Learning Trigonometry Research Articles

Peningkatan kemampuan representasi matematis siswa melalui model pembelajaran berbasis inkuiri berbantuan software geogebra

The students' inadequate mathematical representation abilities, as seen by their trigonometry learning outcomes, are the driving force for this investigation. This study aims to determine whether using Geogebra software in combination with an inquiry-based learning approach may improve students' mathematical representation skills. Of the seventy students enrolled at SMA Negeri 1 Ketambe, twenty-five students from class X IPA 1 and twenty-five students from class X IPA 2 were assigned to the experimental and control courses, respectively. The second class used a quasi-experimental technique with a pre- and post-test design. Tests used as research instruments. The data analysis methods that were employed were the N-Gain Test, Normality Test, Homogeneity Test, and T-Test. The results of the study on hypothesis testing indicate that an inquiry-based learning model can enhance students' capacity for mathematical representation, and that students who employed this strategy saw higher gains in this capacity than those who received conventional instruction.

Pengembangan Media Pembelajaran Board Game “Ular Tangga” Pada Materi Trigonometri Kelas X SMA

Interesting learning media can make the learning atmosphere less boring and can improve learning outcomes. The aim of this research was to develop the learning media Snakes and Ladders, which is one of the most famous types of board games throughout the world, for high school (SMA) students as a learning tool that is expected to be valid, effective and practical to use in the learning process. learning Trigonometry material. This research method uses Research Development (R&D) with the ADDIE model which is built in 5 stages: Analyze, Design, Development, Implementation, Evaluate. The subjects of this research were 40 active class X students at SMAN 93 Jakarta. This snake and ladder was developed based on student learning styles. The "Snakes and Ladders" board game was declared a valid learning medium by material and media experts, with an extraordinary category of 94% and 86%. The research results show that the practicality index obtained is in the very good category (96%) and the significance result of the paired t-test is 0.000 (less than 0.005) supported by the average posttest value being higher than the pretest. Based on this development research, it can be concluded that the "Snake and Ladder" board game media developed is valid, practical and effective for the learning process as a learning tool, especially for high school students on Trigonometry material.

Penggunaan Teka-teki Matematika dalam Pembelajaran Trigonometri

This research aims to analyze the impact of using mathematical puzzles in trigonometry learning. The problem faced is the low interest and motivation of students in learning trigonometry as well as the lack of understanding of basic concepts. To address this issue, a descriptive research method with a case study approach was used, involving students from MAS Hidayahtullah Medan as research subjects. Data were collected through interviews, observations, and literature studies. The results of the research indicate that the use of mathematical puzzles significantly increases students' interest and motivation. Mathematical puzzles make learning more enjoyable and challenging, thereby motivating students to better understand trigonometry material. Additionally, mathematical puzzles are also effective in enhancing the understanding of basic trigonometry concepts, as evidenced by students' improved ability to solve trigonometry problems after using this medium. The conclusion of this study shows that mathematical puzzles are an effective learning medium to increase students' interest, motivation, and understanding in trigonometry learning. It is hoped that mathematics teachers can integrate mathematical puzzles into the learning process to create a more engaging and effective learning environment.

Students’ Creative Thinking Ability in Solving Mathematical Problems

This research aims to determine the description of students' creative thinking abilities in solving mathematical problems in learning Trigonometry. The research design is descriptive qualitative. The research subjects were Class X high school students. Data collection instruments included Creative Thinking Ability TESTs and interviews. The data analysis technique used is time triangulation. This research explores students' creative thinking abilities in solving mathematical problems. The results show that the ability to think creatively Students' mathematics is described based on a review of the answers to the mathematical creative thinking ability test which consists of 4 aspects, namely fluency, flexibility, novelty and detail. Based on the average results of students' answers in solving questions regarding mathematical creative thinking abilities, there were 5 questions, which had different averages, although none of their creative thinking abilities reached the very high category. This shows that students are less able to solve problems with mathematical creative thinking skills. The ability to think creatively at the high strata is at high criteria with an average of 28.6. The highest score achieved by students was 32 and the lowest score was 23.

A Study of The Effects of Classroom Structure and Instructional Methods on Students Learning of Trigonometric Concepts in Mathematics

To think in a methodical and logical way, mathematics is an essential skill. On top of that, it may be used to learn new things in many other subjects. Recently, there has been a need to find better ways to teach mathematics, especially trigonometry, at senior high schools (SHSs), in order to increase students' understanding of the subject. Thus, numerous studies on what makes a good teaching style that helps students understand the material are necessary. Research has shown that students in higher education, particularly those at the secondary school level, suffer when teachers are unable to relate to the elements of a meaningful-based teaching approach. This study sheds insight on the ways in which a student's learning environment and instructional approaches affect his or her capacity to learn trigonometry, an area where academic policy-makers and educators are now developing transformational initiatives.The study objectives of this article are founded on the premise that environmental motivating characteristics are necessary to excite students' attention and intellect when learning trigonometry, a real-life method that depends on the size and distance of an object. As a result, this program aims to improve and make better use of two features—the classroom environment and instructional method —in elementary and secondary school settings.

Integración de la Trigonometría y la Tecnología en la Agricultura: Una Experiencia Educativa Significativa STEM

The present significant experience with a STEM focus comes from the pedagogical practice in the classroom in the area of mathematics and the initiative of the tenth grade students of the Los Libertadores Educational Institution of the municipality of Consacá, Nariño. Its development, results and accompaniment focus on solving challenges of teaching and learning trigonometry through the integration of technology in the sowing process using a "T" shaped tool with Microbits programmed with sensors such as the magnetometer and accelerometer simulating the functionalities of a theodolite, compass, clinometer, odometer among other useful measurement tools to improve orientation in the terrain, calculate the inclination slope and measure distances between furrows and plants, thus allowing to determine an effective planting line , optimal density and calculation of distances between crest ditches or living barriers to avoid the environmental problem of erosion. The innovation of this project consists in the relationship of the classroom with the precision agriculture processes typical of industries 4.0, optimizing agricultural processes promoting more precise and sustainable management. Results include a greater understanding of trigonometric ratios and their application, as well as the development of technological skills and critical thinking in students. This project was recognized by the Computers to Educate program of the Colombian National Government as the winner of the Pacific region in the category "Significant Experiences with a STEM focus" in the “Educa Digital Regional” call. And representative of the national Educa Digital Nacional meeting that will take place in Bogotá on November 8, 9 and 10, 2023. It is shared online for replication on the WEB page experiencestemsmartt.godaddysites.com, and its expansion is planned through training and alliances with educational and agricultural institutions.

Improving Students' Mathematical Problem Solving Ability in Trigonometry Material Using the Flipped Classroom Model

This research was motivated by the relatively low learning outcomes and problem solving abilities of class IX students. So this research aims to improve learning outcomes and improve students' mathematical problem solving abilities. The objectives were achieved through the classroom action research method by applying the flipped classroom model for 3 cycles in trigonometry learning. This research involved 32 students from SMA N 1 Pedes. Data was collected using test instruments, observation sheets, and interviews. Data were analyzed using the Miles & Hubberman method. The results of the analysis show an increase in learning outcomes and an increase in mathematical problem solving abilities. The increase in learning outcomes is shown by the average value in cycle I of 67.28, cycle II of 72.97, and cycle III of 75.41. The percentage of mathematical problem solving ability from cycle I was 47%, increasing in cycle II to 71.87%; and in cycle III it was 84.37%. Thus, student learning outcomes have reached the specified criteria of 74, and meet the criteria for the percentage of problem solving ability set at 80%. So the application of the flipped classroom model can be recommended for further use in mathematics learning, especially trigonometry.

Using indigenous artefacts to support conceptual field approach of learning special trigonometric angles

Concerns have been expressed on the abstract nature of teaching and learning trigonometry in pre-tertiary institutions. However, studies on student-teachers mathematics learning shows that this concern could be ameliorated by using indigenous artefacts to support conceptual fields of trigonometry. With pre-/post design, the researcher selected 50 student-teachers through simple random sampling and performed experiments using indigenous artefacts in teaching and learning of 30<sup>o</sup>-60<sup>o</sup>-90<sup>o </sup>and 45<sup>o</sup>-45<sup>o</sup>-90<sup>o</sup> special trigonometry angles. This cohort has had at least two years of teaching experience in their permanent schools of work. After going through the experiments, two diagnostic tests (pre- and post-test) were administered, scored and analyzed with the SPSS software. The results of the descriptive statistics, one sample t-test, paired samples t-tests, and correlation coefficients showed that the student-teachers’ performance had significantly improved. The improvements were really attributable to the deployment of the indigenous artefacts to carry out the instruction in the special trigonometric angles. We, therefore, recommended that stakeholders should adopt indigenous artefacts to support the conceptual field approach for the teaching and learning of basic trigonometry.

Development and Validation of Motivational Manipulative Learning Materials (MMLMs) for the Least-Learned Competencies of Grade 9 Trigonometry

This study presents the development and validation of Motivational Manipulative Learning Materials (MMLMs) aimed at improving the least-learned competencies in Grade 9 trigonometry. The study focuses on enhancing mathematics performance, addressing teaching challenges, and emphasizing real-life applications of trigonometry. Specifically, the competencies identified as least developed include effectively illustrating the six trigonometric ratios and accurately determining the trigonometric ratios of special angles. The study utilizes the combined Mean Percentage Score (MPS) to identify the least-learned skill and to inform the creation of the MMLMs. The developed MMLMs, named "Wheel of the Trigonometric Values," undergo validation by usability and content experts. The content validity criteria, including alignment and organization, demonstrate high mean scores, indicating the suitability of the MMLMs for Grade 9 Math. Similarly, the usability validation criteria, such as "other factors" and "expenses," receive positive mean scores. The evaluations from the experts suggest that the MMLMs are highly suitable and appropriate for enhancing the teaching and learning experience in Grade 9 Math. The findings of this study contribute to the field of mathematics education by providing educators with effective tools to address the least-learned competencies in trigonometry, promoting student engagement and understanding. Future research can explore the implementation and impact of the MMLMs in classroom settings to further assess their effectiveness in improving trigonometry learning outcomes.

Effectiveness of the Matheladder as a Review Material on the Achievement and Motivation Levels of Grade 9 Learners in Trigonometry

This study aimed to look into the effectiveness of the Matheladder as a review material for grade 9 learners’ achievement and motivation level in learning trigonometry. The study was administered to grade 9 learners on the fourth quarter from Acelo C. Badelles Sr. Memorial High School who were selected through purposive sampling. This study employed mixed method of research which used quasi-experimental design as the quantitative method. Quantitative and qualitative data was utilized from the achievement test, motivation questionnaire and interview guide questions. Findings revealed that the experimental groups have significantly higher achievement level compared to the control group. It also reveals that all experimental groups have significantly different motivation levels than the control group. The experimental groups, in particular, had a higher level of motivation than the control group. The drawn insights of the learners revealed that some learners demonstrated an interest in trigonometry and appreciated the game’s value in helping them comprehend the teachings in an enjoyable way. Furthermore, the game’s Question-and-Answer component, as well as the concept of winning the game, is one of the most captivating parts of the game. The participants had difficulty in answering the test due to the lack of sufficient knowledge, of how hard it is to understand the topics, unfamiliarity with the problem-solving process, and the negative notion of trigonometry. Following are some recommendations based on the foregoing conclusions: (1) Conduct the study in a longer span of time and with larger sample. (2) Encourage the use of the Matheladder game as a formative assessment instead of using it as a review material. (3) Contextualize and incorporate Matheladder in mathematics activities. (4) Replicate the study in the Grade 9 level in order to know the reasons behind the low achievement level in trigonometry. (5) Students and teachers need to focus on conceptual learning rather than rote memorization for meaningful understanding in trigonometry. Keywords: achievement level, educational board-game, Matheladder, motivation level, trigonometry DOI: 10.7176/JEP/14-15-05 Publication date: May 31 st 2023

Desain Pembelajaran dalam Upaya Meningkatkan Kemampuan Pemecahan Masalah Siswa pada Topik Trigonometri

This study aims to add alternative learning options to trigonometry material at the high school level by applying the problem based learning model. In developing the learning model, this research uses a learning design. Learning development is done by analyzing the needs and analyzing students. Performances objectives and learning outcomes are reviewed in detail and adjusted to the learning objectives that have been set. The results of this study indicate that the learning design by applying the problem based learning model can be one of the recommendations for teachers in implementing trigonometry learning. This is because in the learning process, students are asked to solve problems in the real life, so it can help students develop problem-solving skills in trigonometry.

Analysis of Trigonometry Learning Outcomes in the Application of Geogebra-Assisted Jigsaw Methods

In the material of graphs of trigonometric functions, students are expected to be able to draw graphs of their functions which later affect student learning outcomes on the material of graphs of trigonometric functions. The purpose of this study was to analyze the learning outcomes of trigonometry in the application of Geogebra-assisted jigsaw learning. The data collection technique is done by giving test questions with trigonometric function graph material. The test results are used to determine the learning outcomes of the cognitive domain. To obtain learning outcomes in the affective and psychomotor domains, it is done by filling out the observation sheet. The results of this study indicate that the learning outcomes of trigonometry in the application of Geogebra-assisted jigsaw learning at SMAN 1 Kraksaan are very good with an average score of 89.4 on the posttest. Then the affective observation sheet obtained an average of 96.6 and psychomotor 90.5 with a completeness percentage of 86.1%.

How can android-based trigonometry learning improve the math learning process?

Using ICT-based interactive learning media is a learning method that strongly supports the teaching and learning process for students and teachers during the COVID-19 pandemic. This ICT-based learning media must be easily accessible to teachers and students, and one of the interactive media that is easily accessible is android-based learning media. This development research aims to design android-based learning media on valid trigonometric material and improve students’ mathematical critical thinking skills. This development research using the ADDIE model took 121 Ipeople consisting of expert validators, user (teacher), and students. The expert validators consisted of one mathematics education material expert and one ICT expert. Meanwhile, user represented by one mathematics teacher were involved in validating the use of the media design. In addition, there were participants from among students, which included 118 class X high school students throughout the Province of West Java, Indonesia, who took part in a limited trial phase of 20 people, an extensive trial of 50 people, and a product trial of 48 people. A sample of 118 students came from high school in the medium cluster. So, the reason for taking the sample represents the condition of students both on the island of Java and in Indonesia. The results showed that the developed android-based learning media was valid and could be used without revision with a combined percentage of 87.33%, with details of material experts at 84%, media experts at 92%, and validation by mathematics teachers at 86%. The results of the practicality test on students of 81% showed that the Android-based learning media design had a strong response, so the learning media made were very practical to use. The product test results show that the achievement of mathematical critical thinking skills of students who learn to use android-based learning media is better than those who learn not to use android-based learning media.

The Needs Analysis in Developing Trig-GO App For Trigonometry Learning: A Qualitative Approach

The Needs Analysis in Developing Trig-GO App For Trigonometry Learning: A Qualitative Approach

THE DIFFERENCE OF TRIGONOMETRY LEARNING OUTCOMES BY COMBINING THE USE OF GOOGLE CLASSROOM, WHATSAPP GROUP, AND YOUTUBE BASED ON STUDENTS PARTICIPATION DURING THE PANDEMIC OF COVID-19

The pandemic Covid-19 impacted the learning activity, especially Mathematics learning in trigonometry. Trigonometry is considered as challenging material. The teacher uses many ICT products to help the students understand the trigonometry material; Google Classroom, WhatsApp, and Youtube (GC+WAG+YT). However, the low student participation in those applications becomes a new challenge. Therefore, this study aims to analyze the learning outcome difference by combining Google Classroom, WhatsApp, and Youtube in learning trigonometry material. This study will focus on how the students participate actively in the learning process. This study employed an experimental design by taking the sample randomly. One class is given the treatment of combining the three applications; Google Classroom, WhatsApp, and Youtube. This study used a test as the instrument to collect the data. The data were then analyzed using U-Mann Whitney. This study reported that the students who participated actively showed better learning outcomes in trigonometry material than those who participated passively. Thus, the teacher is suggested to create a more effective and efficient learning outcome in any conditions, particularly during the Pandemic Covid-19.

Peranan Laser Derajat dalam Pengembangan Pembelajaran Pendidikan Matematika Realistik

Mathematics is one of the subjects taught in school. The process of converting mathematical abstraction into concrete requires Realistic Mathematics Education Learning. In the Development of Realistic Mathematics Education requires learning media. The Learning Media is Laser Degrees for learning Trigonometry in the Elevation Angle sub-subject. The purpose of this study is the relationship between students' competence in using Laser Degrees in measuring the height of objects with the results of calculating the height of objects measured using Laser Degrees. The sample is 52 people with research results with rank correlation that the calculation of the value of r' is equal to 0.982. Based on this value, it is obtained that Z count (Zh) is equal to 7.0184. For = 5%, Z table (Zt) is equal to 1.96. Because Zh is greater than Zt, it is concluded that Reject Ho or accept Ha, that is, there is a significant relationship between X and Y variables. The decision is that there is a relationship between students' competence in using Laser Degrees in measuring the height of objects with the results of calculating the height of objects measured using Laser Degrees.

From Active Learning Trigonometry to Lecture-Oriented Calculus: Student Interactions

Active learning is an important component in many college mathematics classes. However, not all college mathematics classes are being taught using active learning-oriented methods. This phenomenological study examined how four undergraduate students’ reflections on their recent experiences in a lecture-based Calculus I course compared to their reflections on their previous experiences in an active learning-oriented Trigonometry course. According to participants’ reflections, certain prescribed classroom structures, such as large classroom sizes, seemed to negatively affect student interactions with both instructors and peers in Calculus I lecture, especially their ability to ask questions. Whereas feeling comfortable to ask questions in either Trigonometry or Calculus I recitation was not always a given for all participants, all participants remarked that the collaborative, group work environment, usually in addition to their instructors, in both Trigonometry and Calculus I recitation were helpful, approachable, or beneficial. Given these students’ reflections, we emphasize the importance of establishing classrooms in which students are not only provided with opportunities to contribute their perspectives but feel that their perspectives are a welcome and important part of the classroom.

PENERAPAN METODE DISCOVERY LEARNING SEBAGAI CARA MENINGKATKAN KEAKTIVAN SISWA UNTUK MENEMUKAN RUMUS SUDUT RANGKAP MATERI TRIGONOMETRI

The discovery learning method is a teaching method that regulates teaching so that children acquire knowledge that was previously unknown and not through notification, partially or wholly discovered by themselves. At SMAN 1 Kota Sorong, students' learning activity in class was very lacking. This study used the role model method, where the model used was the learning observed in SMA Negeri 1 Lawang to be adapted in SMA Negeri 1 Sorong City. The main objective of this role model research was to improve classroom learning practices that were used as objects at SMA Negeri 1 Sorong City by taking the model from SMA Negeri 1 Lawang. The research applied the discovery learning method by using the Student Activity Sheet to activate students in learning Trigonometry, especially the subject of Double Angles. Three main characteristics of discovery learning were carried out in research at SMAN 1 Sorong City, namely: (1) exploring and solving problems to create, combine and generalize knowledge; (2) student-centered; and (3) activities to combine new knowledge and existing knowledge. The application of the discovery method was proven to be able to make students of class XI IPA SMAN 1 Sorong City able to be actively involved in learning.

Development of Learning Outcome Assessment Instruments with Mathematics Communication Ability in High School Mathematics Learning

This study (1) develop a learning assessment instrument with the assignment technique-oriented to mathematical communication ability in high school mathematics of trigonometry material (2) reveal the feasibility of the developed instrument, (3) reveal the characteristics of the developed instrument, (4) reveal the users' responses to the instrument, (5) measure the ability of mathematical communication of the students on high school mathematics in learning trigonometry. This study was research and development using the procedure of tests preparation based on Mardapi (2017 ) with the steps including preparing test specifications, writing test questions, reviewing tests, administering tests, analyzing tests items, improving the tests, assembling the tests, administering the tests and interpreting results. The initial product was field-tested to 254 students of high schools in Yogyakarta City. The result of the research was an assessment instrument of learning outcomes with assignment technique-oriented to the mathematical communication ability in high school mathematics learning of trigonometry. The Aiken index was 0.7 for this instrument, and the instrument was reliably tested to a test of participants with the ability ( q ) between -4.07 logits < q <3.79 logits. The teachers' responses to test instruments were good. The results of field trials showed that 20 items fit with the PCM model. The level of difficulty was in the range of -1.29 logits <b < 1.32 logits. The function of the test information Obtained by q = -0.11 logit and the standard error of measurement was 0:18. The measurement result of 90 students shows that the student's mathematical communication ability was 67%.

A systematic review on pupils’ misconceptions and errors in trigonometry

Mathematics involve mathematical concepts and symbols that might be difficult for some students. Trigonometry is a component that students will learn when they pursue their studies in secondary school. There are many trigonometry symbols, and students need to understand their functions perfectly. Furthermore, the mathematical concepts in trigonometry are wide, and were covered in some early topics. Lower and intermediate students tend to make mistakes and errors when they answer trigonometry questions. This problem will contribute to students’ achievement in mathematics if the teacher does not recognise the misconceptions in the early stage of the study process. In order to solve the misconception that occurs among students, the teacher needs to identify and eliminate the misconceptions in early topics that involve the trigonometric component. The articles used in this review were accessed from January 2011 to January 2021. Five databases were used in the screening of past study articles, namely Scopus, ERIC, Dimensions, Web of Science (WoS), and Google Scholar. The systematic literature review procedure included search strategies, selection criteria, selection process, data collection, and data analysis of articles. A total of 26 articles were identified through set criteria such as year of publication and type of language. The study found articles that determine the misconceptions in trigonometry and ways to eliminate them. The findings also discovered that learning trigonometry using manipulative materials and digital form software can eliminate misconceptions. Therefore, further research is needed and more general keywords should be used to identify the appropriate methods in determining and eliminating misconceptions in learning trigonometric.