Students’ Errors in Solving Geometry Problems of Van Hiele Levels Based on Newman’s Error Hierarchy Model

DOI

10.2991/978-2-38476-176-0_45How to use a DOI?

Keywords

Geometry thinking; van hiele; hierarchic model; informal deduction

Abstract

The mathematical curriculum must include geometry because it helps pupils learn to think geometrically. This is so because geometry has many applications in both literacy and numeracy. One of the attempts undertaken is to identify the students’ geometric thinking level because it is crucial to comprehend students’ abilities in learning geometry. The levels of Van Hiele’s theory, which include level 0 (visualization), level 1 (analysis), level 2 (informal deduction), level 3 (deduction), and level 4 (deduction), can be used to gauge pupils’ proficiency in geometric reasoning (rigor). By examining students’ errors in resolving geometrical problems using the Hierarchical Error Newman model, it is possible to gauge the level of their geometric thinking. Through reading, understanding, transformation, process skills, and writing errors in the final answer, this study examines Van Hiele’s geometric thinking levels from errors made while working on geometry problems based on Newman’s Hierarchical Error model. The study’s target population is junior high school students. Students in class VIII at a school in Kendal Regency served as the test subjects for this study, which used a descriptive qualitative analysis as its research method. Techniques for gathering data included interviews, questionnaires, and extensive geometry student assessments. The study’s findings revealed that pupils could only advance to level 2. According to the results, 14 students were at level 0 (visualization), 8 students were at level 1, just 3 students attained level 2 (informal deduction), and neither level 3 nor level 4 had any students who were able to complete them. The percentage of mistakes made by pupils in the areas of visualization (44%), analysis (30%), and informal deduction (26%), respectively. The predominant faults students make are those that are related to understanding and composing the final response.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

TY  - CONF
AU  - Venissa Dian Mawarsari
AU  - Kintoko
AU  - Zaenuri
AU  - Iqbal Kharisudin
AU  - Abdul Aziz
PY  - 2023
DA  - 2023/12/31
TI  - Students’ Errors in Solving Geometry Problems of Van Hiele Levels Based on Newman’s Error Hierarchy Model
BT  - Proceedings of the 2nd UPY International Conference on Education and Social Science (UPINCESS 2023)
PB  - Atlantis Press
SP  - 316
EP  - 323
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-176-0_45
DO  - 10.2991/978-2-38476-176-0_45
ID  - Mawarsari2023
ER  -