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IJIET 2024 Vol.14(2): 248-259
doi: 10.18178/ijiet.2024.14.2.2046

Enhancing Spatial Visualization in CABRI 3D-Assisted Geometry Learning: A Systematic Review and Meta-Analysis

Suparman1, Rosida Marasabessy1, and Yullys Helsa2,*
1. Department of Mathematics Education, Universitas Pendidikan Indonesia, Indonesia
2. Department of Elementary Education, Universitas Negeri Padang, Indonesia
Email: arman95@upi.edu (S.); rosidamarasabessy@upi.edu (R.M.); yullys@fip.unp.ac.id (Y.H.)
*Corresponding author

Manuscript received July 21, 2023; revised August 23, 2023; accepted September 27, 2023; published February 15, 2024

Abstract—Empirical studies related to the enhancement of spatial visualization by implementing CABRI 3D-assisted geometry lesson have been increasingly conducted in two last decade. Nevertheless, from these studies, it can be said that an inconsistent effect of CABRI 3D-assisted geometry lesson toward spatial visualization and a gap of students’ spatial visualization are really existing. The aim of this present study is to examine the effectiveness of CABRI 3D-assisted geometry learning on spatial visualization, and some substantial factors in affecting the difference of students’ spatial visualization skills. A systematic review using meta-analysis was performed to conduct this recent study in which the random effect model was selected to estimate the effect size computed by the Hedges’ equation. 25 eligible documents published between 2008 and 2022 were included as the data whereby these documents generated 36 effect sizes and involved 2,440 students. Several tests, such as Z, Q Cochrane, fill and trim, and funnel plot were performed to analyze the data. Results of this current study showed that the utilization of CABRI 3D software for teaching geometry lesson had positive moderate effect (g = 0.778; p < 0.05), and significantly enhanced students’ spatial visualization. Additionally, the investigation on some substantial factors revealed that intervention duration and class capacity were significant factors affecting the gap of spatial visualization of students while educational level and participant did not differentiate spatial visualization of students. This recent study implies that mathematics practitioners can utilize this software to teach geometry lesson, and consider small class for class capacity and more than 3 months for intervention duration in implementing it to enhance spatial visualization of students.

Keywords—CABRI 3D, geometry learning, meta-analysis, spatial visualization, systematic review


Cite: Suparman, Rosida Marasabessy, and Yullys Helsa, "Enhancing Spatial Visualization in CABRI 3D-Assisted Geometry Learning: A Systematic Review and Meta-Analysis," International Journal of Information and Education Technology vol. 14, no. 2, pp. 248-259, 2024.

Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

General Information

  • ISSN: 2010-3689 (Online)
  • Abbreviated Title: Int. J. Inf. Educ. Technol.
  • Frequency: Monthly
  • DOI: 10.18178/IJIET
  • Editor-in-Chief: Prof. Dr. Steve Thatcher
  • Managing Editor: Ms. Nancy Y. Liu
  • Abstracting/ Indexing: Scopus (CiteScore 2022: 2.0), INSPEC (IET), UGC-CARE List (India), CNKI, EBSCO, Google Scholar
  • E-mail: ijiet@ejournal.net


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