Analysis toward Learning Obstacles of Junior High School Students on the concept of Triangle Idvan Aprizal Bintara (*), Sufyani Prabawanto (**)
Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, Bandung 40154, Indonesia
*idvanaprizalb[at]upi.edu
**sufyani[at]upi.edu
Abstract
Geometry is one of the important topics in school mathematics. Many people who solve daily problems use geometry, including the concept of triangles. However, many students still have obstacles in learning these topics. This study aims to analyse students^ learning obstacles on the concept of triangle. This study used a qualitative research with case study design and involved forty-five 9th grade students who study at one of junior high school in Majalengka, West Java, Indonesia. The data were collected using triangulation which employed document analysis, test, and interview. The results showed that students experienced several types of learning obstacles, including: students are hampered by their inability to follow learning demands about the definition of triangle, the types of triangles, the area of triangle (ontogenic obstacle), students are hampered by the presentation of triangle material is not considered well (didactical obstacle), and students are hampered by their inability to use the triangle concept in the context of non-routine questions (epistemological obstacle). The results of this study can be used as a reference for developing a more optimal didactical design.
