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Cognitive obstacle are one of the four types of obstacles, three of which are: ontogenic obstacle, didactive obstacle, and epistemological obstacle. Obstacles are all things that hinder students' progress in learning. Cognitive obstacles are part of a students knowledge at a time that is generally reliable in solving a particular problem but this knowledge is then inadequate when dealing with a new problem. Cognitive cbstacles are the knowledge that a person possesses and are generally sufficient in solving a particular problem, settling in the mind, but when faced with a new problem, this knowledge is inadequate and difficult to adapt. Obstacles arises from the fact that certain concepts have a degree of complexity and necessary to recognize them in a particular order. For example, fractions are more complicated than all numbers, the student experience with operations on integers leads to the implicit nature that "multiplications make numbers larger" leading to a cognitive obstacle when encounter multiplications fractions less than one. Cognitive obstacles basically seem to be ontogenetic, epistemological, didactic and even cultural, according to their origins and the way they develop. The cognitive obstacles of Mathematics Education Students of Universitas PGRI Semarang were found when subjects solved the finite integral problem and assumed that the integral was integrated, whereas if the function in the integral is a function that can not be integrated.

Preliminary Study of Cognitive Obstacle on the Topic of Finite Integral Among Prospective Teacher