Deskripsi Pemahaman Geometri Siswa SMP pada Materi Segiempat berdasarkan Teori Van Hiele ditinjau dari Gaya Kognitif Siswa

Suradi Tahmir(1*), J. Ja'faruddin(2), Nurul Fitriany Abbas(3),

(1) Jurusan Matematika FMIPA Universitas Negeri Makassar, 90224
(2) Jurusan Matematika FMIPA Universitas Negeri Makassar, 90224
(3) Jurusan Matematika FMIPA Universitas Negeri Makassar, 90224
(*) Corresponding Author




DOI: https://doi.org/10.35580/imed9478

Abstract


Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif yang bertujuan untuk mendeskripsikan pemahaman geometri siswa SMP pada materi segiempat berdasarkan teori van Hiele dan ditinjau dari gaya kognitif siswa. Subjek pada penelitian ini merupakan siswa SMP yang dipilih berdasarkan tes GEFT yaitu 1 siswa yang memiliki gaya kognitif Field Dependent dan 1 siswa yang memiliki gaya kognitif Field Independent. Selanjutnya subjek mengerjakan tes pemahaman geometri pada materi segiempat dan melakukan wawancara untuk memperoleh data pemahaman geometri siswa pada materi segiempat. Pemahaman geometri subjek dideskripsikan melalui teori van Hiele yang memuat tingkat pemahaman geometri van Hiele yaitu visualization, analysis, abstraction, formal deduction, dan rigor. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan pemahaman geometri siswa dengan dengan gaya kognitif Field Dependent dan siswa dengan gaya kognitif Field Independent. Siswa dengan gaya kognitif Field Independent memiliki pemahaman geometri pada materi segiempat yang lebih baik pada tiap tingkat pemahaman geometri yang telah ia capai dan berada pada tingkatan yang lebih tinggi dibandingkan siswa dengan gaya kognitif Field Dependent. Siswa dengan gaya kognitif Field Independent telah mencapai tahap awal formal deduction sedangkan siswa dengan gaya kognitif Field Dependent masih berada pada tingkat analysis.

Kata Kunci:Pemahaman Geometri, Teori van Hiele, Tingkat Pemahaman Geometri van Hiele, Segiempat, Gaya Kognitif.

Abstract. This research is a descriptive research with qualitative approach which aims to describe Junior High School students’ geometry understanding on quadrilateral based on van Hiele Theory and observed from students’ cognitive style. Subjects in this study were Junior High School students who were selected  based on GEFT test i.e. 1 student who has Field Dependent cognitive style and 1 student who has Field Independent cognitive style.  Then, subject undertook a geometry understanding test on quadrilateral material and conducted interviews to obtain data of students’ geometric understanding on quadrilateral. Subjects’ geometry understanding were described by van Hiele theory that contained van Hiele level of geometry understanding i.e. visualization, analysis, abstraction, formal deduction, and rigor. The result of this study show that there are differences in geometry understanding between student with Field Dependent cognitive style and student with Field Independent cognitive style. Student with Field Independent cognitive style has geometry understanding on quadrilateral better at each level of geometry understanding that had been achieved and was at higher level than student with Field Dependent cognitive style.  Student with Field Independent cognitive style has reached the initial stage of formal deduction, while student with Field Dependent cogitive style still is at analysis level.

Keywords:Geometry Understanding; Van Hiele Theory; Van Hiele Level of Geometry Understanding; Quadrilateral; Cognitive Style..

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