The influence of challenge based learning to the improvement of students spatial visualization ability

The improvement of spatial visualization ability between students who are exposed to challenge-based learning and those taught by expository seen from: overall student sample, and levels of mathematical entry knowledge. The interaction between learning types and categories of mathematical entry knowledge on the improvement of spatial visualization ability. The difficulties encountered by students in completing spatial visualization questions. This study used a mixed- method of experimental pre and post-test control group design that involved 70 student teachers Elemetary education at university in Bandung Indonesia as samples. Study findings show that: The mathematical spatial visualization ability of students who are exposed to challenge-based learning has higher improvement level than students who are exposed to expiratory teaching based on overall and mathematical entry knowledge. There is an influence of interaction between learning types and mathematical entry knowledge on the improvement of spatial visualization ability, thus students’ difficulties in completing the spatial visualization questions can be minimized