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All Journal INSPIRAMATIKA Polinomial : Jurnal Pendidikan Matematika
Nisa, Sitta Khoirin
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Education Mathematics

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ANALISIS KESALAHAN MAHASISWA DALAM GEOMETRI DENGAN KRITERIA ENNIS Kristiani, Kristiani; Nisa, Sitta Khoirin; Irsyadi, Khafid; Yunani, Fitria
INSPIRAMATIKA Vol 9 No 2 (2023): Inspiramatika: Jurnal Inovasi Pendidikan dan Pembelajaran Matematika, December 20
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/inspiramatika.v9i2.5461

Abstract

The aim of this research is to describe student errors in geometry using Ennis criteria. This research uses a qualitative approach and descriptive research type. Research instruments include tests, interviews. This research took 3 subjects with different abilities, namely students with high abilities, students with medium abilities and students with low abilities. Based on the research results, it was concluded that students' mistakes in solving problems based on Ennis' criteria were that students with high abilities made mistakes in the overview section. And students with moderate abilities make mistakes in the criteria of focus, inference, situation, clarity and overview. Wherease, students with low mathematical skills make mistakes in the criteria of focus, reason, situation, clarity and overview.
Analisis Kesalahan Siswa SMK PGRI 4 Blitar dalam Menyelesaikan Soal pada Materi Trigonometri Saputra, Riko Aditya; Nisa, Sitta Khoirin; Pramesti, Cicik; Suryanti
Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 3 (2025)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v4i3.2274

Abstract

Mathematical errors refer to students’ inaccuracies in understanding, applying, or communicating mathematical concepts and procedures, which lead to answers that deviate from the expected results. Therefore, this study aims to analyze the types of errors made by Grade X students at SMK PGRI 4 Blitar in solving trigonometry problems, specifically on the topics of special angles, the sine rule, the cosine rule, and the area of a triangle. This research employs a qualitative descriptive method involving three students selected based on their levels of mathematical ability: high, medium, and low. Data were collected through written tests and interviews, and were analyzed using three categories of errors: conceptual, procedural, and communicative. The findings indicate that students made various types of errors—including conceptual, procedural, and communicative—committed by participants SP1, SP2, and SP3. These errors stemmed from a lack of understanding of basic concepts, incorrect problem-solving procedures, and difficulties in communicating mathematical ideas, including the representation and notation of mathematical symbols during the learning process. This study provides a clear picture of the challenges students face in understanding trigonometry and offers valuable insights for evaluating and improving mathematics teaching strategies at the vocational high school level.
Co-Authors Irsyadi, Khafid Kristiani Kristiani Pramesti, Cicik Saputra, Riko Aditya SURYANTI Yunani, Fitria