Analisa Fitria, Subanji, Susiswo, Hery Susanto
This study aims to explore the cognitive obstacles experienced by middle school students in understanding the concept of variables in algebraic expression learning. Using a descriptive phenomenological approach, this study introduces the term cognitive disconnect to describe a disruption of meaning caused by incompatibility between students’ prior knowledge (Met-Before the Lesson/MBL) and the new concepts acquired during the lesson (Met-During the Lesson/MDL). Data were collected through classroom observations, analysis of student worksheets (LKPD), error-based interviews, and examination of textbooks and worksheets used by the teacher. The results show that students tend to interpret variables as concrete objects rather than quantitative symbols. Although algebraic expressions can be written correctly in terms of syntax, the meaning of letter symbols remains tied to prior arithmetic experiences, resulting in inaccurate interpretations of variables. The incompatibility between MBL and MDL is not explicitly bridged in the learning process and is reinforced by didactical situations, such as inconsistencies in learning resources and the dominance of procedural approaches. These findings highlight the importance of learning that connects arithmetic experiences with variables through representations and scaffolding. © 2026, City University of New York. All rights reserved.
Universitas Negeri Malang, Indonesia
