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All Journal Jurnal Gantang Al-Jabar : Jurnal Pendidikan Matematika Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Journal of Didactic Mathematics Koordinat : Jurnal Pembelajaran Matematika dan Sains Aksioma Ibtidai'y Datokarama: Jurnal Pendidikan Dasar Mitra Sains
Agung Wicaksono
UIN Datokarama Palu
Agriculture, Biological Sciences & Forestry Education Languange, Linguistic, Communication & Media Mathematics Physics Other

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Journal : Al-Jabar : Jurnal Pendidikan Matematika

 1 
How students' obstacle in solving mathematical tasks deal with linear equation in one variabel Wicaksono, Agung; Prabawanto, Sufyani; Suryadi, Didi
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 1 (2024): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v15i1.21137

Abstract

Background: Algebra is one of the most important topics in school mathematics. However, the facts in the field found that there were still many errors made by students in solving problems on linear equations in one variable.Aim: This research aims to describe and analyze students' learning obstacles in one-variable linear equation material.Method: This research used a qualitative research approach with a phenomenological design. This research used a purposive sampling technique, the research subjects were 28 class VIII students of Junior High School in Palu City. Data collection was carried out by triangulating data through description tests, in-depth interviews, and documentation studies.Result: Learning obstacles found in the one-variable linear equation material are categorized into 3 types, namely ontogenic obstacles, epistemological obstacles, and didactical obstacles. ontogenic obstacles are found because there is a leap in students' thinking from an arithmetic mindset to an algebraic mindset. Epistemological obstacles are found due to limited context for students which causes errors in working on questions. Some epistemological obstacles are the concept of linear equations, algebraic operations, and applications to equations. The didactical obstacle was found because the teacher's teaching was procedural so the formation of the concept of one-variable linear equations and inequalities in students did not go well.Conclusion: The importance of initial strengthening is related to students' understanding of coefficients, variables, and constants, providing strengthening of the arithmetic thinking process to algebraic thinking, as well as techniques and methods in delivering material and the teaching materials used.
Exploration of student learning obstacles in solving propotional problems in junior high school Warli, Dwi; Fatimah, Siti; Wicaksono, Agung; Kahar, Moh Jusri; Fajriani, Fajriani; Deeteng, Asman
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 1 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i1.26478

Abstract

Background: Proportion is a key mathematical concept, but epistemological and didactical learning obstacles can hinder students' understanding. These challenges arise from limited contextual knowledge and procedural teaching methods. Identifying these obstacles through diagnostic assessments helps design effective learning strategies, enhancing students' proportional reasoning and problem-solving skills. Aim: This research aims to describe and analyze students' learning obstacles in Proportion material in terms of Proportional reasoning.. Method: The method used in this case is a research method qualitative focuses on obstacles to learning. Instruments used in studying learning obstacles designed based on the Proportional level of reasoning. The subject of this research comes from Al-Fahmi Palu Junior High School which consists of class VII, Data collection was carried out through written tests, interviews and observations. Result: The results of the research show revealing two main types: epistemological and didactical obstacles. Epistemological obstacles arise due to students' limited contextual knowledge, preventing them from applying known concepts to new problems, as seen in their difficulty modeling proportional relationships correctly. Didactical obstacles stem from procedural teaching methods that emphasize memorization over conceptual understanding, leading students to rely on fixed procedures rather than flexible problem-solving strategies. These findings highlight the need for varied and meaningful learning approaches to help students build a deeper understanding of Proportion concepts. Conclusion: The research found two types of student learning obstacles in solving Proportion problems: epistemological obstacles, due to limited contextual knowledge, and didactical obstacles, arising from teachers' procedural teaching methods and lack of varied practice, leading to difficulties in handling complex proportional reasoning.
Co-Authors Badjeber, Rafiq Deeteng, Asman Didi Suryadi Dwi Warli Fajriani Fajriani Fujiwara T. M Kaili Moh Jusri Kahar Mohammad Rizal Mufidah Mufidah Nursupiamin Nursupiamin, Nursupiamin Raisatunnisa, Raisatunnisa Sari, Dwi Maulida Siti Fatimah Sufyani Prabawanto, Sufyani Suhendra Suhendra Sukayasa Sukayasa Warli, Dwi Yandhu Ardiansyah