Abstract
The ability to solve problems is one of the important competencies that students must master, including problems of inner product spaces encountered in Vector Algebra lectures. However, students' ability to solve problems based on this concept is not yet optimal. Therefore, this research was conducted with the aim of describing (1) the epistemological obstacles that hinder students in solving inner product space problems and (2) the causes of these obstacles. This research uses a qualitative approach with a phenomenological type involving students from the Bachelor of Mathematics Education Study Program, FKIP Universitas Lampung who are taking the Vector Algebra course. The subjects of this research were six students who were chosen with the consideration that these students made mistakes in solving problems. This research data was collected through technical tests and interviews. Data analysis was carried out qualitatively. The results of the research show that there are six epistemological obstacles experienced by students in solving inner product space problems and three causes that trigger these obstacles. The results of this study provide opportunities for further research by assessing appropriate scaffolding to overcome these epistemological obstacles.
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