Arif Abdul Haqq, Amin Suyitno, Zaenuri
The main purpose of this study is to explore the extent to which van Hiele's theory can be used as a theoretical framework for technology-assisted geometry learning. Geometry learning in question is learning flat-sided geometry in junior high school. Technology-assisted geometry learning is viewed from various perspectives, including didactic situation theory, learning trajectories, learning barriers, and van Hiele's theory. The results of the study show that: 1) All of the students' books being studied need to consider the content aspect from the van Hiele theory perspective; 2) the implementation of technology-assisted geometry learning must pay attention to a series of didactic situations so that gaps in knowledge are revealed that interfere with the learning flow and create student difficulties. © 2023 Author(s).
IAIN Syekh Nurjati Cirebon, Jl. Perjuangan By Pass Sunyaragi, Kota Cirebon, Jawa Barat, 45132, Indonesia; Universitas Negeri Semarang, Kampus Pascasarjana UNNES Jl. Kelud Utara III, Semarang, 50237, Indonesia
