Main Article Content
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.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
By submitting article to Pi: Mathematics Education Journal, authors have copyright but license exclusive rights in their article to the publisher. In this case authors have the right to:
- 1. Share their article in the same ways permitted to third parties under the relevant user license so long as it contains the end user license and a DOI link to the version of record on Pi: Mathematics Education Journal
- 2. Retain patent, trademark and other intellectual property rights (including research data)
- 3. Proper attribution and credit for the published work
Copyright of the layout and design of Pi: Mathematics Education Journal articles remains with the journal and cannot be used in other publications. Pi: Mathematics Education Journal also operates under the Creative Commons Licence CC-BY-NC-SA.