Factors Affecting Senior High School Students to Solve Three-Dimensional Geometry Problems

Fiki Alghadari,Sufyani Prabawanto,Tatang Herman

doi:10.29333/iejme/8234

Abstract

Geometry mastery is a must for high school students, affected by several factors such as learning approach (LA), gender, level of basic geometry competencies (BGC) and level of mathematical self-efficacy (MSE) among others. The purpose of this study is to examine those factors that affect the geometry problem solving (GPS) abilities of the students. This study involved 101 Indonesian high school students. They were divided into two groups based on the implemented LA, namely the investigative learning group and the direct instruction group. Data were collected through three instrument types, namely test of BGC, GPS, and MSE. The MSE scale consists of two models namely mathematics test-taking self-efficacy (MTSE) and mathematical skill self-efficacy (MSSE). Data were analyzed using ANOVA techniques, path analysis, and error analysis. The path diagram is MSE, which mediates the BGC effect on GPS. Data analysis results revealed that the level of BGC, MTSE as well as interactions between LA and gender had a significant impact on the GPS capability of students. In this case, the BGC of the students impacted their MSE and thus impaired their GPS skills, which also moderated the gender and learning. There are phases in the process of solving problems that tend to hamper student performance. The visualization process appears to be done by female students, while male students make representations when they do. The researchers, therefore, suggest further research related to gender-based LA study in the geometry curriculum to improve the ability of the students.

Highlights

Report of the International Student Assessment Program (PISA) study shows that Indonesian students’ geometry achievement is poor (OECD, 2013)
This is a challenge for students, for instance, the concept of geometry taught at the junior high school level is the basic concept required to construct new schemes at a higher level
The following is the descriptive statistics of data analysis result of basic geometry competencies (BGC), mathematics test-taking self-efficacy (MTSE), mathematical skill self-efficacy (MSSE), mathematical self-efficacy (MSE) and geometry problem solving (GPS)

Summary

Introduction

Report of the International Student Assessment Program (PISA) study shows that Indonesian students’ geometry achievement is poor (OECD, 2013). This affects the attainment of geometry learning goals. Geometry is part of mathematics instruction and not a distinct subject in Indonesia’s education curriculum. Mastery of tiered and interrelated concepts is required in geometry learning. Learning geometry at the high school level would require applying concepts taught at the prior educational level. This is a challenge for students, for instance, the concept of geometry taught at the junior high school level is the basic concept required to construct new schemes at a higher level

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Discussion

Conclusion