Analysis Of Student Spatial Ability Based On Van Hiele Theory And Mathematical Disposition Ability Based On Model Realistic Mathematics Education
| Main Author: | Minarni, Ani |
|---|---|
| Format: | Article PeerReviewed Book |
| Bahasa: | ind |
| Terbitan: |
IJSTR
, 2020
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| Subjects: | |
| Online Access: |
http://digilib.unimed.ac.id/43474/1/Peer%20Review.pdf http://digilib.unimed.ac.id/43474/ http://www.ijstr.org/final-print/mar2020/Analysis-Of-Student-Spatial-Ability-Based-On-Van-Hiele-Theory-And-Mathematical-Disposition-Ability-Based-On-Model-Realistic-Mathematics-Education.pdf |
Daftar Isi:
- This study aims to: 1) To analyze the ability of student space based on Van Hiele's theory based on the Model Realistic Mathematics Education 2) To analyze mathematical dispositions based on learning models of Model Realistic Mathematics Education 3) To find out the number of indicators of the ability of spatial ability and mathematical disposition of students achieved which are taught based on Model Realistic Mathematics Education. The subjects in this study involved students of class XII IPA-1 RK Serdang Murni Private High School who were treated with Model Realistic Mathematics Education based on Van Hiell's theory in odd semester 2019/2020 with a total of 30 students. The results showed that: 1) The thought process of students with visualization levels has been able to identify patterns in the building and has been able to determine the pattern of subsequent drawings, students with the level of analysis have the process of thinking by understanding and seeing images that are triangular nets that face together and contain many fields. In accordance with the indicator that students can solve problems involving projections of points and lines in a field in threedimensional space, students with informal deduction levels describe the answer with the appropriate shapes and vertices, students with deduction levels understand the picture and see the instructions given then draw them , it means students can deduct evidence deductively, students with rigor level can determine the shape of an object when viewed from various perspectives and certain situations. This is in accordance with rigor level indicators. 2) Mathematical Disposition of students after learning on Model Realistic Mathematics Education is in the good category. 3) The overall percentage of active student activity used during teaching and learning activities is within the ideal ideal time tolerance interval.