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: 561–568

DOI: 10.18502/kss.v9i13.15959

Vidya Sonetavidyasoneta2407@upi.eduDepartment of Mathematics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Nurjanah .Department of Mathematics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Sufyani PrabawantoDepartment of Mathematics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

This study aims to describe the learning obstacle in the concept of quadrilateral constructed areas based on the meaning obtained by students. The research method used is a qualitative method with a case study design. The participants in the research were 26 students of grade VII from one of the Bungo State Junior High Schools. The data collection was carried out by testing the respondents’ abilities, interviewing them, and then conducting an in-depth analysis of the obstacles experienced by students. Based on the research conducted, it was revealed that epistemological obstacles arise because students understanding about the given problem is different from the usual context. Epistemological obstacle arise in the form of students’ limited knowledge in solving problems related to the concept of the area of a rectangular dataset. Ontogenic obstacles are related to students’ lack of concentration and readiness in the teaching and learning process.

Keywords: junior high schools, learning obstacles, quadrilateral constructed areas

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