Integrating GeoEnzo into Project-Based Learning to Enhance Madrasah Aliyah Students' Visual-Spatial Intelligence in Cube and Rectangular Prism Topics

Abstract

Developing students’ visual-spatial intelligence remains a challenge in teaching geometry at Madrasah Aliyah, particularly on the topics of cubes and rectangular prisms. This difficulty arises from the limited learning models and instructional media used, as well as the abstract nature of the material. This study investigates how the integration of GeoEnzo into the Project-Based Learning (PjBL) model enhances the visual–spatial intelligence of Madrasah Aliyah students on cube and rectangular prism topics. A quasi-experimental approach with a pretest–posttest control group design was employed. Eleventh-grade students at a Madrasah Aliyah were divided into an experimental class and a control class. The experimental class received project-based learning supported by GeoEnzo media, while the control class was taught using conventional instruction. The research instruments included a visual–spatial intelligence test and a project assessment rubric. Data were analyzed using N-Gain score analysis and a t-test. The results indicate that students in the experimental class demonstrated a significantly greater improvement in visual-spatial intelligence compared to those in the control class. By adding GeoEnzo to PjBL, students can see, move, and show three-dimensional geometric objects in a more real and interactive way. Therefore, it can be concluded that implementing GeoEnzo within a project-based learning model effectively enhances senior high school students’ visual-spatial intelligence on cube and rectangular prism material. To improve the quality of mathematics learning, this study recommends the use of project-based interactive geometry media as an innovative instructional alternative.