Ferry Ferdianto, St. Budi Waluya, Nuriana Rachmani Dewi
This study aims to reveal the mathematical thinking process in the construction pattern of visual-spatial mathematical ability mastery in the Analytical geometry course by using Transcript Based Learning Analysis (TBLA). The research method used is descriptive qualitative, with the subjects being students of mathematics education at the U.G.J. level II in the Analytical Geometry course. The data collection method is Transcript Base Lesson Analysis (TBLA). Thisresearch is focused on learning transcripts that are made, visible learning, and observation of learning implementation. Learning activities using zoom meetings are recorded, then the recording will be used as a transcript of the learning dialogueand then analyzed. The essential concepts analyzed include analytical patterns and language functions. Knowledge construction analysis can be viewed based on the dialogue. The limitation of the type of dialogue is potentially relevant tothe construction of knowledge; student dialogue is focused on student speech related to the construction of student knowledge. The results obtained in this study are the students' thinking processes from the five aspects of students' mathematical thinking, namely Conjecturing, Reasoning, and Proving, Abstraction Generalization, and Specialization havebeen carried out by all students, but for the conjecturing aspect, there are still some students who do not write down the detailed steps in answering some questions. The students' mathematical thinking process builds a construction pattern for the mastery of visual-spatial math skills in the geometry of the subject. Overall mastery of the circle material does not experience much difficulty. © 2022 Author(s).
Universitas Negeri Semarang, Kelud Utara III St, Jawa Tengah, 50237, Indonesia; Mathematics Education Department, Universitas Swadaya Gunung Jati, Perjuangan St. No. 3, Cirebon, Jawa Barat, 45132, Indonesia
