Jovanka, Sely. 2025. Analisis Kesulitan Belajar Matemtika Ditinjau Dari Gaya Belajar  Siswa Kelas  V SD Negeri  Ciomas  Kabupaten Brebes.  Program  Studi Pendidikan  Guru  Sekolah  Dasar  Universitas  Peradaban.  Dr. Ahmad  Rifai,  S. Fil.I,.M.Pd.I.

Kata Kunci: Kesulitan Belajar, Gaya Belajar, Matematika

Penelitian  ini  bertujuan  menganalisis  kesulitan  belajar  matematika  siswa kelas V SD Negeri Ciomas, Brebes, ditinjau dari gaya belajar mereka. Penelitian kualitatif deskriptif ini melibatkan 18 siswa sebagai subjek, dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa siswa kelas V memiliki gaya belajar yang bervariasi: 7 visual, 6 auditori, dan 5 kinestetik. kesulitan belajar siswa berbeda sesuai gaya belajarnya. Siswa dengan gaya belajar visual cenderung mengalami kesulitan pada indikator ketidaksesuaian langkah penyelesaian soal, yaitu sering langsung menuliskan jawaban akhir tanpa menyusun langkah secara runtut. Siswa dengan gaya belajar auditori lebih banyak mengalami kesulitan pada indikator memecahkan masalah matematika, khususnya dalam memahami maksud soal dan menentukan informasi penting. Sedangkan siswa dengan gaya belajar kinestetik cenderung  mengalami  kesulitan  pada  indikator  melakukan  perhitungan  dan operasi hitung, seperti keliru dalam penjumlahan, pembagian, serta kurang teliti dalam mengecek ulang hasil hitungan. Temuan ini didukung oleh DePorter dan Hernacki (2010) tentang gaya belajar dan Ayu  dkk   (2023) tentang kesulitan belajar matematika, serta penelitian Ishaqiyah dkk. (2023) dan Amaliyah dkk. (2020) yang menguatkan kaitan gaya belajar dengan kesulitan matematika. Disimpulkan bahwa kesulitan belajar perlu ditinjau berdasarkan gaya belajar masing-masing siswa. Saran bagi guru adalah mengidentifikasi gaya belajar dan variasi metode, siswa perlu tingkatkan kemandirian, dan penelitian lanjutan disarankan mengembangkan model pembelajaran adaptif.
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Jovanka, Sely. 2025. Analysis of Learning Difficulties in Mathematics Based on the Learning Styles of Fifth-Grade Students at Ciomas Public Elementary School, Brebes Regency. Primary School Teacher Education Study Program, Peradaban University. Dr. Ahmad Rifai, S. Fil.I., M.Pd.I.

Keywords: Learning Difficulties, Learning Styles, Mathematics

This study aims to analyze the mathematics learning difficulties of fifth-grade students at SD Negeri Ciomas, Brebes, in terms of their learning styles. This descriptive qualitative research involved 18 students as subjects, with data collected through observation, interviews, and documentation. The findings show that fifth-grade students have varied learning styles: 7 visual, 6 auditory, and 5 kinesthetic. Students’ learning difficulties differ according to their learning styles. Students with a visual learning style tend to experience difficulties in the indicator of inconsistency in problem-solving steps, often writing the final answer directly without arranging the steps systematically. Students with an auditory learning style are more likely to encounter difficulties in the indicator of solving mathematical  problems,  particularly  in  understanding  the  meaning  of  the questions and identifying key information. Meanwhile, students with a kinesthetic learning style tend to face difficulties in the indicator of performing calculations and arithmetic operations, such as errors in addition, division, and lack of accuracy in re-checking their results. These findings are supported by DePorter and Hernacki(2010) on learning styles and Ayu dkk. (2023) on mathematics learning difficulties, as well as studies by Ishaqiyah dkk. (2023) and Amaliyah et al. (2020), which strengthen the link between learning styles and mathematical difficulties. It is concluded that learning difficulties need to be examined based on each student’s learning style. Suggestions include that teachers identify learning styles and apply varied methods, students increase independence, and further research develop adaptive learning models.