<![CDATA[Purpose: This study aims to analyze the spatial ability profiles of prospective mathematics teachers in solving spatial analytic geometry problems, considering the critical role of spatial proficiency as a success predictor in STEM education. Design/methodology/approach: A mixed-methods design was employed, involving 15 fifth-semester students at Universitas Muhammadiyah Tangerang selected via random sampling. The instrument consisted of a spatial ability test evaluating spatial visualization, orientation, and relation. Findings: Results indicate a moderate spatial ability level (mean: 60.4%). The highest performance was observed in spatial orientation (64%), followed by visualization (61.3%), while spatial relation was the weakest (54.7%). Strategic analysis revealed significant misconceptions regarding plane sections. Practical implications: The findings advocate for geometry instructional designs that integrate visual-analytical approaches to mitigate misconceptions and optimize the spatial development of prospective educators. Originality/value: This study provides a specific baseline of spatial ability profiles within the context of spatial analytic geometry, addressing a literature gap concerning targeted interventions for spatial relation skills in pre-service teachers. Purpose: Penelitian ini bertujuan menganalisis profil kemampuan spasial mahasiswa calon guru matematika dalam menyelesaikan masalah geometri analitik ruang, mengingat peran krusial kemampuan spasial sebagai prediktor keberhasilan dalam pembelajaran STEM. Design/methodology/approach: Menggunakan desain mixed-methods dengan sampel 15 mahasiswa semester 5 di Universitas Muhammadiyah Tangerang yang dipilih melalui random sampling. Instrumen penelitian berupa tes kemampuan spasial yang mencakup aspek visualisasi, orientasi, dan relasi spasial. Findings: Hasil menunjukkan rata-rata kemampuan spasial mahasiswa berada pada kategori sedang (60,4%). Skor tertinggi dicapai pada aspek orientasi spasial (64%), diikuti visualisasi (61,3%), dan relasi spasial (54,7%). Identifikasi strategis mengungkap adanya miskonsepsi pada konsep irisan bidang. Practical implications: Hasil penelitian merekomendasikan desain pembelajaran geometri yang mengintegrasikan pendekatan visual-analitis untuk memitigasi miskonsepsi serta mengembangkan kemampuan spasial calon praktisi secara optimal. Originality/value: Studi ini memberikan baseline data profil kemampuan spasial yang spesifik pada konteks geometri analitik ruang, mengisi celah literatur mengenai kebutuhan intervensi khusus pada aspek relasi spasial mahasiswa calon guru.]]>
Copyrights © 2025
