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Journal articles on the topic 'The theory of Van Hiele'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Izzati, Fitri Amalia, Hadi Kusmanto, and Toheri Toheri. "Pengaruh Penerapan Teori Van Hiele Berbantuan Software Wingeom Terhadap Kemampuan Penalaran Matematika Siswa pada Materi Geometri." ITEJ (Information Technology Engineering Journals) 2, no. 1 (July 25, 2016): 19–25. http://dx.doi.org/10.24235/itej.v2i1.13.

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One of the purpose of mathematics is to develop students’ mathematical reasoning abilities. But in the fact indicate that objective can’t be realized optimally. This research aims to determine the effect of application Van Hiele theory aided software wingeom to mathematical reasoning ability students on geometry. This research is case study with a sample of 40 students and using technique purposive sampling. The technique of collecting data used questionnaire and essay tests. Based on analysis of questionnaire obtained an average percentage of 63,04%, that means the student responded strongly. While mathematical reasoning ability is quite an average of 67,25%. Based on the hypothesis test analysis whit significance 5% show there is the effect of application Van Hiele theory aided software wingeom to mathematical reasoning ability on geometry. From the regression equation obtained = 8,482 + 0,847 X. The coefficient is positive, that means there is a positive correlation between the application Van Hiele theory aided software Wingeom and mathematical reasoning ability. The coefficient of determination 0,166 meaning that 16% variable mathematical reasoning ability is determined by the Van Hiele theory aided application software wingeom, while the remaining 84% is explained by other variable. The application of Van Hiele theory aided Wingeom software significantly affect students’ mathematical reasoning ability on geometry.
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2

Howse, Tashana D., and Mark E. Howse. "Linking the Van Hiele Theory to Instruction." Teaching Children Mathematics 21, no. 5 (December 2014): 304–13. http://dx.doi.org/10.5951/teacchilmath.21.5.0304.

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3

Teppo, Anne. "Van Hiele Levels of Geometric Thought Revisited." Mathematics Teacher 84, no. 3 (March 1991): 210–21. http://dx.doi.org/10.5951/mt.84.3.0210.

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The purpose of this article is to reexamine the van Hiele theory of levels of geometric thinking and to compare this theory with the geometry curriculum recommended by the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). Examples of activities for students are included to illustrate the ways in which van Hiele's theory can be translated into classroom practice.
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4

Anwar, Azwar. "Perbedaan Hasil Belajar Matematika Siswa ditinjau dari Level Geometri Van Hiele SMP Kelas VII." MANDALIKA Mathematics and Educations Journal 1, no. 2 (December 31, 2019): 74. http://dx.doi.org/10.29303/mandalika.v1i2.1536.

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This study aims to determine the distribution of student geometry levels based on Van Hiele's theory and find out the differences in students' mathematics learning outcomes in grade VII junior high school. The sampling technique is probability sampling and a sample of 182 students is obtained. Data collection techniques used were Van Hiele level geometry tests and test results. Data analysis used descriptive statistics and anova with a significance level of 5%. The results showed that only 170 students were included in the Van Hiele geometry level, namely 62 students were at level 0, 97 students were at level 1, 5 students were at level 2, and as many as 6 students are at level 3. In the inferential analysis based on analysis of variance (two-way anova) concludes that for learning outcomes based on Van Hiele level geometry obtained Fcount = 13.793 > Ftable = 9.28 means H0 is rejected means that there are differences in mathematics learning outcomes based on Van Hiele geometry level.AbstrakPenelitian ini bertujuan untuk mengetahui distribusi level geometri siswa berdasarkan teori Van Hiele dan mengetahui perbedaan hasil belajar matematika siswa di kelas VII SMP. Menggunakan teknik probability sampling dan diperoleh sampel sebanyak 182 siswa. Teknik pengumpulan data yang digunakan adalah tes level geometri Van Hiele dan tes hasil belajar. Analisis data menggunakan statistik deskriptif dan anova dengan taraf signifikansi sebesar 5%. Hasil analisis data menunjukkan bahwa dari 182 sampel, hanya 170 siswa yang termasuk dalam level geometri Van Hiele yaitu 62 siswa berada pada level 0, sebanyak 97 siswa pada level 1, sebanyak 5 siswa pada level 2, dan 6 siswa pada level 3. Analisis anova dua arah diperoleh Fhitung = 13,793 > Ftabel = 9,28 berarti H0 ditolak yang artinya terdapat perbedaan hasil belajar matematika berdasarkan level geometri Van Hiele.
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5

Handoko, Akbar, Santi Sartika, and Bambang Sri Anggoro. "Subject-specific pedagogy: Development of biology teaching materials based on van hiele thinking theory." JPBIO (Jurnal Pendidikan Biologi) 6, no. 1 (April 29, 2021): 125–32. http://dx.doi.org/10.31932/jpbio.v6i1.933.

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The learning tools used by teachers at the junior high school level are inadequate. This research aims to develop teaching tools based on Van Hiele thinking theory. This research method was research and development. Data collection was carried out using expert design validation sheets covering material, media, language, student response questionnaires, and teacher assessment sheets. The research results indicate that the percentage of science teacher (biology) assessments on the product were 76.5% and with proper criteria, after revision, the results show a higher percentage was 83% with very feasible criteria. The preliminary results or limited field trials of students have a percentage was 83% with very feasible criteria. Meanwhile, large group product trials have a percentage was 84%. This shows that the results of large group trials are higher when compared to limited trials (84%> 83%). So, concluded of this research that the Subject Specific Pedagogy based on Van Hiele thinking theory is very feasible to use.Keywords: Subject specific pedagogy, van hiele theory, teaching tools
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6

Lusyana, Evvy, and Wahyu Setyaningrum. "van Hiele instructional package for vocational school students’ spatial reasoning." Beta Jurnal Tadris Matematika 11, no. 1 (May 31, 2018): 79–100. http://dx.doi.org/10.20414/betajtm.v11i1.146.

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[Bahasa]: Artikel ini membahas kepraktisan dan keefektifan perangkat pembelajaran matematika sekolah menengah kejuruan (SMK) berbasis teori van Hiele dan berorientasi pada penalaran spasial. Perangkat pembelajaran berupa rencana pelaksanaan pembelajaran (RPP) dan lembar kegiatan siswa (LKS). Pengembangan perangkat pembelajaran dalam penelitian ini menggunakan model pengembangan ADDIE. Instrumen pengumpulan data terdiri dari lembar observasi keterlaksanaaan pembelajaran, lembar penilaian kepraktisan dari guru dan siswa, dan tes penalaran spasial. Subjek uji coba perangkat pembelajaran adalah 106 siswa dari tiga kelas di SMKN 2 Ngawi. Hasil penelitian menunjukkan bahwa perangkat pembelajaran matematika SMK menggunakan teori van Hiele berorientasi pada penalaran spasial praktis. Hal ini dapat dilihat dari respon guru dan siswa yang menyatakan bahwa perangkat dapat digunakan dalam pembelajaran di kelas. Selain itu, perangkat yang dikembangkan juga efektif dilihat dari persentase ketuntasan kemampuan penalaran spasial siswa mencapai 82% setelah menggunakan perangkat pembejalaran yang dikembangkan. Perangkat ini dapat menunjang kemampuan penalaran siswa karena menyediakan ilustrasi gambar dan bidang kartesius untuk memfasilitasi siswa berpikir spasial. Kata kunci: Perangkat Pembelajaran; van Hiele; Penalaran Spasial [English]: This paper discusses the practicality and effectiveness of mathematics instructional package for vocational school based on van Hiele theory and oriented to spatial reasoning. The learning package was developed using ADDIE’s model. The research instruments consisted of observation sheet, practicality assessment sheets from teachers and students, and spatial reasoning test. The tryout involved 106 students from three classes in SMKN 2 Ngawi. The result of research showed that instructional package of vocational school based on van Hiele theory is practical to use as can be seen from the teacher's and students’ responses. The instructional package was also considered to be effective because 82% of students passed the spatial reasoning test. The package provided figures illustration and Cartesian model that could support students’ spatial thinking. Keywords: Instructional Package; van Hiele; Spatial Reasoning
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7

Junedi, Beni. "PENERAPAN TEORI BELAJAR VAN HIELE PADA MATERI GEOMETRI DI KELAS VIII." MES: Journal of Mathematics Education and Science 3, no. 1 (November 14, 2017): 1–7. http://dx.doi.org/10.30743/mes.v3i1.213.

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This article discussed about theory applaying learning according Van Hiele is learning that focus on Geometry. This theory is found that to study Geometry the student have a development to think step by step certain. The steps student cognitive level consist of 1) Visualisation level is introducing level, 2) Analisys level is description level, 3) Abstraction level (deduction informal) is arraged level or relational level, 4) Deduction formal level, and 5) Rigor level is systhematys level. This implementation in the class Van Hiele determine some of learing faces 1) Information is about question answer for introducing the student, 2) Direction method is about the students to know the topic that have been learned by tools with accorate that have prepared the teacher make some observation, 3) Explication is explain a view appear about structure that have observation, 4) Free orientation is how the students faced task more than a way and task open ended and fase and 5) Integration is the students observe review and resume that have learn. Study applying theory Van Hiele more than applying on student activity, because student activity is role important on the procees of learning used study applying theory.
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8

Swafford, Jane O., Graham A. Jones, and Carol A. Thornton. "Increased Knowledge in Geometry and Instructional Practice." Journal for Research in Mathematics Education 28, no. 4 (July 1997): 467–83. http://dx.doi.org/10.5951/jresematheduc.28.4.0467.

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This study examined the effects on instruction of an intervention program designed to enhance teachers' knowledge of geometry and their knowledge of research on student cognition in geometry. Forty-nine middle-grade (4-8) teachers participated in a 4-week program consisting of a content course in geometry and a research seminar on van Hiele theory. The pretest and posttest results showed significant gains in content knowledge and in van Hiele level. The analysis of a lesson-plan task revealed a significant shift in goals and expectations to the next higher van Hiele level. Follow-up observations of 8 teachers found marked changes in what was taught, how it was taught, and the characteristics teachers displayed. Teachers attributed these changes to increased geometrical content knowledge and research-based knowledge of student cognition.
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9

Elly S, As, and Novianti Mandasari. "Analisis Proses Abstraksi Matematika dalam Memahami Konsep dan Prinsip Geometri Ditinjau dari Teori Van Hiele." Jurnal Pendidikan Matematika (JUDIKA EDUCATION) 1, no. 2 (September 1, 2018): 61–70. http://dx.doi.org/10.31539/judika.v1i2.312.

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This study aims (1) to analyze the process of abstraction of class XI IPA 2 of Lubuklinggau State 6 High School in understanding the concept of geometry overviewed from Van Hiele theory; (2) to analyze the process of abstraction of students of class XI IPA 2 in Lubuklinggau State Senior High School 6 in understanding the principles of geometry overviewed from Van Hiele theory. The method used in the study was a qualitative method. The results of data analysis obtained from five thinking stages based on Van Hiele's theory that theoretical of grade XI science 2 students of State Senior High School 6 Lubuklinggau only at stage 0 to stage 2, meanwhile at stage 3 and stage 4 the level of thinking of students of class XI 2 Science 2 State Senior High School 6 Lubuklinggau was still having difficulties in drawing conclusions from general matters towards specific matters and at this stage it is also a stage of thinking that is high, complicated and complex. Therefore, it can be concluded that the level of thinking of XI IPA 2 students at State Senior High School 6 Lubuklinggau is still low. Keywords: abstraction process, geometry concept, Van Hiele theory
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Budiarti, Marlinda Indah Eka. "Analisis Proses Pemecahan Masalah Geometri Berdasarkan Teori Van Hiele." Qalam : Jurnal Ilmu Kependidikan 5, no. 2 (January 8, 2019): 33. http://dx.doi.org/10.33506/jq.v5i2.344.

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AbstractThis study aims to explore and describe the process of problem solving geometry reach the level of visualization based on the Van Hiele theory. This type of research is descriptive explorative and qualitative approach. Subject of the study was obtained from the high school students who were tested on the level of Van Hiele geometry. Each level of visualization. The results of this study indicate that solving problems in geometry learners who attained think visualization is to identify problems and set goals using the language question.
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11

Linda, Linda, Martin Bernard, and Nelly Fitriani. "Analisis Kesulitan Siswa SMP Kelas VIII pada Materi Segiempat dan Segitiga Berdasarkan Tahapan Berpikir Van Hiele." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 4, no. 2 (July 12, 2020): 233. http://dx.doi.org/10.31331/medivesveteran.v4i2.1066.

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ABSTRAK Penelitian ini bertujuan untuk mengetahui serta menganalisis kesulitan matematis siswa dalam menyelesaikan soal matematika terutama pada materi segitiga dan segiempat. Subjek penelitian ini yaitu siswa kelas VIII SMP di Bandung. Instrumen yang digunakan yaitu tes tulis berupa esai yang berjumlah 5 soal. Penelitian ini menerapkan metode analisis deskriptif, agar dapat mengetahui kesalahan dan kekeliruan siswa dalam menyelesaikan soal. Pengolahan data dihitung kedalam bentuk rata-rata skor siswa yang diperoleh dengan analisis berdasarkan tahapan Van Hiele. Hasil penelitian ini menyatakan bahwa ketercapaian siswa dalam memecahkan soal materi segiempat dan segitiga berdasarkan tahapan berpikir Van Hiele terbanyak berada pada tahap 1 (analisis) sebesar 87,87%. Ketercapaian berpikir pada tahapan Van Hiele yang baik baru mencapai tahapan visualisasi (tahap 0) sebesar 12,12%. Pada tahap 2 (deduksi informal) dan tahap 3 (deduksi) siswa belum mampu mencapai tahapan tersebut. Dengan demikian dapat dilihat bahwa tingkat pemahaman siswa terhadap materi segiempat dan segitiga masih tergolong rendah sehingga terdapat kesulitan dan kendala bagi siswa dalam mengerjakan soal pada materi segiempat dan segitiga berdasarkan tahapan Van Hiele. Kata kunci: kesulitan siswa, segiempat dan segitiga, tahap berpikir Van Hiele. ABSTRACT The purpose of this research is to analyze student’s mathematical difficulties in solving mathematics problems, especially in quadrilateral and triangular material. The subject of this study were students of class VIII of Junior high school in Bandung. The instrument used were written tests in the form of essays consists of 5 questions. This research method uses descriptive analysis of students mistakes in solving problems. The data is analysis based on Van Hiele theory. The results of this study stated that the students' achievement in solving rectangular and triangle material problems based on Van Hiele's thinking stage was mostly in stage 1 (analysis) of 87.87%. The achievement of Van Hiele's good thinking stages has only reached the visualization stage (stage 0) of 12.12%. For stage 2 (informal deduction) and stage 3 (deduction) no student has been able to reach that stage. Thus it can be seen that the level of student understanding of rectangular and triangular material is still relatively low so that there is difficulty in solving students' problems on rectangular and triangular material based on Van Hiele's thinking stages. Keywords: Student difficulties, quadrilateral and triangular, Van Hiele Thinking stage.
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Musa, Lisa Aditya Dwiwansyah. "LEVEL BERPIKIR GEOMETRI MENURUT TEORI VAN HIELE BERDASARKAN KEMAMPUAN GEOMETRI DAN PERBEDAAN GENDER SISWA KELAS VII SMPN 8 PAREPARE." Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam 4, no. 2 (December 17, 2016): 103. http://dx.doi.org/10.24256/akh.v4i2.297.

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The study aimed at describing the level in thinking geometry according to Van Hiele theory based on geometry ability and gender differences. The subjects of the study were 4 people consisted of a male student with high geometry ability (LT), a female student with high geometry ability (PT), a male student with low geometry ability (LR), and a female student with low geometry ability (PR). The instrument of the study was the researcher herself as the main instrument assisted by test of geometry ability, test of Van Hiele, and guided interview which was valid and reliable. Data were collected by conducting test and test-based interview. The subject of the study grade VII students consisted of 4 people. The process of the study was conducted in several steps, namely (a) formulating the indicator of the level in thinking geometry according to Van Hiele theory based on the relevant theory and research, (b) formulating the supporting instrument (test of geometry ability, test of Van Hiele geometry, and guided interview) which was valid and reliable, (c) deciding the research subjects by providing test of geometry ability, (d) obtaining the data to reveal the level in thinking geometry of students on the characteristics of tetragon, (e) conducting time triangulation to obtain valid data, (f) conducting data analysis of the level in thinking geometry of students according to Van Hiele theory based on the geometry ability and gender differences, (g) conducting the discussion of the result of analysis, and (h) conducting conclusion drawing of the result of the study. The result of the study revealed that (1) the subject of LT was in level 2 of pre-ordering (unmaximized level 2), the subject had lack of understanding the correlation among planes in making the definition, (2) the subject of PT was in level 2 of pre-ordering (unmaximized level 2), the subject had lack of understanding the correlation among planes in making the definition, (3) the subject of LR was in level 1 of analysis, the subject could determine the characteristics of a plane; where as (4) the subject of PR was in level 1 of analysis, subject could determine the characteristics of a plane.
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Musa, Lisa Aditya Dwiwansyah. "Level Berpikir Geometri Menurut Teori Van Hiele Berdasarkan Kemampuan Geometri dan Perbedaan Gender Siswa Kelas VII SMPN 8 Pare-Pare." Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam 4, no. 2 (September 8, 2018): 103–16. http://dx.doi.org/10.24256/jpmipa.v4i2.255.

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The study aimed at describing the level in thinking geometry according to Van Hiele theory based on geometry ability and gender differences. The subjects of the study were 4 people consisted of a male student with high geometry ability (LT), a female student with high geometry ability (PT), a male student with low geometry ability (LR), and a female student with low geometry ability (PR). The instrument of the study was the researcher herself as the main instrument assisted by test of geometry ability, test of Van Hiele, and guided interview which was valid and reliable. Data were collected by conducting test and test-based interview. The subject of the study grade VII students consisted of 4 people. The process of the study was conducted in several steps, namely (a) formulating the indicator of the level in thinking geometry according to Van Hiele theory based on the relevant theory and research, (b) formulating the supporting instrument (test of geometry ability, test of Van Hiele geometry, and guided interview) which was valid and reliable, (c) deciding the research subjects by providing test of geometry ability, (d) obtaining the data to reveal the level in thinking geometry of students on the characteristics of tetragon, (e) conducting time triangulation to obtain valid data, (f) conducting data analysis of the level in thinking geometry of students according to Van Hiele theory based on the geometry ability and gender differences, (g) conducting the discussion of the result of analysis, and (h) conducting conclusion drawing of the result of the study. The result of the study revealed that (1) the subject of LT was in level 2 of pre-ordering (unmaximized level 2), the subject had lack of understanding the correlation among planes in making the definition, (2) the subject of PT was in level 2 of pre-ordering (unmaximized level 2), the subject had lack of understanding the correlation among planes in making the definition, (3) the subject of LR was in level 1 of analysis, the subject could determine the characteristics of a plane; where as (4) the subject of PR was in level 1 of analysis, subject could determine the characteristics of a plane.
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Masrurroh, Aidatul, and Masriyah Masriyah. "Pengembangan Perangkat Pembelajaran Kesebangunan Bangun Datar Berbasis Teori Van Hiele Untuk Meningkatkan Kemampuan Berpikir Tingkat Tinggi Siswa." MATHEdunesa 9, no. 1 (March 11, 2020): 61–68. http://dx.doi.org/10.26740/mathedunesa.v9n1.p61-68.

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In implementing the 2013 curriculum, Higher Order Thinking Skills (HOTS) must be integrated into learning activities. Similarity are sub material of similarity and congruence that students must learn. In fact, the higher order thinking skills of junior high school students in similarity material is low. To overcome this problem, it is necessary to develop a learning materials for learning in the form of plane similarity according to the level of student thinking in geometry, which is based on Van Hiele's theory to improve students' higher-order thinking skills. Van Hiele's theory was chosen because it suggests the development of students' thinking in learning of geometry occurs through five levels sequentially so that learning devices can be developed according to the level of van Hiele students. The purpose of this research is to obtain a description of the learning materials of plane similarity based on van Hiele theory based on van Hiele theory to improve students' high-level thinking skills that are valid, practical, and effective. This type of research is a research development using the 4-D model proposed by Thiagarajan then simplified to a 3-D model. Validation of learning devices, participant observation, questionnaires, and tests are the data collection techniques used. The results showed that the RPP, LKS, and THB were said to be valid then, the learning materials was declared valid; the management of learning is said to be good, the overall evaluation on the validation sheet of the learning materials is stated to be used, and the percentage of active student activities at the second meeting and the third meeting respectively is 91.25% and 91.25% then, the learning kit is declared practical; and the percentage of positive responses of students by 71% and an increase in higher order thinking skills seen from the results of the N-Gain pretest and posttest of 0,728 categorized as high then, the learning device is declared effective. Keywords: learning materials, plane similarity, van hiele’s theory, higher order thinking skills.
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Pakaya, Widi Candika, Abdul Qohar, and Susiswo Susiswo. "Keterampilan Geometri Siswa Kelas IV Sekolah Dasar Berdasarkan Teori Van Hiele Level Analisis." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 3 (March 30, 2019): 310. http://dx.doi.org/10.17977/jptpp.v4i3.12068.

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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This research was aimed to describe the geometry skills of students at Van Hiele's level of analysis. This study uses descriptive qualitative methods. Data is collected through interviews, recording, and student work. The research subjects amounted to 2 students, namely those who reached the level of analysis according to Van Hiele's theory in the 4th grade. The results of this study were students who reached the level of analysis according to Van Hiele's theory were able to do the questions well on visual, verbal, drawing, and applied skills even though they could not be fully completed. As for logic skills, the analysis level students are unable to answer the question correctly.</p><p class="Abstract"><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mendeskripsikan keterampilan geometri siswa level analisis Van Hiele. Penelitian ini menggunakan metode deskriptif kualitatif. Data dikumpulkan melalui wawancara, perekaman, dan pekerjaan siswa. Subjek penelitian berjumlah dua orang siswa yaitu siswa yang mencapai level analisis menurut teori Van Hiele di kelas IV. Hasil penelitian ini adalah siswa yang mencapai level analisis menurut teori Van Hiele mampu mengerjakan soal dengan baik pada keterampilan visual, verbal, menggambar, dan terapan meskipun belum sepenuhnya dapat diselesaikan. Untuk keterampilan logika, siswa level analisis tidak mampu menjawab soal tersebut dengan benar.</p></td></tr></tbody></table></div>
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Argaswari, Deshinta. "DEVELOPMENT OF MODULE OF LEARNING GEOMETRY BASED ON VAN HIELE THEORY." Jurnal Daya Matematis 6, no. 3 (February 28, 2019): 276. http://dx.doi.org/10.26858/jds.v6i3.8528.

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The aim of this research was to develop a teaching and learning module using Van Hiele theories for quadrilateral topics in grade VII students in middle school, which is valid, practical, and effective. Literatures explain that nowadays the students over generalize the concept of geometry without further understanding about the concept of geometry and the skills of proving and reasoning that geometry field try to improved. The method used was research and development with modification of Borg and Gall and Plump method. The initial investigation stage result stated that only 22.6% of students reached level 2 informal deduction, 35.5% students reached level 1 analysis and the rest of students were still in level 0 visualization. In order to solve this problem, the design and realization stages developed a module which was written based on phase of learning geometry. Next, the module was verified through trial test in a class of students grade VII in order to get data of validity and effectivity. Lastly, the module was tested through experimental research by comparing experimental and control class. The module was valid based on validator review. The module was effective because it can increase students geometry thinking level by 48%. The nonparametric test using K-S and Man Whitney show that the result of level of geometry thinking in experimental class was better than the control class. Overall result state that the module valid and effective
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Argaswari, Deshinta Puspa Ayu Dwi. "Development of Module of Learning Geometry Based on Van Hiele Theory." AKSIOMA : Jurnal Matematika dan Pendidikan Matematika 9, no. 2 (December 21, 2018): 98–108. http://dx.doi.org/10.26877/aks.v9i2.2559.

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The aim of this research was to develop a teaching and learning module using Van Hiele theories for quadrilateral topics in grade VII students in middle school, which is valid, practical, and effective. Literatures explain that nowadays the students over generalize the concept of geometry without further understanding about the concept of geometry and the skills of proving and reasoning that geometry field try to improved. The method used was research and development with modification of Borg and Gall and Plump method. The initial investigation stage result stated that only 22.6% of students reached level 2 informal deduction, 35.5% students reached level 1 analysis and the rest of students were still in level 0 visualization. In order to solve this problem, the design and realization stages developed a module which was written based on phase of learning geometry. Next, the module was verified through trial test in a class of students grade VII in order to get data of validity and effectivity. Lastly, the module was tested through experimental research by comparing experimental and control class. The module was valid based on validator review. The module was effective because it can increase students geometry thinking level by 48%. The nonparametric test using K-S and Man Whitney show that the result of level of geometry thinking in experimental class was better than the control class. Overall result state that the module valid and effective.
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Leivas, José Carlos Pinto, and Anne Desconsi Hasselmann Bettin. "TEOREMA DE PITÁGORAS E O FRACTAL ÁRVORE PITAGÓRICA: UM EXPERIMENTO NO ENSINO FUNDAMENTAL." Cadernos de Educação Tecnologia e Sociedade 11, no. 3 (November 1, 2018): 444. http://dx.doi.org/10.14571/brajets.v11.n3.444-457.

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This article approaches a qualitative research that had as objective to use some notions of euclidean geometry of students of a nineth year of Elementary School to realize the need to know some aspects of fractal geometry to understand the world in which they live. As a teaching methodology was used Van Hiele Theory for the development of reasoning in geometry with the software Geogebra in the construction of the fractal Pythagorean Tree. The students realized activities of classification of geometric figures and elements of nature, that allowed them to group them in properties or characteristics in two geometries and, with exploration of the photography resource, it was possible, for example, to identify the self-similarity characteristic of the fractal objects. The results of the research showed the efficiency of the Van Hiele Theory and Geogebra in the understanding of properties of the two geometries, in particular, on the Pythagorean theorem.
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Cesaria, Anna, Tatang Herman, and Jarnawi Afgani Dahlan. "Level Berpikir Geometri Peserta Didik Berdasarkan Teori Van Hiele pada Materi Bangun Ruang Sisi Datar." Jurnal Elemen 7, no. 2 (July 21, 2021): 267–79. http://dx.doi.org/10.29408/jel.v7i2.2898.

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According to Van Hiele, in understanding geometry, students need to understand five stages, namely stage 1 (introduction stage), stage 2 (analysis stage), stage 3 (sequencing stage), stage 4 (deduction stage), and stage 5 (accuracy stage). Each student has different geometric thinking abilities. This study aims to examine the geometric abilities of junior high school students in the material of flat-sided geometry according to Van Hiele's Theory. This research belongs to the type of qualitative research with a case study design. It was conducted at three schools in Padang, West Sumatra, Indonesia. The subjects were students of SMP Negeri 1 Padang, SMP Negeri 7 Padang, and SMP Negeri 25 Padang. Data collection was carried out using tests, interviews, and documentation. Data analysis was carried out with the stages of data reduction, data presentation, and data verification or drawing conclusions. The data originality technique was carried out with the triangulation technique, where the researcher compared the test data with the results of interviews with students. Of the 94 students (male = 38, female 56) tested based on the geometric thinking level of Van Hiele Theory, 92.55% of the students reached the Van Hiele thinking stage at the visualization level. As many as 45.74% of students reached the level of geometric analysis, and 6.38% of students reached the level of abstraction. For the level of deduction and accuracy, no one has been able to solve the problem. The results obtained in this study are that most students are still at stages 1 and 2, unlike van Hiele's opinion, which revealed that the level of geometric thinking for junior high school students is at level 3. According to the study results, it is essential to carry out further checks on the level of geometric thinking of junior high school students in other areas.
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Wiska, S., E. Musdi, and Y. Yerizon. "Teacher and students response to learning devices based on van hiele theory." Journal of Physics: Conference Series 1554 (May 2020): 012002. http://dx.doi.org/10.1088/1742-6596/1554/1/012002.

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Machisi, Eric, and Nosisi Nellie Feza. "Van Hiele Theory-Based Instruction and Grade 11 Students’ Geometric Proof Competencies." Contemporary Mathematics and Science Education 2, no. 1 (February 4, 2021): ep21007. http://dx.doi.org/10.30935/conmaths/9682.

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Kurniawan, I. G. D., I. M. Sugiarta, and G. Suweken. "PENGEMBANGAN MEDIA PEMBELAJARAN MATEMATIKA BERBASIS GEOGEBRA DENGAN PENDEKATAN TEORI VAN HIELE PADA POKOK BAHASAN NILAI MAKSIMUM DAN MINIMUM." Jurnal Pendidikan dan Pembelajaran Matematika Indonesia 8, no. 2 (September 4, 2019): 30–40. http://dx.doi.org/10.23887/jppm.v8i2.2850.

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AbstrakPenelitian ini adalah penelitian pengembangan yang bertujuan untuk menghasilkan produk media pembelajaran matematika berbasis Geogebra dengan pendekatan teori van Hiele pada pokok bahasan nilai maksimum dan minimum. Model pengembangan yang digunakan adalah Model 4-D (define, design, develop, disseminate) tetapi hanya dilaksanakan hingga tahap 3 (develop).Teknik anaisis data yang digunakan adalah teknik analisis data deskriptif kualitatif dan kuantitatif. Penelitian dilaksanakan di SMA Negeri 2 Negara dengan melibatkan 9 orang sebagai peserta uji coba. Terdapat tiga aspek yang dikaji dalam pengembangan media pembelajaran ini, yaitu: (1) kevalidan, (2) kepraktisan, dan (3) keefektifan. Hasil penelitian menunjukkan bahwa rata-rata skor dari ahli media pembelajaran adalah 4,67(sangat tinggi), oleh pengajar adalah 4,30 (sangat tinggi), persentase kepraktisan oleh guru 97,75% (sangat tinggi),persentase kepraktisan siswa sebesar 90% (sangat tinggi), dan hasil tes efektifitas media pembelajaran adalah 88,89%.Berdasarkan hasil uji coba tersebut media yang dikembangkan memenuhi kriteria valid, praktis, dan efektif dalam pokok bahasan nilai maksimum dan minimum. KataKunci:Geogebra, Maksimum, Media, Minimum, Teori van Hiele AbstractThis research is a development research that aimed to produce Geogebra-based mathematics learning media based on the van Hiele learning theory, subject of maximum and minimum values. The development model used is the 4-D Model (define, design, develop, disseminate) but the model is only execated up to the third stage (i.e. development stage). Data analysis used are qualitative and quantitative descriptive data analysis techniques. The study was conducted in SMA N 2 Negara involving 9 people as trial participants. There are three aspects studied in the development of this learning media, namely: (1) validity, (2) practicality, and (3) effectiveness. The results showed that the average score of the learning media expert is 4.67 (very high), by the teacher is 4.30 (very high), the percentage of practicality by the teacher is 97.75% (very high), the percentage of student practicality is 90% (very high), and the results of the learning media effectiveness test are 88.89%. Based on the results of the trial, the developed media meets the criteria of validity, practicality, and effectiveness in the subject matter of maximum and minimum values. Keywords: Geogebra, Maxsimum, Media, Minimum, van Hiele Theory
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Ngirishi, Harrison, and Sarah Bansilal. "AN EXPLORATION OF HIGH SCHOOL LEARNERS’ UNDERSTANDING OF GEOMETRIC CONCEPTS." Problems of Education in the 21st Century 77, no. 1 (February 14, 2019): 82–96. http://dx.doi.org/10.33225/pec/19.77.82.

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There is much concern in South Africa about the poor performance of learners in mathematics, particularly in geometry. The aim of this research was to explore the understanding of basic geometry concepts by grade 10 and grade 11 learners in terms of the van Hiele’s levels of geometry thinking. The participants of the research were 147 learners from three high schools in a rural area in the south of KwaZulu Natal, South Africa. The results showed that the learners had difficulties with problems involving definitions of geometric terms, interrelations of properties and shapes, class inclusion and changing semiotic representations. It was also found that most of the learners were operating at the visual and the analysis levels of the van Hiele levels of geometric thinking. It is recommended that teachers should provide learners with tasks that require movements between semiotic representations, and to also focus attention on improving learners’ skills in proving aspects of mathematical relations. Keywords: geometry, high school, van Hiele theory, class inclusion, mathematical proof, necessary and sufficient conditions.
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Indah, M. E. B. "Analisis Proses Pemecahan Masalah Geometri Berdasarkan Teori Van Hiele di Sekolah Menengah Atas." Jurnal Noken: Ilmu-Ilmu Sosial 2, no. 1 (November 19, 2017): 28. http://dx.doi.org/10.33506/jn.v2i1.24.

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This study aims to explore and describe the process of problem solving geometry reach the level of visualization, analysis and informal deduction based on the Van Hiele theory. This type of research is descriptive explorative and qualitative approach. Subject of the study was obtained from the high school students who were tested on the level of Van Hiele geometry. Each level of visualization, analysis and informal deduction taken two learners who can communicate well. The results of this study indicate that solving problems in geometry learners who attained think visualization is to identify problems and set goals using the language question. Troubleshooting on the geometry of learners who attained think the analysis is through fifth troubleshooting step IDEAL using their own language, but less systematic. Troubleshooting on the geometry of students who reach a level of thinking is through the informal deduction fifth troubleshooting step IDEAL by systematically using their own language.
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Rezky, R., and A. Wijaya. "Designing hypothetical learning trajectory based on van hiele theory: a case of geometry." Journal of Physics: Conference Series 1097 (September 2018): 012129. http://dx.doi.org/10.1088/1742-6596/1097/1/012129.

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Moru, Eunice Kolitsoe, Maqoni Malebanye, Nomusic Morobe, and Mosotho Joseph George. "A Van Hiele Theory analysis for teaching volume of three-dimensional geometric shapes." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 6, no. 1 (December 16, 2020): 17–31. http://dx.doi.org/10.23917/jramathedu.v6i1.11744.

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Geometry is among the cornerstones of mathematics because of its applicability in real life and its connection to other areas of mathematics. The reported study explored how the volume of 3D geometric shapes was taught in one high school in Lesotho. One male teacher and an intact class of sixty high school students were the participants of the study. The study was exploratory in nature. This was in order to understand the phenomenon under study so as to suggest ways on how to make some improvements for the future. Data were collected through classroom observations, photo shootings, note-taking, and interviews. Classroom observations enabled the researchers to start the analysis while also observing. The photos taken captured the nature of the tasks given to students, some explanations, and class interactions. The Van Hiele theory of geometric thought was used as the framework of analysis. The findings of the study show that at level 1, the teacher focused mainly on the vocabulary of the concept at hand, the information phase. Another phase which was dominant in the teaching at the same level is the direct orientation. The free-orientation phase was not fully realized. The analysis level was achieved through the information phase and the direct orientation phase. Thus the progression from one level to another by students occurred having some phases of learning being skipped due to the way the instruction was organized. It is postulated that lack of proper understanding of some concepts in geometry by students may result from this kind of instruction.
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Budiarti, Marlinda Indah Eka, and Faisal Eka Mahendra. "ANALISIS PEMECAHAN MASALAH GEOMETRI BERDASARKAN TINGKAT BERPIKIR TEORI VAN HIELE DAN GENDER." Pi: Mathematics Education Journal 3, no. 1 (April 16, 2020): 28–37. http://dx.doi.org/10.21067/pmej.v3i1.3853.

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Abstract: Due to difficulties in learning geometry, the teacher plays an important and active role in creating students who have good problem solving skills. The teacher also has to test the level of geometrical thinking of students based on Van Hiele's theory to find out the students understanding about geometry material, so the teacher can overcome the difficulties of students in learning geometry. This research is designed to explore and describe the process of geometry problem solving based on Van Hiele's theory. Therefore this research used descriptive exploratory. It used qualitative approach. The subject of this research is limited to University of Muhammadiyah Sorong students which obtained the level of visualization, analysis, informal deductive and will be analyzed based on the gender. Data of this research is 1) Geometry Van Hiele Test; 2) Problem Solving Test; 3) Interview. The conclusion of this research is: 1) At the level of male visualization thinking is to identify problem and determine goal using language problem. While at the level of women visualization, it reached on determining goal, ; 2) the level of male analysis thinking is able to pass five steps in problem solving by using own language but are less systematic. While level of female analysis thinking is able to pass five steps in problem solving systematically; 3) level of male deductive formal thinking is to pass five steps problem solving systematically and using own language. While level of female deductive formal thinking is able to pass five steps problem solving systematically and explaining by using own language.
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Sulfiyah, Riny, Baiduri Baiduri, and Agung Deddiliawan Ismail. "Analysis of Student’s Conceptual Understanding on Visualization Phase in Learning Geometry by Using Spinning Wheel Media." Mathematics Education Journal 3, no. 2 (January 22, 2020): 139. http://dx.doi.org/10.22219/mej.v3i2.11071.

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This research aimed to describe the result of using the spinning wheel with steps based on Van Hiele theory, and to know student’s conceptual understanding in visualization phase through spinning wheel media and to describe the effectiveness of spinning wheel in improving student level of thinking from visualization phase to analysis phase. This research was descriptive research on experimental teaching which the research subject was seventh grade students at junior high school 4 Pamekasan consisted of 26 visualization phase students. The data collection techniques used in this research were observation, test, and interview. The resulting research showed that the learning process by using Van Hiele learning theory and spinning wheel media could attract student’s interest in the learning process, so students had the good conceptual understanding. Besides, the result showed the student’s understanding level at SMP 4 Pamekasan, it divided into two categories which were very good; and good. In the very good category, the average score was 89,5%. Then, a student’s conceptual understanding in the good category has 70,99% as the average score. It also stated that the spinning wheel that had been used was effective. It stated as effective because the spinning wheel media could improve from student’s visualization thinking to student’s analytical thinking level.
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Muchsin, Sitti Busyrah, Rahmat Kamaruddin, and Vivi Rosida. "Developing Learning Instruments of Geometry Based on Van Hiele Theory to Improving Students’ Character." Journal of Physics: Conference Series 1028 (June 2018): 012137. http://dx.doi.org/10.1088/1742-6596/1028/1/012137.

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Razak, Firdha, Ahmad Budi Sutrisno, Zam Immawan, and Sitti Busyrah Muchsin. "Analysis Students’ Thinking Level with Cognitive Style “Field Independent” Based on Van Hiele Theory." Journal of Physics: Conference Series 1028 (June 2018): 012161. http://dx.doi.org/10.1088/1742-6596/1028/1/012161.

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Wijaya, Y. Y., Sunardi, Slamin, P. M. Margaretha, and N. P. A. A. Wijayanti. "Senior high school student’s visual-spatial intelligence according to van hiele geometric thinking theory." IOP Conference Series: Earth and Environmental Science 243 (April 9, 2019): 012055. http://dx.doi.org/10.1088/1755-1315/243/1/012055.

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Pratikna, Dominicus Savio, Sugiatno Sugiatno, and Agung Hartoyo. "PENGEMBANGAN INSTRUMEN EKSPLORASI KONSEP GEOMETRI BERSTRUKTUR DARI TEORI VAN HIELE BERBANTUAN SOFTWARE GEOGEBRA." Jurnal AlphaEuclidEdu 1, no. 2 (December 5, 2020): 121. http://dx.doi.org/10.26418/ja.v1i2.42881.

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The purpose of this study was to analyze the requirements of instrument, the characteristics of the developed questions prototype, the feasibility of the questions, and the thinking level of students regarding Van Hiele's Theory of geometry concept taught with assistance of Geogebra Software. This study was a Research and Development using Wina Sanjaya's model. The instrument' development procedure consists of four stages, namely: Preliminary Stage, Product Development Stage; Stage of Trial and Product Validation and Dissimination Stage of products. The instrument feasibility is based on the accuracy and practicality test. The subjects of this study were all students of class XI Santu Petrus Pontianak 2016/2017 Academic Year, with a sample of class XI-MIA3 students chosen randomly. The results showed the level of instrument feastibility which expressed through experts' testing and student' opinions, calculation of validity, reliability, distinguishing factors, levels of difficulty, and practicality test results. The instrument obtained an average validity of 0.68 belongs to high category, a reliability of 0.998 belongs to very high category, and a difficulty level of 0.35 belongs to moderate category. The percentage of content validity, construction and language content rated by the experts amounted to 91.16%, which categorized as high. The student response rate was 80.9% which belong to good category.Keywords: Instruments, Van Hiele's theory, Geogebra Software
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Dyupina, Anastasiya, and Marina Falileeva. "Methods of Organization of Spoc Course on Planimetry Training for Future Teachers of Mathematics." Russian Digital Libraries Journal 23, no. 1-2 (March 3, 2020): 49–56. http://dx.doi.org/10.26907/1562-5419-2020-23-1-2-49-56.

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The article presents using the van Hiele theory of geometric thinking for the organization of mixed training of students of the pedagogical Department of the N.I. Lobachevsky Institute of mathematics and mechanics KFU on the basis of SPOC course «Elementary mathematics: Plane geometry». Training includes the use of various IT-techniques and tools that can improve the quality of learning and form the necessary professional competence of the future teacher of mathematics. The course implements the technology of project-modular and inverted learning.
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Pungkasari, Amalia Mareta, and FX Didik Purwosetiyono. "KEMAMPUAN SPASIAL PERCEPTION DALAM MENYELESAIKAN MASALAH GEOMETRI BERDASARKAN TEORI VAN HIELE DITINJAU DARI KEMAMPUAN MATEMATIKA." Prismatika: Jurnal Pendidikan dan Riset Matematika 3, no. 1 (October 27, 2020): 75–86. http://dx.doi.org/10.33503/prismatika.v3i1.1123.

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Difficulties in learning geometry relate to spatial abilities. Students with good spatial skills will be able to solve geometric problems. In helping students overcome difficulties in learning geometry, they used the Van Hiele's learning theory. This qualitative descriptive study aimed to describe the spatial perception ability in solving geometric problems based on Van Hiele's theory in terms of mathematical ability. The subjects in this study were three junior high school students with high, medium, and low math abilities. Subjects were given a spatial ability test and an interview twice. The triangulation time and subject was carried out to test the credibility of data. Based on the results of data analysis, students with high, medium, and low math abilities were able to observe objects from different perspectives. Subjects with medium math abilities were able to observe the object from different perspectives. However, subjects with high and low math abilities have some difficulties in observing objects from different perspectives.
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Perdikaris, Steve. "A system framework for fuzzy sets in the van Hiele level theory of geometric reasoning." International Journal of Mathematical Education in Science and Technology 27, no. 2 (March 1996): 273–78. http://dx.doi.org/10.1080/0020739960270213.

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Kusuma, M. A., Susanto, N. Yuliati, P. Maharani, and N. Hasanah. "Thinking process of 7th class students in understanding quadrilateral concepts based on Van Hiele theory." Journal of Physics: Conference Series 1839, no. 1 (March 1, 2021): 012012. http://dx.doi.org/10.1088/1742-6596/1839/1/012012.

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Ermawati, Ermawati. "KEEKTIFAN MODEL TWO STAY TWO STRAY BERBASIS TEORI VAN HIELE DALAM PEMBELAJARAN MATEMATIKA SISWA KELAS V SD NEGERI 018 KUBANG JAYA KECAMATAN SIAK HULU KABUPATEN KAMPAR." JURNAL PAJAR (Pendidikan dan Pengajaran) 2, no. 4 (July 30, 2018): 619. http://dx.doi.org/10.33578/pjr.v2i4.5712.

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This research is based on mathematics learning at SD Negeri 018 Kubang Jaya which uses conventional learningmodel impact on the low of activity and result of learning which is indicated by the number of students who getvalue under Minimum Exhaustiveness criteria. The research design used was quasi experimental with nonequivalentcontrol group design. The population in this study are the students of class V SD Negeri 018 Kubang Jaya. Datacollection techniques used are unstructured interviews, observation, documentation, and tests. Based on the resultsof hypothesis test data of student learning activities with the calculation using independent sample t test, showedthat t count> t table (10,047> -2,011). Student learning result data indicate that t arithmetic> t table (3,221> -2,011) hence can be concluded activity and result of student learning at learning mathematics of wake up matterapplying model Two Stay Two Stray based Van Hiele theory higher than learning applying conventional model .Based on hypothesis test result using right side test formula, student activity data data show that t count>t table(16,664> -2,069) and significance value <0,05 (0,000 <0,05). Result of hypothesis test result of student learningshow that t count> t table (4,897> -2,069) and significance value <0,05 (0,000 <0,05). So the application of TwoStay Two Stray model based on van Hiele theory proved effective against activity and result of student learning onlearning mathematics of wake up matter.
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Jupri, A. "Using the Van Hiele theory to analyze primary school teachers' written work on geometrical proof problems." Journal of Physics: Conference Series 1013 (May 2018): 012117. http://dx.doi.org/10.1088/1742-6596/1013/1/012117.

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Watan, S., and Sugiman. "Exploring the relationship between teachers’ instructional and students’ geometrical thinking levels based on van Hiele theory." Journal of Physics: Conference Series 1097 (September 2018): 012122. http://dx.doi.org/10.1088/1742-6596/1097/1/012122.

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Andila, Y. D., and E. Musdi. "Practicality of geometry learning set based on van hiele theory to increase students’ mathematical communication ability." Journal of Physics: Conference Series 1554 (May 2020): 012007. http://dx.doi.org/10.1088/1742-6596/1554/1/012007.

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Ramlan, Andi Mariani, and Fitriyani Hali. "Analysis of the Difficulty of Mathematical Education Students in Completing the Geometric Running Problem Based on Van Hiele Theory in Geometry Transformation." Journal of Mathematics Education 3, no. 2 (November 21, 2018): 65–70. http://dx.doi.org/10.31327/jomedu.v3i2.834.

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The purpose of this study was to: (1) finding out the difficulties experienced by mathematics education students in solving geometric reasoning problems based on van Hiele's theory; (2) identifying the factors causing difficulties experienced by students in solving geometric problems based on van Hiele’s theory; and (3) determining the steps that need to be taken to overcome the students' difficulties in solving geometric reasoning problems based on van Hiele's theory in the Transformation Geometry Course. The students' difficulties in solving geometric reasoning problems based on van Hiele's levels will give an idea of the indicators of geometrical reasoning abilities that are still low, so that the right alternative solutions are obtained. This type of research is descriptive research with a qualitative approach. The research subjects were 28 students who programed geometry transformation courses. The instrument in this study was a test instrument, namely geometric reasoning abilities of students as many as 5 questions consisting of 5 levels of ability, namely visualization, analysis, abstraction, formal deduction, and rigor. While the data analysis techniques in this study used descriptive analysis. Collecting data in this study used interview techniques and written tests. The results showed that from the five indicators of geometric reasoning ability, for the visualization level, there were 26 people who achieved the optimal score with a percentage of 92.9. Seen at the level of analysis still not reached optimally with a percentage of 21.4 or only 6 people who achieved the optimal score, while the level of abstraction, formal deduction, and rigor has not been achieved. Difficulties experienced by students at the level of analysis, abstraction, formal deduction, and rigor. The causal factors experienced by students based on the results of interviews obtained information that students have difficulty answering questions due to several things including; students have forgotten about the material being taught, when they learn they understand but are less interested in developing, feel unsatisfied so they expect concrete media, need to be trained in many questions, and follow up to students. From this information, an appropriate alternative is needed, for example using van Hiele's theory to familiarize students with reasoning skills.
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Mostafa, Mahdian, Liaghatdar Mohammad Javad, and Oreyizi Hamid Reza. "The Effect of Van Hiele Theory-Based Teaching Educational Package on Achievement Goal Orientation of Student Teachers." Review of European Studies 9, no. 1 (December 29, 2016): 93. http://dx.doi.org/10.5539/res.v9n1p93.

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The purpose of this study is to examine the effect of Van Hiele theory-based teaching educational package on achievement goal orientation among student teachers. Research method of this study was quasi-experimental with plan of pretest-posttest and control group. Statistical population includes all student teachers Farhangian University of Isfahan, Iran so that two groups of participants with 176 members were randomly assigned to experimental and control groups responded the standardized questionnaire of achievement goals including four types of orientations mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance. To analyze the obtained data from questionnaire, descriptive statistics and Analysis of Variance (ANOVA) was used. According to the obtained result, the mean difference between pretest and posttest scores of experimental group was significantly more than control group in terms of orientation of mastery-approach (mastery-oriented). This difference was not significant for other variables in two experimental and control groups. People with mastery-oriented goals try to increase their abilities emphasizing on perception, vision and skill. Hence, educational package is suggested to develop and improve competences through increasing the level of understanding and perception of matter in order to professional promotion of teachers.
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Alex, J. K., and K. J. Mammen. "A Survey of South African Grade 10 Learners’ Geometric Thinking Levels in Terms of the Van Hiele Theory." Anthropologist 14, no. 2 (March 2012): 123–29. http://dx.doi.org/10.1080/09720073.2012.11891229.

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Dewi, A. K., Sunardi, M. Irvan, Hobri, and F. N. Rohmah. "Students’ error analysis in solving geometry problems based on the mathematical anxiety under the theory of van hiele." Journal of Physics: Conference Series 1465 (February 2020): 012059. http://dx.doi.org/10.1088/1742-6596/1465/1/012059.

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Andini, S., L. Fitriana, and Budiyono. "Elementary school students visual spatial comprehension based on van Hiele Theory: the case in Madiun, East Java, Indonesia." Journal of Physics: Conference Series 983 (March 2018): 012097. http://dx.doi.org/10.1088/1742-6596/983/1/012097.

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Ayu Cahyaningtyas, Brenda, Sunardi, Nanik Yuliati, Arisna Kusuma Dewi, and Fitriana Nikmatur Rohmah. "The profile of student’s anxiety in solving the critical thinking problem on geometry according to Van Hiele theory." Journal of Physics: Conference Series 1265 (July 2019): 012006. http://dx.doi.org/10.1088/1742-6596/1265/1/012006.

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Subbotin, Igor Ya, and Michael Gr Voskoglou. "An Application of the Generalized Rectangular Fuzzy Assessment Model to the van Hiele Level Theory of Geometric Reasoning." Universal Journal of Applied Mathematics 5, no. 1 (February 2017): 1–5. http://dx.doi.org/10.13189/ujam.2017.050101.

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Rahayu, S., and A. Jupri. "Geometrical thinking of junior high school students on the topic of lines and angles according to Van Hiele theory." Journal of Physics: Conference Series 1806, no. 1 (March 1, 2021): 012089. http://dx.doi.org/10.1088/1742-6596/1806/1/012089.

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Pachêco, Franklin Fernando Ferreira, and Gisele Ferreira Pachêco. "Geometria plana: um estudo sobre o quadrado com alunos do 7º ano do Ensino Fundamental sob a ótica da Teoria de Van Hiele." Revista Principia - Divulgação Científica e Tecnológica do IFPB 1, no. 33 (May 16, 2017): 50. http://dx.doi.org/10.18265/1517-03062015v1n33p50-57.

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<p>The objective of this work is to analyze the level of geometric knowledge of students of the 7th year of Elementary School, through the study of the square, mediated by Van Hiele Theory, which aims to verify the level of geometric knowledge through Of five levels of understanding in a hierarchical way. In addition, it serves as a contribution for the teacher to organize his classes and to identify the existing gaps about the geometric knowledge that the students possess, through a content, especially the one of the flat geometry. We approach a qualitative methodology with a diagnostic character. Participated in this work 26 students of the 7th grade of Elementary School of a public school, located in the municipality of São Vicente Férrer-PE. In this paper, we use two questions from a test. The first question presented a set of polygonal and non-polygonal figures, aiming at the students to identify the squares, from their physical form. The second question had as objective to verify if the students quoted the properties of the squares, exposing a greater knowledge of this geometric figure. According to the protocols presented by the students, the first question - which referred to the identification of the square from its physical form - presented a high success rate. The second question, which related to the properties of the square, presented a low success rate. Before our analysis, we can verify that, in the identification of the squares by means of their physical form, there is no evidence of difficulties by the students, but there is a certain fragility to cite their properties. In general, therefore, we analyze the protocols of the students, according to the levels of understanding of Van Hiele Theory, noting that these correspond to the level of analysis, because they are progressing in the perception of geometric knowledge, especially in the figure of the square</p>
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Utomo, Fajar Hendro, Indah Setyo Wardhani, and Muhammad Abdul Roziq Asrori. "KOMUNIKASI MATEMATIKA BERDASARKAN TEORI VAN HIELE PADA MATA KULIAH GEOMETRI DITINJAU DARI GAYA BELAJAR MAHASISWA PROGRAM STUDI PENDIDIKAN MATEMATIKA." CENDEKIA: Journal of Education and Teaching 9, no. 2 (October 1, 2015): 159. http://dx.doi.org/10.30957/cendekia.v9i2.37.

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Abstract:
This objective of this study is to describe competency of mathematic communication based on Van Hiele theory on geometry course viewed from visual and kinesthetic learning styles. The study was conducted in STKIP PGRI Tulungagung in November 2013 to August 2014, assigning 45 students as sample. The study revealed that: First, auditory learning style was achieved by: Level 1 = 0, Level 2 = 2, Level 3 = 9, Level 4 = 4, and Level 5 = 0, averaging at Level 3. This means that students do not understand when they construct definition, argument, role, formal deduction they worked; Second, kinesthetic learning style was achieved by: Level 1 = 0, Level 2 = 6, Level 3 = 10, Level 4 = 2, and Level 5 = 0, averaging at Level 3. This means that students do not understand on the work as done through auditory learning style.
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