DEVELOPMENT OF SPATIAL THINKING BASED STUDENT WORKSHEET IN GEOGRAPHY SUBJECT AT SMA NEGERI 1 RANDANGAN

ABSTRACT


INTRODUCTION
Modern education utilizes digital technology to adapt the teaching and learning process to the demands of the times, equipping students with relevant skills and knowledge for the future (Wijayanto et al., 2020).Modern education requires students to master science, understand and control their thinking process, and be skilled in critical thinking, creativity, communication, and collaboration (Wijayanto et al., 2020).With the guidance that exists in this era, geospatial literacy in measuring spatial thinking skills must be applied in education.
Spatial thinking skills are needed to face the challenges of global competition in the 21st century.Gardner (2006: 45-46) asserts that in his theory of multiple intelligences, one of the Nine types of intelligence recognized is spatial intelligence.Gardner states that this intelligence is possessed by students or individuals who tend to learn better through visual presentations or objects that can be seen with the eyes.Spatial thinking ability is the core of visualspatial intelligence (Kurniawan et al., 2022).Spatial intelligence can come from natural talent, but spatial thinking ability is a cognitive learning process (Kurniawan et al., 2022) (Lutfianingsih, 2017).The opinion of Bonnet (2008) and Kersky (2015)  Spatial thinking consists of three components of concepts of space, using tools of representation and reasoning processes (Scholz et al., 2014).The three components of spatial thinking can be used to develop geography teaching materials, especially geographic information systems (Kamil et al., 2020).
Learning activities must be supported by tools, technology, curriculum, and school policies to support the achievement of students' ability to think spatially (Bednarz et al., 2015).
Competencies that must be possessed by students who pursue geography studies are the ability to think geographically, spatial thinking, and spatial intelligence (Bednarz et al., 2015).This research This is supported by previous research, namely the ability to think spatially in 21st-century learning (Wijayanto et al., 2020), the effect of google earth learning media on spatial thinking skills of high school students (Santoso et al., 2022), the effect of project-based learning with google earth on spatial thinking skills (Oktavianto et al., 2017), the role of geographic information systems (GIS) in improving spatial thinking skills (Setiawan, 2016)

MATERIALS AND METHODS
This study used the research and Analysis of effect size obtained from the calculation of the total score of students, the number of participants, and the average score of student test results in categories d> 0.2 (small), 0.2 <d> 0.8 (medium), and d> 0.8 ( tall) (Saregar, 2017).

Analysis Stage
At the analysis stage, the researcher conducted a needs analysis, curriculum analysis, and analysis of student

Design Stage
At the design stage, the process of designing student worksheets will be developed by containing three indicators of spatial thinking.Student worksheets were made using the Canva application.
There are two types of design: the content design and the student's worksheet appearance.
focuses on spatial thinking ability by developing spatial thinking student worksheets in geography subject matter of basic map knowledge.The role of researchers is appropriate in researching the Development of spatial thinking-based student worksheets to improve students' geospatial literacy.
development method.The research design is the ADDIE model version (McGriff, 2000), which has five stages.The ADDIE research model has five stages, namely the analysis stage, which consists of analyzing student characters, and tests to assess the results of using the product being developed.Fifty-five respondents are the research sample.The distribution of respondents was based on the test applied by the researcher, namely the limited test, general test, and validity test, with the location of this research at SMA Negeri 1 Randangan.In this research, an analysis of practicality and effectiveness was carried out to measure the feasibility of student worksheets teaching material.The practicality analysis was carried out by paying attention to student assessments using a limited and general test scale.The effectiveness analysis is carried out by looking at the differences in test results before and after using student worksheets and teaching materials,

FigureFigure 4
Figure 3 shows initial questions regarding student worksheets based on spatial thinking.This material is included in the odd semester in class X IPS subjects at the high school level.In addition, at the design stage, the researcher prepared the student worksheets validation instrument and the student response questionnaire.

Figure 4 .
Figure 4. Graph of Average Results of Stage I and Stage II based on Material, Physical, Material and Utilization Aspects.

Figure 5 .
Figure 5. Graph of Average Validation Stage I and Stage II Based on the Feasibility Aspects of the Content and Presentation of the Material