Student’s Learning Obstacle in Calculus Course
Calculus courses have become the basis of other mathematics courses. However, students often find obstacles in this course that cause low mastery of calculus. Therefore we need an in-depth analysis of students' obstacles in learning calculus to develop proper learning materials and methods. Thi...
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| Format: | Article |
| Language: | English |
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Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci
2021-12-01
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| Series: | Edumatika |
| Subjects: | |
| Online Access: | https://ejournal.iainkerinci.ac.id/index.php/edumatika/article/view/1114 |
| _version_ | 1797980317963780096 |
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| author | Ria Deswita Selvia Erita Febria Ningsih |
| author_facet | Ria Deswita Selvia Erita Febria Ningsih |
| author_sort | Ria Deswita |
| collection | DOAJ |
| description | Calculus courses have become the basis of other mathematics courses. However, students often find obstacles in this course that cause low mastery of calculus. Therefore we need an in-depth analysis of students' obstacles in learning calculus to develop proper learning materials and methods. This research aims to analyze the students’ learning obstacles in solving mathematical problems in calculus courses. This research is a qualitative descriptive study. The subjects of this study were first-semester students of the Mathematics Department at one of the Islamic institutes in Jambi, Indonesia. The subject selection technique used is purposive sampling, while the data collection techniques used questionnaires and interviews. Based on data analysis, it was found that there were five types of errors made by students in solving mathematical problems in a calculus course, namely conceptual errors, algorithm errors, calculation errors, algebraic operations errors, and careless errors. Also, there were two types of learning obstacles experienced by students in the calculus course: epistemological obstacles and didactic obstacles. Epistemological obstacles related to conceptual errors, limited understanding of concepts, and errors in analyzing questions. While didactic obstacles related to difficulties in understanding teaching materials and inaccuracy of teaching methods. Further research is needed to overcome learning obstacles that occur in the form of developing appropriate learning materials according to the abilities and characteristics of students and applying appropriate learning models and methods. |
| first_indexed | 2024-04-11T05:53:44Z |
| format | Article |
| id | doaj.art-e282b74281aa42fd8d945f43633adbc0 |
| institution | Directory Open Access Journal |
| issn | 2620-8903 2620-8911 |
| language | English |
| last_indexed | 2024-04-11T05:53:44Z |
| publishDate | 2021-12-01 |
| publisher | Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci |
| record_format | Article |
| series | Edumatika |
| spelling | doaj.art-e282b74281aa42fd8d945f43633adbc02022-12-22T04:42:00ZengFakultas Tarbiyah dan Ilmu Keguruan IAIN KerinciEdumatika2620-89032620-89112021-12-014215016210.32939/ejrpm.v4i2.11141379Student’s Learning Obstacle in Calculus CourseRia Deswita0Selvia Erita1Febria Ningsih2Institut Agama Islam Negeri KerinciInstitut Agama Islam Negeri KerinciInstitut Agama Islam Negeri KerinciCalculus courses have become the basis of other mathematics courses. However, students often find obstacles in this course that cause low mastery of calculus. Therefore we need an in-depth analysis of students' obstacles in learning calculus to develop proper learning materials and methods. This research aims to analyze the students’ learning obstacles in solving mathematical problems in calculus courses. This research is a qualitative descriptive study. The subjects of this study were first-semester students of the Mathematics Department at one of the Islamic institutes in Jambi, Indonesia. The subject selection technique used is purposive sampling, while the data collection techniques used questionnaires and interviews. Based on data analysis, it was found that there were five types of errors made by students in solving mathematical problems in a calculus course, namely conceptual errors, algorithm errors, calculation errors, algebraic operations errors, and careless errors. Also, there were two types of learning obstacles experienced by students in the calculus course: epistemological obstacles and didactic obstacles. Epistemological obstacles related to conceptual errors, limited understanding of concepts, and errors in analyzing questions. While didactic obstacles related to difficulties in understanding teaching materials and inaccuracy of teaching methods. Further research is needed to overcome learning obstacles that occur in the form of developing appropriate learning materials according to the abilities and characteristics of students and applying appropriate learning models and methods.https://ejournal.iainkerinci.ac.id/index.php/edumatika/article/view/1114calculus courselearning obstaclemathematics studentsstudents’ errors |
| spellingShingle | Ria Deswita Selvia Erita Febria Ningsih Student’s Learning Obstacle in Calculus Course Edumatika calculus course learning obstacle mathematics students students’ errors |
| title | Student’s Learning Obstacle in Calculus Course |
| title_full | Student’s Learning Obstacle in Calculus Course |
| title_fullStr | Student’s Learning Obstacle in Calculus Course |
| title_full_unstemmed | Student’s Learning Obstacle in Calculus Course |
| title_short | Student’s Learning Obstacle in Calculus Course |
| title_sort | student s learning obstacle in calculus course |
| topic | calculus course learning obstacle mathematics students students’ errors |
| url | https://ejournal.iainkerinci.ac.id/index.php/edumatika/article/view/1114 |
| work_keys_str_mv | AT riadeswita studentslearningobstacleincalculuscourse AT selviaerita studentslearningobstacleincalculuscourse AT febrianingsih studentslearningobstacleincalculuscourse |