Published date: Apr 26 2024

Journal Title: KnE Social Sciences

Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Models and Teaching Approaches

Pages: 460–470

DOI: 10.18502/kss.v9i13.15948

Anisah Sita Mujahidahanisahsm12@upi.eduDepartment of Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, Bandung 40154, Indonesia

Rizky RosjanuardiDepartment of Mathematic Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, Bandung 40154, Indonesia

The concept of pyramid volume has been studied at the starting of the elementary school (SD) level and studied more deeply in junior high school (SMP). However, many students make mistakes in solving problems related to the volume of pyramids. This study aims to identify the ontogenic and epistemological obstacles of students in understanding the concept of pyramid volume. This is a qualitative research using a Didactical Design Research (DDR). Sixteen students of grade IX in Bandung who had studied the concept of pyramid volume participated in the study. Data were obtained by analyzing respondents’ ability tests and interviews to solve problems related to the volume of pyramids. Characteristics of ontogenic and epistemological obstacles were found in students’ knowledge in solving problems related to the concept of pyramid volume. The results showed that students experienced several ontogenic and epistemological obstacles which resulted in errors in problem-solving.

Keywords: epistemological obstacles, pyramid volume, students’ ontogenic

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