Profile of Visual-Spatial Intelligence In Solving Geometric of 11th Grades Viewed From Gender Differences (original) (raw)
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Proceedings of the International Joint Conference on Science and Engineering (IJCSE 2020)
Reasoning in solving geometry problem used by students to recognize shapes, identify properties and analyze relationships between geometric objects. This study aimed at investigating the students' reasoning in geometric problem solving with predominance of different intelligence types. This research was qualitative. The research subjects were two male 9th grade students with equal mathematical abilities. First student dominant in logical mathematical intelligence (LM), other's in visual spatial intelligence (VS). The instrument was test to determine the dominance of students' intelligence type and geometry test. Geometry tests used to find out students' understanding and reasoning in solving problem about cuboid surface area. Interview used to find out more about the student's process completed the geometry test. Students geometry reasoning was explained based on Van Hiele's geometric thought model. The results, both students able to identify the shapes, and analyze the characteristics of objects as well. VS able to represent problem into image and visualize information to find the correct procedures. Both are able to providing good explanations about the relationship between geometry constructs, LM uses mathematical model, and VS uses a visual approach. In performing problem solving, LM is more thoughtful using mathematical procedures and calculations while VS had visual analytic abilities.
IOP Conference Series: Earth and Environmental Science
Visual-spatial Intelligence is very helpful for students in studying the science of geometry which is always associated with the abstract concept of a geometry object. This research discusses the visual-Spatial intelligence of Senior high school students based on geometry thinking level according to van Hiele theory. The design of this research was qualitative research which described visual-spatial intelligence students for each level of van Hiele Theory. According to van Hiele's theory, The result of this study shows that from 60 high school students, 11 students met the level 0, 16 students met level 1, 28 students met level 2, and 5 students met level 3. This indicates that the students in this research reach more levels higher than the previous level. In addition, the results also show that students who high level geometry. The results showed that there were 11 students of level 0 on geometric ability; 5 students or 45% of students have characteristics of Imaging, 4 students or 36% fulfilled the characteristics of conceptualizing, 1 student or 9% of students have the problem-solving characteristics, and none of the students met the characteristics of the pattern seeking. Next result 16 students in level 1 intelligent on geometric ability. 12 students or 75% students fulfilled the characteristics of the Imaging, 11 students or 69% of students fulfilled the characteristics of the Conceptualizing, 8 students or 50% of the students fulfilled the problem-solving characteristics, and students who met the characteristic of the patternseeking did not exist. The results of the visual-spatial intelligence of 28 level 2 students on geometric ability showed that 24 students or 86% of students fulfilled the characteristics of imaging, 23 students or 82% of students fulfilled the characteristics of conceptualizing, 18 students or 64% of students fulfilled the characteristics of problem-solving, and 3 students or 11% of students meet the characteristics of pattern-seeking. The results showed that there were 5 Students of Level 3 on geometric ability; 5 students or 100% of students fulfilled characteristics of imaging, 4 students or 100% fulfilled the characteristics of conceptualizing, 1 student or 80% of students have the problem-solving characteristics, and 1 student or 80% of the students made the characteristics of the pattern seeking.
An Investigation into Spatial Ability in Geometry among Secondary School Students
sjesr
Spatial ability is reflected to be one of the major abilities that appear especially essential in learning and doing mathematics. The present study is aimed at observing the spatial ability in geometry among secondary school students and teachers teaching mathematics. Objective of the study was to compare the spatial ability of the students of urban and rural secondary schools. To achieve the above objective, following null hypothesis was tested; there is no significant difference between urban and rural secondary schools’ students on spatial abilities. A total of 400 students studying in 9th class from sixteen schools were randomly selected as the sample of the study. The study was conducted with the help of an empirical research design. Different Spatial Ability Tests were developed to measure spatial ability. For the purpose of data collection, observation sheets and test items were developed to investigate the performance of the students. Different statistical techniques like Me...
Journal of Physics: Conference Series, 2021
Visual-spatial intelligence is one important intelligence to solve mathematics problems, especially in geometry. The present research aims to find out junior high school students’ visual-spatial intelligence level and to identify the components of visual-spatial intelligence that are poorly mastered by students. The instrument of this research was a visual-spatial intelligence test. The test consisted of 18 multiple choice questions arranged based on three components of visual-spatial intelligence. The participants were 77 third grade junior high school students in Lombok, Indonesia. The collected data were analysed a using descriptive quantitative method. The findings were 2 students had a high level of visual-spatial intelligence, 65 students had an average level of visual-spatial intelligence, and 10 students had a low level of visual-spatial intelligence. In terms of the ability to accurately perceive the visual world, students were still weak when it comes to counting a particu...
Journal of Physics: Conference Series
The process of thinking of students in understanding concepts and solving problems about geometry influenced by the cognitive ability of the level of geometry thinking of students, whether male or female. Van Hiele explained that there are five levels of thinking geometry. This study was conducted to determine the cognitive abilities of junior high school students based on Van Hiele's geometry thinking level viewed from a gender perspective. The method used is a descriptive qualitative method with question instruments and interview guidelines. The research subjects were six female students and six male students. The results of tests and interviews were analysed to determine the level of the tendency of students' geometric thinking. Research results show that there are four male students at level 3 (Deduction) and two students at level 2 (Informal Deduction).Whereas for female students there were three students at level 3 (deduction), two students at level 2 (simple deduction) and one student at level 1 (analysis). Male students are better at visual abilities and prefer simple ways of writing answers, while female students are better at verbal abilities and neater in writing answers. So it can be stated that male students tend to be superior to female students. This can be the basis for the treatment of students based on gender and cognitive abilities of students' level of geometry thinking.
2014
Introduction 2.1 The nature of visual-spatial skills 2.2 Spatial cognition 2.3 Contributing factors to the development of visual-spatial skills .14 2.4 The Improvement of spatial ability., 2.5 Diagrams and manipulatives 2.6 Internally guided visualization .19 2.7 Externally guided visualization 20 2.8 Correlating mathematical abilities and mathematical achievement .22 2.9 Summary of the related studies 23 2.10 A history of intelligence testing and spatial abilities 24 2.11 Theories of Perceptual thinking and Three-Dimensional pace 26 2.11.1 Gestalt field theory 26 2.11.2 Piaget's intelligence theory 28 2.12 School geometry 29 2.13 Theories of the development of geometrical thinking 31 2. 13. l Piaget and Inhelder: The child's conception of space 31 V 2.13 .2The Van Hieles: Levels of geometricthinking 2.14 Swnmary ofliterature review :~33 CHAPTER THREE: RESEARCH METHODOLOGY 3.0 Introduction 3.1 Research design 3.2 Population. 3.3 Sample and sampling technique 37 3.4 Instrumentation 3.5 Pretesting the research instruments 3.6 Blocking variable (past chievement) Al 3.7 The Treatment-3.8 Data collection and scoring procedure 3.9 Data analysis 3.10 Null hypotheses and analyses A4 4.0 CHAPTER FOUR: RESEARCH FINDINGS 4.1 Introduction ,.,. 4.2 Research Questions AS 4.3 Presentation of findings 45 4.3.1 Means and Standard Deviations 4.3.2 Correlation 47 4.3.3 Descriptive Statistics for analysis of variance. 48 4.3 A Analysis of variance 50 4.3A.lPost Hoc comparisons 51 4.3.5 Analysis of variance with spatial ability as a covariate 52
Malikussaleh Journal of Mathematics Learning (MJML)
This study aims to determine the relationship of junior high school students’ spatial and mathematical logical intelligence based on understanding the concepts. Spatial intelligence indicators in this study are reviewed from students’ abilities in using images as a tool for solving problems, connecting data with concepts that have been held, and finding patterns in solving problems. On the other hand, the indicators of students’ mathematical logical intelligence is observed by looking at students' abilities to mention and understand information that is known in a problem, to draw up a plan of completion and to do mathematical calculations correctly. The indicators of understanding concepts are restating a concept, providing examples and non-examples of concepts, and applying concepts or algorithms in problem solving. The research method in this research is the Ex Post Facto correlational type, with using a purposive sampling as the sampling technique. The results of the data ana...
Geometric thinking level of the Indonesian seventh grade students of junior high school
Journal of Physics: Conference Series, 2019
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.
Visuospatial reasoning of eighth-grade students in solving geometry problems: A gender perspective
Beta: Jurnal Tadris Matematika
Penalaran visuospasial sangat diperlukan dalam menyelesaikan masalah matematika terutama pada masalah geometri. Namun, banyak siswa yang mengalami kesulitan dalam melakukan penalaran visuospasial. Penelitian kualitatif ini bertujuan mendeskripsikan penalaran visuospasial siswa kelas VIII yang ditinjau dari perbedaan gender dalam menyelesaikan masalah geometri. Satu siswa laki-laki dan satu siswa perempuan dengan kemampuan matematika tinggi dipilih sebagai subjek. Tes dan wawancara digunakan untuk mengumpulkan data. Tes digunakan untuk menyelidiki penalaran visuospatial siswa dan wawancara bertujuan mengonfirmasi dan menggali lebih dalam penalaran siswa. Data hasil tes dan wawancara dianalisis dalam tiga tahap, yaitu reduksi data, penyajian data, dan penarikan dan verifikasi simpulan. Hasil penelitian menunjukkan bahwa penalaran visuospasial siswa laki-laki dan perempuan dalam menyelesaikan masalah geometri berada pada jenjang sintesis. Namun, terdapat perbedaan pada jenjang sintesis dalam mengidentifikasi keterkaitan spasial antar objek-objek. Siswa laki-laki mengutarakan informasi dari skema pandangan secara menyeluruh, sedangkan siswa perempuan mengutarakan bagian per bagian dari skema pandangan tersebut.
High Visual-Spatial Intelligence Students’ Creativity in Solving PISA Problems
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Creativity is very necessary for learning mathematics, especially when solving geometry problems. This research aims to describe 4th year mathematics education students’ creativity in solving geometry problems. Creativity in this research is focused on fluency, flexibility, and originality of student anwer when solving geometry problems. This research is an explorative descriptive research through a qualitative approach. The participants were 7 fourth year mathematics education students of state University in Mataram, who have a high level of visual-spatial intelligence. The data was collected by written test and interview. The test consisted of two open-ended geometry problems about transforming 3-dimensional images into 2-dimensional images and making 2-dimensional images with a predetermined circumference. The problems are modification of the 2006 PISA test. The result showed that subjects with high visual-spatial intelligence levels met all indicators of creativity. In solving p...