Student learning difficulties in anti-derivative

Abstract

This study intended to explore the student learning difficulties in anti-derivative and to analyze the cause of difficulties in learning anti-derivative. The study was based on case study design. Researcher had faced difficulties on teaching and learning during the practice teaching in class eleven. So the researcher selected this problem as a research. The researcher selected mathematics teacher, head teacher and five students as the respondent for the interview of selected school. The tools used in data collection procedure were class observational note in depth interview and test. Collected data were analyzed by the thematic analysis method and triangulation approach and draw conclusion with the help of social constructivism learning theory and Cognitivist learning theory.After analysis and interpretation of data, the findings indicates students have learning difficulties in concept of anti-derivative, problem solving approach, integration by parts rule, power rule of Anti-derivative due to lack of pre-knowledge, relationship between students and teacher, Class Room Practice, traditional teaching strategies. Poor family students get low opportunity for study and illiterate parents are weren’t aware for children study. Parents are illiteracy is one of the major factors and they were unable to teach at home. Lack of weak economic background of students, students have to do household. Lack of active participate of student, teaching learning process of anti-derivative is not effective. There is lack of teaching materials and teacher cant using teaching materials in mathematics classroom,Due to complex and large syllabus, Teacher have certain time period for finished the course student have no sufficient time for classroom practice since,anti-derivative learning seems to be difficult.