Latifa Intan, Febria Ningsih, Mesi Oktavia

The Effect of Teaching Two-Dimensional Shapes Using the Collaborative Learning Method on Students’ Spatial Ability

Introduction

The effect of teaching two-dimensional shapes using the collaborative learning method on students’ spatial ability. Discover how collaborative learning enhances students' spatial ability when teaching flat-sided three-dimensional shapes. This study confirms significant improvement over direct instruction.

Abstract

This study aims to analyze the effect of implementing collaborative learning methods on flat-sided three-dimensional shapes on the improvement of students’ spatial abilities. The study used a quantitative approach with a quasi-experimental design and a Non-Equivalent Posttest-Only Control Group Design, with a population of eighth-grade students at MTsN 2 Kerinci and an instrument in the form of a spatial ability essay test. The analysis results indicate that the data from both classes are normally distributed, with a P-value of 0.323 for the experimental class and 0.218 for the control class (both > 0.05), and exhibit homogeneous variance based on Levene’s test with a P-value of 0.665. A two-tailed t-test revealed a mean difference of 21.73 with a 95% confidence interval ranging from 17.19 to 39.73 and a P-value of 0.000, indicating a significant difference between the two groups. Thus, it can be concluded that collaborative learning on flat-sided three-dimensional shapes is more effective in improving students’ spatial abilities compared to direct instruction.

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