The Use Of Interactive Geometry Software (IGS) To Develop Geometric Thinking
Authors: Abdullah Abdul Halim , Mohamed Mohini 
Published: January 2013

Kajian ini bertujuan untuk mengukur tahap pemikiran geometri pelajar selepas menggunakan modul pembelajaran bulatan tingkatan dua menggunakan sebuah perisian geometri interaktif. Kajian ini melibatkan dua fasa, iaitu fasa pembangunan dan fasa perlaksanaan. Dalam fasa pembangunan, sebuah modul pembelajaran topik bulatan tingkatan dua menggunakan perisian KDE Interactive Geometry (KIG) dibangunkan. Soalan–soalan di dalam modul dibina berdasarkan kepada tiga tahap pemikiran geometri sebagaimana yang dicadangkan dalam Model Van Hiele, iaitu visualisasi, analisis dan deduksi tidak formal. Dalam fasa perlaksanaan, modul tersebut kemudiannya dijadikan rawatan dan digunakan oleh tiga orang pelajar tingkatan dua yang terlibat dalam kajian eksperimen berbentuk praujian–pasca ujian satu kumpulan ini. Pelajar yang terlibat dalam kajian ini dipilih secara rawak dan mereka diberikan ujian pra dan ujian pos sebelum dan selepas rawatan diberikan. Semasa menggunakan modul tersebut, perbualan pengkaji dengan pelajar dirakamkan dan kemudian ditranskripsikan untuk mengenal pasti jenis–jenis kemahiran berfikir kritis dan kreatif (KBKK) yang telah digunakan. Petunjuk KBKK yang dicadangkan oleh Pusat Perkembangan Kurikulum dirujuk bagi tujuan pengenal pastian KBKK. Hasil kerja pelajar di dalam modul dan di dalam cakera keras juga telah dianalisis bagi mengenal pasti tahap pemikiran geometri mereka. Hasil dapatan menunjukkan pelbagai KBKK telah digunakan pelajar semasa mereka menyelesaikan soalan yang terdapat di dalam modul. Di samping itu, pelajar juga dapat mencapai tahap tiga pemikiran geometri dalam Model Van Hiele. Keputusan ujian pos turut menunjukkan peningkatan tahap pemikiran geometri pelajar setelah mereka menggunakan modul yang telah dibangunkan.

Kata kunci: Pemikiran geometri; kemahiran berfikir kritis dan kreatif; perisian geometri interaktif

The purpose of this research is to measure the level of students’ geometrical thinking after using a newly developed module based on Form Two topic on Circles using an Interactive Geometry software (IGS). The research comprises of two phases which are the development phase and the implementation phase. In the development phase, a learning module using KDE Interactive Geometry (KIG) software was developed. The questions in the module were developed based on the levels as proposed in the Van Hiele Model which are visualization, analysis and informal deduction. In the implementation phase, the developed module was then used as a treatment on three Form Two students involving one–group of pre–test post–test research design. The students were chosen randomly and they were given a pre and post test before and after the learning sessions of circles using IGS. While using the module, the students’ conversations with the researcher were recorded. The transcript was then analysed to determine the types of critical and creative thinking utilised by the students. The critical and creative thinking indicators as suggested by the Curriculum Development Centre were referred. The students’ work completed in the module, together with their work saved in hard disk were analysed for the purpose of identifying the students’ geometrical thinking levels. The results showed that the students were able to utilise various types of critical and creative thinking while solving the questions in the module. In addition, the students were also able to achieve the third level of geometrical thinking as proposed in van Hiele Model. The post test results indicated that the students’ geometrical thinking showed clear improvement after using the module.

Key words: Geometrical thinking; critical and creative thinking; interactive geometry software