Falentina Dwi Puspitasari. Analysis of Learning Obstacles in Students’ Mathematical Communication Skills in Solving One-Variable Linear Equation Problems. Advisor I: Wahyudi, S.Si., M.Pd. Advisor II: Drs. Jumadi, M.Pd.
Mathematical communication skills are essential in mathematics learning. However, in the topic of One-Variable Linear Equations (OVLE), students still experience difficulties in understanding problem information, representing mathematical ideas, and constructing mathematical models. These difficulties indicate the existence of learning obstacles that hinder the learning process. Therefore, this study aimed to describe the types of learning obstacles and identify the factors causing learning obstacles in students' mathematical communication skills in solving One-Variable Linear Equation problems.
This study employed a qualitative approach with a descriptive research design. The research was conducted at SMP Negeri 1 Sukorejo during the second semester of the 2025/2026 academic year. The research subjects consisted of 25 students from class VIII B, with six students selected through purposive sampling as interview participants. The data sources were students' mathematical communication skills test results and interview data. Data were collected through a mathematical communication skills test and semi-structured interviews using a test instrument and an interview guide. Data were analyzed using the Miles, Huberman, and Saldaña model, which consists of data condensation, data display, and conclusion drawing and verification.
The findings revealed that the types of learning obstacles experienced by students consisted of ontogenic obstacles, didactical obstacles, and epistemological obstacles. In the written text indicator, all three types of learning obstacles were identified. Similarly, all three types were also found in the drawing indicator. Meanwhile, in the mathematical expression indicator, two types of learning obstacles were identified, namely ontogenic obstacles and epistemological obstacles. The emergence of learning obstacles was influenced by several factors, including students' inadequate learning readiness, learning experiences that emphasized procedural problem solving, and limited conceptual understanding. These factors caused students to experience difficulties in understanding problem information, constructing visual representations, and developing appropriate mathematical models.
Keywords: learning obstacle, mathematical communication skills, One-Variable Linear Equations (OVLE).