Learning Obstacles in High School Algebra Learning: A Literature Review

Abstract

Algebra is one of the fundamental topics in mathematics education at the high school level, but various studies show that students still experience many difficulties in understanding and applying algebraic concepts. These difficulties have the potential to create learning obstacles that impact students' low learning achievement. This study aims to identify and describe the types of learning obstacles faced by high school students in learning algebra based on previous research results. The method used is a Systematic Literature Review (SLR) by reviewing seven relevant research articles published in national journals. The review process was carried out through the stages of formulating research questions, collecting and selecting articles, analyzing content, and synthesizing research findings. The results of the study show that student learning obstacles in algebra learning are classified into three main types, namely ontogenic obstacles, epistemological obstacles, and didactic obstacles. Ontogenetic obstacles are related to a weak understanding of basic concepts, procedural errors, and psychological factors of students. Epistemological obstacles arise in the form of students' difficulties in relating algebraic concepts, particularly in the mathematical modeling of contextual problems. Meanwhile, didactic obstacles are influenced by procedural learning designs that lack context and variety in learning strategies. The findings of this study are expected to serve as a reference for educators in designing more effective algebra learning to minimize student learning obstacles.