Kesulitan Siswa dalam Menyelesaikan Soal Setara PISA konten Shape and Space ditinjau Berdasarkan Level Tingkat Berpikir van Hiele

Abstract

This study aims to determine students' difficulties in working on PISA-like mathematical problems on shape and space content based on van Hiele's level of thinking. This type of research was descriptive with a qualitative approach. The research subjects comprised 6 class X at High School in Mataram using VHGT instruments and PISA-like problems. The students' answers were thoroughly examined through in-depth interviews. Data analysis was performed using the Miles and Huberman model with data reduction, data display, and conclusion drawing/verification steps. The results showed that students were at the visualization, analysis, and informal deduction levels of thinking. The difficulties experienced by students at the visualization level were the same as students at the analysis level, which is found in several aspects such as language comprehension, visual perception, knowledge transfer, and numeracy. The difficulties of students with informal deduction thinking levels occur in 3 aspects: visual perception, knowledge transfer, and counting ability. Language comprehension includes students' understanding or confusion of the meaning of the problem and students' ability to convert the problem into mathematical form. Difficulties in the visual perception aspect of students relate to students' ability to visualize mathematical concepts in the problem. The knowledge transfer aspect focuses on how students connect existing ideas, and the numeracy aspect is related to students' ability to operate numbers.