Analysis of students' geometric thinking level in blended learning setting.

This study aims to analyze the geometric thinking level of pre-service mathematics teachers who take blended learning with two different treatments, namely blended learning with online asynchronous discussion method and blended learning with online synchronization discussion method. This study also aims to analyze whether there is a difference in the effect of the two treatments on students' geometric thinking levels. This is quantitative research conducted with 55 participants. The instrument used in this study was the Van Hiele Geometry Test (VHGT) which consisted of 25 multiple-choice questions. The collected data were then analyzed using the Mann-Whitney U test with a significance level of 5%. The results show that there is no difference in geometric thinking between students who take through blended learning with asynchronous online discussion methods and synchronous online discussion methods. However, students who took blended learning with the synchronous online discussion method were able to achieve better geometric thinking levels than students who took the asynchronous online discussion method. [ABSTRACT FROM AUTHOR]