Research Article
Analysis of Mathematical Concepts Understanding of College Students in the Form of Differential and Integral in Physical Mathematics Subject
@INPROCEEDINGS{10.4108/eai.18-10-2018.2287309, author={Febriani Hastini Nasution and Dedes Asriani Siregar}, title={Analysis of Mathematical Concepts Understanding of College Students in the Form of Differential and Integral in Physical Mathematics Subject}, proceedings={Proceedings of The 5th Annual International Seminar on Trends in Science and Science Education, AISTSSE 2018, 18-19 October 2018, Medan, Indonesia}, publisher={EAI}, proceedings_a={AISTSSE}, year={2019}, month={10}, keywords={mathematical concepts understanding differential and integral}, doi={10.4108/eai.18-10-2018.2287309} }- Febriani Hastini Nasution
Dedes Asriani Siregar
Year: 2019
Analysis of Mathematical Concepts Understanding of College Students in the Form of Differential and Integral in Physical Mathematics Subject
AISTSSE
EAI
DOI: 10.4108/eai.18-10-2018.2287309
Abstract
The purpose of this study was to analyze the mathematical concepts understanding of college students in the form of differential and integral in physical mathematics subject. The method of this research was mixed methods where the quantitative and qualitative research was combined. The model of the mixed methods was sequential explanatory design. The subject of this research was college students in fourth semester of physics education study program in Education Institute of South Tapanuli. The data were collected through using observation and interviewing sheet. Based on analysis data obtained the mean of mathematical concepts understanding of college students in the form of differential and integral was 77.61 in good category. The mean sequence of the indicators from high to the low level were: (1) restate the concepts; (2) apply the concepts or algorithms to physics problem solving; (3) classify objects according to the certain characteristics in accordance with concepts; (4) use, utilize and select certain procedures; (5) present concepts in various forms of mathematical and physical representations; (6) give examples and not examples; (7) develop the necessary or sufficient terms for a concept.
