Investigating the Effect of van Hiele Phase-based Instruction on Pre-service Teachers’ Geometric Thinking

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.

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BERPIKIR GEOMETRI LEVEL VISUALISASI SISWA SEKOLAH MENENGAH PERTAMA MELALUI TOPIK SEGIEMPAT MENURUT TEORI VAN HIELE

Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika ◽

10.35316/alifmatika.2021.v3i2.133-144 ◽

2021 ◽

Vol 3 (2) ◽

pp. 133-144

Author(s):

Harun Abdul Rohman ◽

Dadang Juandi ◽

Al Jupri

Keyword(s):

High School Students ◽

Junior High School ◽

School Students ◽

Van Hiele ◽

Geometric Thinking ◽

Interview Guide ◽

Viii Level ◽

Thinking Process ◽

Level Of Thinking

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.

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Student’s Anticipation Profile at Rigor Level in Determining Papaya Tree Root Dimensions

Jurnal Didaktik Matematika ◽

10.24815/jdm.v8i1.19954 ◽

2021 ◽

Vol 8 (1) ◽

pp. 59-74

Author(s):

Erfan Yudianto ◽

Sunardi Sunardi ◽

Titik Sugiarti ◽

Feny Rita Fiantika

Keyword(s):

Qualitative Research ◽

Problem Solving ◽

Interview Data ◽

Tree Roots ◽

Geometric Problem ◽

Van Hiele ◽

Research Participants ◽

Geometric Thinking ◽

The Subject ◽

Papaya Tree

Students with a rigor level of geometric thinking can analytically solve problems, yet the ability may not be readily observable. Thus, an example of how students solve problems merits explorations. Inspired by student’s problem solving, this study aimed to examine the student’s anticipatory profile in determining Papaya tree roots' dimensions. This qualitative research utilized tests and interview. Two tests were carried out: van Hiele geometric level grouping test for selecting the research participants and the report-based test for the actual project. Seventeen students took the van Hiele test, and one of them, who achieved the rigor level, was selected for the interview. Data obtained from the interview were then analyzed qualitatively. The study showed that students with a rigor level of geometric thinking anticipated analytically. The subject was able to explain a geometric problem systematically, starting from analyzing problems, clarifying detailss, to presenting arguments clearly and precisely. The findings in this study generate useful information for teachers who train their students to analyze a geometric problem correctly and adequately.

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Reviewing the Van Hiele model and the application of metacognition on geometric thinking

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v10i2.21185 ◽

2021 ◽

Vol 10 (2) ◽

pp. 597

Author(s):

Muhammad Ammar Naufal ◽

Abdul Halim Abdullah ◽

Sharifah Osman ◽

Mohd Salleh Abu ◽

Hisyam Ihsan ◽

...

Keyword(s):

Search Engines ◽

Empirical Studies ◽

Internet Search ◽

Van Hiele ◽

Geometric Thinking ◽

Van Hiele Model

<span lang="EN-US">Metacognition, or the ability to think about thinking, is essential in the development of geometric thinking. However, studies on the Van Hiele model and the application of metacognition on geometric thinking are still under-researched. This study aimed to provide a review of the Van Hiele model and the application of metacognition on geometric thinking. A total of 844 articles were retrieved through internet search engines from 1995 to 2020 and manually selected and reviewed systematically. The keywords used related to the Van Hiele model, metacognition, and geometric thinking. The findings that emerged from the review were categorized into two main themes which were the effectiveness of the Van Hiele model towards geometric thinking and the effectiveness of the application of metacognition on geometric thinking. Most articles revealed the positive indication of the geometric thinking development through the Van Hiele model intervention. It also seems that the potential of the application of metacognition in the Van Hiele model can strengthen geometric thinking development. Researchers and educators may find this knowledge useful in conducting empirical studies and developing learning instructions based on the application of metacognition in the development of geometric thinking.</span>

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