Analisis Kesulitan Belajar Operasi Perkalian Pada Peserta Didik di SMP Negeri 9 Kota Sorong

This study aims to analyze students’ learning difficulties in multiplication operations and identify the teacher’s efforts to address these difficulties at SMP Negeri 9 Kota Sorong. This research employed a qualitative descriptive approach with three student subjects selected based on diagnostic test results, representing high, medium, and low achievement categories. Data were collected through written tests, in-depth interviews, and documentation. The data were analyzed using the stages of data reduction, data display, and conclusion drawing. The results of the study show that students experienced various difficulties in understanding multiplication operations. These difficulties include weak understanding of multiplication as repeated addition, inability to apply the concept in word problems, frequent computational errors, and difficulty recalling multiplication facts. The factors influencing these learning difficulties consist of internal and external aspects. Internal factors include low learning motivation, lack of concentration, math anxiety, and low self confidence. External factors include an unconducive learning environment, limited parental support, and teaching methods that are not fully aligned with students’ needs. The teacher’s efforts to address these difficulties involve several strategies, such as providing step-by-step re-explanations, using concrete learning media, giving graded practice exercises, conducting remedial teaching, offering individual assistance for low-achieving students, enhancing motivation through positive reinforcement, and maintaining communication with parents. These strategies proved effective in improving students’ conceptual understanding and multiplication skills. Overall, this study indicates that mathematics learning difficulties in multiplication result from the interaction between internal and external factors, requiring a holistic approach for effective intervention. The findings are expected to assist teachers in designing more effective mathematics instruction and serve as a reference for future research.