Abstract
This study is aimed to identify epistemological obstacles in students' understanding of the concept of analytic trigonometry. This research used Didactical Design Research (DDR) as the method that uses the interpretive paradigm. This study's participants were 14 grade XI students from a Senior High School in Kuningan who had studied analytic trigonometry. Data was obtained by analyzing the respondent ability test and interviews to solve trigonometric analytic questions. The characteristics of identified epistemological obstacles that have been found are related to students' knowledge in solving problems associated with analytic trigonometry. The results showed that students experienced several epistemological obstacles that impact some errors in solving the problem. Students' limited knowledge of fundamental topics in solving analytic trigonometry problems is a factor that contributes to the emergence of common trigonometry errors.
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