Analysis of Students’ Learning Difficulties in the Topic of Force and Motion in Fourth Grade Elementary School

Abstract

Force and motion is a foundational yet frequently misunderstood topic in elementary science, and understanding why students struggle with it is essential for effective instruction. This study examined the forms of learning difficulty fourth-grade students experience with force and motion, the internal and external factors underlying these difficulties, and the measures teachers take to address them. A descriptive qualitative design was employed at SDN 3 Panembahan, Cirebon Regency, West Java, involving all 42 fourth-grade students and the class teacher, with three students showing the most significant difficulties purposively selected as key informants. Data were collected through semi-structured interviews, classroom observation, and documentation, then analyzed using an interactive qualitative model of data reduction, data display, and conclusion drawing and verification, with triangulation establishing trustworthiness. Findings showed that students struggled to define force scientifically, distinguish force from motion, and explain cause-and-effect relationships, and that some displayed passive engagement during lessons. These difficulties stemmed from internal factors such as fluctuating concentration and inconsistent study habits, and from an external factor, namely inconsistent family support at home. The teacher responded through early detection with personalized support, media-based demonstration, and remedial and enrichment programs tied to the minimum competency standard. The study concludes that force-and-motion learning difficulties arise from interacting cognitive, motivational, and environmental factors, and recommends instruction combining remedial practice with more deliberately targeted conceptual strategies.