Improving Students' Spatial Skill with Learning Cycle Using Cabri 3D Application in Junior High School

Abstract

This research aims to improve spatial skills of students on the subjects of 3-dimensional geometry with Learning Cycle Model using application Cabri 3D in Junior High School Muhammadiyah Ajibarang. This research is Classroom Action Research that implemented in the 3 cycles where each cycle consists of 2 hours of the first meeting to deliver material, 2 hours at the second meeting to convey material and then the last one hour to test evaluation. The subject of this research is 32 students of seven-grade junior high school Muhammadiyah Ajibarang. Each cycle in this research starting from the action planning, implementation of the action, observation, evaluation, and reflection. The technique of data collection that researchers have already done is observation and tests of spatial skills of mathematics students. Based on the results of research, the spatial skills of students at the first cycle obtained the average score of 67.50, the second cycle obtained the average score of 79.06 and third cycle obtained the average score of 85.00. The conclusions from this study are learning using Learning Cycle Model using application Cabri 3D can improve the spatial skills students of seven-grade junior high school Muhammadiyah Ajibarang particularly on the subjects of 3-dimensional geometry than shown by increasing of average score student's spatial skills tests every cycle.

Probit Regression Analysis in Estimating the Effect of Learning Assisted by Cabri 3D on Students' Mathematical Understanding Ability

“…Research on Cabri 3D-assisted learning on the ability to comprehend mathematical concepts has been done by previous researchers, namely research on the 3D Cabri-based student worksheet can improve mathematical concept understanding so that the learning process becomes effective and efficient (Hendriana, 2019), the application of Cabri 3D learning media on the mathematical concept understanding can help students in learning because they are invited to learn in real terms (Sumliyah, 2019). And in other studies (Hartatiana, Darhim, & Nurlaelah, 2017a, 2017bHendriana, Nuriadin, & Rachmaeni, 2019;Muhammad, Purwanto, & Muji Prisnaini, 2017;Witanto, 2019).…”