IDENTIFICATION OF KNOWLEDGE OF PRE-SERVICES ELEMENTARY TEACHERS FOR TEACHING 3-DIMENSIONAL GEOMETRY
Abstract
This study reports the results of the initial identification of the knowledge of prospective elementary school teachers related to learning three-dimensional (3D) geometry. A total of 32 students of the Elementary School Teacher Education (PGSD) study program were used as research subjects and given 15 questions related to van Hiele's geometric thinking level and related to the concepts of Teachers' Geometry Content Knowledge (GCK), Knowledge of Geometry and Students (KGS), and Knowledge of Geometry and Teaching (KGT). Data were analyzed descriptively using the percentage of correct answers in each question item. The study results showed that most of the prospective elementary school teachers who were the study subjects still had misconceptions about several three-dimensional geometry concepts, and the subjects of the study had not fully mastered the application of van Hiele's geometric thinking level in learning three-dimensional geometry.
Penelitian ini melaporkan hasil identifikasi awal terhadap pengetahuan calon guru sekolah dasar terkait pembelajaran geometri dimensi tiga (3D). Sebanyak 32 mahasiswa program studi Pendidikan Guru Sekolah Dasar (PGSD) dijadikan subjek penelitian dan diberikan 15 pertanyaan yang dikaitkan dengan level berpikir geometri van Hiele, serta dikaitkan dengan konsep Teachers’ Geometry Content Knowledge (GCK), Knowledge of Geometry and Students (KGS), dan Knowledge of Geometry and Teaching (KGT). Data dianalisis secara deskriptif menggunakan persentase jawaban benar di setiap butir pertanyaan. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa calon guru sekolah dasar yang menjadi subjek penelitian masih mengalami miskonsepsi terhadap beberapa konsep geometri dimensi tiga, serta subjek penelitian tersebut belum menguasai sepenuhnya penerapan level berpikir geometri van Hiele dalam pembelajaran geometri dimensi tiga.
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