Enggar Prasetyawan, Yaya S. Kusumah, Sufyani Prabawanto

Students’ learning obstacles in systems of linear equations in two variables related to mathematical computational thinking skills

Introduction

Students’ learning obstacles in systems of linear equations in two variables related to mathematical computational thinking skills. Discover learning obstacles (epistemological, ontogenical, didactical) hindering Indonesian junior high students' mathematical computational thinking in systems of linear equations.

Abstract

Integrating computational thinking into Programme for International Student Assessment (PISA) assessments presents a significant challenge for Indonesian students, particularly in mathematics education. Despite its crucial role in problem-solving, computational thinking has not been widely implemented by students due to the presence of learning obstacles. This study aims to identify the learning obstacles that junior high school students encounter in understanding systems of linear equations in two variables, specifically about their computational thinking abilities. A qualitative approach with a phenomenological method was employed. Research instruments included a computational thinking test and a semi-structured interview guide. Data were collected from 20 students at a junior high school in Wonosobo Regency, Indonesia. Data analysis consisted of three stages: reduction, display, and conclusion. The findings reveal that students experience three types of learning obstacles—epistemological, ontogenical, and didactical when engaging with systems of linear equations in two variables, indicating that these obstacles hinder the development of their mathematical computational thinking skills.

Review

This paper addresses a highly pertinent issue concerning the integration of computational thinking (CT) into mathematics education, particularly in the Indonesian context where PISA assessments highlight student challenges. The premise that learning obstacles impede the development of crucial CT skills in foundational mathematical topics, such as systems of linear equations in two variables (SLEDV), underscores the study's significance. By aiming to meticulously identify these specific obstacles, the research promises to contribute substantially to our understanding of student learning difficulties and ultimately enhance pedagogical strategies to foster computational thinking in mathematics. The methodological approach adopted, a qualitative phenomenological study, is well-suited for an in-depth exploration of students' lived experiences with learning obstacles. The combination of a computational thinking test and semi-structured interviews provides a robust dual-pronged approach, allowing for both the assessment of CT abilities and a detailed understanding of the underlying reasons for difficulties. The sample of 20 junior high school students from Wonosobo Regency, while relatively small, is appropriate for generating rich, nuanced qualitative data, and the systematic data analysis stages—reduction, display, and conclusion—indicate a rigorous approach to ensuring the validity of the findings within the chosen framework. The central finding—that students encounter epistemological, ontogenical, and didactical learning obstacles in SLEDV, which consequently impede their mathematical computational thinking skills—offers critical insights. This categorization provides a valuable framework for educators and curriculum developers to understand the multifaceted nature of these challenges. The research thus offers clear implications for designing targeted instructional interventions that address not just the "what" but also the "why" of student difficulties. Future research could build upon these findings by exploring the effectiveness of specific pedagogical strategies tailored to mitigate each identified obstacle, potentially in different mathematical domains or educational settings.

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