Tracing Students’ Cognitive Progression in Geometry: A Design-Based Research Through the Van Hiele Model of Instruction and Ethnomathematics
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Resumo
This study investigated students’ cognitive progression in geometry based on Van Hiele levels. It used a design-based research approach that integrates the Van Hiele Model of Instruction with ethnomathematics, following the McKenney & Reeves design cycle (analysis and exploration, design and construction, and evaluation and reflection). Data were collected through Van Hiele tests, observations, teachers and students interview, and documentation, and analysed using qualitative methods (data reduction, data display, and conclusion drawing/verification). The pilot class (cycle 1) was conducted with 34 eighth-grade students at SMPN 6 Tasikmalaya in August 2025, while actual class (cycle 2) was carried out with 33 eighth-grade students at SMPN 13 Tasikmalaya in September 2025. The research results showed that students’ cognitive development peaked at the visualization phase in both the pilot class (85%) and the actual class (94%), with fewer students progressing to higher levels. However, the actual class (61% at the formal deduction level) demonstrated notable improvement compared to the pilot class (41% at the formal deduction level), due to refinements in instructional design. These findings suggest that integrating ethnomathematics with the Van Hiele model effectively enhances students’ geometric thinking.
Dados da obra
- Tipo
- Artigo
- Periódico
- Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, v. 14, n. 1
- Editora
- Universitas Pendidikan Mandalika (UNDIKMA)
- Ano
- 2026
- Idioma
- en
- Palavras-chave
- cognitive progression; design-based research; ethnomathematics; geometry; Van Hiele model of instruction
- Temas
- Etnomatemática, Geometria
- DOI
- 10.33394/j-ps.v14i1.18025
- ISSN
- 2338-4530, 2540-7899
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
MUZDALIPAH, Ipah; MARSIGIT, Marsigit; ANDAYANI, Sri. Tracing Students’ Cognitive Progression in Geometry: A Design-Based Research Through the Van Hiele Model of Instruction and Ethnomathematics. Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, v. 14, n. 1, 2026. DOI: https://doi.org/10.33394/j-ps.v14i1.18025.
APA
Muzdalipah, I., Marsigit, M., & Andayani, S. (2026). Tracing Students’ Cognitive Progression in Geometry: A Design-Based Research Through the Van Hiele Model of Instruction and Ethnomathematics. Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 14(1). https://doi.org/10.33394/j-ps.v14i1.18025
BibTeX
@article{muzdalipah2026,
author = {Muzdalipah, Ipah and Marsigit, Marsigit and Andayani, Sri},
title = {Tracing Students’ Cognitive Progression in Geometry: A Design-Based Research Through the Van Hiele Model of Instruction and Ethnomathematics},
year = {2026},
journal = {Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram},
volume = {14},
number = {1},
publisher = {Universitas Pendidikan Mandalika (UNDIKMA)},
doi = {10.33394/j-ps.v14i1.18025},
language = {en}
}RIS
TY - JOUR AU - Muzdalipah, Ipah AU - Marsigit, Marsigit AU - Andayani, Sri TI - Tracing Students’ Cognitive Progression in Geometry: A Design-Based Research Through the Van Hiele Model of Instruction and Ethnomathematics PY - 2026 JO - Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram VL - 14 IS - 1 DO - 10.33394/j-ps.v14i1.18025 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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