Learning Obstacles of Junior High School Students in Computational Thinking on Number Pattern Lessons

Abstract

This qualitative research employed a phenomenological approach with the aim of describing students’ learning obstacles in computational thinking related to the lesson on number patterns. This study took place at one of the MTsN schools in Makassar, involving 74 students of grade 8th , out of which 12 students were selected for interviews. The research employed tests, questionnaires, and interview guidelines as research instruments. The results revealed that students faced various learning obstacles, including (a) ontogenical obstacles such as instrumental ontogenical obstacle, psychological ontogenical obstacle, and conceptual ontogenical obstacle; (b) epistemological obstacles, encompassing difficulties in pattern recognition, abstraction, and generalization due to limitations in students’ contextual abilities to solve problems related to number patterns; and (c) didactical obstacles, including limitations in the teaching of number pattern lesson. The learning process fails to involve students in the process of abstraction and , resulting in incomplete material presentation. Moreover, it lacks emphasis on students’ thinking process during abstraction and generalization process, and places less emphasis on problem decomposition and algoritmic thinking. Keywords: computational thinking, junior high school, learning obstacles, number pattern lessons