BERPIKIR GEOMETRI LEVEL VISUALISASI SISWA SEKOLAH MENENGAH PERTAMA MELALUI TOPIK SEGIEMPAT MENURUT TEORI VAN HIELE
This research aims to describe the level of geometric thinking and geometric thinking processes of Junior High School students according to van Hiele's level of thinking on the topic of quadrilaterals. The qualitative approach is the research method used in this study through a case study method by testing the Van Hiele Geometry Test (VHGT) which was adapted from Usiskin's CDASSG and conducting interviews about the thinking process in the form of identifying, defining, and classifying which was adapted from the interview guide of Burger and Shaughnessy (1986). The subjects of this study were 297 grade VII and VIII students from two schools located in the Lembang sub-district. The results of the VHGT test showed that there were 81 students counting level 0 (visualization). The results showed that the students of class VII and VIII level 0 were as follows: 1) students were able to recognize the types of quadrangle but still affected by the prototype, 2) students were not able to classify quadrilaterals, and 3) overall description of the geometric thinking process level 0 in the form of identifying, defining, and classifying aspects according to van Hiele's thinking characteristics in general.
Burger, W. F., & Shaughnessy, J. M. (1986). Characterizing the van Hiele Levels of Development in Geometry. Journal for Research in Mathematics Education, 17(1), 31–48.
Crowley, M. L. (1987). The van Hiele Model of the Development of Geometric Thought. In Learning and Teaching Gemretry, K-12, (pp. 1–16). National Council of Teachers of Mathematics.
De Villiers, M. (1994). The role and function of a hierarchical classification of quadrilaterals. For the Learning of Mathematics, 14(1), 11–18.
De Villiers, M. (2010). Some Reflections on the Van Hiele theory. The 4th Congress of Teachers of Mathematics of the Croatian Mathematical Society. https://www.researchgate.net/publication/264495589
De Villiers, M. (1996). The Future of Secondary School Geometry Michael de Villiers. The SOSI Geometry Imperfect Conference, 2-4 October.
Fischbein, E. (1993). The Theory of Figural Concepts Abstract. Educational Studies in Mathematics, 24(2), 139–162.
Fujita, T. (2012). Learners’ level of understanding of the inclusion relations of quadrilaterals and prototype phenomenon. Journal of Mathematical Behavior, 31(1), 60–72. https://doi.org/10.1016/j.jmathb.2011.08.003
Fujita, T., & Jones, K. (2007). Learners’ understanding of the definitions and hierarchical classification of quadrilaterals: Towards a theoretical framing. Research in Mathematics Education, 9(1), 3–20. https://doi.org/10.1080/14794800008520167
Fuys, D., Geddes, D., & Tischler, R. (1988). The Van Hiele Model of Thinking in Geometry among Adolescents. Journal for Research in Mathematics Education. Monograph, 3, i – 196.
Gutiérrez, A., & Jaime, A. (1998). On the Assessment of the Van Hiele Levels of Reasoning. Focus on Learning Problems in Mathematics Spring & Summer Edition, 20(2 & 3), 27–46.
Gutiérrez, Angel., Jaime, Adela ., & Fortuny, J. M. (1991). An Alternative Paradigm to Evaluate The Acquisition Acquisition of The Van Hiele Levels. Journal for Research in Mathematics Education, 22(3), 237–251.
Hershkowitz, R. (1998). Reasoning in Geometry. In: Mammana C., Villani V. (eds) Perspectives on the Teaching of Geometry for the 21st Century. New ICMI Study Series, 5, 29–83.
Ho, S. . (2003). Young children’s concept of shape: van Hiele Visualization Level of geometric thinking. The Mathematics Educator, 7(2), 71–85.
Lestriyani, S. (2013). Identifikasi Tahap Berpikir Geometri Siswa SMP Negeri 2 Ambarawa Berdasarkan Teori Van Hiele. Universitas Kristen Satya Wacana.
Linda, L., Bernard, M., & Fitriani, N. (2020). Analisis Kesulitan Siswa SMP Kelas VIII pada Materi Segiempat dan Segitiga Berdasarkan Tahapan Berpikir van Hiele. Ournal of Medives: Journal of Mathematics Education IKIP Veteran Semarang, 4(2), 233–242.
Mariotti, M. A. (1992). Geometrical reasoning as a dialectic between the figural and the conceptual aspects. Structural Topology 1992 Núm 18.
Monaghan, F. (2000). What difference does it make? Children’s views of the differences between some quadrilaterals. Educational Studies in Mathematics, 42(2), 179–196.
Muhassanah, Nur’aini., Sujadi, Imam., & R. (2014). Analisis Keterampilan Geometri Siswa dalam Memecahkan Masalah Geometri Berdasarkan Tingkat Berpikir Van Hiele. Jurnal Elektronik Pembelajaran Matematika, 2(1), 54–66.
Nopriana, T. (2013). Penerapan Model Pembelajaran Geometri Van Hiele Sebagai Upaya Meningkatkan Kemampuan Berpikir Geometri dan Disposisi Matematis pada Siswa SMP. Universitas Pendidikan Indonesia.
Okazaki, M., & Fujita, T. (2007). Prototype phenomena and common cognitive paths in the understanding of the inclusion relations between quadrilaterals in Japan and Scotland. Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, 41–48.
Rahmat, T. (2019). Proses Berpikir Mahasiswa Pendidikan Matematika IAIN Bukittinggi. Math Educa Journal, 3(1), 98–108.
Sulistiowati, D. L., Herman, T., & Jupri, A. (2018). Students’ Geometry Skills Viewed from Van Hiele Thinking Leve. 5th ICRIEMS Proceedings, 55–62.
Tirtaprimasyah, H. P. S., & Susanto, N. Y. (2015). Analisis Proses Berpikir Siswa Pada Pembelajaran Geometri Kelas X SMA Berdasarkan Teori Van Hiele Berbasis Scientific Approach. Seminar Nasional Matematika dan Pendidikan Matematika UNY 2015, 567–574.
Usiskin, Z. (2008). The classification of Quadrilateral: a Study in DefinitioThe classification of Quadrilateral: a Study in Definitionn. Information Age Publishing.
van De Walle, J. A., Karp, K. S., & Bay-Williams, J. (2016). Elementary and Middle School Mathematics, Teaching Developmentally. Pearson Education.
Vinner, S., & Hershkowitz, R. (1983). On concept formation in geometry. https://www.researchgate.net/publication/284382026
Vinner, S., & Hershkowitz, R. (1980). Concept images and common cognitive paths in the development of some simple geometrical concepts. Proceedings of the Fourth International Conference for the Psychology of Mathematics Education, 177–184.
Copyright (c) 2021 Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Author (s) who publish in Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika agree to the following terms:
- The Author (s) submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika, Tarbiyah Faculty of Ibrahimy University as the publisher of the journal. Consecutively, author(s) still retain some rights to use and share their own published articles without written permission from Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Copyright encompasses rights to publish and provide the manuscripts in all forms and media for the purpose of publication and dissemination, and the authority to enforce the rights in the manuscript, for example in the case of plagiarism or in copyright infringement.
- Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika and the Editors make every effort to ensure that no wrong or misleading data, opinions or statements be published in the journal. In any way, the contents of the articles and advertisements published in Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika are the sole responsibility of their respective authors and advertisers.
- The Copyright Transfer Form can be downloaded here [Copyright Transfer Form Alifmatika]. The copyright form should be signed originally and send to the Editorial Office in the form of original mail, scanned document to alifmatika[at]ibrahimy.ac.id or upload the scanned document in the comments column when sending the manuscript.