Pengaruh Kemampuan Spasial Terhadap Hasil Belajar Matematika Siswa
Abstract
Topik geometri dirasakan sulit oleh siswa karena berhubungan dengan kemampuan khusus yakni kemampuan spasial. Tujuan mengetahui pengaruh kemampuan spasial terhadap hasil belajar matematika siswa. Metode yang digunakan dalam penelitian ini yaitu metode penelitian korelasi yang bersifat ekpost facto atau causal research dengan menggunakan pendekatan kuantitatif. Penelitian ini dilaksanakan di kelas XI OTKP SMK Al-Madina Cianjur yang berjumlah 22 siswa. SMK Al Madina beralamat di Jalan Caringin, Limbangan Sari, Kecamatan Cianjur, Kabupaten Cianjur. Dari hasil penelitian menunjukkan antara kemampuan spasial dan hasil belajar matematika siswa memiliki korelasi yang tinggi dan memiliki jenis hubungan yang positif dengan koefisien korelasi yang diperoleh yaitu 0,869. Kemampuan spasial memiliki pengaruh terhadap hasil belajar matematika sebesar 75,5% sedangkan 24,5% dipengaruhi faktor lain yang tidak diukur dalam penelitian ini.
Downloads
References
Burnett, S. A., Lane, D. M., & Dratt, L. M. (1979). Spatial visualization and sex differences in quantitative ability. Intelligence, 3, 345-354.
Casey, M. B., Nuttall, R. L., & Pezaris, E. (2001). Spatial-mechanical reasoning skills versus mathematical self-confidence as mediators of gender differences on mathematics subtests using cross-national gender-based items. Journal for Research in Mathematics Education, 32(1), 28-57.
Clark, Damon. (2009) The Performance and Competitive Effects of School Autonomy. Journal of Political Economy, 2009, vol. 117, no.4 p.745-783
Geary, D. C., Hoard, M. K., Byrd-Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child Development, 78, 1343-1359.
Guay, R., & McDaniel, E. 1977. The relationship between mathematics achievement and spatial abilities among elementary school children. Journal for Research in Mathematics Education, 8(3), 211-215. doi:10.2307/748522
Holmes, J., Adams, J. W., & Hamilton, C. J. (2008). The relationship between visuospatial sketchpad capacity and children’s mathematical skills. European Journal of Cognitive Psychology, 20(2), 272 – 289.
Kyttälä, M, Aunio, P, Lehto, J. E., Van Luit, J., & Hautamaki, J. (2003). Visuospatial working memory and early numeracy. Educational and Child Psychology, 20, 65–76.
Linn, M., & Petersen, A. 1985. Emergence and characterization of sex differences in spatial ability: a meta-analysis. Child Development, 56(6), 1479-1498. doi:10.2307/1130467
Lubinski, D., & Benbow, C.P. (1992). Gender differences in abilities and preferences among the gifted: Implications for the math/science pipeline. Current Directions in Psychological Science, 1(2), 61-66.
McKenzie, B., Bull, R., & Gray, C. (2003). The effects of phonological and visual-spatial interference on children’s arithmetical performance. Educational and Child Psychology, 20, 93–108.
McLean, J. F., & Hitch, G. J. (1999). Working memory impairments in children with specific arithmetic learning difficulties. Journal of Experimental Child Psychology, 74, 240–260.
National Academy of Science (2006). Learning to Think Spatially. Washington DC: The National Academics Press.
Puspendik kemdikbud. Laporan Hasil Ujian Nasional. Tersedia: https://hasilun.puspendik.kemdikbud.go.id.
Copyright (c) 2019 JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Open Access
JUMLAHKU:Jurnal matematika ilmiah STKIP Muhammadiyah Kuningan is a national peer reviewed and open access journal that publishes significant and important research from all area of mathematics education.
This journal provides immediate open access to its content that making research publish in this journal freely available to the public that supports a greater exchange of knowledge.
Copyright
Submission of a manuscript implies that the submitted work has not been published before (except as part of a thesis or report, or abstract); that it is not under consideration for publication elsewhere; that its publication has been approved by all co-authors. If and when the manuscript is accepted for publication, the author(s) still hold the copyright and retain publishing rights without restrictions. Authors or others are allowed to multiply article as long as not for commercial purposes. For the new invention, authors are suggested to manage its patent before published. The license type is BY-NC-SA 4.0.
Disclaimer
No responsibility is assumed by publisher and co-publishers, nor by the editors for any injury and/or damage to persons or property as a result of any actual or alleged libelous statements, infringement of intellectual property or privacy rights, or products liability, whether resulting from negligence or otherwise, or from any use or operation of any ideas, instructions, procedures, products or methods contained in the material therein.