<![CDATA[This study aims to describe the abstraction of epistemic actions (RBC) performed by junior high school students with high spatial abilities when constructing cube nets. The research employed an exploratory qualitative method, with primary data collected through interviews with two students selected purposively based on their high spatial skills. The instruments used included clinical interview guides, the Purdue spatial test, and three variations of cube models. The data analysis process started with transcribing audio and audiovisual recordings. The next step involved data reduction by summarizing the core information, followed by organizing the data into units aligned with the research objectives. The data were then categorized and coded. To ensure data validity and reliability, thorough data checking was conducted.The findings revealed that both students were able to construct various cube models, including 14 plain cube nets, 14 colored cube nets, and 14 cube nets with domino motif variations. Notably, there was no significant difference in the epistemic actions used by the two students. In the initial stage, when constructing the first plain cube nets, they used only two epistemic actions: recognition and building-with. However, in constructing subsequent nets—colored and motif variations—they employed a complete set of epistemic actions: recognition, building-with, and construction, which were tiered and interconnected. These results indicate that students with high spatial abilities tend to develop complete and structured epistemic actions in the process of constructing cube models.]]>
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