Tri Nopriana, Tatang Hermanand, Didi Suryadi, Bambang Avip Priatna Martadiputra
This research is a Didactical Design Research (DDR) research with an interpretive paradigm approach, describing the student's epistemological obstacle and model of students' combinatorial thinking. The research subjects were students who had participated in discrete mathematics learning. Data were obtained from the essay test questions to determine the epistemological obstacle. The interviews are to confirm students' answers and select the combinatorics thinking model. The results of this study indicate that the epistemological obstacle that occurs in mathematics education students is as follows: (1) difficulty in composing mathematical sentences/models; (2) difficulty in determining the permutation concepts and combinations used; (3) difficulty finding solutions to questions that have never been encountered before; (4) errors in understanding the previous idea (namely the addition and multiplication rules). The students' thinking model is to apply the formula directly and then carry out the calculation process to find the results. No students first carry out the calculation process and then generalize it into a formula and obtain results. Further research should be carried out to see another learning obstacle, by looking at students' combinatorics thinking strategies to solve combinatorics problems. © 2023 Author(s).
Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 299, Jawa Barat, Bandung, Indonesia
Research at a Glance
Register to unlock
Topics & SDG Alignment
Register to unlock
Collaboration
Register to unlock
Author Profile (Selected)
Register to unlock
References Overview
Register to unlock
Journal & Source
Register to unlock
Metadata & Integrity
Register to unlock