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Mathematics plays a crucial role in everyday life, as it enhances students' abilities to absorb lessons more effectively and develop rational, critical, logical, analytical, and systematic thinking. This study employs the literature review method, which involves gathering relevant information from various sources to support the research topic. The author collects references from articles and journals using Google Scholar, an open-access database that simplifies the process of locating topic-specific materials. Difficulties faced by students in learning mathematics are not always due to a lack of mathematical knowledge. They may stem from other issues such as memory problems, difficulty in recalling mathematical problems, weak calculation skills, confusion with operational signs, or reversing numbers. Students with learning disabilities may particularly struggle with both mathematical reasoning and basic computation. Furthermore, mathematical learning difficulties are also associated with cognitive challenges, such as solving complex word problems and understanding numerical concepts. These learning difficulties often result from internal and external factors that hinder the brain’s ability to process, analyze, and retain mathematical information effectively.

This research is motivated by the problem of the available LKPD still not being This research is motivated by the problem of the available LKPD still not being optimal in terms of development and use so that students are less interested in participating in learning. This is due to the lack of teacher motivation in creating innovative LKPD. Have never developed Student Worksheets (LKPD) based on Project Based Learning (PjBL) in learning, especially in science and science learning. Based on these problems, this research aims to develop PjB-based LKPD for science and science learning in class IV elementary schools that is valid, practical and effective. The type of research carried out is development research using the ADDIE development model. The test school was class IV students at SDN 12 Sintuk Toboh Gadang, while the research school was class IV students at SDN 11 Lubuk Alung. The research results obtained that the LKPD had a material validity level of 84.9%, language validity 88.8%, media validity 87.5% in the valid category. while the practicality test at the trial school obtained a percentage of 93.33%, for the teacher response questionnaire and 93.4% for the student response questionnaire in the very practical category. Furthermore, the practicality test at the research school obtained results of 90% for the teacher response questionnaire and 92.16% for the student response questionnaire in the very practical category. In the LKPD effectiveness test in the trial school the percentage was 89.64% and in the research school the percentage was 93% with both categories being very effective. It can be concluded that PjBL-based LKPD in grade IV elementary school science learning can be declared valid, practical and effective for use in the learning process.

This research aims to analyze students' learning difficulties  in solving mathematical problems, especially in mixed arithmetic operations at the elementary school level. The method used is Systematic Literature Review (SLR), which collects and analyzes relevant previous research. The research results show that most students have difficulty in understanding questions and doing arithmetic operations, especially in the arithmetic operations section (90% of students have difficulties). Common mistakes include errors in concepts, procedures, and operations, caused by lack of understanding, inaccuracy, and confusion in the order of processing questions. Internal factors such as attitude and motivation as well as external factors such as ineffective teaching methods also affect this difficulty. This research suggests solutions in the form of improving arithmetic exercises, improving the understanding of basic mathematical concepts, using relevant learning media, as well as guidance and remedial for students with difficulties. A creative learning approach is needed to overcome this challenge.

This study explores strategies to address students' difficulties in understanding and solving mathematical word problems involving long division in elementary schools. These difficulties can stem from internal factors, such as a lack of conceptual understanding, low motivation, and inaccuracy in solving problems, as well as external factors, such as ineffective teaching methods and minimal use of instructional media. Using the Systematic Literature Review (SLR) method, this research examines previous studies that discuss the causes of learning difficulties and possible solutions. The findings indicate that a contextual approach based on Realistic Mathematics Education (RME) and the use of concrete teaching aids can significantly enhance students' comprehension of long division. This approach helps students connect learning with real-life experiences and visualize mathematical concepts more clearly. Therefore, innovative instructional strategies are essential to improve elementary school students' understanding and numerical skills.

Learning based on Higher Order Thinking Skills (HOTS) is an effective strategy for sharpening children's intelligence in elementary schools. HOTS questions are designed to train students' critical, analytical, and creative thinking skills, enabling them to solve problems independently. This article discusses the basic concepts of HOTS questions, strategies for their implementation in learning, and their benefits in improving children's comprehension quality. Several effective strategies in HOTS-based learning include using challenging questions, problem-based learning, reflective discussions, and utilizing technology and interactive media. Additionally, this article identifies the challenges faced in implementing HOTS in elementary schools and solutions that educators can apply. With proper implementation, HOTS questions can help students develop higher-order thinking skills essential for facing future challenges.    

Learning based on Higher Order Thinking Skills (HOTS) is an effective strategy for sharpening children's intelligence in elementary schools. HOTS questions are designed to train students' critical, analytical, and creative thinking skills, enabling them to solve problems independently. This article discusses the basic concepts of HOTS questions, strategies for their implementation in learning, and their benefits in improving children's comprehension quality. Several effective strategies in HOTS-based learning include using challenging questions, problem-based learning, reflective discussions, and utilizing technology and interactive media. Additionally, this article identifies the challenges faced in implementing HOTS in elementary schools and solutions that educators can apply. With proper implementation, HOTS questions can help students develop higher-order thinking skills essential for facing future challenges.    

This study aims to analyze the impact of internal and external factors on low student learning outcomes in Pancasila Education subjects in elementary schools. Pancasila education plays an important role in shaping the nation's personality and teaching students their duties and rights in the context of Indonesian society. However, low learning outcomes in this subject indicate a problem that needs to be solved. This research applied the Systematic Literature Review (SLR) method to synthesize, evaluate and integrate information from previous studies. The data is analyzed with a content analysis approach. This research reveals that low student learning outcomes depend on internal and external influences. The most dominant internal factor is learning motivation, where students who are less motivated tend not to be able to follow learning optimally. In addition, differences in learning styles between students also affect the way they understand the material. On the external side, the use of conventional and less interesting learning media and the limited learning facilities available are important factors that affect students' low learning outcomes. Therefore, in order to improve learning outcomes of Pancasila Education in elementary schools, it is necessary to increase learning motivation, adjust learning styles, and utilize more interesting and supportive learning media and facilities

Understanding fraction concepts remains one of the biggest challenges in elementary mathematics education. Many students struggle with grasping fundamental fraction concepts, performing calculations, and applying them in problem-solving contexts. This study aims to analyze various factors contributing to students' difficulties in understanding fractions using a systematic approach Systematic Literature Review (SLR). Data were collected from relevant scholarly articles published between 2020 and 2025. The findings indicate that the primary difficulties students face in understanding fractions stem from a lack of conceptual comprehension, weak operational skills, and challenges in converting word problems into mathematical models. Additionally, low learning motivation and limited teaching method variations also contribute to students' struggles with fraction concepts.