Abstract
In the calculus subject, there is definite integral material, and on that material, students often encounter obstacles. Obstacles are all things that hinder students from learning. Cognitive obstacles are one of four known types of obstacles, three of which are: epistemological obstacles, didactive obstacles, and ontogenic obstacles. Cognitive obstacles are the knowledge a person has and are usually sufficient to solve a particular problem, but this knowledge is inadequate when the person is confronted with a new problem. This study was conducted at the Mathematics Education Study Program, a university in the city of Semarang by taking two subjects. Both of these subjects experience cognitive obstacles when completing definite integral tasks.
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