Penelitian ini dilatar belakangi oleh adanya kesulitan belajar matematika yang dialami siswa. Jenis penelitian ini adalah kualitatif dengan pendekatan deskriptif. Tujuan penelitian ini adalah mendeskripsikan persepsi guru sekolah dasar terhadap kesulitan belajar matematika siswa. Penelitian ini melibatkan 39 guru Sekolah Dasar (SD) dari sekolah yang berada di Kelurahan Pantai Amal. Data dikumpulkan melalui kuesioner terbuka dan wawancara mendalam dengan enam guru sekolah dasar mewakili tipe dilakukan sebagai proses triangulasi. Data dianalisis secara kualitatif untuk mendeskripsikan bagaimana persepsi guru sekolah dasar terhadap kesulitan belajar matematika siswa. Hasil analisis menunjukkan bahwa guru tidak mengalami kesulitan selama proses pembelajaran matematika tetapi siswa terkadang tidak aktif, diam dan pasif dan cenderung tidak mengerti dengan materi yang telah disampaikan. Guru dapat mengetahui adanya kesulitan yang di alami oleh siswa dengan pemberian tugas secara langsung dan melihat nilai siswa yang tidak sesuai dengan KKM. Dengan begitu guru akan memberikan bimbingan secara khusus kepada siswa yang mengalami kesulitan. Selain itu, guru menjelaskan materi secara berulang-ulang dan aktif memberikan latihan soal. Selama proses pembelajaran guru menggunakan media pembelajaran, alat peraga dan metode yang menarik agar siswa tidak mengalami kesulitan dalam pembelajaran. Pihak-pihak yang juga terlibat mengenai adanya kesulitan belajar matematika yang utama adalah guru dan orang tua. Selain itu terdapat kerabat terdekat, teman sebaya dan juga perlu adanya dukungan dari komunitas edukasi. Hasil penelitian ini menunjukkan bahwa kemampuan diagnostik guru masih perlu dukungan terutama dalam mendiagnosis adanya kesulitan belajar matematika yang di alami oleh siswa.

Kata Kunci: Persepsi Guru, Kesulitan Belajar Siswa, Pengajaran

This research is motivated by the difficulties in learning mathematics experienced by students. This type of research is qualitative with a descriptive approach. The purpose of this study was to describe the perception of elementary school teachers on students' mathematics learning difficulties. This study involved 39 elementary school teachers from schools located in Pantai Amal Village. Data were collected through an open questionnaire and in-depth interviews with six primary school teachers representing the type carried out as a triangulation process. The data were analyzed qualitatively to describe how the perception of elementary school teachers on students' mathematics learning difficulties. The results of the analysis show that teachers do not experience difficulties during the mathematics learning process, but students are sometimes inactive, silent and passive and tend not to understand the material that has been delivered. Teachers can find out if there are difficulties experienced by students by giving assignments directly and seeing student scores that are not in accordance with the KKM. That way the teacher will provide special guidance to students who have difficulty. In addition, the teacher explains the material repeatedly and actively provides practice questions. During the learning process the teacher uses learning media, teaching aids and interesting methods so that students do not experience difficulties in learning. The parties who are also involved regarding the existence of the main difficulties in learning mathematics are teachers and parents. In addition, there are closest relatives, peers and also need support from the educational community. The results of this study indicate that the teacher's diagnostic ability still needs support, especially in diagnosing the difficulties in learning mathematics experienced by students. Keywords: Teacher's Perception, Students' Learning Difficulties, Teaching