TRANSFORMASI PEMBELAJARAN MATEMATIKA MELALUI PERSPEKTIF VAN HIELE, FREUDENTHAL, DAN CONFREY
DOI:
https://doi.org/10.46306/jurinotep.v4i3.241Keywords:
Transformasi Pembelajaran Matematika, Teori Van Hiele;, Realistic Mathematics Education , Confrey , KonstruktivismeAbstract
Efforts to understand how students construct knowledge and how they think are an important part of the process of transforming mathematics learning. This article reviews three important theories, including Van Hiele's theory, Freudenthal's view, and Confrey's ideas. Van Hiele's theory emphasizes that students must think about geometric concepts through various stages, indicating that students do not understand concepts instantly, but rather through systematic levels of thinking. Through the Realistic Mathematics Education (RME) approach, Freudenthal emphasizes that real experiences are very important so that mathematics does not feel abstract and distant from students' daily lives. Meanwhile, Confrey suggests a constructivist view, which emphasizes that interaction, reflection, and reorganization of learning experiences are active ways of constructing knowledge. By combining these three perspectives, mathematics learning will become more contextual, meaningful, and in line with students' cognitive development. The purpose of this article is to emphasize that understanding these various theories is very important for teachers in designing learning strategies, as well as to create a more humane and relevant mathematics learning process in today's education era.
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