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

Sdyoko Susanto, SMP Negeri 2 Antang Kalang Kotawaringin Timur, Kalimantan Tengah, Indonesia
Ali Mahmudi, Jurusan Pendidikan Matematika, Universitas Negeri Yogyakarta, Indonesia

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).


Keywords


berpikir geometri; teori Van hiele; keterampilan geometri; geometric thinking; van Hiele's theory; geometry skill

Full Text:

FULLTEXT PDF

References


Abdullah, A. H., & Zakaria, E. (2013). Enhancing students of geometric thinking through van Hiele’s phase-based learning. Indian Journal of Science and Technology, 6(5), 4432–4446. https://dx.doi.org/10.17485/ijst/2013/v6i5.13

Adolphus, T. (2011). Problem of teaching and learning of geometry in secondary schools in rivers state, Nigeria. International Journal of Emerging Science, 1(2), 143–152.

Aydog`du, M. Z. (2014). A research on geometry problem solving strategies used by elementary mathematics teacher candidates. Journal of Educational and Instructional Studies in The World, 4(1), 53–62.

BSNP (Badan Standar Nasional Pendidikan). (2014). Laporan hasil UN SMP/MTs tahun pelajaran 2013/2014. BSNP.

BSNP (Badan Standar Nasional Pendidikan). (2015). Laporan hasil UN SMP/MTs tahun pelajaran 2014/2015. BSNP.

BSNP (Badan Standar Nasional Pendidikan). (2016). Laporan hasil UN SMP/MTs tahun pelajaran 2015/2016. BSNP.

Burger, W. F., & Shaughnessy, J. M. (1986). Characterizing the van Hiele levels of development in geometry. Journal for Research in Mathematics Educations, 17(1), 31–48. https://doi.org/10.2307/749317

Chambers, P. (2008). Teaching mathematic: Developing as a reflective secondary teacher. Sage.

Clements, D. H., & Battista, J. M. (1992). Geometry and spatial reasoning. In D. A. Grouws (Ed.), hanbdbook of reseach on mathematics teacing and learning (pp. 420–464) MacMillan.

Gunham, B. C. (2014). A case study on the investigation of reasoning skill in geometry. South African Journal of Educatioon, 34(2), 1–19. https://doi.org/10.15700/201412071156

Hoffer, A. (1981). Geometry is more than proof. The Mathematics Teacher, 74(1), 11–14. https://doi.org/10.5951/MT.74.1.0011

Idris, N. (2009). The impact of using geometrys’ skatchpad on Malaysian students’ achievement and van Hiele geometric thinking. Journal of Mathematics Education, 2(2), 94–107. https://educationforatoz.com/images/_9734_8_Noraini.pdf

Kemendikbud. (2014). Peraturan Menteri Pendidikan dan Kebudayaan nomor 58 tahun 2014 tentang Kurikulum 2013 SMP/MTs. https://jdih.kemdikbud.go.id/arsip/Permendikbud%20Nomor%2058%20Tahun%202014-digabungkan.pdf

Kennedy, L. M., Tipps, S., & Jhonson, A. (2008). Guiding children’s learning of mathematics (11th ed.). Thomson Higher Educations.

Kurniasari, I. (2013). Identifikasi kesalahan siswa dalam menyelesaiakn soal geometri materi dimensi tiga kelas XI IPA SMA. Seminar Nasional Matematika dan Pendidikan Matematika FMIPA UNY. Yogyakarta. https://eprints.uny.ac.id/10764/1/P%20-%2041.pdf

Kurniawati, M., Junaedi, I., & Mariani, S. (2015). Analisis karakteristik berpikir geometri dan kemandirian belajar dalam pembelajaran fase van Hiele berbantuan Geometers Sketchpad. Unnes Journal of Mathematics Education Research, 4(2), 102–107. https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/9836

Mullis, I. V. S., Martin, M. O., & Foy, P. (2008). TIMSS 2007 international result in mathematics reports. TIMSS & PIRLS International Study Center. https://timss.bc.edu/timss2007/mathreport.html

Mullis, I. V. S., Martin, M. O., & Foy, P. (2012). TIMSS 2011 international result in mathematics reports. TIMSS & PIRLS International Study Center. https://timssandpirls.bc.edu/timss2011/international-results-mathematics.html

NCTM. (2000). Principle and standards for school mathematics. National Council of Teachers of Mathematics.

Ozerem, A. (2012). Misconceptions in geometry and suggested solutions for seventh grade students. Procedia - Social and Behavioral Sciences, 55, 720–729 https://doi.org/10.1016/j.sbspro.2012.09.557

Safrina, K., Ikhsan, M., & Ahmad, A. (2014). Peningkatan kemampuan pemecahan masalah geometri melalui pembelajaran kooperatif berbasis teori van Hiele. Jurnal Didaktik Matematika, 1(1), 9–20. http://www.jurnal.unsyiah.ac.id/DM/article/view/1333

Sari, W. R. (2016). Pengembangan perangkat pembelajaran bangun ruang di SMP dengan pendekatan pendidikan matematika realistik. Jurnal Riset Pendidikan Matematika, 3(1),109–121. https://doi.org/10.21831/jrpm.v3i1.10407

Sarjiman, P. (2006). Peningkatan pemahaman rumus geometri melalui penedekatan realistik di sekolah dasar. Cakrawala Pendidikan, 25(1), 73–92. https://doi.org/10.21831/cp.v0i1.393

Sholikhakh, R., Rismono, R., & Waluya, S. (2012). Pengembangan perangkat pembelajaran beracuan konstruktivisme dalam kemasan CD interaktif kelas VIII materi geometri dan pengukuran. Unnes Journal of Mathematics Education Research, 1(1), 13–19. https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/19

Usiskin, Z. (1987). van Hiele levels of achievement in secondary school geometry: Final report of the cognitive development and achievement in secondary school geometry project. University of Chicago. https://files.eric.ed.gov/fulltext/ED220288.pdf

van de Walle, J. A. (2001). Elementary and middle school mathematics: teaching developmentally (4th ed.). Allyn and Bacon.

Vojkuvkova, I., & Haviger, J. (2015). The van Hiele at Czech secondary school. Procedia-Social and Behavioral Sciences, 171, 912–918. https://doi.org/10.1016/j.sbspro.2015.01.209

Wahyuni, A. T., & Rudhito, M. A. (2012). Efektivitas pembelajaran dengan program Cabri 3D di bidang pembelajaran konvensional pada topik jarak garis dengan bidang. Prosiding Seminar Nasional Penelitian, Pendidikan dan Penerapan MIPA FMIPA UNY (pp. M1-M6). Yogyakarta. http://staffnew.uny.ac.id/upload/132326893/penelitian/1-makalah-pendidikan-matematika.pdf

Yuniarti, Y. (2011). Pendidikan matematika realistik indonesia (PMRI) untuk meningkatkan pemahaman konsep geometri di sekolah dasar. Eduhumaniora: Jurnal Pendidikan Dasar, 3(2), https://doi.org/10.17509/eh.v3i2.2809




DOI: https://doi.org/10.21831/jrpm.v8i1.17044

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Jurnal Riset Pendidikan Matematika

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Riset Pendidikan Matematika indexed by:

 

  


Creative Commons License
Jurnal Riset Pendidikan Matematika by http://journal.uny.ac.id/index.php/jrpm/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

All rights reserved. p-ISSN 2356-2684 | e-ISSN 2477-1503

View My Stats