Analysis of Students’ Difficulties in Solving Trigonometry Problems

Nurmeidina, Rahmatya; Rafidiyah, Dina

doi:10.4108/eai.7-8-2019.2288422

Cited by 12 publications

(9 citation statements)

References 4 publications

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“…While the research conducted by Meidina stated that students' errors in solving trigonometric problems were grouped into three categories, namely mathematical statements, conceptual errors, and calculation errors (Nurmeidina and Rafifiyah, 2019). This research that conducted has a difference with previous studies, namely the analysis of students' problemsolving abilities in mathematics lessons based on the Polya's stages which includes understanding the problem, planning problem solving, solving the problems based on the plan, and checking the process and the result.…”

Section: Introductionmentioning

confidence: 89%

Analysis of Students' Mathematical Problem-Solving Ability on Trigonometry

Perkasa

Astuti²

2022

UNION J. Ilm. Pendidik. Mat.

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This investigation aims to examine problem-solving ability (PSA) in Polya's problem-solving phases in the material of sine and cosine number and difference. This study used the descriptive qualitative research method. This study looked at 33 students in Class XI MIPA 5 from SMA Negeri 2 Bantul. Data was collected using written tests and interviews. The written test in this study takes the form of a two-point description question. The study's findings were used to calculate the mathematics PSA of students in class XI MIPA 5 at SMA Negeri 2. In mathematics, the average percentage of students who meet the low requirement is 59.72 percent. Furthermore, children with high expectations can thoroughly, meticulously, and systematically solve difficulties. Understanding the problem remains a struggle for pupils who reach intermediate standards and have yet to complete the problem's solution. Meanwhile, students who scored low on the criteria had trouble understanding the problem and were unable to solve it using the prepared plans, as well as students who were unable to double-check the response and complete the solution to the problem that had been solved.

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Section: Introductionmentioning

confidence: 89%

Analysis of Students' Mathematical Problem-Solving Ability on Trigonometry

Perkasa

Astuti²

2022

UNION J. Ilm. Pendidik. Mat.

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“…Bezuidenhout (2001) also found that some problems and misconceptions in calculus could be a result of teaching methods which emphasises to a large extent, procedural aspects of the calculus and neglects a solid grounding in the underpinnings of calculus. From the results of the study, by Nurmeidina and Rafidiyah (2019) it was found that students revealed poor conceptual and procedural understanding of integration, and struggled with other topics required for integration, because of a poor background knowledge. Often, one of the reasons for students' poor performance in higher level mathematics is because of a limited background of the prerequisite concepts (Kazunga & Bansilal, 2020).…”

Section: Literature Reviewmentioning

confidence: 96%

Analysis of Students’ Errors and Misconceptions in Solving Linear Ordinary Differential Equations Using the Method of Laplace Transform

Msomi

Bansilal

2022

INT ELECT J MATH ED

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Laplace transform (LT) is an essential mathematical tool for solving linear ordinary differential equations (ODE) with boundary values, by transforming differential equation into algebraic equations which are easier to manipulate. In this article, we analyse the errors students make and misconceptions they have in solving linear ODE using LT method. The study participants were 81 students enrolled in an engineering mathematics course at a University of Technology in South Africa. The students' responses to an item based on LT which formed part of an assessment, were analysed. The analysis identified three stages of working that were necessary to reach a solution (introduction of LT and simplification; resolution of expressions using partial fractions (PF); carrying out the inverse LT and manipulations). Within each stage, we distinguished between three types of errors (conceptual, procedural and technical). The results showed that students experienced most problems when working in the PF layer because of the poor background in manipulation of algebraic expressions. It is recommended that students are given opportunities to develop fluency in pre-requisite concepts, so that their efforts at solving problems using LT or other advanced mathematics techniques can be less stressful.

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“…In line with this, the previous study from Maknum (2022) reveals that there are epistemological obstacles in learning trigonometry, which lead to the students' understanding of the trigonometry and trigonometry functions. Another finding from Nurmeidina denoted that in solving problem related to trigonometry, students are having lack of understanding in determine procedures to execute the problems and formulating mathematical sentences (Nurmeidina & Rafidiyah, 2019). Based on the existing findings, there are problems in learning trigonometry which make students feel that trigonometry is difficult to be learned.…”

Section: Introductionmentioning

confidence: 99%

Students’ Ways of Understanding and Ways of Thinking in Solving Trigonometric Problems

Maghfiroh,

Dasari,

Dahlan

et al. 2024

JIPM

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Berpikir matematis sangat penting sebagai cara untuk mempelajari matematika. Menurut teori Harel istilah berpikir matematis tingkat lanjut berakar pada dua elemen pengetahuan: cara memahami (WoU) dan cara berpikir (WoT). Cara memahami mengacu pada bagaimana siswa menginterpretasikan suatu konsep tertentu dan hubungan antar konsep, memberikan solusi terhadap masalah, dan membenarkan apakah suatu keyakinan benar atau tidak, sedangkan cara berpikir adalah proses mental yang menghasilkan pemahaman siswa terhadap suatu hal. Tujuan dari penelitian ini adalah untuk menggambarkan cara siswa memahami dan berpikir dalam menyelesaikan masalah matematika yang terkait dengan trigonometri. Penelitian ini dilakukan di sebuah sekolah menengah atas di Jakarta Selatan, Indonesia. Subjek penelitian adalah siswa kelas 11 yang telah mempelajari tentang trigonometri. Data dikumpulkan dari instrumen tes yang terdiri dari tiga masalah matematika terkait trigonometri dan hasil wawancara. Analisis data dilakukan dengan tiga tahap, yaitu teknik reduksi, penyajian, dan penarikan simpulan. Hasil penelitian ini menunjukkan bahwa cara memahami dan cara berpikir siswa saling memengaruhi. Jadi, dalam masalah trigonometri ini, cara berpikir siswa memengaruhi pemahaman siswa terhadap konsep, dan sebaliknya pemahaman siswa terhadap konsep memengaruhi cara berpikir mereka. Mathematical thinking is essential as a way of learning mathematics. According to Harel’s theory in defining the term advanced mathematical thinking, it is rooted in two pieces of knowledge: ways of understanding (WoU) and ways of thinking (WoT). Ways of understanding refer to how students interpret a particular concept and the relationship between concepts, give solutions to a problem, and justify whether a belief is true or not, while ways of thinking are a mental process that results in students’ understanding of a particular thing. The purpose of this research is to describe students’ ways of understanding and ways of thinking in solving mathematical problems related to trigonometry. The research was conducted at a senior high school in Jakarta Selatan, Indonesia. The subjects of the research were the students grade 11 who has learned trigonometry. The data were collected from the test instruments consisting of three mathematical problems related to trigonometry and interview transcript. The data analysis used in this research are reduction techniques, presentation, and drawing conclusions. The result of this research showed that students’ ways of understanding and ways of thinking influenced each other. So, in this trigonometry problem, students’ ways of thinking influence the students’ understanding of the concepts, and likewise students’ understanding of the concepts affects their ways of thinking.

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Analysis of Students’ Difficulties in Solving Trigonometry Problems

Cited by 12 publications

References 4 publications

Analysis of Students' Mathematical Problem-Solving Ability on Trigonometry

Analysis of Students' Mathematical Problem-Solving Ability on Trigonometry

Analysis of Students’ Errors and Misconceptions in Solving Linear Ordinary Differential Equations Using the Method of Laplace Transform

Students’ Ways of Understanding and Ways of Thinking in Solving Trigonometric Problems

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