MINI RESEARCH

Analysis of Errors and Difficulties of UNIMED Students

of Physics Education Study Program Semester 1 Solving
Calculus Topic Problems

Group Member:
Ezra Egidia Shelomitha Limbong - 4211121022
Shefty Yuliani Siregar - 4211121006
Yenji Betaria Sonata Tampubolon - 4213121024
Yola Audila Agma - 4212421007
Subject : Elementary Math
Lecture : Andrea Arifsyah Nasution, S.Pd.,M.Sc

PHYSICS EDUCATION STUDY PROGRAM

FACULTY OF MATHEMATICS AND NATURE SCIENCE
STATE UNIVERSITY OF MEDAN
2021

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 CONTENTS

CONTENTS ............................................................................................................................... 2
CHAPTER 1 PRELIMINARY .................................................................................................. 3
1.1.Background ...................................................................................................................... 3
1.2.Formulation of the Problem ............................................................................................. 3
1.3.Research Purpose ............................................................................................................. 3
1.4. Benefits of research ......................................................................................................... 4
CHAPTER 2 LITERATURE REVIEW .................................................................................... 5
2.1.Integration with Substitution ............................................................................................ 5
2.2.Rationalized Substitusion Integration .............................................................................. 5
2.3.Partial Integral .................................................................................................................. 6
CHAPTER 3 RESEARCH METHODS .................................................................................... 7
3.1.Data Source ...................................................................................................................... 7
3.2.Research Methods ............................................................................................................ 7
CHAPTER 4 RESULTS AND DISCUSSION .......................................................................... 8
4.1.Research result ................................................................................................................. 8
4.1.1. The Problems of Integration Techniques with Substitution ..................................... 8
4.2.Discussion ...................................................................................................................... 13
CHAPTER 5 CLOSING .......................................................................................................... 14
5.1.Conclusion...................................................................................................................... 14
5.2.Suggestion ...................................................................................................................... 14
References ................................................................................................................................ 15

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 CHAPTER 1
PRELIMINARY
1.1.Background
In improving understanding and reasoning as well as solving a problem and interpreting
solutions to existing problems, the use of mathematics is necessary and necessary in life. We
all have good accuracy and precision because the values in mathematics use complex values
so that the accuracy factor is needed to calculate a problem formulation. Integral is a
mathematical object that is interpreted as an area or generalization of an area. The process of
finding the integral is called integration or integration. The integral is divided into 2, namely
the definite integral and the indefinite integral. The notation used to express integrals is∫ like
an elongated letter S.

Integral is widely applied in everyday life, integral involvement in other sciences such as
Geometry, Technology, Biology, Economics is very helpful for the development and
deepening of science. The integral concept includes: 1). Definition of Integral; 2). Indefinite
Integral; 3). Specific Integral; 4). Determine Area Area; and 5). Determining the Volume of
Objects. The basic theorem of calculus says that derivatives and integrals are opposites. More
precisely, this statement relates the derived value to a certain integral. Because it is easier to
calculate the derivative than to apply the definition of a certain integral, the basic theorems of
calculus offer a practical way to calculate certain integrals.

In fact, there are still many students who do not fully understand the integral concepts as well
as solving a problem by fulfilling the completion steps even though the material itself has
been delivered by the lecturer. This is because the integral is one of the material concepts that
are considered difficult for most students. This problem is suspected because students have
not been able to understand the integral concept well so that its completion and application
still has many errors. For this reason, this paper was created in order to assist students in
further understanding the concept rather than the integral itself.

1.2.Formulation of the Problem

1. What is the understanding of the Substitution Integral and Partial Integral
techniques for students of the Unimed Physics Education study program?
2. How to solve the problem of understanding Integration techniques on Substitution
Integral and Partial Integral?
3. What are the problems regarding understanding integration techniques on
substitution integrals and partial integrals?

1.3.Research Purpose
1. To provide information regarding a comprehensive understanding of the
substitution integral and partial integral techniques.
2. To find out about solving problems about understanding the integration technique
on Substitution Integral and Partial Integral.
3. To find out the problem of understanding integration techniques on substitution
integrals and partial integrals

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1.4. Benefits of research
1. Informing the ability to understand integration techniques on integral substitution
and partial integral to unimed Faculty of Mathematics and Natural Sciences
students.
2. as a mini research assignment for Integral Calculus course material

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 CHAPTER 2
LITERATURE REVIEW
There are many inverse operations in mathematics, including addition and subtraction,
multiplication and division, and raising and taking roots. The second operation releases the
first operation in each case, and vice versa. The use of inverse operations in solving equations
is one of our areas of interest. For example, the solution ofx3 = 8involves establishing a
foundation. We've looked at differential; anti-differentiation or integration is the polar
opposite.
The deeper and more fundamental meaning is nearly identical to the technical zero definition:
displaying the total price of, calculating the amount of. The mathematical definition of the
term is only used to calculate the area of a region bounded by a curve, the volume of various
solids, the length of the curve, and the center of gravity, among other things. If the derivative
is known, another meaning of integrate is to find the value of a function. The relationship
between these integral aspects, known as definite and indefinite integrals, is expressed in a
theorem known as the basis of integral calculus.
Differentiation of an elementary function that can be done directly using known rules. The
end result is always a basic function. Integration (anti-differentiation) is a different story
entirely. Integration necessitates less skill and more common sense; worse, the end result isn't
always an elementary function.For example, we already know that anti-derivativee-x^2and (sin
x)/x are not elementary functions.
The two basic techniques for integration are substitution and partial integrals.

2.1.Integration with Substitution

The standard form of effective use of the substitution method depends on the availability of a
known list of integrals.
Theorem:
Let g be a differentiable function and let F be the antiderivativeof f. Then, if u = g(x),
∫f (g(x)) g' (x) dx = ∫ f (u) du = F (U) + C = F (g( x)) + C

2.2.Rationalized Substitusion Integration

The root form in the integral always creates difficulties and we usually try to avoid it. Often
exact substitutions will produce the integral.

Integral involves √

If √ appears in an integral, substitution u = √ will remove the roots.

Integral involving√ ,√ , and √ .

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To rationalize these three equations, we make the following trigonometric substitutions,

Root Substitution Limitation on t

1 √ x = a sin t
2 √ x = a tan t
3 √ x = a sec t

Now consider the simplification achieved by this substitution.

1. √ =√ =√ = |acos t| = a cos t
2. √ =√ =√ = |a sec t| = a sec t
3. √ =√ =√ = |a tan t| = a tan t

2.3.Partial Integral
If integration using substitution fails, it is possible to use double substitution, better known as
partial integral. This method is based on the integration of formulas for the derivative of the
product of two functions.

If u = u (x) and v (x) , so.

DX[ u (x) v (x) ] = u (x) v’(x) + v (x) u’(x) or u (x) v’(x) = DX[ u (x) v (x)] – v (x) u’ (x)

By integrating the two sides of the equation we get : ∫u(x)v'(x)dx=u(x)v(x)−∫u(x)u' (x)dx

Partial Integral: Indefinite Integral : ∫u dv = u v - ∫v du

The combined formula for a certain integral is : ∫ ( ) ( ) [ ( ) ( )]

∫ ( ) ( )

Partial Integral: Sure Integral : ∫ [ ] ∫

These formulas distinguish us from moving the problem of integrating u dv to integrating v

du. Its success depends on choosing the right u and dv, which is gained through practice.

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 CHAPTER 3
RESEARCH METHODS
3.1.Data Source
This Mini Research uses data from a questionnaire distributed to Bilingual Physics Education
students with 2021 stamps. This data is given randomly to 10 Bilingual Physics Education
students with 2021 stamps.

3.2.Research Methods
The research method used is qualitative research. In this study, researchers conducted
research to identify what problems often arise in solving mathematical problems on integral
material using substitution and partial integration techniques, as well as alternative possible
answers to these problems.

This research was conducted online by distributing a questionnaire randomly to Bilingual

Physics Education students with a status of 2021 who had studied integral material in the
Elementary Mathematics course. Taking the subject is done by assuming that all students
have the same mathematical ability and this study only describes the problems experienced
by students when working on integral problems with partial integration and substitution
techniques regardless of their mathematical abilities. Subjects were taken randomly until 10
out of 18 students were selected.

The research was conducted by giving tests related to integral material. The maximum time
for answering this question is 90 minutes. The test contains 5 questions of mathematical
induction in the form of a description.

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 CHAPTER 4
RESULTS AND DISCUSSION
4.1.Research result
After the subject has completed the written test, descriptive data on how the subject responds
to integral questions is collected. Furthermore, the data is analyzed so that the subject's
problems can be identified.
4.1.1. The Problems of Integration Techniques with Substitution
Questions!
1. ∫ √

problem 1 Based on the students' answers above, it can be seen that

students have mastered the nature of roots and can using the
integration substitution technique. However, there are students
who are still confused in determining the example. This can be
caused because students do not understand the substitution
technique correctly.
Solution The above problem can be solved using the substitution
integration technique because the functions (x) and (x) have
different powers. The degree and function (x) contain
derivatives of function (x) so that an example of the function
g(x) is carried out. After doing the example, students can
substitute the result of the example into the form
∫ ( ( )) ( ) ∫ ( )

The correct solution for the above problem is ∫ √ dx=

( )√

Assume:

u=x3+1 dx dx

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so, ∫ √ dx

=∫

= ∫ du

Next, the example is returned to its original form so that we get

∫ √ = ( )√

2. ∫

Problem 2 Based on the students' answers above, it can be seen that

the students solved it using the partial integral technique.
But it only works half way.
solution Problems like this can be solved using partial integration,
because there is no derivative or anti-derivative
relationship between the two functions. So that the
question above will be in the form of ∫ where the
function eg u will be derived, while the function eg dv will
be integrated. Furthermore, after doing the example, the
results of the example are substituted into the form
∫ ∫ . But this integration is done twice.

The correct solution for the above problem is ∫ =(

)

Assume:
u=x2 dv=e2x
du=2x dx v= e2x

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 so that: ∫ = ( ) = x2 e2x - ∫
as for ∫ with
u=x, so du=dx
dv= e2x dx, v= e2x
∫ = ( ) ∫
So, ∫ = ∫ ¿ ( )
=
= (x2 – x+

3. ∫ ( )

Problem 3 Based on the students' answers above, it can be seen that

the students solved it by using the partial integration
technique and in doing the example it was also correct.
However, because the question needs to be repeated
partial integration techniques so that the answers
obtained are not correct. This can happen because
students do not understand the partial integration
techniques repeatedly.
Solution Problems like this can be done by using partial
integration repeatedly, so that after obtaining the form
∫ ∫ next ∫ reintegrated again
with the partial integration technique, and so on until the
final answer is obtained which no longer contains
integration.

The correct solution for the above problem is ∫ ( )

| | | |

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 Assume:
u=In (3x+8) dv= dx
du= ( ) dx= v=x

so that by equation ∫ ∫
∫ In (3x+8) dx=x In |3x+8|- ∫x
= x In |3x+8| ∫
= x In |3x+8| )- (∫dx- ∫ )
= x In |3x+8| )- (∫dx+ ∫ )
= x In |3x+8| - x-8 In |3x+8| +c

4. ∫ ( )

Problem 4 Based on the students' answers above, it can be seen

that in solving these problems students use the
substitution integration technique. However, it is not
correct in the example. This happens because students
do not understand the equations used in the derivative
of the function f(x) g'(x) in trigonometric functions.
Solution Problems like this can be solved by using integration
with substitution, because one function is a derivative
of another function or we can say f(x)=g'(x). So the
function that has a higher power will be considered.
The correct solution for the above problem is
∫ ( ) ( )

Assume:
u=cos x du=sinx dx -du=xin x dx

so: ∫ ( )

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 =∫ ∫
=∫ ( ) ∫ ( )
=-
=- (

5. ∫ dx

Problem 5 Based on the students' answers above, it can be seen that

in solving these problems students use the substitution
integration technique. As a result, the results of the
student's work are not correct. This happens because
students do not understand the difference between simple
integration and substitution techniques.
Solution Problems like this can be solved using integration with
substitution, because one function is a derivative of
another function or we can say (x)=g'(x). So the function
that has a higher power will be assumed.

The correct solution for the above problem is ∫

| |

With:
(x2-x) : (x+1)= x-2+
So, ∫ ∫( ) ∫ ∫ ∫
= | |

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4.2.Discussion
In general, it appears that there are several problems that frequently occur when performing
the integration, whether by substitution or partial integration, based on some of the questions
listed earlier. The following paragraphs will go over these issues in greater detail. When
faced with integral problems, students are often unsure of which method to use to solve them:
simple integration, substitution integration, or partial integration. Furthermore, students are
perplexed as to how to construct an example and what to do in order to solve the problem.

It's clear that students used the substitution integration technique in problems 1 and 4.
Although the majority of them are familiar with the substitution concept, some students are
still unsure how to create an example and which function should be used as an example. This
demonstrates that the student is still perplexed when using the substitution integration
technique as an example.

In problem 5, it is clear that students have grasped the standard rational substitution
integration technique of function division and then simple integration. As a result, in problem
5, it is not as important, and it can be assumed that students are familiar with the concept of
simple rational substitution integration technique.

Students used the partial integration technique in problems 2 and 3. The students, on the other
hand, made some errors in their solution. Students have not used the iterative integration
technique in this problem. This can happen if students repeatedly fail to grasp the integration
technique.

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 CHAPTER 5
CLOSING
5.1.Conclusion
Based on the material exposure and discussion of the sample questions in the previous
chapter, several conclusions can be drawn, namely the problems that occur in general in
solving integral problems, including:

a. students feel confused which integration technique to use; with simple integration
techniques, partial or substitution.
b. students feel confused about which functions should be imitated and which are not or
how to emulate them.
c. students do not understand the technique of repeated partial integration.

5.2.Suggestion
This is expected to assist students in determining which integration techniques can be used to
solve the integral problems they are facing, which functions should be used for example and
which functions are not and the initial thoughts needed so that students do not experience
difficulties in solving problems related to integrals.

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References

Purcell, Edwin J., Varbergd, Dale, Rigdon, Steven E. (2003). Kalkulus Jilid 1 Edisi
Kedelapan. Jakarta; Ciracas.
Tim Dosen Matematika (2017) Kalkulus Integral. Medan: Universitas Negeri Medan

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