Article Per Year (5 Year)
p-Index From 2021 - 2026
1.908
P-Index
This Author published in this journals
All Journal Journal of Didactic Mathematics JUPIKA: JURNAL PENDIDIKAN MATEMATIKA Plusminus: Jurnal Pendidikan Matematika International Journal of Progressive Mathematics Education Journal of Mathematics Instruction, Social Research and Opinion JNPM (Jurnal Nasional Pendidikan Matematika) International Journal of Didactic Mathematics in Distance Education Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan
Prihandhika, Aditya
Universitas Singaperbangsa Karawang
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 11 Documents
Search

 1   2 
Procedural Dominance in Students’ Reasoning on the Limit Definition: Insights from a Ways of Thinking Framework Prihandhika, Aditya; Sopiany, Hanifah Nurus
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.776

Abstract

This study explores university students’ ways of thinking about the limit concept in differential calculus and uncovers how they construct the meaning of the limit definition through their reasoning. Data were collected from 28 students in mathematics education at a university in West Java, Indonesia, through written tasks and semi-structured interviews. Thematic analysis identified dominant reasoning patterns, revealing that 71% of students exhibited procedural reasoning, 18% demonstrated conceptual reasoning, and 11% displayed formal reasoning. Based on a systematic data reduction process, these patterns were categorized into procedural, conceptual, and formal ways of thinking, and six representative participants were purposively selected for in-depth analysis. The findings show that students predominantly exhibited procedural reasoning, relying heavily on algorithmic manipulation and symbolic recall rather than conceptual understanding or formal justification. This pattern indicates that many students have not yet internalized the formal meaning of the limit definition, resulting in mechanical rather than reflective reasoning. These findings highlight the need for instructional designs that promote conceptual reflection and formal reasoning in calculus learning, enabling students to move beyond procedural competence toward a more integrated understanding of the limit concept.
Co-Authors Ade Evi Fatimah Aiyub Aiyub Didi Suryadi Hanifah Nurus Sopiany Krisna Satrio Perbowo Nur Azizah Sessu , Andi Sufyani Prabawanto, Sufyani Sujata, Tatang Supriadi, Edi