IDENTIFIKASI KARAKTERISTIK SPATIAL QUESTIONS MAHASISWA PENDIDIKAN GURU SEKOLAH DASAR PADA MATERI GEOMETRI



DOI: https://doi.org/10.29100/jp2m.v9i2.4746

Abstract


This research aims to identify the characteristics of spatial questions of PGSD students based on a taxonomy of spatial thinking. This type of research is descriptive research with subjects as many as 22 students selected from 120 PGSD students at Trunojoyo University based on certain criteria. The results of the research were 560 spatial questions which were created by research subjects after being given 6 spatial image objects. The characteristics of the 560 spatial questions based on the taxonomy of spatial thinking are: 414 (73,93%) at primitive spatial level, 99 (17,68%) at simple spatial level, 22 (3,92%) at complex spatial level, 10 (1,79%) non-spatial level. These results conclude that the spatial questions characteristics of the subject tend to be at the primitive spatial level which leads to lower cognitive questions. Other research findings included 15 (2,68%) spatial questions that were not accommodated in the taxonomy of spatial thinking, giving rise to indications of the addition of a new level.


Keywords


berpikir spasial; spatial questions; taksonomi berpikir spasial

Full Text:

PDF

Article Metrics :

References


Al-Balushi, S. M. (2013). The Relationship Between Learners’ Distrust Of Scientific Models, Their Spatial Ability, And The Vividness Of Their Mental Images. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-012-9360-1

Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). Revised Bloom’s Taxonomy. In A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.

Baranová, L., & Katreničová, I. (2018). Role of descriptive geometry course in development of students’ spatial visualization skills. Annales Mathematicae et Informaticae. https://doi.org/10.33039/ami.2018.04.001

Booth, J. L., & Koedinger, K. R. (2012). Are diagrams always helpful tools? Developmental and individual differences in the effect of presentation format on student problem solving. British Journal of Educational Psychology. https://doi.org/10.1111/j.2044-8279.2011.02041.x

Cohen, C. A., & Hegarty, M. (2012). Inferring cross sections of 3D objects: A new spatial thinking test. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2012.05.007

Cohen, C. A., & Hegarty, M. (2014). Visualizing cross sections: Training spatial thinking using interactive animations and virtual objects. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2014.04.002

Gao, S., & Goochild, M. F. (2013). Asking spatial questions to identify GIS functionality. Proceedings - 2013 4th International Conference on Computing for Geospatial Research and Application, COM.Geo 2013. https://doi.org/10.1109/COMGEO.2013.18

Gilligan, K. A., Hodgkiss, A., Thomas, M. S. C., & Farran, E. K. (2019). The developmental relations between spatial cognition and mathematics in primary school children. Developmental Science. https://doi.org/10.1111/desc.12786

Hall, S. (2013). Representation: Cultural Represenation and Signifying Practices. In Representation.

Hawes, Z., Lefevre, J. A., Xu, C., & Bruce, C. D. (2015). Mental rotation with tangible three-dimensional objects: A new measure sensitive to developmental differences in 4- to 8-year-old children. Mind, Brain, and Education. https://doi.org/10.1111/mbe.12051

Hegarty, M., & Waller, D. (2004). A dissociation between mental rotation and perspective-taking spatial abilities. Intelligence. https://doi.org/10.1016/j.intell.2003.12.001

Jo, I., & Bednarz, S. W. (2009). Evaluating geography textbook questions from a spatial perspective: Using concepts of space, tools of representation, and cognitive processes to evaluate spatiality. Journal of Geography. https://doi.org/10.1080/00221340902758401

Jo, I., & Bednarz, S. W. (2011). Textbook questions to support spatial thinking: Differences in spatiality by questions location. Journal of Geography. https://doi.org/10.1080/00221341.2011.521848

Kavouras, M., Kokla, M., Tomai, E., Darra, N., Baglatzi, A., Sotiriou, S. A., & Lazoudis, A. (2014). The GEOTHNK platform: Connecting spatial thinking to secondary education. Proceedings - IEEE 14th International Conference on Advanced Learning Technologies, ICALT 2014. https://doi.org/10.1109/ICALT.2014.221

Learning to Think Spatially. (2006). In Learning to Think Spatially. https://doi.org/10.17226/11019

Linn, M. C., & Petersen, A. C. (1985). Emergence and characterization of sex differences in spatial ability: a meta-analysis. Child development. https://doi.org/10.1111/j.1467-8624.1985.tb00213.x

Metoyer, S. K., Bednarz, S. W., & Bednarz, R. S. (2015). Spatial thinking in education: Concepts, development, and assessment. In Geospatial Technologies and Geography Education in a Changing World: Geospatial Practices and Lessons Learned. https://doi.org/st

Mix, K. S., & Cheng, Y. L. (2012). The Relation Between Space and Math. Developmental and Educational Implications. In Advances in Child Development and Behavior. https://doi.org/10.1016/B978-0-12-394388-0.00006-X

Mix, K. S., Levine, S. C., Cheng, Y. L., Young, C., Hambrick, D. Z., Ping, R., & Konstantopoulos, S. (2016). Separate but correlated: The latent structure of space and mathematics across development. Journal of Experimental Psychology: General. https://doi.org/10.1037/xge0000182

Moseley, D., Elliott, J., Gregson, M., & Higgins, S. (2005). Thinking skills frameworks for use in education and training. In British Educational Research Journal. https://doi.org/10.1080/01411920500082219

Mulligan, J. (2015). Looking within and beyond the geometry curriculum: connecting spatial reasoning to mathematics learning. In ZDM Mathematics Education. https://doi.org/10.1007/s11858-015-0696-1

NCTM. (2000). Principles and Standards for School Mathematics Overview. Journal of Equine Veterinary Science.

Newcombe, N. S., & Shipley, T. F. (2015). Thinking about spatial thinking: new topology, new assessments. Studying Visual and Spatial Reasoning for Design Creativity. In Springer.

Oostermeijer, M., Boonen, A. J. H., & Jolles, J. (2014). The relation between children’s constructive play activities, spatial ability, and mathematical word problem-solving performance: A mediation analysis in sixth-grade students. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2014.00782

Parta, I. N. (2017). Model Pembelajaran Inkuiri: Refleksi Membangun Pertanyaan Penghalusan Pengetahuan Internalisasi Pengetahuan. February, 65.

Reuhkala, M. (2001). Mathematical skills in ninth-graders: Relationship with visuo-spatial abilities and working memory. Educational Psychology. https://doi.org/10.1080/01443410120090786

Tzuriel, D., & Egozi, G. (2010). Gender Differences in Spatial Ability of Young Children: The Effects of Training and Processing Strategies. Child Development, 81(5), 1417–1430. https://doi.org/10.1111/j.1467-8624.2010.01482.x

Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2013). The malleability of spatial skills: A meta-analysis of training studies. Psychological Bulletin. https://doi.org/10.1037/a0028446

Wakabayashi, Y., & Ishikawa, T. (2011). Spatial thinking in geographic information science: A review of past studies and prospects for the future. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2011.07.031

Yilmaz, H. B. (2009). On the development and measurement of spatial ability. International Electronic Journal of Elementary Education.

Yip, D. Y. (2004). Questionsing skills for conceptual change in science instruction. In Journal of Biological Education. https://doi.org/10.1080/00219266.2004.9655905