Learning Obstacle Related to the Ability of High School Student Representation to the Trigonometry Concept

Abstract

This research is phenomenological qualitative research that aims to identify learning obstacles in the representation ability of high school students on the Trigonomeri concept. This study also revealed how the meanings and experiences of students' meanings regarding the ability of representation in the trigonometry concept. This study involved 36 Class XI students in one of the State High Schools in the Sukabumi Regency and two mathematics teachers as participants. The data in this study were obtained from the analysis of the results of representation ability tests, documentation analysis (curriculum and sourcebooks), student and teacher questionnaires. The results obtained that there are three identified learning obstacle characteristics consisting of Ontogenic psychological obstacle identified in connection with the interests and motivation of students towards learning on trigonometric concepts, conceptual ontogenic obstacle relating to conceptual designs that are too difficult and too fast for students; Didactical obstacle deals with designs that do not represent the interconnectedness of concepts so that they are not aligned with the students' continuous thinking needs (mathematical representation ability); The epistemological obstacle relates to students' knowledge in solving representational ability problems with trigonometric concepts. These characteristics are found in each indicator of the ability of mathematical representation.