Analysis of Student Learning Difficulties in Solving Calculus II Course Case Studies

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INTRODUCTION
Based on the Decree of the Minister of Education and Culture of the Republic of Indonesia Number 3/M/2021 of the Main Performance Indicators of Higher Education and Higher Education Service Institutions, it is explained that classroom learning is expected to use the case method, where students act as "protagonists" who try to solve a case or projectbased group learning (team-based project) where the class is divided into groups to work on joint tasks for a specified period of time as part of the evaluation weight.For this reason, students are required to carry out active self-learning activities to support their understanding of the material provided.
In this regard, there are many things that are learned in mathematics by students, so it is often found that students experience difficulties in learning mathematics.(Sugiarti 2017).One of the courses that must be studied by students of the Mathematics Education study programme is Calculus II.Calculus II is a course that learns about the basic concepts of integrals and their applications.In the Mathematics Education study programme at PGRI Adi Buana University Surabaya, Calculus II is a prerequisite course for taking further courses, so it is hoped that students will not experience difficulties when studying the course.(Sumargiyani and Nafi 2020).
Students' difficulties in working on mathematics problems need to be analysed further in order to find out the factors that cause them so that they can overcome the problems of students who experience various mistakes in working on these problems.Analysis of student learning difficulties has been carried out by (Monariska 2019).In his research, it was found that student learning difficulties lie in errors in understanding the problem, errors in process skills, and errors due to lack of care in working on problems and managing the time provided so that the problem cannot be resolved properly.Research on the analysis of learning difficulties of Mathematics Education study programme students was also conducted by (Qomariyah and Rosyidah 2022).The study was conducted to analyse the level of difficulty in the Real Analysis II course.The instrument used in data collection is a questionnaire which is analysed quantitatively using percentage techniques to determine the high and low difficulty of student learning in the course.The results showed that the factors that influence learning difficulties include self, family environment, school environment, and office or community environment.Research on the analysis of learning difficulties for Mathematics Education study programme students has also been conducted by [5]-[9].
In connection with the above problems, the researcher intends to conduct research related to the analysis of learning difficulties of Mathematics Education study programme students at Universitas PGRI Adi Buana Surabaya in solving problems in Calculus II courses.From the results of this study, data were obtained regarding what difficulties students experienced when studying Calculus II courses.In addition, the causes of these difficulties are also known.

METHOD
This research uses a qualitative descriptive research approach.It aims to describe the errors made by students in solving problems and find out the factors that cause student difficulties in solving problems in Calculus II courses.This research was conducted at the Mathematics Education Study Programme, Faculty of Science and Technology, Universitas PGRI Adi Buana Surabaya.The implementation time was carried out in the odd semester of the 2023/2024 academic year.The subjects of this study were five students of the Mathematics Education Study Program, Faculty of Science and Technology, Universitas PGRI Adi Buana Surabaya in the academic year 2022/2023 who were studying Calculus II.
Data collection techniques in this study used test and interview methods.Tests were conducted to find out the location and types of student difficulties in solving Calculus II problems.Meanwhile, interviews were conducted to strengthen and complement the data from the written test results and to find out the answers directly about the difficulties and causes in solving the test questions.
Hold research data analysis used is descriptive narrative using the Miles and Haburman Model, which is presented in Figure 1.(Pasaribu 2021).
Based on Figure 1, the data analysis stage is explained as follows: 1) the data reduction stage is carried out by correcting the results of student answers and identifying the difficulties found, as well as analysing the results of student interviews selected based on the difficulties that have been found; 2) presenting data is done by presenting the results of student interviews that have been selected for the analysis process, and 3) drawing conclusions is done by comparing the results of the answers to the questions and interviews conducted, so that conclusions will be obtained as answers to the formulation of research problems.

RESULT AND DISCUSSION
Based on the results of the Midterm Examination (ME) for the odd semester of 2023/2024 academic year 2023/2024, students of the Mathematics Education Study Program at Universitas PGRI Adi Buana Surabaya, researchers obtained data showing that students had difficulty learning Calculus II.After the results of the written exam were analysed, an interview test was conducted with subjects who had been randomly selected to find out the difficulties and factors that caused them during the process of working on Calculus II problems.
The implementation of the research began after the Midterm Examination (UTS) of the odd semester 2023/2024 in room J.101 Campus II PGRI Adi Buana University Surabaya.Calculus II written test questions as many as 5 (five) questions.UTS was attended by 18 students, then the research subjects were selected 5 (five) students.The research subjects were chosen based on several considerations, including, (1) students with test results who made many mistakes, (2) students with errors on each number varied, and (3) the availability of students as research subjects.The following are the questions and 5 (five) research subjects selected:

A. Document Analysis of Written Test Results
In this section, the researcher analyses the data that has been obtained, namely the results of the Midterm Examination (UTS) that has been done by the research subject.The results of data analysis or test results are as follows: In Figure 2, the discussion of question 1 is explained.In the answer to question number 1, APW students had difficulty in determining the value of .In question 1, the value of  = sin −1 (   of the final exam that ZDA has done, ZDA has difficulty in identifying the integration technique used to complete the integral process of the function.In this problem, the integration technique used is the substitution method and the integration of trigonometric functions of the form .The initial step that should be done is to make the following equation:  =   So that the form is obtained ∫ 1 √1− 2  and can then be solved by using the integration form of the sine integration function and converted into the form of variables .In Figure 6, student NS has solved the integral function problem.However, NS had difficulty in determining the integration technique used and was less thorough in calculating the derivative of the function, namely the integration technique used for the rational function, where NS used the integration technique with the substitution and derivation method for the rational function.

Figure 1 .
Figure 1.Data Analysis Stage , where the value should be  is in quadrants I and II, namely  results of APW are still inaccurate because it only gives the answer to the value of  in quadrant I, namely the discussion of question 2 is explained.In the answer to question number 2, MWA students had difficulty in identifying the decomposition of rational functions.

Figure 4 .
Figure 4. Errors in applying concepts to problems