Article
Students' Errors in Solving Trigonometry Connection Problems Based on Watson's Theory
Jurnal Amal Pendidikan, Vol. 6 No. 3 (2025), hlm. 327–341
Abstrak
Mathematical connection ability is essential in trigonometry because it enables students to link concepts, procedures, and real-life contexts. However, many students still experience difficulties integrating these connections, which often results in systematic errors during problem solving. This study investigated students’ error types in solving trigonometry tasks that require mathematical connections using Watson’s error categories. A descriptive qualitative design was employed with 26 eleventh-grade students who completed a written test, followed by in-depth analysis of four representative subjects from different ability levels. The ability map showed 9 students (34.62%) in the very high category, 4 (15.38%) high, 10 (38.46%) sufficient, and 3 (11.54%) low. The novelty of this study lies in mapping Watson-type error patterns across mathematical connection ability levels, revealing that lower connection ability tends to produce more sequential errors from representation to conclusion. The findings imply that trigonometry instruction should explicitly strengthen contextual modelling, accurate visual representation, and conclusion communication to reduce recurrent errors and improve students’ mathematical connection ability.