Pola Kesalahan Pseudo Mahasiswa pada Penyelesaian Soal Integral Tentu Bentuk Polinomial
DOI:
https://doi.org/10.21009/jrpmj.v7i2.59862Kata Kunci:
Kesalahan pseudo, integral tentu, polinomial, Newman Error AnalysisAbstrak
Penelitian ini bertujuan untuk menganalisis pola kesalahan pseudo mahasiswa dalam menyelesaikan soal integral tentu bentuk polinomial. Metode yang digunakan adalah kualitatif deskriptif dengan kerangka Newman Error Analysis yang dimodifikasi. Subjek penelitian terdiri dari empat mahasiswa Pendidikan Matematika yang dipilih secara purposive sampling. Data dikumpulkan melalui tes tertulis dan dianalisis berdasarkan tahapan membaca, memahami, transformasi, keterampilan proses, dan penulisan jawaban. Hasil penelitian menunjukkan bahwa mahasiswa sering melakukan kesalahan pseudo yang tampak benar secara prosedural tetapi salah secara konseptual maupun simbolik. Pola kesalahan yang muncul meliputi pseudo-konseptual, pseudo-prosedural, pseudo-komputasional, dan pseudo-finalisasi. Akar kesalahan terutama berasal dari lemahnya keterampilan aljabar dasar serta kurangnya verifikasi diri dalam penyelesaian soal. Temuan ini menegaskan perlunya pembelajaran kalkulus yang menyeimbangkan aspek prosedural dan konseptual, memperkuat dasar aljabar, serta memanfaatkan analisis kesalahan dan representasi ganda untuk meningkatkan pemahaman mahasiswa.
Referensi
Angco, R.J.N., 2021, ‘Error Analysis in Integral Calculus: A Modified Newman’s Approach’, American Research Journal of Humanities and Social Sciences, 4(9), 38–52.
Ariawan, R. & Zetriuslita, 2019, ‘Analysis of Students’ Error in Solving Critical Thinking Problems in Integral Calculus Course based on Newman’, Journal of Educational Sciences, 3(2), 245–256.
Ely, R., 2017, ‘Definite integral registers using infinitesimals / Student modes of interpretation of definite integral’, Journal of Mathematical Behavior, 48, 152–167.
Fitriani, N., 2020, ‘Analisis kesalahan mahasiswa dalam menyelesaikan soal integral tentu’, Jurnal Pendidikan Matematika, 9(2), 123–134.
Greefrath, G. & others, 2021, ‘Basic mental models of integrals: theoretical conception and implications’, ZDM Mathematics Education, 53(3), 479–493.
Hasanah, U. & Surya, E., 2019, ‘Analysis of students’ errors in solving definite integral problems’, International Journal of Scientific & Technology Research, 8(10), 124–128.
Hiebert, J. & Grouws, D.A., 2007, ‘The effects of classroom mathematics teaching on students’ learning’, in F.K. Lester (ed.), Second Handbook of Research on Mathematics Teaching and Learning, pp. 371–404, Information Age, Charlotte, NC.
Hong, D.S., 2024, ‘How do students learn definite integrals? Exploring opportunities to learn in lectures and textbooks’, School Science and Mathematics, 124(1), 32–47.
Ismail, N.A. & others, 2021, ‘Error analysis in integral calculus: A modified Newman’s approach’, ResearchGate.
Kusmaryono, I. & Nizaruddin, 2023, ‘Transforming students’ pseudo-thinking into real thinking in mathematical problem solving’, International Journal of Educational Methodology, 9(3), 477–491.
Kusumawati, D. & Wijaya, A., 2019, ‘Pseudo errors in solving calculus problems: A case study on integral’, Infinity Journal of Mathematics Education, 8(1), 45–56.
Lehmann, T., 2024, ‘Understanding students’ difficulties with definite integrals’, Mathematics Education Research Journal.
Li, W., Julaihi, N.H. & Eng, T.H., 2017, Analysis of errors in integral calculus among engineering students, AIP Conference Proceedings, vol. 1847, 50003.
MathCo Journal, 2020, ‘Selected papers on mathematics education’, Mathematics Education Journal.
Mathematical Association of America, 2023, Instructional Practices Guide, MAA Press, Washington, DC.
Nilsen, H.K. & Jaworski, B., 2023, ‘First-Year Engineering Students’ Interpretations of Differentials and Definite Integrals’, International Journal of Research in Undergraduate Mathematics Education, 9, 197–220.
Niss, M. & Højgaard, T., 2019, ‘Mathematical competencies revisited’, Educational Studies in Mathematics, 102(1), 9–28.
Nursyahidah, F., Sa’dijah, C. & As’ari, A., 2020, ‘Pseudo-thinking in mathematics problem solving’, International Journal of Instruction, 13(2), 623–638.
Oehrtman, M. & Simmons, A., 2023, ‘Students’ reasoning about accumulation and the definite integral’, International Journal of Research in Undergraduate Mathematics Education, 9(2), 245–268.
Pratama, R. & Hidayat, A., 2022, ‘Analisis kesalahan pseudo mahasiswa dalam kalkulus dasar’, Jurnal Edukasi Matematika, 13(2), 201–213.
Putra, A. & Hidayat, W., 2023, ‘Pseudo error patterns in calculus problem solving’, Journal of Mathematics Education Research, 12(3), 255–270.
Putri, A. & Hidayah, I., 2023, ‘Pseudo errors in solving calculus problems: Linking conceptual and procedural knowledge’, International Journal of Instructional Mathematics, 16(3), 201–218.
Rahman, A. & Widjaja, Y., 2018, Students’ difficulties in learning integral calculus, Journal of Physics: Conference Series, vol. 948, 12034.
Rahmawati, D. & Suryadi, D., 2019, Students’ pseudo-thinking in solving calculus problems, Journal of Physics: Conference Series, vol. 1188, 12090.
Rahmawati, F., Pamungkas, M.D., Ardiyanto, B., F., Z.N., Gunawan & Safitri, D., 2020, ‘Identification of Students’ Misconceptions on Integral Topic using a Four-Tier Diagnostic Test’, MaPan: Jurnal Matematika dan Pembelajaran, 8(1), 114–124.
Roman, A.G., 2023, ‘Analyzing Common Errors in Differentiating and Integrating Functions as Basis for Supplemental Calculus Learning Tool’, International Journal of Innovative Research in Multidisciplinary Education, 7(5), 50–58.
Sari, N. & Surya, E., 2021, ‘Analisis kesalahan mahasiswa dalam menyelesaikan integral polinomial’, Journal of Mathematics Education Research, 10(2), 145–153.
Sari, N. & Yusnidar, 2021, ‘Pseudo error in solving calculus problems: A study on students’ misconceptions’, Journal of Mathematics Education Research, 12(2), 155–166.
Serhan, D., 2015, ‘Students’ understanding of the definite integral concept’, International Journal of Research in Education and Science, 1(1), 84–88.
Shimizu, Y. & Kang, H., 2025, ‘Cross-cultural perspectives in mathematics education’, Journal of Mathematics Teacher Education.
Springer, 2023, ‘Special issue: Teaching and learning of definite integrals’, International Journal of Research in Undergraduate Mathematics Education, 9(4).
Stewart, J., 2016, Calculus: Early Transcendentals, 8th edn., Cengage Learning, Boston, MA.
Sudirman & Daniel, T., 2021, ‘Identifying cognitive obstacles on the topic of definite integral’, Elementary Education Online, 20(2), 144–151.
Sus, I. & Izsák, A., 2024, ‘Exploring students’ representations of definite integrals’, Educational Studies in Mathematics.
Wardhani, A., 2021, ‘Mathematical representation errors in solving calculus problems’, Jurnal Pendidikan Matematika, 15(2), 143–155.
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2025 Dina Maulida, Farid Hidayat, Mia Fitria , Williza Yanti
Artikel ini berlisensi Creative Commons Attribution 4.0 International License.
