Analysis of Teachers’ Challenges in Implementing Mathematics Learning Models

Abstract

This study aims to analyze teachers’ problems in implementing mathematics learning models viewed from pedagogical, contextual, and institutional aspects. The study employed a qualitative approach using a literature review design through the analysis of various relevant national and international journals published within the last five years. Data collection was conducted through document analysis, while the data were analyzed using qualitative analysis by identifying, classifying, and interpreting the research findings. The findings indicate that pedagogical problems include teachers’ difficulties in selecting appropriate learning models, creating active learning environments, and adapting instruction to students’ characteristics. Contextual problems are related to low learning motivation, heterogeneous classroom conditions, and less conducive learning environments. Meanwhile, institutional problems include limited educational facilities and infrastructure, low utilization of learning technology, and a lack of teacher training. In addition, the implementation of mathematics learning models is influenced by learning motivation, student participation, the learning environment, and support from educational institutions. Therefore, strengthening teachers’ competencies and providing school support are necessary to ensure that mathematics learning can be carried out more effectively and meaningfully.