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EKSPLORASI STRATEGI KOGNITIF SISWA SMA DALAM BERPIKIR GEOMETRI PADA FUNGSI INVERS

De Fermat: Jurnal Pendidikan Matematika · Vol. 9 No. 1 (2026) · pp. 684–696

DOI
10.36277/defermat.v9i1.2550
ISSN
2621-7309, 2621-6078
Published
2026-06-26
Publisher
Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan
Language
eng

Abstract

Mathematics learning is expected to develop students' geometric thinking skills and cognitive strategies, but in fact, these skills are still relatively low, especially in the material of functions. This study aims to analyze students' cognitive strategies in solving inverse function problems in terms of the Van Hiele geometric thinking level. This study uses a qualitative approach with a descriptive research type. The subjects of the study consisted of eleventh grade students selected based on Van Hiele's thinking levels from level 0 to level 3. Data were collected through tests, interviews, and documentation, then analyzed through data reduction, data presentation, and drawing conclusions. The results of the study show that students' cognitive strategies differ at each Van Hiele thinking level. Students at the low level tend to use simple procedures and are not yet able to explain concepts in depth, while students at the high level are able to use systematic strategies, analyze conceptual relationships, and provide logical reasons for solving inverse function problems. Differences in geometric thinking abilities also affect students' cognitive strategies in solving problems. Therefore, learning is needed that can train students to think gradually so that geometric thinking abilities develop more optimally

Keywords

Collaboration network of the authors

5 authors · 6 co-authorship links

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  • Universitas Jambi
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Co-authorOrganisationJoint articles
Dwi SusantiUniversitas Jambi1
Husni SabilUniversitas Jambi1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://jurnal.pmat.uniba-bpn.ac.id/index.php/DEFERMAT/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">EKSPLORASI STRATEGI KOGNITIF SISWA SMA DALAM BERPIKIR GEOMETRI PADA FUNGSI INVERS</dc:title>
	<dc:creator xml:lang="en">Khoiriyah, Laurin Wijayanti</dc:creator>
	<dc:creator xml:lang="en">Alghadari, Fiki</dc:creator>
	<dc:creator xml:lang="en">Arisha, Bella</dc:creator>
	<dc:subject xml:lang="en">geometric thinking</dc:subject>
	<dc:subject xml:lang="en">thinking process</dc:subject>
	<dc:subject xml:lang="en">function representation</dc:subject>
	<dc:subject xml:lang="en">cognitive strategy</dc:subject>
	<dc:subject xml:lang="en">Van Hiele's theory</dc:subject>
	<dc:description xml:lang="en">Mathematics learning is expected to develop students' geometric thinking skills and cognitive strategies, but in fact, these skills are still relatively low, especially in the material of functions. This study aims to analyze students' cognitive strategies in solving inverse function problems in terms of the Van Hiele geometric thinking level. This study uses a qualitative approach with a descriptive research type. The subjects of the study consisted of eleventh grade students selected based on Van Hiele's thinking levels from level 0 to level 3. Data were collected through tests, interviews, and documentation, then analyzed through data reduction, data presentation, and drawing conclusions. The results of the study show that students' cognitive strategies differ at each Van Hiele thinking level. Students at the low level tend to use simple procedures and are not yet able to explain concepts in depth, while students at the high level are able to use systematic strategies, analyze conceptual relationships, and provide logical reasons for solving inverse function problems. Differences in geometric thinking abilities also affect students' cognitive strategies in solving problems. Therefore, learning is needed that can train students to think gradually so that geometric thinking abilities develop more optimally</dc:description>
	<dc:publisher xml:lang="en">Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan</dc:publisher>
	<dc:date>2026-06-26</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://jurnal.pmat.uniba-bpn.ac.id/index.php/DEFERMAT/article/view/2550</dc:identifier>
	<dc:identifier>10.36277/defermat.v9i1.2550</dc:identifier>
	<dc:source xml:lang="en">De Fermat : Jurnal Pendidikan Matematika; Vol. 9 No. 1 (2026); 684-696</dc:source>
	<dc:source>2621-7309</dc:source>
	<dc:source>2621-6078</dc:source>
	<dc:source>10.36277/defermat.v9i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://jurnal.pmat.uniba-bpn.ac.id/index.php/DEFERMAT/article/view/2550/268</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 De Fermat : Jurnal Pendidikan Matematika</dc:rights>
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