Rina Agustina, Yeni E.S. Rahmawati, Muhammad Irfan, Nurain Suryadinata, Ikha Puspita Parwitasari
To understand the concept of geometry, the ability to transform two-dimensional and three-dimensional objects is needed. However, in geometry learning, many students, especially prospective teachers, still struggle to interpret symbols, draw visual representations, or connect information obtained in problems with relevant theorems. The purpose of this study was to describe the spatial abilities of prospective mathematics teacher students in solving geometry problems using an inquiry-based approach. This is important because good spatial thinking skills will support them in imparting knowledge to students in the future. This study used a descriptive qualitative method with participants selected through purposive sampling. Participants were students of the Mathematics Education study program in Lampung Province, Indonesia. The research instrument was a geometry problem-solving test. The data collection techniques used were tests and interviews. The results of this study indicate that students’ spatial abilities based on the inquiry stages include: the stage of describing problems (spatial perception by writing information based on image identification), the stage of formulating hypotheses (mental spatial and visual spatial), the stage of collecting data (spatial perception), and the stage of describing conclusions (spatial perception). The results of this study are of benefit in training prospective teacher students to think more critically and improve their spatial abilities in understanding and conveying geometric concepts. With this ability, they are expected to be able to design more effective and interesting learning strategies to help students understand geometric materials in depth. In addition, this study is expected to be a reference for further research in the field of geometry and inquiry-based learning. © 2025 Common Ground Research Networks. All rights reserved.
Mathematics Education Department, Faculty of Education and Teacher Training, Universitas Muhammadiyah Metro, Lampung, Metro, Indonesia; Mathematics Education Department, Faculty of Education and Teacher Training, Universitas Muhammadiyah Metro, Lampung, Metro, Indonesia; Mathematics Education Department, Faculty of Mathematics and Natural Science, Universitas Negeri Yogyakarta, Indonesia; Mathematics Education Department, Faculty of Education and Teacher Training, Universitas Lampung, Bandar Lampung, Lampung, Indonesia; Mathematics Education Department, Faculty of Mathematics and Natural Science, Universitas Negeri Yogyakarta, Indonesia
