Improving visual-spatial ability through anatomy apron in respiratory system learning

Tasya Khaeratunnisa, Arda Arda, Siti Rabiatul Adawiyah

Abstract


This study was undertaken to address the ongoing challenges students encounter in comprehending abstract anatomical ideas, especially those necessitating robust visual-spatial abilities, attributed to the inadequate utilization of tangible learning resources in science classes. This study investigates the impact of anatomical teaching aids on the visual-spatial abilities of eighth-grade students studying the human respiratory system at MTs Negeri 3 Palu. A quasi-experimental approach utilizing a pretest-posttest control group was implemented. The sample comprised 36 students, allocated into an experimental group of 18 students and a control group of 18 students. The experimental group utilized an anatomical apron as a teaching tool, whereas the control group was instructed by conventional memorizing techniques. A validated 15-item assessment was employed to evaluate pupils' visual-spatial abilities. Data were investigated utilizing N-Gain computations and an independent samples t-test subsequent to the fulfillment of normality and homogeneity assumptions. The findings indicated that the experimental group's average N-Gain score was classified as high and surpassed that of the control group. The t-test analysis produced a significance (2-tailed) value of 0.000 (< 0.05), signifying the rejection of H?. The findings indicate that anatomical apron teaching aids enhance students' visual-spatial abilities in the study of the human respiratory system.

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DOI: https://doi.org/10.31932/jpbio.v11i1.6188

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