Students’ spatial ability through Geogebra-assisted discovery learning model

Geogebra-assisted discovery learning model. This study aims to determine the spatial ability of students after being taught using the Geogebra-assisted discovery learning model and describe students’ spatial profiles. This research employed a mixed-method approach with sequential explanatory design. Data collection was conducted through a spatial ability test administered to 30 students aged 12-13 years. Four students were then selected and interviewed, each with high, medium, and low ability. The results show that: 1) 66.67% of students have a good spatial ability after being taught using the Geogebra-assisted discovery learning model; 2) students with high and medium-ability have the same spatial ability, but medium-ability students are having difficulty in transforming and representing geometrical objects. However, the spatial knowledge of low-ability students is classified as low due to the lack of understanding of the fundamental spatial concepts.