Van Hiele^s: How To Analyze Students^ Thought Processes In Geometry Problems? Fitriani (a*,b), Tatang Herman(a*) Siti Fatimah (a), Iqbal (c) and Rini Sulastri (a,d)
a)Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung, 40154, Indonesia
b)Program Studi Pendidikan Matematika, Institut Agama Islam Negeri Langsa, Jl. Meurandeh, Kota Langsa, Aceh, 24411, Indonesia
c) Madrasah Tsanawiyah Negeri 9 Aceh Timur, Aceh, Indonesia
d) Universitas Serambi Mekkah, Aceh, Indonesia
*) fitrianiummialif[at]upi.edu, tatangherman[at]upi.edu
Abstract
Students^ ability in geometry is low. So it takes a problem-solving process that looks at the student^s thought process using Van Hiele^s level. The purpose of the study was to find out how students thought process according to Van Hiele^s level in geometry problems, whether there was an improvement, and how to improve the thought process between students who obtained the application of Van Hiele^s in geometry problems and did not. This study was conducted at 2 Langsa State junior high schools with a sample of 32 people. Instruments in the form of tests in the form of description Items amounted to 4 items from level 0 to 3. The results of these tests were analyzed statistically and inferentially. The analysis results obtained there are still many students who are at the level of thinking 0 and 1. The increased analysis obtained the value of F of 12,496 with a significance of 0.001 < 0.05, so Ho was rejected. So it was concluded that there was an increase in the thought process between students who obtained Van Hiele^s application in geometry problems and not. Furthermore, the analysis of how to improve descriptively concluded that the average thought process of students who obtained Van Hiele^s application in geometric problems and not is 20.63. So it is recommended that there be attention to the student^s thought process in Van Hiele^s.
Keywords: Geometry Problems, Problems Solving, Van Hiele^s, Thinking Level, Students^ Thought Processes, Analyze
