Gestures of Junior High School Students Based on Van Hiele Levels of Thinking
DOI:
https://doi.org/10.33387/j.edu.v24i1.11949Keywords:
Gesture, Geometry, Van Hiele's level of thinkingAbstract
The aim of the research is to describe the pointing gestures, representational gestures and writing gestures of students of SMP Negeri 1 Kota Ternate based on Van Hiele's level of thinking. This research uses a case study. The subjects of this research are 2 students of SMP Negeri 1 Kota Ternate and 2 students have gone through the subject selection stage. The researcher was the main instrument and recording tool, the VHGT question sheet and interview guide as supporting instruments. The data collection procedure was carried out by recording students while completing the VHGT, interviews and recording the details of students' answers using a handycam/android phone. Qualitative data analysis was carried out exploratively and continuously until complete or no new data was obtained about students' gestures based on Van Hiele's level of thinking. Students used pointing gestures at Van Hiele's level of thinking 0, 1 and 2 to focus attention on certain visual objects or geometric shapes, focus attention on objects related to the properties of the shapes, and focus attention on objects related to the properties of geometric shapes and connect them with the properties of other geometric shapes. Students used representational gestures at Van Hiele's level of thinking 0, 1 and 2 to describe or visualize geometric shapes concretely, describe or simulate the properties or rules that fulfill geometric shapes, and describe or simulate the properties or rules that fulfill geometric shapes. Students use their respective writing gestures at Van Hiele's level of thinking 0, 1 and 2 based on the visual characteristics or appearance of geometric shapes, when writing relationships in a geometric shape and to understand the relationship between one geometric shape and another.
Downloads
References
Alibali, M. W., & Nathan, M. J. (2007). Teachers’ Gestures as a Means of Scaffolding Students’ Understanding: Evidence From an Early Algebra Lesson. Video Research in the Learning Sciences, 349–365. https://doi.org/10.4324/9780203877258-30
Bada, C. B. (2024). Identification of High School Students’ Thinking Process Levels in Solving Geometry Problems Using Van Hiele’s Theory. Journal of Educational Charity, 5(1), 123–130.
Casanova, J. R., Cantoria, C. C. C., & Lapinid, M. R. C. (2021). Students’ Geometric Thinking on Triangles: Much Improvement Is Needed. Infinity Journal, 10(2), 217–234. https://doi.org/10.22460/infinity.v10i2.p217-234
Hafizh, F. A., & Kusno. (2025). Analysis of Students' Abstract Thinking Difficulties in Geometric Transformation Material: A Qualitative Study of Junior High School Students.Citra Bakti Scientific Journal of Education, 12(2), 570–584. https://doi.org/10.38048/jipcb.v12i2.5367
Lorenza, D., & Imauddin, M. (2023). Identifying Student Gestures in Solving Mathematics Problems of Grade VII Students at SMP N 2 Ampek Angkek.Journal on Education, 5(3), 7491–7499. https://doi.org/10.31004/joe.v5i3.1539
Masita, T. N., Irawan, E. B., & Sisworo. (2016). Students' Pointing and Representational Gestures According to Van Hiele's Thinking Stages.Journal of Education, 1(2), 271–280.
Mulbar, U., Rosidah, Sahid, & T, M. A. W. (2026). Analysis of Students' Gestures in Group Geometry Problem Solving Reviewed from Van Hiele's Thinking Stages.VENN: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences, 5(1), 198–209.
Nu’man, M., & Azka, R. (2023). Students’ Difficulties in Solving Geometry Problems.Polynom : Journal in Mathematics Education, 3(Knpmp I), 49–55. https://publication.ums.ac.id/bitstream/handle/11617/6955/17_154_Makalah Rev Della Narulita.pdf?sequence=1
Nursyam, S. Z. (2016). Analysis of Geometry Understanding Ability of Junior High School Students in Ternate City Based on Van Hiele's Stages.Delta-Pi: Journal of Mathematics and Mathematics Education, 1(1), 45–51. https://doi.org/10.33387/dpi.v1i1.79
Prayitno, A., & Surianastutiningtyas, A. M. (2023). Students' Gestures in Solving Cube Problems in Groups. InCendekia Journal: Journal of Mathematics Education (Vol. 7, Number 3, pp. 2907–2921). https://doi.org/10.31004/cendekia.v7i3.2439
Ruhama, M. A. H. (2024). Gesture in Mathematical Problem Solving.Journal of Mathematics Teacher Education, 4(2), 163–171. https://doi.org/10.33387/jpgm.v4i2.7941
Ruhama, M. A. H., Sa’Dijah, C., As’Ari, A. R., & Sisworo. (2018). Pointing Gesture and Speech of Teachers in Mathematics Learning According to Information, Initiation, and Feedback. Journal of Physics: Conference Series, 1028(1). https://doi.org/10.1088/1742-6596/1028/1/012151
Rusli, A., & Nani, K. La. (2021). Analysis of Errors of Grade VII Students of SMP Negeri 5 Ternate City in Solving Problems on Lines and Angles.SAINTIFIK@: Journal of Mathematics and Natural Sciences Education, 6(2), 61–64. https://doi.org/10.33387/saintifik.v6i2.3891
Sagita, M., & Hendriana, B. (2021). Identifying Students' Mathematical Gestures in Solving Geometry Problems.Cendekia Journal: Journal of Mathematics Education, 05(02), 963–973.
Sukmawati, R. A., & Salsabila, S. (2017). Geometry Problem Solving Ability of Junior High School Students in North Banjarmasin District in the 2016/2017 Academic Year.EDU-MAT: Journal of Mathematics Education, 5(2), 127–136. https://doi.org/10.20527/edumat.v5i2.4632
Sulistiowati, D. L. (2022). Factors Causing Students' Difficulties in Solving Geometry Problems on Plane Structures.BULLET: Multidisciplinary Journal of Science, 1(5), 941–951.
Sulistiowati, D. L., Herman, T., & Jupri, A. (2019). Student difficulties in solving geometry problem based on Van Hiele thinking level. Journal of Physics: Conference Series, 1157(4). https://doi.org/10.1088/1742-6596/1157/4/042118
Sulistyorini, Y. (2019). Gestures in Mathematics Learning on Conic Sections and Polar Coordinates. InSupermat (Journal of Mathematics Education) (Vol. 3, Number 1, pp. 1–9). https://doi.org/10.33627/sm.v3i1.147
Wicaksono, A. B., Chasanah, A. N., & Sukoco, H. (2021). Culture-Based Geometry Problem-Solving Ability Reviewed from Gender and Learning Style.Axiom, 10(1), 240–251
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Mustafa A.H. Ruhama, Hasan Hamid, Ardiana
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
- Penulis menyimpan hak cipta dan memberikan jurnal hak penerbitan pertama naskah secara simultan dengan lisensi di bawah Creative Commons Attribution License‚ yang mengizinkan orang lain untuk berbagi pekerjaan dengan sebuah pernyataan kepenulisan pekerjaan dan penerbitan awal di jurnal ini.
- Penulis bisa memasukkan ke dalam penyusunan kontraktual tambahan terpisah untuk distribusi non ekslusif versi kaya terbitan jurnal (contoh: mempostingnya ke repositori institusional atau menerbitkannya dalam sebuah buku), dengan pengakuan penerbitan awalnya di jurnal ini.
- Penulis diizinkan dan didorong untuk memposting karya mereka online (contoh: di repositori institusional atau di website mereka) sebelum dan selama proses penyerahan, karena dapat mengarahkan ke pertukaran produktif, seperti halnya sitiran yang lebih awal dan lebih hebat dari karya yang diterbitkan.
