Geometric Thinking Levels in Learning Quadrilaterals: A Van Hiele-Based Case Study in a Papuan Junior High School

Tandililing, Pitriana; Sirampun, Elsi; Kho, Ronaldo; Ruamba, Marthinus Yohanes

doi:10.22437/edumatica.v15i2.43719

Open access Journal

Geometric Thinking Levels in Learning Quadrilaterals: A Van Hiele-Based Case Study in a Papuan Junior High School

Edumatica : Jurnal Pendidikan Matematika · Vol. 15 No. 2 (2025) · pp. 124–136

DOI: 10.22437/edumatica.v15i2.43719
ISSN: 2580-0779, 2088-2157
Published: 2025-06-30
Publisher: Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi
Language: en
License: creativecommons.org/licenses/by-nc-sa/4.0

Abstract

This study investigated the geometric thinking levels of eighth-grade students in a Papuan junior high school, using the van Hiele theoretical framework, with a focus on their understanding of quadrilaterals. The research addressed common misconceptions and limited conceptual understanding among students by exploring how they classified, identified, and described the properties of quadrilaterals. A qualitative descriptive design was employed, involving 25 students selected through purposive sampling. Data were collected using structured interviews, drawing tasks, and classification activities. The primary instrument included three tasks: drawing various quadrilaterals, identifying and defining their properties, and classifying them based on shared attributes. The results showed that 50% of students operated at van Hiele Level 0 (Visualization), 36% were transitioning between Level 0 and Level 1 (Analysis), and only 14% reached Level 1. Students frequently relied on visual appearance rather than formal geometric attributes, leading to persistent misconceptions about hierarchical relationships among shapes. No students demonstrated reasoning beyond Level 1. The findings emphasized the need for instructional approaches that integrate cultural context, use dynamic visual tools, and scaffold learning to support higher-order geometric reasoning. Further research is recommended to develop culturally responsive models and extend the study across different educational contexts.

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Co-author	Organisation	Joint articles
Gatot Sugondo	Affiliation unknown	3
Happy Lumbantobing	Affiliation unknown	2
Mayor M H Manurung	Affiliation unknown	2
Yosefin Rianita Hadiyanti	Affiliation unknown	2
Ratna Julianti Ketaren	Affiliation unknown	2
Matius Pai'pinan	Affiliation unknown	2
Matius Paipinan	Affiliation unknown	1
Naftali Tahir	Affiliation unknown	1
Marsintauli Marpaung	Affiliation unknown	1
TRIWIYONO TRIWIYONO	Affiliation unknown	1
Elizabet Kafiar	Affiliation unknown	1
Mochamad Arbianto	Affiliation unknown	1
Lulus Puji Astuti	Affiliation unknown	1
Evy Pujirahayu	Affiliation unknown	1
Dewi Kristika Findia Ning Tyas	Affiliation unknown	1
Fitri Novita Sari	Affiliation unknown	1
Kiki Ulfi Deri Sandy	Affiliation unknown	1
Roni Matius	Affiliation unknown	1
Nurul Khotimah	Affiliation unknown	1
Emanuela Merlin Tandi	Affiliation unknown	1

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://online-journal.unja.ac.id/index.php/edumatica/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.

Original metadata (oai_dc)

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	<dc:title xml:lang="en">Geometric Thinking Levels in Learning Quadrilaterals: A Van Hiele-Based Case Study in a Papuan Junior High School</dc:title>
	<dc:creator xml:lang="en">Tandililing, Pitriana</dc:creator>
	<dc:creator xml:lang="en">Sirampun, Elsi</dc:creator>
	<dc:creator xml:lang="en">Kho, Ronaldo</dc:creator>
	<dc:creator xml:lang="en">Ruamba, Marthinus Yohanes</dc:creator>
	<dc:subject xml:lang="en">geometric thinking</dc:subject>
	<dc:subject xml:lang="en">Papuan students</dc:subject>
	<dc:subject xml:lang="en">quadrilaterals</dc:subject>
	<dc:subject xml:lang="en">Van Hiele theory</dc:subject>
	<dc:description xml:lang="en">This study investigated the geometric thinking levels of eighth-grade students in a Papuan junior high school, using the van Hiele theoretical framework, with a focus on their understanding of quadrilaterals. The research addressed common misconceptions and limited conceptual understanding among students by exploring how they classified, identified, and described the properties of quadrilaterals. A qualitative descriptive design was employed, involving 25 students selected through purposive sampling. Data were collected using structured interviews, drawing tasks, and classification activities. The primary instrument included three tasks: drawing various quadrilaterals, identifying and defining their properties, and classifying them based on shared attributes. The results showed that 50% of students operated at van Hiele Level 0 (Visualization), 36% were transitioning between Level 0 and Level 1 (Analysis), and only 14% reached Level 1. Students frequently relied on visual appearance rather than formal geometric attributes, leading to persistent misconceptions about hierarchical relationships among shapes. No students demonstrated reasoning beyond Level 1. The findings emphasized the need for instructional approaches that integrate cultural context, use dynamic visual tools, and scaffold learning to support higher-order geometric reasoning. Further research is recommended to develop culturally responsive models and extend the study across different educational contexts.</dc:description>
	<dc:publisher xml:lang="en">Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi</dc:publisher>
	<dc:date>2025-06-30</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://online-journal.unja.ac.id/edumatica/article/view/43719</dc:identifier>
	<dc:identifier>10.22437/edumatica.v15i2.43719</dc:identifier>
	<dc:source xml:lang="en">Edumatica : Jurnal Pendidikan Matematika; Vol. 15 No. 2 (2025): Edumatica: Jurnal Pendidikan matematika (August 2025); 124-136</dc:source>
	<dc:source xml:lang="id">Edumatica : Jurnal Pendidikan Matematika; Vol 15 No 2 (2025): Edumatica: Jurnal Pendidikan matematika (Agustus 2025); 124-136</dc:source>
	<dc:source>2580-0779</dc:source>
	<dc:source>2088-2157</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/edumatica/article/view/43719/21718</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Pitriana Tandililing, Elsi Sirampun, Ronaldo Kho, Marthinus Yohanes Ruamba</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
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