| dc.description.abstract | This research aims to describe the anxiety of grade 9 students
to solve geometry problems based on the IDEAL stages, that is, identify,
define, explore, act, and look back. The subjects were three students who
each had one student at each level, namely, visualization, analysis, and
informal deduction. The data were collected through tests and
interviews. To guarantee the validity and reliability of the research, the
triangulation technique was used. The findings and conclusions were as
follows: students’ visualization anxiety could be observed in the
explore stage, which was caused by their confusion to use the
Pythagorean theorem in which only one side was known, and in the act
stage, which was caused by the thinking barrier as they were unable to
write the solution and add the explanation; students’ analysis anxiety
could be observed in the act stage, which was caused by their confusion
to ponder over the working time and the use of a wrong method, and in
the look-back stage, which was caused by their uncertainty and worry
for giving incorrect answers; and students’ informal deduction anxiety
appeared in the act stage, which was caused by the thinking barrier as
they were unable to describe the use of proportion of base and
perpendicular of a right triangle. | en_US |
