Ordinary differential equations: students’ difficulty in solve the algorithm of the initial value problem with the integrating factor method

Farlina, Ehda; Rachmawati, Tika Karlina; Ariany, Riva Lesta; A, T T Widiastuti; Sobarningsih, Nunung

doi:10.1088/1757-899x/434/1/012010

Cited by 3 publications

(2 citation statements)

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“…The use of learning strategies based on procedural knowledge is very important in ordinary differential equations courses. This is because this course studies the stages of finding the right solution (Farlina et al, 2018). The procedure for finding a solution requires various formulas and mathematical rules.…”

Section: Descriptive Testmentioning

confidence: 99%

“…In reality, students still experience difficulties in ordinary differential equations courses. The difficulty experienced by students is in solving the initial value problem algorithm (Farlina et al, 2018). The facts obtained are that 65% of students have not been able to complete the proof, 35% of students have not used the proof algorithm, and all students have not carried out verification checks.…”

Section: Introductionmentioning

confidence: 99%

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Procedural Knowledge-Based Strategies in Improving Student Learning Outcomes in Ordinary Differential Equations Courses

Lapele,

Jait

2023

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This research aims to identify the differences in average learning outcomes between students taught using procedural knowledge-based strategies and students who are taught without using procedural knowledge-based strategies. This research is quasi experimental research with a posttest-only design with nonequivalent groups. The population in this study were students from the Mathematics Education Department at IAIN Ambon. The samples used were students of the IAIN Ambon Mathematics Education Department Semester 3 (class A and class B). The number of class A students is 14 people and the number of class B students is also 14 people. The data collection technique in this research was tests. The instrument used is in the form of test questions. The test questions consist of three questions describing various types of ordinary differential equations. The data analysis technique used were the Mann Whitney U Test and descriptive test. The research results showed that there were differences in average learning outcomes between students who were taught using procedural knowledge-based strategies (experimental class) and students who were taught without using procedural knowledge-based strategies (control class). The average learning outcomes of experimental class students is higher than the average learning outcomes of control class students.

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Section: Descriptive Testmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%