Enhancing Mathematical Spatial Literacy through Project-Based Blended Learning with Cognitive Conflict Strategy
Rika Mulyati Mustika Sari·Annisaa Kossahdasabitah·Indrie Noor Aini·Kiki Nia Sania Effendi·Hanifah Nurus Sopiany·Nenden Suciyati Sartika
This article discusses the development of a project-based blended learning (PjBBL) module using a cognitive conflict strategy on the topic of geometric transformations to enhance mathematical spatial literacy. The objectives of this study are (1) to produce a valid, practical design of a PjBBL module with a cognitive conflict strategy, and (2) to determine the improvement in the mathematical spatial literacy of eleventh-grade senior high school students after implementing the module. This resear