STRATEGI GURU DALAM MEMBANTU SISWA MEMAHAMI SOAL CERITA MATEMATIKA DI SEKOLAH DASAR

Abstract

This study aims to describe students’ difficulties in understanding mathematical word problems and the strategies used by teachers to help overcome these difficulties in elementary schools. This study employed a qualitative approach with a descriptive method. The data were obtained through an interview with a teacher who has teaching experience at the elementary school level and previously taught at MIN 2 Al-Fajar Rumbai Pekanbaru. The interview was conducted using a guideline covering the mathematics learning process, students’ difficulties in understanding word problems, factors related to these difficulties, teacher strategies, the use of instructional media, and how teachers assess students’ understanding. The data were analyzed through data reduction, data presentation, and conclusion drawing. Based on the informant’s experience, students experienced difficulties in understanding the meaning of problems, identifying the given and asked information, and determining the appropriate arithmetic operations. These difficulties were related to differences in students’ reading and comprehension abilities, limited experience in translating sentences into mathematical forms, and the tendency to solve problems hastily and carelessly. Teachers helped students by reading problems slowly and repeatedly, providing guiding questions, assisting them in identifying the given and asked information, and using concrete objects, pictures, tables, number lines, and simple illustrations.