Student’s learning obstacles in statistics materials related to computational thinking skills

Abstract

The inclusion of computational thinking skills into the PISA assessment is a new challenge for Indonesian students. One of the most important roles in process of problem solving has not been widely applied by students due to learning obstacle. This study was qualitative research with a phenomenological approach to identify the learning obstacles of junior high school students in statistics material related to computational thinking skills. The research instruments used were test computational thinking skills and interview guidelines. The data obtained from the test results of 17 students from one of junior high schools in Garut, were analyzed through the stages of data reduction, data presentation and drawing conclusions. The results showed that students experienced three types of learning obstacles in statistic material related to computational thinking skills, namely: epistemological obstacle, ontogenic obstacle, and didactical obstacle.