Abstract
This study aims to describe student’s level thinking of understanding geometry according to van Hiele’s theory (informal deduction, deduction, and rigor) in solving of a quadrilateral problems based on Polya’s steps. The subjects of the study were 3 students Olympiad of SMPN 2 Jember, each of them have the level in informal deduction, deduction, and rigor. These students were given tests of geometry problem test at beginning and then proceeded to interview. The descriptive qualitative research was used in this study. The results showed that the subjects are able to fulfill all of the indicators according to their level in the step of understanding the problem and make arrangements. In part of carry out the plan, a student with informal deduction level is not able to solve the three indicators and a student with deduction levels is not able to solve one of the indicators, whereas the rigor’s student is not to able accomplish two indicators according to the levels. In step of looking back, a student with informal deduction level and a student with deduction level are not capable to solve the whole of indicators, however the rigor’s student is not able to accomplish two indicators according to the levels.
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