THE PROCESS OF STUDENT'S THINKING HAVING LEARNING STYLE OF AUDITORY-SEQUENTIAL IN UNDERSTANDING QUADRILATERAL (original) (raw)
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ANALYZING STUDENT'S UNDERSTANDING THE RELATIONSHIP BETWEEN QUADRILATERAL AT THE EARLY FORMAL STAGE
Learning of geometry must be allowed to the students' thinking skills will enhance the intellectual engagement of students. One of the thinking skills used in solving geometry problems is the ability to think geometry that helps the student in directing his thoughts so that the solution of the problem being solved tends to be true and correct. Differences in students' ability to think geometry is most likely influenced by their formal operational stage based on development of cognitive. The purpose of this study was to obtain description of student's understanding the relationship between quadrilaterals at the early formal stage. To achieve these objectives, the researchers conducted interviews with task-based by drawing activities, identifying and stringing the relationship between quadrilateral recorded with the recorder. This study includes qualitative and exploratory research. Subject had been taken from class VIII SMP who is at the early formal operational stage. To test the credibility of the data, the researcher used triangulation time. The results of this research showed that the student who is at the early formal operational stage stringing 14 of 15 relationships and the student might tend to use 3 attributes that position, the size, shape of quadrilateral. A. BACKGROUND Geometry occupies a special position in the secondary mathematics curriculum because there are many concepts contained in there. The concept is closely associated to other forms of objects that are often encountered by students in everyday life. Various opinions emerged that addresses geometry both definitions and chances to be taught in schools. Abdussakir [1] states that, basically, geometry has a better chance to be understood by students for ideas of geometry have been already known by students since before they enter school, for example, line, area, and space. However, the expectation is different from the reality in real life where various studies show that mastery of mathematics, especially geometry achievement is still low [2]. The above opinion is supported by the results of Setiawan's research [3] states that the fifth grade of elementary school students did not master the concepts and principles of geometry. While in junior high school [4] found that many students were wrong in solving the problems of parallel lines. Based on this, the geometry is looked as part of math given to students classified as difficult. Students' s learning difficulties can not be separated from the practice of learning that has been in progress [5]. Idris [6] suggested that learning of geometry is not easy and some students fail to develop an understanding of the concept of geometry, geometric reasoning and skill to solve the problems of geometry. Furthermore, Idris stated that a number of factors that lead learning of geometry is difficult which they are language of geometry, visualization and learning abilities are less effective for the low mastery of facts, concepts and principles of geometry. According Soerjono [3] one of among the causative factor is the intellectual ability of students. The results of Burger and Shaughnessy's research [7] demonstrated that the intellectual ability of students plays an important role in the mastery of facts and concepts of geometry. Intellectual abilities are spatial ability and auditory ability which are very close relationship with the cognitive aspects of students in general. Research shows that the understanding of spatial knowledge can affect the performance related to academic tasks especially math, reading and
—Currently, geometric thought is one of the important things which become a concern in learning mathematics, especially in learning of geometry. Learning of geometry must be allowed to the students' geometric thought will enhance the intellectual engagement of students, because it can help the student in directing his thoughts so that the solution of the problem being solved tends to be true and correct. The purpose of this research paper is to describe how geometric thought is used in understanding the relationship between quadrilaterals. The participant of this research is a student who is at the late formal operational stage based on Piaget's development of cognitive enrolled in class VIII SMP, Kabupaten Bone, South Sulawesi, Indonesia. This research is a descriptive explorative study with data analysis using qualitative approach. Qualitative approach is chosen to describe in depth related to student's geometric thought in understanding the relationship between quadrilateral that can be seen from the subject's behavior in completing a given task and semi-structured interviews are administrated to the subject. During the interview, participant is questioned by researcher to investigate subject's geometric thought. To test the credibility of the data, the researcher used triangulation time. The results of this research showed that the student who is at the late formal operational stage based on Piaget's stages of cognitive development stringing up or composing 7 relationships from 15 relationships between quadrilaterals and the student or subject drew various kinds quadrilateral by using 4 attributes i.e. position, the size, shape of quadrilateral and rotational symmetry of quadrilateral. Introduction Geometry is one subject that addresses school math objects associated with spaces of varying dimensions. The concept of geometry itself occupies a special position in the secondary mathematics curriculum because it is closely related to other forms of objects that are often encountered by students in everyday life. Various opinions appeared that discusses geometry both definitions and chances to be taught in SMP [1]. One of the shapes is taught in junior class VIII is a quadrilateral. Topics include the quadrilateral parallelogram, rhombus, rectangle, square, trapezoid, and kite. Muser [2] defines that the types of quadrilateral as follows: A square is a quadrilateral with four sides the same length and four right angles. A rectangle is a quadrilateral with four right angles. A parallelogram is a quadrilateral with two pairs of parallel sides. A kite is quadrilateral with two no overlapping pairs of adjacent sides that are the same length. A rhombus is a quadrilateral with four sides the same length. A trapezoid is a quadrilateral with exactly one pair of parallel sides.
Cognitive Assessment Development on Quadrilateral Topic on 7th Grade Of Student
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The purpose of this research is to develop a cognitive assessment in the topic of quadrilateral on 7 th Grade Junior High School student based on the Revised Taxonomy Bloom. This is a development research which aims to produce an instrument to measure the validity and effectiveness of this assessment. This research was conducted in Riau province, Indonesia. Based on the results of research and revision, it can be concluded that this research has obtained a final product of cognitive assessment devices on quad rilateral topic of 7 th grade of Junior High School students that has been measured of validity and effectiveness.
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In this study, it was aimed to examine the relation between seventh-grade students' quadrilaterals achievement levels and Van Hiele geometric thinking levels. Survey method was used. The sample of the study was 160 students from the three different districts of Kayseri, as Melikgazi, İncesu, and Tomarza. Van Hiele geometric thinking test and quadrilaterals achievement test, which was developed by the first researcher, were used to collect the data. Descriptive statistics such as mean, frequency, and standard deviation and percentage tables Pearson correlation analysis which was applied to analyze the relationship between the quadrilaterals achievement test and Van Hiele geometry thinking test scores of the seventh-grade students and independent samples t-test was used to for analysis. The results of the study indicated that Van Hiele geometric thinking levels of the seventh school students were lower than expected levels. A high level of correlation was found between quadrilater...
The aim of this study was to investigate the effects of mathematics instruction supported by dynamics geometry activities on students’ achievement in area of quadrilaterals and students’ achievements according to their van Hiele geometric thinking levels. The study was conducted in a public elementary school in KırĢehir in 2012 – 2013 spring semester and lasted two weeks. The participants in the study were 76 seventh grade students. The study was examined through nonrandomized control group pretest-posttest research design. In order to gather data, Readiness Test for Area and Perimeter Concepts (RTAP), Area of Quadrilaterals Achievement Test (AQAT) and van Hiele Geometric Thinking Level Test (VHLT) were used. A twoway analysis of variance (ANOVA) procedure was employed to answer research questions. The result of the study indicated that there was a significant interaction between the effects of method of teaching and van Hiele geometric thinking level on scores of AQAT. In addition, mathematics instruction supported by dynamic geometry activities had significant effects on seventh grade students’ achievement on area of quadrilaterals topic. The results also revealed that students in experimental group were significantly more successful in AQAT than students in comparison group when the students were in second level of van Hiele geometric thinking.
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This study was designed to describe the understanding of quadrilateral concepts in junior high school students based on the APOS theory (Action, Process, Objects, and Schemes). The research used qualitative approach to explain the understanding of two junior high school students who had equal mathematical abilities and each had fielddependent (FD) and field-independent (FI) cognitive style with descriptive explanations. Quadrilateral task and interviews guidelines were used to explore student's quadrilateral concept. The results of this study indicated that for the action stage, both could solve understanding problems related to quadrilateral concept. For the process stage, the FI subject explained the process or the calculation coherently in every step taken in problem with understanding the characteristic of shapes to define quadrilateral concept, meanwhile the FD subject explained the process with interpreting quadrilateral concepts and calculating all steps to find the shapes area in problem verbally. In the object stage, both could compare two or more shapes in quadrilateral problem and prove steps to find areal of shapes correctly in problem. For the scheme stage, FI subject could infer the relationship between shape's properties in quadrilateral to explain quadrilateral concepts and make conclusions. In the other hand, the FD subject did not have abilities in schema stage like FI subject performed.
The Thinking Process of Class IX Students of Junior High School in Solving Problems Geometry
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The purpose of learning mathematics emphasizes the ability of students to think. This article describes the thinking process of class IX junior high school students in solving mathematical problems, especially the material of spatial structure. Researchers describe 2 types of thinking processes, namely numerical thinking and realistic thinking. The researcher uses a qualitative approach in describing the subject's thought process. The main instrument of this research is the researcher himself, while there are 3 (three) kinds of auxiliary instruments, namely: math problems, interview guidelines and video recording. The stages of data analysis carried out in this study were: transcribing data; reduce data; encode data; checking data validity or data triangulation; reviewing data; interpret findings; validate findings; draw conclusions. The results showed that the thinking process of the subject of numeric thinking is to assemble numbers that are according to calculations. While the thinking process, the subject of realistic thinking assembles numbers that are in accordance with calculations and the real form of a shape.
An Investıgatıon of Pre-Servıce Elementary School Teachers’ Knowledge Concernıng Quadrilaterals
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The purpose of this study was to examine pre-service teachers' subject matter knowledge (SMK) and pedagogical content knowledge (PCK) about quadrilaterals. The research was a case study. Within the scope of the research, five open-ended questions concerning quadrilaterals were asked to pre-service teachers, who are at five different geometrical thinking levels. According to the research, it was determined that of the pre-service teachers, the SMK of those whose geometrical thinking levels were low was poor and they confused the relationships among quadrilaterals. In the light of the research, it was suggested that emphasis be placed on making the preservice teachers acquire the SMK and PCK while they were being trained and the atmosphere where they can share these knowledge be created.
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A qualitative case-study approach which used an inductive inquiry strategy was undertaken to identify the properties of quadrilaterals that are (un)known to Mathematics learners exiting Grade 9. Data were collected in one public rural secondary school in Malamulele West Circuit. A 25-multiple choice test was administered to a group of 84 Grade 10 Mathematics learners because they had just exited Grade 9. They would have learnt all the properties of quadrilaterals and are still pursuing Mathematics. The collected data were analysed using the Statistical Package for the Social Sciences to calculate percentages and indicate the frequency of getting the properties right or wrong as expressed by the participants. The research revealed that the Grade 10 Mathematics learners did not know all the properties of all the quadrilaterals. The recommendation is that secondary school learners should be taught properties of quadrilaterals through a discovery approach.
Geometric thinking level of the Indonesian seventh grade students of junior high school
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Enhancement of students' ability to think geometry at level 0 until level 4 will configurate the comprehensive geometric knowledge. The aim of this study was to analyze the geometric thinking level of seventh grade students of junior high school. This research is part of a series of research conducted for 2 years with the Design Didactical Research (DDR) method. The geometric thinking ability test was given to 32 students in the VIIA class. The questions used are 25 questions which contain 5 levels of thinking geometry proposed by Van Hiele. The visualization ability data of the visualization level ability test held by students was obtained by 32% of students in pre level 0, 47% of students in level 0 and 21% of students at level 1. While at level 2, 3, 4 there were no students who arrived to that level.