Analysis of mathematical spatial ability in terms of choleric and melancholic personality types in junior high school students

Abstract

Mathematics is one of the subjects that occupies an important role in the world of education. Geometry is a part of mathematics that can hone spatial skills. Variations in spatial abilities differ in students depending on personality type. The purpose of the study was to determine the students' mathematical spatial ability in terms of choleric and melancholic personality types in geometry. This type of research is qualitative research with data obtained through questionnaires, tests, and interviews. Data were analyzed by data triangulation. From this data, it is analyzed and triangulation process is carried out. The results showed: (1) the mathematical spatial abilities of students with choleric personality were categorized as good, which were able to identify, classify, imagine, construct and present geometric shapes and have not been able to state the position of the elements; (2) The mathematical spatial ability of students with melancholic personality types, namely being able to state the position of the elements of a spatial structure, being able to identify, classify, imagine a shape or position, be able to construct and represent a spatial image and be able to investigate a spatial image.

Analysis of students spatial ability in solving problems of flat side space subjects based on van hieles level of thinking

“…In this case, the subject has met high spatial ability. It is in line with several studies which state that the ability spatial ability of students who have high mathematical ability has fulfilled all indicators of spatial ability [12]. Students who reach level 2 (abstraction) van Hiele can already correctly solve geometric problems using spatial reasoning abilities to build geometric structures in an axiomatic system to solve given issues [13][14][15][16].…”

Exploring Service Accessibility and Quality for Differently-Abled Students: A Qualitative Analysis at a South African University of Technology

“…However, it was acknowledged that the model may not be universally suited for every higher education sector despite its potential as a vital means for evaluating service quality (Gregersen, 2003). Furthermore, studies by Slade et al (2000) explored the application of the SERVQUAL model in understanding students' perceptions of service quality, the impact of time on service quality observations, and the measurement of service quality for international students (Ashwin, 2006;Listiwikono, 2022;Purborini & Hastari, 2019;Thomas, 2011).…”