Learning Obstacle On Integral (Antiderivative) Material In Didactic Situation Theory
Keywords:
Integral, Learning Barriers, Didactic Situation TheorysAbstract
This research aims to identify the learning obstacles faced by engineering students in solving integral problems as antiderivatives. Research on this material is part of didactic situation theory, and the research results are very important to use as a basis for DDR didactic design to minimize learning obstacles. This research uses a qualitative descriptive method and the sample consists of two groups of Civil Engineering students at the University of Madura. For the first group, which consisted of five students, and the second group, which consisted of nine students, the TKR instrument for understanding integral concepts was used to obtain research data. Then, interviews were conducted to obtain this data. The research results show that engineering students face ontogenic, conceptual and epistemological learning challenges
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