Depicting Epistemological Obstacles in Understanding the Concept of Sequence and Series

Abstract

This study aimed to discover epistemological obstacle on secondary students to solve sequence and series problems based on three indicators, there are a conceptual obstacle, procedural obstacle, and operational technique obstacle. This study was descriptive with qualitative research approaches. Data were collected with the test and interview method. The subjects in this study are students of SMP Negeri 86 Jakarta class VIII based on the errors seen from the diagnostic tests that had been tested. The analysis was done by giving written tests which are essay and interview formatted. Results on analysis showed that: (1) Conceptual obstacle, obstacle that was experienced by students are: students considered that a pattern was said as a numeral pattern because they own odd numeral pattern and own 2,2,2 of difference; were not able to find exact pattern within the problem; considering that Fibonacci numeral sequence was a pattern that form prime numeral pattern; were not able to differ the concept of arithmetics and geometry sequence; were not able to understand the concept of first quarter on arithmetics sequence; error when interpreted the meaning of problems; were not able to intepret what was given on mathematics model; interpreting sum of the first 20 quarters with sequences which own the 20th quarter; and interpreting sum of the first 20 quarters with the 20th quarter; (2) While on procedural obstacle, obstacle that was experienced are: interpreting numeral pattern if they own their pair; error on determining multiplication or difference; and applying formulas incorrectly; (3) Last on operasional technique obstacle, obstacle that was experienced are error on calculation and using sign and symbol mathematics incorrectly.

A praxeological review of concept-sequence and series: Comparing Malaysia and Indonesia textbooks

“…This indicates that students have learning obstacles in sequence and series material. Researchers' findings show that many studies have revealed similar things (Hardiyanti, 2016;Maarif et al, 2021;Rachma & Rosjanuardi, 2021). The difficulties experienced by students are caused by errors in delivering the material, giving rise to misconceptions in acquiring knowledge (Tümay, 2016).…”

“…This topic is important because it is often encountered in everyday life (Putri et al, 2023;Rachma & Rosjanuardi, 2021), such as sales, purchasing activities, and calculating the proceeds from the sale of goods (Putri et al, 2023). However, previous research reveals that students' abilities in this topic are still low (Maarif et al, 2021;Rachma & Rosjanuardi, 2021). For this reason, the results of this textbook analysis have the potential to provide a broader and deeper picture (Gracin, 2018).…”

Analisis Epistimologi Obstacles Terhadap Siswa SMP Kelas Vii Dengan Materi Statistika (Penyajian Data)

“…Hambatan epistimologi muncul akibat keterbatasan pengetahuan siswa terhadap konteks tertentu karena tidak memperoleh informasi secara utuh yang akan berakibat pada kesulitan siswa dalam mencari hubungan serta dalam keterkaitan konsep [9]. Hambatan epistimologi berhubungan erat dengan kesalahan dan kesulitan yang terjadi pada objek kajian abstrak matematika, objek matematika yang dimaksud diantaranya berupa konsep, fakta, serta prinsip [3].…”

“…Hambatan epistimologi berhubungan erat dengan kesalahan dan kesulitan yang terjadi pada objek kajian abstrak matematika, objek matematika yang dimaksud diantaranya berupa konsep, fakta, serta prinsip [3]. The indicators in analyzing the data use the indicators of epistimological barries, namely conceptual barries, procedural barries and operational of technical barries [9]. Indikator dalam hambatan epistimologi berupa tiga hal, yaitu hambatan konseptual, hambatan prosedural dan hambatan teknik operasional.…”

“…Penelitian yang dilaksanakan oleh [5] mengenai hambatan belajar siswa pada materi SPLDV. Penelitian yang dilaksanakan oleh [9] di SMPI Raudotul Hikmah mengenai hambatan epistimologi dalam menyelesaikan masalah SPLDV. Namun belum ada penelitian yang membahas secara lebih dalam hambatan epistimologi siswa SMP dalam menyelesaikan soal statistika terlebih dimasa pandemi.…”