ANALISIS KESULITAN BELAJAR LITERASI DAN NUMERASI DASAR PADA SISWA KELAS RENDAH DI SD NEGERI TEMPURAN 6

ASVERA, YOUFANKA CENEVA (2026) ANALISIS KESULITAN BELAJAR LITERASI DAN NUMERASI DASAR PADA SISWA KELAS RENDAH DI SD NEGERI TEMPURAN 6. S1 thesis, Universitas PGRI Madiun.

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Abstract

Foundational literacy and numeracy skills serve as the primary basis for lower-grade students to progress through subsequent stages of learning, yet preliminary observations at SD Negeri Tempuran 6 in Tempuran Village, Paron District, Ngawi Regency, revealed that several Grade I-III students still struggled to recognize letters, read fluently, comprehend texts, and complete basic arithmetic and word problems, a condition compounded by limited parental guidance and uncontrolled gadget use. This study aimed to describe the forms of basic literacy and numeracy learning difficulties, analyze their contributing factors, and describe teachers' efforts to address them among lower-grade students at SD Negeri Tempuran 6. A descriptive qualitative case study was employed, involving seven purposively selected informants: the principal, three lower-grade teachers, and three lower-grade students representing varying ability levels. Data were collected through in-depth interviews, participant observation, and documentation over three months, then analyzed using the Miles and Huberman interactive model comprising data reduction, data display, and conclusion drawing, strengthened by source and method triangulation. The findings showed that literacy difficulties were layered, ranging from confusing visually similar letters such as b-d and p-q and halting syllable-by-syllable reading, to difficulties comprehending texts and composing written sentences. Numeracy difficulties shifted from technical obstacles in column addition, borrowing subtraction, and basic multiplication toward more pronounced struggles in reasoning through word problems, even among students who had mastered simple arithmetic. These difficulties stemmed from an interaction between internal factors (motivation, self-confidence, cognitive ability) and external factors (parental involvement, home reading culture, limited learning media), while teachers responded through targeted remedial teaching, individual mentoring, concrete media, and strengthened parent communication. This study concludes that basic literacy and numeracy difficulties shift from technical to applied obstacles and are simultaneously shaped by students' psychological factors and their family-school environment. These findings imply the need for integrated interventions combining confidence-building, concrete media use, and sustained teacher-parent partnerships to support lower-grade students' literacy and numeracy achievement.

Item Type:	Thesis/Skripsi/Tugas Akhir (S1)
Kata Kunci:	: basic literacy difficulties; basic numeracy difficulties; lower-grade students; qualitative case study; instructional intervention
Subjects:	A Social Sciences > HG Finance L Education > LB Theory and practice of education L Education > LT Textbooks
Divisions:	Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Guru Sekolah Dasar
Depositing User:	ASVERA CENEVA YOUFANKA
Date Deposited:	22 Aug 2026 03:58
Last Modified:	22 Aug 2026 03:58
URI:	http://eprint.unipma.ac.id/id/eprint/9299

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