Published date: Apr 26 2024

Journal Title: KnE Social Sciences

Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Models and Teaching Approaches

Pages: 253–264

DOI: 10.18502/kss.v9i13.15925

Khabibur Rohmanhaabib.rohman@gmail.comPrimary Education Department, Universitas Pendidikan Indonesia, Bandung, Indonesia

Turmudi .Mathematics Education Department, Universitas Pendidikan Indonesia, Bandung, Indonesia

Dasim BudimansyahCivic Education Department, Universitas Pendidikan Indonesia, Bandung, Indonesia

Ernawulan SyaodihPrimary Education Department, Universitas Pendidikan Indonesia, Bandung, Indonesia

Eka Cahya MaulidiyahTeacher education for early childhood education, Universitas Negeri Surabaya, Surabaya, Indonesia

Poor instructional design is alleged to be the cause of the low ability and poor mathematical attitude of students. The preparation of learning design focuses too much on academic intellectual barriers and tends to override psychological-emotional barriers. Without overcoming cognitive and emotional barriers at the same time, a student will not achieve optimal results in learning mathematics. This study aims to analyze the needs of learning mathematics in elementary schools and especially analyze the existence of social emotional barriers in learning mathematics. The results of the learning needs analysis are used as the basis for developing a more comprehensive mathematics learning design. This study uses a qualitative - descriptive method. The study was conducted in 10 elementary schools in East Java involving 30 students and 10 mathematics teachers. The results showed that students who had difficulty in learning mathematics were not always due to the student’s academic capacity, but were also influenced by their ability to focus, struggle, and their involvement in learning. The teachers so far only focus on overcoming academic obstacles and tend to override social emotional barriers in learning mathematics. The purpose of learning mathematics will be achieved when the teacher succeeds in overcoming both intellectual and emotional problems. The implications of the research findings show the urgency to include the value of compassion in mathematics learning, especially at the elementary school. Compassionate mathematics is an idea to collaborate on social emotional learning, joyful learning and realistic education in learning mathematics.

Keywords: compassion, elementary school, mathematics learning

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