Analysis of Students’ Errors in Solving Trigonometry Problems

Abstract

This study aimed at determining the types of errors frequently made by students in solving trigonometry problems. This research belongs to the descriptive type with a qualitative approach. The subjects of this study were XI grade students of sciences 7 in State High School 8 Batam, totaling 42 students. The research instruments used trigonometry diagnostic tests and interview questions. The data analysis technique was descriptive qualitative analysis referring to Miles and Huberman’s procedure. The results of this study indicated that the frequent types of errors made by the students in solving trigonometry problems were conceptual errors (49.06%), followed by procedural errors (35.85%) and principal errors (15.09%), respectively. The most frequent form of conceptual error was on the concept of related angles or differences and the total of the two trigonometry angles. The most frequent form of principle error was the misunderstanding of applying quadratic equations in the items of trigonometric equations. Meanwhile, the students’ carelessness in the calculation process was the most common procedural error. The research findings provide essential information for teachers to recognize students’ misunderstanding of trigonometry and devise solutions to students’ learning difficulties.