Analisis Kesalahan Mahasiswa Prodi Pendidikan Matematika Fakultas Tarbiyah Iain Ar-Raniry Dalam Mata Kuliah Trigonometri Dan Kalkulus 1

Abstract

There are many students of Mathematic Education Department in Tarbiyah Faculty of IAIN Ar-Raniry got difficulties to learn Calculus I. It is proven by many students fail the Calculus class. One of the causes is they did not really master the concept of trigonometric as one of the prerequisite of calculus I. Therefore, we need to know and analyze the type of mistaken they made and the tendency to produce the mistakes in answering the trigonometric’s question. In this research, data were collected through interview and questionnaire. Then, they were analyzed by using descriptive statistic. The result shows that the mistaken done by students in answering the trigonometric questions as the prerequisite of Calculus 1covers the mistake of facts, skills, concept and principles. Meanwhile, the tendency of doing the mistaken coming from principle misconception due to lack of understanding of trigonometric concept.

A case study of misconceptions students in the learning of mathematics; The concept limit function in high school

“…Figure 1 shows that according to ZulfaAmrina errors made by the subjects 18 is a misconception that students' mistakes because they do not write emblem limit function " when using the procedure count limit (Abidin, 2012). Students also make mistakes in understanding the concept of the presence or absence of a limit of a function when the result is 0.…”

“…Possible cause of the misconception is the lack of understanding of the definition of the concept of limit function and a lack of understanding of the value and place (Lerner, 2003). Figure 2 shows that according to ZulfaAmrina errors made by the subject 3 is operating errors that students make mistakes count at the time of filling the table, and isconceptions y writing " when using the procedure count limit (Abidin, 2012). This condition can occur due to teacher factor in teaching mathematics.…”

“…The possible causes of misconceptions are the lack of teachers' emphasis on limit function theorems and the lack of understanding of the concept of existence of function limits and their relation to the left and right limits (Jordaan, 2009). Figure 3 shows that according to ZulfaAmrina errors made by the subject 6 is a misconception that students do not write e le li it " when using the procedure count limit, and operation errors that students make mistakes arithmetic operation division of the highest rank (Abidin, 2012). Possible causes are a weak factor misconception practical aspects that students only pay attention to the practical aspect without regard to the concept (Irawan, Riyadi, & Triyanto, 2012).…”

“…Miscalculation, as well as the lack of understanding of the value and place (Lerner, 2003). Figure 4 shows that according to ZulfaAmrina errors made by the subject 6 is a misconception that students do not write e le li it " when using the procedure count limit, and operation errors that students make mistakes factoring arithmetic algebraic function in order to obtain these results (Abidin, 2012). Possible causes are a factor misconception practical aspects that students only pay attention to the practical aspect without regard to the concept (Irawan et al, 2012).…”

“…Miscalculation, as well as the lack of understanding of the value and place (Lerner, 2003). Figure 5 shows that according to ZulfaAmrina errors made by the subject 1 is a misconception that students misunderstood the concept of limit theorem function by writing " when using the procedure count limit, and miscalculation that students perform arithmetic operation error factoring algebraic function in order to obtain these results (Abidin, 2012). Possible causes of misconception are the lack of understanding about value And points, as well as calculation errors (Lerner, 2003).…”