Learning obstacles of high school students in computational thinking on two-variable linear inequality system
DOI:
https://doi.org/10.31629/jg.v10i1.6920Keywords:
learning obstacles, computational thinking, two-variable linear inequality systemAbstract
Computational thinking skills are systematic ways of thinking that involve formulating a problem, deconstructing the problem, and communicating the solution. The development of students' computational thinking ability is significant; therefore, knowing the obstacles is essential. The purpose of this research is to find out students' learning obstacles in computational thinking. This qualitative research uses a phenomenological approach that describes the meaning of certain concepts related to life experiences for some individuals. The population in this study is one of the high school class XI in Bulukumba district. The subjects in this study were three students in the high, medium, and low categories. Data collection techniques in this study used the following instruments: 1) math test question instrument, 2) interview. The results of this study are (1) ontogenical obstacle in the form of students having difficulty in making models (abstraction stage) because they are wrong in capturing information and do not understand in making mathematical models, (2) epistemological obstacle in the form of students having difficulty in solving problems because the problems given have never been encountered, and (3) didactical obstacle in the form of not understanding the correct writing of permissiveness, this is due to the absence of emphasis on correct permissiveness during learning. This research is expected to help teachers overcome students' computational thinking obstacles.
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