Learning Obstacles Encountered by 10th-Grade Hight School Students in Trigonometry Rachmawati Khaerun Nisa1, Tatang Herman2
Mathematics Education, Universitas Pendidikan Indonesia
Jln. Dr. Setiabudi No.299, Bandung 40154, Indonesia
Abstract
This study aims to identify and analyze learning obstacles experienced by 10th-grade high school students in understanding trigonometry. Using a descriptive qualitative approach, data were collected through observations, diagnostic tests, and in-depth interviews with both students and teachers. The results indicate that students encounter ontogenic obstacles (lack of prior knowledge), didactic obstacles (ineffective teaching strategies), conceptual obstacles (misunderstanding of trigonometric ratios), procedural obstacles (difficulty in organizing problem-solving steps), and representational obstacles (difficulty visualizing concepts in mathematical form). These findings highlight the importance of employing contextual, visual, and adaptive learning approaches to help students develop a more comprehensive understanding of trigonometry.
