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Integral (antiderivative) learning with APOS perspective: A case study

Journal on Mathematics Education · Vol. 14 No. 1 (2023) · hlm. 129–148

DOI
10.22342/jme.v14i1.pp129-148
ISSN
2407-0610, 2087-8885
Terbit
2023-03-15
Penerbit
Indonesian Mathematical Society
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

The objective of this study is to determine students’ learning barriers in understanding integral concepts through their thinking processes with the perspective of APOS theory (Action, Process, Object-Scheme). This research applied qualitative research with a case study method. The samples of this research were 19 civil engineering students who had contracted calculus courses and who had been given a written test. The results of the written test were divided into three different categories – they are comprehension ability is high (score ), medium (60 Score

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  • Indonesia University of Education
  • Utrecht University
  • Tadulako University
  • State University of Medan
  • Sultan Ageng Tirtayasa University
  • Universitas PGRI Semarang
  • Serang Raya University
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Rekan penulisOrganisasiArtikel bersama
Sufyani PrabawantoIndonesia University of Education6
Jarnawi Afgani DahlanIndonesia University of Education6
Al JupriIndonesia University of Education5
Turmudi TurmudiIndonesia University of Education4
Darhim DarhimIndonesia University of Education4
Wahyudin WahyudinTadulako University4
Eritha Dewi FebriantyAfiliasi tidak diketahui3
Ikbal PaujiAfiliasi tidak diketahui3
Tri Nova Hasti YuniantaSatya Wacana Christian University3
Dilham FardianIndonesia University of Education2
Aan HasanahIndonesia University of Education2
Khairunnisa KhairunnisaAfiliasi tidak diketahui2
Qania Agustika SiagianAfiliasi tidak diketahui2
Yaya Sukjaya KusumahIndonesia University of Education2
Jozua SabandarIndonesia University of Education2
Atika Defita SariIndonesia University of Education2
Dadang JuandiIndonesia University of Education2
E. Elvis NapitupuluState University of Medan1
Abdul FatahSultan Ageng Tirtayasa University1
Widya KusumaningsihUniversitas PGRI Semarang1
Rina OktaviyanthiSerang Raya University1
Kurniati KurniatiPakuan University1
TurmudiAfiliasi tidak diketahui1
Puri PramudianiIndonesia University of Education1
Maarten DolkUtrecht University1
Michiel DoormanUtrecht University1
Isnarto -Afiliasi tidak diketahui1
Takashi ItohGunma University1
Sugama MaskarIndonesia University of Education1
Nadya Syifa UtamiAfiliasi tidak diketahui1
Agus HendriyantoIndonesia University of Education1
Riyan HidayatUniversiti Putra Malaysia1
Yousef WardatHigher Colleges of Technology1
Sani SaharaIndonesia University of Education1
Suhendra SuhendraAfiliasi tidak diketahui1
Syifa MardliyahAfiliasi tidak diketahui1

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Sumber metadata: Crossref API (cadangan, berdasarkan ISSN) https://api.crossref.org/journals/2407-0610/works, pertama di-harvest 28 Okt 2026, terakhir terlihat 8 Nov 2026.
Metadata sebagai oai_dc, dikonversi dari Crossref 
<oai_dc:dc xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/"><dc:title>Integral (antiderivative) learning with APOS perspective: A case study</dc:title><dc:creator>Nurhayati, Lina</dc:creator><dc:creator>Suryadi, Didi</dc:creator><dc:creator>Dasari, Dadan</dc:creator><dc:creator>Herman, Tatang</dc:creator><dc:description>&lt;jats:p&gt;The objective of this study is to determine students’ learning barriers in understanding integral concepts through their thinking processes with the perspective of APOS theory (Action, Process, Object-Scheme). This research applied qualitative research with a case study method. The samples of this research were 19 civil engineering students who had contracted calculus courses and who had been given a written test. The results of the written test were divided into three different categories – they are comprehension ability is high (score ), medium (60  Score &amp;lt;  ) and low (score &amp;lt; 60). Deep   interviews were conducted with three representative students who took the written test and met the criteria    for each group. The results of the interviews showed that students in the high category still had conceptual ontogenic learning obstacle despite passing the APOS path. Students in the moderate category be able to reach the encapsulation stage but they had not been able to de-encapsulate it to the process. They had conceptual and epistemological ontogenical learning obstacles. Whereas the low category students had the tendency to only reach the action stage and had difficulty in doing initial de-encapsulation due to lack of learning experience in the prerequisite materials. The learning obstacles they experienced were psychological and conceptual-ontogenical learning obstacles. Aggregately, the students tended to experience conceptual ontogenic learning obstacle. The result of this study is expected to be used as a basis for designing a hypothetical learning trajectory in future research.&lt;/jats:p&gt;</dc:description><dc:publisher>Indonesian Mathematical Society</dc:publisher><dc:date>2023-03-15</dc:date><dc:type>info:eu-repo/semantics/article</dc:type><dc:format>application/pdf</dc:format><dc:identifier>https://doi.org/10.22342/jme.v14i1.pp129-148</dc:identifier><dc:identifier>10.22342/jme.v14i1.pp129-148</dc:identifier><dc:source>Journal on Mathematics Education; Vol 14 No 1 (2023); 129-148</dc:source><dc:source>2407-0610</dc:source><dc:source>2087-8885</dc:source><dc:relation>http://jme.ejournal.unsri.ac.id/index.php/jme/article/download/318/59</dc:relation><dc:rights>https://creativecommons.org/licenses/by/4.0</dc:rights></oai_dc:dc>