Students' thinking process at the level of analysis in understanding square concept

Abstract

Mathematics is important in all aspects of life. However, many students have problems understanding math problems, especially understanding the concept of geometry. Therefore, this study aims to describe the thinking process of students at the level of analysis in understanding the square concept. This research uses a qualitative approach. Data collection techniques were carried out by tests, interviews, and documentation. The research instrument used was the researcher, VHGT, test questions, and interview guidelines. The data source consisted of research subjects, namely two students of grade 8 with a level of analysis. The schematic of the square that S1 has built includes a square that has 4 sides and 4 angles. S1 undergoes an assimilation process when finding that a rectangle has 4 sides and 4 angles, where this property also belongs to square. S1 experiences a disequilibrium during the assimilation process when thinking that a rectangle is the same as a square visually. S1 experiences accommodation when it is found that squares and rectangles have different properties. S1 experiences a disequilibrium when understanding that the properties of a square and the properties of a rectangle are different. S2 experiences a disequilibrium during the assimilation process, which assumes that a rhombus is equal to a square. S2 experiences an accommodation process when understanding that a rhombus is not the same as a square. S2 experiences equilibrium when able to differentiate between a square and a rhombus.