Proceedings of the 2nd National Conference on Mathematics Education 2021 (NaCoME 2021)

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Students’ Epistemological Obstacles in Statistical Problems

Authors
Rosmala Dewi1, *, Riyadi Riyadi2, Siswanto Siswanto3
1Postgraduate of Mathematics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia.
2Faculty of Teacher Training and Education, Universias Sebelas Maret Surakarta, Indonesia
3Faculty of Mathematics and Natural Sciences, Universitas Sebelas Maret Surakarta, Indonesia
*Corresponding author: rosmaladewi@student.uns.ac.id
Corresponding Author
Rosmala Dewi
Available Online 19 April 2022.
DOI
10.2991/assehr.k.220403.026How to use a DOI?
Keywords
Conceptual Obstacles; Procedural Obstacles; Operational Technical Obstacles; Statistics
Abstract

Learning difficulties often appear as obstacles that inhibit students from properly understanding concepts and solving problems. These obstacles are called epistemological obstacles, referring to scientific knowledge that can cause stagnation, even decline one’s level of knowledge as shown by response errors in answering questions. This study analyzed the students’ epistemological obstacles in statistics. This descriptive qualitative study included students of SMPN 12 Surakarta as subjects. Subject selection criteria included students who experienced epistemological obstacles and excluded students who did not experience epistemological obstacles. Data collection instruments in the forms of test questions and interview guidelines were validated by a statistical content expert, expert of research method, and teacher. Validators suggested to sequentially present the problems according to the level of difficulty. The data in this study were analyzed through three stages; data reduction, data presentation and conclusion drawing. conceptual obstacle is inability to determine the proper formula, procedural obstacle where the subject did not include the term “Suppose” for objects in problems involving variables and technical operational obstacle was less thorough in carrying out addition operations to subtraction when moving segments. The results of this study will be useful insights for further researchers in designing teaching materials that can minimize epistemological obstacles through the Didactical Design Research (DDR).

Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article distributed under the CC BY-NC 4.0 license.

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Volume Title
Proceedings of the 2nd National Conference on Mathematics Education 2021 (NaCoME 2021)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
19 April 2022
ISBN
10.2991/assehr.k.220403.026
ISSN
2352-5398
DOI
10.2991/assehr.k.220403.026How to use a DOI?
Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article distributed under the CC BY-NC 4.0 license.

Cite this article

risenwbib
TY  - CONF
AU  - Rosmala Dewi
AU  - Riyadi Riyadi
AU  - Siswanto Siswanto
PY  - 2022
DA  - 2022/04/19
TI  - Students’ Epistemological Obstacles in Statistical Problems
BT  - Proceedings of the 2nd National Conference on Mathematics Education 2021 (NaCoME 2021)
PB  - Atlantis Press
SP  - 183
EP  - 188
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220403.026
DO  - 10.2991/assehr.k.220403.026
ID  - Dewi2022
ER  -