Improving geometric thinking skills through learning cycles assisted by interactive geometry books
Keywords:
Geometry thinking skills, Learning cycle, interactive 3D Geometry BookAbstract
This research aims to analyze the increase in geometric thinking skills after using the Learning Cycle assisted by an interactive Geometry Book. The research design used is an experiment Design. In addition, the participants in this research were students in class VIII B at a private school in Indramayu Regency. Apart from that, the test instrument in this research is a test sheet in the form of a description. Next, the data obtained from the pre-test and post-test were analyzed statistically using the paired samples t-test. Based on the research results, it shows that the N-gain score shows an average value of 0.8903 or 89.03%, which is included in the high category. Furthermore, based on the normality test of the pre-test and post-test data, it shows that both data are normally distributed. Apart from that, based on the results of the paired samples test calculation, the Sig value is known. (2-tailed), namely 0.000 < 0.05, then Ho is rejected and Ha is accepted. Therefore, this study concludes that there is a difference in the average increase in students' geometric thinking abilities before and after using the interactive learning cycle assisted by interactive geometry books.
References
Arikunto, S. (2013). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Creswell, J. W. (2015). Research Design Pendekatan Kualitatif, Kuantitatif, dan Mixed. Yogyakarta: Pustaka Pelajar.
Hwang, W. Y., Chen, N. S., Dung, J. J., & Yang, Y. L. (2007). Multiple representation skills and creativity effects on mathematical problem solving using a multimedia whiteboard system. Educational Technology and Society, 10(2), 191–212.
Kaselin, Sukestiyarno, & Waluya, B. (2013). Kemampuan komunikasi matematis pada pembelajaran matematika dengan strategi react berbasis etnomatematika. Unnes Journal of Research Mathematics Education, 2(2), 121–127.
Kemendikbud. (2019). Pendidikan di Indonesia belajar dari hasil PISA 2018. Jakarta: Pusat Penilaian Pendidikan Balitbang KEMENDIKBUD.
Nguyen, N.-G., & Bui, T.-G. (2021). Applying 5E Teaching Model In Recognizing Regular Polygons And Rotations With The Help Of Geogebra Software. Advances in Social Sciences Research Journal, 8(8), 380–399.
Niss, M., & Højgaard, T. (2019). Mathematical competencies revisited. Educational Studies in Mathematics, 102(1), 9–28. https://doi.org/10.1007/s10649-019-09903-9
Nur, M. S., Prihatingtyas, C., & Rosmaiyadi. (2020). Kemampuan Representasi Matematis Siswa SMP pada Model Learning Cycle 7E dan Problem Based Learning pada Materi Statistika. Variabel, 3(1), 26–35.
Özerem, A. (2012). Misconceptions In Geometry And Suggested Solutions For Seventh Grade Students. International Journal of New Trends in Arts, Sports & Science Education, 1(4), 23–35. https://doi.org/10.1016/j.sbspro.2012.09.557
Permendikbud. (2014). Permendikbud 79 Tahun 2014 Tentang Muatan Lokal K13.
Senjaya, A. J. (2020). Langkah - Langkah Analisis Statistik Dalam Riset Bidang Pendidikan dan Sosial. Penerbit K-Media.
Sudirman, S., Rodríguez-Nieto, C. A., Dhlamini, Z. B., Chauhan, A. S., Baltaeva, U., Abubakar, A., ... & Andriani, M. (2023). Ways of thinking 3D geometry: exploratory case study in junior high school students. Polyhedron International Journal in Mathematics Education, 1(1), 15-34. https://doi.org/10.59965/pijme.v1i1.5
Sudirman, S., Kusumah, Y. S., Martadiputra, B. A. P., & Runisah, R. (2023). Epistemological Obstacle in 3D Geometry Thinking: Representation, Spatial Structuring, and Measurement. Pegem Journal of Education and Instruction, 13(4), 292-301. https://doi.org/10.47750/pegegog.13.04.34
Sugiyono. (2014). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Tan-sisman, G., & Aksu, M. (2016a). A study on sixth-grade students’ misconceptions and errors in spatial measurement: Length, area, and volume. International Journal of Science and Mathematics Education, 14(7), 1293–1319. https://doi.org/10.1007/s10763-015-9642-5
Tezer, M., & Cumhur, M. (2017). Mathematics through the 5E Instructional Model and Mathematical Modelling: The Geometrical Objects. EURASIA Journal of Mathematics Science and Technology Education, 13(8), 4789–4794.
Toomela, A. (1999). Drawing development: Stages in the representation of a cube and a cylinder. Child Development, 70(5), 1141–1150. https://doi.org/10.1111/1467-8624.00083
Wena, M. (2011). Strategi Pembelajaran Inovatif Kontemporer Suatu Tinjauan Konseptual Operasional. Bumi Aksara.
Wijaya, A. (2009). Learning Cycle Model for Learning Surface Area of Triangular Prism Workshop on Developing Learning Model. 1–23.
Wiryanto. (2014). Representasi Siswa Sekolah Dasar dalam Pemahaman Konsep Pecahan. Jurnal Pendidikan Teknik Elektro, 3(3), 1–12.
Published
How to Cite
Issue
Section
Copyright (c) 2023 Jihan Jamilatul Fatihah, Sudirman Sudirman, Mellawaty Mellawaty
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
