Investigating student difficulties on integral calculus based on critical thinking aspects

Nursyahidah, Farida; Albab, Irkham Ulil

doi:10.21831/jrpm.v4i2.15507

Cited by 14 publications

(15 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This phenomenon of student being not accustomed to HOTs type question may be rooted from the learning trait and culture at school that has not offered students much to be accustomed to HOTs. In consequence, students are not used to dealing and completing questions or problems in mathematics that require HOTs (Kusaeri, Sadieda, Indayati & Faizien, 2018;Nursyahidah & Albab, 2017). So far, most mathematics problems provided by mathematics teachers are related to the ability to apply mathematics formulas, procedures or algorithms (Dewantara, Zulkardi & Darmawijoyo, 2015;Kusaeri & Aditomo, 2019;Sembiring, Hadi & Dolk, 2008).…”

Section: Introductionmentioning

confidence: 99%

Student Readiness and Challenge in Completing Higher Order Thinking Skill Test Type for Mathematics

Kusaeri

Hamdani

Suprananto

2019

View full text Add to dashboard Cite

Mathematics teaching and learning should equip students with the ability to think critically and creatively and problem-solving skill to enable them to compete in the industrial revolution 4.0. This descriptive explorative study explores the readiness and challenges faced by Indonesian junior high school (SMP/MTs) student in solving HOTs type mathematics test using Islamic context. Data were collected from a test-based open-ended questionnaire distributed to 164 students in the 8th of five schools in Sidoarjo East Java comprising 2 junior madrasas (Islamic schools), 2 Islamic-based junior high schools and 1 public junior high school. Descriptive analysis using SPSS and categorization of responses (referring to response options in the questionnaire such as have ever-never, necessary-unnecessary, answered-not answered, etc) show that considering their experience, the students are “less ready” to face HOTs type mathematics test. However, students expect that they can be given more practices in doing HOTs type mathematics questions to help them get accustomed to this type of question. Being unaccustomed to non-routine and lengthy questions, lazy trait and being unfamiliar to Islamic terms used as the context of the question becomes the challenges for the students in facing HOTs type mathematics test.

show abstract

Section: Introductionmentioning

confidence: 99%

Student Readiness and Challenge in Completing Higher Order Thinking Skill Test Type for Mathematics

Kusaeri

Hamdani

Suprananto

2019

View full text Add to dashboard Cite

show abstract

“…Therefore, calculus courses (including multivariable calculus) are often considered as the difficult subject for students (Job & Schneider, 2014;Martínez-Planell, Gonzalez, DiCristina, & Acevedo, 2012;Moru, Nursyahidah & Albab, 2017;Orton, 1983;Santosa, 2013). In general, there are at least three sources of learning difficulties in mathematics (Debue & Leemput, 2014;Khateeb, 2008;Sweller, 2008), that comes from mathematics itself, the way the material of mathematics is delivered, and cognitive difficulties in forming the schema when dealt with new information.…”

Section: Introductionmentioning

confidence: 99%

Fostering Germane Load Through Self-Explanation Prompting In Calculus Instruction

Santosa

Prabawanto

Marethi

2019

IJOLAE

View full text Add to dashboard Cite

The purpose of this research was to investigate the effect of self-explanation prompting to students’ germane load while studying mathematics in the multivariable calculus course. This research employed a quasi-experimental method with matching-only posttest-only control group design. The subject of the research consists of 72 first-year mathematics education undergraduate students. The results indicated that there was no significant difference in students’ germane load between students who implemented worked-example with self-explanation prompting and students who implemented worked-example without self-explanation prompting. However, it was revealed that the students' germane load was categorized high in both classes. It indicates that the worked-example method could foster students' germane load. Nonetheless, these results cannot be evidence that self-explanation prompting is capable to foster students' germane load. However, there is an association between germane load and learning objectives. When students achieve the learning objectives, then its learning method is able to foster the germane load. To assess the learning objectives, the posttest was arranged. The results stated that students who implemented the worked-example method with self-explanation prompting had better test scores than students who implemented the worked-example method without self-explanation prompting. This result was sufficient to provide evidence that the use of worked-example with self-explanation prompting could foster students’ germane load students in the multivariable calculus course.Keywords: Germane load, Worked-example, Self-explanation prompting

show abstract

“…For example, one of the courses in university is Calculus. Some students have difficulty in understanding the mathematics language, misusing of concepts, failed to justify, and less precise use of algorithms (Nursyahidah & Albab, 2017). Harel and Kaput (2002) stated that the difficulties came from conceptual entities and their relationships with mathematical notations.…”

Section: Introductionmentioning

confidence: 99%

The role of worked-example in enhancing students’ self-explanation and cognitive efficiency in calculus instruction

Santosa

Suryadi

Prabawanto

et al. 2018

J. ris. pendidik. mat

View full text Add to dashboard Cite

This research was aimed to investigate the effect of students’ self-explanation to their achievement, mental effort, and cognitive efficiency while studying mathematics, particularly in integral topics. This research used a static-group comparison design implemented to first-year undergraduate students. The subject of the study consists of 64 first year undergraduate students in one of the universities in Banten province, Indonesia. The students were divided into two classrooms, experimental and control. Experimental classroom received worked-example method whereas control classroom studying without worked-example method. Instruments used in this research include achievement tests, rating scale mental effort, deviation model of cognitive efficiency, and teaching materials in the form of worked-example. The results show that the implementation of self-explanation through worked-example helps students get a higher achievement, lower mental effort, and better cognitive efficiency compared to students who get instruction without worked-example method. The research also reveals the important role of worked-example in enhancing the ability of students’ self-explanation.

show abstract

Investigating student difficulties on integral calculus based on critical thinking aspects

Cited by 14 publications

References 6 publications

Student Readiness and Challenge in Completing Higher Order Thinking Skill Test Type for Mathematics

Student Readiness and Challenge in Completing Higher Order Thinking Skill Test Type for Mathematics

Fostering Germane Load Through Self-Explanation Prompting In Calculus Instruction

The role of worked-example in enhancing students’ self-explanation and cognitive efficiency in calculus instruction

Contact Info

Product

Resources

About