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

Wardhani, Thalitha Ariesti Widhia; Argaswari, Deshinta Puspa Ayu Dwi

doi:10.22460/infinity.v11i1.p87-102

Cited by 4 publications

(6 citation statements)

References 21 publications

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“…Errors that S2 made also occur because of carelessness. This is in line the result of research that conducted by Wardhani and Argaswari (2022), Hidayati (2020), Mensah (2017), and Widodo and Sujadi (2015) which found the errors in solving trigonometry problems due to lack of accuracy in calculation.…”

Section: Subject 2 (S2)supporting

confidence: 89%

“…Rohimah and Sufyani (2019) said that in solving trigonometry problems, students tend to find difficulties on applying the trigonometry formulas. Wardhani and Argaswari (2022) also said that in one of the cause of error that made by students in solving trigonometry word problem is lack of ability to find the right strategy.…”

Section: Subject 2 (S2)mentioning

confidence: 99%

“…Several studies relevant to error analysis have been conducted using different error analysis indicators (Cahyani & Sutriyono, 2018;Hidayati, 2020;Mensah, 2017;Rachman & Saripudin, 2020;Savitri & Yuliani, 2020;Wardhani & Argaswari, 2022;Widodo & Sujadi, 2015). In particular, studies that discuss students' error and difficulties in solving HOTS problem also have been conducted (Febryana et al, 2023;Karimah et al, 2018;Khusna et al, 2021;Pramesti & Retnawati, 2019;Sulistyowati et al, 2019;Yulianti & Novtiar, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Students' Error in Solving Hots-Category Mathematics Problems Viewed From Didactic Triangle

Suhendra

Kusumah

2023

AJPM

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Student errors in solving Higher-Order Thinking Skills (HOTS) category math problems can be caused by the learning process experienced by them. In the learning process, there are three interrelated components, namely students, teachers, and materials which can be described in a didactic triangle, namely Didactic Relationship, Pedagogical Relationship, and Didactic-Pedagogical Anticipation Relationship. This study aims to describe students' error in solving HOTS-category math problems and the causes of these errors viewed from the didactical triangle. This study used a case study method with a qualitative approach conducted at one of the senior high schools in Bengkulu Province, involving three 10th-grade students as research subjects. Data were collected by using test, interview, and document study techniques. The results of this research show that errors appeared in the completion of each HOTS-category math problem, consisting of errors in using concepts, calculations, and failing to solve the problem. Viewed from the didactic triangle, these errors occur when students do not learn through the resources provided, learning activities tend to be monotonous, passive-student responses during the learning process, and teacher only focuses on conventional learning. Thus, the learning process experienced by students is unable to encourage them to think at the HOTS level.

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Section: Subject 2 (S2)supporting

confidence: 89%

Section: Subject 2 (S2)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students' Error in Solving Hots-Category Mathematics Problems Viewed From Didactic Triangle

Suhendra

Kusumah

2023

AJPM

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“…2698-2712 merupakan tahapan-tahapan yang dapat digunakan oleh dosen untuk mengetahui dan mengkaji cara mahasiswa dalam memecahkan masalah pada soal sehingga diperoleh hasil kajian yang dapat dijadikan sebagai bahan evaluasi guna untuk memperbaiki kualitas pembelajaran (Cahyaningtyas et al, 2021). Dalam NEA, terdapat 5 tahapan-tahapan yang dapat dijadikan panduan bagi dosen untuk menganalisis kesalahan-kesalahan yang dilakukan siswa dalam menyelesaikan masalah matematis, yaitu: 1) reading error, yaitu kesalahan yang dimiliki mahasiswa ketika tidak tuntas dalam membaca soal; 2) comprehension error, yaitu kesalahan yang dilakukan siswa dalam memahami masalah; 3) transformation error, yaitu kesalahan yang dilakukan mahasiswa saat mentransformasikan masalah nyata yang diberikan dalam bentuk kalimat ke dalam bentuk dan strategi matematis; 4) process skill error, yaitu kesalahan yang dilakukan mahasiswa dalam menerapkan strategi yang dipilih untuk memecahkan masalah; dan 5) encoding error, yaitu kesalahan yang dilakukan mahasiswa ketika menuliskan penyelesaiannya secara tidak lengkap atau salah dalam memberikan kesimpulan akhir (Wardhani & Argaswari, 2022).…”

Section: Pendahuluanunclassified

Analisis Kesalahan Mahasiswa dalam Menyelesaikan Soal Kalkulus Integral Berdasarkan Newman's Error Analysis dan Upaya Pemberian Scaffolding

Ningsi¹,

Nendi²,

Jehadus³

et al. 2022

Cendekia

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Kalkulus integral merupakan salah satu mata kuliah matematika yang memerlukan tingkat penalaran, kemampuan komunikasi serta kemampuan berpikir tingkat tinggi yang memadai untuk dapat memahami dan menyelesaikan soal. Oleh karena itu, banyak mahasiswa mengalami kesulitan saat mempelajarinya sehingga melakukan banyak kesalahan saat memecahkan masalah. Tujuan penelitian ini adalah untuk mengidentifikasi kesalahan mahasiswa berdasarkan Newman’s Error Analysis (NEA) dalam menyelesaikan soal kalkulus integral disertai dengan pemberian scaffolding. Subjek penelitian adalah mahasiswa Program Studi Pendidikan Matematika Unika Santu Paulus yang mengikuti perkuliahan kalkulus integral. Teknik pengumpulan data menggunakan tes dan wawancara tidak terstruktur. Analisis data dilakukan dengan cara mereduksi data, menyajikan data dan menarik kesimpulan. Hasil penelitian menunjukkan bahwa tidak ada kesalahan yang dilakukan mahasiswa pada tipe indikator 1 (reading error), mahasiswa rata-rata melakukan kesalahan pada indikator 2 (comprehension error) sebesar 39%, rata-rata kesalahan pada indikator 3 (transformation error) sebesar 71%, rata-rata kesalahan pada indikator 4 (process skills error) sebesar 76% dan rata-rata kesalahan yang paling banyak dilakukan pada indikator 5 (encoding error) sebesar 87%. Scaffolding yang digunakan untuk mengatasi semua kesalahan mahasiswa hanya sampai pada scaffolding level 2 yaitu explaining, reviewing, dan restructuring. Pemberian scaffolding yang dilakukan dosen bersifat menjelaskan, meninjau dan merestrukturisasi sehingga mendorong mahasiswa untuk memperbaiki kesalahan-kesalahan tersebut. Bertolak dari hasil penelitian ini, maka dosen diharapkan untuk melakukan kegiatan perkuliahan yang bermakna bagi mahasiswa sehingga tidak mudah untuk melupakan konsep-konsep materi yang telah dijelaskan.

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“…As part of content areas, Grade 11 learners are expected to solve 2D trigonometric problems (Department of Basic Education (DBE), 2011). Solving 2D trigonometric problems requires learners to connect multiple concepts from different mathematical topics (Ngu & Phan, 2020;Wardhani & Argaswari, 2022). When learners connect multiple concepts, they can recognize and apply mathematical knowledge in contexts outside of mathematics (Kleden et al, 2021).…”

mentioning

confidence: 99%

Exploring grade 11 learners’ mathematical connections when solving two-dimensional trigonometric problems in an activity-based learning environment

2023

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In this paper, we explored the type of mathematical connections Grade 11 learners make when solving two-dimensional (2D) trigonometric problems in an Activity-Based Learning (ABL) environment. We followed a qualitative case study design within an interpretive paradigm. Convenience sampling was used to select a whole class of 45 Grade 11 learners from one of the public non-fee-paying secondary schools in Capricorn District, Limpopo Province of South Africa. Group work presentations and classroom interactions were used to collect data. Data were analyzed using deductive thematic analysis guided by the mathematical connections’ framework. The findings indicated that learners managed to make procedural, meaning, reversibility, different representations, feature, and inclusion part whole as well as integrated connections as they worked on 2D trigonometric problems in an ABL environment. We established that learners did not make generalization part-whole connections. In addition, we found that some learners lacked mathematical connections skills and failed to solve the problems. Engaging learners in an ABL environment provided a fine-grained approach that allowed them to make mathematical connections. We, therefore, recommend that teachers should create an ABL environment to enable learners to make different types of mathematics connections during the teaching and learning of trigonometric concepts.

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

Cited by 4 publications

References 21 publications

Students' Error in Solving Hots-Category Mathematics Problems Viewed From Didactic Triangle

Students' Error in Solving Hots-Category Mathematics Problems Viewed From Didactic Triangle

Analisis Kesalahan Mahasiswa dalam Menyelesaikan Soal Kalkulus Integral Berdasarkan Newman's Error Analysis dan Upaya Pemberian Scaffolding

Exploring grade 11 learners’ mathematical connections when solving two-dimensional trigonometric problems in an activity-based learning environment

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