@phdthesis{repoupi137080,
          school = {Universitas Pendidikan Indonesia},
           title = {LEARNING OBSTACLES SISWA KELAS VII SMP
DALAM MENYELESAIKAN MASALAH KOMUNIKASI MATEMATIS PADA MATERI PERBANDINGAN BERBALIK NILAI},
            note = {https://scholar.google.com/citations?hl=id\&user=gh6aFTcAAAAJ

ID SINTA Dosen Pembimbing: 
Sufyani Prabawanto: 5995121
Encum Sumiaty: 6142475},
            year = {2025},
           month = {August},
        abstract = {Penelitian ini bertujuan untuk mengidentifikasi learning obstacles siswa dalam menyelesaikan masalah komunikasi matematis pada materi perbandingan berbalik nilai. Penelitian ini merupakan penelitian kualitatif dengan desain fenomenologi, berupa pengalaman siswa kelas VII SMP yang mengalami hambatan dalam menyelesaikan masalah komunikasi matematis pada perbandingan berbalik nilai. Subjek penelitiannya sebanyak 31 siswa kelas VII di salah satu SMP Negeri di Kota Bandung. Pengumpulan data melalui tes tertulis, wawancara siswa dan guru, dan studi dokumentasi. Setelah dilakukan tes tertulis, jawaban siswa dikelompokkan sesuai tipe jawabannya, kemudian dipilih 6 orang siswa untuk diwawancara lebih lanjut terkait hambatan belajar yang ditemukan. Hasil penelitian menunjukkan siswa mengalami ontogenic obstacles, epistemological obstacles, dan didactical obstacles. Bukti adanya hambatan tersebut diantaranya, siswa belum mampu menghubungkan pengetahuannya ke dalam istilah matematis yang tepat, siswa belum mampu menerapkan pengalaman belajarnya saat menyelesaikan masalah dengan konteks berbeda, serta penyajian buku sumber yang tidak berdasarkan pemahaman kontekstual dan tidak sesuai dengan kemampuan siswa. Peneliti membuat hypothetical learning trajectory (HLT) dan desain didaktis rekomendasi berdasarkan learning obstacles yang ditemukan. Desain didaktis disusun sebagai alternatif solusi untuk meminimalisir hambatan belajar siswa dalam menyelesaikan masalah komunikasi matematis pada materi perbandingan berbalik nilai.

This study aims to identify students' learning obstacles in solving mathematical communication problems on the topic of inverse proportion. This research is a qualitative study with a phenomenological design, focusing on the experiences of seventh-grade junior high school students who experience obstacles in solving mathematical communication problems on inverse proportion. The research subjects were 31 seventh-grade students at a public junior high school in Bandung City. Data were collected through written tests, interviews with students and the teacher, and document analysis. After the written test, students' answers were grouped according to their answer types, and six students were then selected for further interviews regarding the obstacles identified. The results indicate that students experienced ontogenic obstacles, epistemological obstacles, and didactical obstacles. Evidence of these obstacles includes students' inability to connect their knowledge to appropriate mathematical terms, students' inability to apply their learning experiences when solving problems in different contexts, and the textbook presentations that are not based on contextual understanding and not aligned with students' abilities. The researcher developed a hypothetical learning trajectory (HLT) and didactical design recommendations based on the learning obstacles identified. The didactic design was developed as an alternative solution to minimize students' learning obstacles in solving mathematical communication problems on the topic of inverse proportion.},
        keywords = {Learning Obstacles, Hypothetical Learning Trajectory, Desain Didaktis Rekomendasi, Komunikasi Matematis, Perbandingan Berbalik Nilai

Learning Obstacles, Hypothetical Learning Trajectory, Didactical Design Recommendations, Mathematical Communication, Inverse Proportio},
          author = {Kireyna Intan Salsabila, - and Sufyani Prabawanto, - and Encum Sumiaty, -},
             url = {https://repository.upi.edu/}
}