Introduction
Mathematics is one part of
education that can train students to think critically (Ş�hretoğlu et al., 2018).
The role of students in learning mathematics will determine whether the student
has understood or not the material being taught. But in fact, the lack of
students' roles in learning causes students not to be interested in
participating
in mathematics lessons
because students only receive the knowledge given by the teacher. In line with
(Saputri, 2014),
states students have difficulties in learning mathematics because mathematics
is a lesson about abstract things, so it is difficult to understand and boring,
and mathematics only knows about numbers. The subject matter of mathematics in
elementary, junior high, and high school is geometry, algebra, numbers,
statistics, and probability. However, the most disliked, tedious, and complex
material for most students to understand and learn is geometry. Students have
to visualize, describe, and compare geometric shapes in various positions to
understand them in geometry.
Furthermore, the objectives
of learning geometry, as reported in (McAllister, Whiteford, Hill, Thomas, & Fitzgerald,
2006), are (a) to develop spatial awareness,
geometric intuition, and the ability to visualize, (b) to provide a breadth of
geometric experience in both 2-dimensional and 3-dimensional space, ( c) to
develop knowledge and understanding of and ability to use properties and theorems
of geometry, (d) to encourage the development and use of conjecture, deductive
reasoning and proofs, (e) to develop skills of applying geometry through
modeling and problem-solving in the real world, (f) ) to develop skills in
using ICT in the context of geometry, (g) to induce positive attitudes towards
mathematics, (h) to develop an awareness of the historical and cultural
heritage of geometry in society and contemporary applications of geometry.
states that the objectives of learning geometry are to develop the ability to
think logically, to develop spatial intuition, to impart knowledge to support
other materials, and to be able to read and interpret mathematical arguments.
Study (Hui et al., 2017) Aspects
of concept formation and spatial visualisation in geometry were investigated. Understanding
the concept of geometry requires the ability to visualize images in both
two-dimensional and three-dimensional space, one of which is spatial ability.
Linearly Ryu, et all (2007 : 137) the purpose of this
research is to analyse the spatial visualization ability of mathematically
gifted elementary school students using tasks that require them to distinguish
relevant constituents of a three-dimensional object from its two-dimensional
representation by mentally manipulating or rotating it.
(Gagatsis & Geitona, 2021)
suggested that spatial ability is a single component that has a strong relationship
with achievement in mathematics. Huang, et all Spatial
ability has been recognized as one of the most important factors affecting the
mathematical performance of students. Previous studies on spatial learning have
mainly focused on developing strategies to shorten the problem-solving time of
learners for very specific learning tasks. The
results of the researcher's preliminary study on students at SMP Negeri 1
Binjai where students were asked to solve the following question
Figure
1
Cube
ABCD.EFGH
Consider figure 1. cube ABCD.EFGH. A diagonal
space line is drawn through the vertices to form a pyramid.
a. How
many pyramids are formed?
b. Are the pyramids congruent?����
c. What shape is the base of each pyramid?
Figure 2
Students' Answers in the
Preliminary Test
From these data, it can be seen that
students have not mastered the geometry material, with students' spatial
abilities still relatively low. Completing student answers is still
significantly less varied and tends to be the same. Students have not
visualized the shape of three-dimensional space in their minds in solving these
problems. This means students who construct the spatial structure find it
difficult to either be two-dimensional or three-dimensional. (Maier, 1996) Spatial-visual
skills are frequently and extensively avoided, the way that geometrical
polyhedra are already projected in oblique parallel perspective
Study (Pittalis, Mousoulides, & Christou, 2007)
Spatial ability has been considered
to be closely related to academic achievement, particularly to success in mathematics.
This emphasizes the importance of spatial abilities for
students and becomes a challenge for teachers to plan creative, effective, and
efficient learning. (Abdussakir, 2009) Geometry
material initially considered difficult by students can be easily understood
through fun but a meaningful learning process. Based on these problems, if the
learning model used is correct, the students' spatial ability will be high,
supported by a learning atmosphere in various directions and paying attention
to ways that can facilitate and accelerate the acquisition of information by
students.
Therefore, it is necessary to
design a geometry lesson that can develop spatial abilities, namely a study
that makes it easy for students to understand geometric problems to complete
their answers in writing and visually. To improve spatial skills by considering
the heterogeneous state of students, school conditions, learning environments,
and student learning styles, and in the era of the Covid-19 pandemic.
Researchers choose an
alternative that can be used by applying the Visualization Auditory Kinesthetic
(VAK) learning model. Sancocho et al. (Huda & Saputri, 2018)
state that the Visualization Auditory Kinesthetic (VAK)
learning model is a strategy that utilizes the potential that students already
have (involving emotions, the whole body, all the senses, and all emotional
depth and breadth). by training and developing it to achieve effective and
optimal understanding and learning.
The Visualization Auditory kinesthetic
(VAK) learning model gives students the freedom to see, listen, and feel or
touch directly either in groups or individually on the material presented in
the lesson. In the Visualization Auditory Kinesthetic (VAK) learning model,
students can train and develop their potential, provide direct experience, and
maximize involvement in finding and understanding a concept through physical
activities such as demonstrations, experiments, observations, and active
participation discussions.
Before the Covid-19 pandemic,
most education in Indonesia was conducted directly, namely by face-to-face
classroom learning. Learning that is carried out face-to-face now in schools
positively impacts the cognitive and social-emotional aspects and positively
impacts the language aspect. However, in contrast to the past two years, every
school in Indonesia or other countries learns online. Online learning for
school children is a collaborative program with school principals/teachers and
parents to assist and strengthen the delivery of materials and information
during the Covid-19 pandemic.
Based on the explanation
above, it is necessary to research spatial abilities through the Visualization
Auditory Kinesthetic (VAK) learning model in the Covid-19 era. The problem in
this study is how do students in solving spatial ability questions make the
answer process? The Visualization Auditory Kinesthetic (VAK) learning model in
the Covid-19 era?. The research aims to describe the answer process made by
students in solving spatial ability questions through the Visualization
Auditory Kinesthetic (VAK) learning model in the Covid-19 era.
Method
(Starman, 2013) One
type of descriptive qualitative research is in the form of research using a
case study method or approach. This research Sfocuses intensively on one
particular object studied as a case. The case study research aims to focus
intensively on a specific thing studied as a case. The case study approach
allows the researcher to remain holistic and significant.
The case study approach collected data from various
sources, and the results of this study only apply to the investigated cases. This
study uses purposive sampling to determine the number of samples used as
sources by using specific considerations. �Data collection techniques in this
study using the instrument of observation and documentation aimed at students
as
the research subject used to add, confirm, and confirm the results of the
investigation. This research also went through the stages of initial screening,
was at the stage the distribution is carried out spatial ability test questions
that students do to find out the pattern of students' answers on geometry
material.
Results
And Discussion
The results of the research are to describe the answer
process made by students in solving spatial ability questions through the
Visualization Auditory Kinesthetic (VAK) learning model in the Covid-19 era as
follows:
1.
If the classroom is generally in the form of a
block model, we call it a block ABCD.EFGH (EFGH) on the top plane. Imagine that
the blackboard is placed on the DCGH plane, and you are taking lessons.
� 
Source:
Modified (Sugilar, 2013)
a.
How many sides are there in the classroom, and what shape are the sides of the
classroom? Explain
b.
How many diagonals can you make from the classroom? Explain!
c.
How many diagonal areas are there that divide your class into two equal sizes,
and what shape is the diagonal of the space? Explain!
The
discussion is:
Completing the answer to question number 1 measures
spatial ability with its aspect is orientation. Orientation is the ability to
recognize the arrangement or form of space in general and accurately (identify
the characteristics of building spaces in general) with imagined changes from
the perspective of a given object. The indicator is that students can mention
the general aspects of building structures (cubes and blocks) by imagining
changes from the given perspective. One example of the answer process completed
by students who are taught with the learning model Visualization Auditory
Kinesthetic (VAK) is as follows:
Figure
3
Students'
Answers on Spatial Ability with Orientation Aspects
Based on Figure 3, the process of solving problem number
1. It seems that students have been able to mention the general characteristics
of building structures (cubes and blocks) by imagining changes from the given
perspective. This means that for solving problem number 1, students have been
able to guess the shape of the space in question, mention the number of sides,
side diagonals, and diagonal planes of the wake, and mention the
characteristics of the body correctly and completely. While some students
complete other answers, namely as follows:
Figure
4
Students'
Answers on Spatial Ability with Orientation Aspects
Based on Figure 4, it is obtained that the completion of
question number 1. It seems that students have not mentioned the general characteristics
of building structures (cubes and blocks) by imagining changes from the given
perspective. This means that for solving problem number 1, students have not
been able to guess the shape of the space in question and have not mentioned
the number of sides, side diagonals, and the body's diagonal plane say the
characteristics of the area.
1.
Pay attention to the following picture
Name
each corner point! Give the reason!
The
discussion is:
Completing the answer to question number 2 measures
spatial ability with its aspect is mental rotation. Mental rotation is the
ability to think (mentally) about the rotation (translation) of 2-D or 3-D
image objects accurately. The indicator can state the shape or position of a
spatial figure due to rotation or translation (by way of imagining). One
example of the answer process completed by students taught by the Visualization
Auditory Kinesthetic (VAK) learning model is as follows:
Figure
5
Students'
Answers on Spatial Ability with Mental Rotation Aspects
Based on Figure 5. the process of solving problem number
2. It appears thatstudentshave been able to state the shape or position of
awake as a result of rotation or translation (by imagining). This means that
for solving problem number 2, students have been able to imagine and rotate the
image of the cube and find out how much the shape of the space is rotated.
While some students complete other answers, namely as follows:
Figure
6
Students'
Answers on Spatial Ability with Mental Rotation Aspects
Based on Figure 6.
the process of solving problem number 2. It seems that students have not been
able to state the shape or position of awake due to rotation or translation (by
imagining). This means that for solving problem number 2, students have not
been able to imagine and rotate the cube image and know how much the shape of
the space is rotated.
1.
Pay attention to the arrangement of the bricks
below!
Source:
(Hertel, Hochweber, Mildner, Steinert, & Jude, 2014)
How
many bricks are there to make it up? Explain!
The
discussion is:
They are completing students' answers to question number 3
measures spatial ability with visualization aspect. Visualization is the mental
ability to manipulate (by imagining) to capture and describe changes in the
shape of an object from the displayed stimulus to its basic form (rotation,
turning, or changing the arrangement of 3-D objects). Through imagery, the
indicator can state a spatial object stimulus's actual condition (shape). One example
of the answer process completed by students taught using the Visualization
Auditory Kinesthetic (VAK) learning model is as follows:
Figure
7
Students'
Answers on Spatial Ability with Visualization Aspects
Based on Figure 7. the process of solving problem number
3. It appears that students have been able to state the actual condition
(shape) of a spatial object stimulus through imagery. This means that three
students have expressed the need to form the truth, explain it in detail, and
complete solving problem numbers. While some students complete other answers,
namely as follows:
Figure
8
Students'
Answers on Spatial Ability with Visualization Aspects
Based on Figure 8. the process of solving problem number
3. It appears that students have not been able to state the actual condition
(shape) of a stimulus object through imagery. This means that for solving
problem number 3, students only write down the correct answer and have not been
able to state the actual condition of the form and explain it thoroughly.
1.
Look at the picture below!
Draw
a flat shape from the picture above
a.
When viewed from above
b.
When viewed from the front
c.
When viewed from the right
The
discussion is:
Completion of students' answers to question number 4
measures spatial ability with the aspect of perception. Perception is the
ability to recognize that the size and shape of the subject remain the same
even though the stimulus is different based on how we perceive it from that
perspective. The indicator can state the actual shape or size of a display
(inspiration) 3-D based on what is felt.
One example of the answer process completed by students
taught using the Visualization Auditory Kinesthetic (VAK) learning model is as
follows:
Figure
9
Students'
Answers on Spatial Ability with Perception Aspects
Based on Figure 9. the process of solving problem number
4. It seems that students have been able to state the actual shape or size of a
3-D display (stimulus) based on what is felt. This means that for solving
problem number 4, students can imagine waking up space and imagining it into a
flat shape when viewed from various sides. While some students complete other
answers, namely as follows:
Figure
10
Students'
Answers on Spatial Ability with Perception Aspects
Based on Figure 10. the process of solving problem number 4.
It seems that students have not been able to state the actual shape or size of
a 3-D display (stimulus) based on what is felt. This means that for solving
problem number 4, students cannot imagine waking up space and imagining it into
a flat shape when viewed from various sides correctly.
1.
Look at the cube picture below!
a.
How many of each shape can be formed? What is
the total number of shapes formed?
b.
Write down what shapes are in the cube?
c.
What conclusions can you draw?
The
discussion is:
Completing students' answers to question number 5 measures
spatial ability with its aspect is a relation. The relation is the ability to
see two or more objects about themselves or to one another in space. The
indicator can state the relationship of elements in 3-D (lines, planes, and
points) of the displayed stimulus. One example of the answer process completed
by students taught using the Visualization Auditory Kinesthetic (VAK) learning
model is as follows:
Figure
11
Students'
Answers on Spatial Ability with Relation Aspects
Based on Figure 11, the process of solving problem number
5. It appears that students can state the relationship of elements in 3-D
(relationships of lines, planes, and points) of the displayed stimulus. This means
that for solving problem number 5, students can imagine and state the
relationship between flat shapes and any shapes formed in the shape of space.
While some students complete other answers, namely as follows:
Figure
12
Students'
Answers on Spatial Ability with Relation Aspects
Based on Figure 12. the process of solving problem number
5. It seems that students have not yet expressed the relationship of elements
in 3-D (relationships of lines, planes, and points) from the displayed
stimulus. This means that for the completion of question number 5, students
have not been able to imagine and state the relationship of flat shapes and any
shape of space formed in the shape of space correctly.
1.
Know the shape of the cube model:
a.
Draw a cube ABCD. EFGH. Make the diagonals of the space in the cube!
b.
What shapes are formed in the cube you made? Explain!
c.
If the side of the cube is 8 cm, what is the height of the shape created from
the diagonal of the space in the cube?
The
discussion is:
Completing
students' answers to question number 6 measures spatial ability with its aspect
is disembedding. Disembedding is the ability that allows one to search for
simple objects that are inserted into complex images. The indicator can
state/select elements (simple things) to build a tricky thing (photo). One
example of the answer process completed by students in the experimental class
is the STAD type cooperative learning assisted by Wingeom as follows:
Figure
13
Students'
Answers on Spatial Ability with Disembedding Aspects
Based on Figure 13, the process of solving problem number
6. It appears that students have been able to state/choose elements (simple
objects) that can build complex things (pictures). This means that six students
have imagined and explained an object (image) in the form of space for solving
problem numbers. While some students complete other answers, namely as follows:
Figure
14
Students'
Answers on Spatial Ability with Disembedding Aspects
Based on Figure 14, the process of solving problem number
6. It seems that students have not been able to state/choose elements (simple
objects) that can build complex objects (pictures). This means that for solving
problem number 6, students have not imagined and explained a thing (image) in
the form of space correctly.
Thus, it can be concluded that completing student answers
on aspects of spatial ability, namely orientation, mental rotation,
visualization, perception, relation, and disembedding using the Visualization
Auditory Kinesthetic (VAK) learning model, is more suitable for use in geometry
material. The Visualization Auditory Kinesthetic (VAK) learning model is
focused on providing a direct and fun learning experience. Direct learning
experience by learning by seeing (visualization), learning by hearing
(auditory), and learning with motion and emotion (kinesthetic). And this
learning model is also emphasized combining physical movement with intellectual
activity, and the use of all modalities can have a profound effect on learning.
(Zainal et al., 2002) stated
the improvement in the components of the spatial visualisation ability was
varied, with the largest gain being on the engineering drawing tasks and the
least on the mental rotation tasks the study did show that spatial visualization
skills in general were improved after the teaching and learning activities�
Conclusion
Based on the study results, conclusions were obtained on spatial abilities through the Visualization Auditory Kinesthetic (VAK) learning model. Students can better understand the material because, in this model, more students can understand the material with their respective learning styles. The spatial ability consists of orientation, mental rotation, visualization, perception, relation, and disembedding. It turned out that many students answered correctly with a complete answer process in the aspects of orientation, visualization, and perception. The rest on the mental rotation, relation, and disembedding elements, some students have not answered correctly, and the answer process is complete. Therefore, it should be noted that factors that cannot be answered correctly and ultimately need improvements both in the learning process or in questions that support aspects of mental rotation, relation, and disembedding spatial abilities to understand the geometry material better. Spatial ability is very important for problem solving and geometry learning, where existing aspects must be developed to improve skills in spatial abilities that will increase students' awareness the importance of optimizing the conditions during learning. This research is limited to three dimensional geometry material, namely cube and inverted material. It is suggested that other reasearches will develop spatial abilities in other three-dimensional materials, such as prisms, pyramids, cones, tubes, and spheres.
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