scholarly journals A geometriai gondolkodás szintjeinek feltérképezése a van Hiele-elmélet segítségével

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Brigitta Szilágyi ◽  
Krisztina Megyeri ◽  
Ákos Koppány Csuta ◽  
Dávid Dobák
Keyword(s):  
Van Hiele

scholarly journals PENERAPAN MODEL PEMBELAJARAN VAN HIELE UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI LUAS PERMUKAAN SERTA VOLUME BALOK DAN KUBUS DI KELAS VIII SMP NEGERI 18 PALU

Aksioma ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 72-83
Author(s):  
Hernita Rancendo ◽  
Abd. Hamid ◽  
Marinus B. Tandiayuk
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Model Learning ◽  
Van Hiele ◽  
Class Viii ◽  
Field Notes ◽  
The Subject ◽  
Improve Student Learning

Abstrak:Tujuan penelitan ini adalah untuk mendeskripsikan penerapan model Pembelajaran Van Hiele untuk meningkatkan hasil belajar siswa pada materi Luas Permukaan serta Volume Balok dan Kubus di kelas VIII  SMP N 18 Palu. Rancangan penelitian mengacu pada model Kemmis dan Mc.Taggart, yang terdiri dari 4 komponen yaitu: 1) perencanaan, 2) tindakan, 3) pengamatan, dan 4) refleksi. Subjek penelitian ini ialah siswa kelas VIII  SMP N 18  Palu yang berjumlah 20 siswa. Teknik pengumpulan data dalam penelitian ini yaitu observasi, tes, wawancara, dan catatan lapangan. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran Van Hiele dapat meningkatkan hasil belajar siswa dengan mengikuti fase-fase: 1) informasi, 2) orientasi terarah, 3) uraian, 4) orientasi bebas, dan 5) integrasi. Kata Kunci: model Pembelajaran Van Hiele, Hasil Belajar, Luas Permukaan serta Volume Balok dan Kubus. Abstract: The purpose of this research is to describe the application of Van Hiele Learning model to improve student learning outcomes on Surface Surface and Block and Cube in Grade VIII SMP N 18 Palu. The study design refers to the Kemmis and Mc.Taggart model, which consists of 4 components: 1) planning, 2) action, 3) observation, and 4) reflection. The subject of this research is the students of class VIII SMP N 18 Palu, amounting to 20 students. Data collection techniques in this study are observation, tests, interviews, and field notes. The results showed that the application of Van Hiele learning model can improve student learning outcomes by following the phases: 1) information, 2) orientation directed, 3) description, 4) free orientation, and 5) integration. Keywords: Van Hiele Learning model, Learning Outcomes, Surface Area and Volume of Beams and Cubes.

scholarly journals Analisis Kesulitan Siswa dalam Proses Pemecahan Masalah Geometri Berdasarkan Tahapan Berpikir Van Hiele

2018 ◽  
Vol 6 (2) ◽  
pp. 287-298
Author(s):  
Silfi Zainatu Sholihah ◽  
Ekasatya Aldila Afriansyah
Keyword(s):  
Research Method ◽  
Case Study Research ◽  
Research Subjects ◽  
Qualitative Case Studies ◽  
Van Hiele ◽  
Student Difficulties ◽  
Stage 1 ◽  
Math Problems ◽  
Research Type

AbstrakMatematika memiliki peranan penting dalam kehidupan. Namun, dalam praktik pembelajarannya sebagian siswa masih menganggap matematika sebagai mata pelajaran yang sulit. Bukti-bukti di lapangan menunjukkan bahwa hasil belajar geometri masih rendah. Kesulitan pada materi geometri dapat berdampak pada kesulitan-kesulitan bagian lain dalam materi geometri itu sendiri, karena banyak pokok bahasan dalam geometri yang saling berhubungan. Penelitian ini bertujuan untuk mengetahui faktor penyebab kesulitan siswa dalam proses pemecahan masalah geometri berdasarkan tahapan berpikir Van Hiele serta untuk melihat ketercapaian siswa dalam pemahaman geometri berdasarkan tahapan berpikir geometri Van Hiele. Metode penelitian yang digunakan adalah metode penelitian kualitatif dengan jenis penelitian studi kasus. Subjek penelitian yang diambil sebanyak 6 siswa dari kelas VII C SMP Negeri 6 Garut. Hasil penelitian menunjukkan bahwa ketercapaian siswa pada proses pemecahan masalah geometri berdasarkan tahapan berpikir Van Hiele paling banyak adalah pada tahap 0 (visualisasi). Hal ini ditunjukkan dengan tingginya persentase pencapaian siswa pada tahap visualisasi yaitu sebanyak 96,87 %. Ketercapaian tahapan berpikir Van Hiele yang paling baik dicapai sebesar 3,13% pada tahap 1 (Analisis). Untuk tahap 2 (deduksi informal) dan tahap 3 (deduksi) belum ada siswa yang mampu mencapai tahapan tersebut. Faktor yang menjadi penyebab kesulitan siswa dalam materi segiempat disebabkan karena beberapa hal, yaitu pemahaman mengenai konsep dan sifat-sifat segiempat yang kurang, pemahaman sebelumnya mengenai materi bangun datar segiempat yang masih kurang kuat, kurangnya keterampilan menggunakan ide-ide geometri dalam memecahkan masalah matematika yang berkaitan dengan bangun segiempat, serta kondisi kelas yang kurang kondusif untuk belajar.Kata Kunci: Kesulitan siswa pada geometri, tahapan berpikir Van Hiele, Kualitatif, Studi Kasus.AbstractMathematics has an important role in life. However, in the practice of learning some students still regard mathematics as a difficult subject. The evidence in the field shows that the geometry learning result is still low. Difficulties in geometrical matter can affect the difficulties of other parts of the material itself, since many of the subjects in the geometry are interconnected. This study aims to determine the factors causing student difficulties in the process of solving geometry problems based on the stages of thinking Van Hiele and to see students' achievement in understanding geometry based on the stages of thinking geometry Van Hiele. The research method used is qualitative research method with case study research type. Research subjects taken as many as 6 students from class VII C SMP Negeri 6 Garut. The results showed that students' achievement in the process of solving geometry problems based on the stage of thinking Van Hiele at most is at stage 0 (visualization). This is indicated by the high percentage of student achievement in the visualization stage that is as much as 96.87%. The achievement of the best stage of Van Hiele thinking was achieved at 3.13% in stage 1 (Analysis). For stage 2 (informal deduction) and stage 3 (deduction) no students have been able to reach that stage. Factors that cause student difficulties in rectangular material caused by several things, namely the understanding of the concept and the characteristics of the rectangle is lacking, previous understanding of the material wake rectangular flat that is still less strong, the lack of skills to use geometric ideas in solving math problems Relating to wake up quadrilateral, as well as class conditions that are less conducive to learning.Keyword: Student difficulties on geometry, Van Hiele thinking stages, Qualitative, Case Studies.

scholarly journals Una propuesta inclusiva para la representación geométrica de los poliedros con población en condición de discapacidad visual

2014 ◽  
Vol 13 (2) ◽  
pp. 111
Author(s):  
Yenny Rocío Gaviria Fuentes
Keyword(s):  
Van Hiele

<p>Este trabajo es resultado del convenio de una pasantía de extensión. La propuesta fue desarrollada en un aula de carácter inclusivo, con población adulta limitada visual y vidente del tercer ciclo. Su propósito fue potenciar procesos de reconocimiento del espacio bidimensional<br />y tridimensional a partir de la geometría poligonal y poliédrica, mediante el diseño, aplicación y evaluación de una secuencia de actividades, la cual se desarrolló bajo el modelo Van Hiele. Como resultado se tienen la mejora significativa de los procesos de representación gráfica de todos los estudiantes y la adaptación de recursos específicos para la clase de geometría.</p>

scholarly journals Mathematical Abstraction of Year 9 Students Using Realistic Mathematics Education Based on the Van Hiele Levels of Geometry

2019 ◽  
Vol 6 (1) ◽  
pp. 1-12
Author(s):  
Heris Hendriana ◽  
Nelly Fitriani
Keyword(s):  
High School Students ◽  
Mathematics Education ◽  
Traditional Learning ◽  
Realistic Mathematics Education ◽  
Reflective Abstraction ◽  
Van Hiele ◽  
Level Of Abstraction ◽  
Realistic Mathematics ◽  
Van Hiele Levels ◽  
Mathematical Abstraction

Previous research regarding abstraction has not discussed abstraction qualitatively based on van Hiele levels. Thus, it is necessary to study abstraction analysis based on van Hiele levels through Realistic Mathematics Education (RME) approach. The purpose of this research was to analyze mathematical abstraction based on van Hiele levels of geometry (VHLG) through RME and traditional learning approach reviewed from the levels of prior knowledge. This research employed a descriptive qualitative method involving Year 9 junior high school students as the subjects. The instruments were a mathematical abstraction test, van Hiele geometry test, and interview guidelines. The results of the high- and medium-ability students in the classroom using RME approach showed that VHLG was at the Deduction level and the abstraction ability was dominated by Empirical and Reflective Abstraction, whereas the low-ability students are at the level of Abstraction, they had imperfect Empirical and Reflective Abstraction. As for the high-ability students in the traditional learning classroom, the VHLG was at the level of Abstraction; their Reflective Abstraction was at the Representation level. While concerning the low- and medium-ability students, the VHLG was at the Analysis level; they mastered the Reflective Abstraction at the level of Recognition. This study indicates that the RME approach can trigger the development of mathematical abstraction, and accelerate the van Hiele levels of geometry progress.

scholarly journals Görsel İspat Becerisi, Van Hiele Geometrik Düşünme Düzeyleri ve Uzamsal Yetenek Arasındaki İlişki

2019 ◽  
Vol 3 (2) ◽  
pp. 105-122 ◽  
Author(s):  
Kübra POLAT ◽  
Gülçin Oflaz ◽  
Levent Akgün
Keyword(s):  
Van Hiele
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