Abstract
This study aims to describe conceptual and procedural knowledge on integral topics. Data were collected from 30 students who were randomly selected from 120 students of the mathematics education study program at IAIN Bukittinggi who took an integral calculus course. Data were analyzed by categories from student's work. The results showed that students' conceptual knowledge is still very low. Students do not understand the meaning of the definite integral as the limit of the Riemann sum and build a definition of the integral. Most of the students had a fairly good knowledge of procedural aspects. Students can determine the integral of a function using the basic theorems of calculus and can use the right integration technique for some given functions. On the other hand. Integral calculus learning is expected to increase students' conceptual knowledge in addition to their procedural knowledge.
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