Published date: Apr 26 2024

Journal Title: KnE Social Sciences

Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Models and Teaching Approaches

Pages: 943–952

DOI: 10.18502/kss.v9i13.16020

Muh. Khaedir Lutfimuh.khaedir.lutfi@upi.eduDepartemen Pendidikan Matematika, FPMIPA, Universitas Pendidikan Indonesia, Bandung. Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154, Indonesia

Endang Cahya MulyaningDepartemen Pendidikan Matematika, FPMIPA, Universitas Pendidikan Indonesia, Bandung. Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154, Indonesia

Fitri Annisa KusumastutiProgram Studi Pendidikan Matematika, FKIP, Universitas Tangerang Raya, Kabupaten Tangerang Kompleks Perumahan Sudirman Indah Blok E, Kec. Tigaraksa, Kabupaten Tangerang, Banten 15720, Indonesia

This study intends to analyze geometry tasks related to Higher Order Thinking Skills (HOTS) through geometrical thinking level by Van Hiele which consists of visualization, analysis, abstraction, deduction, and rigor. This study only focuses on visualization, analysis, and abstraction levels. The stages in this study are divided into three steps. Chronologically, the first stage begins with the process of compiling PISA tasks related to geometry and HOTS, especially for examining the students’ spatial abilities. From all the tasks obtained, three tasks match the criteria that were most relevant to Van Hiele’s geometrical thinking level. The second stage was continued by testing the instrument test to 23 students from one of the schools in Tangerang Regency as respondents. In the last stage, analyze the students’ answers based on the steps of their work and compare them with the theory of geometrical thinking from Van Hiele. The results of this study indicate that there are differences between the steps of the students’ answers and theoretical answer steps that are expected in this study. The conclusion that can be drawn is that the students’ learning experiences in understanding geometrical concepts are not theoretically compatible with the principles of spatial ability, especially in completing geometry tasks related to HOTS.

Keywords: Students’ Geometrical Thinking, Geometry Task, PISA

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