan masalah cerita. Kesulitan yang paling banyak dialami oleh siswa kelas tiga adalah mengaitkan matematika dengan masalah kehidupan sehari-hari, yaitu 83,82%. Sedangkan kesulitan yang paling banyak dialami oleh siswa kelas V adalah mengubah bahasa soal sehari-hari menjadi bahasa matematika (membuat model matematika atau membuat rencana solusi) yaitu 82%. Penelitian ini menghasilkan kebaruan berupa deskripsi kesulitan siswa memecahkan masalah cerita dalam pembelajaran matematika dengan mengaitkan matematika dalam masalah kehidupan sehari-hari di Madrasah Ibtidaiyah.

Kata kunci: analisis tingkat kesulitan, permasalahan cerita, pembelajaran matematika.


Full Text:

PDF

References


Ahmadi, A., & Supriyono, W. (1991). Psikologi Belajar. PT. Rineka Cipta.

Alisuf, S. (1995). Psikologi Pendidikan. Pedoman Ilmu Jaya.

Azwar, S. (2010). Reliabilitas dan Validitas. Pustaka Pelajar. https://pustakapelajar.co.id/buku/reliabilitas-dan-validitas/

Bandura, A. S. I. V. S. R. (Ed. . (1994). Encyclopedia of human behavior. Academic Press.

Boonen, A. J., H., de K. C., C., J., & J., van der S. M. (2016). Word problem solving in contemporary math education: A plea for reading comprehension skills training. Frontiers in Psychology. 7, Article 191. https://doi.org/10.3389/fpsyg.2016.00191

Devine, D. F., & Kaufmann, J. E. (n.d.). Elementary Mathematics For Teachers (p. 1983). John Wiley & Sons,Inc.

Jabeen, S. M., Aftab, M. J., Naqvi, R., & Awan, T. H. (2021). Prevalence of students with learning difficulties in basic arithmetic operations in the subject of mathematics at elementary level. Multicultural Education, 7(5), 444–453. https://doi.org/10.5281/zenodo.5110685

Jonté A, M., Witzel, B. S., Powell, S. R., Li, H., Pigott, T. D., Xin, Y. P., & Hughes, E. M. (2022). A Meta-Analysis of Mathematics Word-Problem Solving Interventions for Elementary Students Who Evidence Mathematics Difficulties. In Review of Educational Research (Issue February). https://doi.org/10.3102/00346543211070049

Kenedi, A. K., Helsa, Y., Ariani, Y., Zainil, M., & Hendri, S. (2019). Mathematical connection of elementary school students to solve mathematical problems. Journal on Mathematics Education, 10(1), 69–79. https://doi.org/10.22342/jme.10.1.5416.69-80

Lischka, A., E., D., E. B., J., R. S., L., J. N., S., & Drown, S. (2022). A 2D shape composition learning trajectory of a student with difficulty in mathematics. Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Middle Tennessee S.

Mullis, I., & Dkk. (2015). TIMSS 2015 International Results in Mathematics. TIMSS & PIRLS.

Nick W., S., Buasen, J. A., & Alimondo, M. S. (2023). Principal components of students’ difficulties in mathematics in the purview of flexible learning. Journal on Mathematics Education, 14(2), 353–374. https://doi.org/10.22342/jme.v14i2.pp353-374

Nurlaily, V. A., Soegiyanto, H., & Usodo, B. (2019). Elementary school teacher’s obstacles in the implementation of problem-based learning model in mathematics learning. Journal on Mathematics Education, 10(2), 229–238. https://doi.org/10.22342/jme.10.2.5386.229-238

Polya, G. (1981). Mathematical Discovery on Understanding, Learning, and Teaching Problem Solving. John Willey&Sons.

Qingli, L., Mason, R. A., Xin, Y. P., Davis, J. L., David, M., & Lory, C. (2020). A Meta-Analysis of Single-Case Research on Mathematics Word Problem-Solving Interventions for English Learners with Learning Disabilities and Mathematics Difficulties. Learning Disabilities Research and Practice, 35(4), 201–217. https://doi.org/10.1111/ldrp.12233

Raj Acharya, B. (2017). Factors Affecting Difficulties in Learning Mathematics by Mathematics Learners. International Journal of Elementary Education, 6(2), 8. https://doi.org/10.11648/j.ijeedu.20170602.11

Retnawati, H., & Bukhori. (2017). Perangkat Pembelajaran Matematika Menggunakan Pendekatan Problem Based Learning : Berorientasi Pada Prestasi Belajar, Kemampuan Penalaran Matematis, & Rasa Ingin Tahu Siswa. Parama Publishing.

Salahudin, A., Pratiwi, I. M., & Hidayat, S. (2020). Mathematical Critical Thinking Skill of Madrasah Ibtidaiyah Students On Cubes and Beam Volumes Material. Al-Bidayah: Jurnal Pendidikan Dasar Islam, 12(1), 1–14. https://doi.org/10.14421/al-bidayah.v12i1.349

Santrock, J. W. (2008). Psikologi Pendidikan Edisi Kedua. Kencana.

Schunk, D. H. (2012). Learning Theories: An Educational Perspective (Edisi Keen). Pustaka Pelajar.

Suherman, E., & Dkk. (2003). Strategi Pembelajaran Matematika Kontemporer. IMSTEP-JICA UPI.

Sulistyani, D., Subekti, E. E., & Wardana, M. Y. S. (2021). Students’ Learning Difficulties Review from Mathematics Problem-Solving Ability in Third-Grade Elementary School. Indonesian Journal Of Educational Research and Review, 4(2), 345. https://doi.org/10.23887/ijerr.v4i2.30310

Sumarmo, U. (2003). Daya dan Disposisi Matematika: Apa, Mengapa dan Bagaimana Dikembangkan Pada Siswa Sekolah Dasar dan Menengah. Makalah disajikan pada seminar sehari di Jurusan Matematika ITB.

Supriatin, A., Ms, Z., Boeriswati, E., Annisah, S., Latifah, A., & Zulkarnain, A. I. (2020). The Design of an Instrument for Identifying Students’ Creativity in Solving Mathematical Problems. International Journal of Innovation, Creativity and Change. Www.Ijicc.Net, 12(3), 686–698. www.ijicc.net

Syah, M. (1999). Psikologi Belajar. PT. Logos Wacana Ilmu.

Trilling, B. (2009). 21st Century Skills. Jossey Bass.

Wahyudin. (n.d.). Peranan Problem Solving, Makalah Seminar Technical Cooperation Project for Development of Mathematics and Science for Primary and Secondary Education in Indonesia.

Yuanze, Z. (2022). Reading matters more than mathematics in science learning: an analysis of the relationship between student achievement in reading, mathematics, and science. International Journal of Science Education. Journal of Science Education, 44(1). https://doi.org/10.1080/09500693.2021.200755




DOI: 10.24235/al.ibtida.snj.v10i2.13718

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2023 Al Ibtida: Jurnal Pendidikan Guru MI

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

AL IBTIDA Journal Indexed By:

        

 

  

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

View My Stats

 

Al Ibtida: Jurnal Pendidikan Guru MI Published by Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, IAIN Syekh Nurjati Cirebon In Collaboration with Perkumpulan Dosen Pendidikan Guru Madrasah Ibtidaiyah (PD PGMI) Indonesia.

Editorial Office:

FITK Building, 5th Floor, Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, IAIN Syekh Nurjati Cirebon.  Perjuangan Street of Sunyaragi, Cirebon City, West Java, Indonesia 45132 Phone. 0231-481264, Fax. 0231-489926, Email: alibtida@syekhnurjati.ac.id/ alibtida2@gmail.com