<![CDATA[Kemampuan spasial merupakan prediktor penting dalam keberhasilan pembelajaran STEM, khususnya mata kuliahgeometri analitik ruang yang memerlukan visualisasi tiga dimensi. Penelitian ini bertujuan menganalisis profilkemampuan spasial mahasiswa calon guru matematika dalam menyelesaikan masalah geometri analitik ruang.Metode penelitian menggunakan desain mixed-method dengan melibatkan 15 mahasiswa semester 5 Program Studi Pendidikan Matematika Universitas Muhammadiyah Tangerang yang dipilih secara random sampling. Instrumen berupa tes kemampuan spasial 15 soal pilihan ganda yang mencakup visualisasi spasial, orientasi spasial, dan relasi spasial. Data dianalisis menggunakan statistik deskriptif dan coding kualitatif strategi penyelesaian mahasiswa. Hasil menunjukkan kemampuan spasial kategori sedang dengan rata-rata 9,07/15 (60,4%). Analisis per aspek mengungkap orientasi spasial unggul (64%), visualisasi spasial (61,3%), dan relasi spasial terlemah (54,7%). Temuan mengindikasikan perlunya pendekatan pembelajaran yang mengintegrasikan metode visual dan analitis serta intervensi khusus untuk mengatasi miskonsepsi pada konsep irisan bidang dan polarisasi ekstrem tingkat kesulitansoal. Kontribusi penelitian memberikan baseline profil kemampuan spasial calon guru matematika dan implikasi desain pembelajaran yang mengintegrasikan pendekatan visual-analitis untuk mengembangkan kemampuan spasial secara optimal.Spatial ability is an important predictor of the success of STEM learning, especially in spatial analytical geometrycourses that require three-dimensional visualization. This study aims to analyze the profile of spatial ability ofprospective mathematics teacher students in solving spatial analytical geometry problems. The research method used a mixed-method design involving 15 5th semester students of the Mathematics Education Study Program,Muhammadiyah University of Tangerang who were selected by random sampling. The instrument was a spatial ability test of 15 multiple-choice questions covering spatial visualization, spatial orientation, and spatial relations. Data were analyzed using descriptive statistics and qualitative coding of student solving strategies. The results showed that spatial ability was in the moderate category with an average of 9.07/15 (60.4%). Analysis per aspect revealed superior spatial orientation (64%), spatial visualization (61.3%), and the weakest spatial relations (54.7%). The findings indicate theneed for a learning approach that integrates visual and analytical methods and specific interventions to overcomemisconceptions on the concept of plane intersection and extreme polarization of problem difficulty levels. Thecontribution of the study provides a baseline profile of prospective mathematics teacher spatial ability and implications for learning design that integrates a visual-analytical approach to develop spatial ability optimally]]>
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