Students’ Epistemological Obstacles in Statistical Problems

Abstract

Learning difficulties often appear as obstacles that inhibit students from properly understanding concepts and solving problems. These obstacles are called epistemological obstacles, referring to scientific knowledge that can cause stagnation, even decline one's level of knowledge as shown by response errors in answering questions. This study analyzed the students' epistemological obstacles in statistics. This descriptive qualitative study included students of SMPN 12 Surakarta as subjects. Subject selection criteria included students who experienced epistemological obstacles and excluded students who did not experience epistemological obstacles. Data collection instruments in the forms of test questions and interview guidelines were validated by a statistical content expert, expert of research method, and teacher. Validators suggested to sequentially present the problems according to the level of difficulty. The data in this study were analyzed through three stages; data reduction, data presentation and conclusion drawing. conceptual obstacle is inability to determine the proper formula, procedural obstacle where the subject did not include the term "Suppose" for objects in problems involving variables and technical operational obstacle was less thorough in carrying out addition operations to subtraction when moving segments. The results of this study will be useful insights for further researchers in designing teaching materials that can minimize epistemological obstacles through the Didactical Design Research (DDR).