Analisis Hambatan Epistemologi Siswa dalam Menyelesaikan Soal Pemecahan Masalah Matematis pada Materi Komposisi Fungsi
DOI:
https://doi.org/10.24252/asma.v8i1.68052Keywords:
epistemological obstacles, function composition, mathematical problem solvingAbstract
Mathematical problem-solving skills are an essential competency in mathematics education. However, students often struggle with contextual and non-routine problems due to limitations in applying their knowledge to different situations. This study aims to analyze the epistemological barriers students face in solving mathematical problems on the topic of function composition at SMAN 4 Parepare. This study employs a qualitative approach with a descriptive research design. The research subjects consisted of 31 students in Class XI Matinulu 5 at SMAN 4 Parepare, with three students selected as in-depth interview subjects based on test results and demonstrated problem-solving abilities. Data were collected through tests, observations, and interviews, then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that epistemological barriers emerge at all stages of mathematical problem-solving, namely understanding the problem, modeling the problem, solving the problem, and evaluating the results. The barriers identified include conceptual, representational, procedural, and reflective barriers, with procedural barriers being the most dominant. The research findings also indicate that obstacles at one stage trigger the emergence of obstacles at the next stage, thereby forming a chain of interrelated obstacles. The novelty of this study lies in its analysis of epistemological obstacles based on the stages of mathematical problem-solving. The research findings are expected to serve as a foundation for designing more contextual learning experiences to minimize students’ epistemological obstacles.
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