Enhancing Mathematical Spatial Literacy through Project-Based Blended Learning with Cognitive Conflict Strategy
), kiki Nia Sania Effendi(2), Indrie Noor Aini(3), Hanifah Nurus Sopiany(4), Nenden Suciyati Sartika(5), Annisaa Kossahdasabitah(6)
| 
Country:
(1) Department of Mathematics Education, Universitas Singaperbangsa Karawang, Indonesia
(2) Department of Mathematics Education, Universitas Singaperbangsa Karawang, Indonesia
(3) Department of Mathematics Education, Universitas Singaperbangsa Karawang, Indonesia
(4) Department of Mathematics Education, Universitas Singaperbangsa Karawang, Indonesia
(5) Department of Mathematics Education, Universitas Mathla’ul Anwar, Indonesia
(6) Department of Mathematics Education, Universitas Singaperbangsa Karawang, Indonesia
Corresponding Author
This article discusses the development of a project-based blended learning (PjBBL) module using a cognitive conflict strategy on the topic of geometric transformations to enhance mathematical spatial literacy. The objectives of this study are (1) to produce a valid, practical design of a PjBBL module with a cognitive conflict strategy, and (2) to determine the improvement in the mathematical spatial literacy of eleventh-grade senior high school students after implementing the module. This research is a design research using the Plomp model. The initial stage of the Plomp model, namely the preliminary research stage, is to identify the problems and needs required in learning. The second stage is prototyping, namely, compiling a prototype after obtaining the results of the initial investigation, followed by formative evaluation; the third stage is assessment. The data collection techniques and instruments used were interviews, observations, and mathematical spatial literacy tests. The results of the module development were evaluated based on three aspects, namely validity, practicality, and effectiveness, involving students from SMAN 1 Cicalengka as the research subjects. The research data were analyzed descriptively. The results showed that the design of the project-based learning teaching module using the cognitive conflict strategy was in the very valid category, with an obtained score of 84. Valid based on material and media experts from the results of the feasibility of content, presentation, language, contextual, and graphics (module size, cover design, and module content design). For the practicality value, a result of 86.3, including the very practical category, was obtained based on the results of the practicality test of student responses to the criteria of presentation, language, content, and time. The effectiveness of the module is evidenced by an increase in students' mathematical spatial literacy, with high N-gain and a large effect size.
Keywords: project-based learning, cognitive conflict strategy, mathematical spatial literacy.
Alamri, M. M. (2021). Using blended project-based learning for students’ behavioral intention to use and academic achievement in higher education. Education Sciences, 11(207), 1–11.
Alenezi, A. (2023). Using project-based learning through the madrasati platform for mathematics teaching in secondary schools: International Journal of Information and Communication Technology Education, 19(1), 1–15.
Bolstad, O. H. (2020). Secondary teachers ’ operationalisation of mathematical literacy. European Journal of Science and Mathematics Education, 8(3), 115– 135.
Chiang, C. L., & Lee, H. (2016). The effect of Project-based Learning on learning motivation and problem-solving ability of vocational high school students. International Journal of Information and Education Technology, 6(9), 709–712.
Freeman-Green, S. M., O’Brien, C., Wood, C. L., & Hitt, S. B. (2015). Effects of the SOLVE strategy on the mathematical problem solving skills of secondary students with learning disabilities. Learning Disabilities Research and Practice, 30(2), 76–90.
Gao, W., & Zhang, X. (2023). Research on project-based learning practice in primary school mathematics focused on core literacy cultivation. International Journal of Education and Humanities, 11(3), 229–232.
Genc, M., & Erbas, A. K. (2019). Secondary mathematics teachers’ conceptions of mathematical literacy. International Journal of Education in Mathematics, Science and Technology, 7(3), 222–237.
Hariyono, & Andrini, V. S. (2020). Contribution of Project-Based Blended Learning (PjB2L) Learning Model to Technoprenuership Ability in Higher Education. International Journal of Advanced Multidisciplinary Scientific Research, 3(4), 1–15
Husamah, H. (2015). Blended Project Based Learning: Metacognitive Awareness of Biology Education New Students. Journal of Education and Learning (EduLearn), 9(4), 274–281.
Hwang, J., & Ham, Y. (2021). Relationship between mathematical literacy and opportunity to learn with different types of mathematical tasks. Journal on Mathematics Education, 12(2), 199–222.
Kolar, V. M., & Hodnik, T. (2021). Mathematical literacy from the perspective of solving contextual problems. European Journal of Educational Research, 10(1), 467–483.
Lane, D., Lynch, R., & McGarr, O. (2019). Problematizing spatial literacy within the school curriculum. International Journal of Technology and Design Education, 29(4), 685-700
Lowrie, T., Logan, T., Harris, D., & Hegarty, M. (2018). The impact of an intervention program on students’ spatial reasoning: Student engagement through mathematics-enhanced learning activities. Cognitive research: principles and implications, 3(1), 1-10
Lutfi, M. K., Juandi, D., & Jupri, A. (2021). Student’s ontogenic obstacle on the topic of triangle and quadrilateral. Journal of Physics: Conference Series, 1806(1), 1–7.
Madu, B. C., & Orji, E. (2015). Effects of Cognitive Conflict Instructional Strategy on Students’ Conceptual Change in Temperature and Heat. Sage Open, 5(3). https://doi.org/10.1177/2158244015594662 (Original work published 2015)
Mandala, A. S., Anwar, L., Sa’dijah, C., & Zulnaidi, H. (2025). Development of mobile augmented reality-based geometry learning games to facilitate spatial reasoning. Infinity Journal, 14(2), 323–348.
Maier, P. H. (1998). Annual conference of didactics of mathematics. Spatial Geometry and Spatial Ability-How to Make Solid?, 69–81.
Nadzeri, M. B., Musa, M., Meng, C. C., & Ismail, I. M. (2024). The effects of augmented reality geometry learning applications on spatial visualization ability for lower primary school pupils. International Journal of Interactive Mobile Technologies, 18(16), 104–118.
OECD. (2013). PISA 2012 Assessment and analytical framework: mathematics, reading, science, problem solving, and financial literacy. OECD Publishing.
Panaoura, A. (2014). Using representations in geometry: A model of students’ cognitive and affective performance. International Journal of Mathematical Education in Science and Technology, 45(4), 498–511.
Pinho-lopes, M., & Macedo, J. (2016). Project-based learning in geotechnics : Cooperative versus collaborative teamwork. European Journal of Engineering Education, 4(1), 70–90.
Plomp, T., & Nieveen, N. (2010). An introduction to educational design research. Netherlands Institute for Curriculum Development. Enschede.
Plomp, T., & Nieveen, N. (2013). Educational design research part a: an introduction. Netherlands Institute for Curriculum Development. Enschede.
Prayogi, S., & Verawati, N. N. S. P. (2020). The effect of conflict cognitive strategy in inquiry-based learning on preservice teachers’ critical thinking ability. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 0(21), 27–41.
Pujawan, I. G. N., Suryawan, I. P. P., & Prabawati, D. A. A. (2020). The effect of van hiele learning model on students’ spatial abilities. International Journal of Instruction, 13(3), 461–474.
Raman, Y., Surif, J., & Ibrahim, N. H. (2024). The effect of problem based learning approach in enhancing problem solving skills in chemistry education: a systematic review. International Journal of Interactive Mobile Technologies (IJIM), 18(05), 91–111.
Roffi, A., Sunardi, S., & Irvan, M. (2018). Characteristics of students’ metacognition process at informal deduction thinking level in geometry problems. International Journal on Emerging Mathematics Education, 2(1), 89.
Rohimatunisa, D., & Sudianto, S. (2023). Improving mathematical problem-solving junior high school through contextual teaching and learning. International Journal of Advance Research in Mathematics Education, 1(1), 19–25.
Sari, R. M. M., Priatna, N., & Juandi, D. (2022). Implementing project-based blended learning model using cognitive conflict strategy to enhance students’ mathematical spatial literacy. European Journal of Educational Research, 11(4), 2031–2041.
Siagan, M. V., Saragih, S., & Sinaga, B. (2019). “Development of learning materials oriented on problem-based learning model to improve students’ mathematical problem solving ability and metacognition ability.” International Electronic Journal of Mathematic, 14 (2).
Tuan, N. N., Hanh, B. T., & Ninh, T. T. (2020). Project based learning in general chemistry to develop the problem-solving and creativity. American Journal of Educational Research, 8(7), 475–479.
Umbara, U., & Suryadi, D. (2019). Re-interpretation of mathematical literacy based on the teacher’s perspective. International Journal of Instruction, 12(4), 789–806.
Weckbacher, L. M., & Okamoto, Y. (2018). Predictability of Visual Processes on Performance in Geometry. Journal of Education and Learning, 7(6), 25.
Zetriuslita, Z., Wahyudin, W., & Dahlan, J. A. (2018). Association among mathematical critical thinking skill, communication, and curiosity attitude as the impact of problem-based learning and cognitive conflict strategy (PBLCCS) in number theory course. Infinity Journal, 7(1), 15.
No supplementary information available.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.