Analysis of Students’ Error in Solving Trigonometric Function Problems which Assess Higher Order Thinking Skills

Sartika, Ika; Fatmanissa, Namirah

doi:10.30935/conmaths/8437

Cited by 6 publications

(7 citation statements)

References 11 publications

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“…Four male students and two female students could find the correct pattern; however, they used the wrong principle or concept. This finding was in line with several studies showing that some students often did not understand the principle or concept such as theorem or formula used to solve the trigonometry identity problem (Sartika & Fatmanissa, 2020). Also, nine male students and twelve female students did not get the correct pattern.…”

Section: Male and Female Students' Mrs For Each Indicatorsupporting

confidence: 89%

“…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%

“…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

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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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Section: Male and Female Students' Mrs For Each Indicatorsupporting

confidence: 89%

Section: Theoretical Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

Suparman

Jupri

Musdi

et al. 2021

BetaJTM

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“…Authors declared positive relationship between these two variables. The similar results were possible to find in the research of Jeon and Park (2014) and also Sartika and Fatmanissa (2020). Insorio and Librada (2021), and Yang and Chang (2013) demonstrated significant improvements in critical thinking skills, and academic achievement.…”

Section: Introductionsupporting

confidence: 85%

Pupils’ Summative Assessments in Mathematics as Dependent on Selected Factors

Kubiatko

Chytrý

2021

EURASIA J Math Sci Tech Ed

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School assessment is a determining factor for a pupil in all functions. The aim of the research was to determine correlation between pupils' logical thinking and their school assessment and between pupils' mathematics skills and their school assessment. The sample size was created by 252 high school students (117 boys and 135 girls). As research tools were used reasoning mathematical, logical thinking and mathematical skills tests. Kruskal-Wallis test was used as statistical method. A significant effect was found at the 1% significance level between these factors and school assessment, where the greatest differences are caused mainly by evaluations in mathematics that were perceived either as the best or the worst. The research also monitored the use of the newly-developed GTOLT (Group Test of Logical Thinking), which is based on the GALT (Group Assessment of Logical Thinking) and TOLT (Test of Logical Thinking) tests, rooted in standardized tools.

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“…The researcher interested to conduct research related to missouri mathematics project learning model, mathematical literacy ability and gender because mathematical literacy is an ability that must be possessed by Indonesian students, both male and female students. Mathematical literacy as an ability and a knowledge is needed not only for living in financial aspect but also as something needed to develop individual socially, economically and culturally in modern life (Sartika & Fatmanissa, 2020). Missouri mathematics project is chosen for this research because based on researcher opinion it is a learning model having steps to help students to be more creative.…”

Section: Introductionmentioning

confidence: 99%

The Effect of the Missouri Mathematics Project Learning Model on the Tenth Grade Student’s Mathematical Literacy Ability in Gender Perspective

Rahma¹,

Usman²,

Ahsan³

2022

JPMK

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The students' low ability on mathematical literacy caused by teachers' monotonous learning process and lack of students' participation in teaching and learning process. This research aims to determine if Missouri Mathematics Project (MMP) is able to improve students' mathematical literacy ability more effectively than direct learning model. In addition, the researcher explores how gender affects the effectiveness of MMP. The gender contribution here is what the differences of male and female students' mathematical literacy ability are. The approach used in this research is quantitative research and the method is quasi-experimental having design of nonequivalent controlled group design. There are 70 students of grade X as sample consisting 35 students in experimental classes and 35 students in controlled classes (simple random sampling technique). The data taken in this research through mathematical literacy written test as the instrument and documentation. The analysis technique used is a two-way analysis of variance. The research results shows that students who are taught using the MMP model have significant effect on mathematical literacy ability than the students who are taught using direct learning. Female students' mathematical literacy ability is better than the male students' ability. There is a correlation between learning model and gender differences on mathematical literacy ability. Both male and female students' mathematical literacy ability who are taught using MMP learning model is higher than male and female students' ability who are taught using direct learning model Thus, MMP can be implemented as an alternative learning model to develop students' mathematical literacy ability.

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Analysis of Students’ Error in Solving Trigonometric Function Problems which Assess Higher Order Thinking Skills

Cited by 6 publications

References 11 publications

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

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

Pupils’ Summative Assessments in Mathematics as Dependent on Selected Factors

The Effect of the Missouri Mathematics Project Learning Model on the Tenth Grade Student’s Mathematical Literacy Ability in Gender Perspective

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