<![CDATA[This study aims to analyze the types of errors made by students in solving trigonometry problems. The research uses a qualitative descriptive method involving undergraduate students enrolled in a trigonometry course. Data were collected through written tests and interviews. The results show that students made several types of errors, including conceptual errors, procedural errors, and computational errors. Conceptual errors were dominant, particularly in understanding trigonometric identities and angle relationships. These findings indicate that students’ understanding of basic trigonometric concepts is still weak and requires instructional improvement. The study concludes that identifying students’ errors can help lecturers design more effective learning strategies to reduce similar mistakes in the future.]]>
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