Abstraction level of van Hiele’s theory: Occurrence of side effects in GeoGebra integration
One of the obstacles to teaching geometric transformation is the complex procedures that require a broad base of prerequisite knowledge. This complexity often leads students to focus on rote memorization and procedural calculations instead of understanding the underlying context. This study aims to...
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| Format: | Article |
| Language: | Indonesian |
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Universitas Hamzanwadi
2025-02-01
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| Series: | Jurnal Elemen |
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| Online Access: | https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/26938 |
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| author | Thesa Kandaga Idha Novianti Mazlini Adnan |
| author_facet | Thesa Kandaga Idha Novianti Mazlini Adnan |
| author_sort | Thesa Kandaga |
| collection | DOAJ |
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One of the obstacles to teaching geometric transformation is the complex procedures that require a broad base of prerequisite knowledge. This complexity often leads students to focus on rote memorization and procedural calculations instead of understanding the underlying context. This study aims to overcome these challenges by developing a hypothetical learning trajectory (HLT) and using GeoGebra to enhance visualization and understanding. The case study involved ten university students in Indonesia who tackled the abstraction level in the Transformation, Isometries, and Reflection topics. The researchers analyzed students' worksheets, activity observations, and learning obstacle tests to extract their geometric thinking. Qualitative analysis of the data revealed that seven out of ten participants met three of the four abstraction level indicators. The use of GeoGebra in HLT helped overcome epistemological obstacles. However, integrating GeoGebra into the HLT introduced a new issue: a GeoGebra-centric habit characterized by an excessive dependence on GeoGebra in solving geometric transformation problems.
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| format | Article |
| id | doaj-art-4e412d6da68d461494fcdd3d91ff66bd |
| institution | Kabale University |
| issn | 2442-4226 |
| language | Indonesian |
| publishDate | 2025-02-01 |
| publisher | Universitas Hamzanwadi |
| record_format | Article |
| series | Jurnal Elemen |
| spelling | doaj-art-4e412d6da68d461494fcdd3d91ff66bd2025-02-04T02:04:35ZindUniversitas HamzanwadiJurnal Elemen2442-42262025-02-0111110.29408/jel.v11i1.2693834184Abstraction level of van Hiele’s theory: Occurrence of side effects in GeoGebra integrationThesa Kandaga0https://orcid.org/0000-0003-0007-6307Idha Novianti1Mazlini Adnan2Universitas TerbukaUniversitas TerbukaUniversiti Pendidikan Sultan Idris One of the obstacles to teaching geometric transformation is the complex procedures that require a broad base of prerequisite knowledge. This complexity often leads students to focus on rote memorization and procedural calculations instead of understanding the underlying context. This study aims to overcome these challenges by developing a hypothetical learning trajectory (HLT) and using GeoGebra to enhance visualization and understanding. The case study involved ten university students in Indonesia who tackled the abstraction level in the Transformation, Isometries, and Reflection topics. The researchers analyzed students' worksheets, activity observations, and learning obstacle tests to extract their geometric thinking. Qualitative analysis of the data revealed that seven out of ten participants met three of the four abstraction level indicators. The use of GeoGebra in HLT helped overcome epistemological obstacles. However, integrating GeoGebra into the HLT introduced a new issue: a GeoGebra-centric habit characterized by an excessive dependence on GeoGebra in solving geometric transformation problems. https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/26938geometric thinkingvan Hiele modelhypothetical learning trajectoryepistemological obstacleGeoGebra |
| spellingShingle | Thesa Kandaga Idha Novianti Mazlini Adnan Abstraction level of van Hiele’s theory: Occurrence of side effects in GeoGebra integration Jurnal Elemen geometric thinking van Hiele model hypothetical learning trajectory epistemological obstacle GeoGebra |
| title | Abstraction level of van Hiele’s theory: Occurrence of side effects in GeoGebra integration |
| title_full | Abstraction level of van Hiele’s theory: Occurrence of side effects in GeoGebra integration |
| title_fullStr | Abstraction level of van Hiele’s theory: Occurrence of side effects in GeoGebra integration |
| title_full_unstemmed | Abstraction level of van Hiele’s theory: Occurrence of side effects in GeoGebra integration |
| title_short | Abstraction level of van Hiele’s theory: Occurrence of side effects in GeoGebra integration |
| title_sort | abstraction level of van hiele s theory occurrence of side effects in geogebra integration |
| topic | geometric thinking van Hiele model hypothetical learning trajectory epistemological obstacle GeoGebra |
| url | https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/26938 |
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