Analisis berpikir geometri siswa sma ditinjau dari motivasi belajar dan pembelajaran berbasis teknologi. Teliti berpikir geometri siswa SMA (van Hiele) terkait motivasi & teknologi. Hasil ungkap rendahnya tahapan, dipengaruhi motivasi belajar dan minimnya penggunaan media teknologi. Tingkatkan pembelajaran!
Penelitian ini bertujuan untuk menganalisis tahapan berpikir geometri siswa SMA berdasarkan teori van Hiele dengan mempertimbangkan aspek motivasi belajar dan pemanfaatan teknologi dalam pembelajaran. Latar belakang penelitian ini didasarkan pada rendahnya pencapaian siswa dalam materi geometri yang ditunjukkan oleh hasil survei internasional seperti TIMSS serta pengamatan di lapangan yang menunjukkan kurangnya motivasi belajar dan minimnya penggunaan media berbasis teknologi. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan melibatkan 39 siswa kelas XI di salah satu SMA di Jawa Timur. Instrumen utama yang digunakan adalah Van Hiele Geometry Test (VHGT) serta wawancara mendalam. Hasil analisis menunjukkan bahwa sebagian besar siswa belum tergolong dalam tahapan berpikir geometri menurut teori van Hiele karena tidak mampu menjawab minimal 3 soal dalam satu level. Sebanyak 20 siswa tidak termasuk dalam tahap manapun (infit), 4 siswa berada pada tahap infit kondisi khusus, 13 siswa berada pada tahap visualisasi, dan hanya 2 siswa pada tahap analisis. Wawancara mengungkap bahwa rendahnya motivasi belajar, minimnya dukungan dari keluarga, serta terbatasnya penggunaan media teknologi menjadi faktor dominan yang memengaruhi hasil ini. Penelitian ini menyimpulkan bahwa peningkatan kualitas pembelajaran geometri sangat bergantung pada pemilihan strategi pembelajaran yang sesuai dengan tahap berpikir siswa dan penguatan motivasi belajar, baik intrinsik maupun ekstrinsik. Penggunaan media teknologi menjadi alternatif yang potensial untuk memfasilitasi visualisasi konsep-konsep geometri yang abstrak
The study, "Analisis Berpikir Geometri Siswa SMA Ditinjau dari Motivasi Belajar dan Pembelajaran Berbasis Teknologi," addresses a pertinent issue within mathematics education: the persistent challenge of students' low achievement in geometry, corroborated by international surveys and classroom observations. Utilizing a descriptive qualitative approach, the research aimed to map the geometric thinking stages of 39 high school students based on van Hiele's theory, while simultaneously exploring the influence of learning motivation and the role of technology in their learning experience. The findings are quite stark, revealing that a significant majority of students (20 'infit' and 4 'special infit') did not reach any discernible van Hiele stage, with only a small fraction demonstrating 'visualization' (13 students) or 'analysis' (2 students) levels. This low proficiency was further elucidated by interview data, which pinpointed low motivation, inadequate family support, and limited technology integration in teaching as critical contributing factors. The strength of this study lies in its holistic approach, combining a standardized assessment (VHGT) with in-depth qualitative interviews to provide a comprehensive understanding of both students' cognitive levels and the socio-pedagogical factors at play. The investigation into the interplay between van Hiele levels, motivation, and technology use offers valuable insights into the complex nature of geometry learning difficulties. However, the study's generalizability is somewhat limited by its modest sample size of 39 students from a single high school in East Java. While qualitative studies are not always intended for broad generalization, this aspect should be acknowledged. Furthermore, the abstract mentions "pembelajaran berbasis teknologi" in the title, yet the abstract's findings primarily highlight the *limited use* of technology as a problem, rather than directly analyzing the impact of *existing* technology-based learning on students' geometric thinking stages. Clarifying this distinction, or perhaps rephrasing the title to better reflect the scope (e.g., "peran dan kendala penggunaan teknologi") would enhance precision. The significant number of students categorized as 'infit' also suggests a need for further exploration into what interventions or foundational support might be necessary for students who are not yet even at the lowest recognized van Hiele stage. Despite these considerations, the research offers crucial practical implications for educators and curriculum developers. The findings strongly advocate for tailored instructional strategies that align with students' current thinking stages and emphasize the critical need to cultivate both intrinsic and extrinsic motivation. The suggested role of technology as a potential tool to facilitate the visualization of abstract geometric concepts is well-supported by the interview data revealing its current limited use. Future research could build upon this foundation by investigating the effectiveness of specific technology-based interventions designed to enhance geometric visualization and student motivation. Additionally, expanding the scope to a larger and more diverse student population, or conducting comparative studies across different educational contexts, would further enrich our understanding of these complex relationships. This study makes a valuable contribution by shedding light on the multidimensional challenges in geometry education in Indonesia.
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