Barrier Factors and Alternative Solutions in Understanding Vertical Addition–Subtraction Concept for Second-Grade Students of MI Ihyaul Islam I

Abstract

This study aims to examine in depth the factors that cause students' difficulties in understanding mathematical concepts for grade II students at MI Ihyaul Islam I, especially in the material of addition and subtraction, and to compile alternative solutions that are relevant and applicable. The main issues identified included limited understanding of place value, inaccuracies in aligning numbers vertically, the confusing use of term ‘borrowing’, and students passive responses when encontering difficulties. This study adopted a qualitative descriptive approach with data collection techniques in the form of direct observation, in-depth interviews, and documentation. The findings of this study revealed that students' difficulties in the learning process are influenced by internal factors, such as lack of mastery at basic concepts and low self-confidence, as well as external factors that include a less varied teaching approach and limited use of learning media by teachers. To overcome these obstacles, this study recommends several strategic steps, including the use of concrete aids (manipulatives) to strengthen understanding of place value, the use of more appropriate terms to replace the concept of "borrowing", and the application of interactive and digital technology-based learning, such as Canva. The results of this study are expected to be a practical reference for educators in developing more effective learning methods and encouraging increased understanding of basic mathematical concepts in elementary school students.