The Analysis of Compliance Type Students Error In Resolving Integral Challenge of Trigonometry Function

Satriani, Sri; uddin, Wahy; Halim, Nur Humaerah; Syamsuadi, Ahmad

doi:10.14445/22315373/ijmtt-v66i10p503

Cited by 5 publications

(8 citation statements)

References 2 publications

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“…Such as error in transforming problem into correct formula and mathematical model. This is in line with research of Satriani et al (2020) who argue that error in processing skill is a result of transformation errors that students did before, such as writing the wrong formula.…”

Section: Process Skillsupporting

confidence: 90%

Using Newman Error Analysis to Detect Students’ Error in Solving Junior High School Mathematics Problem

Ahzan

Simarmata

Mone

2022

JPMIPA

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The existence of student errors is due to the inability of the students to receive and process the information contained in the given questions. Therefore, it is necessary to conduct an analysis to find out student errors so that the results obtained in the analysis can be used by teachers to provide appropriate assistance to students, either through methods or media in learning mathematics. This study is a qualitative descriptive study. The purpose of this study was to find out how many errors were made by the eighth-grade class of Nurul Falah MTs in solving math problems according to Newman's theory in school year 2021/2022. So that solutions to reduce errors can be found and also to emphasize which parts require a deeper understanding in solving math problems. The results of the analysis showed that the percentage of student errors in the Reading Error (RE) phase was 13.33%, Reading Comprehension (RC) phase was 42.22%, Transformation Error (TE) phase was 28.89%, Process Skill (PS) phase was 71.11%, and the Encoding Error (EE) phase was 86.67%. From the results of the analysis, it can be seen that the most errors made by students are Encoding Error, which are 86.67%.

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Section: Process Skillsupporting

confidence: 90%

Using Newman Error Analysis to Detect Students’ Error in Solving Junior High School Mathematics Problem

Ahzan

Simarmata

Mone

2022

JPMIPA

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“…S2 mampu mengevaluasi kesalahan yang dilakukannya selama proses penyelesaian masalah. Hal ini sesuai dengan penelitian sebelumnya yang menyatakan bahwa dalam trigonometri diperlukan penguasaan terhadap pengetahuan prosedural (Satriani et al, 2020).…”

Section: S1 Dominan Pei Ngei Tahuan Dei Klaratifunclassified

Kemampuan Literasi Matematika Siswa dalam Menyelesaikan Masalah Trigonometri

Walida,

Alifiani,

Sari

et al. 2024

Cendekia

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Penelitian ini bertujuan untuk menjelaskan kemampuan literasi matematis siswa kelas X dilihat dari pengetahuan metakognitif. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Pelaksanaan penelitian ini berada di MA Darul Huda kelas X pada tahun ajaran 2022/2023. Penentuan subjek dilakukan dengan memberikan tes metacognitive awareness inventory (MAI). Dari hasil tes MAI diperoleh 2 subjek penelitian yaitu siswa dengan pengetahuan dominan deklaratif dan siswa dengan pengetahuan dominan prosedural. Instrumen penelitian yang digunakan diperoleh dari angket pengetahuan metakognitif, soal tes dan transkrip wawancara. Analisis data yang digunakan adalah analisis pengetahuan metakognitif dan soal tes berdasarkan indikator kemampuan literasi matematis. Pada penelitian ini diperoleh hasil yang menunjukkan bahwa subjek dengan pengetahuan dominan prosedural pada proses literasi matematis hanya memenuhi sebagian proses merumuskan (formulate) dan menafsirkan (interprete), serta dapat memenuhi proses menerapkan (employ). Sedangkan subjek dengan pengetahuan dominan deklaratif pada proses literasi matematis hanya memenuhi sebagian dari proses merumuskan (formulate) dan menafsirkan (interprete).

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“…The trigonometry function is selected as a material to measure students' MRS in generalizing a statement. These trigonometry topics were selected because students still carried out many errors in these topics reported by prior studies (Altiner & Dogan, 2018;Hidayati, 2020;Sartika & Fatmanissa, 2020, Satriani et al, 2020Usman & Hussaini, 2017;Wahyuni & Widayanti, 2020). So, every sub-topic in the trigonometry established in this study represents every indicator of MRS selected in this study (See Table 1).…”

Section: Theoretical Reviewmentioning

confidence: 99%

“…Therefore, they are unable to clarify the truth of Arman's argument stating that the wooden beam can be used to cross over the river. Students who have a low skill in clarifying the truth of an argument can be affected by some factors, such as misunderstanding the meaning of the problem (Ahmad et al, 2018;Dewanto et al, 2018;Hidayati, 2020;Wahyuni & Widayanti, 2020) and misconceptions of a concept such as they are unable to establish the formula used (Ahmad et al, 2018;Dewanto et al, 2018;Hidayati, 2020;Rohimah & Prabawanto, 2019;Satriani et al, 2020).…”

Section: Verifying the Truth Of A Statementmentioning

confidence: 99%

“…The trigonometry topic is selected in this study because several studies showed that the students' errors rate in solving trigonometry problems tends to be high. The errors include; do not understand the problems given, do not master the basic concept of trigonometry, perform basic arithmetic operations, determine the formula to solve the problem and write the final answer (Altiner & Dogan, 2018;Hidayati, 2020;Sartika & Fatmanissa, 2020, Satriani et al, 2020Usman & Hussaini, 2017;Wahyuni & Widayanti, 2020). The studies about students' MRS from the gender perspective have been conducted.…”

Section: Introductionmentioning

confidence: 99%

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Male and female students' mathematical reasoning skills in solving trigonometry problems

Suparman

Jupri

Musdi

et al. 2021

BetaJTM

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[English]: Several studies have examined mathematical reasoning skills (MRS) of male and female students in various mathematics topics. However, there were still not many studies, which focus on MRS in trigonometry topics in terms of gender perspectives. Therefore, this quantitative study aims to describe and compare the MRS of male and female students in solving trigonometry problems. This study involved secondary school students who were given an MRS test. The test has been validated theoretically and empirically. The results of the test were classified using the rubric of MRS achievement and analyzed using the Mann-Whitney test or t-test. The results revealed that the overall MRS of male and female students was low. The students lacked skills in finding a relationship pattern, proposing a conjecture, and generalizing the statement, but they had moderate skills in verifying the truth of an argument. Furthermore, the male and female students were not significantly different in the aspects of MRS. The findings provide important starting points to enhance students' MRS in the teaching and learning of trigonometry. [Bahasa]: Beberapa studi sudah dilakukan untuk menguji kemampuan penalaran matematis siswa laki-laki dan perempuan di berbagai topik matematika. Namun, studi-studi yang fokus pada kemampuan penalaran matematis di topik trigonometri ditinjau dari perspektif gender masih belum banyak. Penelitian kuantitatif ini bertujuan untuk mendeskripsikan dan membandingkan kemampuan penalaran matematis siswa laki-laki dan perempuan dalam menyelesaikan masalah-masalah trigonometri. Studi ini melibatkan siswa sekolah menengah yang diberi tes kemampuan penalaran matematis. Tes tersebut sudah divalidasi secara teoritis dan empiris. Hasil tes tersebut dikategorikan menggunakan rubrik capaian penalaran matematis dan dianalisis menggunakan uji Mann-Whitney atau uji t. Hasil menunjukkan bahwa secara keseluruhan kemampuan penalaran matematis siswa laki-laki dan perempuan belum tinggi. Siswa tersebut kurang mampu dalam menemukan pola hubungan, mengajukan dugaan, dan mengeneralisasi pernyataan, tetapi mereka memiliki kemampuan yang sedang dalam memverifikasi kebenaran suatu argumen. Selanjutnya, siswa laki-laki dan siswa perempuan tidak berbeda secara signifikan dalam aspek kemampuan penalaran matematis. Temuan ini memberikan titik awal yang penting untuk meningkatkan kemampuan penalaran matematis siswa dalam pembelajaran trigonometri.

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The Analysis of Compliance Type Students Error In Resolving Integral Challenge of Trigonometry Function

Cited by 5 publications

References 2 publications

Using Newman Error Analysis to Detect Students’ Error in Solving Junior High School Mathematics Problem

Using Newman Error Analysis to Detect Students’ Error in Solving Junior High School Mathematics Problem

Kemampuan Literasi Matematika Siswa dalam Menyelesaikan Masalah Trigonometri

Male and female students' mathematical reasoning skills in solving trigonometry problems

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