Analisis Kesalahan Konseptual Siswa Dalam Menentukan Nilai Kosinus Sudut Tumpul Berdasarkan Taksonomi Ashlock
DOI:
https://doi.org/10.30605/proximal.v8i2.6228Keywords:
Conceptual Errors, Ashlock's Taxonomy, Trigonometry, Cosine, StudentsAbstract
This study analyzes students' conceptual errors in determining the value of trigonometric functions, specifically , using Ashlock's Taxonomy of Errors. Two cases of students' work were analyzed. In the first case, the student correctly performed the calculation for the magnitude of the horizontal projection but failed to apply the appropriate negative sign for cosine in the second quadrant, indicating a partial but incomplete understanding of trigonometric sign rules. In the second case, the student demonstrated a more fundamental error by choosing an entirely irrelevant solution strategy and using arbitrary values in their calculations. This suggests fragmentation of knowledge and difficulty in coherently integrating mathematical concepts to solve the problem. Overall, these findings highlight that students' errors in trigonometry often stem from misconceptions or underdeveloped conceptual understanding. Didactic implications suggest the need for instruction that emphasizes a relational understanding of basic trigonometric definitions, the relationship between angles-quadrants-signs, and the development of students' ability to select relevant problem-solving strategies.Downloads
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References
Ashlock, R. B. (2010). Error patterns in computation: Using error patterns to improve instruction (10th ed.). Pearson Education.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academy Press.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Maulidia, R., & Jailani. (2017). Analisis kesalahan mahasiswa dalam menyelesaikan soal trigonometri berdasarkan Newman’s Error Analysis. Jurnal Riset Pendidikan Matematika, 4(2), 214–226. https://doi.org/10.21831/jrpm.v4i2.15053
Prayitno, H. (2019). Kesulitan siswa dalam menyelesaikan soal trigonometri berdasarkan teori Bruner. Prosiding Seminar Nasional Pendidikan Matematika, 2(1), 55–61.
Radatz, H. (1979). Error analysis in mathematics education. Journal for Research in Mathematics Education, 10(3), 163–172. https://doi.org/10.2307/748804
Sutawijaya, A. (2018). Pentingnya penguasaan trigonometri dalam pengembangan sains dan teknologi. Jurnal Pendidikan dan Sains, 6(1), 23–30.
Widodo, S. A., & Junaedi, J. (2015). Kesalahan siswa dalam menyelesaikan soal trigonometri. Infinity Journal, 4(2), 111–122. https://doi.org/10.22460/infinity.v4i2.p111-122
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academy Press.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Maulidia, R., & Jailani. (2017). Analisis kesalahan mahasiswa dalam menyelesaikan soal trigonometri berdasarkan Newman’s Error Analysis. Jurnal Riset Pendidikan Matematika, 4(2), 214–226. https://doi.org/10.21831/jrpm.v4i2.15053
Prayitno, H. (2019). Kesulitan siswa dalam menyelesaikan soal trigonometri berdasarkan teori Bruner. Prosiding Seminar Nasional Pendidikan Matematika, 2(1), 55–61.
Radatz, H. (1979). Error analysis in mathematics education. Journal for Research in Mathematics Education, 10(3), 163–172. https://doi.org/10.2307/748804
Sutawijaya, A. (2018). Pentingnya penguasaan trigonometri dalam pengembangan sains dan teknologi. Jurnal Pendidikan dan Sains, 6(1), 23–30.
Widodo, S. A., & Junaedi, J. (2015). Kesalahan siswa dalam menyelesaikan soal trigonometri. Infinity Journal, 4(2), 111–122. https://doi.org/10.22460/infinity.v4i2.p111-122
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Published
2025-06-10
How to Cite
Ashari, N. W. (2025). Analisis Kesalahan Konseptual Siswa Dalam Menentukan Nilai Kosinus Sudut Tumpul Berdasarkan Taksonomi Ashlock. Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 8(2), 739–748. https://doi.org/10.30605/proximal.v8i2.6228
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