Vol.10, No.3, August 2021.                                                                                                                                                                                    ISSN: 2217-8309

                                                                                                                                                                                                                         eISSN: 2217-8333

TEM Journal

TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS

Association for Information Communication Technology Education and Science

Knowledge Representation of Mathematics Education Program among Students in Euclidean Parallelism

Lailatul Mubarokah, Cholis Sa’dijah, I Nengah Parta, I Made Sulandra

© 2021 Cholis Sa’dijah, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)

Citation Information: TEM Journal. Volume 10, Issue 3, Pages 1130-1140, ISSN 2217-8309, DOI: 10.18421/TEM103-17, August 2021.

Received: 18 March 2021.

Revised:  09 July 2021.
Accepted: 15 July 2021.
Published: 27 August 2021.

Abstract:

This research aims to reveal students' perception-based knowledge representation from mathematics programs in Euclidean Parallelism. Students were asked to do parallelism exercises presented in a verbal and picture form. The data were analyzed by knowledge representation theory based on meaning and perception. There were students who have amodal-multimodal-transition hypothesis. Students' assumptions about the verbal and picture information of not-perfectly-drawn parallel lines varied: assuming that angles appear to be the same measure are congruent, the two lines would intersect, considering the two lines parallel but redrawing picture to determine the pair of congruent angles and using other perspectives to interpret the picture. This study recommends action research for geometry learning that provides not-perfectly-drawn parallel lines for students who have amodal and amodalmultimodal- transition hypothesis and observe its effect on their non-Euclidean geometry learning. It may also familiarize students with getting to know parallelism in R3.

Keywords –Euclidean parallelism, geometry, visual perception, knowledge representation, perceptionbased knowledge representation,

meaning-based knowledge representation.

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