AN EXPLORATION STUDENT’S ERRORS IN SOLVING TRIGONOMETRIC RATIO PROBLEMS WITH ITS SCAFFOLDING

Nurdiyah Kurniati(1*), Suhendra Suhendra(2), Nanang Priatna(3), Sufyani Prabawanto(4),

(1) Universitas Pendidikan Indonesia
(2) Universitas Pendidikan Indonesia
(3) Universitas Pendidikan Indonesia
(4) Universitas Pendidikan Indonesia
(*) Corresponding Author


Abstract


Trigonometry is an essential topic in learning mathematics, but in fact there are still identified student errors in solving trigonometry problems. Based on these problems, this study aims to describe students' errors in solving trigonometric problems, especially on the topic of trigonometric ratios and its scaffolding. This study uses a qualitative method with a case study approach. Collecting data through observation, tests and interviews. The subjects of this study were 35 students of class X in one of the senior high schools in Kutai Kartanegara Regency, East Kalimantan. The results of this study are that there are seven types of errors made by students in solving trigonometric ratio problems, namely: (1) error in understanding the concepts; (2) error in setting operation; (3) error in performing calculation; (4) error in applying the principle; (5) error in writing algorithm; (6) random response; and (7) error in drawing. Based on the results of these studies, it can be concluded that the forms of scaffolding that can be given are:explaining, reviewing, restructuring,and developing conceptual thinking.

 

Trigonometri merupakan materi yang esensial dalam pembelajaran matematika, namun pada faktanya masih terdapat kesalahan-kesalahan siswa yang teridentifikasi dalam menyelesaikan masalah trigonometri. Berdasarkan permasalahan tersebut, penelitian ini bertujuan untuk mendeskripsikan kesalahan-kesalahan siswa dalam menyelesaikan masalah trigonometri khususnya pada topik rasio trigonometri beserta scaffoldingnya. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Pengumpulan data melalui observasi, tes dan wawancara. Subjek penelitian ini adalah 35 siswa kelas X di salah satu SMAN di Kabupaten Kutai Kartanegara, Kalimantan Timur. Hasil penelitian ini yakni terdapat tujuh jenis kesalahan yang dilakukan siswa dalam menyelesaikan masalah rasio trigonometri, yaitu: (1) kesalahan dalam memahami konsep; (2) kesalahan dalam menetapkan operasi; (3) kesalahan dalam melakukan perhitungan; (4) kesalahan dalam menerapkan prinsip; (5) kesalahan dalam menuliskan algoritma; (6) jawaban sembarang; dan (7) kesalahan dalam menggambar. Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa bentuk scaffolding yang dapat diberikan yaitu explaining, reviewing, restructuring, dan developing conceptual thinking.


Keywords


Error, scaffolding, trigonometric ratio

Full Text:

PDF

References


Anghileri, J. (2006). Scaffolding Practices That Enhance Mathematics Learning. Journal of Mathematics Teacher Education, 9(1), 33–52.

Bakker, A., Smit, J., & Wegerif, R. (2015). Scaffolding and Dialogic Teaching in Mathematics Education: Introduction and Review. ZDM - Mathematics Education, 47(7), 1047–1065. https://doi.org/10.1007/s11858-015-0738-8

Brijlall, D., & Niranjan, C. (2015). Using Manipulatives to Support an Embodied Approach to Learning Trigonometry in A South African School: A Case Study. Africa Education Review, 12(3), 361–380. https://doi.org/10.1080/18146627.2015.1110893

Chigonga, B. (2016). Learners’ Errors When Solving Trigonometric Equations and Suggested Interventions From Grade 12 Mathematics Teachers. International Society for Technology in Education, 163–176. https://www.researchgate.net/publication/314285050_Learners’_errors_when_solving_trigonometric_equations_and_suggested_interventions_from_Grade_12_Mathematics_teachers

Dewanto, M. D., Budiyono, B., & Pratiwi, H. (2017). Students’ Error Analysis in Solving The Math Word Problems of High Order Thinking Skills (HOTS) Type on Trigonometry Application. International Conference on Science, Mathematics, and Education, 218, 195–200. https://doi.org/10.2991/icomse-17.2018.34

Doo, M. Y., Bonk, C. J., & Heo, H. (2020). A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education. International Review of Research in Open and Distance Learning, 21(3), 60–80. https://doi.org/10.19173/irrodl.v21i3.4638

Emmanouil, E., Wei, G., & Dai, J. S. (2016). Spherical Trigonometry Constrained Kinematics For a Dexterous Robotic Hand With an Articulated Palm. Robotica, 34(12), 2788–2805. https://doi.org/10.1017/S0263574715000399

Goel, S. (2015). Reform of Teaching a Trigonometry Course. 73(2).

Hamzah, N., Maat, S. M., & Ikhsan, Z. (2021). A Systematic Review on Pupils’ Misconceptions and Errors in Trigonometry. Pegem Egitim ve Ogretim Dergisi, 11(4), 209–218. https://doi.org/10.47750/pegegog.11.04.20

Harland, T. (2003). Vygotsky’s Zone of Proximal Development and Problem-based Learning: Linking a Theoretical Concept With Practice Through Action Research. Teaching in Higher Education, 8(2), 263–272. https://doi.org/10.1080/1356251032000052483

Hartman, H. (2002). Scaffolding and Cooperative Learning. Hum. Learn. Instr, 23–69.

Huda, R., & Qohar, A. (2021). Student Activeness and Understanding in Mathematics Learning Using GeoGebra Application on The Trigonometry Ratio Topic. AIP Conference Proceedings, 2330(March). https://doi.org/10.1063/5.0043140

Jelatu, S., Kurniawan, Y., Kurnila, V. S., Mandur, K., & Jundu, R. (2019). Collaboration TPS Learning Model and M-Learning Based on Android for Understanding of Trigonometry Concepts With Different Cognitive Style. International Journal of Instruction, 12(4), 545–560. https://doi.org/10.29333/iji.2019.12435a

Kamber, D., & Takaci, D. (2018). On Problematic Aspects in Learning Trigonometry. International Journal of Mathematical Education in Science and Technology, 49(2), 161–175. https://doi.org/10.1080/0020739X.2017.1357846

Khusna, A. H. (2021). Scaffolding Based Learning: Strategies for Developing Reflective Thinking Skills (A Case Study on Random Variable Material in Mathematics Statistics Courses). Journal of Physics: Conference Series, 1940(1). https://doi.org/10.1088/1742-6596/1940/1/012093

Law, F. F., Shahrill, M., & Mundia, L. (2015). Investigating Students’ Conceptual Knowledge and Procedural Skills in The Learning of College Level Trigonometry. Research Journal of Applied Sciences, Engineering and Technology, 9(11), 952–962. https://doi.org/10.19026/rjaset.9.2588

Lin, T.-C., Hsu, Y.-S., Lin, S.-S., Changlai, M.-L., Yang, K.-Y., & Lai, T.-L. (2012). A Review of Emprical Evidence on Scaffolding for Science Education. International Journal of Science and Mathematics Education, 10(1), 437–455. https://doi.org/10.1007/s10763-011-9322-z

Maybin, J., Mercer, N., & Stierer, B. (1992). Scaffolding: Learning in the Classroom. Thinking voices: the work of the national oracy project, 186–195.

Nanmumpuni, H. P., & Retnawati, H. (2021). Analysis of Senior High School Student’s Difficulty in Resolving Trigonometry Conceptual Problems. Journal of Physics: Conference Series, 1776(1). https://doi.org/10.1088/1742-6596/1776/1/012012

Paruntu, P. E., Sukestiyarno, Y. L., Priyono, A., & Prasetyo, B. (2018). Analysis of Mathematical Communication Ability and Curiosity Through Project Based Learning Models With Scaffolding. 7(1), 26–34.

Rachman, A. F., & Purwasih, R. (2021). Analisis Kesalahan Siswa SMA Negeri dI Kota Cimahi dalam Menyelesaikan Soal Matematika pada Materi Trigonometri. JPMI (Jurnal Pembelajaran Matematika Inovatif), 4(3), 739–748. https://www.journal.ikipsiliwangi.ac.id/index.php/jpmi/article/view/4301

Rakhim, A. A., Kartono, K., & Supriyadi, S. (2022). Concept Understanding Skill of 8 th Grade Junior High School Students in Missouri Mathematics Project Learning Based Curiosity With Scaffolding. Journal of Mathematics Education Research, 11(1), 70–75.

Rohimah, S. M., & Prabawanto, S. (2019). Student’s Difficulty Identification in Completing the Problem of Equation and Trigonometry Identities. International Journal of Trends in Mathematics Education Research, 2(1), 34. https://doi.org/10.33122/ijtmer.v2i1.50

Setiawan, Y. E. (2021). Analisis Kesalahan Mahasiswa Semester Pertama dalam Menentukan Nilai Fungsi Trigonometri Sudut Istimewa. SJME (Supremum Journal of Mathematics Education), 5(1), 110–121. https://doi.org/10.35706/sjme.v5i1.4531

Susilowati, N., Rochmad, R., & Rusilowati, A. (2021). Mathematical Critical Thinking Ability and Learner ’ s Responsibility Character in Learning Cycle 7E with Scaffolding. Journal of Mathematics Education Research, 10(1), 65–70.

Usman, M. H., & Hussaini, M. M. (2017). Analysis of Students’ Error in Learning of Trigonometry Among Senior Secondary School Students in Zaria Metropolis, Nigeria. IOSR Journal of Mathematics, 13(02), 01–04. https://doi.org/10.9790/5728-1302040104

Vygotsky, L. S. (1978). Mind in Society. MIT Press Journals.

Walsh, R., Fitzmaurice, O., & O’Donoghue, J. (2017). What Subject Matter Knowledge do Second-level Teachers Need to Know to Teach Trigonometry? An Exploration and Case Study. Irish Educational Studies, 36(3), 273–306. https://doi.org/10.1080/03323315.2017.1327361

Weber, K. (2005). Students’ Understanding of Trigonometric Functions. Mathematics Education Research Journal, 17(3), 91–112. https://doi.org/10.1007/BF03217423

Widiana, S. H. (2009). Landasan Konseptual Teoritik Psikologik dari Berbagai Teori Inteligensi. Humanitas (Jurnal Psikologi Indonesia).

Yang, D. C., & Sianturi, I. A. (2017). An Analysis of Singaporean Versus Indonesian Textbooks Based on Trigonometry Content. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3829–3848. https://doi.org/10.12973/eurasia.2017.00760a




DOI: http://dx.doi.org/10.24127/ajpm.v11i3.5233

Refbacks

  • There are currently no refbacks.