Analysis of Students' Geometrical Thinking from Geometry Task Related to HOTS from PISA
Abstract
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
References
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