An analysis of high school students’ error in completing trigonometry problems based on Movshovitz-Hadar, Zaslavsky, and Inbar categories Available to Purchase

Trigonometry was a new mathematical material that was studied by high school students in X class. Trigonometry was important to understand by the students because the material was not only used in mathematics but also science, engineering, and other fields. An important component in proving the quality of learning was assessment. Therefore, this research aimed to describe student errors that arose when solving trigonometry problems. This research used a qualitative approach with a descriptive method. The subjects of this research were 32 high school students grade X in Semarang City, Indonesia in the academic year 2019/2020. The grouping of student error types was based on Movshovitz-Hadar, Zaslavsky, and Inbar categories. Classification of student errors includes misused data, misinterpreted language, logically invalid inference, distorted theorem or definition, unverified solution, and technical error. The analysis showed that the mistakes made by the students were writing information was not following information in the problem, using the value of a variable for another variable, error in copying the details of the question to the answer sheet, error using symbols from other concepts, error when using rules or formula, error checking the result, erroneous in the calculation, and error manipulating algebraic symbols or operations.