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dc.contributor.authorPutra, Raharjo Ade
dc.contributor.authorYani, Ahmad
dc.contributor.authorSomatri, Lili
dc.date.accessioned2020-01-22T03:32:22Z
dc.date.available2020-01-22T03:32:22Z
dc.date.issued2019
dc.identifier.citationApino E., & Retnawati H. (2017) Developing Instructional Design to Improve Mathematical Higher Order Thinking Skills of Students. Journal of Physics: Conference Series 81, hlm. 1-7. Arya, D.J., Hiebert, Pearson. (2011). The Effects of Syntactic and Lexical Complexity on The Comprehension of Elementary Science Texts. International Electronic Journal of Elementary Education, 2011, 4(1), hlm. 107-125. Battersby, S. E., Golledge, R. G., & Marsh, M. J. (2006). Incidental learning of geospatial concepts across grade levels: Map overlay. Journal of Geography, 105(4), 139-146. Battista, M. T., Wheatley, G. H., & Talsma, G. (1982). The importance of spatial visualization and cognitive development for geometry learning in preservice elementary teachers. Journal for Research in Mathematics Education, 332-340. Ennis, R.H. (1996). Critical thinking. United States of America: Prentice-Hall. Fachrurazi, T. P. (2011). Implementation of problem-based learning to improve the ability of critical thinking and mathematics communication ELEMENTARY. S3 Education Mathematics, Graduate Program, University of Education of Indonesia, Indonesia. Fisher, A. (2009) Critical thinking: An Introduction. Jakarta: Erlangga Imamuddin, M., & Isnaniah, I. (2018). Profile of spatial ability student Camper in reconstructing slices of prism reviewed from Gender differences. Established: Journal of Mathematics and Learning, 6(1), 31-39. Kell, H. J., Lubinski, D., Benbow, C. P., & Steiger, J. H. (2013). Creativity and technical innovation: Spatial ability’s unique role. Psychological science, 24(9), 1831-1836. Khine, M. S. (2013). Analysis of Science Textbooks for Instructional Effectiveness. Springer, them. 303-310. Kragten, M., Admiraal, W., & Rijlaarsdam, G. (2015). Students’ learning activities while studying biological process diagrams. International Journal of Science Education, 37(12), 1915-1937. Lohman, D. F. (1996). Spatial ability and g. Human abilities: Their nature and measurement, 97, 116. Lubinski, D. (2010). Spatial ability and STEM: A sleeping giant for talent identification and development. Personality and Individual Differences, 49(4), 344-351. Maeda, Y., & Yoon, S. Y. (2013). A meta-analysis on gender differences in mental rotation ability measured by the Purdue spatial visualization tests: Visualization of rotations (PSVT: R). Educational Psychology Review, 25(1), 69-94. Mayer, R. E. (2008). Elements of a Science of e-Learning. Journal of Educational Computing Research, 29(3): 297-313. Ministry of National Education [MNE]. (2005). _lkögretim mathematics ögretim programı 6-8. sınıflar: Ögretim programı ve kılavuzu Ankara, Turkey: MNE National Research Council. (2006). Learning to think spatially., Washington, DC: National Academies Press Peng, A., & Sollervall, H. (2014). Primary school students’ spatial orientation strategies in an outdoor learning activity supported by mobile technologies. International Journal of Education in Mathematics Science and Technology, 2(4), 246-256 Piaget, J. (2006). Reason. New Ideas in Psychology, 24(1), 1-29. Pietsch, S., & Jansen, P. (2012). Different mental rotation performance in students of music, sport and education. Learning and Individual Differences, 22(1), 159-163. Yurt, E. (2014). The Predictive Power of Self-Efficacy Sources for Mathematics Achievement. Education & Science/Egitim ve Bilim, 39(176)id_ID
dc.identifier.issn2615-1588
dc.identifier.urihttp://hdl.handle.net/11617/11839
dc.description.abstractThe study aims to find out the relationship between the spatial ability and critical thinking ability of the students of the XI SMA Lab School UPI on geography subjects. The study used the ex-post-facto method to find out causal relationships that were not manipulated or were not given treatment by researchers. The subject in this study was a student of XI IPS 3 class at SMA Lab School UPI Bandung. The instrument used is a matter of double choice of spatial ability and a question of multiple choice of critical thinking ability. Based on the results of data analysis concluded that: (1) The average percentage of the student’s spatial ability amounted to 71.9% with high criteria; (2) The average percentage of the student’s critical thinking ability is 70.17% with high criteria; (3) There is a positive relationship between the spatial ability and the critical thinking ability of learners with a significance value of 0.000 and a Pearson correlation 0.760 value at a strong relationship degree level.id_ID
dc.language.isootherid_ID
dc.publisherISETH 2019 (International Summit on Science, Technology, and Humanity)id_ID
dc.titleRelation Between Spatial Ability and Critical Thinking in Geography Education: A Survey on Student of Senior High Schoolid_ID
dc.typeArticleid_ID


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