Students^ Ontogenic and Epistemological Obstacles on the topic of Pyramid Volume Anisah Sita Mujahidah (a)*, Rizky Rosjanuardi (b)
a) Program Studi Pendidikan Matematika, Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudhi 229, Bandung 40154, Indonesia.
*anisahsm12[at]upi.edu
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudhi 229, Bandung 40154, Indonesia.
rizky[at]upi.edu
Abstract
The concept of pyramids volume has been studied starting at the elementary school (SD) level and studied more deeply in junior high school (SMP). However, there are many students make mistakes in solving problems related to the volume of pyramids. This study aims to identify the ontogenic and epistemological obstacles of students in understanding the concept of pyramids volume. This research is a qualitative research using a Didactical Design Research (DDR). The participants of this study were 16 students of grade IX in Bandung who had studied the concept of pyramids volume. Data were obtained by analyzing respondents^ ability tests and interviews to solve problems related to the volume of pyramids. Characteristics of ontogenic and epistemological obstacles which were found about students^ knowledge in solving problems related to the concept of pyramids volume. The results showed that students experienced several ontogenic and epistemological obstacles which resulted in errors in problem solving.
