Analisis Kesalahan Peserta Didik dalam Menyelesaikan Soal Matematika Berdasarkan Kategori Watson di MA Alkhoeriyah

Abstract

Trigonometry remains a persistent challenge in secondary mathematics education due to its abstract nature, the complexity of its concepts, and the necessity for integrated algebraic and geometric reasoning. This study investigates the types and causes of errors made by grade XI students at MA Alkhoeriyah in solving trigonometry problems, utilizing Watson’s error categorization as an analytical framework. Employing a qualitative exploratory approach, data were collected through an open-ended trigonometry test and in-depth interviews with selected students who exhibited a variety of error patterns. The results reveal that all students encountered significant difficulties, with none able to solve the given problem perfectly. The most frequent errors identified were omitted data, inappropriate procedures, inappropriate data, undirected manipulation, response level conflict, and skills hierarchy problems. Omitted data, notably neglecting essential information from the problem statement, emerged as the most dominant error, indicating weak conceptual understanding and insufficient problem interpretation skills. Inappropriate procedures and data reflected a lack of mastery of trigonometric concepts and a tendency to guess rather than apply relevant principles. Additional errors included unstructured manipulations and inconsistencies in strategy selection, signifying a deficiency in reflective thinking and procedural fluency. The findings underscore the urgent need for instructional strategies that prioritize conceptual comprehension, problem modeling, and reflective practices over rote memorization and procedural drilling. This research contributes to mathematics pedagogy by providing a detailed map of student errors and actionable insights for designing targeted remedial interventions, thereby supporting the development of mathematical literacy and higher-order thinking in trigonometry learning..