Abuse notation of improper integrals

Arfi, Eristia; Wiryanto, L. H.

doi:10.1088/1757-899x/296/1/012056

Cited by 2 publications

(1 citation statement)

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“…The following was an explanation of improper integrals. and (-∞,∞) which can also load the hose case up (Arfi & Wiryanto, 2018;Koko, 1999;Polya, 1988;Varberg et al, 2007). Further explanation of the improper integral was explained by the speaker into the PowerPoint (PPt) slide as shown in Figure 1.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Students’ Problem-Solving Ability in Solving Improper Integral Problems

Hanifah,

Rum

2023

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This study aimed to determine the student’s problem-solving-ability using Polya stages in solving Improper Integral questions in online Integral Calculus Learning through zoom applying Student-Centered Learning. It is very rare to find the research that examines students' problem-solving abilities in solving improper integral problems. The research method used in this study was ex-post facto research. The research subjects were 14 students from class B in the third semester of the Mathematics Study Program FKIP UNIB 2020/2021 getting grades A and A- in Integral Calculus Learning. The analysis in Polya stages consisted of Understanding the Problem (P1); Devising a Plan (P2); Carrying out the Plan (P3); and Looking Back (P4. The instruments used to collect data were improper integral test sheets, analysis guide sheets, and open questionnaires. The result showed the mean score of the student’s problem-solving ability was 74.02. The mean value in each stage: P1 = 79.91; P2 = 79.46; P3 = 72.77; and P4 = 65.18. It was concluded that students already had good abilities in understanding problems and planning solutions.

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Section: Introductionmentioning

confidence: 99%