Miskonsepsi yang Terjadi pada Pemecahan Masalah Geometri: Sebuah Systematic Literature Review Berdasarkan Teori Van Hiele
Keywords:
Geometry Misconceptions, Van Hiele Theory, Problem Solving, Systematic Literature ReviewAbstract
Students' poor performance in geometry on international assessments such as PISA and TIMSS indicates fundamental issues in conceptual mastery, often rooted in misconceptions. This study aims to systematically synthesize types of misconceptions in geometry problem-solving and analyze them based on the Van Hiele theory framework. The method employed in this research is a Systematic Literature Review (SLR) following the PRISMA protocol. Article searches were conducted across reputable databases, including Scopus, Web of Science, and ERIC, covering the last ten years (2016–2026). A total of 35 articles were selected based on strict inclusion criteria for qualitative analysis using thematic analysis techniques. The results indicate that the most dominant misconceptions occur in the hierarchical classification of geometric shapes and the understanding of formal properties of objects. Through the lens of Van Hiele theory, it was found that the majority of misconceptions manifest during the transition from the visualization level to the analysis level, where students tend to be hindered by visual prototypes without being able to link formal definitions deductively. Factors contributing to the persistence of these misconceptions include teacher instructions that are misaligned with students' thinking levels, limited spatial intuition, and overly rigid presentation of material in textbooks. Furthermore, this study reveals that certain misconceptions persist into higher education, particularly among pre-service teachers. These findings emphasize the urgency of implementing instructional strategies that are adaptive to students' cognitive developmental stages to mitigate conceptual gaps in geometry. The results of this review are expected to serve as a reference for curriculum developers and educators in designing more effective pedagogical interventions to enhance geometry problem-solving skills.
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