ANALISIS TINGKAT SOAL-SOAL GEOMETRI PADA BUKU MATEMATIKA KELAS IV DITINJAU DARI TEORI VAN HIELE - Risa Fatimah, - (2020)
Kemampuangeometrisiswa sekolah dasar diIndonesiamasihterbilang rendah. Salah satu penyebabnya adalah guru yang belum paham mengenai tahapan berpikir dalamgeometri.Padahalmenurut teorivan Hielegeometri merupakan materi pembelajaran yang memerlukan tingktan berpikir yang bertahapuntukmemahamidanmenguasainya.Selainitumasih terdapatguruyang belum mengenal teori van Hiele itu sendiri. Evaluasi pembelajaran dapat dilakukanuntukmeningkatkanpemahamansiswa dalammenguasaigeometri melaluilatihansoalyangterdapatdalambukumatematika.Maka diperlukansoal-soal yang tepat dansesuai untuk meningkatkan pemahaman siswa dalam geometri,salah satunyadenganmenerapkantingkatberpikir menurutteorivan Hieleyang termuatdalamlatihansoal.Penelitianinibertujuanuntukmengetahui kesesuaiandanpersentasetingkatsoal-soalpadalatihansoalgeometribangun datar ditinjaudariteorivanHielepada bukumatematikakelasIVyaitubukuI denganjudul,"SenangBelajarMatematika"yang diterbitkanolehKemendikbud pada tahun 2018 dan buku II dengan judul "Matematika untuk kelas IV Kurikulumyang Disempurnakan"yang diterbitkanolehPT.GAP.Metodeyang digunakanyaitukualitatif denganteknikanalisisisi.Analisisdilakukan menggunakaninstrumentabelchecklistyangmemuatindikatortingkatberpikir vanHiele.HasildaripenelitianinimenunjukanpadabukuI latihansoalsudah memuat tingkat visualisasi, analisis dan deduktif informal dengan persentase secaraberurutan10%,65%dan25%,danpadabukuIIhanyamemuatlatihansoal pada tingkat visualisasi, analisis dan deduktif informal dengan persentase berurutan11,11%,66,65%,dan13,33%, sertaterdapat8,88%tidaktermasuk klasifikasi. Tingkat analisis merupakan tingkat berpikir paling dominan pada keduabuku teks matematika kelasIV. ----- The geometry ability of elementary school students in Indonesia is still low. One reason is that teachers do not understand the stages of thinking in geometry. Whereas according to van Hiele's theory, geometry is a learning material that requires a gradual level of thinking to understand and master it. In addition, there are still teachers who are not familiar with van Hiele's theory itself. Learning evaluation can be done to improve students understanding in mastering geometry through practice questions contained in mathematics books. So we need precise and appropriate questions to improve students' understanding of geometry, one of which is by applying the level of thinking according to van Hiele's theory contained in the practice questions. This study aims to determine the suitability and percentage level of questions in flat geometry exercises in terms of van Hiele's theory in the fourth grade mathematics book, namely book I with the title, "Senang Belajar Matematika" published by Kemendikbud in 2018 and book II with the title "Matematika Kelas IV SD/MI Kurikulum 2013 yang Disempurnakan" published by PT. GAP. The method used is qualitative with content analysis techniques. The analysis was carried out using a checklist table instrument containing van Hiele's level of thinking indicator. The results of this study show that in book I, the practice questions already contain the level of visualization, analysis and informal deductive with a percentage of 10%, 65% and 25% respectively, and book II only contains question exercises at the level of visualization, analysis and informal deductive with the percentage 11.11%, 66.65% and 13.33%, respectively, and there were 8.88% not classified. The level of analysis is the most dominant level of thinking in the two fourth grade mathematics textbooks