Factors Causing Elementary School Teacher Education Students' Difficulties in Understanding Mathematics Courses

Elliza Andhika Putri; Woro Sri Hastuti; Wuri Wuryandani; Hengkang Bara Saputro

doi:10.53400/mimbar-sd.v12i4.95234

Factors Causing Elementary School Teacher Education Students' Difficulties in Understanding Mathematics Courses

Elliza Andhika Putri, Woro Sri Hastuti, Wuri Wuryandani, Hengkang Bara Saputro

Abstract

This study investigates the main factors causing difficulties faced by PGSD students in learning mathematics, driven by internal issues like low motivation and anxiety, as well as external factors such as teaching methods and the learning environment. The findings aim to serve as a foundation for improvements in teaching practices, student support, and institutional strategies. This study used a mixed-methods survey design using factor analysis to identify the underlying dimensions of students’ learning difficulties. The population comprised second-semester PGSD students at Ahmad Dahlan University (2024/2025), with 41 survey participants. Instruments included an observation checklist, a structured questionnaire, and a semi-structured interview guide. The collected data were tested for validity using the Kaiser-Meyer-Olkin Measure of Sampling Adequacy and Bartlett's Test of Sphericity. The MSA value was 0.707 in the first stage and 0.751 in the second stage, both exceeding the threshold of 0.50. Bartlett's Test showed a significance level of 0.00, which is smaller than 0.05, indicating that the data is suitable for factor analysis. The results showed that there are four main factors that contribute to students' difficulties in learning mathematics, namely: (1) Learning and Academic Support Factor (eigenvalue 4.858, variance 34.703%), (2) Individual Ability and Attitude Factor (eigenvalue 2.156, variance 15.396%), (3) Family Environment Factor (eigenvalue 1.639, variance 11.710%), and (4) Health Factor (eigenvalue 1.171, variance 8.363%). These findings were supported by interviews with six students, whose experiences aligned with the identified factors, providing a more comprehensive understanding of the challenges they faced in learning mathematics.

Keywords

Factor Analysis; Student Difficulties; Mathematics Course

Full Text:

PDF

References

Abai, M., Masaong, K., & Tune, W. (2021). Analysis of Teachers’ Teaching Abilities in Elementary Schools. Student Journal of Educational, 1(1), 126–141. https://doi.org/10.37411/sjem.v1i1.930

Ahmmed, S., Saha, J., Tamal, M. A., Abdullah Al Mamun, K., & Islam, S. (2024). Factors Predicting the Mathematics Anxiety of Adolescents: A Structural Equation Modeling Approach. Frontiers in Psychiatry, 15, 1484381. https://doi.org/10.3389/fpsyt.2024.1484381

Aini, S. N., Stefanus Budi Waluya, Prabowo, A., Zaenuri, Walid, & Pratiwi, M. D. (2023). Analysis of Learning Obstacle in Mathematics Learning Class VIII SMP. Phenomenon, 13(2), 283–295. https://doi.org/10.21580/phen.2023.13.2.20914

Armellini, A., Antunes, V. T., & Howe, R. (2021). Student Perspectives on Learning Experiences in a Higher Education Active Blended Learning Context. TechTrends, 65, 433–443.

Arroyo, N., Quizaz, C., Rubilar-Cuevas, J., & Salinas, P. (2025). Effect of formative feedback on human anatomy learning: a mixed-methods study on student perceptions and academic performance. Frontiers in Education, 10(1471254), 1–10. https://doi.org/10.3389/feduc.2025.1471254

Atiaturrahmaniah, Kudsiah, M., & Ulfa, E. M. (2021). Analysis of the Factors Causing Learning Difficulties in Mathematics on Fraction Material for 4th Grade Students at SDN Sukaraja. Jurnal DIDIKA : Wahana Ilmiah Pendidikan Dasar, 7(2), 268–278. https://doi.org/10.29408/didika.v7i2.4657

Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A Meta-analysis of the Relation Between Math Anxiety and Math Achievement. Psychol Bull, 147(2), 134–168. https://doi.org/10.1037/bul0000307

Borremans, L. F. N., Koomen, H. M. Y., & Spilt, J. L. (2024). Fostering teacher–student competence : a three-year learning trajectory for initial pre-primary and primary teacher education. Frontiers in Education, 9(March), 1–11. https://doi.org/10.3389/feduc.2024.1349532

Buchardt, A., Jensen, A., Kildegaard, H., & Stensballe, L. G. (2025). Association between chronic diseases in childhood and subsequent educational achievement : a Danish register-based cohort study. European Journal of Epidemiology. https://doi.org/10.1007/s10654-025-01315-9

Cahyani, D. P. R., Nengrum, F. T., & Windasari, W. (2024). Strategy for Developing the Professionalism of Teaching Staff (GTK) in Improving Education Quality at SMP Negeri 34 Surabaya. Jurnal Teknologi Pendidikan, 1(3), 11. https://doi.org/10.47134/jtp.v1i3.332

Chandra, F. E., Suryadi, D., Dahlan, J. A., Hayuningrat, S., & Rahman, S. (2025). Derivative in Indonesian textbook curricula : A praxeological analysis of learning obstacles in Indonesian mathematics textbooks. Education Research International, 21(5). https://doi.org/10.29333/ejmste/16256

Chory, R. M. (2023). Fairness matters in higher education: student classroom justice perceptions and behavioral responses. 9th International Conference on Higher Education Advances (HEAd’23), 385–392. https://doi.org/10.4995/HEAd23.2023.16315

Creswell, J. W. (2014). Penelitian Kualitatif & Desain Riset. Pustaka Pelajar.

D’Olimpio, L., & de Ruyter, D. J. (2025). Flourishing as an educational aim. Journal of Philosophy of Education, 59(3–4), 626–633. https://doi.org/10.1093/jopedu/qhaf030

Daniel, K., Msambwa, M., Fute, A., & Wan, X. (2024). Motivate students for better academic achievement: A systematic review of blended innovative teaching and its impact on learning. Computer Applications in Engineering Education, 32. https://doi.org/10.1002/cae.22733

Dewantara, K. H. (2009). Menuju Manusia Merdeka. Leutika.

Dilbaz, E. (2023). An Overview of Education, Its Sociological Functions and the Community-Based Sch. International Journal of Education Technology and Scientific Researches, 8(23), 2074–2091. https://doi.org/10.35826/ijetsar.636

Erdem, Cahit, & Kaya, Metin. (2023). The relationship between school and classroom climate, and academic achievement: A meta-analysis. School Psychology International, 45(4), 380–408. https://doi.org/10.1177/01430343231202923

Espinas, D. R., Vaughn, S., & Fuchs, L. S. (2025). Interventions for children and adolescents with specific learning disability and co-occurring disorders. Pediatric Research, June. https://doi.org/10.1038/s41390-025-04261-0

Fan, H., Xu, J., Cai, Z., He, J., & Fan, X. (2017). Homework and students’ achievement in math and science: A 30-year meta-analysis, 1986–2015. Educational Research Review, 20, 35–54. https://doi.org/https://doi.org/10.1016/j.edurev.2016.11.003

Febriana, R. (2019). Kompetensi Guru. Bumi Aksara.

Freitas, C., & Castro, C. (2025). Specific learning disorders – the role of the pediatrician in a. Nascer E Crescer Birth and Growth Medical Journal, 34(2), 93–98. https://doi.org/10.25753/BirthGrowthMJ.v34.i2.33521

Gower, J. C. (1972). International Statistical Review / Revue Internationale de Statistique. International Statistical Review / Revue Internationale de Statistique, 40(3), 394. https://doi.org/10.2307/1402480

Gultom, S., Hutauruk, A. F., & M. Ginting, A. (2020). Teaching Skills of Teacher in Increasing Student Learning Interest. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 3(3), 1564–1569. https://doi.org/10.33258/birci.v3i3.1086

Guryan, B. J., Ludwig, J., Bhatt, M. P., Cook, P. J., Davis, J. M. V, Dodge, K., Farkas, G., Jr, R. G. F., Mayer, S., Pollack, H., Steinberg, L., Stoddard, G., America, B., Arnold, J., Angell, P. M., Clark, E. M., Fry, L. A., Adams, C., Ander, R., … Rivera, A. (2023). Not Too Late: Improving Academic Outcomes among Adolescents. American Economic Review, 113(3), 738–765. https://doi.org/10.1257/aer.20210434

Hasan, K. (2024). Quantitative Methods in Social Science Research: Systematic Review of Content Analysis, Survey and Experiment Methodologies. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4698175

Hendriyanto, A., Suryadi, D., Juandi, D., & Dahlan, J. A. (2024). The didactic phenomenon: Deciphering students’ learning obstacles in set theory. Journal on Mathematics Education, 15(2), 517–544. https://doi.org/10.22342/jme.v15i2.pp517-544

Hopko, D. R., Bare, R. L., & Hunt, M. K. (2003). The Abbreviated Math Anxiety Scale (AMAS) Construction, Validity, and Reliability. Sage Publication, 10(2), 178–182. https://doi.org/10.1177/1073191103252351

Horoz, N., Atteveldt, N. Van, Groeniger, J. O., Houweling, T. A. J., Lenthe, F. J. Van, Vu, T., Koot, H. M., & Buil, J. M. (2025). Household- and school-level parental education and academic self-concept development in elementary school. NPJ Science of Learning, 10(1), 62.

Howard, M. C. (2016). A Review of Exploratory Factor Analysis Decisions and Overview of Current Practices : What We Are Doing and How Can We Improve ? A Review of Exploratory Factor Analysis Decisions and Overview of Current Practices : What We Are Doing and How Can We Improve. International Journal of Human-Computer Interaction, 7318(January). https://doi.org/10.1080/10447318.2015.1087664

Isnaniah, I., & Imamuddin, M. (2022). Skills in Opening and Closing Lessons of Prospective Mathematics Teacher Students in Microteaching Courses. JURING (Journal for Research in Mathematics Learning), 5(3), 147. https://doi.org/10.24014/juring.v5i3.16870

Jiang, Q., Shi, L., Zheng, D., & Mao, W. (2022). Parental homework involvement and students’ mathematics achievement: a meta-analysis. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1218534

Karalı, Y. (2022). Difficulties Classroom Teachers Encounter in Teaching Mathematics: A Phenomenological Study. International Journal of Progressive Education, 18(5), 75–99. https://doi.org/10.29329/ijpe.2022.467.5

Kepmendikbudristekdikti. (2022). Pedoman Penerapan Kurikulum dalam Rangka Pemulihan Pembelajaran. Menpendikbudristek, 1–112. https://jdih.kemdikbud.go.id/sjdih/siperpu/dokumen/salinan/salinan_20220711_121315_Fix Salinan JDIH_Kepmen Perubahan 56 Pemulihan Pembelajaran.pdf

Kryshtanovych, S., Tiurina, T., Piechka, L., Rusyn, H., & Prokopenko, A. (2021). Modeling the process of ordering the main obstacles to the professional competence of future teachers. Laplage Em Revista, 7(3A), 470–479. https://doi.org/10.24115/S2446-6220202173A1441p.470-479

Lase, F., Nirwana, H., & Neviyarni, M. (2022). The Model of Smart Character Education Learning in the Era of the 4.0 Revolution and Society 5.0. Ed. Famahato Lase. Gunungsitoli: Nas Media Indonesia.

López-Martín, E., Gutiérrez-de-Rozas, B., González-Benito, A. M., & Expósito-Casas, E. (2023). Why Do Teachers Matter? A Meta-Analytic Review of how Teacher Characteristics and Competencies Affect Students’ Academic Achievement. International Journal of Educational Research, 120, 102199. https://doi.org/https://doi.org/10.1016/j.ijer.2023.102199

Lum, A., Wakefield, C. E., Donnan, B., Burns, M. A., Fardell, J. E., & Marshall, G. M. (2017). Understanding the school experiences of children and adolescents with serious chronic illness: a systematic meta-review. Child: Care Health and Development, 43, 645–662. https://doi.org/10.1111/cch.12475

Mangarin, R. A., & Caballes, D. O. (2024). Difficulties in Learning Mathematics: A Systematic Review. International Journal of Research and Scientific Innovation (IJRSI), XI(IX), 401–405. https://doi.org/10.51244/IJRSI.2024.1109037

Mishra, S. P., Sarkar, U., Taraphder, S., Datta, S., Swain, P., Saikhom, R., Panda, S., Laishram, M., Sciences, F., & Bengal, W. (2017). Multivariate Statistical Data Analysis- Principal Component Analysis (PCA). International Journal of Livestock Research, 7(5), 60–78. https://doi.org/10.5455/ijlr.20170415115235

Mohajan, H. K. (2020). Quantitative Research: A Successful Investigation in Natural and Social Sciences. Journal of Economic Development, Environment and People, 9(4). https://doi.org/10.26458/jedep.v9i4.679

Muhtadi, A., Assagaf, G., & Hukom, J. (2022). Self-Efficacy and Students’ Mathematics Learning Ability in Indonesia : A Meta Analysis Study. International Journal of Instruction, 15(3), 1131–1146. https://e-iji.net/ats/index.php/pub/article/view/367

Munthe, M., & Lase, F. (2022). Dominant Factors Influencing Students’ Learning Activities. Educativo: Jurnal Pendidikan, 1(1), 216–225. https://doi.org/10.56248/educativo.v1i1.30

Nardi, E. (1999). The Challenge of Teaching First- Year Undergraduate Mathematics : Tutors ’ Reflections on the Formal. NOMAD Nordic Studies in Mathematics Education. https://doi.org/https://doi.org/10.7146/nomad.v7i2.146662

Nguong, A., Ling, B., & Mahmud, M. S. (2023). Challenges of teachers when teaching sentence-based mathematics problem-solving skills. Frontiers in Psychology, 13, 1–11. https://doi.org/10.3389/fpsyg.2022.1074202

Nicolescu, B. N., & Petrescu, T. C. (2022). The Complexity of The Mathematics’ Teaching Learning in The Primary Cycle. Edu World International Conference Education Facing Contemporary World Issues. https://doi.org/10.15405/epes.23045.139

Patall, E. A., Yates, N., Lee, J., Chen, M., Bhat, B. H., Lee, K., Beretvas, S. N., Lin, S., Man Yang, S., Jacobson, N. G., Harris, E., & Hanson, D. J. (2024). A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement. Educational Psychologist, 59(1), 42–70. https://doi.org/10.1080/00461520.2023.2274104

Permata, B., Netson, H., & Ain, S. Q. (2022). Factors Causing Difficulty in Learning Mathematics for Elementary School Students. International Journal of Elementary Education, 6(1), 134–141. https://doi.org/10.23887/ijee.v6i1.44714

Pinquart, M., & Ebeling, M. (2020). Parental Educational Expectations and Academic Achievement in Children and Adolescents—a Meta-analysis. Educational Psychology Review, 32(2), 463–480. https://doi.org/10.1007/s10648-019-09506-z

Pristiwanti, D., Badariah, B., Hidayat, S., & Dewi, R. S. (2022). Pengertian Pendidikan. Jurnal Pendidikan Dan Konseling, 4(6), 7911–7915. https://doi.org/10.31004/jpdk.v4i6.9498

Purnomo, Sutadji, E., Utomo, W., Purnawirawan, O., Farich, R., Sulistianingsih, Fajarwati, R., Carina, A., & R, N. G. (2022). Analisis Data Multivariat. 322.

Putri, K., & Dirgantoro, S. (2019). Analysis of PGSD Students’ Difficulties in Geometry Courses. JNPM (Jurnal Nasional Pendidikan Matematika), 3(1), 13–26. https://doi.org/10.33603/jnpm.v3i1.1008

Raj Acharya, B. (2017). Factors Affecting Difficulties in Learning Mathematics by Mathematics Learners. International Journal of Elementary Education, 6(2), 8. https://doi.org/10.11648/j.ijeedu.20170602.11

Rakes, C. R., Ronau, R. N., Bush, S. B., Driskell, S. O., Niess, M. L., & Pugalee, D. K. (2020). Mathematics achievement and orientation: A systematic review and meta-analysis of education technology. Educational Research Review, 31, 100337. https://doi.org/https://doi.org/10.1016/j.edurev.2020.100337

Roksa, J., & Kinsley, P. (2018). The Role of Family Support in Facilitating Academic Success of Low ‑ Income Students. Research in Higher Education, 0123456789. https://doi.org/10.1007/s11162-018-9517-z

Rožman, M., & Vreˇ, I. (2025). Psychological Factors Impacting Academic Performance Among Business Studies’ Students. Education Sciences, 15(2). https://doi.org/10.3390/educsci15020121

Saha, M., Islam, S., Akhi, A. A., & Saha, G. (2024). Factors Affecting Success and Failure in Higher Education Mathematics: Students’ and Teachers’ Perspectives. Heliyon, 10(7), e29173. https://doi.org/10.1016/j.heliyon.2024.e29173

Sawitri, D. (2020). Difficulties of Teachers in Mathematics Education at the Elementary School Level. 6(1), 142–148. https://doi.org/10.58258/jime.v6i1.1119

Schel, J., & Drechsel, B. (2025). A latent profile analysis for teacher education students ’ learning : an overview of competencies in self-regulated learning. Frontiers in Education, 16(April), 1–24. https://doi.org/10.3389/fpsyg.2025.1527438

Shulman, L. (1987). Knowledge and Teaching:Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411

Sidik, G. S., Suryadi, D., & Turmudi, T. (2021). Learning Obstacle on Addition and Subtraction of Primary School Students: Analysis of Algebraic Thinking. Education Research International, 2021. https://doi.org/10.1155/2021/5935179

Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence. Frontiers in Psychology, 10, 2366. https://doi.org/10.3389/fpsyg.2019.02366

Sonnleitner, P., Kovacs, C., Tierney, R. D., & Bourke, R. (2020). Differences Between Students ’ and Teachers ’ Fairness Perceptions : Exploring the Potential of a Self-Administered Questionnaire to Improve Teachers ’ Assessment Practices. Frontiers in Education, 5(February), 1–14. https://doi.org/10.3389/feduc.2020.00017

Stepanovic, S., & Ilic, V. (2025). Specific Learning Difficulties in Younger School-Aged Children. Human Research in Rehabilitation, 15(1), 82–92. https://doi.org/10.21554/hrr.042507

Tan, C. Y., Hong, X., Gao, L., Song, Q., & Tan, C. Y. (2025). Meta-analytical insights on school SES effects. Educational Review, 77(1), 274–302. https://doi.org/10.1080/00131911.2023.2184329

Thongseiratch, T., & Chandeying, N. (2020). Chronic Illnesses and Student Academic Performance. Journal of Health Science and Medical Research, 38(3), 245–253. https://doi.org/10.31584/jhsmr.2020738

Wangge, M. (2021). Penerapan Metode Principal Component Analysis (PCA) Terhadap Faktor-faktor yang Mempengaruhi Lamanya Penyelesaian Skripsi Mahasiswa Program Studi Pendidikan Matematika FKIP UNDANA. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(2), 974–988. https://doi.org/10.31004/cendekia.v5i2.465

Watkins, M. W. (2021). A step-by-step guide to exploratory factor analysis with SPSS. Routledge.

Wen, R., & Dubé, A. K. (2022). A Systematic Review of Secondary Students ’ Attitudes Towards Mathematics and its Relations With Mathematics Achievement. Journal of Numerical Cognition, 8(2), 295–325. https://doi.org/10.5964/jnc.7937

Westley, K. E. (2011). Teacher Quality and Student Achievement. Education Policy Analysis Archives, 8(1), 1–215. https://doi.org/10.14507/epaa.v8n1.2000

Wijaya, T. T., Rahmadi, I. F., Chotimah, S., Jailani, J., & Wutsqa, D. U. (2022). A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being. International Journal of Environmental Research and Public Health, 19(23). https://doi.org/10.3390/ijerph192316247

Yang, X., & Kaiser, G. (2022). The impact of mathematics teachers’ professional competence on instructional quality and students’ mathematics learning outcomes. Current Opinion in Behavioral Sciences, 48, 101225. https://doi.org/10.1016/j.cobeha.2022.101225

Yayuk, E., & Husamah, H. (2020). The Difficulties of Prospective Elementary School Teachers in Item Problem Solving for Mathematics : Polya ’ s Steps. Journal for the Education of Gifted Young Scientists, 8, 361–378. https://doi.org/10.17478/jegys.665833

DOI: https://doi.org/10.53400/mimbar-sd.v12i4.95234

Refbacks

There are currently no refbacks.

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

View Mimbar Sekolah Dasar Stats