Sanguinis Students' Spatial Ability Profile
DOI:
https://doi.org/10.65430/jssm.v1i2.47Keywords:
Sanguine Students, Spatial AbilityAbstract
Spatial ability is an important ability in geometry learning. This spatial ability can be influenced by the personality type of students. One of the personality types that humans have is sanguine. Sanguine students have a problem-solving level classified as level 5. This study is a qualitative descriptive study that explains the spatial perception, spatial visualization, and mental rotation abilities of sanguine students. Data analysis used is personality questionnaire analysis, test result analysis, and interview result analysis. The research subjects were students of class X MIPA 1 SMA Negeri 1 Jember who were sanguine. The results of the study explain that sanguine students were able to fulfill every indicator of the elements of spatial perception and mental rotation, and fulfilled one indicator of the spatial visualization element. The dominant creative and innovative nature makes sanguine students able to solve mental rotation problems well.
Downloads
References
Citta, Giuseppe, dkk. 2019. The Effects of Mental Rotation on Computational Thinking. Journal of Computers & Education. Vol. 141: 1-11.
Delgado, A.R., dan Prieto, G. 2004. Cognitive Mediators and Sex-Related Differences in Mathematics. Intelligence. 32(1): 25-32.
Fitria, Camelina. 2014. Profil Keterampilan Berpikir Kreatif Siswa dalam Memecahkan Masalah Matematika Ditinjau dari Tipe Kepribadian (Sanguinis, Koleris, Melankolis, dan Phlegmatis). MathEdunesa: Jurnal Ilmiah Pendidikan Matematika. 3(3): 23-32.
Guzel, N., dan E. Sener. 2009. High School Student’s Spatial Ability and Creativity in Geometry. Presented in World Conference on Educational Sciences 2009. Procedia Social and Behavioral Sciences. Vol. 1: 1763-1766.
Hamidah, Nur., dkk. 2018. Kecerdasan Visual Spasial Siswa Ditinjau dari Tipe Kepribadian Hippocrates-Galenus. Jurnal Saintifika. 20(2): 9.
Kartono, K. 2010. Hands of Activity pada Pembelajaran Geometri Sekolah sebagai Assesmen Kinerja Siswa. Kreano, Jurnal Matematika Kreatif-Inovatif. 1(1).
Linn, M. C., dan Petersen, A. C. 1985. Emergence and Characterization of Sex Difference in Spatial Ability: A Meta-Analysis. Child Development. 56(6): 1479.
Littauer, F. 2011. Personality Plus (Kepribadian Plus): Bagaimana Memahami Orang Lain dengan Memahami Diri Anda Sendiri. Tangerang: Karisma Publishing Group.
Lohman, D. F. 1993. Spatial ability and G. Paper presented at the first spearman seminar, University of Plymouth.
Prokysek, M., Rambousek, V., dan Wildova, R. 2013. Research into Spatial Intelligence and the Efficiency of the Application of Spatial Visualization in Instruction. Procedia-Social and Behavioral Sciences. Vol. 84: 855-859.
Shepard, R. N., dan Metzler, J. 1971. Mental Rotation of Three-Dimensional Objects. Science. Vol. 171: 701-703.
Thadea, O. S. A., dkk. 2018. The Relationship Between Galen’s Personality Theory and Emotional Intelligence Level. Biomolecular and Health Science Journal. 01(02): 80-84.
Winarso, W. 2015. Perbedaan Tipe Kepribadian terhadap Sikap BelajarMatematika Siswa Kelas X SMA Islam Al-Azhar 5 Cirebon. Jurnal Sainsmat. 4(1): 67-80.
