<![CDATA[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.]]>
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