A 2026 study published in the International
Journal of Applied Educational Research shows that many senior high school
students in Banda Aceh struggle with core trigonometry concepts. The research
was conducted by Suryawati, Ellianti, and Lia Inayatul Maula
from the Mathematics Education Study Program, Faculty of Teacher Training and
Education, Universitas Syiah Kuala. Using the digital GetMath platform,
the team identified detailed error patterns in students’ trigonometry answers,
highlighting the need for targeted remedial instruction.
The findings matter because trigonometry forms a foundation for advanced mathematics, engineering, physics, and technology-related fields. Weak conceptual understanding at the high school level can limit students’ academic progression and readiness for science and technology careers.
Why Trigonometry Remains a
Challenge
International research consistently shows that
students face difficulties with trigonometric ratios, identities, and problem-solving
applications. Errors often stem from misconceptions, weak procedural
understanding, or difficulty connecting formulas to geometric reasoning.
Traditional assessments typically mark answers as
simply right or wrong. They rarely diagnose why students make mistakes.
Without understanding error patterns, teachers may struggle to design effective
follow-up lessons.
The study by Suryawati, Ellianti, and Lia Inayatul Maula from Universitas Syiah Kuala addresses this gap by applying a Cognitive Diagnostic Assessment framework through the GetMath e-learning platform. The system categorizes incorrect answers based on severity, allowing educators to detect specific learning weaknesses.
How the Study Was Conducted
The research used a descriptive quantitative
design. A total of 200 students participated from three public senior high
schools in Banda Aceh:
- SMAN
3 Banda Aceh
- SMAN
5 Banda Aceh
- SMAN
10 Fajar Harapan
Schools were selected purposively based on digital
readiness and access to learning facilities.
Students completed a 13-item multiple-choice
trigonometry diagnostic test via the GetMath platform. Each answer option was
coded into five levels:
- D0 – Most severe error
- D1 – Severe error
- D2 – Minor error
- D3 – Least severe error
- D4 – Correct answer
The digital platform automatically recorded and
categorized student responses. Data were analyzed descriptively to determine
the distribution of correct answers and types of errors.
Key Findings
Overall Correct Answer Rates
Performance varied significantly among schools:
- SMAN
5 Banda Aceh: 49%
correct (highest)
- SMAN
10 Fajar Harapan: 41% correct
- SMAN
3 Banda Aceh: 27%
correct (lowest)
These results show a wide performance gap despite
similar accreditation status.
Error Distribution Patterns
SMAN 5 Banda Aceh
- 16%
most severe errors (D0)
- 11%
severe errors (D1)
- 12%
minor errors (D2)
- 12%
least severe errors (D3)
- 0%
unanswered
SMAN 3 Banda Aceh
- 16%
D0
- 15%
D1
- 25%
D2
- 10%
D3
- 7%
unanswered
SMAN 10 Fajar Harapan
- 15%
D0
- 12%
D1
- 18%
D2
- 8%
D3
- 4%
unanswered
SMAN 5 students attempted all questions, while
students in the other two schools left some items unanswered. This suggests
differences in persistence and test engagement.
Specific Question Insights
One trigonometric identity question (Question 5)
recorded the highest D0 responses across schools. Many students failed to
recall or correctly apply identity formulas.
In contrast, Question 6 showed a concentration of
correct answers (D4), although it also recorded the highest number of omitted
responses. This indicates variability in student confidence and understanding,
even within similar content areas.
Factors Influencing Performance
The researchers observed contextual factors
affecting results:
- The
test was conducted after semester exams, leading to student fatigue.
- Classroom
supervision influenced student focus.
- Admission
zoning policies may reduce visible academic competition.
Despite high participation observed in SMAN 10,
SMAN 5 achieved stronger test results. According to Suryawati and colleagues
from Universitas Syiah Kuala, seriousness in answering all questions—even when
incorrect—may reflect stronger engagement with mathematical reasoning.
Implications for Education
The findings demonstrate that diagnostic digital
assessment can uncover structured patterns in student thinking. Rather than
labeling students as weak in mathematics, teachers can identify:
- Conceptual
misunderstandings
- Formula
recall issues
- Procedural
mistakes
- Carelessness
or misreading
The GetMath platform supports follow-up actions
through:
- Interactive
video modules
- Structured
learning materials
- Tiered
practice exercises
- Automated
feedback with explanations
- Student
progress tracking reports
Suryawati of Universitas Syiah Kuala emphasizes
that diagnostic tests must be followed by remedial and enrichment programs.
Without instructional intervention, identifying errors alone does not improve
mastery.
For policymakers, the study highlights the
importance of technology-based assessment tools in strengthening mathematics
education. For teachers, it provides a model for targeted remediation. For
students, it offers personalized feedback and learning pathways.
Source
Article
Title: Analysis
of Students’ Error Patterns in Trigonometry Diagnostic Tests Using the GetMath
Platform in Senior High Schools in Banda Aceh
Authors: Suryawati, Ellianti, Lia Inayatul Maula
Journal: International Journal of Applied Educational Research (IJAER),
Vol. 4 No. 1
Year: 2026
DOI: https://doi.org/10.59890/ijaer.v4i1.188
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