出版社：The International Institute for Science, Technology and Education (IISTE)
摘要：This study aims to describe the level of spatial ability of the VIII grade students of SMP Wiraswasta Batang Kuis after the implementation of the Van Hiele theory with the help of autograph media and to determine the level of difficulty of students in solving spatial problems in learning Van Hiele theory with autograph assistance. Batang Quiz, totaling 25 students. The research instrument was a test of spatial ability and interview guidelines. Data analysis was performed using the Miles and Huberman model. Of the 23 students of class VIII SMP Wiraswasta Batang Kuis who took the test, 15 students (65.21%) with low spatial ability, 4 students (17.39%) who had moderate spatial ability levels. high spatial ability as many as students (17.39%). Based on this, there are still many students who have a low level of spatial ability. Difficulties experienced by S-1s with low levels of proficiency are in facts, concepts, operations and principles, as well as S-2s with low levels of spatial abilities, the difficulties experienced in operations and principles. Students with low levels of spatial ability, namely S-3 and S-4, experience the same difficulties, namely in the concepts and principles section. Furthermore, S-5 with a high level of spatial ability experienced conceptual difficulties, and S-6 with a high level of spatial ability had no difficulty at all. Likewise S-2 with a low level of spatial difficulty experienced on operations and principles. Students with low levels of spatial ability, namely S-3 and S-4, experience the same difficulties, namely in the concepts and principles section. Furthermore, S-5 with a high level of spatial ability experienced conceptual difficulties, and S-6 with a high level of spatial ability had no difficulty at all. Likewise S-2 with a low level of spatial difficulty experienced on operations and principles. Students with low levels of spatial ability, namely S-3 and S-4, experience the same difficulties, namely in the concepts and principles section. Furthermore, S-5 with a high level of spatial ability experienced conceptual difficulties, and S-6 with a high level of spatial ability had no difficulty at all.
