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Penelitian kualitatif ini bertujuan untuk mendeskripsikan pofil efikasi diri mahasiswa pada perkuliahan Kalkulus Integral. Subjek penelitian adalah 43 mahasiswa Program Studi Teknik Industri Universitas Muhammadiyah Surakarta yang mengikuti perkuliahan Kalkulus Integral. Instrumen pengumpulan data terdiri dari angket efikasi diri serta pedoman wawancara. Subjek mengisi angket efikasi diri. Hasilnya adalah 2% mahasiswa memiliki efikasi diri sangat tinggi, 40% tinggi, 51% sedang,  7% memiliki efikasi diri rendah. Selanjutnya dipilih 6 mahasiswa, masing-masing 2 mahasiswa dengan efikasi diri tinggi, sedang, rendah untuk diwawancarai. Hasilnya yaitu mahasiswa dengan efikasi diri tinggi dan sedang tidak putus asa dalam menyelesaikan permasalahan Kalkulus Integral, sedangkan mahasiswa dengan efikasi diri rendah putus asa saat menghadapi permasalahan tersebut. Mahasiswa dengan tingkat efikasi diri tinggi, sedang, dan rendah belum mampu mempelajari materi sulit Kalkulus Integral secara mandiri. Akan tetapi, mereka mampu menyelesaikan tugas dan mengumpulkannya tepat waktu. Usaha belajar mereka belum optimal dengan berbagai macam penyebab sehingga mereka tidak yakin mampu mencapai prestasi belajar yang ditargetkan, terkecuali dua mahasiswa dengan efikasi diri tinggi dan sedang. Self-efficacy of university student in integral calculus course AbstractThis qualitative research aimed to describe students’ self-efficacy profile on Integral Calculus course. The subjects were 43 students of Industrial Engineering Department, Universitas Muhammadiyah Surakarta, who attended Integral Calculus course. The instruments used to data collecting were self-efficacy questionnaire and interview guidelines. The subjects were given self-efficacy questionnaire. The results showed that 2% of students had very high of self-efficacy, 40% high, 51% middle, the remaining 7% students had low self-efficacy. Six students were selected to be interviewed, consisted of 2 students with high, middle, and low self-efficacy. The interview results were students with high and middle self-efficacy were not give up to solve Integral Calculus problems, while students with low self-efficacy tend to desperate when solving the problems. Students with high, middle, and low self-efficacy levels had not been able to study the Integral Calculus difficult material independently. However, they were able to complete the task and collect it on time. Their learning efforts have not been optimal with a variety of causes so they were not confident for reaching optimum achievement, except two students with high and middle self efficacy level.

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The purposes of this research were to describe student errors types in solving solid geometry problems based on mathematics skills and to know the causes of student errors happened. The major mathematics skills consisted of number fact, arithmetics, information, language, visual spatial skill. This research was qualitative. Data collection techniques were done by test and interview. Respondents were 6 from 39 mathematics education students academic year of 2016/2017 in Universitas Muhammadiyah Surakarta that consisted of each 2 students in high, middle, low level respectively. This grouping were conducted based on the test results. Every respondent was interviewed about their answer of the test. The results of this research indicated that students in high level did errors on number fact and visual spatial skill. Students in middle level did errors on five type of mathematics skills. Students in low level did errors on four type of mathematics skills except arithmetics skill.Keywords: student errors, mathematics skills, solid geometry PENDAHULUANMatematika memiliki peranan penting karena menjadi penghubung antara kejadian dalam kehidupan sehari-sehari dengan konsep matematis (NCTM: 2000). Selain itu, matematika juga berperan dalam mengembangkan pemikiran manusia untuk lebih kreatif serta membantu untuk menganalisis permasalahan kehidupan nyata (Jha, 2012: 17). Salah satu bidang matematika yakni geometri mempunyai peluang untuk lebih dipahami mahasiswa sebab ide-ide geometri banyak dijumpai dalam keseharian. Sebagai contoh, pematang yang terbatas diabstraksi sama datarnya serta diidealisasi sebagai obyek dengan panjang tak terbatas yaitu garis.Namun, fakta menunjukkan bahwa banyak mahasiswa mengalami kesulitan dalam geometri. Salah satunya adalah mahasiswa Prodi Pendidikan Matematika Universitas Muhammadiyah Surakarta mengalami kesulitan pada mata kuliah Geometri Ruang. Terdapat lima keterampilan utama dalam pemecahan masalah matematika yang dapat dijadikan dasar untuk mengidentifikasi kesulitan matematika siswa, yaitu: 1) number fact skill berupa kemampuan dalam pengolahan angka, penyajian tabel, serta prinsip matematika, 2) arithmetics skill yaitu keakuratan alur algoritma dalam proses perhitungan serta prosedur penyelesaian dari model matematika, 3) information skill yakni keahlian dalam mengaitkan informasi serta mentransformasikan masalah ke dalam kalimat matematika, 4) language skill yaitu kemampuan memahami istilah serta hubungan matematika berdasarkan informasi yang diberikan, dan 5) visual spatial skill

This research aims were to describe major difficulty for university students in solid geometry learning process and to know the causes of the problem. This research used qualitative method. The data was collected by testing and interviewing respondents. Respondents were 39 mathematics education students in class D, Universitas Muhammadiyah Surakarta, academic year of 2016/2017. The interview was conducted to 6 students who did most errors in major error category based on the test results. The result of this research showed that most of students had main difficulty to develop visual spatial skills in solid geometry learning. They could not visualize shapes of solid geometry objects well. It was because they did not understand well about steps for drawing intersection plane of cube, drew cube carelessly, did not know the shape of cube if the frontal plane was not standard, and remembered the answer of the exercise.