MATHEMATICS LEARNING DIFFICULTIES IN NUMBER TOPICS: AN ANALYSIS BASED ON THE LEARNING STYLES  OF JUNIOR HIGH SCHOOL

Muhammad Taufik; Soffi Widyanesti Priwantoro

doi:10.37478/jupika.v9i1.8278

Authors

Muhammad Taufik Mathematics Education Study Program, Ahmad Dahlan University, Yogyakarta, Indonesia
Soffi Widyanesti Priwantoro Mathematics Education Study Program, Ahmad Dahlan University, Yogyakarta, Indonesia https://orcid.org/0000-0002-0706-1549

DOI:

https://doi.org/10.37478/jupika.v9i1.8278

Abstract

Learning difficulties in number concepts remain a common challenge among junior high school students. Although numerous studies have examined students' difficulties in mathematics learning, research that specifically analyzes these difficulties based on students' learning styles in number concepts is still limited. This study aimed to analyze the conceptual, procedural, and principle-related difficulties experienced by seventh-grade students at SMP Negeri 15 Yogyakarta based on visual, auditory, and kinesthetic learning styles. This study employed a descriptive qualitative approach. The participants consisted of 29 students from Class VII C in the 2025/2026 academic year, with six representative participants selected through purposive sampling to represent each learning style. Data were collected through essay tests, learning style questionnaires, and semi-structured interviews validated by experts. The data were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings revealed that students with visual learning styles experienced difficulties in understanding information presented in word problems and determining appropriate solution procedures. Students with auditory learning styles encountered difficulties in understanding fraction operation concepts and applying solution procedures, while students with kinesthetic learning styles experienced difficulties in integrating multiple mathematical concepts when solving word problems. The novelty of this study lies in its in-depth analysis of conceptual, procedural, and principle-related learning difficulties in number concepts based on students' learning styles. The findings are expected to provide teachers with insights for designing learning strategies that accommodate students' learning style characteristics.

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Keywords:

Learning Difficulties, Learning Styles, Mathematics

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