Abstract
This study aimed to identify and analyze the challenges faced by students in learning Mathematics in the Modern World (MMW), a general education course in the New General Education Curriculum in higher education institutions. The research sought to understand the effects of these challenges on the learning process and to propose effective teaching strategies to address these issues. The study employed a mixed-methods approach, drawing data from questionnaires and interviews conducted with students enrolled in Mathematics in the Modern World. Textual analysis was used as the primary data elicitation technique to comprehensively understand the qualitative aspects of the students' experiences and challenges. The result of this study showed several pressing concerns in Learning Mathematics in the Modern World. These problems are categorized as learning capabilities, teachers' instructions, unavailability of learning resources, assessment tasks, Attitude towards Mathematics, size of classroom and space, managing time, and family influences. Among these, attitude towards Mathematics emerged as the most significant issue. Students, including senior ones, reported that their attitudes significantly influenced their ability to engage with and comprehend mathematical concepts. Additionally, the frequency and nature of assessment tasks were noted as particularly challenging, often testing students' abilities and patience, thereby impacting their overall learning experience. Each identified challenge had a substantial impact on the students' ability to effectively engage with and learn mathematical concepts. The study advocates for a shift towards more flexible, student-centered teaching approaches that leverage andragogy and OBE principles to improve learning outcomes in mathematics education. By addressing the identified challenges, these approaches can significantly enhance the effectiveness of mathematics instruction and support students in achieving better educational outcomes.
