Ambarsari Kusuma Wardani, Sufyani Prabawanto
This study aims to identify epistemological obstacles faced by students in solving mathematical literacy problems, especially on the material of ratio and proportion. Mathematical literacy includes the ability to formulate, apply, and interpret mathematical concepts in various contexts. Although ratio and proportion are fundamental concepts, many students still have difficulty in understanding them. This study was conducted qualitatively with a phenomenological approach and involved 60 eighth grade students in Palembang, South Sumatra. Data were collected through tests and interviews to reveal epistemological obstacles in three mathematical literacy processes: formulating, applying, and interpreting. The results showed that epistemological obstacles occur when students fail to apply the concepts they have learned in new or different contexts, especially in maintaining constant ratios and interpreting proportional comparisons. Identification of these epistemological obstacles is important for the development of more effective teaching strategies so that students can apply the concepts of ratio and proportion more flexibly and contextually. © 2025 Author(s).
Universitas Pendidikan Indonesia, Jawa Barat, 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