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All Journal Journal of Advanced Sciences and Mathematics Education
Sri Rahmawati Fitriatien
Universitas PGRI Adi Buana Surabaya, Indonesia
Chemistry Education Mathematics Physics Social Sciences

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Exploring learning obstacles in circle and chord geometry through diagnostic assessment: Evidence from indonesian senior high school students Anggraini Puspitasari; Sri Rahmawati Fitriatien
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i3.1404

Abstract

Background: Learning obstacles remain a major challenge in mathematics education, particularly in circle and chord geometry, where students frequently encounter difficulties in conceptual understanding, formula application, and interpreting geometric representations. These difficulties often result in errors in mathematical problem-solving and indicate the need for a comprehensive analysis of students’ learning obstacles. Aim: This study aims to identify and classify students’ learning obstacles in circle and chord geometry based on Brousseau’s learning obstacle theory, encompassing ontogenic, didactical, and epistemological obstacles. Methods: This study employed a descriptive qualitative approach involving three Grade 11 students from SMA Negeri 1 Kedamean, Indonesia, who were purposively selected based on the lowest diagnostic test scores and teacher recommendations. Data were collected through five open-ended diagnostic test items and semi-structured interviews and analyzed using data reduction, data display, and conclusion drawing, supported by methodological triangulation to ensure data credibility. Results: The findings indicate that students experienced conceptual difficulties characterized by procedural formula application without conceptual reasoning, inadequate explanation of solution processes, dependence on familiar problem patterns, and limited understanding of problem statements. Conclusion: The study identified epistemological, ontogenic, and combined epistemological–ontogenic learning obstacles, suggesting that students’ academic achievement does not necessarily reflect their conceptual understanding of circle and chord geometry.
Co-Authors Anggraini Puspitasari