Journal of Physics

(1)

The open access Journal fo conference proceedings iopscience.iop.org/jpcs

IOP Publishing

ISSN: 1742-6596

Volume 1613

Accepted papers received: 03 August 2020 Published online: 21 September 2020

Editor:

Martin L

Conference Series

Ahmad Dahlan International Conference on Mathematics and Mathematics Education 8-9 November 2019, Yogyakarta, Indonesia

1613

Digital Repository Universitas Jember

(2)

Journal of Physics: Conference Series

PAPER • OPEN ACCESS

The Preface of the Second Ahmad Dahlan International Conference on Mathematics and Mathematics Education (ADINTERCOMME) 2019

To cite this article: P W Prasetyo et al 2020 J. Phys.: Conf. Ser. 1613 011001

View the article online for updates and enhancements.

This content was downloaded from IP address 114.124.244.227 on 22/03/2021 at 14:08

Digital Repository Universitas Jember

(3)

Content from this work may be used under the terms of theCreative Commons Attribution 3.0 licence. Any further distribution of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.

Published under licence by IOP Publishing Ltd

Ahmad Dahlan International Conference on Mathematics and Mathematics Education Journal of Physics: Conference Series 1613 (2020) 011001

IOP Publishing doi:10.1088/1742-6596/1613/1/011001

1

The Preface of the Second Ahmad Dahlan International Conference on Mathematics and Mathematics Education (ADINTERCOMME) 2019

P W Prasetyo, J Purwadi, U Khasanah, S Fahmi, R C I Prahmana, A Istiandaru, F Setyawan, A Hendroanto, D Astuti, S W Priwantoro, V Istihapsari, D A Yuwaningsih, N Irsalinda, B A Nurnugroho, Z A Rafsanjani-Hsm, Y Ariadi Editorial Team of ADINTERCOMME’s 2019 Publication, Universitas Ahmad Dahlan Kampus IV UAD, Jl. Ringroad Selatan, Kragilan, Tamanan, Banguntapan, Bantul, Daerah Istimewa Yogyakarta 55191

E-mail: [email protected]

Preface

The Ahmad Dahlan International Conference on Mathematics and Mathematics Education, abbreviated as AD INTERCOMME, is a biennial international conference hosted in a cooperation by the Mathematics Department - Faculty of Science and Applied Technology - and the Mathematics Education Department - Faculty of Teacher Training and Education - of Universitas Ahmad Dahlan, Yogyakarta, Indonesia. It aims to provide a great forum for worldwide mathematicians, professors, teachers, and researchers to share their ideas about the trends and the emerging issues both in mathematics and mathematics education. In 2019, the AD INTERCOMME would be implemented for its second edition. We invite researchers and practitioners to come and to contribute in this conference.

We would be very happy to welcome you in Yogyakarta.

The keynote presentations are provided especially to show the contribution of Mathematician and Mathematics Educators in the world of mathematics and mathematics education towards research and knowledge sharing where our conference theme for this year is the contribution of Mathematics and Mathematics Education in Industrial Revolution Era 4.0. The main event is the talk of three keynote speakers. The first keynote speaker is Associate Professor Dr. Mazlini Adnan form Universiti Pendidikan Sultan Idris, Malaysia. The second keynote speaker is Associate Professor Martianus Frederick Ezerman, Ph.D from Nanyang Technological University, Singapore. The third keynote speaker is Associate Professor Dr. Sitti Maesuri Patahuddin from University of Canbera, Australia.

We also have speakers in workshop session coming from Universitas Ahmad Dahlan, Dr. Rully Charitas Indra Prahmana, S.Si., M.Pd who deliver the talk on the Publishing Manuscripts in a Scopus-indexed

Digital Repository Universitas Jember

(4)

2

Journal and M. Rizky Alif Yuza who deliver the talk on the Workshop Big Data: "Sentiment Analysis Using Pyhton, Elastic Search and Kibana. ADINTERCOMME 2019 was an overwhelming success, attracting the delegates, speakers and sponsors from many countries and provided great intellectual and social interaction for the participants. Without their support, the conference would not have been successfully organized. We trust that all the participants found their involvement in the Conference both valuable and rewarding. Our wish is that all participants would enjoy this conference, contribute effectively toward it and take back with you knowledge, experiences, contacts and happy memories of this conference and especially with this beautiful kingdom of Yogyakarta.

Dr. Puguh Wahyu Prasetyo, S.Si., M.Sc Editor in Chief

Digital Repository Universitas Jember

(5)

Peer review declaration

To cite this article: 2020 J. Phys.: Conf. Ser. 1613 011002

Digital Repository Universitas Jember

(6)

1

Peer review declaration

All papers published in this volume of (Choose 0ne) Journal of Physics: Conference Series/IOP Conference Series: Materials Science and Engineering/IOP Conference Series: Earth and Environmental Science have been peer reviewed through processes administered by the Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing.

Type of peer review: Single-blind / Double-blind / Triple-blind / Open / Other (please describe)

All articles are double-blind reviewed by using the open conference system provided by Universitas Ahmad Dahlan. Both author and reviewer worked anonymously.

Conference submission management system:

The authors submitted their articles to the open conference system at

http://seminar.uad.ac.id/index.php/adintercomme. The papers were distributed to the reviewers with double-blind review process. One paper was reviewed by two reviewers. The review results were also announced by the editor by using the open conference system.

Furthermore, all accepted papers were revised by the authors and after this process, all articles were edited by the layout team to make the papers meet with the JPCS layout style.

Number of submissions received:

The number of all submitted papers is 137 which consist of 130 papers distributed to the reviewers and 7 papers were directly rejected because they did not meet with the requirements determined by the committee.

Number of submissions sent for review:

The number of papers sent for review is 130.

Number of submissions accepted:

The number of accepted papers is 83.

Acceptance Rate (Number of Submissions Accepted / Number of Submissions Received X 100):

Acceptance Rate = ₁₃₇⁸³ × 100% = 60,5%

Digital Repository Universitas Jember

(7)

2

Average number of reviews per paper:

The average number of reviews per paper is 2.

Total number of reviewers involved:

Total number of reviewers involved is 37.

Any additional info on review process:

The reviewers were assigned based on their expertise and research interest.

Contact person for queries:

Email: [email protected] Mobile: +62-856-2911-051

Digital Repository Universitas Jember

(8)

3/22/2021 Journal of Physics: Conference Series, Volume 1613, 2020 - IOPscience

https://iopscience.iop.org/issue/1742-6596/1613/1 1/12

Preface

Papers

Volume 1613 2020

Previous issue Next issue

Ahmad Dahlan International Conference on Mathematics and Mathematics Education 8-9 November 2019, Yogyakarta, Indonesia

Accepted papers received: 03 August 2020 Published online: 21 September 2020

 

011001 OPEN ACCESS

The Preface of the Second Ahmad Dahlan International Conference on Mathematics and Mathematics Education (ADINTERCOMME) 2019

P W Prasetyo, J Purwadi, U Khasanah, S Fahmi, R C I Prahmana, A Istiandaru, F Setyawan, A Hendroanto, D Astuti, S W Priwantoro et al

View article PDF Open abstract



Peer review declaration



Automatic detection process of solar active region based on SDO/AIA digital image

I Sukarsih, A Hermawanti, Respitawulan, R Priyatikanto and E Kurniati View article PDF

Open abstract



Critical thinking ability through experiential learning in the calculus class

A A Abdullah, W N Shanti and D A Sholihah View article PDF Open abstract



This site uses cookies. By continuing to use this site you agree to our use of cookies. To find out more, see our Privacy and Cookies policy.

Digital Repository Universitas Jember

(9)

HOTS problem on function and probability: Does it impact to students' mathematical literacy in Universitas Terbuka?

T D Prastiti, S Tresnaningsih, J P Mairing and A R Azkarahman View article PDF

Open abstract



Brain based learning to improve students' higher order thinking skills

R Lusiana and T Andari



Mathematical reasoning through the application of solid geometry

H Widiatmoko, Mardiyana and Triyanto



Fuzzy c-shells clustering algorithm

N B I Pratiwi and D R S Saputro



Reflective pedagogical paradigm approach in mathematics learning

T V D Saputro and A Mahmudi



Students' mathematical critical thinking reviewed from self-regulated learning

V D Susanti, I Krisdiana and F Adamura



Mathematical probability: student's misconception in higher education

D Astuti, L Anggraeni and F Setyawan



Student mathematical anxiety: investigation on problem based learning

M G Jatisunda, N Kania, V Suciawati and D S Nahdi View article PDF Open abstract



Digital Repository Universitas Jember

(10)

The ethnomathematics in making woven bamboo handicrafts of osing community in Banyuwangi, Gintangan village as geometry teaching material

E Yudianto, S Susanto, S Sunardi, T Sugiarti and F A Fajar View article PDF Open abstract



Representation skills students reviewed from the prior knowledge through realistic mathematics education in a linear material program

Laelasari, Darhim and S Prabawanto



Pre-service mathematics teachers' experiences of teaching practice in function composition

N Kania, I Nurhikmayati and V Suciawati



Interactive learning media based on MySQL technology in mathematics

H Aliyah, T A Kusmayadi and L Fitriana



Flexibility in solving open-ended mathematics problems based on students' thinking styles

F Isyrofinnisak, T A Kusmayadi and L Fitriana View article PDF Open abstract



Solving Shortest Path Problems Using Mathematical Literacy Skill Figured Out By Pre- Service Teachers

D Apriandi, W Murtafiah, A D Ayuningtyas and H E Rudyanto View article PDF

Open abstract



Metacognition skills and higher order thinking skills (HOTS) in mathematics

U Albab, Budiyono and D Indriati



Contextual problem in mathematical problem solving: core ability in Realistic Mathematics Education

Digital Repository Universitas Jember

(11)

S A Pratiwi and D B Widjajanti



A survey of time series forecasting from stochastic method to soft computing

P Hendikawati, Subanar, Abdurakhman and Tarno View article PDF Open abstract



Identification the preliminary concept of geometry through Prambanan temple artifacts

A Andriani and Marsigit



Direct identification of Borobudur temple artefacts for learning flat shapes concepts

R Anista and M Marsigit



Mathematical Reasoning and Communication in TGT Learning Model with PQ4R Strategy

A I Primadani, Mardiyana and Triyanto



Study in statistics: motivation, independence, and learning achievement

Edi Irawan



Collaborative classroom action research for mathematics and science teachers in Indonesia

F Nurhasanah, U Sukandi, A B Kuncoro, A Rusilowati, W S Hastuti and A Prabowo View article PDF

Open abstract



Students' mathematical proficiency in solving calculus problems after Maple implementation

H Hamid, N Angkotasan, A Jalal, D Muhtadi and Sukirwan View article PDF Open abstract



Digital Repository Universitas Jember

(12)

Measurement of mathematics problems solving ability using problem based mathematics question

Zulfah, Astuti, Y F Surya, R Marta and T T Wijaya View article PDF Open abstract



Exploring students' critical thinking skills in a geometry lesson

D Hidayat and R Rosnawati



Mathematical resilience and mathematical problem-solving ability in Junior High School

D Attami, Budiyono and D Indriati



Are students having trouble solving problems polyhedron?

A N Arifah and H Retnawati



Flipped classroom research trends in mathematics learning in Indonesia

E Apriska and Sugiman



How do students promote mathematical argumentation through guide-redirecting warrant construction?

D Muhtadi, Sukirwan, R Hermanto, Warsito and A Sunendar View article PDF

Open abstract



Classification of genetic expression in prostate cancer using support vector machine method

S A Komarudin, D Anggraeni, A Riski and A F Hadi View article PDF Open abstract



Improvement of mathematics learning activity through lesson study

Benidiktus Tanujaya and Jeinne Mumu



Digital Repository Universitas Jember

(13)

Analysis of metacognition ability in solving environmental mathematics problems

Jeinne Mumu and Benidiktus Tanujaya



Geogebra in integral areas to improve mathematical representation ability

A Septian, Darhim and S Prabawanto



Does gender affect the mathematics creativity of junior high school students?

S D A Permatasari, Budiyono and H Pratiwi



Reflective mathematical thinking process and student errors: an analysis in learning style

N Ratnaningsih and E Hidayat



p-Summable Vector-Valued Sequence Spaces in Non-Archimedean 2-Normed Spaces

B A Nurnugroho and P W Prasetyo



The challenge-based learning to students' spatial mathematical ability

Wati Susilawati and Didi Suryadi



Analysis of students' metacognition in solving mathematics problems

I A Imaya, Budiyono and F Nurhasanah



Augmented Reality for Integer Learning: Investigating its potential on students' critical thinking

S Suryanti, Y Arifani and D Sutaji



Digital Repository Universitas Jember

(14)

The Role of Progressive Mathematics in Geometry Learning

Warsito, D Muhtadi, Sukirwan and H Saleh



Analysis of the government district RMTDP using FMD and dematel method

D Suhaedi, A A Ishfahani, E H Harahap, M Y Fajar and O Rohaeni View article PDF

Open abstract



Non-empirical Induction in mathematics conjecturing in the new knowledge construction

Supratman, Ratna Rustina and Yeni Heryani



Educational statistics textbooks to develop collaborative skills and critical thinking

D Astuti, A Prabowo, N A Hidayati and U Khasanah View article PDF Open abstract



Understanding primary school children's learning on addition of fractions

Nor'Arifahwati Haji Abbas, Masitah Shahrill and Rully Charitas Indra Prahmana View article PDF

Open abstract



Mathematical Literacy on Rectangles And Triangles Based on The Characteristics of Students' Way of Thinking

B A Nurnugroho, Nurul Arfinanti and Ika Kartika View article PDF Open abstract



Mathematical statistics learning model based on the Indonesian national qualification framework

E Syahputra, E Surya and D R Utami



Self regulated learning for social cognitive perspective in mathematics lessons

N E Zakiah and D Fajriadi

This site uses cookies. By continuing to use this site you agree to our use of cookies. To find out more,

see our Privacy and Cookies policy.

Digital Repository Universitas Jember

(15)

Management of authentic assessment in mathematics lessons to develop 4C skills

N E Zakiah and D Fajriadi



Students' creativity level on solving mathematics problem

C A F Thohari, Budiyono and H Pratiwi



TORIQ: Android-based mobile learning for vector lessons

R A Pratama, D Larasati and H Khotimah



Gender differences on students' self-regulated learning in mathematics

F M A Rohman, Riyadi and D Indriati



Mathematical literacy in pre-service elementary school teacher: A case study

V Yustitia, S M Amin and Abadi



Students' cognitive style in mathematical thinking process

M Izzatin, S B Waluyo, Rochmad and Wardono View article PDF Open abstract



Neuroscience study: Gender and mathematical creative thinking skills in vocational high school students

N Adiastuty, S B Waluya, Rochmad and N Aminah View article PDF Open abstract



Mathematics module based on problem-based learning to improve students' metacognition

I Barokah, Budiyono and D R S Saputro

Digital Repository Universitas Jember

(16)

Geometry learning in vocational high school: Investigating the students' difficulties and levels of thinking

M E O Barut and H Retnawati



Google form in engineering mathematics: Innovation in assignment method

Iswanti, S Astuti, Suryono, I Sayekti and B Krishna View article PDF Open abstract



Some diagnostics learning problems on basic arithmetic skills of junior high school students

J Hernadi, A Ekayanti and Jumadi



Enhancing students' self-efficacy through metacognitive strategies in learning mathematics

M F Amal and Ali Mahmudi



Mathematical Representation Ability and Self -Efficacy

Hanifah, S.B. Waluya, Rochmad and Wardono View article PDF Open abstract



Batak Toba culture on mathematics learning process at Medan high school

E Surya, C Purba, E Syahputra, D Haris, Mukhtar and B Sinaga View article PDF

Open abstract



Ensemble-support vector machine-random undersampling: Simulation study of multiclass classification for handling high dimensional and imbalanced data

Nur Silviyah Rahmi



The visualization and classification method of support vector machine in lymphoma cancer

Digital Repository Universitas Jember

(17)

B C Kristina, A F Hadi, A Riski, A Kamsyakawuni and D Anggraeni View article PDF

Open abstract



Unconstrained optimization based fractional order derivative for data classification

Dian Puspita Hapsari, Imam Utoyo and Santi Wulan Purnami View article PDF

Open abstract



Comparison of image edge detection methods on potholes road images

Tutuk Indriyani, Imam Utoyo and Riries Rulaningtyas View article PDF Open abstract



Open-ended mathematics module to improve students' higher order thinking skill

S Kurniawati, Budiyono and D R S Saputro



Gender differences in junior high school students' mathematical connection in geometry

D N O Sari, Mardiyana and I Pramudya



Van Hiele's Theory: Transforming And Gender Perspective of Student's Geometrical Thinking

H Fitriyani, E Yudianto, S Maf'ulah, F R Fiantika and R M Hariastuti View article PDF

Open abstract



FCM using squared euclidean distance for e-commerce classification in Indonesia

E Z Khulaidah and N Irsalinda



A system dynamic of the harvesting strategies to sustain the population of squid using logistic growth model

Muhamad Safiih Lola, Wan Saliha Wan Alwi, Mohd Afiq Ramlee, Fatin Alina Zulkifli, Che Noorlia Noor, Yahya Ibrahim and Mohd Tajuddin Abdullah



Digital Repository Universitas Jember

(18)

Calculus for software engineering: Students' perception towards flipped classroom

S K Ummah, R D Azmi and N Shofia



Simulation of Traffic T-Junction at Cibiru-Cileunyi Lane Using SimEvents MATLAB

E Harahap, D Darmawan and F H Badruzzaman View article PDF Open abstract



Four-Tier Diagnostic Test Method to Identify Conceptual Understanding in Calculus

Z N Fadhilatullathifi, B Ardiyanto, D D Rahayu, T Almukholani, I Rinayah and F Rahmawati View article PDF

Open abstract



Relational Thinking Skills of Junior High School Students and Their Relationship with Creativity in Solving Mathematical Problems

Budi Usodo, Mardiyana, Ikrar Pramudya, Sutopo and Rubono Setiyawan View article PDF

Open abstract



Mathematical reasoning in problem-solving in three dimensions

D R Arifanti



Cooperative learning based on probabilistic thinking profile SMP Muhammadiyah 3 Mlati regency of Sleman

Abdul Taram, Y L Sukestiyarno, Rochmad and Iwan Junaedi View article PDF

Open abstract



Project based learning to improve student learning activeness

S N Rohmah, S B Waluya, Rochmad and Wardono View article PDF Open abstract



Statistics literacy: what, why and how?

N A Hidayati, S B Waluya, Rochmad and Wardono View article PDF Open abstract

Digital Repository Universitas Jember

(19)

JOURNAL LINKS

Journal home

Information for organizers Information for authors Contact us

Reprint services from Curran Associates

The Development of Open-Ended Math Questions on Grade V Students of Elementary School

Yenni Fitra Surya, Zulfah, Astuti, Rusdial Marta and Tommy Tanu Wijaya View article PDF

Open abstract



Analysis of secondary school mathematics teachers' pedagogical content knowledge and intended teaching in curriculum reformation

A S E Hidayat and F Setyawan



Digital Repository Universitas Jember

(20)

Van Hiele’s Theory: Transforming And Gender Perspective of Student’s Geometrical Thinking

To cite this article: H Fitriyani et al 2020 J. Phys.: Conf. Ser. 1613 012070

Digital Repository Universitas Jember

(21)

1

Van Hiele’s Theory: Transforming And Gender Perspective of Student’s Geometrical Thinking

H Fitriyani¹, E Yudianto², S Maf’ulah³, F R Fiantika⁴, R M Hariastuti⁵

1Department of Mathematics Education, Universitas Ahmad Dahlan, Indonesia

2Department of Mathematics Education, University of Jember, Indonesia

3Department of Mathematics Education, STKIP PGRI Jombang, Indonesia

4Department of Mathematics Education, Universitas Nusantara PGRI Kediri, Indonesia

5Department of Mathematics Education, Universitas PGRI Banyuwangi, Indonesia

E-mail: [email protected]

Abstract. The purpose of this study was to identify the level of geometrical thinking of junior high school students in Bantul District using the Van Hiele test. The research approach was descriptive qualitative. The research subjects were students in grades VII and VIII in 4 junior high schools in Bantul district. The supporting instruments in this study were tests consisting of 25 multiple choice questions developed by Usiskin. Data were analyzed descriptively and qualitatively through several basic statistics. The results showed that there were 59.15% of students at the visualization level, 8.62% of students at the analysis level, and 1.42% of students at the informal deduction level. While the remaining 30.81% is in the previsualization category. In addition to the above categories, there were several students whose geometric thinking level was in the transition level category. The number of students who meet the criteria for the pre-analysis level and pre informal deduction level was 9.33% and 2.72% respectively. While viewed from a gender perspective. In general, Van Hiele's geometrical thinking level of male and female respondents did not differ much but male respondents had the potential to increase their geometry thinking level more than female respondents.

1. Introduction

Geometry is a field of mathematics studies that has existed since BC. The first manuscript describing geometry was entitled the Elements, the famous geometry book written by Euclid around 300 BC. In the prevailing curriculum in Indonesia, Geometry as part of mathematics studies has been taught since elementary school. Even since childhood, students have been taught with geometric structures even though they are still in the form of recognition.If geometry is part of mathematics, geometrical thinking is needed in problem-solving. While problem-solving is the life of mathematics learning [1]. So reversible thinking is important and must be considered so that students' ability to solve problems can be maximized. In learning geometry, a good logic of thinking is needed in order to understand the concepts and rules that exist and to develop the ability to thinking of geometry. Learning geometry can train logical thinking skills, systematic, thorough and creative [1]. These skills are needed to study other fields of mathematics studies and to solve problems in everyday life.

Digital Repository Universitas Jember

(22)

2

The theory of van Hiele consists of two-part, the first one is the level of thinking and the second one is the phase of learning [2-4]. The level of thinking describes the way of thinking that can be found in the students’ geometry. According [2-3], [5-10] the geometry thinking split into five successive levels:

a. Level visualization, which begins with nonverbal thinking. The student identifies, names, compares and operates on geometric figures (e.g., triangles, angles, or intersecting) according to their appearance

b. Level Analysis. In this level, Figures are the bearers of their properties. A figure is no longer judged because “it looks like one” but rather because it has certain properties. The student analyzes figures in terms of their components and relationship among components and discovers properties/rules of a class of shapes empirically (e.g. by folding, measuring, using grid or diagram).

c. Level Informal deduction. The student logically interrelates previously discovered properties/rules by giving or following informal arguments.

d. Level Deduction. The student proves theorems deductively and established interrelationships among networks of theorems.

e. Level Rigor. The students establish theorems in different postulation systems and analyze/compares these systems.

There is two types of numbering level of geometry thinking [9], van Hiele level 0 to van Hiele level 4 is according to the original work by Van Hiele, anda van Hiele level 1 to van Hiele level 5 which was adopted by Americans. In the letter case, Clement and Batista [8] suggested the existence of van Hiele level 0 called pre-recognition. Which student couldn’t fulfill all levels 1 -5 [4]. In this level, students couldn’t distinguish shapes due to the limited spatial visualization ability [8-9].

The second part of the van Hiele theory, the phase of learning, is a suggestion on how to organize the teaching of geometry. The phase of geometry learning in the van Hiele model are information, guided orientation, explicitation, free orientation and integration [9].

Several researchers report that geometry learning is still far from expectations which are characterized by a low understanding of students [11]. Empirical evidence in the field shows that there are still many students who lack an understanding of the concepts of geometry [1],[12]. This is reinforced by the level of students' geometrical thinking that has not been satisfactory in some school [11], this is like in junior high school in Ghana which there are 61,91% students in van Hiele level 1 (analysis) [4]. All of the research focuses on leveling students' geometry thinking according to Van Hiele theory both as a whole and at the grade level. Not many discussions about Van Hiele's geometry thinking level were seen from a gender perspective [13]. Therefore, it is necessary to identify the level of geometry thinking of junior high school students from a gender perspective.

2. Method

This research is a quantitative descriptive study. The research subjects were taken from students of class VII and VIII of 4 junior high schools in Bantul Regency totaling 847 students consisting of 495 male students and 352 female students. Data collection used test questions that were adopted from the van Hiele geometry (VHGT) test developed by Usiskin [14]. Many researcher [1],[4],[9],[13] used this VHGT.The test was designed to measure the order of geometry thinking levels based on van Hiele's theory and was constructed to classify students into five levels of geometrical thinking. The test consists of 25 items which every 5 items measure the level of Van Hiele's geometry thinking from level 1 – 5 [14]. The criteria for determining geometry thinking level are set by the following rules [1], [15]:

(1) Students are classified at the n^th level if: at least 3 out of 5 items are answered correctly at the n^th level and each previous level.

(2) Students are classified as transition levels between n^th and (n + 1) levels if:

a. at least 3 out of 5 items are answered correctly at the n^th level and each previous level, and

Digital Repository Universitas Jember

(23)

3

b. 2 of the 5 items answered correctly at the level (n + 1)

(3) Students can't be classified at the n^th level if only correct maximum 1 except on the visualization test (number 1 to 5) then students will be classified at the pre-recognition level.

Research data were analyzed descriptively using basic statistics.

3. Result and discussion

After analyzing the data from the Van Hiele geometry thinking test results and calculating the results of each level of thinking, the results obtained were that the level achieved by the respondents was at the level of visualization, analysis, and informal deduction. The following is the result of the respondent's overall geometry thinking level.

Table 1

Student’s geometry thinking level

Level %

Pre-recognition 30,81

Visualization 59,15

Analysis 8,62

Informal deduction 1,42

Deduction 0,00

Rigor 0,00

Total 100

Based on table 1 above shows that more than half of the respondents are still at the visualization level (59.15%). The level of analysis was only achieved by 8.62% of respondents. While the highest level achieved by respondents is the level of informal deduction where there are only 12 students who meet this level (1.42%). As for 30.81% of respondents still did not meet the criteria of geometry thinking leveling according to Van Hiele so that they were categorized as a pre-recognition level category. This is because the respondent's answer results are not consistent towards a certain level so that their level cannot be categorized according to the Van Hiele geometry thinking category [1],[4]. This inconsistency is possible because respondents did not seriously answer the Van Hiele Geometry thinking test, cheat other friends or answer carelessly.

Table 1 indicates that the average development of geometry thinking of junior high school students in Bantul is still at the visualization level. This reinforces the findings [4] that junior high school students have not yet reached the Van Hiele level of thinking that should be achieved, namely at the level of informal deduction. This finding also increasingly emphasizes that for the level of students in higher education the level of thinking geometry is still at the level of analysis [1]. Of course, this is not an encouraging result.

Therefore, it is necessary to improve geometry learning by referring to the Van Hiele theory.

In addition to the above levels, there are 12.05% of respondents whose geometric thinking ability is between two levels and almost rises to the next level so that it is included in the transition level category.

The following is the percentage of respondents who have the ability to think geometrically to enter the transition level.

Digital Repository Universitas Jember

(24)

4

Table 2

The transition level in geometry thinking

Level %

Pre-analysis 9,33

Pre informal deduction 2,72

Total 12,05

From table 2 it can be seen that the number of respondents at the transition level was the biggest at the pre-analysis level (9.33%) while the pre-informal deduction transition level was achieved by 2.72% of the total respondents. With appropriate geometry learning, the level of thinking of the geometry of respondents who are at this transition level is possible to be upgraded to a level above it. In addition to categorizing geometry thinking above, if viewed from a gender perspective it is found that there is generally no significant difference between male and female respondents. Following is the percentage of geometry thinking levels reviewed from a gender perspective.

Table 3

Levels of geometry thinking are reviewed from a gender perspective

Level M F

Pre-recognition 30,71% 30,97%

Visualization 56,77% 62,50%

Analisys 11,11% 5,11%

Informal deduction 1,41% 1,42%

Total 100,00% 100,00%

Table 3 shows that the level of geometry thinking of respondents both male and female is dominated at the level of visualization even though the percentage of the female is greater than male. Both of them reach the highest level at the level of informal deduction with a percentage that is not much different. At the analysis level, the percentage of male respondents was almost double the percentage of female respondents.

As for the transition level, as many as 23.23% of male respondents and female respondents as much as 19.89%. Both transition levels both pre-analysis and pre- informal deduction, percentage of male respondents (18.38% for pre-analysis and 4.85% for informal pre-deduction) were more than female respondents (17.33% for pre-analysis and 2.56% for informal pre-deduction levels). Thus, in general, Van Hiele's geometrical thinking level of male and female respondents did not differ much but male respondents had the potential to increase their geometry thinking level more than female respondents. This is possible because males tend to have better logic skills while in learning geometry the use of good logic is needed.

This finding supports the research findings [13].

4. Conclusion

Based on the description above, we can conclude that the average level of thinking of junior high school students in Bantul is at the visualization level (59.15%). The highest level that can be achieved by students at the level of informal deduction (1.42%). While the analysis level reached 8.62%. The remaining 30.81%

is in the pre-visualization category. In addition to the above categories, there were several students whose

Digital Repository Universitas Jember

(25)

5

geometric thinking level almost reached the level above but still did not meet the level criteria afterward so that it was still in the transition level category. The number of students who meet the criteria for the pre- analysis level and pre-informal deduction level is 9.33% and 2.72%. While viewed from a gender perspective, the level of geometry thinking of female and male respondents is not much different. This is indicated by 62.5% of female students at the level of visualization while male students reached 56.77%, at the level of analysis there were 5.11% of female students and male students the percentage was 11.11% of the total male students and at the level of informal deduction is not much difference due to 1.42% female students and 1.41% male students. Thus, in general, Van Hiele's geometrical thinking level of male and female respondents did not differ much but male respondents had the potential to increase their geometry thinking level more than female respondents.

References

[1] Fitriyani H, Widodo AS A and Hendroanto A 2018 Students’ Geometric Thinking Based on Van Hiele’s Theory. Infinity J 1 pp 55-60

[2] Gutiérrez A 1992 Exploring the links between Van Hiele Levels and 3-dimensional geometry Structural Topology 18

[3] Tutkun O F & Ozturk B The effect of GeoGebra Mathematical Software to the academic success and the level of Van Hiele Geometrical Thinking International Journal of Academic Research 4 pp 22-28

[4] Bashiru A and Nyarko J 2019 Van Hiele Geometric Thinking Levels of Junior High School Students of Atebubu Municipality in Ghana African Journal of Educational Studies in Mathematics and Sciences 1 pp 39-50

[5] Crowley M L 1987 The van Hiele Model of the Development of Geomemc Thought In Learning and Teaching Geometry K-12 Yearbook of the National Council of Teachers of Mathematics, edited by Mary Montgomery Lindquist, Reston, Va.: (Virginia: National Council af Teachers af Mathematics) pp 1-15

[6] Van de Walle J A 1998 Elementary and middle school mathematics: Teaching developmentally.

(Reading: Addison-Wesley Longman, Inc)

[7] Clements D H 1998 Geometric and Spatial Thinking in Young Children (New York: National Science Foundation)

[8] Clements D H, Swaminathan S, Hannibal M A Z and Sarama J 1999) Young children's concepts of shape Journal for research in Mathematics Education 30 pp 192-212.

[9] Chua G L L, Tengah K A, Shahrill M, Tan A and Leong E 2017 Analysing Students’ Perspectives on Geometry Learning from The Combination of Van Hiele Phase-Based Instructions and Geogebra Procediing of the 3rd International Conference on Education pp 205-13

[10] Howse T D and Howse M E 2015 Linking the Van Hiele theory to instruction Teaching children mathematics 5 304-13

[11] Fitriyani H and Khasanah U 2017 Student’s rigorous mathematical thinking based on cognitive style Journal of Physics: Conference Series 943 p.012055

[12] Hardianti D, Priatna N, and Priatna B A 2017 Analysis of Geometric Thinking Students’ and Process- Guided Inquiry Learning Model Journal of Physics: Conference Series 895 p.012088

[13] Haviger J and Vojkůvková I 2014 The van Hiele geometry thinking levels: gender and school type differences Procedia-Social and Behavioral Sciences 112 pp 977-81

[14] Usiskin Z 1982 Van Hiele levels and achievements in secondary school geometry (Chicago:

University of Chicago) p 227

Digital Repository Universitas Jember

(26)

6

[15] Yudianto E, Sunardi, Sugiarti T, Susanto, Suharto, and Trapsilasiwi D 2018 The identification of van Hiele level students on the topic of space analytic geometry Journal of Physics: Conference Series 983 pp. 1–5

Journal of Physics - Universitas Jember

IOP Publishing