LITERATURE REVIEW ON FACTORS CAUSING STUDENTS' DIFFICULTIES IN LEARNING MATHEMATICS

Basyiruddin Afifi; Sitti Aisyah; Anita Putri Amelia; Putri Ayu Ramadani; Muhammad Sofyan Apriyono; Tri Astindari

doi:10.47668/jrrei.v3i3.2181

Basyiruddin Afifi Mathematics Education Study Program, STKIP PGRI Situbondo, Indonesia
Sitti Aisyah Mathematics Education Study Program, STKIP PGRI Situbondo, Indonesia
Anita Putri Amelia Mathematics Education Study Program, STKIP PGRI Situbondo, Indonesia
Putri Ayu Ramadani Mathematics Education Study Program, STKIP PGRI Situbondo, Indonesia
Muhammad Sofyan Apriyono Mathematics Education Study Program, STKIP PGRI Situbondo, Indonesia
Tri Astindari Mathematics Education Study Program, STKIP PGRI Situbondo, Indonesia

DOI: https://doi.org/10.47668/jrrei.v3i3.2181

Keywords: Mathematics Learning Difficulties, Conceptual Understanding, Affective Factors, Learning Strategies, Systematic Literature Review

Abstract

Mathematics is a basic subject that plays an important role in developing students' logical, critical, and analytical thinking skills. However, various studies show that mathematics remains a subject that causes many difficulties for students at various levels of education. These difficulties are reflected in poor conceptual understanding, errors in solving problems, and negative attitudes towards mathematics learning. This study aims to review and analyze the factors causing students' difficulties in learning mathematics based on the results of previous research. The method used is a Systematic Literature Review (SLR) by analyzing 20 national and international scientific articles published in the last five years and obtained through the Google Scholar database. The reviewed articles consist of descriptive qualitative and quantitative research analyzed using a thematic approach. The results of the study indicate that mathematics learning difficulties are influenced by internal and external factors of students. Internal factors include weak conceptual understanding, low motivation and interest in learning, negative attitudes, and mathematics anxiety. Meanwhile, external factors include learning strategies, the role of teachers, the use of learning media, and support for the learning environment. Quantitative findings strengthen the results of qualitative research by showing a significant relationship between students' learning interests, conceptual understanding, and interpretative abilities and the level of mathematics learning difficulties. This study confirms that mathematics learning difficulties are multifactorial and require a comprehensive and integrated learning approach.

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