An Analysis of Students’ Difficulties in Learning Mathematics at SMP Setia Probolinggo
Abstract
This study aims to examine the level of students learning difficulties in mathematics at SMP Setia, Probolinggo. A descriptive qualitative approach was employed, with eighth-grade students in the 2025/2026 academic year as the research participants. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analysed using the interactive data analysis model proposed by Miles and Huberman. Data validity was ensured through source and methodological triangulation. The findings reveal that students encounter significant difficulties in understanding fundamental mathematical concepts, particularly in abstract topics such as algebra and geometry. Many students tend to rely on rote memorisation of formulas without conceptual understanding, which results in difficulties in solving mathematical problems, especially word problems requiring higher-order reasoning skills. Internal factors contributing to these learning difficulties include low learning motivation, limited self-confidence, and inadequate basic mathematical abilities. In contrast, external factors include the limited use of varied instructional methods and an unsupportive learning environment. These findings highlight the importance of implementing more interactive, student-centred instructional strategies to effectively address and reduce students difficulties in learning mathematics.
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