Developing spatial reasoning skills from an early age is essential to support their future success. However, the development of spatial reasoning skills in students received less attention. This study aims to determine the spatial reasoning skills, especially spatial visualization reasoning, of Year 5 students through Realistic Mathematics Education (RME). Data was analyzed using descriptive quantitative method and a one-shot case study design was used, involving 36 students. Based on the Minimum Criteria of Mastery learning/MCML (75) and the characteristics of spatial visualization reasoning, this study showed that at the situation stage, three groups were under the MCML or categorized "require guidance," and another group categorized as "adequate", with only one characteristic of spatial visualization reasoning fulfilled, namely "perceiving". At the model of stage, all groups scored above MCML, with one group categorized “good” and five other groups categorized "very good”; two characteristics were also fulfilled: perceiving and visual-spatial. At the for model for and formal knowledge stages, all groups scored above the MCML and were categorized "very good"; all the characteristics were also fulfilled: "Perceiving, Visual-spatial, and Transforming". Hence, this study indicates that learning through RME can foster students’ spatial reasoning skills.

Topics
Students, Educational institutions, Learning and learning models, Science education, Knowledge
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