Markus Palobo, Raden Sulaiman, Endah Budi Rahaju
This study investigates the geometric thinking of aural learners in developing the area formulas for rectangles using the APOS (Action Process Object Schema) framework. A case study approach was employed, using the VARK questionnaire to identify students with aural learning preferences. The participants engaged in APOS-based activities to construct area formulas for rectangles. Data were collected through worksheets and audio-recorded interviews, which were analyzed for accuracy, completeness, and thematic patterns. The results indicate that aural learners excel at recalling and visualizing geometric concepts when provided with verbal instructions, but face challenges in accurately measuring dimensions with rulers, which affects their ability to compute areas. At the Action stage, students could visualize and represent rectangles but struggled with ruler measurements, often starting from the 1 cm mark instead of 0 cm, leading to errors. At the Process stage, they could calculate areas through multiplication but found it difficult to connect these measurements with unit squares and ruler dimensions. At the Object stage the subjects deduced the area formula as length times width but inconsistently applied it, defaulting to ruler-based measurements. Finally, in the Schema stage, guided verbal instructions improved their ability to break down complex shapes into rectangles and compute areas more accurately. This study concludes that auditory-centered instructional strategies integrated with APOS can enhance the geometric understanding of aural learners, but targeted practice with measurement tools is necessary to address their challenges with spatial reasoning and precision. © 2025 Author(s).
Universitas Negeri Surabaya, Surabaya, Indonesia; Universitas Musamus, Merauke Papua Selatan, Indonesia
