Hiele's Thinking Research Articles

Contextualization of Augmented Reality Digital Module Instruction: Grounded Theory Study in Examining Van Hiele’s Level of Geometric Thinking

Van Hiele's thinking level has an important role in understanding, interpreting, and determining the geometric thinking ability. However, the lack of technological products that can support Van Hiele's improvement in thinking level is a challenge in itself. One of the tools that can help prospective teacher students to reach Van Hiele's level of thinking is Augmented Reality technology. Therefore, this study aims to investigate Van Hiele's level of thinking through the intervention of Augmented Reality Digital Module Instruction (ADMI) using grounded theory design. The participants involved in this study were one lecturer and ten prospective teacher students who experienced difficulties in improving the level of Van Hiele geometric thinking. The data collected through observation, tests, and interviews are analyzed qualitatively through the stages of open coding, axial coding, and selective coding. These research found that students who had difficulties in carrying out the first level of Van Hiele could use ADMI to overcome these difficulties; students can construct knowledge about 3D geometry; the success of students in completing the geometry test involves reasoning. This study emphasize that ADMI contributes to geometry learning because it can make it easier for students to reach the lowest level of Van Hiele.

Geometry ability in Senior High School Students: Based on Learning Style

Geometry becomes an important component in mathematics which is learned by students at every stage. Learning style is one of the factors that influence students' geometry abilities. Therefore, it is important to describe how students' geometry abilities are viewed from learning styles. This research is quantitative descriptive research. The instruments used were a learning style questionnaire and a van hiele thinking test (VHGT). The data analysis technique used is descriptive statistical techniques with percentages, namely data from geometry tests that are successfully collected and then analyzed using a category assessment scale. The instruments used were the learning style questionnaire and the Van Hiele thinking test (VHGT). The research subjects were 276 high school students from eleven different schools in West Sumatra with the dominant learning style being visual as many as 104 students, followed by auditory as many as 98 and kinesthetic as many as 74. The results showed that the average students' geometric ability was 47.4 (on a scale of 0-100). In addition, students with a visual learning style have a higher average geometric ability compared to other learning styles. Therefore, it is hoped that teachers can consider using learning models that apply the Van Hiele level of thinking and the dominant learning style in geometry classes, for example by integrating technology.

Analysis of Student's Geometry Thinking Ability Based on Van Hiele's Theory

<p>The purpose of this study was to analyze students' geometric thinking skills in solving geometric problems based on Van Hiele's thinking stages. This research is a qualitative research. The subjects of this study were students of class XII MIPA 2 SMA Negeri Tomo, totaling 29 students. With purposive sampling obtained 6 research subjects representing the stages of thinking Van Hiele, data collection methods with test questions and interviews. Analysis of research data is data collection, data reduction, data presentation, and drawing conclusions. The results of the study are: no student can reach the rigor stage</p>

The use of Multimedia of geometry Based on Van Hiele Thinking Theory: An Alternative to Improve Critical Thinking Skill of Elementary School Students

This research was aimed to explore the learning process and the perception of student toward multimedia of geometric based on Van Hiele’s thinking theory and to inspect the effectiveness of multimedia of geometry based on Van Hiele’s thinking theory used in the process of mathematics learning. This research was implemented in SDN Mojoroto 6 Kediri City, Indonesia in 2021/2022 academic year. The samples were 33 at the age of 11-12 years old. This study was designed with mixed research. The data were collected through the instruments of observation, interview, and critical thinking sheets. The results of this research have indicated that the implementation of multimedia of geometry based on Van Hiele’s thinking theory was running properly. Multimedia of geometry based on Van Hiele’s thinking theory can be received in the mathematics learning process. The students became more motivated in learning, the learning process was more interesting and meaningful, while the results of the critical thinking skill of students have indicated significant improvement after the implementation of multimedia of geometry based on Van Hiele’s thinking theory compared to the prior condition.

Analysis of mathematics problem-solving ability on plane figure subject based on van hieles theory at Junior High School

This study aims to describe the ability to solve mathematical problems in Plane Figure Subject based on van Hiele's theory in class VIII students of SMP Negeri 1 Mataram in the academic year 2021/2022. The type of research used is descriptive qualitative, which produces data in the form of written or spoken words from people and observed behavior. The subjects in this study were students in class VIII-E at SMP Negeri 1 Mataram, totaling 36 students. The method of taking the subject in this study used purposive sampling, which was selected based on the objectives to be achieved. The data collection methods used are the van Hiele test and the flat wake problem-solving ability test, interviews, and documentation. The thinking level of students in taking the van Hiele test was: 20 students at level 0 (visualization) with a percentage of 55.56%, 13 students at level 1 (analysis) with a percentage of 36.11%, and 3 students at level 2 (informal deduction) with a percentage of 8.33%. Furthermore, students at each level of van Hiele's thinking were taken as representatives of each of the 2 subjects to carry out a problem-solving ability test. Based on the results of the research on the problem-solving abilities of students based on the Polya problem-solving stage, students who are at level 0 can understand the problem but have not been able to carry out the other Polya-solving stages. Students at level 1 can understand the problem and develop a settlement plan but have not been able to carry out the other stages of Polya solving. Students at the level can understand the problem, develop a settlement plan, and carry out a settlement plan but have not been able to re-examine. It shows that the higher the van Hiele thinking level of the students, the better their problem-solving abilities will be.

KEMAMPUAN SISWA DALAM PROSES PEMECAHAN MASALAH BANGUN DATAR SEGI EMPAT BERDASARKAN TAHAPAN VAN HIELE

This study aims to determine and describe problem solving abilities based on the stages of thinking about rectangular flat shapes. The technique utilized is expressive subjective. The subjects in this study were seventeen students selected at random with the highest scores being selected by three grade VII understudies of SMP Negeri 2 Pemangkat. The data collection technique used is a test that will be given to the selected subject based on problem solving based on Van Hiele's thinking. The results of describing the data show that there are three subjects who are in the Visualization stage, they know the name of the rectangular shape from the visual form without knowing the nature and conditions of the shape, for the analysis stage the three subjects have not reached, students cannot explain and determine the nature of the requested shape and for the stage of abstraction there are no students who reach this stage, judging by the results of their answers that students have not been able to define a rectangular shape in indonesian itself and have not been ready to decide similar properties between one shape and another.

Analysis of students' thinking level in solving Pythagoras' theorem problems based on Van hiele's theory

The aims of this analysis are to explain the level of thinking of grade VIII students at SMP Negeri 1 Talang Ubi in solving Pythagorean Theorem questions based on Van Hiele's theory. The research approach used in this analysis is descriptive qualitative case study research. The subjects of this research were three students of grade VIII of SMP Negeri 1 Talang Ubi, South Sumatera Indonesia. The three students were chosen based on their test answers on the Pythagorean Theorem material, with one being a high-ability student, one being a medium-ability student, and one being a low-ability student. The study's data collection techniques included assessments, interviews, and documentation. Techniques for data processing include data reduction, data presentation, and conclusion. The findings revealed that high-ability students could complete all four stages of Van Hiele's thinking: imagination, interpretation, informal deduction, and deduction. Moderate students achieved three levels of Van Hiele's thinking, including visualization, analysis, and informal deduction, while low-ability students achieved only one level of Van Hiele's thinking, visualization.

BERPIKIR GEOMETRI LEVEL VISUALISASI SISWA SEKOLAH MENENGAH PERTAMA MELALUI TOPIK SEGIEMPAT MENURUT TEORI VAN HIELE

This research aims to describe the level of geometric thinking and geometric thinking processes of Junior High School students according to van Hiele's level of thinking on the topic of quadrilaterals. The qualitative approach is the research method used in this study through a case study method by testing the Van Hiele Geometry Test (VHGT) which was adapted from Usiskin's CDASSG and conducting interviews about the thinking process in the form of identifying, defining, and classifying which was adapted from the interview guide of Burger and Shaughnessy (1986). The subjects of this study were 297 grade VII and VIII students from two schools located in the Lembang sub-district. The results of the VHGT test showed that there were 81 students counting level 0 (visualization). The results showed that the students of class VII and VIII level 0 were as follows: 1) students were able to recognize the types of quadrangle but still affected by the prototype, 2) students were not able to classify quadrilaterals, and 3) overall description of the geometric thinking process level 0 in the form of identifying, defining, and classifying aspects according to van Hiele's thinking characteristics in general.

Analysis of Student's Spatial Ability in terms of Van Hiele's Thinking Stages in Problem Based Learning

This study aims to analyze students 'spatial mathematical abilities in terms of Van Hiele's thinking stages in problem-based learning models, as well as to find out the number of difficult indicators of students' mathematical spatial abilities in terms of Van Hiele's thinking stages in problem-based learning models. Researchers are the main research instrument, data obtained through several previous studies or journals about research on students' spatial abilities in terms of van hiele's thinking stages in problem-based learning. This study uses the analysis technique of the Miles and Huberman model. Data analysis activities, namely data reduction, display data, and conclusion drawing/ verification. The subjects in this study were journal articles on the analysis of students' spatial abilities in terms of van hiele's thinking stages in problem-based learning. The object of this research is the provision of a problem-based learning process. Based on the results of the study, there are students with high spatial abilities who have exploratory thinking processes, methodical thinking, analogical thinking, abstract thinking, synthesis, serendipity, and recycling ideas, students with high spatial abilities also have high imagination, students with spatial abilities are having a process exploratory thinking, serendipity, analogical thinking, semi-abstract thinking, and recycling of ideas and having moderate imagination, as well as students with low spatial abilities in understanding problems using exploratory, analogical, semi-abstract, synthesis thinking processes and have low imagery.

Identifikasi Tingkat Berpikir Geometri Siswa Berdasarkan Teori Van Hiele

The purpose of this study was to describe and identify students' level of thinking in doing questions based on Van Hiele's theory and to give an idea to teachers to be able to use learning methods in accordance with Van Hiele's level of thinking at IBNU Abbas Tarakan IT Junior High School. The method used in this research is a combination method (qualitative & qualitative) with sequential model. The research instruments used were tests on Van Hiele's geometry levels, and interview guidelines. Based on the results of the study obtained 3 students were in pre visualization or have not reached Van Hiele's thinking level, 6 students are at level 1 (visualization), 9 students are at level 2 (analysis), and 3 students are at level 3 (informal deduction). Based on interviews students still have difficulty in understanding the relationship between wakes as well as elements in geometry such as theorem, axiom, and definition. In conclusion, Van Hiele's geometry thinking level at Ibnu Abbas IT Junior High School is generally at level 2, namely the analysis stage and has not reached level 4 (informal deduction). 
 Keywords: Geometry, Level of thinking, Van Hiele Theory

Peningkatan pemahaman konsep geometri melalui tahapan berfikir Van Hiele di SMP Negeri 8 Langsa

Understanding the concept is a benchmark students can proceed to the next stage in the learning process. Van Hiele's thinking stage is a solution to direct students to the actual concept of geometry. The purpose of this study was to determine whether there was an increase in understanding of the geometrical concepts of eighth grade students of SMPN 8 Langsa through Van Hiele thinking stages. This study used a One Group Pretest-Posttest Desaign research design. With a population of all eighth grade students of SMPN 8 Langsa, the sample was selected using a simple random sampling technique, namely grade VIII1 students. The instrument uses the ability to understand the ability of geometric concepts in the form of a description consisting of 6 questions. From the results of the calculation of the percentage of students understanding the concept of geometry shows an increase of 48%. The results of data analysis obtained that count> ttable is 12.59> 2.08, this means that Ho is rejected and Ha is accepted, so the conclusion obtained is that there is an increase in understanding of students' geometry concepts through the stages of van hiele thinking at SMPN 8 Langsa.

The matthayom and senior high school student’s metacognition profile on solving pisa test shape and space content based on van hiele level

Profile of the students’ metacognition observed in this research was an activity that involved the abilities and metacognition processes of the students at each level of van Hiele thinking, including knowledge of metacognition and metacognition settings in solving geometrical problems in shape and space content. This type of research was descriptive with qualitative approach. Descriptive research was used in this research because it described or explained the variables studied, namely the level of van Hiele and Metacognition in schools in Indonesia and Thailand. The data collection methods used were van Hiele, PISA and interview tests. The results of the data analysis found that the students of visual level in Indonesia and Thailand in the planning stage were able to think about what to do, but in the monitoring stage, the students asked themselves questions about the purpose of the problems. However, in the evaluation stage they still doubt of what they decided, the students of analysis level in Indonesia and Thailand in the planning, monitoring and evaluation stages were quite sure of what they have thought.

Implementation of Geometry Multimedia Based on Van Hiele's Thinking Theory for Enhancing Critical Thinking Ability for Grade V Students

This study is a advances study of the development of geometry multimedia based on Van Hiele's thinking theory with the aim of for enhancing critical thinking ability using the ADDIE development model. In this study, a difference test was conducted to determine the effect of using geometry multimedia on students' critical thinking abilities. This experiment was conducted at SDN Mojoroto 1 and SDN Mojoroto 6 Kota Kediri. The results of the t-test analysis show that there are significant differences between the critical thinking abilities of students who use geometry multimedia based on Van Hiele's thinking theory and those who do not use geometry multimedia based on Van Hiele's Thinking Theory.

Van Hiele Thinking Level and Geometry Visual Skill towards Field Dependent-Independent Students in Junior High School

This research aimed to describe the geometry visual skill at level 0 (visualization), level 1 (analysis) and level 2 (ordering) according to Van Hiele Theory towards field independent students in Junior High School. This research was a survey. The research conducted for grade 8 students of Junior High Schools with a range of age between 14 until 15 years old. The samples were selected using proportionate stratified random sampling technique which was a combination of stratified sampling technique and proportional sampling technique followed by random sampling technique. This technique was used to determine the sample proportionately for each strata. The samples consisted of 103 students from 4 representative high strata schools. The data were collected by using tests. Data analysis was done with quantitative and qualitative approach. The result showed that most of students have FD cognitive style. Most of FI students’ score show a better result than FD students’ score in each level of van Hiele. There is not specific pattern to describe students’ visual skills for each van Hiele level. It does not indicate that the higher the level of van Hiele achieved by students, the better the visual skills of students.

Assessment standards, Van Hiele levels, and grade seven learners’ understandings of geometry

A number of researchers in mathematical education assert that the instruction in geometry offered in South African schools is inadequate and that traditional teaching strategies do little to promote teachers understandings of their learners’ levels of mathematical thought. Van Hiele specifically states that the inability of many teachers to match instruction with their learners’ levels of geometrical understanding is a contributing factor to their failure to promote meaningful understandings in this topic. This study investigated whether a sample of grade seven learners in previously disadvantaged primary schools met both the assessment criteria for geometry as stated by the South African Revised National Curriculum Statement and the implied Van Hiele thinking levels. The data generated suggest that none of the 30 learners who participated in this study had attained these requirements and that language competency in general is a barrier to the attainment of higher levels of understanding amongst this group of second-language learners. It is suggested that not only Van Hiele Levels and Assessment Standards, but also learners’ cultural background and their specific use of words in the vernacular context, need to be taken into consideration by teachers when developing learning programmes. Possible strategies to meet these requirements are suggested.