| Abstrakt: |
The purpose of this study was to describe the obstacles of student semantic representation in solving geometry problems. In this study, there are various obstacles found, namely ontogeny, epistemological, and didactic. Ontogeny obstacles arise when students are able to represent questions that have been read even though the student is not able to describe a quadrilateral of a bowstring, this can be seen when students feel confused about writing the answers to the questions. Epistemological obstacles regarding students' inability to understand geometric concepts, namely triangle concept, will be proven to be congruent. Students must draw a rectangle correctly to prove that triangles are congruent, they have never faced this geometry problem, this will make it difficult for students to solve the problems. Didactic obstacles that arise in the use of learning strategies and methods can cause obstacles. The use of books also affects the occurrence of obstacles that students have. Didactic obstacles occur in the process of representing rectangular shapes, many students have difficulty and because they have never been taught by lecturers. [ABSTRACT FROM AUTHOR] |
