STRATEGI GURU DALAM MENGATASI KESULITAN BELAJAR IPA DI SEKOLAH DASAR

Abstract

Science education in primary schools demands an understanding of abstract concepts along with scientific process skills, which frequently triggers learning difficulties that remain inadequately addressed. This descriptive qualitative case study aimed to identify the forms of science learning difficulties among fourth-grade students at SDN Rada, trace their underlying causes, and analyze teachers' coping strategies. Participants comprised one classroom teacher, the principal, a peer teacher, and 22 students, with five students serving as key informants. Data were gathered through observations of ten lessons, in-depth interviews, conceptual understanding tests, and document analysis, with trustworthiness ensured via triangulation and member checking. The findings revealed six primary forms of learning difficulties, predominantly difficulties in executing and interpreting simple experiments (77.3 percent) and comprehending abstract concepts (72.7 percent). The underlying causes included internal factors such as limited prior knowledge and low reading interest, combined with external barriers like the absence of laboratories and limited home learning support. The teacher implemented seven adaptive strategies centered on utilizing concrete environmental materials, tiered guided questioning, and contextual everyday connections. The main conclusion confirms that pedagogical strategies effectively address science learning difficulties when planning, implementation, and evaluation phases operate as an interconnected continuum.