Muhammad Ammar Naufal, Hisyam Ihsan, Auliaul Fitrah Samsuddin, Zaid Zainal, Nur Wahidin Ashari, Muhammad Nasiru Hassan
Geometric thinking abilities remain crucial in mathematics education, particularly for pre-service teachers who will shape future generations’ understanding of geometry. This study evaluates and compares the geometric thinking levels of generation Z pre-service mathematics teachers at Universitas Negeri Makassar (UNM) and Universitas Mulawarman (UNMUL) using the Van Hiele model. A quantitative comparative design was employed, involving 233 UNM and 227 UNMUL students selected through purposive sampling. The geometric thinking test (GTT) assessed students across five levels: visualization, analysis, informal deduction, formal deduction, and rigor. Results indicated that UNM students excelled in analysis and informal deduction, whereas UNMUL students displayed a broader distribution across all levels, with notable frequencies at visualization and formal deduction levels. A statistically significant difference in overall geometric thinking scores were identified, using the Mann-Whitney U test, with UNM students scoring higher. These findings emphasize the importance of adopting student-centered instructional strategies aligned with the Van Hiele model to enhance geometric thinking. Incorporating hands-on activities and technology is recommended to better prepare pre-service teachers for effective geometric instruction. The study provides insights for educators and policymakers to improve mathematics education by fostering higher geometric thinking levels in future teachers. © 2025, Institute of Advanced Engineering and Science. All rights reserved.
Department of Mathematics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Makassar, Indonesia; Department of Mathematics Education, Faculty of Teacher and Educational Sciences, Universitas Mulawarman, Samarinda, Indonesia; Department of Elementary, School Teacher Education, Universitas Negeri Makassar, Makassar, Indonesia; Department of Science Education, Faculty of Education, Sokoto State University, Sokoto, Nigeria
