Visual Thinking Ability of Mathematics Education Students on Geometry Transformation Learning Material

Konstansia Hermiati, Siti Suprihatiningsih, Pradipta Annurwanda


Solving a problem in geometric transformation that is prioritized is the ability to think visually, this is because visualization is the heart of mathematics to solve a problem, besides that visualization can also make it easier to understand abstract mathematics, and can be used as a strategy for solving mathematical problems to be very simple. This study aims to describe the visual thinking ability of mathematics education students on the material of geometric transformation. The type of research used in this research is descriptive qualitative research. The subjects in this study were 5 students. Written tests related to geometric transformation questions, such as questions, reflections, translations, and dilations were used as data sources in this research. By describing each instrument that has been done by students in accordance with the indicators of visual thinking ability, data analysis techniques are used. The results of this study indicate that students' thinking skills only reach the stage of sorting, searching, and finding. It means only to the acquisition and reasoning. This can be seen from the responses of several students, namely students (1) four stages and three principles of visual thinking ability are achieved. Students can sort out the questions given and look for information to get answers, and can describe and visualize the answers that have been obtained. Student response (2) only did not reach the step of describing and the principle of individuation. This means that students cannot explain and describe answers in the form of pictures or graphs correctly. Student responses (3) only reached the stage of sorting and obtaining or in other words only understanding what was asked. Students in response (4) only did not reach the step of describing and the principle of visualizing/illustrating. So that it can be used as a reference related to visual research, especially on geometry material.


Geometry Transformation; Mathematics Education Students; Visual Thinking Ability


Aini, S. D., & Hasanah, S. I. (2019). Berpikir Visual dan Memecahkan Masalah: Apakah Berbeda Berdasarkan Gender? JNPM (Jurnal Nasional Pendidikan Matematika), 3(2), 177.

Ariawan, R. (2017). Pengaruh Pembelajaran Visual Thinking Disertai Aktivitas Quick on the Draw Terhadap Kemampuan Pemecahan Masalah Dan Komunikasi Matematis. Jurnal Penelitian Dan Pembelajaran Matematika, 10(1).

Batista, K. S. S. M. M. T. (Ed.). (2018). Vizualising MathematicsThe Role of Spatial Reasoning in Mathematical Thought. pringer Nature Switzerland AG 2018.

Bishop, A. J. (Ed.). (2011). Toward a Visually-Oriented School Mathematics Curriculum. Springer Dordrecht Heidelberg London New York.

Bolton, S. (2011). The Visual Decoding Design Research Data. 277–291.

Muflihatusubriyah, U., Utomo, R. B., & Saputra, N. N. (2021). Analisis Kemampuan Pemecahan Masalah Matematis Siswa Berdasarkan Disposisi Matematis. AlphaMath : Journal of Mathematics Education, 7(1), 49.

Nurdin, E. (2015). Pengaruh Pembelajaran Dengan Pendekatan Visual. 5(2), 117–126.

Ozkaya, M., Ocal, M. F., & Konyalioglu, A. C. (2016). Visualization in Solving Inequality Questions: Case of Pre-Service Mathematics Teachers. Journal of Education and Human Development, 5(4), 119–137.

Rif’at, M. (2014). Kajian Mengenai Representasi Visualistik dan Kemampuan Menyelesaikan Masalah Matematika. Jurnal Pendidikan Dasar, 2(2), 94–112.

Sumargiyani, S., Yusnia, I., Nurhasanah, R., & Nafi’ah, B. (2021). Analisis Kesalahan Mahasiswa dalam Menyelesaikan Soal Kalkulus. AlphaMath : Journal of Mathematics Education, 7(1), 20.

Sumarni, S., & Prayitno, A. T. (2016). Kemampuan Visual-Spatial Thinking Dalam Geometri Ruang Mahasiswa Universitas Kuningan. JES-MAT (Jurnal Edukasi Dan Sains Matematika), 2(2).

Sundari, E., & Prabawati, M. N. (2019). Analisis Kemampuan Visual Thinking Dalam. 1(2), 38–45.

Suripah, S., & Sthephani, A. (2017). Kemampuan berpikir kreatif matematis mahasiswa dalam menyelesaikan akar pangkat persamaan kompleks berdasarkan tingkat kemampuan akademik. Pythagoras: Jurnal Pendidikan Matematika, 12(2), 149–160.

Surya, E., Sabandar, J., Kusumah, Y. S., & Darhim. (2013). Mathematical Problem Solving by Schoenfeld.pdf. IndoMS. J.M.E, 4(1), 113–126.

Syahfirza, A., & Hutama, R. (2019). Kemampuan Berpikir Visual Siswa Pada Materi Geometri. Priosiding Seminar Nasional Matematika Dan Pendidikan Matematika Sesiomadika 2019, 2011, 1008–1014.

Full Text: PDF

DOI: 10.30595/alphamath.v7i2.12034

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN: 2549-9084