Investigation of student learning obstacles in transition from arithmetic to algebraic thinking skills I Ketut Kertayasa, Rizky Rosjanuardi, Al Jupri, Endang Cahya Mulyaning
Universitas Pendidikan Indonesia
Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154, Indonesia
Abstract
In Indonesia Curricula, studies about algebra especially variable, coefficients, constant, and the used for modelling is first time introduced at Junior High School level. To learn about it, arithmetic thinking skills are used as prerequisite materials. However many studies reveal that students at various educational levels struggle in solving algebraic problems, So is necessary to investigate student learning obstacles when they solve about algebraic problems. This case study, involving 30 eighth-grade students in Palu, Indonesia, aimed to uncover the obstacles that contributing to these students difficulties. Data were collected through the administration a test 6 problem about algebra, and then analyzing student responses, and lastly in-depth interviews with six students. The findings indicate that students^ struggles stem from a fundamental lack of understanding regarding the purpose of learning algebra after mastering arithmetic. This lack of purpose led to several key issues namely a. students felt comfortable on their arithmetic thinking skills, b. they could solve routine algebraic problems but struggled with unfamiliar ones, and c. they had difficulty creating effective formulas or models for problem solving.
Keywords: Learning Obstacle, algebraic thinking, arithmetic thinking, Junior High School
