Analysis of Student Learning Obstacle in Hybrid Learning for Fraction Division Operations during the Covid-19 Pandemic

Abstract

This aims to study to analyze the learning obstacle experienced by students in Hybrid learning for Fraction Division Operations. The research was conducted during the Covid-19 Pandemic, with the research location at a State Elementary School in Bandung. The research method used is a hermeneutic phenomenological study. The subjects in this study amounted to 27 students of class V, with the division of 10 people learning offline and 17 people online through the Zoom application. Data were collected from the final evaluation of students, teaching observations, student interviews, teachers, and parents. Analysis of the findings shows that students in offline and online learning experience three types of learning obstacles: ontogenic obstacles (psychological, instrumental, conceptual), epistemological obstacles, and didactical obstacles. Factors causing learning obstacles experienced by students are a)—lack of motivation and self-confidence in participating in learning; b). Difficulty in understanding the activities during the learning process and the technique of working on the final evaluation questions; c). The limitations of the prerequisite abilities possessed by students in the material to be taught; d). Limited use of context in learning; e). The flow of the material presented is not by the continuity of students' thinking, and the didactic intervention is less relevant. Alternative solutions are designing learning that can optimize student activities by predicting student responses and anticipating both offline and online. Provide learning recordings as reflection material for teachers, students, and parents.