Analysis of Epistemological Obstacles on the Material of Two-variable Linear Equation System

Learning barriers can impact teachers and students in achieving learning goals. One such obstacle is epistemological constraints which arise due to limited context provided for a new concept as it is studied for the first time. This study aims to describe students’ epistemological obstacles in learning two-variable linear equation system (SPLDV) using a qualitative method and a phenomenological approach. It involves 12 eighth grade students from Indonesian junior high schools. Data were collected using test methods, observation, and interviews. The validity of the data was established using the triangulation method, requiring the comparison of data with interviews. Data analysis techniques were carried out in three stages of data reduction, data presentation, and conclusions. The results showed four types of epistemological obstacles, namely obstacles in understanding equations, obstacles to algebraic arithmetic operations, barriers to understanding variables, and barriers to making mathematical models. These obstacles cause students difficulty in understanding SPLDV. Therefore, it is important for educators to pay special attention to understanding the basic concepts and requirements in studying SPLDV to help students overcome these obstacles.