Student’s obstacles in learning volume of cube and cuboid

Abstract

The concept of volume is a significant concept taught from elementary school to high school level. However, many students still have difficulty in learning the concept of volume, especially the concept of the volume of a cube and a cuboid. This study aims to identify learning obstacles that occur in junior high school students related to the concept of volume of cubes and cuboid. This research method uses an interpretive paradigm which is part of the Didactical Design Research (DDR). Data analysis was obtained from a test consisting of five questions related to the volume of cubes and cuboid, given to thirteen students from one of the junior high schools in Jambi City; and interviews with three students who said they had learning obstacles. The results showed that students experienced three types of learning obstacles: epistemological obstacles, ontogenic obstacles, and didactical obstacles. The results of this study can be used by other researchers as material for consideration in designing learning designs related to the concept of the volume of cubes and cuboids, then analyzing the process of implementing the design to create a revised design based on the results of the previous design implementation. Through this design can be used by teachers in the learning process for minimizing the occurrence of learning obstacles, so that the learning process can take place optimally.