Learning Obstacles of Junior High School Students in Computational Thinking on Number Pattern Lessons
Dwi Fitriani Rosali (a*), Didi Suryadi (a), and Suhendra (a)

(a) Department of Mathematics Education, Universitas Pendidikan Indonesia
Jl. Dr. Setiabudhi No.229, Bandung 40154, Indonesia
*dewirosali[at]upi.edu

Abstract

Computational thinking is one of the most important skills in solving mathematical problems. However, in fact there are still many students who do not have these abilities due to learning obstacles. This study was qualitative research with a phenomenological approach that aims to describe students^ learning obstacles in computational thinking on number pattern lesson including ontogenical obstacles, epistemological obstacles, and didactical obstacles. This study was conducted at one of the MTsN schools in Makassar, South Celebes and involved 74 students of grade 8th. From the 74 students, 12 students were selected to interview. The research instruments that were used were tests, questionnaires, and interview guidelines. The collected data was then analyzed with stages: data reduction, data presentation, and conclusion withdrawal. The results showed that there were learning obstacles experienced by students, namely (a) ontogenical obstacles that include instrumental ontogenical obstacle, psychological ontogenical obstacle, and conceptual ontogenical obstacle- (b) epistemological obstacle, in the form difficulties in doing either pattern recognition or abstraction and generalization because of limitations of the students^ context ability in solving the problem of number patterns- and (c) didactical obstacle, in the form of limitations of the learning of number pattern lesson, the learning does not involve the students in process of abstraction and generalization that make the material presentation become incomplete, and the learning does not emphasize on the students^ thinking process in abstraction and generalization process, and also less emphasize on problem decomposition and algoritmic thinking. From this research, the researcher recommend that the identified learning obstacles can be used as a consideration to develop a more optimal didactical design related to number pattern lesson by paying attention to the students^ characteristics.

Keywords: learning obstacle, computational thinking, number pattern

Topic: Mathematics Education