The profile of students conceptual understanding and procedural knowledge in solving geometry problems based on van hiele levels

Abstract

Abstract This study aimed to describe the conceptual understanding and procedural knowledge of students in problem solving polyhedral in terms of the level of visualization, analysis and informal deduction and to investigate the correlation between conceptual understanding and procedural knowledge to problem solving. The method used was a mixed method that combines quantitative and qualitative methods. 297 Junior High School students from five different schools in Jember were selected as samples and three students were selected as the subject. That Determine the subject chosen by the van hiele test. The data were collected through tests and interviews. The results of the test van hiele obtained visualization level students as much as 44.5%, students’ level of analysis as much as 34.2%, informal deduction level students as much as 15.5% and 5.8% were classified at the level of pre-visualization. The results of the geometry test show that students at the visualization level meet some indicators of conceptual understanding but none of them meet the indicators of procedural knowledge, students at the level of analysis meet some indicators of conceptual understanding and procedural knowledge, while students with a level of deduction meet all indicators of conceptual understanding and procedural knowledge. The Results of the test showed that the higher the level of geometrical thinking students, the better the conceptual understanding and procedural knowledge.The results also showed that there was a significant relationship between conceptual understanding and procedural knowledge to solving the problem of 82.3% shown by the person correlation coefficient is 0.515 with a confidence level of 95% and a significant level α = 0.05. The better the conceptual understanding and procedural knowledge the better the ability to solve the problem.