Analisis Learning Obstacle Siswa pada Materi Peluang Berbasis Literasi Matematis dengan Pendekatan Didactical Design Research
Abstract
Mathematical literacy is a fundamental competency for the twenty-first century; however, students continue to experience significant learning obstacles in probability. This study aims to conduct an in-depth analysis of the learning obstacles encountered by eleventh-grade senior high school students in probability within the context of PISA-based mathematical literacy using the Didactical Design Research (DDR) approach. The study was conducted at a senior high school in Kuningan Regency, West Java, Indonesia, involving 36 students who participated in the diagnostic test stage. Using purposive sampling based on the variation of learning obstacle typologies (ontogenic, didactical, and epistemological), 10 students were selected for in-depth interviews. The data were analyzed qualitatively through data triangulation, including data reduction, data display, and conclusion drawing. The findings revealed that, at the formulate stage, students experienced epistemological and ontogenic obstacles characterized by difficulties in abstracting verbal situations into formal mathematical models and by mathematical anxiety. At the employ stage, substantial epistemological obstacles emerged due to inadequate prerequisite knowledge of set theory, procedural errors in fraction operations, and excessive reliance on memorizing formulas. Meanwhile, at the interpret stage, students were unable to relate numerical results back to their real-world contextual meanings. The novelty of this study lies in its simultaneous mapping of learning obstacles across the three PISA mathematical literacy processes—formulate, employ, and interpret—which served as the foundation for designing Didactical Pedagogical Anticipation (DPA) and reconstructing the recommended Hypothetical Learning Trajectory (HLT) from three to six instructional sessions.
Full text article
References
Asyura, I., & Dewi, R. (2020). ANALISIS KEMAMPUAN MATEMATIS MAHASISWA PGSD TERHADAP PENGGUNAAN GEOGEBRA CLASSROOM DI ERA DAN PASCA PANDEMI COVID-19. https://www.geogebra.org/.
Brousseau, G. (2002). Theory of Didactical Situations in Mathematics. In Theory of Didactical Situations in Mathematics. https://doi.org/10.1007/0-306-47211-2
Choiriyaza, A. E., Kadir, K., & Fatma, M. (2021). Pemodelan Matematika: Dapatkah Autograph Meningkatkan Representasi Semiotik Matematik Siswa? JNPM (Jurnal Nasional Pendidikan Matematika), 5(2), 264. https://doi.org/10.33603/jnpm.v5i2.1210
Darwanto, & Paramita, D. (2025). Pengembangan Media Pembelajaran Virtual Reality (VR) Berbantuan Millealab terhadap Pemahaman Konsep Matematis Siswa. Eksponen. https://doi.org/10.47637/eksponen.v15i2.1898
Fadillah, I. N., & Kariadinata, R. (2025). Analisis Self Efficacy terhadap Kecemasan Matematis pada Pembelajaran Matematika. Mathematics Education on Research, 54.
Firdaus, A., Zaenuri, Z., & Asih, T. S. N. (2023). LITERASI MATEMATIS DITINJAU DARI SELF CONFIDENCE PESERTA DIDIK PADA PEMBELAJARAN PBL BERNUANSA ETNOMATEMATIKA. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 12(2), 2338. https://doi.org/10.24127/ajpm.v12i2.7531
Giriansyah, F. E., Pujiastuti, H., & Ihsanudin, I. (2022). Kemampuan Pemahaman Matematis Siswa Berdasarkan Teori Skemp Ditinjau dari Gaya Belajar. Jurnal Cendekia : Jurnal Pendidikan Matematika, 07(01), 751–765. https://doi.org/10.31004/cendekia.v6i3.1515
Irna Sari, S. (2022). Analisis Hambatan Belajar (Learning Obstacle) Siswa Dalam Pembelajaran Matematika Di Kelas VII SMP Negeri 4 Luwuk Timur Analysis of Students’ Learning Obstacles in Mathematics Learning in Class VII of SMP Negeri 4 Luwuk Timur. Month, 3(1), 2988–3008. https://doi.org/10.53090/numeric.vxix.xxx
Kholifasari, R., & Utami, C. (2020). ANALISIS KEMAMPUAN LITERASI MATEMATIS SISWA DITINJAU DARI KARAKTER KEMANDIRIAN BELAJAR MATERI ALJABAR. Jurnal Derivat, 7(2).
Metthew B. Miles, A. Micheal Huberman, & Johnny Saldana. (2014). Qualitative Data Analysis A Methods Sourcebook- (3rd ed.).
Nur Asyiah, P., Sugilar, H., Suratman, A., Pendidikan Matematika, P., Sunan Gunung Djati Bandung Jl Soekarno Hatta, U., & Bandung, K. (2022). Conferences Series Learning Class Pembelajaran Matematika Kontekstual Pada Pemahaman Konsep Matematika Siswa Contextual Mathematics Learning on Students’ Understanding of Mathematical Concepts. Gunung Djati Conference Series, 17.
OECD. (2019a). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
OECD. (2019b). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD Publishing .
Pramuditya, S. A., Noto, M. S., & Handayani, V. D. (2021). Desain Didaktis Konteks Fabel Berbasis Pemahaman Matematis Siswa pada Materi Aljabar. Jurnal Elemen, 7(1), 68–83. https://doi.org/10.29408/jel.v7i1.2730
Septiyana, D., Katrin, G. L., Thofan, A. A., & Sasalia, S. (2026). An Analysis of Students’ Needs for Educational Games in Mathematics Learning. Journal of Instructional Mathematics, 7(1), 16–25. https://doi.org/10.37640/jim.v7i1.2604
Sinaga, S. S., Banjarnahor, V., & Sinambela, E. T. (2025). Peran Guru dalam Mengatasi Kesulitan Membaca dan Menulis pada Siswa Sekolah Dasar dengan Hambatan Intelektual. Edu Cendikia: Jurnal Ilmiah Kependidikan, 5(01), 89–97. https://doi.org/10.47709/educendikia.v5i01.5723
Suryadi, D. (2013). Didactical Design Research (DDR) to Impove Students’ Mathematical Literacy. Proceedings of The International Seminar on Mathematics, Science, and Computer Science Education, 1–10.
Suryadi, D. (2019a). Hubungan Didaktis dan Pedagogis dalam Desain Pembelajaran Matematika. Universitas Pendidikan Indonesia.
Suryadi, D. (2019b). Landasan Filosofis Desain Didaktis (DDR) . Pusat Pengembangan DDR Indonesia .
Utami, N. P., Purwati, H., & Aini, A. N. A. (n.d.). Students’ Mathematical Literacy Ability in Comparative Material Viewed from Students’ Reasoning Ability. Phenomenon : Jurnal Pendidikan MIPA, 12(2022).
Authors
Copyright (c) 2026 Rachmawati Khaerun Nisa, Lukman Lukman, Sufyani Prabawanto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work