Penelitian ini bertujuan untuk mendeskripsikan kesulitan belajar siswa pada mata pelajaran SKI serta peran guru dalam mengatasinya di Madrasah Ibtidaiyah Negeri 3 Ponorogo. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian lapangan. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan teknik pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperoleh melalui triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa kesulitan belajar siswa meliputi rendahnya minat dan motivasi belajar, kesulitan memahami materi sejarah, serta kurangnya konsentrasi selama pembelajaran. Peran guru dalam mengatasi kesulitan tersebut diwujudkan sebagai pembimbing, motivator, fasilitator, dan evaluator melalui bimbingan individual, penggunaan metode dan media pembelajaran yang bervariasi, pemberian motivasi, pelaksanaan remedial, serta evaluasi berkelanjutan. Faktor pendukung meliputi hubungan yang baik antara guru dan siswa, tersedianya sarana dan prasarana, serta dukungan kepala madrasah dan orang tua, sedangkan faktor penghambat meliputi rendahnya minat belajar siswa, perbedaan kemampuan siswa, kurangnya perhatian orang tua, dan keterbatasan waktu pembelajaran.
Kata Kunci: Kesulitan Belajar, Peran Guru, SKI
This study aims to describe students' learning difficulties in the subject of SKI and the teachers' role in addressing them at Madrasah Ibtidaiyah Negeri 3 Ponorogo. The study employs a qualitative approach and is classified as field research. Data were collected through observation, interviews, and documentation, and subsequently analyzed using data collection, data reduction, data presentation, and conclusion-drawing techniques; data validity was ensured through source and method triangulation. The results indicate that students' learning difficulties include low learning interest and motivation, difficulty comprehending historical material, and a lack of concentration during lessons. Teachers address these difficulties by acting as guides, motivators, facilitators, and evaluators through individual guidance, the use of varied teaching methods and media, the provision of motivation, the implementation of remedial measures, and continuous evaluation. Supporting factors include positive teacher-student relationships, the availability of facilities and infrastructure, and support from the madrasa principal and parents; conversely, inhibiting factors include low student interest in learning, disparities in student abilities, a lack of parental attention, and limited study time.
Keywords: Learning Difficulties, Teacher's Role, SKI