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Students experience learning obstacles, especially statistical material, so good mathematical literacy skills are needed, especially data content and uncertainty so that learning obstacles can be overcome. The purpose of this study is to analyze students' learning obstacles in statistical material in terms of mathematical literacy data content and uncertainty. This study uses a qualitative descriptive approach with a Didactional Design Research design at the learning obstacle assessment stage with the research subject being students of junior high school 2 Sungguminasa. The research data were collected through test instruments based on mathematical literacy data content and uncertainty, direct interviews, observation, and documentation. This study uses test rules, interview rules, observation rules, and documentation. The results of the study found that students experienced three types of learning obstacles, namely ontogenic barriers, didactic barriers, and epistemological barriers. The ontogenic barrier is caused by the lack of interest of students in learning statistics material. Didactic obstacles are caused by the lack of ability of educators in presenting various questions. Epistemological barriers are caused by students' limited understanding of statistical concepts.

Learning obstacles; mathematic literation; data and uncertainty content; statistic