Students’ Geometric Thinking Based on Van Hiele’s Theory

Abstract

The current study aims to identify the development level of students’ geometric thinking in mathematics education department, Universitas Ahmad Dahlan based on van Hiele’s theory. This is a descriptive qualitative research with the respondents as many as 129 students. In addition to researchers, the instrument used in this study is a test consisting of 25 items multiple choice questions. The data is analyzed by using Milles and Huberman model. The result shows that there were 30,65% of students in pre-visualization level, 21,51% of students in visualizes level, and 29,03% of students in analyze level, 16,67% of students in informal deduction level, 2,15% of students in deduction level, and 0,00% of student in rigor level. Furthermore, findings indicated a transition level among development levels of geometric thinking in pre-analyze, pre-informal deduction, pre-deduction, and pre-rigor that were 20%; 13,44%; 6,45%; 1,08% respectively. The other findings were 40,32% of students were difficult to determine and 4,3% of students cannot be identified.

Case of Actualizing Geometry Knowledge in Abstraction Thinking Level for Constructing a Figure

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Ethnomathematics Based Geometry Module Development With a Scientific Approach to Improve Students' Metacognition Ability

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Thinking Process of Concrete Student in Solving Two-Dimensional Problems

“…The facts show that the majority of students who have students' mathematical problem-solving abilities, both at the secondary and tertiary levels, are still relatively low (Akbar, Hamid, Bernard, & Sugandi, 2017;Ulya, 2015Ulya, , 2016. Many factors cause that the ability of students to solve mathematical problems is not optimal, among them are the learning strategies used (Effendi, 2012;Puadi & Habibie, 2018;Sumartini, 2015), learning device used (Hasibuan, Saragih, & Amry, 2018;Peranginangin, Saragih, & Siagian, 2019;Siagian, Saragih, & Sinaga, 2019), the level of cognitive development of students have not yet reached the formal stage, so students have difficulty understanding abstract mathematical material (Fitriyani, Widodo, & Hendroanto, 2018;Widodo, Istiqomah, Leonard, Nayazik, & Prahmana, 2019), the ability of teachers to provide individual services is not maximal (Annamma, 2015;Elstad & Christophersen, 2017). Relating to the ability of teachers to provide individual services, teachers are expected to be able to clarify student thinking that is adjusted to student characteristics so that students' mindset becomes easier to understand (Fauziyah, Usodo, & Ekana, 2013;Ngilawajan, 2013;Wilkie, 2016).…”