Aswin Aswin, Al Jupri, Sufyani Prabawanto

Learning obstacles of high school students in computational thinking on two-variable linear inequality system

Introduction

Learning obstacles of high school students in computational thinking on two-variable linear inequality system. Discover high school students' learning obstacles in computational thinking for two-variable linear inequalities. Identifies ontogenical, epistemological, and didactical challenges to help teachers enhance learning.

Abstract

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.

Review

This research addresses a highly pertinent area within educational psychology and mathematics education: understanding the learning obstacles high school students face in developing computational thinking (CT) skills, specifically within the context of two-variable linear inequality systems. The explicit aim to identify these obstacles is commendable, given the increasing emphasis on CT across curricula. The chosen qualitative, phenomenological approach is well-suited to delve into the nuanced experiences and perceptions of students, promising rich insights into the underlying causes of their difficulties. A significant strength of this study lies in its systematic categorization of the identified obstacles into ontogenical, epistemological, and didactical types, offering a robust framework for analysis. The findings clearly articulate specific challenges: ontogenical obstacles manifest as difficulties in abstraction and mathematical modeling due to misinterpreting information; epistemological obstacles arise when students encounter unfamiliar problem types; and didactical obstacles are evident in issues with correct notation for permissiveness, attributed to insufficient pedagogical emphasis. These distinctions are crucial for developing targeted interventions, and the research successfully highlights practical implications for teachers seeking to improve CT instruction. While the qualitative depth afforded by the phenomenological approach is valuable, the generalizability of these findings might be limited by the small sample size of three students, albeit strategically selected across performance levels. Future research could explore these identified obstacles with a larger, more diverse sample or across different mathematical domains to confirm their prevalence and consistency. Additionally, while the abstract outlines the nature of CT, further elaboration on how CT is specifically operationalized and assessed within the context of two-variable linear inequalities would strengthen the methodology section in the full paper. Overall, this study provides a foundational understanding of CT learning obstacles that can inform pedagogical strategies and guide future educational research.

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