Improving Students' Spatial Thinking Ability by Applying The "Blended Learning-Rigorous Mathematical Thinking" Model in Learning

Abstract

This study aims to describe the improvement of students' spatial thinking ability related to Geometry objects in Mathematics subjects after applying the Blended learning-Rigorous mathematical thinking model. This improvement in spatial thinking skills is in order to improve students' ability to solve mathematical problems and other problems in everyday life. This research is a quantitative descriptive research by applying the Control Group Pretest-Posttest Design. The data analyzed were in the form of student learning outcome values related to spatial thinking ability after the BL-RMT model was applied. The data from the study were analyzed by combining the N-Gain Test and the t-Test. The results stated that classes implementing the BL-RMT model showed an increase in KBSp of 0.477 with a moderate N-Gain category. Classes not given treatment showed an increase in KBSp of 0.252 with a low N-Gain category. Furthermore, based on the t-test results on the KBSp test post value of 4.319 with a Sig (2-tailed) value of 0.000 < 0.05, it means that there is a significant difference between the experimental class and the control class. Based on the results of the study, it can be concluded that the application of the BL-RMT model can improve students' spatial thinking ability.