Latif Burhanuddin, Yuliardi Ricki, Tamur Maximus
Department of Mathematics Education, Universitas Pendidikan Indonesia, Indonesia.
Universitas Islam Negeri Sunan Kalijaga, Yogyakarta, Indonesia.
Heliyon. 2020 Nov 23;6(11):e05536. doi: 10.1016/j.heliyon.2020.e05536. eCollection 2020 Nov.
Spatial ability and self-regulated learning have broad implications for students. Therefore, this study aimed to determine the improvement of spatial ability and self-regulated learning of students who obtain computer-assisted learning using the 3D Cabri program. This quasi-experimental study with pre-test and post-test design involved 71 tenth grade high school students in Bandung, Indonesia. Furthermore, the experimental class obtained computer-aided learning using the Cabri 3D program, while the control obtained conventional learning using a scientific approach. The analysis discovered that (1) the improvement of students' spatial ability in the experimental class was better than those in the control class, (2) students of the experimental class achieved better spatial ability than those in the control class, (3) the improvement of students' self-regulated learning in the experimental class was better than those in the control class, and (4) students of the experimental class achieved better self-regulated learning than those in the control. These facts can help educators to consider the application of the Cabri 3D program in mathematics education in the future.
空间能力和自我调节学习对学生具有广泛影响。因此，本研究旨在确定使用3D卡布里程序进行计算机辅助学习的学生在空间能力和自我调节学习方面的提升情况。这项采用前测和后测设计的准实验研究涉及印度尼西亚万隆的71名十年级高中生。此外，实验组采用卡布里3D程序进行计算机辅助学习，而对照组采用科学方法进行传统学习。分析发现：（1）实验组学生空间能力的提升优于对照组；（2）实验组学生的空间能力高于对照组；（3）实验组学生自我调节学习的提升优于对照组；（4）实验组学生的自我调节学习优于对照组。这些事实有助于教育工作者在未来考虑将卡布里3D程序应用于数学教育。
