<![CDATA[Integer multiplication is one of the important materials in mathematics. However, material on integer multiplication often becomes a problem for junior high school students' learning. This study aims to determine the learning barriers experienced by junior high school students in the integer multiplication material and to identify the characteristics of these barriers (ontogenic, epistemological, and didactic). This study used a qualitative method with a diagnostic study design. The research participants were 14 eighth-grade students at a public junior high school in Bitung City, North Sulawesi, with 3 students selected as subjects for exploration based on the types and patterns of errors and the diversity of levels of understanding observed in learning integer multiplication. The research procedure began with the preparation of a diagnostic test instrument consisting of three abstract questions and story problems related to the multiplication of integers, as well as an interview guide. The instruments used comprised two types: a learning-obstacle diagnostic test and a semi-structured interview guide, while the researcher served as the analytical instrument. Data collection in this study was carried out using triangulation, namely observation, interviews, and documentation of textbooks and student notebooks. The research data analysis was conducted in three stages, namely data reduction, data presentation, and conclusion drawing. The study found three interrelated types of learning obstacles: ontogenic, epistemological, and didactical. Based on the results of the research and discussion on the identification of learning obstacles, it can be concluded that the characteristics of learning obstacles in learning integer multiplication in junior high school are ontogenic obstacle in the form of memorization without understanding the rules of multiplication of signs, epistemological obstacle in the form of misunderstanding of the definition and characteristics of integers, misconceptions about the rules of multiplication of signs, difficulties in understanding the relationship between real contexts and integer operations, and didactic obstacle in the form of design and implementation of learning. Based on the results of this study, it is necessary to create a learning design to overcome students' learning obstacles in junior high school integer multiplication. Keywords: learning obstacle, integer multiplication, diagnostic study, junior high school students.]]>
