The challenge-based learning to students’ spatial mathematical ability

Abstract

The low ability of students thinking in geometry requires a new perspective in creating a more challenging and better mathematics learning process. This study aims to improve mathematical spatial ability through challenge-based learning using the Quasi-Experiment Method and Non-equivalent Pretest-Posttest Control Group Design. The instruments used PAM test and spatial thinking ability test. Analysis of quantitative data used t-test, Mann–Whitney U test, and Adjusted Rank Transform, two-way ANOVA. The study conducted at a university in Bandung, Indonesia. It involved 62 prospective Madrasah Ibtidaiyah teacher candidates as samples, which categorized into two classes, 32 class B as an experimental class and 30 class A as a control class. The findings show: There is a higher increase in mathematical spatial abilities of students who obtain challenge-based learning than students who obtain expository learning based on the overall student sample and students’ initial mathematical knowledge. There was an interaction effect between type aspects (challenge-based learning and expository learning) and initial mathematical knowledge on students’ mathematical spatial abilities. Challenge-based learning can facilitate the process of conflict, discovery, social interaction, and the reflective process of students. The material is easy to understand and exciting to learn. Thus, spatial ability is better than expository learning.