Primary School Students’ Spatial Orientation Strategies in an Outdoor Learning Activity supported by Mobile Technologies

Peng, Aihui; Sollervall, Håkan

doi:10.18404/ijemst.61603

Cited by 19 publications

(16 citation statements)

References 43 publications

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“…One of these categories is spatial orientation. Spatial orientation is the ability to enter a given spatial situation (Liao, 2017;Peng & Sollervall, 2014;Pittalis & Christou, 2010). In spatial orientation, individuals are required to realize whether one object is to the right or left of, higher or lower than, or closer than another object.…”

Section: Introductionmentioning

confidence: 99%

Virtual Mathematics Kits (VMK): The Value of Spatial Orientation on It

Pradana¹,

Sa’dijah²,

Sulandra³

et al. 2020

EUROPEAN J ED RES

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The purposes of the current study were to develop students' spatial orientation skills using Virtual Mathematics Kits (VMK) and to evaluate VMK as a form of digital media in terms of spatial orientation. This study involved 42 lower-class and 47 higher-class elementary school students as the intervention group and 36 lower-class and 41 higher-class students as the control group. The intervention group was administered spatial orientation activities for 10 weeks. These activities were performed using a VMK to facilitate solving spatial problems. In the end of activities, spatial orientation instruments administered to compare spatial orientation ability on each group. The findings of this study, spatial orientation activities using a VMK improved students' spatial orientation skills. More specific, VMK provides more significant effect on higher-class students. Finally, VMK allows students to explore many ideas and perspectives to solve various spatial problems. VMK can be used as a digital media that helps students to develop spatial reasoning.

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Section: Introductionmentioning

confidence: 99%

Virtual Mathematics Kits (VMK): The Value of Spatial Orientation on It

Pradana¹,

Sa’dijah²,

Sulandra³

et al. 2020

EUROPEAN J ED RES

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“…The mathematical activities presented by the RME can make the students being challenged to solve a problem. The mathematical learning with an outdoor approach can improve productive disposition towards mathematics (Peng & Sollervall, 2014). Students who did not like mathematics became happy with mathematics, after they got the RME learning.…”

Section: Introductionmentioning

confidence: 99%

Improving Students’ Productive Disposition through Realistic Mathematics Education with Outdoor Approach

Haji

Yumiati

Zamzaili

2019

J. Res. Adv. Math. Educ

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This study aimed to improve the students’ productive disposition (PD) through Realistic Mathematics Education (RME) learning with an outdoor approach based on school level. Productive disposition development is intended so that students can appreciate mathematics as a science needed for their lives. The method used in this research was a quasi-experimental study. The population was 210 students of the fifth grade of Elementary School from five schools. The sample was 75 fifth grade students. The data were collected by using a questionnaire. Data were analyzed using t-test to find out the difference between the experimental and the control group. The results of this study indicate that RME learning with the outdoor approach more influential than the conventional learning in improving PD in high school level. Otherwise, in medium and low level school, the conventional learning was more influential than the RME learning with the outdoor approach to improve the students’ PD. Therefore, it can be concluded that the school level needs to be considered in improving students’ productive disposition through RME learning with an outdoor approach. Moreover, RME learning with an outdoor approach as an alternative model to improve productive disposition of students.

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“…Yenilmez and Kakmaci (2015) propose that spatial visualization skill is required in many disciplines such as Math and Geometry, Physics and Chemistry and any other work field like engineering. [3] Moreover, people use spatial ability effectively in daily life, for example in using map, exercising, and putting stuff orderly (Peng and Sollervall, 2014). [4] In National Academy of Science (2006), it is stated that there are many disciplines involve spatial ability, for instances astronomy, education, geography, geosciences, and psychology.…”

Section: Introductionmentioning

confidence: 99%

“…[3] Moreover, people use spatial ability effectively in daily life, for example in using map, exercising, and putting stuff orderly (Peng and Sollervall, 2014). [4] In National Academy of Science (2006), it is stated that there are many disciplines involve spatial ability, for instances astronomy, education, geography, geosciences, and psychology. [5] Data found from SMAS Muhammadiyah 8 Kisaran showed that students' spatial ability was low; students found it hard to visualize components in Geometry.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Spatial Ability and <i>Self-efficacy</i> of Students in Cooperative Learning by Using Jigsaw at Smas Muhammadiyah 8 Kisaran

Sari¹,

Syahputra²,

Surya³

2018

EDUCATION

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The study aims at analyzing students spatial ability and self-efficacy by using Cooperative learning Jigsaw type, including (1) students' thinking process on spatial ability (2) students self efficacy after learning process using jigsaw type of cooperative learning (3) students' active participation level in learning process. Subjects of the study are 38 students of X-IPA2 of SMAS Muhammadiyah 8 and its objects are students' spatial ability, self-efficacy and active participation. The current study is a qualitative-descriptive study. The instrumentations used are spatial ability test, self efficacy questionnaires, students' activities observation sheet and interview guideline. The data is analyzed by using Miles-Huberman Model. Based on the data collected, students' thinking processes on spatial ability after learning by using Jigsaw type of Cooperative learning are classified into high, medium, and low. (1) Students with high spatial ability have orderly, neat and abstractly thinking skill in completing spatial ability test. Students with medium/intermediate spatial ability level have orderly thinking process and semi abstract ability in solving spatial ability test. Students with low spatial ability level in understanding the problems have uncompleted thinking process, do not have ability to concentrate, semi abstract thinking, cannot find alternative in solving the problems and have un orderly and poor thinking process. (2) Self-efficacy of students of SMAS Kisaran 8 after learning by using Jigsaw type of cooperative learning is good. (3) Whole percentage of students' active participation in teaching learning process is at tolerance interval of the ideal time set.

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Primary School Students’ Spatial Orientation Strategies in an Outdoor Learning Activity supported by Mobile Technologies

Cited by 19 publications

References 43 publications

Virtual Mathematics Kits (VMK): The Value of Spatial Orientation on It

Virtual Mathematics Kits (VMK): The Value of Spatial Orientation on It

Improving Students’ Productive Disposition through Realistic Mathematics Education with Outdoor Approach

An Analysis of Spatial Ability and <i>Self-efficacy</i> of Students in Cooperative Learning by Using Jigsaw at Smas Muhammadiyah 8 Kisaran

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