Tahap berpikir geometri siswa SMP berdasarkan teori Van Hiele ditinjau dari keterampilan geometri

Abstract

Penelitian ini bertujuan untuk mendeskripsikan tahap berpikir geometri siswa SMP menurut teori Van Hiele  ditinjau dari keterampilan geometri.  Jenis penelitian adalah deskriptif menggunakan pendekatan kualitatif. Sampel penelitian adalah sembilan siswa kelas VIII dari tiga SMP Negeri Kota Sampit yang dipilih menggunakan teknik stratified proportional random sampling dan dilanjutkan dengan purposive sampling. Data penelitian dikumpulkan melalui wawancara mendalam terhadap subyek setelah diberikan tes keterampilan geometri. Teknik analisis data yang digunakan adalah kualitatif secara interaktif maju berkelanjutan di antara pengumpulan data, reduksi data, penyajian data, triangulasi data, dan penarikan kesimpulan. Hasil penelitian mengungkapkan bahwa: (1) keterampilan geometri siswa beragam pada tiap tahap berpikir geometri; (2) keterampilan verbal dan keterampilan menggambar merupakan keterampilan yang banyak dikuasai subjek; (3) keterampilan verbal merupakan keterampilan yang paling sulit bagi siswa; (4) tahap berpikir geometri siswa SMP kelas VIII SMP Negeri Sampit adalah 43,6% siswa berada di tahap 0 (visualisasi), 35,1% siswa di tahap 1 (analisis), dan 21,3% siswa di tahap 2 (deduksi informal).

Abstract

This study aimed to describe the geometric thinking stages of junior high school students according to van Hiele's theory in terms of geometry skills. This type of research is descriptive using a qualitative approach. The research sample was nine 8th grade students from three public junior high schools in Sampit City, Indonesia, who were selected using a stratified proportional random sampling technique and followed by purposive sampling. Research data were collected through in-depth interviews with subjects after being given a geo­metry skills test. The data analysis technique was an interactively qualitative, continuous process between data collection, data reduction, data presentation, data triangulation, and concluding. The results of the study revealed that: (1) students' geometry skills varied at each stage of geometric thinking; (2) verbal and drawing were the skills that mastered mainly by subjects; (3) verbal skill was the most difficult for students; (4) the geometric thinking stage of students was 43.6% of students in stage 0 (visualization), 35.1% of students in stage 1 (analysis), and 21.3% of students in stage 2 (informal deduction).