Relational Abstrak Thinking Ability Of Preserves Mathematics Teachers Solved Non Routing Problems On Non-Euclid Geometry
H Sulaiman ; JF Raharjo

Universitas Swadaya Gunung Jati Cirebon

Abstract

Non-Euclid geometry is an extension of Euclids theories and is in the course of geometry systems. For mathematician candidate, abstractional relational thinking ability is absolutely necessary to support its competence as a professional teacher candidate, so to know it can be tested by giving non-routine Non-Euclid geometry problem. Thus this study aims to detect and detect abstract relational thinking abilities of mathematics teachers in solving non-routine questions. The method used in this research is qualitative. Subjects in this study are three students in the final semester of the mathematics education program of the Universitas Swadaya Gunung Jati which has the high academic ability. Data analysis technique is done by data reduction, data presentation, conclusion, and verification. The results showed that the three subjects had met abstract relational thinking abilities with cognitive function: the activation of previous mathematical knowledge, the provision of mathematical proof logically, the articulation of logical math events, the definition of the problem, the hypothesis thinking, the inferential thinking, the projection and the restructuring of relationships, the formation of proportional quantitative relationships, mathematical deductive thinking, mathematical relational thinking, and the translation of mathematical activity through cognitive categories. So, in general, it can be concluded that abstract relational thinking ability for mathematics teacher candidate course of education mathematics Universitas Swadaya Gunung Jati already some who have and detected in accordance with existing cognitive function.

Keywords: Relational abstract thinking ability; non-euclid geometry

Topic: Mathematics Education