Abstract
This study aims toknow: (1) The differences in students’ spatial ability and self-regulated learning who are given guided discovery learning model based on Malay Deli culture and cooperative learning, (2) Interaction between learning models with gender in increasing students' spatial ability and students’ self-regulated learning. This type of research is quasi-experimental. This research was conducted at SMP N 28 Medan. The population in this study were all students of class VIII. Based on the results of the analysis, the results of the study are: (1) Improvement of spatial ability and self-regulated learning of students who are given guided discovery learning model based on Malay Deli culture is higher than students who are given cooperative learning, (2) There is an interaction between learning models with gender in increasing students’ spatial ability and self-regulated learning. Keywords: Spatial Ability, Self-regulated Learning, Guided Discovery Learning Model Based on Malay Deli Culture, Cooperative Learning DOI : 10.7176/JEP/10-27-11 Publication date :September 30 th 2019
Highlights
PRELIMINARY The mathematical context especially geometry occupies a special position in the curriculum
A study was conducted to review differences in spatial ability and self-regulated learning of students who were given a guided discovery learning model based on Malay Deli culture and cooperative learning
Data on the self-regulated learning of students in classes that are given guided discovery learning model based on Malay Deli culture and classes that are given cooperative learning models are shown in the following Table 4 : Table 4
Summary
PRELIMINARY The mathematical context especially geometry occupies a special position in the curriculum. From a psychological point of view, geometry is the presentation of abstractions from visual and spatial experiences, for example plane, patterns, measurements and mapping. Whereas from a mathematical point of view, geometry provides approaches to problem solving, for example drawings, diagrams, coordinate systems, vectors, and transformations. Geometry develops cognitive abilities of students and helps in the formation of memory, namely concrete objects that become abstract (Asis, Arsyad and Alimuddin, 2015: 79). The low ability of students due to spatial ability itself requires the ability to think at a high level in observing the spatial world and imagining geometric forms because it requires high imagination (Asis, Arsyad, and Alimuddin, 2015). Learning progress will be formed from the process of self-regulated learning. Self-regulated learning is one indicator that determines the success of student learning (Sumarmo and Sugandi, 2010). Gender role behavior is behavior that is widely learned in learning (Slavin, 2011)
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