Analisis Kesulitan Guru Matematika Dalam Menerapkan Pembelajaran Daring di MTs Negeri Malinau. Penelitian ini bertujuan untuk mengetahui kesulitan apa yang dialami oleh guru matematika selama melakukan proses pembelajaran daring. Jenis penelitian skripsi ini adalah penelitian lapangan (field research) kualitatif dengan pendekatan deskriptif kualitatif. Sumber data dalam penelitian ini meliputi sumber data primer yakni wawancara dan sumber data sekunder yang dapat menunjang penelitian. Pengumpulan data dilakukan dengan observasi, wawancara dan studi dokumentasi. Hasil penelitian menunjukkan bahwa: (1) Kesulitan guru berupa gangguan jaringan, terbatasnya fasilitas HP dan kuota internet, kesulitan dalam penyampaian materi, kurangnya pemahaman siswa, beberapa siswa tidak aktif dan orang tua siswa tidak membimbing siswa dalam belajar. (2) Faktor kesulitan yang dialami oleh guru matematika MTs Negeri Tarakan ialah faktor eksternal yakni sulitnya kondisi alam, biaya, tidak terbiasa belajar mandiri dan kesibukan orang tua; Solusi yang dilakukan untuk mengatasi kesulitan yang ada selama pelaksanaan pembelajaran daring yaitu diantaranya dengan menyediakan tugas offline, guru rutin melakukan komunikasi dengan orang tua peserta didik dan pemberian fasilitas paket data kepada guru. Sehingga dapat disimpukan bahwa kesulitan yang dihadapi guru matematika selama pembelajaran daring adalah kendala umum yang dapat dialami oleh guru lain, tidak ada kesulitan khusus yang hanya dialami oleh guru matematika.

Kata Kunci: Kesulitan Guru, Pembelajaran Daring

The purpose of this study was to discover what difficulties faced by math teachers during the online learning process. This thesis research was a qualitative field study using a qualitative descriptive approach. Primary data sources, namely interviews, and secondary data sources were used in this study. The data were gathered through observation, interviews, and documentation studies. The study’s findings revealed that: (1) network disruptions, limited cellphone and internet quota facilities, difficulties in delivering material, lack of student understanding, some students were not active, and parents did not guide students in learning. (2) The external factors that caused difficulty for mathematics teachers at MTs Negeri Malinau were difficult natural conditions, costs, not being used to independent learning, and busy parents; solutions made to overcome the difficulties that existed during the implementation of online learning included providing offline assignments, teachers legularly communicating with students’ parents, and providing data package facilities to teachers. As a result, it can be concluded that the difficulties encountered by mathematics teachers during online learning were general obstacles that could be encountered by other teachers. There were no unique difficulties experienced by mathematics teachers. Keywords: Teacher Difficulties, Online Learning