Menurut beberapa penelitian yang relevan, siswa mengalami kesulitan atau kesalahpahaman dalam mempelajari konsep fungsi invers. Penyebab kesulitan dan kesalahpahaman ini didasarkan pada kenyataan bahwa konsep fungsi invers umumnya diajarkan berdasarkan hafalan dan aturan rutin. Kesulitan-kesulitan ini tentu akan menjadi hambatan bagi siswa dalam mempelajari materi fungsi invers. Upaya untuk membantu siswa mengatasi hambatan belajar dalam pembelajaran harus didasarkan pada teori yang dapat diterima untuk membawa hasil lebih banyak. Salah satu alternatif yang dapat digunakan dalam perencanaan pembelajaran matematika adalah desain didaktis. Penelitian ini bertujuan untuk mengembangkan desain didaktis dalam mengatasi hambatan belajar siswa SMA dalam materi fungsi invers. Penelitian ini dilakukan di salah satu SMA Negeri di Kabupaten Kepulauan Meranti, Provinsi Riau. Tes pembelajaran kendala dilakukan pada siswa sekolah menengah di kelas XII Sains dan penelitian desain didaktis dilakukan pada siswa SMA di kelas XI Sains. Temuan penelitian menunjukkan bahwa karakteristik hambatan belajar siswa SMA dalam materi fungsi invers meliputi: hambatan didaktis, hambatan ontogenik, dan hambatan epistemologis. Desain didaktis menjalani beberapa revisi, termasuk revisi untuk beberapa situasi didaktis, perkiraan waktu, dan respon yang tidak terduga.

According to several relevant studies, students experience difficulties or misconceptions in learning the concept of inverse function. The cause of these difficulties and misconceptions is based on the fact that the concept of inverse functions is generally taught based on memorization and routine rules. These difficulties will certainly be obstacles for students in learning the inverse function material. Efforts to help students overcome learning obstacle in learning must be based on an acceptable theory in order to bring more results. One alternative that can be used in planning mathematics learning is didactic design. This study aims to develop a didactic design in overcoming high school students' learning obstacles in the inverse function material. The study was conducted in one of the State High Schools in the Meranti Islands Regency, Riau Province. The obstacle learning test was conducted on high school students in class XII Science and didactical design research was conducted on high school students in class XI Science. The research findings show that the characteristics of high school students' learning obstacles in the inverse function material include: didactical obstacles, ontogenic obstacles, and epistemological obstacles. Didactic design underwent several revisions, including revisions to some didactic situations, estimated time, and unexpected responses.

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