Analysis of Learning Obstacle on The Concept of Composition Functions in Online Learning from The Perspective of AVAEM Error Categories (ARITH, VAR, AE, EQS, and MATH) Nadia Ulfa (a*), Al Jupri (b), Dadang Juandi (c)
Mathematics Education Department, Indonesia University of Education
Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*nadiaulfa[at]upi.edu
Abstract
The spread of the COVID-19 virus demands changes in various aspects of life, including in the field of education. The government enforces online learning in the learning process in schools. With the enactment of this learning system, there are learning barriers that are felt by students. This study aims to analyze student learning obstacles in the concept of composition function in online learning from the perspective of AVAE categories (ARITH, VAR, AE, and EQS). To achieve this goal, the researchers used qualitative research in which data collection was taken using triangulation techniques, namely from the results of written test analysis, learning video analysis, interviews, and document analysis. Researchers involved 70 students aged around 14-15 years as participants in this study. The results showed that learning obstacles found in the concept of compositional functions and inverse functions in online learning include ontogenical obstacles, didactical obstacles, and epistemological obstacles.
Keywords: AVAEM Categories, Composition Function, Learning Obstacle, and Online Learning
