Learning the relation between quadrilateral using geometry’s puzzle for blind students

Abstract

Abstract Geometry is one of the fields in mathematics that deals with the shape, size, and properties of space that doesn’t require prior skills like basic arithmetic. Although the model of geometry’s object familiar and found in everyday life, it doesn’t mean that geometry is easily learned by students, especially to blind students who have limited visualization. A quadrilateral is a geometry matter which in its learning is often emphasized in the use of formulas and memorization so that students don’t understand the concept of each shape and its relation with the other ones. So, this underlies the researcher to design a learning trajectory of the relation between quadrilateral using geometry’s puzzle based on direct experience of blind students. The purpose of this research was determining the role of learning the relation between quadrilaterals using geometry’s puzzle to help students understand learning quadrilateral concepts. The method used is design research with Gravemeijer and Cobb’s model that through three stages, i.e. preliminary design, teaching experiments, and retrospective analysis. This research describes how geometry’s puzzle in learning the relation between quadrilaterals contribute to the understanding of quadrilateral concepts for blind students of MTs Yaketunis Yogyakarta. The result of this research shows that geometry’s puzzles can help increase students’ understand the concept of each quadrilateral shapes through the construction of knowledge about the relation between quadrilaterals so that students don’t need to memorize the definitions or properties of each quadrilateral shapes and achieve the defined minimum completeness criteria, that is 70.