Teacher's Perception Of Student's Mathematics Learning Difficulties

Alfiah Nurfadhilah AM. Hindi(1*), Isma Muthahharah(2),

(1) Pendidikan Matematika STKIP Pembangunan Indonesia
(2) Pendidikan Matematika STKIP Pembangunan Indonesia
(*) Corresponding Author

DOI: https://doi.org/10.26858/jdm.v9i3.23661


Difficulties in learning mathematics can be experienced by students with any level of ability from any circle or group. With the students' learning difficulties in mathematics, the question arises why this can happen and as educators, what is the teacher's perception of learning difficulties in mathematics. The purpose of this study was to describe Teacher's Perception of Students' Mathematics Learning Difficulties. This research used a descriptive qualitative approach with non-test data collection techniques through questionnaires and interviews. The results showed that: (i) the mathematics teacher's perception of the dominant causes of learning difficulties revealed psychological causes, including low interest or motivation and understanding of basic concepts as the cause of students' mathematics learning difficulties; (ii) the mathematics teacher's perception of the symptoms that are indicators of learning difficulties in mathematics, the most widely disclosed is the low ability of students to complete the tasks given by the teacher; (iii) the teacher's perception of the method used to investigate the existence of difficulties in learning mathematics, the most commonly done is through observation, interviews and documentation by looking at the results of tests or assignments of each student; (iv) the teacher's perception of examples of difficulties experienced by students in learning mathematics, which is widely revealed in the competency standard for understanding the properties of arithmetic operations and their use in problem solving being taught; and (v) teachers' perceptions of the efforts made to overcome students' mathematics learning difficulties vary according to their respective experiences. There are only a few teachers who do group guidance and individual guidance.


Teacher Perception; Learning Difficulties

Full Text:



Ayele, M. A. (2016). Mathematics teachers’ perceptions on enhancing students’ creativity in mathematics. International Electronic Journal of Mathematics Education, 11(10), 3521-3536.

Bingolbali, E., Akkoç, H., Ozmantar, M. F., & Demir, S. (2011). Pre-service and in-service teachers’ views of the sources of students’ mathematical difficulties. International Electronic Journal of Mathematics Education, 6(1), 40-59.

Cahyono, Y. (2010). Upaya Mengatasi Kesulitan Belajar Matematika Melalui Pendekatan Pembelajaran Aktif Inovatif Kreatif Efektif Dan Menyenangkan (PAIKEM) Pada Siswa Kelas VII SMP Negeri 2 Gemolong (PTK Pembelajaran Matematika di Kelas VII SMP Negeri 2 Gemolong) (Doctoral dissertation, Universitas Muhammadiyah Surakarta).

Lembang, S. T. (2015). Deskripsi Tingkat Kesesuaian Persepsi Guru dan Pengalaman Siswa Tentang Penyebab Kesulitan Belajar Matematika Pada Kelas X SMA Negeri Kota Rantepao. Jurnal Keguruan dan Ilmu Pendidikan, 4(1), 787-798.

Mahrus, A. (2013). Mengatasi Kesulitan Belajar melalui Klinik Pembelajaran (Studi Analisis pada Mata Pelajaran Fisika). KONSELING RELIGI: Jurnal Bimbingan Konseling Islam, 4(2), 263-294.

Miles, Mathew B, et al.. (2014). Qualitative Data Analysis: A Methods Sourcebook. Arizona State University. Third Edition, SAGE Publication, ISBN 978-1-4522-5787.

Nasional, D. P. (2019). Kamus besar bahasa Indonesia.

Parsons, S. A., Hutchison, A. C., Hall, L. A., Parsons, A. W., Ives, S. T., & Leggett, A. B. (2019). US teachers’ perceptions of online professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 82(1), 33-42.

Preciado-Babb, A. P., Aljarrah, A., Sabbaghan, S., Metz, M., Pinchbeck, G., & Davis, B. (2016). Teachers’ perceived difficulties for creating mathematical extensions at the border of students’ discernments. In Proceedings of the 38th annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (pp. 514-517).

Schleppenbach, M., Flevares, L. M., Sims, L. M., & Perry, M. (2007). Teachers’ responses to student mistakes in Chinese and US mathematics classrooms. The elementary school journal, 108(2), 131-147.

Sholihah, S. Z., & Afriansyah, E. A. (2017). Analisis kesulitan siswa dalam proses pemecahan masalah geometri berdasarkan tahapan berpikir Van Hiele. Mosharafa: Jurnal Pendidikan Matematika, 6(2), 287-298.

Slameto, B., & yang Mempengaruhinya, F. F. (2011). Edisi Revisi. Jakarta: Rineka Cipta.

Sugiarti, L., & Retnawati, H. (2019, October). Analysis of student difficulties on algebra problem solving in junior high school. In Journal of Physics: Conference Series (Vol. 1320, No. 1, p. 012103). IOP Publishing.

Wijaya, A., Retnawati, H., Setyaningrum, W., & Aoyama, K. (2019). Diagnosing Students' Learning Difficulties in the Eyes of Indonesian Mathematics Teachers. Journal on Mathematics Education, 10(3), 357-364.

Yeni, E. M. (2017). Kesulitan belajar matematika di sekolah dasar. Jurnal Pendidikan Dasar (JUPENDAS), 2(2).

Article Metrics

Abstract view : 111 times | PDF view : 30 times


  • There are currently no refbacks.

Copyright (c) 2021 Alfiah Nurfadhilah AM. Hindi, Isma Muthahharah

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



Magister Program of Mathematics Education

prostgraduate Universitas Negeri Makassar



Daya Matematis: Jurnal Inovasi Pendidikan Matematika Indexed by





 Creative Commons License
daya matematis: jurnal inovasi pendidikan matematika is licensed under a https://creativecommons.org/licenses/by-nc/4.0/

View My Stats