The purpose of this study was to describe the problem-solving skills students viewed from spatial intelligence. Problemsolving skills are an important component that students must have to solve a problem appropriately. This study is a qualitative study in which the main instrument is the researcher itself. The subject selection technique in this study used purposive sampling. The research data were obtained from the test data description and interview results. Data analysis techniques used in data reduction, data presentation, and conclusion. The validity of the data is obtained through the validation and triangulation method. This study shows that students with high spatial intelligence can identify a given problem, create a plan to solve the problem, and implement a problem-solving plan. Students with intelligence can understand a given problem, make a problem-solving plan, but in implementation. It is still not appropriate. Students with low spatial intelligence cannot identify problems precisely and do not create a completion plan, resulting in not implementing a completion plan.
<p>Every student must have mathematical abstraction skills. Research with a qualitative approach aims to identify the mathematical abstraction process of students when working on geometric material problems in terms of spatial intelligence. By using a descriptive design, apart from the researcher as the main instrument, the mathematical abstraction test, the spatial intelligence test, and the interview reference were used as auxiliary instruments. A total of 6 students from class VIII were selected through purposive sampling technique which was taken from each category of spatial ability which had been classified into high, medium and low criteria. Based on data analysis, students' mathematical abstraction can be grouped into 4 levels, namely: recognition, representation, structural abstraction, and structural awareness. The conclusions of this study are: 1) students with a high level of spatial intelligence can achieve all four levels of mathematical abstraction characteristics and activities, namely recognition, representation, structural abstraction, and structural awareness. 2) students with moderate spatial intelligence can only achieve two levels of mathematical characteristics and abstraction activities, namely recognition and representation. 3) students with low-level spatial intelligence are only able to achieve one level of mathematical abstraction characteristics and activity, namely recognition where students are able to remember previous activities and experiences related to the problems at hand. This shows that students with moderate and low-level spatial intelligence do not have adequate abstraction skills in the concept of geometry.</p>
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