Identifikasi Kesalahan Jawaban Mahasiswa Pada Mata Kuliah Trigonometri Berdasarkan Dimensi Pengetahuan Krathwohl

Abstract

Abstrak. Penelitian ini bertujuan untuk menganalisis dan mendskripsikan factorfaktor penyebab terjadinya kesalahan dalam menyelesaikan soal-soal trigonometri berdasarkan dimensi pengetahuan Krathwohl. Metode penelitian ini adalah kualitatif dengan jenis penelitian deskriptif. Subjek penelitian yaitu 29 orang mahasiswa program studi pendidikan matematika IKIP Siliwangi. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah tes tulis dan wawancara. Analisis data dilakukan dengan tiga langkah yaitu reduksi data, penyajian data dan penarikan kesimpulan. Hasil Penelitian menunjukan pada dimensi faktual kesalahan terjadi karena kurang hafal rumus-rumus trigonometri yang ada dan sering mengabaikan hal-hal kecil seperti penulisan sudut, satuan sudut dan sebagainya. Pada dimensi konseptual, kesalahan terjadi karena keliru dalam menafsirkan permasalahan dan kurang memahami makna esensial dari setiap konsep trigonometri. Selanjutnya, pada dimensi prosedural, kesalahan terjadi karena kurang teliti dan ceroboh dalam perhitungan dan kurang memahami algoritma perhitungan. Terakhir, pada dimensi metakognitif, kesalahan terjadi karena kurangnya memahami karakteristik setiap rumus dan belum mampu menggunakan pengetahuannya untuk memilih konsep yang tepat untuk menyelesaikan soal. Identifikasi ini dapat digunakan oleh guru untuk membuat rencana pembelajaran dengan memperhatikan keempat dimensi tersebut.Abstract. This study aimed to analyze and describe the factors that cause errors in solving trigonometry questions based on Krathwohl's knowledge dimension. The method of this research was qualitative, with descriptive research types. The research subjects were 29 students in the mathematics education study program IKIP Siliwangi. Data collection techniques used in this study were written tests and interviews. Data analysis was carried out with three steps, namely data reduction, data presentation, and conclusion drawing. The results on the Factual Dimension showed that errors occurred because they lack the memorization of trigonometric formulas and often ignored small things such as writing

Error analysis of prospective mathematics teachers in solving of applying radian measurement problem in trigonometry courses

“…The results showed that the errors of the first semester students in solving the problem of applying the radian measurement consisted of misconception and factual errors. The results of this research are in accordance with the results of previous researches which showed that students experienced misconceptions and also errors in facts in solving trigonometry problems (Gür, 2009;Hidayat & Aripin, 2020;Imelda, 2018;Jaelani, 2017;Nabie et al, 2018;Setiawan, 2021cSetiawan, , 2021aSetiawan, , 2021bSetiawan, , 2021d.…”

“…The research on prospective teachers' errors in solving trigonometric problems has been carried out previously by several researchers, namely (Gür, 2009;Hidayat & Aripin, 2020;Imelda, 2018;Jaelani, 2017;Nabie et al, 2018;Setiawan, 2021cSetiawan, , 2021aSetiawan, , 2021bSetiawan, , 2021d. The research results of Gür (2009) show that students still experience errors in the form of using inappropriate equations.…”

High School Students’ Error in Solving Word Problem of Trigonometry Based on Newman Error Hierarchical Model

“…Some students were wrong in finding the variable of asked questions in the algebra concept. It occurred because students have a lack of ability in doing algebra, while algebra takes an important role to be connected in trigonometry (Demir & Heck, 2013;Hidayat & Aripin, 2020). For the calculation error, students were wrong in determining the value of trigonometry ratio and calculating the operation.…”

“…Furthermore, it covers the study of triangles, the relationships between their sides and angles, the functions of sine and cosine, tangent and cotangent, secant and cosecant (Walsh et al, 2017). Trigonometry is a critical topic in mathematics in order to prepare students for advanced mathematics, including calculus (Hidayat & Aripin, 2020;Hidayat & Riyana, 2021). Aside from its importance for advanced mathematics, trigonometry contributes to many applications in non-mathematical fields such as architecture, civil engineering, cartography, geophysics and other advanced fields (Galarza, 2017).…”

The Analysis of Senior High School Students’ Mathematical Communication Skill of Trigonometric Material

“…This is in accordance with research which reveals that during teaching trigonometric material, the difficulties that are carried out by students mostly lie in the basic concepts of the material. Students know the concepts given by the teacher but have difficulty applying these concepts to problem solving [20]. answered incorrectly, a student just remembered and visualized the graph of y = sin x when the form equation is changed then the student is not able to communicate and draw the graphic.…”