PENGUASAAN KONSEP GEOMETRI PADA SISWA SMP KOTA PONTIANAK TAHUN 2020

Abstract

This research was motivated by several reasons: (1) there was a misconception of some  elementary school geometry materials that were considered essential; (2) the form of evaluation  given was dominantly objective/multiple choice; (3) teachers' teaching methods tend not to be  contextual; and (4) students' way of thinking simply to take the practical one. Through this  research, it is expected to obtain information about: geometrical reasoning in elementary  schools according to Bruner's theory, problem solving and mathematical representations. The
research was conducted in a descriptive analytic form, with the following steps: (1) giving  questions for the geometry reasoning test for SMP; (2) analyzing answers according to the  criteria of reasoning; and (3) mapping students' answers to the results of the analysis according  to the profile criteria. The data obtained were analyzed, and the results were described to  illustrate the condition of the geometric reasoning abilities of elementary school students. The
results obtained in this study were: (1) The Mastery of the concept of geometry in each junior  high school/equivalent. The target with the acquisition of an average score from all schools was  55, which was quite low because there were some students who did not master the concept of  geometry and there were other mathematical concepts related to solving test questions; (2)  There was no significant difference in the mastery of geometry concepts for male or female
students for each SMP/equivalent target, except for one school, namely SMP Negeri 17, which  was because males are superior to females in three questions with a difference in the  percentage of numbers of significantly correct; (3) The mastery of geometry concepts in each  junior high school. The target of studying each geometry material was considered good, except  for question number 1 with the subject of the Pythagorean Theorem, because students were  dominant in not being able to use the relationship between concepts, especially the operation of
the compounding form and the roots.