Learning Obstacle to Ontogeny of Mathematics Teacher Candidates on Number Theory

Natalia, Stevi and Darhim, Darhim and Kusumah, Yaya S. and Ditasona, Candra (2023) Learning Obstacle to Ontogeny of Mathematics Teacher Candidates on Number Theory. Journal of Educational Research and Evaluation, 7 (3). pp. 517-525. ISSN 2549-2675

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Abstract

Calon guru matematika harus memiliki ciri-ciri ilmu matematika yaitu sistematis, logis, dan kritis. Penelitian ini bertujuan mengungkap analisis hambatan belajar yang dialami calon guru matematika pada mata kuliah teori bilangan dengan sub materi relasi pembagian, FPB dan KPK. Penelitian ini menggunakan metode pendekatan kualitatif dalam bentuk deskriptif. Penelitian ini dilakukan dengan pengumpulan data melalui kuesioner dan wawancara serta divalidasi dengan menggunakan metode triangulasi. Kajian dibatasi pada analisis hambatan pembelajaran ontogenik menurut Brosseasu. Hasil penelitian ini adalah 4 dari 6 subjek penelitian mengalami terjadinya hambatan ontogenik pembelajaran dengan rincian 37,5% calon guru mahasiswa mengalami hambatan ontogenik psikologis dan hambatan ontogenik instrumental, kemudian 25% mengalami hambatan ontogenik didaktik. Hal ini mengindikasikan bahwa kesiapan mahasiswa untuk mengikuti mata kuliah teori bilangan masih lemah. Mahasiswa lemah dalam hal kesiapan psikologis, lemah dalam kesiapan untuk menguasai secara tuntas materi terkait yang dipelajari sebelumnya dan lemah dalam hal mengikuti proses berpikir yang diperlukan dalam mata kuliah ini. Kata Kunci : Hambatan Belajar, Ontogeni Psikologi, Ontogeni Instrumental dan Ontogeni Konseptual. / Prospective mathematics teachers must have the characteristics of mathematical science, namely systematic, logical, and critical. This study aims to reveal the analysis of learning obstacles experienced by prospective mathematics teachers in number theory lectures with sub-material of division relations, FPB and KPK. This research uses a qualitative approach method in descriptive form. This research was conducted by collecting data through questionnaires and interviews and validated using the triangulation method. The study was limited to the analysis of ontogenic learning obstacles according to Brosseasu. The results of this study were that 4 out of 6 research subjects experienced the occurrence of ontogenic learning obstacles with details of 37.5% of prospective teacher students experiencing psychological ontogenic obstacles and instrumental ontogenic obstacles, then 25% experiencing didactic ontogenic obstacles. This indicates that students' readiness to take part in number theory courses is still weak. Students are weak in terms of psychological readiness, weak in readiness for complete mastery of related material previously studied and weak in terms of following the thought process needed in this course. Keywords: Learning Obstacle, Psychological Ontogeny, Instrumental Ontogeny and Conceptual Ontogeny

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