Pemahaman Konsep Mahasiswa Semester Satu pada Mata Kuliah Trigonometri

Authors

  • Mustangin Mustangin Program Studi Pendidikan Matematika, FKIP, Universitas Islam Malang
  • Yayan Eryk Setiawan Program Studi Pendidikan Matematika, FKIP, Universitas Islam Malang

DOI:

https://doi.org/10.29408/jel.v7i1.2773

Keywords:

mathematics learning, trigonometry, understanding concepts

Abstract

Trigonometry, a discipline in mathematics, is often misunderstood by mathematics learners. To understand Trigonometry, students should start learning from understanding Mathematical concepts. Therefore, this study aims to analyze students' understanding of concepts in the Trigonometry course. This research is a qualitative descriptive study of the first semester students' conceptual understanding of the mathematics education study program at a university in Malang City. The data collected in this study consisted of the subject's work and transcripts of interviews. The instrument used in this study consisted of 6 questions about understanding the concept of trigonometric material. Analysis of the subject's work results is carried out to find out the right or wrong answers. Meanwhile, the interview transcripts were analyzed by coding to determine the factors that support conceptual understanding. The results showed that students with good conceptual understanding could solve trigonometric problems, while students with less understanding of concepts had difficulty solving trigonometric problems. The results of this study also found aspects that influence (encourage and inhibit) students in understanding the concept of trigonometry. Furthermore, this research is expected to contribute to trigonometry subjects' learning based on indicators of conceptual understanding in the Trigonometry course.

References

Abidin, Z. (2012). Analisis kesalahan mahasiswa prodi pendidikan matematika fakultas tarbiyah IAIN AR-Raniry dalam mata kuliah trigonometri dan kalkulus 1. Jurnal Ilmiah Didaktika, 13(1), 183–196. https://doi.org/10.22373/jid.v13i1.472.

Afifah, D. S. N., Nafi’an, M. I., & Putri, M. I. (2018). Analisis kesalahan mahasiswa dalam menyelesaikan soal kalkulus peubah banyak. MaPan: Jurnal Matematika dan Pembelajaran, 6(2), 207–220. https://doi.org/10.24252/mapan.2018v6n2a7.

Afriadi, J. (2019). Identifikasi kesalahan dan miskonsepsi mahasiswa calon guru matematika pada topik SPLDV. Math Educa Journal, 2(2), 231–243. https://doi.org/10.15548/mej.v2i2.191.

Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93(4), 373–397. https://doi.org/10.1086/461730.

Ball, D. L., & Friel, S. N. (1991). Implementing the “professional standards for teaching mathematicsâ€: What’s all this talk about “discourseâ€? The Arithmetic Teacher, 39(3), 44–48. https://doi.org/10.5951/AT.39.3.0044.

Barmby, P., Harries, T., Higgins, S., & Suggate, J. (2009). The array representation and primary children’s understanding and reasoning in multiplication. Educational Studies in Mathematics, 70(2009), 217–241. https://doi.org/10.1007/s10649-008-9145-1.

Baroody, A. J., Feil, Y., & Johnson, A. R. (2007). An alternative reconceptualization of procedural and conceptual knowledge. Journal for Research in Mathematics Education, 38(2), 115–131. Retrieved from http://www.jstor.org/stable/30034952

Borasi, R. (1994). Capitalizing on errors as “springboards for inquiryâ€: A teaching experiment. Journal for Research in Mathematics Education, 25(2), 166–208. https://doi.org/10.5951/jresematheduc.25.2.0166.

Davis, J. D. (2006). Connecting procedural and conceptual knowledge of functions. The Mathematics Teacher, 99(1), 36–39. https://doi.org/10.5951/MT.99.1.0036.

Downing, D. (2009). Dictionary of mathematics terms. Barron’s educational series, Inc. (Third Edit). New York: Barron’s Educational Series, Inc.

Egodawatte, G., & Stoilescu, D. (2015). Grade 11 students’ interconnected use of conceptual knowledge , procedural skills , and strategic competence in algebra: A mixed method study of error analysis. European Journal of Science and Mathematics Education, 3(3), 289–305.

Farhan, M., & Zulkarnain, I. (2019). Analisis kesalahan mahasiswa pada mata kuliah kalkulus peubah banyak berdasarkan Newmann’s Error analysis. Jurnal Kajian Pendidikan Matematika, 4(2), 121–134.

Hurst, C., & Hurrell, D. (2016). Multiplicative thinking much more than knowing multiplication facts and precedures. APMC, 21(1), 34–38.

Imelda. (2018). Analisis kesulitan mahasiswa dalam menyelesaikan soal pemecahan masalah pada mata kuliah aljabar dan trigonometri. Journal of Mathematics Education and Science, 4(1), 49–56. https://doi.org/10.30743/mes.v4i1.868.

Jaelani, A. (2017). Kesalahan jawaban tes trigonometri mahasiswa pendidikan matematika semester pertama. Journal of Mathematics Education, 3(2), 1–13.

Jana, P. (2018). Analisis kesalahan mahasiswa dalam menyelesaikan soal matematika pada pokok bahasan vektor. Jurnal Mercumatika: Jurnal Penelitian Matematika dan Pendidikan Matematika, 2(2), 8-14. https://doi.org/10.26486/jm.v2i2.398.

Kazemi, E. (1998). Discourse that promotes conceptual understanding. Teaching Children Mathematics, 4(7), 410–414. Retrieved from http://www.jstor.org/stable/41197003.

KBI. (2008). Kamus bahasa indonesia. Jakarta: Pusat Bahasa Departemen Pendidikan Nasional.

Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics. Washington DC: National Academy Press.

Laswadi, Kusumah, Y. S., Darwis, S., & Afgani, J. D. (2016). Developing conceptual understanding and procedural fluency for junior high school students through model-facilitated learning (MFL). European Journal of Science and Mathematics Education, 4(1), 67–74.

Lial, M. L., Hornsby, J., Schneider, D. I., & Daniels, C. J. (2016). Trigonometry (Eleventh). New York: Pearson.

Mendezabal, M. J. N., & Tindowen, D. J. C. (2018). Improving students’ attitude, conceptual understanding and procedural skills in differential calculus through microsoft mathematics. Journal of Technology and Science Education, 8(4), 385–397. https://doi.org/10.3926/jotse.356.

Mills, J. (2019). Making multiplication meaningful: teaching for conceptual understanding. Teachers and Curriculum, 19(1), 17–25. https://doi.org/10.15663/tandc.v19i1.334.

Muchlis, E. E., & Maizora, S. (2018). Upaya meningkatkan kemampuan pemahaman konsep trigonometri melalui pendekatan konstruktivisme dengan berbantukan Macromedia Flash 8 pada mahasiswa program studi pendidikan matematika FKIP Universitas Bengkulu. Jurnal Riset Pendidikan Matematika Jakarta, 1(1), 39–44.

Muslim, S. R., Mulyani, E., & Prabawati, M. N. (2017). Kajian learning obstacle mahasiswa pendidikan matematika pada materi trigonometri dalam perkuliahan kapita selekta sekolah menengah. Jurnal Siliwangi Seri Pendidikan, 3(2), 274–281.

Mustangin. (2015). Representasi konsep dan peranannya dalam pembelajaran matematika di sekolah. Jurnal Pendidikan Matematika, 1(1), 15–22. https://doi.org/10.33474/jpm.v1i1.405.

Mustangin, Suwarsono, S., & Lukito, A. (2020). Mathematics concept representation of high ability student in solving algebraic problem. International Journal of Scientific & Technology Research, 9(03), 4402–4406.

Nabie, M. J., Akayuure, P., Ibrahim-Bariham, U. A., & Sofo, S. (2018). Trigonometric concepts: Pre-service teachers’ perceptions and knowledge. Journal on Mathematics Education, 9(2), 169–182. https://doi.org/10.22342/jme.9.2.5261.169-182.

Nurwahyu, B., Tinungki, G. M., & Mustangin. (2020). Students’ concept image and its impact on reasoning towards the concept of the derivative. European Journal of Educational Research, 9(4), 1723–1734. https://doi.org/10.12973/eu-jer.9.4.1723.

Sáenz, C. (2009). The role of contextual, conceptual and procedural knowledge in activating mathematical competencies (PISA). Educational Studies in Mathematic, 71(2009), 123–143. https://doi.org/10.1007/s10649-008-9167-8.

Schleppenbach, M., Flevares, L. M., & Sims, L. M. (2007). Teachers’ responses to student mistakes in Chinese and U.S. mathematics classrooms. The Elementary School Journal, 108(2), 131–147. https://doi.org/10.1086/525551.

Setiawan, Y. E. (2019). Peta konsep dalam pembelajaran matematika. Lumajang: CV. Al-Mukmin Yes.

Setiawan, Y. E. (2020a). Analisis kemampuan siswa dalam pembuktian kesebangunan dua segitiga. Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, 8(1), 23–38. https://doi.org/10.24256/jpmipa.v8i1.800.

Setiawan, Y. E. (2020b). Analisis kesalahan siswa dalam menggeneralisasi pola linier. Jurnal Nasional Pendidikan Matematika, 4(2), 180–194. https://doi.org/10.33603/jnpm.v4i2.3386.

Setiawan, Y. E. (2020c). Analisis kesalahan siswa dalam menilai kebenaran suatu pernyataan. Jurnal Didaktik Matematika, 7(1), 13–31. https://doi.org/10.24815/jdm.v7i1.14495.

Setiawan, Y. E., Purwanto, Parta, I. N., & Sisworo. (2020). Generalization strategy of linear patterns from field-dependent cognitive style. Journal on Mathematics Education, 11(1), 77–94. https://doi.org/10.22342/jme.11.1.9134.77-94.

Setiawan, Y. E., & Syaifuddin. (2020). Peningkatan kompetensi profesionalitas guru melalui pelatihan desain pembelajaran peta konsep. Jurnal Pengabdian Kepada Masyarakat, 26(3), 148–153. https://doi.org/10.24114/jpkm.v26i3.16377.

Suciati, Kartowagiran, B., Munadi, S., & Sugiman. (2019). The single-case research of coastal contextual learning media on the understanding of numbers counting operation concept. International Journal of Instruction, 12(3), 681–698. https://doi.org/10.29333/iji.2019.12341a.

Downloads

Published

13-01-2021

How to Cite

Mustangin, M., & Setiawan, Y. E. (2021). Pemahaman Konsep Mahasiswa Semester Satu pada Mata Kuliah Trigonometri. Jurnal Elemen, 7(1), 98–116. https://doi.org/10.29408/jel.v7i1.2773

Issue

Section

Articles

Similar Articles

<< < 8 9 10 11 12 13 14 15 16 17 > >> 

You may also start an advanced similarity search for this article.