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

Authors

DOI:

https://doi.org/10.29240/ja.v5i2.6837

Keywords:

Problem-solving, Polya stages, Improper integral problem

Abstract

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.


Downloads

Download data is not yet available.

References

Antika, R. R. (2014). Proses Pembelajaran Berbasis Student Centered Learning (Studi Deskriptif di Sekolah Menengah Pertama Islam Baitul ‘Izzah, Nganjuk). Jurnal biokultur, 3(1), 251-265. Retrieved from https://journal.unair.ac.id/

Arfi, E., & Wiryanto, L. H. (2018). Abuse notation of improper integrals. IOP Conference Series: Materials Science and Engineering, 296(1), 1-6. https://doi.org/10.1088/1757-899X/296/1/012056

Davis, B., & Summers, M. (2015). Applying Dale’s Cone of Experience to Increase Learning and Retention: A study of student learning in a foundational leadership course. QScience Proceedings, 2015(4), 6. https://doi.org/10.5339/qproc.2015.wcee2014.6

Dharmayana, I. W., Kumara, A., & Wirawan, Y. G. (2012). Keterlibatan Siswa (Student Engagement) sebagai Mediator Kompetensi Emosi dan Prestasi Akademik. Jurnal Psikologi, 39(1), 76-94. https://doi.org/10.22146/jpsi.6968

Diana, B. (2021). The Cone of Experience in Teaching Mathematics Synchronously and Asynchronously. InterConf, 218–226. https://doi.org/10.51582/interconf.19-20.02.2021.092

Dwianjani, N. K. V., Candiasa, I. M., & Sariyasa. (2018). Identifikasi Faktor-faktor yang Mempengaruhi Kemampuan Pemecahan Masalah Matematika. Numerical: Jurnal Matematika dan Pendidikan Matematika, 2(2), 153-166. https://doi.org/10.25217/

numerical.v2i2.276

Ersoy, E. (2016). Problem-Solving and Its Teaching in Mathematics. The Online Journal of New Horizons in Education, 6(2), 79–87. Retrieved from www.tojned.net

Hartono, W., & Subali Noto, M. (2017). Pengembangan Modul Berbasis Penemuan Terbimbing untuk Meningkatkan Kemampuan Matematis pada Perkuliahan Kalkulus Integral. Jurnal Nasional Pendidikan Matematika), 1(2), 320–333. http://doi.org/10.33603/

jnpm.v1i2.616

Khoiriyah, S. (2016). Kemampuan Komunikasi Matematis Mahasiswa dalam Pemecahan Masalah Kalkulus II. E-DuMath, 2(2), 202–2019. Retrieved from http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/edumath

Koko, M. (1999). Kalkulus. Jakarta: Erlangga.

Oinam, S. (2017). Student-centered approach to teaching and learning in higher education for quality enhancement. IOSR Journal of Humanities and Social Science, 22(6), 27–30. https://doi.org/10.9790/0837-2206132730

Parma, & Saparwadi, L. (2015). Pengembangan Model Pembelajaran Kalkulus Berbantuan Komputer Melalui Program Maple di Program Studi Pendidikan Matematika. Jurnal Elemen, 1(1), 37–48. https://doi.org/10.29408/jel.v1i1.80

Pateşan, M., Balagiu, A., & Zechia, D. (2016). The Benefits of Cooperative Learning. International Conference Knowledge-Based Organization, 22(2), 478–483. https://doi.org/10.1515/kbo-2016-0082

Polya. (1988). How to solve it, a new aspect of mathematical method. Princeton: Princeton University Press.

Sugiyono. (2012). Metode Penelitian Kuantitatif, Kualitatif, dan R & D. Bandung: Alfabeta.

Suryadi, D. (2010). Menciptakan Proses Belajar Aktif: Kajian dari Sudut Pandang Teori Belajar dan Didaktik. Makalah Seminar Nasional Pendidikan Matematika UNP. Retrieved from https://adoc.pub/menciptakan-proses-belajar-aktif-kajian-dari-sudut-pandang-t.html

Syafa’atun, & Nurlaela. (2022). Analisis Pemahaman Konsep dan Kemampuan Pemecahan Masalah Matematika pada Mata Kuliah Kalkulus Dasar. Jurnal Ilmiah Wahana Pendidikan, 8(19), 430–436. https://doi.org/10.5281/zenodo.7180813

Varberg, Purcell, & Rigdon. (2007). Calculus 9th Edition Pearson. New York: Pearson.

Yuan, S. (2013). Incorporating Pólya’s Problem-Solving Method in Remedial Math. Journal of Humanistic Mathematics, 3(1), 96–107. https://doi.org/10.5642/jhummath.201301.08

Downloads

Published

2023-12-04

Issue

Section

Articles

Citation Check