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The didactic phenomenon: deciphering students' learning obstacles in set theory

Teachers play a crucial role in disseminating knowledge in educational settings, typically adhering to a credulist-testimonial approach outlined in pedagogical literature. Consequently, students often acquire knowledge through this method, potentially leading to discrepancies between their conceptua...

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Main Authors: Hendriyanto, Agus, Suryadi, Didi, Juandi, Dadang, Dahlan, Jarnawi Afgani, Hidayat, Riyan, Wardat, Yousef, Sahara, Sani, Muhaimin, Lukman Hakim
Format: Article
Language:English
Published: Sriwijaya University 2024
Online Access:http://psasir.upm.edu.my/id/eprint/113440/1/113440.pdf
http://psasir.upm.edu.my/id/eprint/113440/
https://jme.ejournal.unsri.ac.id/index.php/jme/article/view/471
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spelling my.upm.eprints.1134402024-11-25T04:30:38Z http://psasir.upm.edu.my/id/eprint/113440/ The didactic phenomenon: deciphering students' learning obstacles in set theory Hendriyanto, Agus Suryadi, Didi Juandi, Dadang Dahlan, Jarnawi Afgani Hidayat, Riyan Wardat, Yousef Sahara, Sani Muhaimin, Lukman Hakim Teachers play a crucial role in disseminating knowledge in educational settings, typically adhering to a credulist-testimonial approach outlined in pedagogical literature. Consequently, students often acquire knowledge through this method, potentially leading to discrepancies between their conceptual understanding and the intended educational objectives. This study investigates the phenomenon of learning obstacles encountered by junior high school students, with a particular emphasis on mathematics education. It is part of a series of Didactical Design Research (DDR) projects aimed at developing effective instructional materials. Employing an interpretive paradigm within the DDR framework, the study adopts a qualitative approach utilizing hermeneutic phenomenology design. Various research tools such as diagnostic assessments, interview guidelines, observation sheets, and audio recordings are employed. Data analysis is conducted using the Constant Comparative Method (CCM). The findings highlight ontogenic, didactic, and epistemological obstacles students face, stemming from factors such as a lack of interest in mathematics, ineffective material presentation, and misconceptions regarding set concepts. These results underscore the importance of educators employing effective teaching strategies to help students overcome these obstacles and succeed in their mathematics lessons. Sriwijaya University 2024 Article PeerReviewed text en cc_by_4 http://psasir.upm.edu.my/id/eprint/113440/1/113440.pdf Hendriyanto, Agus and Suryadi, Didi and Juandi, Dadang and Dahlan, Jarnawi Afgani and Hidayat, Riyan and Wardat, Yousef and Sahara, Sani and Muhaimin, Lukman Hakim (2024) The didactic phenomenon: deciphering students' learning obstacles in set theory. Journal on Mathematics Education, 15 (2). pp. 517-544. ISSN 2087-8885; eISSN: 2407-0610 https://jme.ejournal.unsri.ac.id/index.php/jme/article/view/471 10.22342/jme.v15i2.pp517-544
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description Teachers play a crucial role in disseminating knowledge in educational settings, typically adhering to a credulist-testimonial approach outlined in pedagogical literature. Consequently, students often acquire knowledge through this method, potentially leading to discrepancies between their conceptual understanding and the intended educational objectives. This study investigates the phenomenon of learning obstacles encountered by junior high school students, with a particular emphasis on mathematics education. It is part of a series of Didactical Design Research (DDR) projects aimed at developing effective instructional materials. Employing an interpretive paradigm within the DDR framework, the study adopts a qualitative approach utilizing hermeneutic phenomenology design. Various research tools such as diagnostic assessments, interview guidelines, observation sheets, and audio recordings are employed. Data analysis is conducted using the Constant Comparative Method (CCM). The findings highlight ontogenic, didactic, and epistemological obstacles students face, stemming from factors such as a lack of interest in mathematics, ineffective material presentation, and misconceptions regarding set concepts. These results underscore the importance of educators employing effective teaching strategies to help students overcome these obstacles and succeed in their mathematics lessons.
format Article
author Hendriyanto, Agus
Suryadi, Didi
Juandi, Dadang
Dahlan, Jarnawi Afgani
Hidayat, Riyan
Wardat, Yousef
Sahara, Sani
Muhaimin, Lukman Hakim
spellingShingle Hendriyanto, Agus
Suryadi, Didi
Juandi, Dadang
Dahlan, Jarnawi Afgani
Hidayat, Riyan
Wardat, Yousef
Sahara, Sani
Muhaimin, Lukman Hakim
The didactic phenomenon: deciphering students' learning obstacles in set theory
author_facet Hendriyanto, Agus
Suryadi, Didi
Juandi, Dadang
Dahlan, Jarnawi Afgani
Hidayat, Riyan
Wardat, Yousef
Sahara, Sani
Muhaimin, Lukman Hakim
author_sort Hendriyanto, Agus
title The didactic phenomenon: deciphering students' learning obstacles in set theory
title_short The didactic phenomenon: deciphering students' learning obstacles in set theory
title_full The didactic phenomenon: deciphering students' learning obstacles in set theory
title_fullStr The didactic phenomenon: deciphering students' learning obstacles in set theory
title_full_unstemmed The didactic phenomenon: deciphering students' learning obstacles in set theory
title_sort didactic phenomenon: deciphering students' learning obstacles in set theory
publisher Sriwijaya University
publishDate 2024
url http://psasir.upm.edu.my/id/eprint/113440/1/113440.pdf
http://psasir.upm.edu.my/id/eprint/113440/
https://jme.ejournal.unsri.ac.id/index.php/jme/article/view/471
_version_ 1817844637875830784
score 13.223943

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