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

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.

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

Jurnal Elemen ◽  
2021 ◽  
Vol 7 (2) ◽  
pp. 267-279
Author(s):  
Anna Cesaria ◽  
◽  
Tatang Herman ◽  
Jarnawi Afgani Dahlan ◽  
◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Van Hiele ◽  
Geometric Thinking ◽  
Study Results ◽  
Stage Stage

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.

scholarly journals IMPLEMENTATIONS OF SUNDANESE LOCAL WISDOM IN CIVIC STUDIES AS A REIFORCEMENT FOR STUDENTS’ CHARACTERS (A CASE STUDY OF JUNIOR HIGH SCHOOL STUDENTS IN SMP NEGERI 3 PURWAKARTA)

2017 ◽  
Vol 26 (1) ◽  
pp. 39
Author(s):  
Metty Indah Purwanti
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Data Gathering ◽  
Junior High School Students ◽  
School Program ◽  
School Students

The objective of the study is to explore on how Sundanese local wisdoms are implemented in civic studies in reinforcing students’ characters in SMP Negeri 3 Purwakarta (Junior high school). Qualitative approach is employed in this study by conducting case study as a method of data gathering. The results of the study indicate that the learning process has been implemented ordinarily through the seven-day at school program. Despite the fact that local wisdoms are not specifically embedded into the syllabus, the local wisdoms are integrated in the daily learning process. In practice, teachers are expected to be able to give insights to their students relted to the Sundanese local wisdom. The implementation is carried out in forms of: 1) Civic studies classes; 2) extracuricullar activities; 3) having meals together, and so on. Those activities are considered as a leading way to reinforce the students’ character.

scholarly journals Analisis Proses Pemecahan Masalah Geometri Berdasarkan Teori Van Hiele di Sekolah Menengah Atas

2018 ◽  
Author(s):  
Marlinda Indah Eka Budiarti
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Qualitative Approach ◽  
School Students ◽  
Van Hiele ◽  
Visualization Analysis ◽  
Van Hiele Theory ◽  
Level Of Thinking ◽  
Language Question

This study aims to explore and describe the process of problem solving geometry reach the level of visualization, analysis and informal deduction based on the Van Hiele theory. This type of research is descriptive explorative and qualitative approach. Subject of the study was obtained from the high school students who were tested on the level of Van Hiele geometry. Each level of visualization, analysis and informal deduction taken two learners who can communicate well. The results of this study indicate that solving problems in geometry learners who attained think visualization is to identify problems and set goals using the language question. Troubleshooting on the geometry of learners who attained think theanalysis is through fifth troubleshooting step IDEAL using their own language, but less systematic. Troubleshooting on the geometry of students who reach a level of thinking is through the informal deduction fifth troubleshooting step IDEAL by systematically using their own language.

scholarly journals Exploratory case study difficulty of junior high school students in resolving problems of the pyramids surface area

2020 ◽  
Vol 6 (3) ◽  
pp. 277-286
Author(s):  
Sudirman Sudirman ◽  
Bambang Avip Priatna Martadiputra
Keyword(s):  
High School ◽  
High School Students ◽  
Surface Area ◽  
Junior High School ◽  
Data Reduction ◽  
Junior High School Students ◽  
Data Display ◽  
School Students ◽  
Exploratory Case Study

Penelitian ini bertujuan untuk mengeksplorasi kesulitan-kesulitan siswa sekolah menengah pertama dalam menyelesaikan permasalahan luas permukaan limas. Penelitian ini merupakan penelitian kualitatif dengan desain exploratory case study. Proses eksplorasi pada penelitian ini dilakukan pada partisipan yang berjumlah 13 siswa kelas VIII pada salah satu SMP Swasta di Kabupaten Indramayu.  Pengumpulan data dalam penelitian ini menggunakan tes, wawancara, dokumentasi, dan catatan lapangan. Sedangkan teknik analisis data yang digunakan mengadopsi modifikasi analisis data dari Miles dan Huberman yang terdiri dari pengumpulan data, pengodean (coding), reduksi data (data reduction), penyajian data (data display), dan penarikan kesimpulan (verification). Berdasarkan temuan penelitian, didapat bahwa kesulitan belajar yang dialami siswa pada saat menyelesaikan soal materi luas permukaan limas yaitu: (1) kesulitan dalam mengidentifikasi masalah yang terdapat pada soal; (2) kesulitan dalam mengoneksikan konsep luas permukaan dengan konsep materi prasyarat; (3) kesulitan dalam menentukan strategi penyelesaian soal tersebut; (4) kesulitan dalam menggunakan operasi yang melibatkan perkalian bilangan pecahan atau bentuk akar; (5) kesulitan dalam menggunakan formula konsep luas permukaan limas. Selain itu hasil temuan ini memberikan implikasi kepada guru untuk dapat mempersiapkan desain bahan ajar atau pembelajaran untuk mengatasi kesulitan tersebut.

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