Qualitative Analysis of Students' Difficulties in Understanding The Concept of Differential Calculus

Abstract

This study aims to qualitatively analyze the difficulties faced by students in understanding the concept of differential calculus. Using qualitative methods, this study combines literature study and literature research to collect and synthesize data from various academic sources. The results of the study showed that students' difficulties in differential calculus were caused by several factors, including the abstract nature of the concepts, the lack of basic knowledge in prerequisite mathematics, and less effective teaching methods. The existing literature highlights that students often have difficulty understanding the basic principles of limits, derivatives, and their applications. In addition, the transition from procedural to conceptual understanding is a significant challenge. Teaching strategies that emphasize memorization learning over conceptual understanding further exacerbate this difficulty. This study emphasizes the importance of educational reforms that focus on conceptual clarity and application-based teaching methods. By addressing these issues, educators can improve students' understanding and performance in differential calculus, thereby contributing to their overall math proficiency. Further research needs to explore the development and implementation of innovative teaching strategies aimed at addressing the challenges that have been identified.