What Happen in Met-Before of Student on Triangle Concept Construction?
Rahaju (a,b*), Purwanto (b), I Nengah Parta (b), Swasono Rahardjo (b), Tatik Retno Murniasih (c,b)

a) Elementary School Teacher Education Study Program, Universitas Kanjuruhan Malang
Jl. S. Supriadi No. 48 Malang 65124, Indonesia
*ayurakoep[at]unikama.ac.id
b) Graduate School, Universitas Negeri Malang
Jl. Semarang 5 Malang 65145, Indonesia
c) Mathematics Education Study Program, Universitas Kanjuruhan Malang
Jl. S. Supriadi No. 48 Malang 65124, Indonesia

Abstract

Met-before has a positive and negative impact on the construction process of mathematics concepts, including the concept of the triangle. We searched for a student learning experience that follows a primary school teacher candidat education program on a triangle topic using a mathematics autobiography questionnaire, then provides a test to explore their conceptual understanding. This study found that students met-before have not been in accordance with the formal concept of triangle. This is due to a learning experience that provides many examples or exercises about the right triangles, the equilateral triangle, and the isosceles triangle; lacking an example of the scalene triangle; provides problems of the area of the triangle that require only completion by the formula; and provides less examples of a triangle topic application on everyday problem. Thus, the learning experience has not produced met-before appropriately, so obstacle the construction of a triangle concept. The findings of this research can be used as a basis for preparation of teaching materials and learning scenarios of triangle topic.

Keywords: obstacle, met-before, the concept of triangle

Topic: Teaching and Learning in Science, Technology, Engineering, and Mathematics