Introduction. The facts show that students at the school level still have low spatial reasoning abilities at the school level, but the spatial reasoning abilities of students at the university level are not yet known. The results of students' spatial reasoning abilities are not yet known, so it is necessary to carry out detailed research so that it can be understood more widely. The purpose of this research is to analyze how hyperbolic problem solving differs based on the level of student ability, so that students with high, medium and low ability can be described more specifically at each step of problem solving. Study participants and methods. The subjects in this research were undergraduate students in the mathematics education study program at the Institut Pendidikan Tapanuli Selatan, Indonesia, who were determined using purposive sampling on the condition that they had taken analytical geometry courses. The research subjects selected were 3 students, each of whom had high ability with a score of 95, medium ability with a score of 85 and low ability with a score of 73 who were tested with a geometric ability test. The results of solving hyperbolic problems refer to indicators of spatial reasoning. Hyperbola problem solving data is analyzed based on the level of geometric ability with stages of data reduction, data presentation, and drawing conclusions. This research method is a qualitative descriptive research method with a single case design. Results. First, subjects with high geometric abilities based on analysis of spatial reasoning indicators, namely spatial visualization, mental rotation, and spatial orientation, have good problem-solving skills with an average achievement of 92.4.In spatial reasoning on hyperbolic objects, starting from the steps to understand the problem and planning a solution based on the problem, as well as carrying out the solution and evaluating the solution, there is no difficulty in solving the hyperbolic problem. Second, subjects with moderate geometric abilities based on analysis of spatial visualization abilities, mental rotation, and spatial orientation have good learning achievements, which are also shown based on spatial reasoning indicators. It is known that the average problem-solving ability for moderate geometry is 84.83. Third, subjects with low geometric ability based on analysis of spatial visualization ability, mental rotation, and spatial orientation showed poor performance, with the average achievement of problem solving with low geometric ability being 73.2. Conclusion. This research describes how the ability to solve hyperbola problems differs based on the level of geometric ability. The results of this research provide a basic description that can be used to show differences in hyperbola problem solving abilities from the four steps based on high, medium and low geometric abilities.
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