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AlphaMath: Journal of Mathematics Education
Published by Universitas Muhammadiyah Purwokerto
ISSN : 2477409X     EISSN : 25499084     DOI : https://doi.org/10.30595/alphamath
Core Subject : Education,
Mathematics
AlphaMath: Journal of Mathematics Education adalah jurnal pendidikan matematika yang menyajikan artikel hasil pemikiran dan penelitian serta perkembangan mutakhir. Alphamath merupakan jurnal peer reviewed dan open access. Alphamath diterbitkan oleh Prodi Pendidikan Matematika Universitas Muhammadiyah Purwokerto. Alphamath mengundang para guru/pendidik matematika di sekolah, dosen, pengamat, dan peneliti pendidikan matematika di seluruh dunia untuk bertukar pikiran dan memajukan keilmuan di bidang pendidikan matematika. Cakupan dan lingkup penelitian meliputi: kurikulum pendidikan matematika, pembelajaran matematika yang inovatif dan kreatif, media pembelajaran matematika, penilaian dan evaluasi pembelajaran matematika, lesson study, kemampuan berpikir matematis, dan ICT dalam pembelajaran matematika.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 181 Documents
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Didactical Situations and Learning Obstacles in Geometric Sequences among High School Students Utami, Wulan Putri; Jatisunda, Mohamad Gilar; Juraev, Davron Aslonqulovich; Azman, Mohamed Nor Azhari
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30595

Abstract

This study examines didactic situations by integrating an analysis of students’ learning obstacles in mathematics education, particularly on geometric sequences, which remains a persistent source of conceptual difficulty for students. The purpose of this study is to analyze didactic situations based on the Theory of Didactical Situations and to identify the types and emergence of students’ learning obstacles within each stage of the learning process. A descriptive qualitative approach was employed involving 36 eleventh-grade students divided into six groups. Data were collected through classroom observations, conceptual tests, and semi-structured interviews and analyzed using data reduction, data display, and conclusion-drawing techniques. The findings show that all stages of the Theory of Didactical Situations—action, formulation, validation, and institutionalization—were implemented systematically, each characterized by distinct patterns of students’ activities and interactions with the milieu. Nevertheless, students still encountered ontogenic obstacles during the action phase related to readiness and confidence, epistemological obstacles during the formulation phase in the form of misconceptions and difficulties in identifying multiplicative patterns, and didactical obstacles during the validation phase, characterized by limited participation and weak argumentative skills in discussions. These results indicate that learning obstacles are closely associated with the characteristics of each stage of the didactical situation. This study contributes an integrated analysis linking didactic situations with the emergence of students’ learning obstacles at each stage of the TDS through interactions with the milieu. The findings emphasize the importance of adaptive, student-centered instruction to strengthen conceptual understanding and reduce obstacles to learning in mathematics.

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