An Error Analysis of Academic Track Senior High School Students in Functions

This study examines the errors made by academic track senior high school students in solving problems related to functions. Guided by the Kiat (2005) model as an analytical framework, the study employs a mixed-methods sequential explanatory design. The researchers initially administered a 12-item problem-solving test to 139 students selected through simple random sampling. Quantitative findings were complemented by qualitative data obtained from follow-up interviews with 24 randomly selected participants to explore the underlying causes of their errors. The analysis revealed that the most prevalent errors were conceptual, followed by procedural and technical errors. Conceptual errors were primarily linked to a lack of prior knowledge; procedural errors stemmed from confusion and ineffective teaching strategies, while technical errors were influenced by environmental factors and rushing through tasks. The findings indicate that systematic error analysis provides valuable insights into students’ learning difficulties and can serve as a foundation for designing effective teaching strategies. The results carry implications for mathematics teachers, curriculum developers, and policymakers seeking to enhance mathematics instruction and student performance in functions.