Berpikir Geometri Level Visualisasi Siswa Sekolah Menengah Pertama Melalui Topik Segiempat Menurut Teori Van Hiele

Rohman, Harun Abdul; Juandi, Dadang; Jupri, Al

doi:10.35316/alifmatika.2021.v3i2.133-144

Cited by 3 publications

(4 citation statements)

References 10 publications

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“…Students assume that the length of one side of the intersection is the length of one side of the diagonal of the cube but the two are different. The concept of side length of a constructed plane is the imaginary concept of the side length of a cube and the opposite half of a cube [35]. it's just that they have weaknesses in analyzing problemsolving problems, because visual analysis has not been carried out at level 2.…”

Section: Resultsmentioning

confidence: 99%

Profile of Students’ Geometric Thinking Ability in Terms of Van Hiele Level

Mawarsari¹,

Waluya²,

Dewi³

2023

Advances in Social Science, Education and Humanities Research

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The ability to think geometrically is very important to be improved in students at all levels of school, from an early age to college. In the ability to think geometry, there is a level which of course an individual will have according to age level and school level. This includes universities, where students who can think abstractly and logically will be at level 3 (informal deduction) or 4 (rigor). But of course, it is necessary to study more deeply the characteristics at each level of thinking possessed by students. Given this need, the purpose of this study is to determine the profile of students' geometric thinking abilities based on Leve Van Hiele. This research is a qualitative descriptive study by describing the ability to think geometry based on the van Hiele level. The research sample is the 3rdsemester students of the mathematics education study program at one of the private universities in Semarang who have received the spatial geometry course. Data were obtained from van Hiele-level evaluation tests, observations, and interviews. The results showed that the ability to think geometrically is level 4, requires time to think about how to solve the problem of proof, needs to dig deeper and recall the concepts involved in solving it. The ability to think at level 3, students actually solve it in a different way. The ability to think at level 2, students can complete a good process and use the concepts they already have and interviews. The results showed that the ability to think geometrically level 4, requires time to think about how to solve the problem of proof, and needs to dig deeper and recall the concepts involved in solving it. The ability to think at level 3, students actually solve it in a different way. The ability to think at level 2, students can complete a good process and use the concepts they already have and interviews. The results showed that the ability to think geometrically level 4, requires time to think about how to solve the problem of proof, and needs to dig deeper and recall the concepts involved in solving it. The ability to think at level 3, students actually solve it in a different way. The ability to think at level 2, students can complete it a good process and use the concepts they already have.

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Section: Resultsmentioning

confidence: 99%

Profile of Students’ Geometric Thinking Ability in Terms of Van Hiele Level

Mawarsari¹,

Waluya²,

Dewi³

2023

Advances in Social Science, Education and Humanities Research

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“…Geometry material is among the most difficult materials because many make conceptual errors and solve contextual problems (Abdul Rohman et al, 2021;Anam, 2021;Suciati, 2019). Thus, it is necessary to find appropriate learning methods and interesting learning media to make it easier for students to understand the concept of geometry (Chuseri et al, 2021;Rachmawati et al, 2021).…”

Section: Picture 15 Two-dimensional Shape Illustration On a Boatmentioning

confidence: 99%

“…Two-dimensional shapes are one of the materials related to mathematical numeracy and literacy. The two-dimensional shape is difficult to learn because many students make conceptual errors, including in solving contextual problems (Abdul Rohman et al, 2021;Anam, 2021;Suciati, 2019). Thus, it is necessary to find appropriate learning methods and interesting learning media to make it easier for students to understand the concept of two-dimensional shapes, especially for elementary school students (Chuseri et al, 2021;Rachmawati et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Ethnomathematics explorations on the concept of two-dimensional shape in “Tadulako Bulili” folk story

Suciati,

Windra,

Al-Afandi

et al. 2023

Alifmatika J. Pendidik. dan Pembelajaran Mat.

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To explore the folklore of Tadulako Bulili as a literacy medium in learning the two-dimensional shape, a qualitative descriptive study was carried out with an ethnographic approach. Methods of observation, interviews, documentation, and literature studies were used to collect research data, which were analyzed using the Miles & Huberman interactive model. The subjects of this study were traditional leaders, 3rd-grade elementary school teachers, lecturers, and several students who lived in Sigi Regency. The findings show that Tadulako Bulili's folklore can be thematic contextual learning in two-dimensional material that supports Ausubel, Bruner, and Gagne's learning theory. The results found four fundamental mathematical activities: counting, locating, designing, and explaining. In addition, various two-dimensional shapes were found in the illustrations of objects in the story. The exploration results also provided knowledge and information on the mention of two-dimensional shapes in the Kaili language and replicas of objects that were thought to be found in the story. Folklore could also introduce students to the local wisdom of Central Sulawesi, such as traditional houses, traditional weapons, hunting and farming tools, and the stories themselves.

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“…Hal seperti inilah yang menyebabkan siswa tidak memahami konsep yang sebenarnya dari materi yang dipelajari. Materi bangun datar segiempat menjadi materi yang dianggap penting untuk dipelajari siswa kelas VII karena materi ini tidak hanya dipelajari pada saat siswa berada di kelas VII, melainkan juga menjadi landasan saat berada di kelas VIII (Bernard & Fitriani, 2020); (Rohman et al, 2021).…”

Section: Pendahuluanunclassified

Pemahaman Konsep Bangun Datar Segiempat Dengan Menggunakan Model Discovery Learning

Silmi Ulani,

Agung Hartoyo,

Dona Fitriawan

et al. 2023

JUMLAHKU

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Pemahaman konsep merupakan syarat yang wajib diraih oleh siswa. Sebuah model yang dianggap dapat memudahkan siswa dalam memahami konsep suatu materi adalah model discovery learning. Discovery learning adalah sebuah model yang digunakan guru dalam pelaksanaan pembelajaran dengan tujuan agar siswa dapat memahami materi melalui proses menemukan, menyelidiki serta menyimpulkan sendiri dari sebuah permasalahan yang dihadapi dalam pembelajaran matematika. Bentuk penelitian ini adalah pre-experimental designs jenis rancangan one-group pretest-posttest. Alat pengumpulan data berupa: lembar pre-test dan post-test, lembar observasi, lembar angket, serta intrumen pendukung berupa: RPP dan LKPD. Metode analisis data berupa: analisis deskriptif dan inferensial. Dari hasil penelitian, didapatkan hasil pencapaian seluruh siswa pada pemahaman konsep bangun datar segiempat yaitu: indikator “menyatakan ulang sebuah konsep” dari data pre-test tergolong kategori kurang dan dari data post-test tergolong kategori baik. Indikator “mengklasifikasikan objek menurut sifat – sifat tertentu” dari data pre-test tergolong kategori sangat baik dan dari data post-test tergolong kategori sangat baik, Indikator “mengaplikasikan konsep atau algoritma dalam pemecahan masalah” dari data pre-test tergolong kategori kurang sekali dan dari data post-test tergolong kategori kurang, terdapat peningkatan antara sebelum dan setelah menggunakan model discovery learning, dan terjadi peningkatan dengan nilai n-gain 0,53 kategori sedang.

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Berpikir Geometri Level Visualisasi Siswa Sekolah Menengah Pertama Melalui Topik Segiempat Menurut Teori Van Hiele

Cited by 3 publications

References 10 publications

Profile of Students’ Geometric Thinking Ability in Terms of Van Hiele Level

Profile of Students’ Geometric Thinking Ability in Terms of Van Hiele Level

Ethnomathematics explorations on the concept of two-dimensional shape in “Tadulako Bulili” folk story

Pemahaman Konsep Bangun Datar Segiempat Dengan Menggunakan Model Discovery Learning

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