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All Journal Journal of General Education and Humanities Indonesian Journal of Early Childhood Educational Research
Harnum, Tiara Sekar
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Mapping the Mind: Exploring Students' Visual-Spatial Thinking in Transformation Geometry Dwirahayu, Gelar; Satriawati, Gusni; Sobiruddin, Dindin; Avip Prianta, Bambang; Harnum, Tiara Sekar
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.434

Abstract

This study investigates high school students’ visual-spatial thinking ability in the context of transformation geometry using a descriptive quantitative design. A total of 241 students from public and Islamic high schools in Jakarta participated in the study, responding to a validated 40-item multiple-choice test assessing four key indicators: imagining, problem-solving, pattern seeking, and conceptualising. Results reveal that students generally performed at a medium level across all indicators, with the highest scores in imagining (M=62.97) and the lowest in conceptualising (M=47.05). These findings suggest that while students demonstrate some spatial reasoning capability, their conceptual understanding remains limited. The study highlights the importance of incorporating visualisation-focused strategies in geometry instruction to strengthen spatial reasoning and deeper comprehension of transformation concepts. Future research should explore the longitudinal impact of visual-spatial training and its role in developing higher-order geometrical thinking.
Early Childhood Teachers’ Perceptions at "Rumah Bermain Ku" Regarding Digital Books and Printed Books as Learning Media Zakiah, Zakiah; Harnum, Tiara Sekar; Vinayastri, Amelia
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 2 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i2.15950

Abstract

This stydy aims to explore teachers' perceptions regarding the use of digital books and printed books in early childhood education. Using a qualitative phenomenological approach, this study involved six teachers from one private early childhood education institution selected purposively, namely PAUD Rumah Bermain Ku in Depok City. Data were collected through observation, documentation, and in-depth interviews. The analysis included stages of reduction, display, and conclusion. The results showed that teachers preferred printed books, which were considered more appropriate for early childhood development, effective in maintaining children's focus, and supporting interactions between teachers and students. However, challenges for digital books included distractions, infrastructure issues, and a lack of teacher training. To increase digital book usage, actions like digital literacy training and providing more devices are needed. Teachers should combine printed and digital resources and collaborate on effective learning strategies.    
Co-Authors Avip Prianta, Bambang Dindin Sobiruddin, Dindin Gelar Dwirahayu Gusni Satriawati, Gusni Vinayastri, Amelia Zakiah Zakiah