Analysis of Students' Conceptual Difficulties in Solving Sequence and Series Problems Based on SOLO Taxonomy
DOI:
https://doi.org/10.56874//jmtl.2025.v4.i1/2627/5Keywords:
conceptual difficulties, sequences and series, SOLO taxonomy, mathematical understandingAbstract
Conceptual difficulties remain a major obstacle for students in understanding sequences and series. This study aims to analyze students’ conceptual difficulties in solving problems on sequences and series based on the Structure of Observed Learning Outcomes (SOLO) taxonomy. The research employed a descriptive qualitative method with 30 tenth-grade students of SMK Negeri 3 Tasikmalaya as subjects. Data were collected through written tests and interviews, and analyzed using the Miles & Huberman model. The findings indicate that students were distributed across four SOLO levels: prestructural (20%), unistructural (23.3%), multistructural (33.3%), and relational (23.3%). Conceptual errors varied by level: prestructural students failed to grasp basic concepts, unistructural students relied on a single formula, multistructural students used multiple formulas without integration, and relational students connected concepts correctly but still made technical errors. This study contributes by providing a detailed mapping of conceptual difficulties at each level of understanding, offering valuable insights for teachers in designing more targeted instructional strategies.
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