The topic of geometry which related to geometrical shape is an interesting and fun subject as this topic does not requires any complicated mathematical formulas. In traditional classrooms, many teaching tools especially models that related to geometrical shapes are used in teaching topic of geometry. For teachers, teaching models such as tissue box to represent prism are hard to carry and conduct one by one in the classroom. By using this teaching method, students faced difficulty in understanding geometrical shapes and apply it into daily life (Goh, 2015). A study, González (2015) found that teenagers are losing the sense of the royal space as they are always immersed themselves on a screen such as mobile phone where from there they observe their surrounding world. Hence, learning subject Mathematics especially geometry without any demonstrations in augmented reality or explanations on solutions makes students get bored and give up easily in this topic.
Furthermore, Ministry of Education Malaysia who distributed technologies to all the schools in Malaysia in order to improve students learning ability and facilitates teachers’ teaching process. On the other hand, the content of those Mathematics learning applications that available in the market are not suitable with Malaysia education content Kurikulum Standard Sekolah Menengah (KSSM). According to Goh (2015), students feel confused with the content that is being taught in school and the different kinds of contents in learning applications. The inconsistent of Mathematics syllabus and learning applications makes Mathematics education becomes harder and harder.
There are secondary schools remain using traditional interactive whiteboard (IWB) as one of the teaching tools. Teachers require IWB that always function well in classrooms. According to Liu and Cheng (2015), traditional IWB contains huge display devices that need to connect with computers or laptops. Hence, instruction is disrupted and students’ attention is then interrupted when disconnection occurs in the classroom.
In addition, there are lots of Mathematics learning applications that we have to pay in order to download and use it successfully. In this issue, there are some students cannot effort the amount of payment for certain learning applications. There are also some applications that do not support certain Android and IOS. These scenario makes students stop their intellectual curiosity from learning Mathematics in a fun and relax way.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
This study used model Van Hiele as theoretical framework. Model Van Hiele plays an important role in the learning of geometry (Rizki, Frentika & Wijaya, 2018). According Mayberry (1983) & Vojkuvkova (2012) in Samantha (2018), there are 5 levels in Van Hiele’s theory which are visual, analysis, abstraction, deduction and rigor. According to Rizki, Frentika & Wijaya (2018), levels of model Van Hiele showed as below:
Visualization level refers to students’ ability to recognize shapes and their name. The analysis level deals with students’ ability to identify the characteristics of geometrical shapes. The order level concerns students’ ability to categorize and connect geometrical shapes in accordance with their characteristics. The deduction level refers to students’ ability to make deduction and to understand theorem and their proof. Lastly, students who achieve the rigor level could give correct geometrical proof and abstract deduction.
The topic of geometry which related to geometrical shape is an interesting and fun subject as this topic does not requires any complicated mathematical formulas. In traditional classrooms, many teaching tools especially models that related to geometrical shapes are used in teaching topic of geometry. For teachers, teaching models such as tissue box to represent prism are hard to carry and conduct one by one in the classroom. By using this teaching method, students faced difficulty in understanding geometrical shapes and apply it into daily life (Goh, 2015). A study, González (2015) found that teenagers are losing the sense of the royal space as they are always immersed themselves on a screen such as mobile phone where from there they observe their surrounding world. Hence, learning subject Mathematics especially geometry without any demonstrations in augmented reality or explanations on solutions makes students get bored and give up easily in this topic.
Furthermore, Ministry of Education Malaysia who distributed technologies to all the schools in Malaysia in order to improve students learning ability and facilitates teachers’ teaching process. On the other hand, the content of those Mathematics learning applications that available in the market are not suitable with Malaysia education content Kurikulum Standard Sekolah Menengah (KSSM). According to Goh (2015), students feel confused with the content that is being taught in school and the different kinds of contents in learning applications. The inconsistent of Mathematics syllabus and learning applications makes Mathematics education becomes harder and harder.
There are secondary schools remain using traditional interactive whiteboard (IWB) as one of the teaching tools. Teachers require IWB that always function well in classrooms. According to Liu and Cheng (2015), traditional IWB contains huge display devices that need to connect with computers or laptops. Hence, instruction is disrupted and students’ attention is then interrupted when disconnection occurs in the classroom.