Mathematical Visualization Process of Junior High School Students Based on Visual and Auditory Learning Style

R, Keumalasari and A, Jupri and D, Suryadi (2019) Mathematical Visualization Process of Junior High School Students Based on Visual and Auditory Learning Style. PROCEEDING 1st International Seminar STEMEIF (Science, Technology, Engineering and Mathematics Learning International Forum) “Strengtheing the STEM Education and Digital Skills”.

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Abstract

In the process of solving mathematical problems, mathematical visualization has an essential role in developing the way students think. This research aimed to describe the mathematical visualization process of junior high school students based on visual and auditory learning style. This was a qualitative research where the data was collected through mathematical visualization test in geometry problem and interview. Mathematical visualization process in this study was analyzed based on aspects of understanding, connecting, constructing, using, and encoding. Based on the research of students class VIII junior high school, the result showed that in understanding aspect, students with visual and auditory learning styles could identify the elements contained in the problem. In connecting aspect, both students were also able to connect the mathematical concepts contained in the problem with the knowledge they had before. In constructing aspect, both students were able to construct a visual representation, but student with visual learning style were more detailed in constructing images. In using aspects, visual students used the results of visual representations that have been built to complete the calculation steps by partitioning the image more clearly and used phytagoras rule to find the square area based on the square diagonal length that has been obtained. While auditory student found a right triangle on the constructed image and found the square side length so that the square area formula was used to get a solution. In the aspect of encoding, both students are able to write answers to the problem given. We conclude that visual and auditory students only have differences in constructing and using aspects. This research is expected to offer evidence-based recommendations for effective practice of mathematics learning in schools.

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