Analysis of Student Ability in Solving High Order Thinking Problems Based on Spatial Reasoning Ability Students

  • Etty Ristiana Anggraeni Junior High School Datok Sulaiman Palopo
Keywords: high order thinking problem, spatial reasoning ability


One important goal in 21st century education is to have critical thinking skills. To achieve this goal, it is necessary to practice solving high order thinking problems. Spatial reasoning is believed to have something to do with high order thinking skills. For this reason, this research aims to analyze the spatial reasoning abilities of students on the execution of high order thinking questions and the factors that make students mistaken in solving high order thinking questions. This type of research is qualitative descriptive using tests and interviews. The research subjects consisted of 2 students with low spatial reasoning abilities, 2 students with moderate spatial reasoning abilities and 2 students with high spatial reasoning abilities. The results of this research are students who have low spatial ability find it difficult to solve high order thinking problems. This is because they have difficulty analyzing the perception of geometric objects. Students who have moderate spatial ability are able to solve high order thinking problems, but require a long time to analyze the perception of geometric objects. Students who have high spatial ability can solve high order thinking questions easily and quickly. they are able to analyze the perception of geometric objects. Even they can complete in more than one way. The factors that influence students' mistakes in solving high order thinking problems are errors in seeing the perception of geometric objects, not careful in working on problems, errors in understanding questions and lack of understanding of students about the material.


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How to Cite
Anggraeni, E. R. (2019). Analysis of Student Ability in Solving High Order Thinking Problems Based on Spatial Reasoning Ability Students. International Conference on Natural and Social Sciences (ICONSS) Proceeding Series, 1(1), 285-291.
Mathematics Education