Analyzing Trigonometry Learning Gaps A Systematic Review of Error Patterns Among Indonesian Students

Rahman Nul Hakim

Abstract


Trigonometry continues to pose a significant
challenge for Indonesian learners, with recurring mistakes
impeding their academic development. This comprehensive
literature review explores the various types of error patterns in
trigonometry and examines the educational factors that contribute
to these challenges. Utilizing the PRISMA framework, we
reviewed six pertinent studies from an initial selection of 279
publications. The results classify errors into four primary
categories: comprehension errors (misinterpreting problems),
transformation errors (selecting incorrect formulas), process skill
errors (mistakes in calculations), and encoding errors (issues with
presenting final answers). These errors were linked to several
educational factors, including deficiencies in foundational
knowledge, an overreliance on memorization, insufficient
problem-solving instruction, and assessment approaches that
prioritize outcomes rather than the processes involved. The
research underscores the necessity for pedagogical changes that
prioritize conceptual understanding, real-world applications, and
the development of metacognitive skills. These findings offer
important recommendations for educators and policymakers who
aim to enhance trigonometry teaching in Indonesia and
comparable educational settings


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DOI: http://dx.doi.org/10.48181/tirtamath.v7i1.33113

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