Kemampuan Mengkonstruksi Bukti Geometri Mahasiswa Calon Guru Matematika Pada Perkuliahan Geometri

Abstract

This study aims to analyze and describe the ability to construct proofs of perspective teacher mathematics students in basic geometrical lectures on the concepts of alignment, triangles, and concordance of two triangles. This research uses a descriptive qualitative method involving 35 prospective mathematics students at the Universitas PGRI Semarang. This study uses a qualitative descriptive method involving 35 students. The results of this study show that: (1) 28% of students sketched diagrams and used geometric labels appropriately on the constructed evidence; (2) 28.57% of students have the correct initial step of proof; (3) 28.57% of students can determine the exact conjecture that leads to the correct proof; (4) 25.71% of students are correct in compiling proof arguments by the correct postulate and theorem; (5) 25.71% of the thought flow process used by coherent students leads to valid evidence; and (6) 22.86% of students mastered theorems and concepts used in compiling constructing proof.

Exploring decision-making prospective mathematics teacher in solving geometric proof problems

“…K2 writes down known things based on the pictures created. This step is in line with (Maarif et al, 2020) that the first step in the proof is to create an image based on the information in the question.…”

“…Test result data is disclosed and used to investigate student decision-making. The basis for grouping student answers was adapted from (Arnawa et al, 2007;Maarif et al, 2020;Masters, 2010;Middleton, 2009) and is presented in Table 1. Less than half of the evidence is correct.…”

“…The difference between K2, K3, and K4 in building ideas starting with drawing depends on each student's perception. Students' perceptions will influence the symbols given on the sketch diagram that has been constructed (Maarif et al, 2020).…”

“…Prospective mathematics teachers often face proof problems, especially in geometry courses. The ability to construct geometric proofs is an absolute requirement for students in the geometry learning process in higher education because one of the determining factors for mathematical maturity is the ability to prove (Maarif et al, 2020;Mariotti & Pedemonte, 2019). The theorem-proving activity requires high reasoning power to combine and analyze information to conclude.…”

Development of Differentiate Student Worksheets: an Efforts to Improve Student Argumentation Ability

“…Research shows low results in understanding geometry, as revealed by Sunardi & Yudianto (2016), where 61 out of 82 students scored below 60 in geometry material. Students also experience difficulties constructing proofs in geometry, as (Maarif et al, 2020) stated. Focusing on quadrilaterals as an example, theorems such as Varignon's theorem, "If the midpoints of each side of a quadrilateral are connected, a parallelogram is formed," is one of the theorems that require proof (Grigorieva, 2013).…”