Siti Tiara Asruna Herby - 3PA05 - Laporan - Mental - Rotation [PDF]

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LABORATORIUM PSIKOLOGI LANJUT LAPORAN PRAKTIKUM PSIKOLOGI KOGNITIF MENTAL ROTATION



DISUSUN OLEH : Nama



: Siti Tiara Asruna Herby



NPM



: 15517741



Kelas



: 3PA05



Tutor



: Azizah Zahra



No Komputer :



FAKULTAS PSIKOLOGI UNIVERSITAS GUNADARMA 20



I.



Tujuan Tujuan dari praktikum ini adalah untuk melihat proses dari rotasi mental yang dilakukan individu dengan cara menentukan antara dua stimulus gambar apakah sama atau tidak.



II.



Point of View Praktikum ini penting untuk dilakukan agar mengetahui kemampuan rotasi mental individu dan dengan membayangkan atau memutar bentuk suatu objek atau stimulus secara mental.



III. Teori Mental Rotation A. Landasan Teori 1.



Definisi Mental Rotation Menurut Narpila (2016) mental rotation merupakan suatu kemampuan berpikir secara cepat dan tepat mengenai rotasi pada objek dua dimensi atau tiga dimensi. Menurut Beakly & Ludlow (1992) rotasi mental adalah membayangkan satu objek diputar ke orientasi yang sama dengan yang lain, mereka menganggap gambar dua dimensi sebagai objek dalam ruang tiga dimensi, dan membayangkan rotasi di sekitar sumbu mana pun yang diperlukan. Menurut Logie (1995) rotasi mental adalah subjek secara mental merotasi gambar mereka dari objek dengan cara analog, sampai kedua objek cocok dengan orientasi mereka. Dari berbagai definisi di atas secara umum dapat disimpulkan bahwa mental rotation adalah membayangkan satu objek diputar ke orientasi yang sama dengan yang lain dengan cara tepat mengenai rotasi pada objek dua atau tiga dimensi.



2. Faktor-Faktor yang Mempengaruhi Kemampuan Mental Rotation



Menurut Mohler (dalam Hertantati, Retnawati & Wutsqa, 2019) mengulas bahwa rotasi mental seseorang dipengaruhi oleh: a. Usia Kemampuan rotasi mental seseorang meningkat seiring dengan bertambahnya usia. b. Fisiologi Otak Individu yang menggunakan otak kanannya secara dominan akan memiliki kemampuan rotasi mental yang lebih baik daripada yang lebih dominan menggunakan otak kiri. c. Gender Banyak peneliti telah menemukan bahwa pria memiliki kemampuan spasial yang lebih baik daripada wanita, terutama dalam hal rotasi mental dan hubungan spasial. d. Faktor Sosial Budaya Di mana dilema mencakup permainan, peran gender, harapan sosial dan orang tua, dan pengalaman lain yang memengaruhi perkembangan kemampuan anak. Dalam permainan, anak lakilaki cenderung bermain mobil mainan dan balok, yang membutuhkan



kemampuan



spasial.



Sedangkan



anak



perempuan cenderung bermain dengan boneka, yang akan berdampak pada pengembangan kemampuan sosial mereka. B. Jurnal Terkait The Role of Spatial Experience in Mental Rotation Penalaran spasial atau pemikiran spasial terdiri dari beberapa jenis, termasuk membangun dan memanipulasi objek dua atau tiga dimensi, mempersepsikan objek dari perspektif yang berbeda, dan menggunakan gambar, diagram, grafik, model atau objek konkret lainnya untuk mengeksplorasi, dan memahami konsep abstrak seperti model dunia fisik. Kemampuan rotasi mental melibatkan proses kognitif untuk secara mental memutar atau mengubah objek dua atau tiga dimensi ke segala arah yang ditunjukkan melalui visualisasi spasial



IV.



Pelaksanaan dan Hasil A. Langkah-langkah 1.



Buka google classroom.



2.



Download materi mental rotation yang ada di google classroom.



3.



Baca dan pelajari materi mental rotation.



4.



Lalu,



buka



web



yang



ada



didalam



slide



materi



https://www.psytoolkit.org/experiment-library/. 5.



Jika sudah masuk ke web, pilih “List of Experiments” pada sisi kiri web.



6.



Lalu pilih “Mental Rotation Task”.



7.



Dan, klik pada pilihan “Run the demo”.



8.



Akan mucul tampilan kotak merah bertuliskan “click to start” dan klik.



9.



Lalu, akan muncul instruksi test. a.



Anda akan melihat tiga objek pada layar.



b.



Anda diminta untuk memilih, gambar mana yang paling tepat dan cocok dengan gambar yang berwarna abu-abu.



c.



Jika sudah, Anda diminta untuk klik gambar yang menurut Anda benar.



d.



Tekan spasi untuk memulai percobaan.



10. Setelah itu muncul soal trials dan lakukan percobaan tersebut. 11. Jika sudah mengisi soal trials, isi persoalan pertama sampai terakhir. 12. Setelah selesai percobaan, akan ada tampilan berupa tulisan “percentage correct, average time per puzzle”. Kemudian screencapture hasil tadi dan lampirkan di hasil percobaan pada laporan. Kemudia Tekan Spasi untuk melihat hasil tabel. 13. Akan mucul screen berwarna hitam, lalu klik bagian pojok kiri bawah “show data”.



14. Diakhir praktikum, akan muncul tampilan berupa tabel dan screencapture kemudian letakkan pada bagian Bab Hasil Praktikum di laporan. 15. Jika sudah close halaman web. B. Hasil Berdasarkan praktikum mental rotation hari Senin, 20 April 2020 berikut hasil yang didapatkan pada saat praktikum berlangsung.



C. Pembahasan Menurut Beakly & Ludlow (1992) rotasi mental adalah membayangkan satu objek diputar ke orientasi yang sama dengan yang lain, mereka menganggap gambar dua dimensi sebagai objek dalam ruang tiga dimensi, dan membayangkan rotasi di sekitar sumbu mana pun yang diperlukan. Berkaitan dengan jurnal The Role of



Spatial Experience in Mental Rotation kemampuan rotasi mental melibatkan proses kognitif untuk secara mental memutar atau mengubah objek dua atau tiga dimensi ke segala arah yang ditunjukkan



melalui



visualisasi



spasial.



Kemampuan



ini



menggerakkan objek dua atau tiga dimensi di sekitar satu atau lebih sumbu di mata pikiran dan ditunjukkan oleh kemampuan mengenali gambar bentuk yang disajikan dalam berbagai orientasi, dekomposisi, dan rotasi yang berbeda. V.



Kesimpulan Beradasarkan hasil praktikum, dapat diberi kesimpulan bahwa mental rotation, kemampuan untuk mengenali dan mencari tahu apakah dua objek cocok satu sama lain dengan membayangkan dan memutar bagaimana bentuk suatu objek secara mental.



Daftar Pustaka Beakly, B dan Ludlow, P. (1992). The philosophy of mind: classical problems/contemporary issues. London: The MIT Press. Hertanti, A., Retnawati, H., & Wutsqa, D. U. (2019). The Role of Spatial Experience in Mental Rotation. Journal of Physics: Conference Series, 1320(1), 1-5. Logie, R. H. (1995). Visuo-spatial working memory. United kingdom: LEA.olso. Narpila, S. D. (2016). Peningkatan Kemampuan Spasial dan Self Efficacy Siswa Melalui Pembelajaran Inquiry Bebantuan Software Cabri. Jurnal Tarbiyah, 23(1), 150-173.



Journal of Physics: Conference Series



PAPER • OPEN ACCESS



The role of spatial experience in mental rotation To cite this article: A Hertanti et al 2019 J. Phys.: Conf. Ser. 1320 012043



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ISIMMED2018 IOP Conf. Series: Journal of Physics: Conf. Series 1320 (2019) 012043



IOP Publishing doi:10.1088/1742-6596/1320/1/012043



The role of spatial experience in mental rotation A Hertanti1, H Retnawati2 and D U Wutsqa2 1



Graduate Program of Mathematics Education, Yogyakarta State University, Jl. Colombo No.1, Karangmalang, Depok, Sleman, Daerah Istimewa Yogyakarta, 55281, Indonesia 2 Mathematics Education Department, Faculty of Mathematics and Natural Science, Yogyakarta State University, Jl. Colombo No.1, Karangmalang, Depok, Sleman, Daerah Istimewa Yogyakarta, 55281, Indonesia [email protected] Abstract. Mental rotation is one of spatial reasoning ability. It is the ability of a person to imagine how objects of a two- or three-dimensions look like when rotated in a specific degree. Not only due to curriculum demand, mental rotation is also essential for Mathematics itself, such as in geometry. In addition, it also helps students for their future career, such as architects, computer programmers, and graphic designers. This study aims to describe the mental rotation of female and male students who have spatial experiences with those who do not have spatial experience. The data were collected using Mental Rotation test and interview and were analysed qualitatively. A total of 10 post-graduate students were interviewed in a semi-structural way. The results showed that spatial experience has an important role in improving one’s mental rotation. 1. Introduction Mathematics is one of the subjects that must be studied by students at every level of education [1]. The importance of mathematics is not only learned in the classroom, but mathematics is close to daily life activities. Geometry is one of the important branches in mathematics and is heavily associated to the daily life [2] . It is the key to understand the nature with all its forms in the world. Geometry bridges daily events and mathematical concepts so that geometry has very important role in studying mathematics [3]. Geometry is one of the basic methods that people use to understand and to explain the physical environment by measuring length, surface area and volume [4]. In the pimary level, children learn about shape and use shapes to learn. In learning the geometry of shapes, they development through increasingly strong levels of thinking about shapes. Spatial reasoning complements geometric knowledge. Spatial reasoning is the process of forming ideas through spatial relationships between objects. It is a form of mental activity that allows one to make spatial figures and manipulate them in solving practical and theoretical problems. Spatial reasoning or spatial thinking consists of several types, including building and manipulating two or three-dimensional objects, perceiving objects from different perspectives, and using images, diagrams, graphics, models or other concrete objects to explore, investigate, and understand abstract concepts like algebraic formulas or physical world models. [5]. Geometry is a tangible example of spatial reasoning in mathematics. most of the required thingking skills in higher mathematics is spatial. Spatial ability is known to be a predictor of mathematics achievement at all grade levels [6]. There are Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI. Published under licence by IOP Publishing Ltd 1



ISIMMED2018 IOP Conf. Series: Journal of Physics: Conf. Series 1320 (2019) 012043



IOP Publishing doi:10.1088/1742-6596/1320/1/012043



eight types of spatial ability, such as: Spasial Visualization (Vz), Spatial Relations (SR), Flexibility of Closure/ Field Independence (CF), Environtmental Ability (EA), Spatial Orientation (SO), Closur Speed (CS), Perceptual Speed (P) dan Spatiomeporal Ability (SA) or Dynamic Spatial Ability (DSA) [7]. However, this paper discussed a small section on Spatial Relations (SR). SR is the ability to identify objects in rotated or mirrored state. One of these abilities is called mental rotation ability (MR). 1.1. Definition and importance of mental rotation Some researchers identified several components of spatial ability [8], include spatial perception, spatial visualization, and mental rotation [9]. one can usually establish that two-dimensional object represents the same three-dimensional object although the object is depicted in a different orientation. One type of spatial reasoning is the ability of mental rotation. Mental rotation ability involves a cognitive process to mentally rotate or transform two- or three-dimensional objects to any direction showed through Spatial Visualization [10]. This ability implicates moving two- or three-dimensional objects around one or more axes in the mind's eye [11], and is indicated by the ability to recognize images of shapes presented in different orientations, decomposition and rotation. (See Figure 1).



Figure 1. When we mentally rotate the two shapes on the left so that they are joined a centre y-axis. Which figure is formed (of the four on the right)? [12]. Mental rotation skills and geometry are mutually revealed to each other. we must also know that it is also a process of cognitive that is learned by cognitive scientists and neurologists [12]. Mental rotation ability can be used as a proper strategy for understanding area measurement task, composing and decomposing two- or three-dimensional object, proving symmetriy, and finding missing part of an object. [13]. These ability is also very much needed in everyday life, for example when driving a car, organizing objects effectively into limited space, and sports activities. Mental rotation ability are closely related to skills such as map reading [14] , orientating and navigating [8], verbal and visual-spatial working memory [15] and to overall problem solving too [16]. These abilities are used in daily life but three-dimensional mental rotation abilities are also clearly related to mathematics in the curriculum including school geometry [17], algebra [18], and mental mathematics [17]. 1.2 Factors influencing mental rotation There are several factors that can affect one’s mental rotation ability. Mohler reviewed that mental rotation of a person is influenced by age, brain physiology, gender, socio-cultural factors [19]. the ability of a person's mental rotation improves as the person grow older. The findings of Newcombe confirm this conclusion, that people of all ages can show an increase in mental rotation ability [20]. All of studies that try to see the correlation between brain physiology and mental rotation ability have gained a general agreement: individuals who use their right brain dominantly will have better mental rotation abilities than those who are more dominant using the left brain [21]. Many researches have found that men have better spatial abilities than women, especially in terms of mental rotation and Spatial Relations [8][9]. This study strengthens the 1974 study conducted by



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ISIMMED2018 IOP Conf. Series: Journal of Physics: Conf. Series 1320 (2019) 012043



IOP Publishing doi:10.1088/1742-6596/1320/1/012043



Maccoby and Jacklin, which states that boys show better spatial performance than girls, especially when they have passed childhood phase [22]. The next factor that can affect a person's mental ability is socio-cultural factors where the dilemma includes games, gender roles, social expectations and parents, and other experiences that influence the development of children's abilities. In the selection of games, boys tend to play with toy cars and blocks, which requires spatial ability, while girls tend to play with dolls, which will have an impact on the development of their social abilities [6]. Gymnastic exercise [23] and struggle [24] can also affect their mental rotation ability. Spatial enhancement skills can also be done with spatial training which is more common than just task-specific practice. For example computer and videogame usage are linked to improvements in mental rotation and other related spatial tasks [25] [26] [27]. Another Example, mental rotation can be developed through task-spatial, such as tetris, Card Rotation, paper folding and Form Board tasks. Activities in game can be called spatial experience. With regard to the factors that affect the mental ability of rotation, in this research will focus more on the role of spatial experience on the person’s mental rotation ability. 2. Method This study was a descriptive qualitative. 10 post-graduate students were recruited as participants. The participants are selected based on their spatial experience. By experience, it is that they've encountered spatial problems in aptitude test, such as in the university admission test. The instruments used were tests and interviews. The test is used as an instrument to obtain data about mental rotation ability consisting of 4 multiple choice questions and six questions interviews related to spatial experience. The three items in the test instrument are about the rotation of a 3D shapes and one question is about the nets of 3D shape. Interview questions consist of the level of experience participants had working on related questions, the level of difficulty of the problem, and the game played in relation to two- or threedimensional shapes. Each item was scored 1 when both correct alternatives were chosen, and individual items scores were summed in a total score. Participants who answered correctly all items of mental rotation ability test were categorized as respondents who had high mental rotation ability and students weith less than two correct answers were categorized as low mental rotation ability. The results of the test instrument analysis will be matched with the results of the interview. 3. Result and Discussion The distribution of correct and wrong answers to each item is presented in Table 1. Tabel 1. Frequency and percentage of correct and wrong answers for each item Item 1 2 3 4 6 8 8 7 Correct Frequency 60% 80% 80% 70% Percentage 4 2 2 3 Wrong Frequency 40% 20% 20% 30% Percentage Based on the data presented in Table 1, it is observable that 40% of students get low score in item 1 : Rotating cubes with distinct attributes on each side. Meanwhile 80% students were able to answer second and third questions correctly. Based on the results of the mental rotation ability test, it was found that 6 participants (S1, S2, S3, S5, S6, and S9) correctly answered the whole test of mental rotation ability. While the rest (S4, S7, S8, S10) only answered correctly 1 number out of all the test questions given. Further questionnaire were conducted on all respondents. From the results of the student interview analysis were obtained: a. Experience of working on the problems that are similar to a given test.



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ISIMMED2018 IOP Conf. Series: Journal of Physics: Conf. Series 1320 (2019) 012043



IOP Publishing doi:10.1088/1742-6596/1320/1/012043



90% of students answered having worked on the similar problems before, 10% said never. Most of the respondents stated that they worked on the questions in admission test for universities. There was also respondent said that he is a private tutor focusing on aptitude test and makes him frequently deal with spatial questions. b. Level of difficulty items. 20% of students felt that the mental ability test given was easy. 70% of students said the test was medium, and 10% of students say it's difficult. In relation with spatial ability, every students have different spatial ability [26]. Gender difference is the most popular area for research. Several studies stated that there is a notable difference of spacial ability between men and women [28]. However, there is no difference between males and females in term of spatial reasoning ability[4] . c. Spatial experience. Spatial experience obtained from respondents is very diverse. But it is more dominated by the experience of playing computer games. Respondents who have high mental rotation ability, some said that they often practice working on spatial ability questions, there are also respondents who said that they like and often play 2d-3d computer games and real games such as Lego and Rubics, some said they have designing as a hobby. While respondents with low mental rotation ability said that they were not playing games related to two or three-dimensional shapes. From point (c) above, it is shown that computer games affect a person's mental rotation skill. This is supported by the results of Sims and Mayer's study which found that task-specific improvement in spatial performance following tetris and videogame playing [29]. The two respondents who said that they often practice working on spatial ability questions also affect their mental rotation. This is in accordance with the law of exercise theory proposed by Thorndike. It is said that the more often a response or behavior is done, the better a person's ability in that matter [30]. This theory is in line with the findings of Sternberg et al. which states that a person's cognitive abilities can be more accurate and fast through practice [31]. Female participants who were active in art, music, or athletic activities had experience in more spatial activities and obtained higher score in mental rotation test compared to those who do not take part in such activities. This shows that practice is essential factor that cause the gender difference in term of spatial skill [32]. Moreover, the gap in spatial ability due to the gender difference can be narrowed with practice. 4. Conclusion Based on the results above it can be concluded that spatial experience has an important role in the mental ability of a person's rotation. This research ensures the notable impact of long-term training or repeated testing, and the potential for training in improving mental rotation performance despite both mental rotation training and videogame training reduces gender differences in spatial skills. This might be a recommendation for teachers to pay a closer attention in character of female students and male students and the difference it makes in learning geometry and spatial ability. By doing this, teachers are expected to be able to find the best fit and efficient learning method to apply in the classroom. References [1] Utami R W and Wutsqa D U 2017 Jurnal Riset Pendidikan Matematika. 4 166–75 [2] Retnawati H 2017 Int. J. New Trends Educ. their Implic. 34 390–403 [3] Biber C, Tuna A and Korkmaz S 2013 Eur. J. Sci. Math. Educ. 1 50–9 [4] Hwang W Y, Su J H, Huang Y M and Dong J J 2009 Educ. Technol. Soc. 12 229–47 [5] Kinach B M 2012 Math. Teach. 105 534–40 [6] Clements D H and Battista M T 1992 Geometry and spatial reasoning Handbook of Research on Mathematics Teaching and Learning pp 420–64 [7] Yilmaz B and Yilmaz H B 2009 Int. Electron. J. Elem. Educ. 1 83–96 [8] Linn M C and Petersen A C 1986 Psychol. Gend. Adv. through meta-analysis 67–101 [9] Voyer D, Voyer S and Bryden M P 1995 Psychol. Bull. 117 250–70



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[10] [11] [12]



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[28] [29] [30] [31] [32]



IOP Publishing doi:10.1088/1742-6596/1320/1/012043



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