KENDALA DALAM PEMBUKTIAN LIMIT FUNGSI DI SATU TITIK
DOI: https://doi.org/10.30605/pedagogy.v10i4.7681
Limit, Pembuktian Limit, Kendala Belajar, Nilai Mutlak
Abstract
Kendala belajar adalah bagian struktural dari proses membangun pengetahuan matematika. Artikel ini mengkaji kendala belajar yang dialami mahasiswa ketika membuktikan limit menggunakan definisi formal epsilon–delta. Berdasarkan teori situasi didaktis (Brousseau, 2002), penelitian ini mengidentifikasi kendala belajar dalam konteks pembuktian . Melalui tes tertulis dan analisis konten kualitatif, ditemukan bahwa mahasiswa mengalami kesulitan dalam menentukan batas d yang sesuai, terutama karena pemahaman konseptual nilai mutlak yang belum memadai, apalagi ketika harus menangani ekspresi kebalikan yang memuat nilai mutlak. Temuan ini menunjukkan bagaimana kelemahan konseptual dasar terkait nilai mutlak dapat menjalar menjadi kendala dalam pembuktian limit formal.
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