THE EFFECT OF MINIATURE HOME, PICTURES, AND SPATIAL INTELLIGENCES ON STUDENTS’ UNDERSTANDING OF GEOMETRIC SPACE CONCEPTS

This study was aimed at determining whether there was an interactive effect of media (miniature home vs. picture) and spatial intelligence on the ability to understand the concept of space. The hypothesis proposed was that there was an effect of using media (miniature home vs. pictures)and spatial intelligence on understanding the spatial concept of the first-grade elementary school students.The subjects were students from an elementary school in Surabaya totaling 66 students assigned into control and experimental classes. The study used a random assigment posttest control group experimental design. The data were collected using tests on spatial intelligence and understanding of the concept of space. The data were analyzed using ANOVA after the tests for homogeneity and normality were done, The results of this study revealed that (1) there was a significant effect of using miniature home, picture, and spatial intelligence on the students ‘understanding of spatial concepts, (2) there was a significant influence of the level of spatial intelligence on understanding the concept of space. The group of students who have high spatial intelligences get the learning outcomes of the geometric space better than the group of students who have low spatial intelligences, and (3) there is no interactive influence between learning using miniature home as the media and pictures as the media and the students' spatial intelligences on the subject of geometricspace for the first students of the elementary school.

The importance of learning about place and space for elementary school students, such as blocks, cubes, ovals, rounds and triangles and learning mathematics is inevitable and the learning should be fun for students so that students are not only able to memorize mathematical concepts, but also must be applied to their daily lives, so it is expected that the learning process practiced by the teacher also involves and activates students in the process of finding mathematical concepts.
Mathematics learning in elementary schools should therefore able to develop mathematical competencies such as those contained in the mathematics curriculum.Therefore, it is very precise and very wise for students of elementary and junior high schools to learn and understand the nature and types of building this mathematic space. Understanding Mathematical space deals with content or volume and can also be called three-dimensional because it has sides, vertices and lines that are mutually limiting, the building side of space is a characteristic of a mathematical space.
Thus learning media is required. Learning media is one tool to convey the message conveyed in learning so that the teaching and learning process is effective (Ariyanti, 2015: 12). The use of media for elementary school students is important since primary school-aged children are included in the concrete operational stages. At the concrete operational stage, the children are able to think systematically about objects and concrete events. Accordingly, they need a medium to solve abstract problems.
Life is surrounded and shaped by geometry (space and surface) so that the learning and teaching of mathematics should be based on and directed towards understanding the spatial aspects around students' life. Studies on geometry learning and teaching in both Indonesia and international level found that the result of geometry learning is not satisfactory yet. These studies show that students' low competence of mathematical spatial visualization is due to the reason that students' inability to visualize three-dimensional objects within two-dimensional one (Susilawati, et. al., 2017).
The term learning is used to show the educational efforts undertaken deliberately, with the goals set before the process is carried out, and its implementation is controllable. Learning media is all that is used to deliver a message and can stimulate the mind, feelings, concerns, and willingness of the students so as to encourage the learning process of deliberate, purposeful, and controlled. Media is an intermediary or a messenger. One of them is applied by the application and use of methods and media, are all things that can be used to deliver a message from the sender to the receiver so that it can stimulate the mind, attention and interest, resulting in the learning process (Harahap & Surya, 2017).
This research raised questions, they are: 1) whether there are any significant differences in geometric space learning achievement of the first-grade students between the group of students who learned from miniature home and those who learned from pictures?; 2) whether there are any significant differences in geometric learning achievement between the first grade students between the group of students who have high spatial ability and those who have low spatial ability?; 3) whether there is an interaction between learning media type (miniature home and pictures) and spatial ability (high and low) on geometric space learning achievement of the first grade students?
Miniature home according to Webster (1983: 105) is a real form of an object that is shaped in small size so that students can obtain skills through experience, study and observation. Thus, the media as a skill tool that functions as intelligence diggers in the working system of the child's brain.
The benefits of miniature home for teachers are that it serves as a learning medium with the aim that students understand the concept of space, and the teacher is easier to explain to students about the concept of space. Miniatures are used to show parts of space such as beams, cubes and rounds. With the existence of such media students are able to increase the level of cognitive development, in particular students' spatial intelligences (Muthmainah, 2019).
Understanding concept aims to find out the extent to which students receive and understand the basic concepts of mathematics that students have received (Olkun, 2013;Raine, 2016). This study focuses on the indicators of understanding concepts as follows.
a. classifying objects according to certain properties of a space concept through miniatures b. distinguishing examples of space concepts through miniature and pictures c. restating the concept of three-dimensional space.
In order to make this experience more palatable to students, and in order to engage them, instructors can use pictures to provide the students with the chance of being creative and using their imagination (Krčelić & Matijević, 2015;Riastuti, 2016) METHOD This research used a random assigment posttest control group experimental design.It involved the randomly assigning subjects between two groups, an experimental or test group and a control.
The design allowed the researchers to compare the final posttest results between the two groups, giving them an idea of the overall effectiveness of the intervention or treatment. Figure    were 65 students, as many as 1 student included in the organization because the details for each class are shown in Table 1 as follows. By doing so, the main effect and the interaction effect of all of the treatment variables can be determined. This research used two types of instrument.They were an instrument for conducting the treatment intervention and an instrument for measuring intervention result (post-test). The first type of instrument was in the form of learning media presentation, whereas the second type of instrument was an instrument to measure the dependent variables as the direct effect of the treatments.The results obtained (through the post-test) would be used as a research analysis unit.
To collect the data, the researchers assigned a treatment, i.e. the use of home miniature to the experimental class (Class IA) and observes the response. The instrument consisted of a learning achievement test with four-option multiple-choice items. The control group-a group receiving no treatment (Class IB) was used to compare the effectiveness of the treatment. The instrument used was a learning achievement test with four-option multiple-choice items. The treatment effect is measured simply as the difference in the posttest scores between the two groups.
The data were analyzed using ANOVA after the tests for homogeneity and normality were done (Ary et al., 2010).All of the test used 5% level of significance (α = .05). All statistical analyses were done by using SPSS 21 for Windows software (Roesminingsih, 2007).

RESULTS AND DISCUSSION
This study begins by administering a test to figure out the average score of the students' initial ability score in the miniature home class and the pictures class to provide information on the possibility of differences in the average of class of miniature and class of pictures. It is summarized in Table 2.

Ho:
There was no significant difference in the understanding of the concepts of geometric space of the students who applied miniature home in their learning and the ones who utilized pictures.

Ha:
There was a significant difference in the understanding of the concepts of space of the students who had high spatial intelligences and the ones who had low spatial intelligences.
7.603 .000 Ha accepted Ho rejected

Ho:
There was a significant difference in the understanding of the concepts of space of the students who had high spatial intelligences and the ones who had low spatial intelligences.

Ha:
There was an interaction between the use of miniature home and pictures on spatial intelligences.

.341
Ha accepted Ho rejected

Ho:
There was no interaction between the use of miniature home and pictures on spatial intelligences.
The result of the first hypothesis testing as shown in Table 2 indicated that there was a significant difference in the students' understanding concepts of geometric space viewed from the type of learning media (miniature home and pictures) (F = 42. 83; p < .05). Based on this result the first working hypothesis (Ha) is accepted, the null hypothesis (Ho) is rejected. The same result was also found in learning achievement of the students with high spatial ability and low spatial ability. The result of analysis as illustrated in Table 2 indicated that there was a significant difference in the students' understanding concepts of geometric space viewed from spatial ability (high and low) (F = 7.603; p < .05). Thus the second alternative hypothesis (Ha) is accepted, the null hypothesis (Ho) is rejected.
The result of the third hypothesis testing as summarized in Table 2 showed that there was the effect of interaction between learning media (miniature home and pictures) and spatial ability (high and low) ( F = 6.071; p > .05). Based on these results it can be concluded that the third working hypothesis (Ha) is accepted, the null hypothesis (Ho) is rejected. This research finding is in line with the findings of previous studies (Miller et.al., 2013;Sudatha, et.al., 2018). The type of visualization and students' spatial ability seem to be the determining factors in the effectiveness of an instruction. Anglin, et al., (2004)  In this research, the result also revealed that the students with spatial ability in the group miniature home and picture presentation was higher than that of the students with low spatial ability in understanding geometric space. The finding is in line with the results in (Amstrong, 2002;Sudjana % Rifa'i, 2014;Lowrie et al., 2016;Susilawati et. al., 2017) in which spatial ability analysis showed that high spatial ability students in the dynamic group could gain knowledge better of an object in the type of visualization presentation while low spatial ability students did not have cognitive resources to form relations with the type of visualization presentation.

CONCLUSION
Based on the results previously described, the following conclusions can be drawn: (1) There was a significant influence of the use of learning media (miniature home and pictures) on understanding the concept of space.
(2) There was a significant influence of the level of spatial intelligence on understanding the concept of space. The group of students who have high spatial intelligences get the learning outcomes of the geometric space better than the group of students who have low spatial intelligences (Arsyad, 2010;Anjani, 2015). (3) There is no interactive influence between learning using miniature home as the media and pictures as the media and the students' spatial intelligences on the subject of geometricspace for the first students of the elementary school (Muhkan, 2011). (4) There are in fact a number of things that have to be followed up in this research.
Some suggestions related to further studies are as follows. (5) The result of the research showed different types of learning media and different levels of the students' spatial ability can influence achievement in geometric space learning. A mixture of types of visualization and different sequences of presentation and their relation to individual characteristics can be explored further in further studies (Fathoni, 2013). (6) Since spatial ability has an effect on instruction with visualization, further studies have to focus on how to design instructional formats that encourage students with low spatial ability, how to involve learners with low spatial ability in helping them processing information and making relations between representations. It becomes an important issue in mathematics instruction (Rositawati, 2017;Anita, 2014). (7) The instruction and instructional material have to consider conceptual ability and spatial ability to support student's understanding through learning media presentation (Sudatha, et. al., 2018).