Spatial Ability and Misconceptions Reviewed from Students' Bis-Volks on Flat-Sided Space Structure Material for Class VIII Junior High School

Abstract

This study aims to examine students' spatial ability and describe the types of misconceptions based on Bis-VOLKS experienced by students at SMPN 3 Pontianak on the topic of solid geometry. The study uses a mixed-methods approach, involving 6 students selected through purposive sampling. The research instruments include a spatial ability test and interviews. The test results show that 6 students (22%) have high spatial ability, 16 students (59%) have moderate spatial ability, and 5 students (19%) have low spatial ability. The majority of students fall into the moderate spatial ability category. Students with high spatial ability demonstrate a deep understanding of geometric concepts, are able to visualize objects in space well, and rarely experience misconceptions. In contrast, students with low spatial ability often struggle to understand geometric relationships, frequently experience misconceptions, and require more intensive teaching approaches. These findings indicate the need for more effective teaching strategies to enhance spatial ability and reduce misconceptions in the topic of flat-sided space figures. It is recommended to use more visual and practical teaching methods, regularly evaluate students' understanding to identify and address misconceptions, and utilize a variety of learning materials. Collaboration between teachers and parents is also crucial to support students' learning at home.