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All Journal (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING
Rama Nida Siregar
UIN Syahada Padangsidimpuan, Padangsidimpuan, Indonesia
Education Mathematics Other

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Students’ Misconception on Algebraic Function Limits Roma Suganda Batu Bara; Fitriani Hasibuan; Rama Nida Siregar
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, JUNE 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i2.30744

Abstract

Understanding the concept of limits is fundamental in calculus learning, yet many secondary school students continue to experience persistent conceptual difficulties. These difficulties often manifest as misconceptions that hinder students’ ability to connect algebraic representations, symbolic meanings, and underlying theoretical ideas in limits of algebraic functions. This study aims to analyze the types of misconceptions experienced by twelfth-grade students in learning the limits of algebraic functions. A qualitative descriptive approach was employed to obtain an in-depth understanding of students’ misconceptions. Data were collected using essay-type test items specifically designed to reveal misconceptions related to limits, followed by semi-structured interviews to confirm students’ reasoning and clarify their conceptual understanding. The data analysis followed three systematic stages: data reduction by distinguishing correct and incorrect responses, data display by categorizing incorrect responses into specific misconception types or unanswered items, and conclusion drawing based on recurring characteristics of the identified misconceptions. The results indicate that students experienced various types of misconceptions, including correlational, theoretical, systematic, basic, computational, and language-interpretation misconceptions. A total of 30% of misconceptions occurred in Item 1, no misconceptions were identified in Item 2, and 7% of misconceptions appeared in Item 3. These misconceptions were primarily related to students’ inability to connect relevant concepts, misunderstand the existence of limits, apply inappropriate procedures, and misinterpret mathematical symbols or problem statements. In conclusion, the findings emphasize the importance of instructional approaches that explicitly address conceptual understanding and symbolic interpretation to reduce misconceptions in learning the limits of algebraic functions.
Analysis of Prospective Mathematics Teachers Difficulties on Learning Calculus Sri Ulfah Afriani; Andi Mangaraja; Rama Nida Siregar
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, JUNE 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i2.30746

Abstract

Calculus is a fundamental subject in mathematics education, yet it poses significant challenges for students, particularly prospective mathematics teachers. This study aims to analyze the difficulties faced by seventh-semester mathematics education students at the South Tapanuli Institute of Education in learning calculus, focusing on both cognitive and affective factors. Using a descriptive qualitative approach, data were collected via an online questionnaire distributed to five students who had completed a calculus course. The questionnaire investigated conceptual, procedural, and representational difficulties, as well as factors such as anxiety and inadequate academic support. The results revealed that students struggled most with conceptual understanding, particularly in limits, derivatives, and integrals, and with applying calculus rules in problem-solving. Representation difficulties were also noted, especially in connecting algebraic expressions with graphical interpretations. Contributing factors included insufficient mastery of prerequisite mathematical concepts, limited exposure to visual learning tools, and high levels of anxiety related to calculus. The study concludes that students’ difficulties are not merely the result of the inherent complexity of calculus, but are also influenced by cognitive and emotional barriers. Recommendations include the integration of visual media and interactive tools, alongside improved instructional strategies and support systems to enhance students' conceptual understanding and reduce anxiety. The findings contribute to the development of more effective calculus teaching strategies in teacher education.
Co-Authors Andi Mangaraja Fitriani Hasibuan Roma Suganda Batu Bara Sri Ulfah Afriani