QUALITATIVE STUDY: LEARNING DIFFICULTIES OF STUDENTS EXHIBITING INDICATORS OF DYSCALCULIA IN SOLVING CONTEXTUAL MATHEMATICS PROBLEMS

Dika Oktaviani, Kamid Kamid, Jefri Marzal

Abstract


Dyscalculia is a specific mathematics learning disorder characterized by difficulties in number comprehension, performing arithmetic operations, and solving mathematical problems. This study aims to examine the learning difficulties experienced by students exhibiting indicators of dyscalculia in solving contextual mathematics problems at SMP Negeri 6 Jambi City. This study employed a qualitative descriptive approach utilizing three research instruments: a diagnostic test consisting of three items assessing conceptual understanding, procedural operations, and contextual problem-solving; an observation checklist; and semi-structured interviews. A total of 28 students participated in the diagnostic screening, from which five students with the lowest scores (0–1 out of 12) were purposively selected for in-depth analysis. The findings indicate that the overall mean score was 6.32 (52.7%), with 39.3% of students categorized in the low-achievement group (scores ranging from 0 to 4). In-depth qualitative analysis of the five subject revealed heterogeneous patterns of learning difficulties, including conceptual deficits in understanding fractions, procedural errors in applying arithmetic rules, and challenges in translating contextual problems into appropriate mathematical representations, influencing multiple stages of the problem-solving process. Therefore, the implementation of integrated diagnostic assessments and individualized instructional strategies is essential to effectively support students exhibiting indicators of dyscalculia in junior secondary mathematics education.

Keywords


Dyscalculia; Learning Difficulties; Problem Solving

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References


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DOI: https://doi.org/10.15548/mej.v10i2.13857

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