PROJECT

MK. INTEGRAL CALCULUS

Study Program S1 Bilingual
Natural Science Education

Definite Integral Score:

Arranged By Group 3 :

Student Name : 1. Kezia Thessa Destine (4193151015

2. Geovani Siallagan (4193151004)
3. Monika Putri Malau (
4. Saidatunnisa Nasution (4193151024)

Name of Lecturer : 1. Andrea Arifsyah Nasution, S.Pd., M.Sc.

2. Muhammad Badzlan Darari, S.Pd., M.Pd.
Course : Integral calculus
Study Program : S1 Bilingual Natural Science Education 2019

UNIVERSITAS NEGERI MEDAN

MEDAN

MAY 2020

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 FOREWORD

Praise and gratitude I pray to the presence of God Almighty for His blessings and Grace so
that the author can complete the task of this paper. And also the authors thank Mr. Andrea Arifsyah
Nasution, S.Pd., M.Sc. and Mr. Muhammad Badzlan Darari, S.Pd., M.Pd. as a lecturer in the Integral
calculus course at Medan State University who has given and directed this task to the writer. The
purpose of writing this paper is to fulfill one of the assignments in the Integral calculus course. The
task given is about "MINI RESEARCH".
In this mini research assignment, students are expected to be able to think creatively in
making questions, besides that students are also expected to find problems in the questions. With this
attachment, it is expected to be able to assist in the learning process and achieve predetermined
competency standards. The author is well aware that this paper is still very far from perfection caused
by the limitations and abilities of the writer. Because the authors apologize if there are errors in
writing and expect constructive criticism and suggestions for the perfection of this paper.
Finally, the author would like to thank you, this paper can be useful and can increase knowledge for
the readers.
Medan, 14 mei 2020

Group 3

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 TABLE of CONTENT
FORWORD................................................................................................................... i
TABLE of CONTENT
CHAPTER II NTRODUCTION................................................................................. 1
A. Background......................................................................................................... 1
B. Purpose................................................................................................................ 2
C. Benefits............................................................................................................... 2
CHAPTER II THEORY STUDY AND THINKING FRAMEWORK ..................
A. Theory Review ..................................................................................................
B. Framework for Thinking ....................................................................................
CHAPTER III DISCUSSION .................................................................................... 7
CHAPTER IV CLOSING ........................................................................................... 17
A. Conclusion.......................................................................................................... 17
B. Suggestion .......................................................................................................... 17
REFERENCES ............................................................................................................. 18

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 CHAPTER I

INTRODUCTION

A. BACKGROUND
Calculus (Latin: calculus, meaning "small stone", to count) is a branch of mathematics that
includes limits, derivatives, integrals, and infinite series. Calculus is the science of change, as
geometry is the science of form and algebra is the science of workmanship to solve equations and
their applications. Calculus has broad applications in the fields of science, economics, and
engineering; and can solve various problems that cannot be solved by elementary algebra.
Calculus has two main branches, differential calculus and integral calculus which are
interconnected through the basic theorem of calculus. Calculus lessons are the gateway to other
higher mathematics courses, which specifically study functions and limits, which are generally
called mathematical analysis. Integral is the opposite of differentiation process. Integral is found
following the discovery of problems in differentiation where mathematicians must think how to
solve problems that are the opposite of differentiation solutions. The integral symbol is. Integral is
divided into two, namely indefinite integrals and certain integrals. The difference is that certain
integrals have upper and lower limits. Certain integrals are usually used to find the volume of a
rotating object and area.

B. PURPOSE

1. Fulfill Integral calculus subjects.

2. Knowing the level of understanding of students of the application of

questions about Integral of course

3. Knowing the importance of concepts and exercises in Integral lessons of

course.

C. BENEFITS

1. Add insight and knowledge

2. Knowing students' understanding of one of the integral caculus material

studies

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 3. Knowing the achievement of the maximum teacher role as educators and
facilitators.

CHAPTER II

THEORY STUDY AND THINKING FRAMEWORK

2.1 Theory Review

A certain integral is a number whose magnitude is determined by taking the Riemann

addition limit, which is associated with a closed interval partition whose norm is near zero, the
basic theorem of calculus states that certain integrals of a continuous function can be easily
calculated if we can find the antiderivative / antiderivative function. If The entire antiderivative
/ antiderivative set of a function ƒ is an indeterminate or primitive integral of ƒ to x and is
written mathematically as: F (x) + C is the general antiderivative ƒ and C is an arbitrary
constant. Specific integrals Given a function ƒ with real x variables and the interval between [a,
b] on the real line. Informally it is defined as the area in the xy plane bounded by the graph
curve ƒ, x-axis, and vertical lines x = a and x = b. In the integral notation above: a is the lower
boundary and b is the upper boundary that determines the integration domain, integis the
integrant that will be evaluated against x at intervals [a, b], and dx is the integer variable. As
more and more subintervals and narrower subinterval widths are taken, the total area of the
bars will get closer to the area under the curve.

2.1 Framework for Thinking

1. Definition of integral of course

if lim [ ∆ xi . f (x i) ] there is then the function f can be integrated in the interval a≤x≤b
¿ p∨→ 0

and the integral of course f from a to b is as follows ∫ f ( x ) dx= lim [ ∆ xi. f (x i) ]. F(x)
a ¿ p∨→0

called the integrand, a is called the lower limit, b is called the upper limit

2. Teorema Dasar Kalkulus

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 If y=f(x) is a continuous function in the interval a≤x≤b dan f(x) is any anti-derivative
and f (x) at this interval then the following form applies.

∫ f ( x ) dx= [ F ( x ) ]a=F ( b )−F ( a )

b

The formula above shows that to solve the integral, of course, is to integrate f (x) first,
then substitute the upper bound of the integral and the results are reduced by the result
of the substitution of the lower bound of the integral.

3. Integral Properties Of course

The following are the properties of the integral course to help solve certain integral
problems. These properties can be proven by using definitions of course integrals

1. ∫ f ( x ) dx=0
a

b a

2. ∫ f ( x ) dx=−∫ f ( x ) dx
a b

b b

3. ∫ kf ( x ) dx=k ∫ f ( x ) dx
a a

b b b

4. ∫ [ f ( x )+ g (x)] dx=∫ f ( x ) dx +∫ g ( x ) dx
a a a

b b b

5. ∫ [ f ( x )−g(x) ] dx=∫ f ( x ) dx −∫ g ( x ) dx
a a a

b b c

6. ∫ f ( x ) dx=∫ f ( x ) dx +∫ f ( x ) dx , a<b<c
a a b

4. The integral calculation method of course

Calculation of integrals is generally a two-step process. First, we look for an indefinite

integral; then we apply the Basic Calculus Theorem

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- Metode Substitusi

Theorem A (Substitution in Indeterminate Integral). Suppose that g is a

differentiable function and suppose that F is an anti-derivative of f. Then if

∫ f ( g ( x ) ) g' ( x ) dx=∫ f ( u ) du=F ( u ) +c=F ( g ( x ) ) +c

Evidence is enough to show that the derivative of the right segment is integral from
the left side. But it is a simple application of the Chain of Rules coupled with the
fact that

Dx[ F ( g ( x ) ) +c=F ' ( g ( x ) ) g' ( x )=f ( g ( x ) ) g' (x ) ]

Theorem B (Substitution in Integral Naturally). Suppose that g has a continuous

derivative in | | and suppose f is continuous in the region of value of g. Then

b g (a )

∫( g ( x )) g ' (x )
dx = ∫ f ( u ) du
a g (b )

Suppose that f is an anti-derivative of f (the existence of F is guaranteed by the

Theorem 5.TD). Then according to the Basic Theorem,

g (a)

∫ f ( u ) du=[ F (u)]g (a)=f ( g ( b ) )−F ( g ( a ))

g (b )

g (b)

So according to the basic theorem ∫ f ( g ( x ) ) g ( x ) dx=F ( g ( x ) ) a=F ( g ( b ) )−F (g ( a ) )

' b

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 CHAPTER III

DATA COLLECTION TECHNIQUE

3.1 RESEARCH TIME

From the data we got, we conducted this Mini Research experiment at:

Day, Date: Thursday, May 14, 2020

Time: 13.00 WIB

3.2 LANGKAH PENELITIAN

The research steps we have taken are:
1. Determine the topic of the problem to be developed.
2. Prepare a research questionnaire related to the topic.
3. Spread the questionnaire through links to several prospective respondents.
4. Gather answers from respondents.
5. Analyze all the answers and then arrange them in reports with graphs and so on.
6. Taking conclusions from all the results according to the topic of the problem.

3.3 TYPES AND RESEARCH APPROACHES

The basic research used is a case study that is research that is used and carried out
intensively and explains the facts in detail, factual and accurate. This type of research is a
qualitative descriptive study which is a study that provides an overview or elaboration of
data obtained based on the distribution of online questionnaires as a supporter of
researchers' observations in interpreting existing data.

According to Umar (2008: 38) states "the purpose of qualitative research is to

describe or describe matters relating to the object of research". The analysis was carried out
using an observation approach. Researchers also use types survey research which is a direct
observation of a symptom using a sampling system (giving questionnaires to respondents to
be investigated).

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3.4 TYPES OF DATA

Data obtained in this study can be divided into:

a. Primary Data, which in this study refers to data that is directly obtained from the subject
under study.

b. Secondary Data, according to Umar (2000: 81) states that "Secondary data is Primary
Data that has been further processed into forms such as tables, graphs, diagrams, pictures
and so on so that it becomes more informative for other parties".

c. Quantitative Data, which is data stated in the form of numbers or numbers based on the
results of research that have been obtained from respondents on the level of students
'understanding of the comparison of trigonometric angles and its application in the form
of respondents' images.
3.5 POPULATION AND SAMPLE

In accordance with the type of research that qualitative research does not use a
population and sample approach but that is used with an intensive approach to the subject
that will be used as a source of data in this study. In this study, the subject was used as a
source of researchers to obtain information as data needed in accordance with the problems
and needs of researchers.

The subject determination technique used in this study uses purposive sampling,
namely the selection of subjects that are in the best position to provide the information
needed. The selection of this subject is based on assessment or characteristics obtained from
the data in accordance with the purpose of the study (Silalahi, 2010: 272). In this study,
researchers determined as many as 26 people who were used as subjects in a study
conducted by filling out an online form that is a respondent with the level of education of
high school students to university students.

3.6 DATA COLLECTION TECHNIQUES AND DATA ANALYSIS

In this study, we collected data by conducting experiments directly using Google Drive
(form) objectives with the distribution of questionnaires in the form of statements about
"Students' understanding of comparisons of trigonometry angles and their application in the
form of images" with semi-open categories, namely the choice of answers have been given

2
 by researchers, but the object of research is still given the opportunity to answer according to
their wishes.
Questionnaire is a list of questions prepared by researchers in which each question relates to the
research problem. The questionnaire was finally given to respondents for answers.
Questionnaire is a list of questions given to other people with the intention that the person
given is willing to provide a response in accordance with user requests. In this study, we
collected data using a questionnaire (questionnaire) and obtained data in the form of 26
respondents' responses.
The analysis is done by observation in the form of direct questions experiments in accordance
with the topic to be developed. Data has the highest position will be used as a reference
because the data is a depiction of the variables studied and serves as a means of proving
hypotheses. Data is generated according to the sample needed to solve the problem topic that
will be developed.

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 BAB IV
RESULTS AND DISCUSSION

A. RESULT
From the research conducted, the results obtained with the percentage of students' answers from the
statements on the questionnaire are as follows:
NO. STATEMENT ALTERNATIVE ANSWERS

Agree Strongly Disagree Strongly

agree disagree
1. I understand well integral 38,5% 34,6% 23,1% 3,8%
material certainly

2. I can model problems in 42,3% 19,2% 30,8% 7,7%

solving integral
implementation problems
3. I was only able to answer 26,9% 11,5% 42,3% 19,2%
correctly 2 questions
from the questions given
above
4. I understand well that 42,3% 26,9% 23,1% 7,7%
integral material is used
so much in everyday life
that I am interested in
learning it.
5. From what number above Most respondents answered all questions on the
is the problem? grounds that they did not understand the material.
the most difficult

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 *** In questionnaire number 5 is a type of questionnaire that asks for an open
answer from the respondent.
In addition to the questionnaire, the researchers also used questions as a form of
the sharpness of the questionnaire made. Difficulty level tables with questions
along with valid answers used in the study.
NO.
SOAL TINGKAT KESUKARAN SOAL
Perhatikan
1. soal dibawah MUDAH
ini. Pembahasan

2
∫ 6 x 2 dx !
Carilah hasil dari 1

2. SEDANG
Hitunglah integral tentu dari Pembahasan:
9 1
∫4 √ x dx
!

3. 1 SEDANG
∫
2
−1
(−x 2+2 x−1 ) dx
Nilai dari Pembahasan:
=

5
4. Nilai P yang memenuhi SULIT
4
∫0 ( 3 x 2+ px−3 ) dx=68 Pembahasan:

Adalah...

6
7
5. SULIT
Jika diketahui
Pembahasan:

( ) ( )
2 1
g( x)= ∫0 g(x )dx x 2 + ∫0 g( x)dx x

( )
3
+ ∫0 dx+2

Maka nilai g(5) adalah...

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 B. DISCUSSION

Based on the results obtained from the questionnaire, the discussion is as follows:
From statement one, 38.5% of respondents said that they understood the integral material naturally.
This revealed that more than half of the respondents were familiar with the integral material naturally.
Then, the second statement, Only 42.3% stated that they were able to work on the application of
integral. This can be seen clearly with the values obtained by respondents automatically after
completing the questions given.
The second statement, Of the respondents who had solved the problem, 26.9% agreed that they
were only able to work on the problem by only 2 questions.
Statement 4, As many as 42.3% of respondents realized the importance of integrals in daily life.
Based on the questions given, the following discussion is obtained.
Based on the analysis conducted by 26 respondents did not understand the concept of integral
of course correctly so that the respondent was unable to solve problems related to the material.
Besides that, all respondents were unable to answer the questions given with a minimum limit that
must be answered, namely 3 questions.
From the questionnaire given with open answers, most respondents stated that all the questions listed
were difficult. This was revealed not because without reason. They reasoned that they did not
understand the integral concept properly and correctly.

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 CHAPTER IV
CLOSING

A. CONCLUSION

Based on the results obtained that can be concluded, from 26 respondents who are students and
students. Overall, the percentage of numbers that only range in the 60s shows that the respondent's
knowledge is still low on the integral course and its application in the questions obtained by the
respondent is still far from what was expected by the respondent.
From this it is clear that the teacher's role as an educator and facilitator is not going well. Because the
sample taken by 26 respondents showed that they did not get the role of the teacher as educator and
facilitator. This greatly affects the academic learning achievements of the respondents themselves.
In addition, regional differences among the respondents can also affect this percentage. But if it is
drawn in a general and universal way that the role of the teacher is not well implemented. Thus it can
be proven that the need for a strong mastery of the concept of the integral certainly to solve the
application of the problem.
B. SUGGESTION

The author suggests that the teacher can carry out his role as fully as possible to achieve a maximum
of learning as well. Teachers and students are expected to build a comfortable learning atmosphere as
possible and the teacher is expected to be able to arouse students' enthusiasm in learning integral
concepts of course.

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 REFERENCES

Nikenasih Bintari. Jurusan Pendidikan Matematika. FMIPA. UNY

Ramdani,Yani., 2013.,Scientific Debate Untuk Meningkatkan Kemampuan
Komunikasi,Penalaran,dan Koneksi Matematis Mahasiswa Dalam Konsep Integral., Universitas
Pendidikan Indonesia