PENERAPAN TAHAPAN VAN HIELE BERBANTUAN GAMIFIKASI DIGITAL UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR GEOMETRI PADA MATERI BANGUN DATAR
DOI: https://doi.org/10.30605/7q25dg56
Van Hiele, gamifikasi digital, berpikir geometri, bangun datar, sekolah dasar
Abstract
Kesulitan murid kelas II sekolah dasar dalam memahami ciri-ciri dan membandingkan bangun datar menunjukkan bahwa pemahaman konsep geometri sebagian murid masih berhenti pada pengenalan bentuk secara visual. Penelitian ini bertujuan mendeskripsikan penerapan tahapan Van Hiele berbantuan gamifikasi digital dan menganalisis pengaruhnya terhadap kemampuan berpikir geometri murid kelas II pada materi bangun datar. Penelitian menggunakan pendekatan campuran dengan desain pra-eksperimen tipe one-group pretest-posttest. Subjek penelitian adalah tujuh murid kelas II SD Negeri Randuacir 03 Salatiga yang ditentukan melalui sampling jenuh. Pembelajaran mengikuti lima fase Van Hiele, yaitu informasi, orientasi terarah, eksplisitasi, orientasi bebas, dan integrasi, dengan aktivitas yang dikemas dalam permainan edukatif berbasis web. Data dikumpulkan melalui tes, observasi, wawancara, dan dokumentasi, kemudian dianalisis dengan statistik deskriptif, uji Wilcoxon, N-Gain, dan analisis kualitatif. Hasil penelitian menunjukkan rerata skor naik dari 45,00 menjadi 77,86 dengan N-Gain 0,61 pada kategori sedang. Uji Wilcoxon menunjukkan perbedaan yang signifikan (p = 0,016) dengan ukuran efek besar (r = 0,63). Enam dari tujuh murid mencapai tingkat analisis pada tes akhir, dan keterlibatan murid meningkat selama pembelajaran. Fase orientasi terarah dan eksplisitasi mendorong murid menelaah sisi dan sudut bangun, sedangkan elemen permainan menjaga keterlibatan murid. Penerapan tahapan Van Hiele berbantuan gamifikasi digital meningkatkan kemampuan berpikir geometri murid kelas II pada materi bangun datar.
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