Exploring the Characteristics of High School Students Van Hiele Thinking Levels on Quadratic Functions
DOI:
https://doi.org/10.35706/radian.v5i1.13475Keywords:
Geometri thinking, Formal deduction, van hiele model, quadratic funcionsAbstract
Students' errors in understanding quadratic functions generally occur when connecting between representations. Consequently, mapping their thinking levels becomes crucial to assist teachers in optimizing instructional strategies. Therefore, this study aims to explore the characteristics of students' geometric thinking skills on quadratic functions by adapting the van Hiele model. This qualitative research involved 35 grade XI students at a high school in Jambi who had studied quadratic functions. Data were collected using a semi-structured interview guide and a 4 items test measuring geometric thinking skills from visualization to formal deduction. The results show that students' thinking skills develop from visual recognition toward abstraction of the relationships between coefficients and graph shapes, but have not reached formal deduction. At the visualization level, students classify graphs based on visual shapes. At the analysis level, they recognize the properties of quadratic functions based on coefficient values, including correlating the parabola's opening direction with minimum or maximum points. At the abstraction level, students conclude relationships between coefficient values and graph shapes. This research recommends designing quadratic function learning gradually from visual exploration toward relational abstraction before constructing formal deduction
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