Development of Geo-Concept Van Model Student Worksheets Based on Van Hiele’s Hierarchical Geometric Thinking for PGSD Students

Andi Ardhila Wahyudi; Nurdin Arsyad; Djadir

doi:10.63922/ijevss.v5i02.3330

Andi Ardhila Wahyudi Universitas Negeri Makassar
Nurdin Arsyad Universitas Negeri Makassar
Djadir Universitas Negeri Makassar

DOI: https://doi.org/10.63922/ijevss.v5i02.3330

Keywords: student worksheet, Geo-Concept Van Model, Van Hiele, geometry, problem-solving ability

Abstract

This study aims to develop a Geo-Concept Van Model-based Student Worksheet (LKM) grounded in the Van Hiele hierarchy of geometric thinking for students of the Primary School Teacher Education Program (PGSD). This research employed a Research and Development (R&D) approach using the Plomp model, which consists of preliminary investigation, design, realization, and test, evaluation, and revision phases. The subjects of this study were PGSD students at Universitas Muhammadiyah Makassar. The instruments used included validation sheets, observation sheets, learning achievement tests, and student response questionnaires. The data were analyzed descriptively to determine the validity, practicality, and effectiveness of the developed learning devices. The results indicate that the developed learning devices meet the criteria of being highly valid, with average validation scores of 90.00 for the Semester Lesson Plan (RPS), 84.25 for the Student Worksheet (LKM), and 87.00 for the learning achievement test. Supporting instruments were also categorized as highly valid. The practicality of the devices is shown by the high level of implementation, with all components meeting the established criteria. The effectiveness is reflected in students’ learning outcomes, problem-solving abilities, activities, and responses, all of which achieved good categories and met the required criteria. In conclusion, the Geo-Concept Van Model-based Student Worksheet grounded in the Van Hiele hierarchy of geometric thinking is valid, practical, and effective, and therefore feasible to be used in learning to enhance students’ geometric thinking skills.

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