ANALISIS KEMAMPUAN SPASIAL MATEMATIS DITINJAU DARI PERBEDAAN GENDER SISWA KELAS VIII

ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan kemampuan spasial matematis siswa yang ditinjau berdasarkan perbedaan gender pada pelajaran matematika Pokok Bahasan Bangun Ruang Sisi Datar kelas VIII. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 2 Praya. Subjek penelitian ini adalah 4 orang siswa dari 27 siswa kelas VIII dengan ketentuan 2 subjek bergender laki-laki dan 2 subjek bergender perempuan yang memiliki kemampuan spasial matematis tertinggi dari semua siswa. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan spasial matematis dan wawancara. Teknis analisis data dilakukan dengan cara mereduksi data, menyajikan data, dan menarik kesimpulan. Pengecekan keabsahan data menggunakan triangulasi teknik. Hasil penelitian menunjukkan bahwa pada kemampuan spasial visualization subjek laki-laki dan subjek perempuan memiliki kemampuan yang sama ditunjukkan dari kemampuan dalam menentukan komposisi suatu objek setelah dimanipulasi posisi dan bentuknya. Sedangkan dalam menyelesakan masalah yang terkait dengan spatial orientation dan spatial relation subjek laki-laki lebih dominan menggunakan kemampuan spasialnya dibandingkan subjek perempuan.Kata Kunci: Gender, Kemampuan Spasial Matematis ABSTRACTThis study aims to describe the students' mathematical spatial abilities based on gender differences in the VIII grade Mathematics subject. The population in this study were eighth grade students of SMP Negeri 2 Praya. The subjects of this study were 4 students from 27 students of class VIII with the provisions of 2 male gender subjects and 2 female gender subjects who had the highest mathematical spatial ability of all students. The instruments used in this study were tests of mathematical spatial abilities and interviews. Technical data analysis is done by reducing data, presenting data, and drawing conclusions. Checking the validity of the data using triangulation techniques. The results showed that the spatial visualization ability of male subjects and female subjects had the same ability as indicated by the ability to determine the composition of an object after being manipulated in its position and shape. Meanwhile, in solving problems related to spatial orientation and spatial relations, male subjects are more dominant in using their spatial abilities than female subjects.KeywordsGender, Mathematical Spatial Ability

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Bagaimana Mengembangkan Kemampuan Spasial dalam Pembelajaran Matematika di Sekolah?: Suatu Tinjauan Literatur

Journal of Instructional Mathematics ◽

10.37640/jim.v1i2.370 ◽

2020 ◽

Vol 1 (2) ◽

pp. 60-72

Author(s):

S Sudirman ◽

Fiki Alghadari

Keyword(s):

Video Games ◽

Literature Review ◽

Everyday Life ◽

Spatial Ability ◽

Spatial Relations ◽

Spatial Visualization ◽

Spatial Abilities ◽

Spatial Language ◽

Learning Mathematics ◽

Folding Paper

Spatial ability is an important one of the abilities for completing many tasks in everyday life successfully. Spatial ability is considered a type of different ability to others. Therefore, there needs a study on how are the characteristics of spatial abilities and to develop in schools. This paper is to reveal the ways are developing spatial abilities in learning mathematics. Based on literature review from some research, at least that there are six ways to develop spatial abilities in learning mathematics, namely: (1) using spatial language in daily interactions; (2) teaching for sketching and drawing; (3) using a suitable game; (4) using a tangram; (5) using video games; and (6) origami and folding paper. Playing video games like Tetris are exercises for spatial relations, mental rotation, spatial orientation, and spatial visualization.

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Spatial Ability in children with Attention-Deficit/Hyperactivity Disorder (ADHD) and its Impact on Executive Functions.

10.21203/rs.3.rs-41923/v1 ◽

2020 ◽

Author(s):

Solmaz Soluki ◽

Vahid Nejati ◽

Jalil Fathabadi

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Executive Functions ◽

Spatial Ability ◽

Attention Deficit ◽

Spatial Orientation ◽

Cognitive Rehabilitation ◽

Spatial Relation ◽

Sixth Grade ◽

Hyperactivity Disorder ◽

Rehabilitation Programs

Abstract Background Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with deficits in cognitive functions. Spatial ability (SA) which plays a crucial role in different domains of academic and daily life is constructed with eight separate and unified factors. Method: The first objective of this study was to explore differences in SA factors in 128 school children of third to sixth grade with and without ADHD. The second objective of the study was to explore the SA factors' ability to predict the performance of ADHD participants in three executive functions. The Flexibility of Closure, Closure Speed, Perceptual Speed, Visualization, Spatial Relation, Spatial Orientation, Spatial Temporal, and Wayfinding were measured through eight tasks. Results Participants with ADHD were less accurate in all the tasks except Spatial Temporal task, and their reaction time was more in Visualization, Spatial Relation, and Spatial Orientation tasks comparing to children with typical development. Regression analysis exhibited that some of SA factors were able to predict working memory and cognitive flexibility, but they could not predict response inhibition. Conclusion Regarding these results, it seems necessary for specialists to include assessment of all SA factors and to train them in cognitive rehabilitation programs for children with ADHD.

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DEVELOPMENT OF INTERTEXTUAL BASED LEARNING STRATEGY USING VISUALIZATION MODEL TO IMPROVE SPATIAL ABILITY ON MOLECULAR GEOMETRY CONCEPT

Chimica Didactica Acta ◽

10.24815/jcd.v9i1.20078 ◽

2021 ◽

Vol 9 (1) ◽

Author(s):

Zulfahmi Zulfahmi ◽

Wiji Wiji ◽

Sri Mulyani

Keyword(s):

Learning Strategies ◽

Spatial Ability ◽

Spatial Orientation ◽

Learning Strategy ◽

3D Visualization ◽

Valence Bond ◽

Molecular Geometry ◽

Spatial Relations ◽

Spatial Visualization ◽

Research Subjects

This study aims to develop intertextual-based learning strategies using visualization models to improve students' spatial abilities on molecular geometry concepts. In this study using the method of Research and Development (RD). The research subjects used were 20 high school 10th grade students. In this study the instrument used was in the form of an intertextual-based learning strategy validation sheet with visualization models, 3D visualization software, and spatial ability tests. Spatial ability consists of three indicators to be evaluated, namely spatial relations, spatial orientation, and spatial visualization. The results of intertextual-based learning strategy research with developed visualization models can improve spatial ability. Students can understand molecular geometry from the concept of VSEPR theory and valence bond theory. Results pre-test student on the spatial relations (26.67%), spatial orientation (10.10%), and spatial visualization (7.41%). After being tested intertextual-based learning strategies with visualization models of students' post-test results on the spatial relations (58.33%), spatial orientation (50.00%), and spatial visualization (27.78%).

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Improving Students' Spatial Ability by Using Macromedia Flash on Geometry Materials

Malikussaleh Journal of Mathematics Learning (MJML) ◽

10.29103/mjml.v3i1.2401 ◽

2020 ◽

Vol 3 (1) ◽

pp. 18

Author(s):

Muhammad Yani ◽

Fatemah Rosma

Keyword(s):

Spatial Ability ◽

Random Sampling ◽

Rapid Development ◽

Sample Selection ◽

Spatial Abilities ◽

Ability Test ◽

Paired Sample ◽

Quasi Experimental ◽

Class Viii ◽

Banda Aceh

Every student must have and develop spatial abilities to be successfull in learning geometry. The rapid development of technology also allows teachers to use macromedia flash as an alternative in developing and improving students' spatial abilities. This study aimed to determine and describe the improvement of the students' spatial ability after getting geometry material by using macromedia flash at MTsN Model Banda Aceh. This research used a quantitative approach with a quasi-experimental design and one group pretest posttest design. The population of this study was all students of class VIII MTsN Model Banda Aceh with random sampling as the sample selection techniques so that the selected sample was the students of class VIII-5. The data collection in this study was carried out using a spatial ability test consisted of pretest and posttest questions. The gained data were analyzed with SPSS version 17 with paired sample t-test and percentage. The results showed that there was an improvement in students' spatial ability after having geometry material learning by using macromedia flash at MTsN Model Banda Aceh. Besides, the improvement of students' spatial ability based on indicator of perception spatial was 61.1%, mental rotation indicator was 55.6%, and indicator of visualization spatial was 66.7%.

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Profil Kemampuan Spasial dalam Menyelesaikan Soal Materi Balok dan Kubus Berdasarkan Jenis Kelamin Siswa Kelas VIII SMPN 1 Genteng

Journal of Mathematics Education and Learning ◽

10.19184/jomeal.v1i3.25377 ◽

2021 ◽

Vol 1 (3) ◽

pp. 243

Author(s):

Silvia Vera Lestari ◽

Sunardi Sunardi ◽

Titik Sugiarti ◽

Silaturohman Silaturohman

Keyword(s):

Mental Rotation ◽

Spatial Ability ◽

Spatial Perception ◽

Spatial Visualization ◽

Spatial Abilities ◽

Female Students ◽

Male Students ◽

Male And Female ◽

Class Viii

Mathematics is one part of the science in education that we learn. In studying mathematics, especially geometry, spatial abilities play an important role in it. The purpose of this study was to describe the spatial ability profile of class VIII SMPN 1 Genteng in solving cuboid and cube theory problems for male and female students. Indicators of spatial ability are developed based on elements of spatial ability, namely spatial perception, mental rotation, and spatial visualization. The results of this study are male students with high spatial ability can master all elements of spatial ability, male students with moderate spatial ability are able to fulfill several elements of spatial ability. Female students with high spatial ability can fulfill all elements of spatial ability, female students with moderate spatial ability are able to fulfill several elements of spatial ability, female students with low spatial ability have difficulty fulfilling elements of spatial ability.

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The Examination of 5-6 Year-Old Children’s Ability to Use Simple Maps

Journal of Education and Training Studies ◽

10.11114/jets.v7i3.3904 ◽

2019 ◽

Vol 7 (3) ◽

pp. 182

Author(s):

Esin Dibek ◽

Atiye Adak Özdemir ◽

Yıldız Güven

Keyword(s):

Logistic Regression ◽

Regression Analysis ◽

Mental Rotation ◽

Logistic Regression Analysis ◽

Spatial Relation ◽

Spatial Relations ◽

Spatial Abilities ◽

Experimental Conditions ◽

Experimental Trials

The main purpose of this study was to assess children’s skill in using a simple map. The study was conducted among 262 children (141 girls and 121 boys), aged between 61-78 months (average 71 months), attending to 4 public pre-schools in Istanbul, Turkey. The simple map skills (requiring mental rotation and understanding spatial relation) of the participants were tested through five different experimental trials. Children’s skills in using simple maps were analyzed by age, gender, and children’s performances in different experimental conditions.The data were analyzed using logistic regression analysis. It was found that children’s performance in the experiments did not vary by gender. Likewise, their performance did not vary by age. However, there were significant differences in children’s performances in the five different experimental conditions. According to findings, children were more successful in trial 1 which is requiring the understanding of spatial relations compared to the trial 2 and 3 which are requiring mental rotation. Finally results are discussed in terms of variables which may lead to the researchers and educators working on spatial abilities of children.

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INTERVENSI ORIGAMI BERBASIS EXPERIENTIAL LEARNING TERHADAP PENINGKATAN KEMAMPUAN SPASIAL ANAK USIA DINI

Jurnal Muara Ilmu Sosial, Humaniora, dan Seni ◽

10.24912/jmishumsen.v3i1.2981 ◽

2019 ◽

Vol 3 (1) ◽

pp. 169

Author(s):

Agnes Victoria Lukman ◽

Riana Sahrani ◽

Soemiarti Patmonodewo ◽

Soemiarti Patmonodewo

Keyword(s):

Experiential Learning ◽

Spatial Ability ◽

Spatial Relations ◽

Spatial Abilities ◽

Learning By Doing ◽

Fundamental Aspect ◽

School Year ◽

Post Test ◽

Quasi Experimental ◽

Learning Through Experience

Penelitian ini bertujuan untuk mengetahui efektivitas intervensi origami berbasis experiential learning dalam meningkatkan kemampuan spasial anak usia dini. Kemampuan spasial merupakan salah satu kemampuan yang diperlukan manusia dalam kehidupan sehari-hari. Kemampuan spasial merupakan aspek dari kognisi yang berkembang sejalan dengan perkembangan kognitif. Kemampuan spasial pada anak berhubungan dengan relasi topologi atau spasial dua arah, seperti atas-bawah, kanan-kiri, depan-belakang. Banyak media yang terbukti dapat meningkatkan kemampuan spasial pada anak, salah satunya adalah origami. Dalam kegiatan origami, anak diajak untuk berpartisipasi aktif agar dapat membuat figur origami. Hal ini juga dibutuhkan dalam metode experiential learning. Experiential learning merupakan proses belajar melalui pengalaman (learning by doing). Dalam metode ini, siswa berpartisipasi aktif dalam sebuah kegiatan, sehingga menghasilkan pengetahuan atau kemampuan yang baru. Penelitian ini merupakan penelitian kuasi eksperimen. Partisipan penelitian berjumlah 3 orang yang merupakan siswa/i kelas K2 TK X dengan karakteristik: (a) usia partiipan antara 5-6 tahun; (b) partisipan sedang menjalani pendidikan di kelas K2 TK X tahun ajaran 2017-2018. Penelitian ini menggunakan desain dalam-kelompok, one-group pretest posttest. Peneliti memberikan intervensi origami berbasis experiential learning kepada partisipan penelitian setelah melakukan pre-test dan melakukan post-test terhadap partisipan setelah 8 sesi intervensi diberikan. Hasil dari penelitian ini menunjukkan kemampuan spasial partisipan mengalami peningkatan meskipun pada dimensi yang berbeda. Hasil post-test pada partisipan penelitian menunjukkan intervensi origami berbasis experiential learning meningkatkan kemampuan spasial anak anak usia dini. This study aims to determine the effectiveness of experiential learning-based origami intervention in improving young children’s spatial ability. Spatial ability is a fundamental aspect of cognition that develops in line with cognitive development. Spatial ability in children is associated with topological or two-way spatial relations, such as top-bottom, right-left, front-back. Many media are proven to improve spatial abilities in children, one of which is origami. In origami, children are invited to actively participate in order to make origami figures. This is also needed in experiential learning methods. Experiential learning is a process of learning through experience (learning by doing). In this method, students actively participate in an activity, so as to produce new knowledge or abilities. This research is a quasi-experimental research. There were 3 participants who were students of K2 Grade of Kindergarten X with the following characteristics: (a) the age of participants between 5-6 years; (b) participants are undergoing education in K2 grade kindergarten X during 2017-2018 school year. This study uses within-group design, one-group pretest posttest. The researcher gave origami intervention based on experiential learning to the study participants after pre-test, and administered post-test on the participants after 8 sessions of intervention were conducted. The result of this study indicates that the spatial ability of participants had increased, although in different dimensions. The results of post-test on participants showed that origami interventions based on experiential learning improve the spatial abilities of young children.

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Evidence for a unitary structure of spatial cognition beyond general intelligence

10.1101/693275 ◽

2019 ◽

Author(s):

Margherita Malanchini ◽

Kaili Rimfeld ◽

Nicholas G. Shakeshaft ◽

Andrew McMillan ◽

Kerry L. Schofield ◽

...

Keyword(s):

Spatial Ability ◽

Spatial Orientation ◽

Genetic Network ◽

Spatial Abilities ◽

General Factor ◽

Map Reading ◽

Object Based ◽

High Heritability ◽

Genetic And Environmental Factors

ABSTRACTPerformance in everyday spatial orientation tasks (e.g. map reading and navigation) has been considered functionally separate from performance on more abstract object-based spatial abilities (e.g. mental rotation and visualization). However, evidence remains scarce and unsystematic. With a novel gamified battery, we assessed six tests of spatial orientation in a virtual environment and examined their association with ten object-based spatial tests, as well as their links to general cognitive ability (g). We further estimated the role of genetic and environmental factors in underlying variation and covariation in these spatial tests. Participants (N = 2,660) were part of the Twins Early Development Study, aged 19 to 22. The 6 tests of spatial orientation clustered into a single ‘Navigation’ factor that was 64% heritable. Examining the structure of spatial ability across all 16 tests, three factors emerged: Navigation, Object Manipulation and Visualization. These, in turn, loaded strongly onto a general factor of Spatial Ability, which was highly heritable (84%). A large portion (45%) of this high heritability was independent of g. The results from this most comprehensive investigation of spatial abilities to date point towards the existence of a common genetic network that supports all spatial abilities.

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Kesalahan Konsep Descriptive Geometry Mahasiswa terhadap Kemampuan Spasial dalam Pembelajaran Daring di Masa Pandemi COVID-19

Jurnal Elemen ◽

10.29408/jel.v7i1.2967 ◽

2021 ◽

Vol 7 (1) ◽

pp. 180-194

Author(s):

Aris Hadiyan Wijaksana ◽

◽

Rizky Rosjanuardi ◽

Keyword(s):

Online Learning ◽

Mathematics Education ◽

Spatial Orientation ◽

Spatial Perception ◽

Spatial Relation ◽

Spatial Abilities ◽

Descriptive Geometry ◽

Test Results ◽

Education Department ◽

Internet Networks

Spatial ability is one of the essential abilities to be mastered by students, especially in geometry. There is not much research, especially in Indonesian, that examines students' spatial abilities and their relation to Descriptive Geometry. This study aims to analyze students' misconceptions in the Descriptive Geometry course and describe the profile of students' spatial abilities in online learning during the COVID-19 pandemic. This study's subjects from the Mathematics Education Department of Universitas Negeri Jakarta. This research is descriptive qualitative. The learning was carried out in 16 meetings with three initial meetings offline, and the next 13 meetings online. The test was given twice at the 8th and 16th meetings accompanied by interviews with students who made mistakes in taking the test. The test results showed that students who made mistakes did not have the ability to spatial perception, spatial relation, and spatial orientation. However, there was a case of students who made mistakes still having the ability to spatial perception, spatial relation, and spatial orientation. The obstacles that affect students' spatial abilities are online learning that is not supported by technical matters, namely: limited internet networks and internet quota availability.

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Goal, source, and route preverbs in Latin: their interaction with spatial datives

The Linguistic Review ◽

10.1515/tlr-2021-2064 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Víctor Acedo-Matellán

Keyword(s):

Spatial Relation ◽

Spatial Relations ◽

Syntactic Analysis ◽

Dative Case ◽

Configurational Theory

Abstract Prefixed verbs in Latin may take an argument in the dative case, interpreted as the ground of the spatial relation codified by the preverb. This phenomenon is constrained by the semantics of that spatial relation: while preverbs encoding a location, a goal, or a source of motion generally accept the dative argument, preverbs encoding a route do not. I propose a syntactic analysis of this phenomenon, framed within the Spanning framework. I assume an analysis of the spatial dative as an applied argument interpreted as a possessor of the final location of motion. Developing a configurational theory of spatial relations, I show how only the syntax-semantics of the preverbs interpreted as encoding a location, be this final (a goal), initial (a source), or unrelated to motion (a static location), is compatible with the projection of an Appl(icative)P integrating the dative argument. By the same token, pure route preverbs, involving a path but not a location, are correctly predicted to disallow the projection of ApplP, and hence the spatial dative.

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