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

Yayan Eryk Setiawan, Surahmat Surahmat

Abstract


This research aims to describe the mistakes of the prospective teachers in solving the application of radian measurement problems and their causes. This type of research is qualitative descriptive research with a case study approach. The types of data collection in this research consisted of the results of the subject's work and transcripts of interviews with research subjects. By following the type of data, this research instrument consists of one question about the problem of applying radian measurement and interview guidelines developed by the researchers. Data analysis of the subject's work is carried out by classifying the types of errors to know the types of errors that arise in solving the problem of applying the radian measurements. While the transcript analysis of the interview results was carried out by coding the words to determine the factors causing the errors that appeared. The results of the research indicate that the error in solving the problem of applying the radian measurement are misconceptions and factual errors. This misconception is generally caused by intuitive thinking, while this factual error is generally caused by not paying careful attention to the information in the question. The solution to these errors is to analyze the elements of the circle that are interconnected in solving the problem of applying the radian measurements and to be careful in writing the information that is known in the question. 


Keywords


applying radian measurements; factual errors; misconceptions; trigonometry

Full Text:

PDF

References


Baroody, A. J., Feil, Y., & Johnson, A. R. (2007). An alternative reconceptualization of procedural and conceptual knowledge. Journal for Research in Mathematics Education, 38(2), 115–131. http://www.jstor.org/stable/30034952

Becker, J. R., & Rivera, F. (2005). Generalization strategies of beginning high school algebra students. In H. L. Chick & J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 121–128). PME.

Becker, J. R., & Rivera, F. D. (2007). Factors affecting sevent graders’ cognitive perceptions of patterns involving constructive and deconstructive generalizations. In J. H. Woo, H. C. Lew, & D. Y. Seo (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 129–136). PME.

Byers, T. (2009). The basic intervention mathematics program for at-risk students. Australian Mathematics Teacher, 65(1), 6–11.

Christinove, R. M., & Mampouw, H. L. (2019). A review of solo taxonomy on students’ errors in high mathematical abilities in calculating definite integral of trigonometric functions. Al-Jabar : Jurnal Pendidikan Matematika, 10(1), 11–20. https://doi.org/10.24042/ajpm.v10i1.3858

Gür, H. (2009). Trigonometry learning. New Horizons in Education, 57(1), 67–80.

Hidayat, W., & Aripin, U. (2020). Identifikasi kesalahan jawaban mahasiswa pada mata kuliah trigonometri berdasarkan dimensi pengetahuan krathwohl. Jurnal Nasional Pendidikan Matematika, 4(1), 142–153.

Imelda. (2018). Analisis kesulitan mahasiswa dalam menyelesaikan soal pemecahan masalah pada mata kuliah aljabar dan trigonometri. Journal of Mathematics Education and Science, 4(1), 49–56.

Jaelani, A. (2017). Kesalahan jawaban tes trigonometri mahasiswa pendidikan matematika semester pertama. Journal of Mathematics Education, 3(2), 1–13.

Lial, M. L., Hornsby, J., Schneider, D. I., & Daniels, C. J. (2016). Trigonometry (11th ed.). Pearson.

Muthukrishnan, P., Kee, M. S., & Sidhu, G. K. (2019). Addition error patterns among the preschool children. International Journal of Instruction, 12(2), 115–132. https://doi.org/10.29333/iji.2019.1228a

Nabie, M. J., Akayuure, P., Ibrahim-Bariham, U. A., & Sofo, S. (2018). Trigonometric concepts: Pre-service teachers’ perceptions and knowledge. Journal on Mathematics Education, 9(2), 169–182. https://doi.org/10.22342/jme.9.2.5261.169-182

Nejad, M. J. (2016). Undergraduate students’ perception of transformation of sinusoidal functions. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 589–596). The University of Arizona.

Oktaviani, M. (2017). Analysis of students’ error in doing mathematics problem on proportion. Proceedings Ofthe 2nd Asian Education Symposium (AES 2017), March, 172–177. https://doi.org/10.5220/0007300601720177

Safriani, W., Munzir, S., Duskri, M., & Maulidi, I. (2019). Analysis of students’ errors on the fraction calculation operations problem. Al-Jabar : Jurnal Pendidikan Matematika, 10(2), 307–318. https://doi.org/10.24042/ajpm.v10i2.5224

Schleppenbach, M., Flevares, L. M., & Sims, L. M. (2007). Teachers’ responses to student mistakes in chinese and u.s. mathematics classrooms. The Elementary School Journal, 108(2), 131–147.

Setiawan, Y. E. (2020a). Analisis kemampuan siswa dalam pembuktian kesebangunan dua segitiga. Al-Khwarizmi: Jurnal Pendidikan Matematika Dan Ilmu Pengetahuan Alam, 8(1), 25–40. https://dx.doi.org/10.24256/jpmipa.v8i1.800

Setiawan, Y. E. (2020b). Analisis kesalahan siswa dalam menggeneralisasi pola linier. Jurnal Nasional Pendidikan Matematika, 4(2), 180–194. https://dx.doi.org/10.33603/jnpm.v4i2.3386

Setiawan, Y. E. (2020c). Analisis kesalahan siswa dalam menilai kebenaran suatu pernyataan. Jurnal Didaktik Matematika, 7(1), 13–31. https://doi.org/10.24815/jdm.v7i1.14495

Setiawan, Y. E. (2020d). Proses berpikir siswa dalam memperbaiki kesalahan generalisasi pola linier. Mosharafa: Jurnal Pendidikan Matematika, 9(3), 371–382. https://doi.org/10.31980/mosharafa.v9i3.751

Setiawan, Y. E. (2020e). The thinking process of students using trial and error strategies in generalizing linear patterns. Numerical: Jurnal Matematika Dan Pendidikan Matematika, 4(1), 1–12. https://doi.org/10.25217/numerical.v4i1.839

Setiawan, Y. E. (2021a). Analisis kesalahan mahasiswa semester pertama dalam menentukan nilai fungsi trigonometri sudut istimewa. Supremum Journal of Mathematics Education, 5(1), 110–121. https://doi.org/10.35706/sjme.v5i1.4531

Setiawan, Y. E. (2021b). Analisis kesalahan mahasiswa semester pertama dalam menentukan nilai fungsi trigonometri sudut kuadran. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(1), 321–334. https://doi.org/10.31004/cendekia.v5i1.413

Setiawan, Y. E. (2021c). Identifikasi kesalahan mahasiswa dalam menyelesaikan masalah matematika (studi kasus masalah segitiga pada mata kuliah trigonometri). Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 7(3), 649–662. https://doi.org/10.33394/jk.v7i3.3329

Setiawan, Y. E. (2021d). Kesalahan mahasiswa semester pertama dalam menyelesaikan masalah fungsi trigonometri sudut tidak lancip. Aksioma: Jurnal Program Studi Pendidikan Matematika, 10(2), 599–614. https://doi.org/10.24127/ajpm.v10i2.3458

Setiawan, Y. E. (2021e). Kesalahan mahasiswa semester pertama dalam menyelesaikan masalah kecepatan sudut pada mata kuliah trigonometri. Pythagoras: Jurnal Pendidikan Matematika, 16(1), 19–32. https://doi.org/10.21831/pg.v16i1.38560

Setiawan, Y. E., Purwanto, Parta, I. N., & Sisworo. (2020). Generalization strategy of linear patterns from field-dependent cognitive style. Journal on Mathematics Education, 11(1), 77–94. https://doi.org/10.22342/jme.11.1.9134.77-94

Siyepu, S. W. (2015). Analysis of errors in derivatives of trigonometric functions. International Journal of STEM Education, 2(1), 1–16. https://doi.org/10.1186/s40594-015-0029-5

Tuna, A. (2013a). A conceptual analysis of the knowledge of prospective mathematics teachers about degree and radian. Word Journal of Education, 3(4), 1–9. https://doi.org/10.5430/wje.v3n4p1

Tuna, A. (2013b). The influence of the 5E model on the elimination of misconceptions on the subject of trigonometry. International Journal of Academic Research, 5(3), 14–21. https://doi.org/10.7813/2075-4124.2013/5-3/a.3




DOI: http://dx.doi.org/10.24042/ajpm.v12i2.9874

Refbacks

  • There are currently no refbacks.


 

Indexed by:

 

 

Creative Commons License
Al-Jabar : Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.