Process Skill Error: The Majority Student’s Error in Problem Solving of Integral Calculus

Machromah, Isnaeni Umi

doi:10.26858/jds.v5i3.4843

Cited by 7 publications

(6 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Therefore, students should do more practice questions on the topic of Diophantine and Chinese remainder theorem. This is in line with research conducted by Macromah and Mega (2017) that there are still many students who make mistakes when working on questions on calculus material. As many as 80.87% of students made mistakes when working on integral calculus problems.…”

Section: Reading Errorsupporting

confidence: 91%

Analysis of Students’ Errors in Working on Number Theory Questions (21st century Skills)

Melissa

Krisnamurti²

2022

JDM

View full text Add to dashboard Cite

This study aims to describe students’ mistakes in solving number theory’s problem. In this study, error analysis, especially on the topic of Diophantine equations and Chinese remainder theorem. This type of research is qualitative research. The subjects of this study were 46 students of mathematics education at Sanata Dharma University. The data collection technique used a test. The data were analyzed to determine errors in doing number theory problems using the type of error according to Newman. According to Newman, five types of errors are reading, comprehension, transformation, process skill, and encoding errors. The conclusion of this study showed that the most errors made were related to process skill errors and transformation errors, while only a few experienced comprehension and encoding errors. None of the students made reading error.This shows that students already understand the meaning of the problem, but when changing and looking for solutions to problems an error occurs. The factors that may cause this error are a lack of understanding of the concept of the Diophantine equations and Chinese remainder theorem, as well as a lack of problem practice.

show abstract

Section: Reading Errorsupporting

confidence: 91%

Analysis of Students’ Errors in Working on Number Theory Questions (21st century Skills)

Melissa

Krisnamurti²

2022

JDM

View full text Add to dashboard Cite

show abstract

“…Besides, students who answered "yes, difficulty", with the answer "confused about which integration technique should be used to solve each question". This result was not much different from the research results of Isnaini et al which states that: There were several reasons for students to made mistakes to solve the problems in integral calculus, including (1) student inaccuracy both in reading questions, writing mathematical symbols including integral symbols, and counting operations, (2) low mastery of prerequisite materials and basic mathematical concepts, (3) imperfect understanding of integral material and concepts, (4) students are less able to identify characters or types of questions to determine the appropriate integral technique, and (5) using formulas that are not adapted to the problem solving [14]. In order to solve the problem, students have to know the meaning of the problem, concept, formula, steps, and accuracy.…”

Section: Discussionmentioning

confidence: 99%

Problem Solving Ability of Integration Technique in Integral Calculus Learning Based on APOS Model of Mathematics Education Students

Hanifah¹

2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

This study aimed to determine the results of the posttest, and the students' problem-solving abilities in solving integration technical questions in learning Integral Calculus based on the APOS Model. The integration technique consists of: a) Substitution Method, b) Trigonometric Substitution, c) Substitution that rationalizes, d) Partial Integral, e) Integral rational function. The APOS model is student-centered learning and has a syntax that consists of phases: Orientation, Practicum, Small Group Discussion, Class Discussion, Exercise, and Evaluation. The research subjects were 28 students of the 3 rd semester of Mathematics Education FKIP Unib 2019/2020 who took Integral calculus class. The instruments used were posttest sheets and questionnaires. The method or flow used was: carrying out the posttest; checking answers based on the Polyas stages, which consisted of: 1) Understanding the Problem; 2) Plan; 3) Doing the Plan; and 4) Looking Back. Post-test questions for the integration technique consisted of 7 questions. Problem 1 was about Substitution Method, Problem 2 and problem 3 were about Trigonometric Functions, Problem 4 was about Substitution that rationalizes, Problem 5 was about Partial Integral, Problem 6 and 7 were about Rational Function Integration Technique. From the research results, it can be concluded that: the average value of the post-test results was 63.04. The average ability of students to solve problems regarding integration techniques: a) substitution methods, there were: 1) 96.43% was able to understand the problem: 2) 96.43% were able to make plans: 3) 96.43% were able to do the plan; 4) only 64.29% were able to do the looking back. b) Trig substitution, there were: 1) 51.79% were able to understand the problem: 2) 51.79% were able to make plans: 3) 51.79% were able to do the plan: 4) 51.79% were able to do the looking back. c) Substitution that rationalizes, there were: 1) 58.93% were able to understand the problem: 2) 37.5% were able to make plans: 3) 39.29% were able to do the plan; 4) only 14.29% were able to do the looking back., d) Partial Integral, there were: 1) 60.71% were able to understand the problem: 2) 53.57% were able to make plans: 3) 14.29% were able to do the plan; 4) only 14.29% were able to do the looking back., e) Integral rational functions, there were: 1) 85.715% were able to understand problems: 2) 75% were able to make plans: 3) 46.43% were able to do plan; 4) only 41,075% were able to do the looking back. Based on the answers to the open questionnaire, the difficulty faced by students in general was the confusion in determining the formulas to be used especially for the integration technique of trigonometric functions.

show abstract

“…Table 3 shows that the most studied area is numbers (Durkin & Rittle-Johnson, 2015;Lin, 2016;Yang & Lin, 2015;Makonye & Faculty, 2016;Alghazo & Alghazo, 2017), and fractions (Dhlamini & Kibirige., 2014;Uzel, 2018;Aliustaoglu, Tuna & Biber, 2018;Sarwadi, & Shahrill, 2014;Trivena, Ningsih & Jupri, 2017) with a total of 5 articles for each respective area. Other areas being focused on are limit (Kula & Guzel, 2014;Winarso, 2017;Denbel, 2014), geometry (Ozkan & Bal, 2017;Luneta, 2015), functions (Oçal, 2017), integers (Fadillah & Susiaty, 2019), number theory (Stavrou, 2014), algebra (Lin & Kuo, 2014;Gningue, Menil, & Fuchs, 2014;Sarımanoğlu , 2019;Tiwari & Fatima, 2019), integrals (Li, Julihi, & Eng 2017), differential equations (Ming, Foong & Ng, 2017), quadrilateral (Turnuklu, 2014, and probability (Ang & Shahrill, 2014).…”

Section: Table 3 the Areas Of Mathematical Learning Being Focused In The Studiesmentioning

confidence: 99%

“…Two studies also used the instructional plans provided by the students (Kula & Guzel, 2014;Turnuklu, 2014) while seven studies used questionnaire to obtain information (Gningue, Menil & Fuchs, 2014;Durkin & Rittle-Johnson, 2015;Uzel, 2018;Rakes & Ronau, 2018;Denbel, 2014;Ming et al, 2017;Ang & Shahrill, 2014). Data were also obtained from document analysis of students' assignments (Makonye & Faculty, 2016;Dhlamini, & Kibirige, 2014;Ocal, 2017;Stavrou, 2014;Sisman & Aksu, 2016), and examination answer scripts (Gningue, Menil & Fuchs, 2014;Luneta, 2015;Li, Julihi & Eng, 2017;Ming et al, 2017). This involved the researchers/ teachers analyzing the student's written work to look for patterns and identify possible causes of errors and misconceptions.…”

Section: Instrument/sources Used To Determine the Misconception In Mathematicsmentioning

confidence: 99%

A Systematic Literature Review on Students Misconceptions in Mathematics

Jamaludin¹,

Maat²

2020

IJARBSS

View full text Add to dashboard Cite

The misconception in mathematics education has been highlighted in various studies. However, there is still a limited literature review on students' misconceptions in mathematics. The purpose of this study is to review and analyze articles on student misconceptions in mathematics published between 2014 and 2019. The literature search for this study was conducted using four online databases, namely ERIC, Scopus, ScienceDirect, and Google Scholar. To ease the process, the researcher has set several inclusion and exclusion criteria before conducting the review. This study found that there is a decline in the number of articles published between 2014 to 2019 and that most studies have focused on primary school students. The study found that most of the studies conducted were aimed at determining misconceptions rather than overcoming students' misconceptions in mathematics education. Also, the instruments and methods for obtaining data that researchers often use are through tests and interviews. Some suggestions on overcoming misconceptions in mathematics are also highlighted for further study.

show abstract

Process Skill Error: The Majority Student’s Error in Problem Solving of Integral Calculus

Cited by 7 publications

References 5 publications

Analysis of Students’ Errors in Working on Number Theory Questions (21st century Skills)

Analysis of Students’ Errors in Working on Number Theory Questions (21st century Skills)

Problem Solving Ability of Integration Technique in Integral Calculus Learning Based on APOS Model of Mathematics Education Students

A Systematic Literature Review on Students Misconceptions in Mathematics

Contact Info

Product

Resources

About