Identifikasi Kesalahan Mahasiswa Dalam Menyelesaikan Masalah Matematika (Studi Kasus Masalah Segitiga Pada Mata Kuliah Trigonometri)

Abstract

This study aims to describe mistakes made by first-semester students in solving triangle problems in trigonometry subjects. This research was a qualitative descriptive study with a case study approach. The subjects of this study were students of the first semester of the mathematics education study program at a tertiary institution in the city of Malang. The research instrument consisted of a question about solving triangular problems in the context of trigonometry and an interview guide. The data collected in this study consisted of the results of the subjects' works and transcripts of interview results. Subject work data were analyzed descriptively to determine the type of error made by the subjects. The transcript data from the interview results were analyzed using coding which aimed to determine the factors causing the subjects' errors. The results showed that the errors of 19 students in solving triangular problems in the context of trigonometry obtained 39% on concept errors, 28% on principle errors, 6% on miscalculations, and 33% on factual errors.

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 results also showed that students experienced arithmetic errors in determining the integral of trigonometric functions (Christinove & Mampouw, 2019). The results of the latest research also show that students still experience misconception, arithmetic errors, principle errors, and factual errors in determining the value of trigonometric functions of special angles, quadrant angles, non-acute angles, and triangular problems (Setiawan, 2021a(Setiawan, , 2021d(Setiawan, , 2021b(Setiawan, , 2021c. The results of other research also show that students experience conceptual and principle errors in solving angular velocity problems (Setiawan, 2021e).…”

“…This is because, through error analysis, student misunderstandings can be identified. By knowing student misunderstandings, students can correct their misunderstandings in learning material (Schleppenbach et al, 2007;Setiawan, 2020bSetiawan, , 2021c. Meanwhile, lecturers or teachers can improve their learning (Baroody et al, 2007;Setiawan, 2021a) by reducing things that can cause student errors or student misunderstandings.…”

“…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.…”

Toleransi Dalam Kehidupan Masyarakat Kupang

“…Metodologi penelitian yang digunakan adalah kualitatif dengan pendekatan yudiris normatif dengan studi pustaka (Supriyono & Irawan, 2022). Studi pustaka dilakukan untuk mendapatkan berbagai informasi yang relevan dengan topic atau masalah yang sedang diteliti, informasi tersebut dapat diperoleh dari buku-buku ilmiah, laporan penelitian, karangan-karangan ilmiah, buku tahunan, ensiklopedia dan sumber-sumberr tertulis, baik cetak maupun elektronik lainnya (Samhis Setiawan, 2023).…”