Date of Award

4-3-2026

Thesis Type

PhD

Document Type

Thesis

Divisions

Faculty of Education

Department

Department of Mathematics and Science Education

Institution

Universiti Malaya

Abstract

The primary aim of this study is to develop a mathematics learning module that utilizes spatial reasoning as an intervention for learning, which is called the Spatial Learning- Integrated Mathematics (SLIM) learning module. The SLIM learning module is expected not only to enhance the quality of mathematics education but also to support students’ spatial reasoning, problem-solving abilities, and higher-order thinking skills (HOTS). This objective is based on the understanding that teachers, as learning designers, must ensure students achieve their educational goals. Teachers should offer various forms of innovative teaching, including learning modules, enabling students not only to reach their learning targets but also to cultivate their skills during the learning process. However, very few learning modules focus on enhancing students’ cognitive skills, such as problem-solving and higher-order thinking, particularly in spatial reasoning. Spatial reasoning is one of thinking skills that has not been adequately addressed or integrated into the school mathematics curriculum, despite numerous studies indicating a positive correlation between spatial reasoning and students’ achievements in mathematics. This study concentrated on mathematics teaching and learning in the Indonesian context. The ADDIE development model was employed during the development processes of the SLIM learning module. Mathematics teachers and 225 seventh-grade students from two public junior high schools participated in this study. The development of the SLIM learning module commenced with the analysis phase, which is the initial phase of the ADDIE model. The researcher gathered information regarding students’ prior knowledge and achievements in spatial reasoning, mathematics problem-solving, and HOTS. During iii the design phase, research and planning were conducted, including identifying the objectives of the learning module, determining how the goals would be achieved, and deciding on the most effective media and methods to be included in the learning module. During this phase, the researcher identified the contents of the learning module and the most suitable assessments. In the development phase, the researcher decided on the appropriate design for the spatial learning module, ensuring students could use it efficiently and effectively for learning mathematics. The mathematics learning module was designed as an interactive resource, allowing students to operate it easily. The SLIM learning module utilized GeoGebra as a supporting learning medium. The implementation phase began once the product was complete and ready for authentic teaching and learning situations. Students participated in the implementation phase, divided into two groups, one categorized as the experimental group and the other as the control group. During the evaluation phase, the researcher assessed whether the issues had been addressed, objectives had been met, and the impact of the spatial learning module on students’ spatial reasoning, mathematics problem-solving, and HOTS. Both qualitative and statistical analyses were employed during the evaluation phase. The results indicated a significant difference between the experimental and control groups. The mean of spatial reasoning, problem-solving, and HOTS scores for the experimental group was significantly higher than that for the control group, suggesting that the intervention using the SLIM learning module was effective. This study also indicates the importance of addressing spatial reasoning in the curriculum.

Initial

khm

Additional Information

Thesis (PhD) – Faculty of Education, Universiti Malaya, 2025.

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