Open AccessAnalysis toward learning obstacles of junior high school students on the topic of direct and inverse proportion
Author(s) -
Idvan Aprizal Bintara,
Suhendra Suhendra
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1882/1/012083
Subject(s) - obstacle , context (archaeology) , mathematics education , inverse , triangulation , presentation (obstetrics) , computer science , algebraic number , multiplication (music) , mathematics , algebra over a field , pure mathematics , geometry , combinatorics , geography , medicine , mathematical analysis , archaeology , radiology
Direct and inverse proportion are the basic topics which need to be comprehended by students because they both will be used in discussing more advanced mathematics topics. However, many students still have obstacles in learning these topics. This study aims to identify and analyze students’ learning obstacles on the topic of direct and inverse proportion. This study used qualitative research approach with phenomenological design and involved thirty 8 th grade students. The data were collected using triangulation which employed test, interview, and document analysis. The results showed that students faced learning obstacles, which are inability to follow learning demands on the basic concept of ratio, multiplication concept in proportion, and direct proportion concept on algebraic equations (ontogenic obstacle), students are hampered by the presentation of direct and inverse proportion material is not considered well and not facilitate student-centered learning (didactical obstacle), and inability to use direct and inverse proportion concept in the context of graphs, algebraic equations, and non-routine questions (epistemological obstacle). These obstacles should be considered when developing a more optimal didactical design.