The identification of van Hiele level students on the topic of space analytic geometry

Yudianto, Erfan; Sunardi, Sunardi; Sugiarti, Titik; Susanto, 2&; Suharto, Suharto; Trapsilasiwi, Dinawati

doi:10.1088/1742-6596/983/1/012078

Cited by 15 publications

(14 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In other words, in the present study, it was observed that the HLT supported by effective activities performed using GeoGebra encouraged problem solving since the PMSMT could improve their geometrical thinking skills and levels so that they could create new problem-solving strategies. There exist previous research whose findings encourage the development of problem solving skills (Sudarsono et al,, 2021) and geometrical thinking through instructional sequences (A'yunet al,2021;Baist et al, 2019;Hendroanto et al, 2019;Mulyatna et al, 2021;Rizki et al, 2018;Yudianto et al, 2018)With this motivation, it can be stated that the instructional sequence enacted based on the designed HLT could enhance the development of problem solving performance, and flexibility and strategy use. The reason behind this result might be affected by the tasks on GeoGebra.…”

Section: Discussionmentioning

confidence: 93%

“…Level IV, namely rigor, refers to the ability of studying in various geometry systems by analysing and comparing them (Mason, 1998). Moreover, the previous research (Hendroanto et al, 2019;Rizki et al, 2018;Yudianto et al, 2018) have examined and emphasized the connection among Van Hiele geometric thinking levels and problem-solving ability including using and producing problem solving strategies. The research also insist on the necessity of further research examining this connection in the context of preservice mathematics teachers' development of problem solving skills and geometric thinking levels in different contexts.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Preservice Middle School Mathematics Teachers’ Development of Flexibility and Strategy Use by Geometric Thinking in Dynamic Geometry Environments

Uygun¹

2022

Participatory Educational Research

View full text Add to dashboard Cite

The current study, aimed to examine the development of flexibility and strategy use through instructional sequence encouraging the preservice middle school mathematics teachers’ geometric thinking and problem-solving performance on dynamic geometry environment. Mixed-method research design was used in the study. The study was conducted with 46 preservice middle school mathematics teachers selected by criterion sampling strategy. The data were collected through the tests including open-ended and multiple-choice questions. In the quantitative part of the study, it was attempted to identify whether the tasks affect problem solving skills and geometric thinking. The said individuals participated in six-week instructional sequence designed by the tasks of geometric constructions performed by GeoGebra. For the qualitative part, document analysis technique was used in order to illustrate the ways of this effect in detail and illustrate the development of flexibility and strategy use. It was observed that tasks by DGE improved the preservice middle school mathematics teachers’ scores of problem-solving and geometric thinking. Also, they solved the problems by representing the properties of higher thinking levels than the levels they had before participating in the instructional sequence enacted by GeoGebra. It is believed that this could encourage the improvement of their flexibility and strategy use.

show abstract

Section: Discussionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Preservice Middle School Mathematics Teachers’ Development of Flexibility and Strategy Use by Geometric Thinking in Dynamic Geometry Environments

Uygun¹

2022

Participatory Educational Research

View full text Add to dashboard Cite

show abstract

“…Level 3 (abstraksi), pada level ini peserta didik sudah dapat melihat hubungan sifat-sifat pada suatu bangun geometri dan sifat-sifat dari berbagai bangun dengan menggunakan abstraksi dan dapat mengklasifikasikan bangun-bangun secara hierarki. Peserta didik pada level berpikir ini sudah dapat melihat hubungan sifat-sifat pada suatu bangun (Yudianto, E., Sugiarti, T., & Trapsilasiwi, 2018). Level 4 (deduksi), pada level ini peserta didik tidak hanya sekedar menerima bukti, tetapi sudah mampu menyusun bukti.…”

Section: Pendahuluanunclassified

Level Berpikir Geometri Peserta Didik Berdasarkan Teori Van Hiele pada Materi Bangun Ruang Sisi Datar

Cesaria

Herman

Dahlan

2021

jel

View full text Add to dashboard Cite

According to Van Hiele, in understanding geometry, students need to understand five stages, namely stage 1 (introduction stage), stage 2 (analysis stage), stage 3 (sequencing stage), stage 4 (deduction stage), and stage 5 (accuracy stage). Each student has different geometric thinking abilities. This study aims to examine the geometric abilities of junior high school students in the material of flat-sided geometry according to Van Hiele's Theory. This research belongs to the type of qualitative research with a case study design. It was conducted at three schools in Padang, West Sumatra, Indonesia. The subjects were students of SMP Negeri 1 Padang, SMP Negeri 7 Padang, and SMP Negeri 25 Padang. Data collection was carried out using tests, interviews, and documentation. Data analysis was carried out with the stages of data reduction, data presentation, and data verification or drawing conclusions. The data originality technique was carried out with the triangulation technique, where the researcher compared the test data with the results of interviews with students. Of the 94 students (male = 38, female 56) tested based on the geometric thinking level of Van Hiele Theory, 92.55% of the students reached the Van Hiele thinking stage at the visualization level. As many as 45.74% of students reached the level of geometric analysis, and 6.38% of students reached the level of abstraction. For the level of deduction and accuracy, no one has been able to solve the problem. The results obtained in this study are that most students are still at stages 1 and 2, unlike van Hiele's opinion, which revealed that the level of geometric thinking for junior high school students is at level 3. According to the study results, it is essential to carry out further checks on the level of geometric thinking of junior high school students in other areas.

show abstract

“…Van Hiele's five geometric thinking levels are as follows (Armah, Cofie, & Okpoti, 2018;Fitriyani & Widodo, 2018;Walle, Folk, Karp, & Williams, 2013;Yudianto et al, 2018): Level 0: Visualization. Students know and name shapes based on the area characteristics and appearance of those shapes will form an embodiment approach.…”

Section: Literature Reviewmentioning

confidence: 99%

Anxiety of Students in Visualization, Analysis, and Informal Deduction Levels to Solve Geometry Problems

Sunardi

Yudianto

Susanto

et al. 2019

IJLTER

View full text Add to dashboard Cite

This research aims to describe the anxiety of grade 9 students to solve geometry problems based on the IDEAL stages, that is, identify, define, explore, act, and look back. The subjects were three students who each had one student at each level, namely, visualization, analysis, and informal deduction. The data were collected through tests and interviews. To guarantee the validity and reliability of the research, the triangulation technique was used. The findings and conclusions were as follows: students' visualization anxiety could be observed in the explore stage, which was caused by their confusion to use the Pythagorean theorem in which only one side was known, and in the act stage, which was caused by the thinking barrier as they were unable to write the solution and add the explanation; students' analysis anxiety could be observed in the act stage, which was caused by their confusion to ponder over the working time and the use of a wrong method, and in the look-back stage, which was caused by their uncertainty and worry for giving incorrect answers; and students' informal deduction anxiety appeared in the act stage, which was caused by the thinking barrier as they were unable to describe the use of proportion of base and perpendicular of a right triangle.

show abstract

The identification of van Hiele level students on the topic of space analytic geometry

Cited by 15 publications

References 7 publications

Preservice Middle School Mathematics Teachers’ Development of Flexibility and Strategy Use by Geometric Thinking in Dynamic Geometry Environments

Preservice Middle School Mathematics Teachers’ Development of Flexibility and Strategy Use by Geometric Thinking in Dynamic Geometry Environments

Level Berpikir Geometri Peserta Didik Berdasarkan Teori Van Hiele pada Materi Bangun Ruang Sisi Datar

Anxiety of Students in Visualization, Analysis, and Informal Deduction Levels to Solve Geometry Problems

Contact Info

Product

Resources

About