Analysis of student misconception on calculus materials based on student mathematical reasoning

Abstract

The aim of this study is to describe students’ misconceptions based on students’ mathematical reasoning on integral material of the XII class of SMA Islam I Surakarta academic year of 2018/2019, and to find out the causes of their misconceptions. This research is exploratory research that adopts a qualitative approach. The research subjects consisted of 8 students from class XII SMA I Surakarta. The selection of research subjects using purposive sampling. The research subjects were selected based on the results of scientific reasoning tests. Methods of data collection in this study are recording, observation, tests, and interviews. Data validity used the triangulation method. The results of this study showed that that 1) most students experienced misconceptions in solving the broad problem of areas limited by curves and lines that require partitioning. Interesting findings revealed by this study was student misconception was more dominated by problems that require more complex reasons; 2) factors that influence the occurrence of student misconceptions in applying certain integral materials in determining the area of the curve associated with students who tend to memorize formulas and procedures in solving certain integral problems without understanding the underlying concepts. This condition is encountered because in education to facilitate students’ understanding in mastering abstract and complex mathematical concepts, teachers provide mechanistic learning with procedures and stages that must be memorized by students.