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Spatial Literacy and Error Patterns in Elementary 3D Geometry: Foundations for Local Instructional Theory

Edumatica : Jurnal Pendidikan Matematika · Vol. 16 No. 1 (2026) · hlm. 19–39

DOI
10.22437/edumatica.v16i1.48212
ISSN
2580-0779, 2088-2157
Terbit
2026-01-18
Penerbit
Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

Spatial literacy is a vital math skill for students to learn during their three-dimensional geometry education. The two skills remain essential, yet most fifth-grade students struggle with spatial tasks. This challenge restricts their conceptual growth. The research examines fifth-grade students’ spatial literacy abilities and their error patterns to provide evidence for developing a Local Instructional Theory (LIT) on three-dimensional geometry. The research included 118 fifth-grade students (aged 10-11 years) from two public primary schools in Palembang who participated in a descriptive quantitative study with error analysis. The research data came from student performance on the spatial literacy diagnostic test and their error analysis records. The researchers applied descriptive statistics to determine average scores and establish performance levels for visualisation, reasoning, and communication skills. The researchers categorised student mistakes into four categories: procedural errors, conceptual errors, representational errors and communicative errors. The students produced results indicating significant differences in their performances. Students failed to perform basic procedural tasks, including spatial form comparison and application of formal notation, while they struggled with complex visualisation and the development of multiple-step spatial thinking and conceptual understanding. Students’ learning difficulties manifest as systematic errors, indicating that their challenges stem from complex, interconnected issues rather than random mistakes. The research results demonstrate that students need instruction which teaches them to develop their visualisation abilities, their reasoning skills, and explanatory competencies. The designs serve as an essential tool for uniting procedural fluency with conceptual understanding, leading to better spatial literacy in early geometry education.

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Ely SusantiAfiliasi tidak diketahui8
Nyimas AisyahSriwijaya University6
Meilinda MeilindaIndonesia University of Education5
Hapizah HapizahAfiliasi tidak diketahui4
ZulkardiAfiliasi tidak diketahui3
Ainun MardiaAfiliasi tidak diketahui3
Ida SriyantiAfiliasi tidak diketahui3
Yusuf HartonoSriwijaya University2
Budi MulyonoAfiliasi tidak diketahui2
Abul WalidAfiliasi tidak diketahui2
Filian Yunita SariAfiliasi tidak diketahui2
E.I Pusta SiligarAfiliasi tidak diketahui2
Ratu Ilma Indra Putri IlmaAfiliasi tidak diketahui2
Kamid KamidAfiliasi tidak diketahui2
Tika Dwi NopriyantiAfiliasi tidak diketahui1
KamidAfiliasi tidak diketahui1
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RohanaAfiliasi tidak diketahui1
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MeryansumayekaAfiliasi tidak diketahui1
Hartono HartonoAfiliasi tidak diketahui1
Novi SusantiAfiliasi tidak diketahui1
Rafika Riana ChnAfiliasi tidak diketahui1
Somakim SomakimAfiliasi tidak diketahui1
Tasya Faricha AmeliaAfiliasi tidak diketahui1
Bernika Indrialis IfanaAfiliasi tidak diketahui1
Ainun JariyahUniversitas Halu Oleo1
Jumroh JumrohAfiliasi tidak diketahui1
Nia NiaAfiliasi tidak diketahui1
Eka SusantiAfiliasi tidak diketahui1
Nurul Ain SafuraAfiliasi tidak diketahui1
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Sary SilvhianyAfiliasi tidak diketahui1
Ismet IsmetAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/edumatica/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Spatial Literacy and Error Patterns in Elementary 3D Geometry: Foundations for Local Instructional Theory</dc:title>
	<dc:creator xml:lang="en">Octaria, Dina</dc:creator>
	<dc:creator xml:lang="en">Zulkardi, Zulkardi</dc:creator>
	<dc:creator xml:lang="en">Putri, Ratu Ilma Indra</dc:creator>
	<dc:creator xml:lang="en">Hiltrimartin, Cecil</dc:creator>
	<dc:subject xml:lang="en">elementary students</dc:subject>
	<dc:subject xml:lang="en">error patterns</dc:subject>
	<dc:subject xml:lang="en">local insctructional theory</dc:subject>
	<dc:subject xml:lang="en">spatial literacy</dc:subject>
	<dc:subject xml:lang="en">three-dimensional geometry</dc:subject>
	<dc:description xml:lang="en">Spatial literacy is a vital math skill for students to learn during their three-dimensional geometry education. The two skills remain essential, yet most fifth-grade students struggle with spatial tasks. This challenge restricts their conceptual growth. The research examines fifth-grade students’ spatial literacy abilities and their error patterns to provide evidence for developing a Local Instructional Theory (LIT) on three-dimensional geometry. The research included 118 fifth-grade students (aged 10-11 years) from two public primary schools in Palembang who participated in a descriptive quantitative study with error analysis. The research data came from student performance on the spatial literacy diagnostic test and their error analysis records. The researchers applied descriptive statistics to determine average scores and establish performance levels for visualisation, reasoning, and communication skills. The researchers categorised student mistakes into four categories: procedural errors, conceptual errors, representational errors and communicative errors. The students produced results indicating significant differences in their performances. Students failed to perform basic procedural tasks, including spatial form comparison and application of formal notation, while they struggled with complex visualisation and the development of multiple-step spatial thinking and conceptual understanding. Students’ learning difficulties manifest as systematic errors, indicating that their challenges stem from complex, interconnected issues rather than random mistakes. The research results demonstrate that students need instruction which teaches them to develop their visualisation abilities, their reasoning skills, and explanatory competencies. The designs serve as an essential tool for uniting procedural fluency with conceptual understanding, leading to better spatial literacy in early geometry education.</dc:description>
	<dc:publisher xml:lang="en">Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi</dc:publisher>
	<dc:date>2026-01-18</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/edumatica/article/view/48212</dc:identifier>
	<dc:identifier>10.22437/edumatica.v16i1.48212</dc:identifier>
	<dc:source xml:lang="en">Edumatica : Jurnal Pendidikan Matematika; Vol. 16 No. 1 (2026): Edumatica: Jurnal Pendidikan matematika (April 2026); 19-39</dc:source>
	<dc:source xml:lang="id">Edumatica : Jurnal Pendidikan Matematika; Vol 16 No 1 (2026): Edumatica: Jurnal Pendidikan matematika (April 2026); 19-39</dc:source>
	<dc:source>2580-0779</dc:source>
	<dc:source>2088-2157</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/edumatica/article/view/48212/23237</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Dina Octaria, Zulkardi Zulkardi, Ratu Ilma Indra Putri, Cecil Hiltrimartin</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
</oai_dc:dc>