Learning process: Obstacles on statistical content

Abstract

Each individual has different abilities, and these abilities cannot be seen in the results obtained. Individuals may experience difficulties in learning mathematics, and these difficulties are referred to as learning obstacles. Learning obstacles are not only owned by students with low abilities but also students with high abilities are impaired to solve problems. This study analyzed the learning obstacle in statistical content. This research is descriptive qualitative research. The subjects were students of SMPN 12 Surakarta. Subjects were taken from students who experienced learning obstacles. Those who did not experience learning obstacles were included in the study. The instruments used were in the form of tests and interviews. The instruments were validated by experts in statistical content and research methods as well as teachers. The validator suggested that the problems should be presented sequentially according to the level of difficulty. Data analysis went through three stages, namely data reduction, data presentation, and conclusion drawing. This study revealed three learning obstacles of an ontogenic obstacle, didactical obstacle, and epistemological obstacle. The results of this study will be used as an initial stage for the next research of designing teaching materials that can minimize learning obstacles by making didactical design research (DDR).