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Evaluating the geometric thinking levels of generation Z pre-service mathematics teachers in Indonesia

Artigo2025

Muhammad Ammar Naufal ORCID; Hisyam Ihsan ORCID; Auliaul Fitrah Samsuddin ORCID; Zaid Zainal ORCID; Nur Wahidin Ashari ORCID; Muhammad Nasiru Hassan ORCID

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Resumo

Geometric thinking abilities remain crucial in mathematics education, particularly for pre-service teachers who will shape future generations’ understanding of geometry. This study evaluates and compares the geometric thinking levels of generation Z pre-service mathematics teachers at Universitas Negeri Makassar (UNM) and Universitas Mulawarman (UNMUL) using the Van Hiele model. A quantitative comparative design was employed, involving 233 UNM and 227 UNMUL students selected through purposive sampling. The geometric thinking test (GTT) assessed students across five levels: visualization, analysis, informal deduction, formal deduction, and rigor. Results indicated that UNM students excelled in analysis and informal deduction, whereas UNMUL students displayed a broader distribution across all levels, with notable frequencies at visualization and formal deduction levels. A statistically significant difference in overall geometric thinking scores were identified, using the Mann-Whitney U test, with UNM students scoring higher. These findings emphasize the importance of adopting student-centered instructional strategies aligned with the Van Hiele model to enhance geometric thinking. Incorporating hands-on activities and technology is recommended to better prepare pre-service teachers for effective geometric instruction. The study provides insights for educators and policymakers to improve mathematics education by fostering higher geometric thinking levels in future teachers.

Dados da obra

Tipo
Artigo
Periódico
International Journal of Evaluation and Research in Education (IJERE), v. 14, n. 2, p. 918
Editora
Institute of Advanced Engineering and Science (IAES)
Ano
2025 (2025-02-17)
Idioma
en
Palavras-chave
geometric thinking; pre-service mathematics teachers; Van Hiele theory; Generation Z; teacher professional development; geometry teaching; visualization; formal deduction; Universitas Negeri Makassar; Universitas Mulawarman; student-centered instruction
Temas
Formação de Professores de Matemática, Geometria
DOI
10.11591/ijere.v14i2.32365
ISSN
2252-8822, 2620-5440
Licença
cc-by-nc
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
NAUFAL, Muhammad Ammar et al.. Evaluating the geometric thinking levels of generation Z pre-service mathematics teachers in Indonesia. International Journal of Evaluation and Research in Education (IJERE), v. 14, n. 2, p. 918, 2025. DOI: https://doi.org/10.11591/ijere.v14i2.32365.

APA

Naufal, M. A., Ihsan, H., Samsuddin, A. F., Zainal, Z., Ashari, N. W., & Hassan, M. N. (2025). Evaluating the geometric thinking levels of generation Z pre-service mathematics teachers in Indonesia. International Journal of Evaluation and Research in Education (IJERE), 14(2), 918. https://doi.org/10.11591/ijere.v14i2.32365

BibTeX
@article{naufal2025,
  author = {Naufal, Muhammad Ammar and Ihsan, Hisyam and Samsuddin, Auliaul Fitrah and Zainal, Zaid and Ashari, Nur Wahidin and Hassan, Muhammad Nasiru},
  title = {Evaluating the geometric thinking levels of generation Z pre-service mathematics teachers in Indonesia},
  year = {2025},
  journal = {International Journal of Evaluation and Research in Education (IJERE)},
  volume = {14},
  number = {2},
  pages = {918},
  publisher = {Institute of Advanced Engineering and Science (IAES)},
  doi = {10.11591/ijere.v14i2.32365},
  language = {en}
}
RIS
TY  - JOUR
AU  - Naufal, Muhammad Ammar
AU  - Ihsan, Hisyam
AU  - Samsuddin, Auliaul Fitrah
AU  - Zainal, Zaid
AU  - Ashari, Nur Wahidin
AU  - Hassan, Muhammad Nasiru
TI  - Evaluating the geometric thinking levels of generation Z pre-service mathematics teachers in Indonesia
PY  - 2025
JO  - International Journal of Evaluation and Research in Education (IJERE)
VL  - 14
IS  - 2
SP  - 918
DO  - 10.11591/ijere.v14i2.32365
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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