Teachers' use of learning resources in spatial learning

Abstract

Pursuing capabilities in the STEM (Science, Technology, Mathematics, and Engineering) needs spatial skills. However, previous studies indicated that students seem to have obstacles in learning mathematics because of low spatial skills. One of the strategies to enhance students' spatial skills is providing various learning resources. This study aimed at developing HLT using various learning resources to support students' learning of geometry. This study used design research method consisting of three phases namely preparation, teaching experiment, and retrospective analysis. Two Year 8 mathematics teachers from two public schools in Banda Aceh participated as the subjects of this study. This study focused on describing the differences and similarities of the intended and enacted learning performed by the teachers in the teaching experiment phase. Data collected from the video recording, field observation, and interviews were analysed descriptively. The result revealed that the two teachers mostly used the learning resources as intended in the HLT, even though there were some differences related to the time allocation, the flow of teachers' instruction, the way of engaging students, and the use of the online game. It is indicated that the HLT developed could be implemented with some adjustment taken into account the differences.