PROFIL REPRESENTASI MATEMATIS SISWA DALAM PEMECAHAN MASALAH GEOMETRI BERDASARKAN LEVEL VAN HIELE
https://doi.org/10.31100/histogram.v10i1.4227
Keywords:
Mathematical Representation, Geometry, Van Hiele, Problem Solving, Thinking LevelAbstract
ABSTRAK
Penelitian ini bertujuan untuk mendeskripsikan profil representasi siswa dalam memecahkan masalah geometri ditinjau dari level berpikir menurut teori Van Hiele. Metode yang digunakan adalah pendekatan kualitatif deskriptif dengan subjek tiga siswa kelas IX MTs Al-Izzah Al-As’adiyah Tolai yang dipilih berdasarkan hasil tes kemampuan representasi dan level berpikir Van Hiele. Instrumen meliputi lembar tes dan pedoman wawancara berbasis tugas. Teknik analisis data mencakup reduksi, penyajian, dan penarikan kesimpulan. Hasil menunjukkan bahwa siswa pada level deduksi informal mampu mengerjakan soal, menyusun strategi penyelesaian dengan logis dan dapat menjelaskannya kembali dalam proses wawancara secara konsisten. Siswa level analisis menunjukkan mampu mengidentifikasi informasi yang diketahui serta ditanyakan tapi tidak selalu sistematis karena hanya mengandalkan hafalan rumus serta sulit menggunakan logika berpikir. Siswa pada level visualisasi hanya mampu menjawab soal dengan menggunakan representasi visual secara terbatas, tetapi belum memperoleh hasil perhitungan matematis yang benar. Temuan ini menegaskan pentingnya pembelajaran berdasarkan level berpikir siswa untuk meningkatkan kemampuan representasi geometri.
ABSTRACT
This study aims to describe the profiles of students’ mathematical representations when solving geometry problems, based on Van Hiele’s levels of thinking. This research employed a descriptive qualitative approach involving three ninth-grade students of MTs Al-Izzah Al-As’adiyah Tolai, who were selected based on the results of a mathematical representation ability test and a Van Hiele thinking level identification test. The research instruments consisted of test sheets and task-based interview guidelines. The data were analyzed through data reduction, data display, and conclusion drawing. The results show that students at the informal deduction level were able to solve problems, develop logical solution strategies, and consistently explain their reasoning during interviews. Students at the analysis level were able to identify the known and ask for information. Still, their solutions were not always systematic, as they tended to rely on memorized formulas and struggled to apply logical reasoning. Students at the visualization level were only able to solve problems using limited visual representation and had not yet obtained correct mathematical calculation results. These findings emphasize the importance of designing instruction based on students’ levels of thinking to improve their geometric representation skills.
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