Abstract
This study aims to describe the level of spatial ability of the VIII grade students of SMP Wiraswasta Batang Kuis after the implementation of the Van Hiele theory with the help of autograph media and to determine the level of difficulty of students in solving spatial problems in learning Van Hiele theory with autograph assistance. Batang Quiz, totaling 25 students. The research instrument was a test of spatial ability and interview guidelines. Data analysis was performed using the Miles and Huberman model. Of the 23 students of class VIII SMP Wiraswasta Batang Kuis who took the test, 15 students (65.21%) with low spatial ability, 4 students (17.39%) who had moderate spatial ability levels. high spatial ability as many as students (17.39%). Based on this, there are still many students who have a low level of spatial ability. Difficulties experienced by S-1s with low levels of proficiency are in facts, concepts, operations and principles, as well as S-2s with low levels of spatial abilities, the difficulties experienced in operations and principles. Students with low levels of spatial ability, namely S-3 and S-4, experience the same difficulties, namely in the concepts and principles section. Furthermore, S-5 with a high level of spatial ability experienced conceptual difficulties, and S-6 with a high level of spatial ability had no difficulty at all. Likewise S-2 with a low level of spatial difficulty experienced on operations and principles. Students with low levels of spatial ability, namely S-3 and S-4, experience the same difficulties, namely in the concepts and principles section. Furthermore, S-5 with a high level of spatial ability experienced conceptual difficulties, and S-6 with a high level of spatial ability had no difficulty at all. Likewise S-2 with a low level of spatial difficulty experienced on operations and principles. Students with low levels of spatial ability, namely S-3 and S-4, experience the same difficulties, namely in the concepts and principles section. Furthermore, S-5 with a high level of spatial ability experienced conceptual difficulties, and S-6 with a high level of spatial ability had no difficulty at all. Keywords: Spatial Ability, Van Hiele, Autograph DOI: 10.7176/JEP/12-2-07 Publication date: January 31 st 2021
Highlights
PRELIMINARY Mathematics as a school subject is considered to play an important role in shaping students to be better, because mathematics is a medium for analyzing thoughts for something logical and systematic (Malau, et al, 2017: 215)
Students still have difficulty applying the formula for surface area and volume of cubes and blocks to the problem. This is in line with the results of preliminary observations made by the author at SMP Wiraswasta Batang Kuis, based on the results of the observation that the spatial ability of class VIII students is still low, students do not understand the material related to geometry, especially how to connect the properties that exist in the building space. , rotating a shape and connecting objects with one another in a form of space
Based on Kusniati's research in Sholihah and Afriansyah (2017) that the attainment of the developmental level of geometric thinking according to Van Hiele's theory of 38 children, 28 children are at level 0, 9 children are at level 1, and 1 child is at level informal deduction
Summary
PRELIMINARY Mathematics as a school subject is considered to play an important role in shaping students to be better, because mathematics is a medium for analyzing thoughts for something logical and systematic (Malau, et al, 2017: 215). Students still have difficulty applying the formula for surface area and volume of cubes and blocks to the problem This is in line with the results of preliminary observations made by the author at SMP Wiraswasta Batang Kuis, based on the results of the observation that the spatial ability of class VIII students is still low, students do not understand the material related to geometry, especially how to connect the properties that exist in the building space. Based on Van Hiele's theory, students will go through five hierarchical levels of thinking in understanding geometry. Based on Kusniati's research in Sholihah and Afriansyah (2017) that the attainment of the developmental level of geometric thinking according to Van Hiele's theory of 38 children, 28 children are at level 0 (visualization), 9 children are at level 1 (analysis), and 1 child is at level informal deduction. This will inhibit the progress of students' thinking levels and abilities in geometry (Pujiarsih, et al, 2018)
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