Cognitive Obstacle On The Topic Of Integral Among Mathematics Education Students
Kartinah1,2*), Toto Nusantara 1), Sudirman1), Tjang Daniel1)

1) Universitas Negeri Malang Jl. Semarang No.5, Sumbersari, Malang, Jawa Timur
2) Universitas PGRI Semarang Jl. Sidodadi Timur No.24, Semarang, Jawa Tengah

Abstract

Obstacles are part of a students knowledge at a time that is generally reliable in solving a particular problem but this knowledge is then inadequate when dealing with a new problem. Obstacles are the knowledge that a person possesses and are generally sufficient in solving a particular problem, settling in the mind, but when faced with a new problem this knowledge is inadequate and difficult to adapt.
Obstacles arises from the fact that certain concepts have a degree of complexity and necessary to recognize them in a particular order. For example, fractions are more complicated than all numbers, the student experience with operations on integers leads to the implicit nature that multiplications make numbers larger leading to a cognitive obstacle when encounter multiplications fractions less than one.
Cognitive obstacles seem to be ontogenetic, epistemological, didactic and even cultural, according to their origins and the way they develop. Cognitive obstacles of Mathematics Education Students of Universitas PGRI Semarang were found when subjects solved the finite integral problem and assumed that the integral was integrable, whereas if the function in the integral is a function that can not be integrated.

Keywords: Obstacle, Cognitive Obstacle, Concept, Finite Integral

Topic: 1. Mathematics Education