Related to visual-spatial intelligence, Katzowitz (2002) states that visual-spatial intelligence, in which a person has awareness of himself and the position of others in space. According to Gardner (2003) states that visual-spatial intelligence includes a person's ability to understand more deeply the relationship between objects and space. This student has the ability, for example, to create imaginative shapes in his mind or the ability to create three-dimensional shapes. The ability to imagine a real shape and then solve various problems related to the prominent abilities in the visual-spatial intelligence group. People who have good visual-spatial intelligence can easily imagine objects in three-dimensional space, can describe the position of objects in space well, have an active imagination, can express ideas in clearer and concise graphics. Meanwhile, according to Nguyen and Luu (2011), Visual-Spatial Intelligence is the ability to visualize mental and graphic things. It also involves sensitivity to color, line, shape and space. From some of the opinions above, Visual-Spatial intelligence is a person's ability to understand the relationship between objects and space in more depth, namely between the mental things of objects and the transformation of objects in space. (4)
Perbedaan Subjek, Materi, Topik, Subtopik, dan Bahasan/Butir dalam Pembelajaran Struktur Penyusunan Materi Pembelajaran Memahami Perbedaan Subjek, Materi, Topik, Subtopik, dan Bahasan/Butir Dalam konteks pembelajaran, jika dilihat dari hierarki umum mulai dari konsep yang lebih luas hingga yang lebih spesifik, urutannya adalah: Subjek (Sinonim: Bidang, Disiplin Ilmu) Subjek merujuk pada bidang utama atau disiplin ilmu yang dipelajari, seperti Matematika, Biologi, atau Sejarah. Materi (Sinonim: Isi, Bahan Ajar, Konten) Materi adalah isi atau bahan ajar yang terkait dengan subjek tertentu, seperti persamaan kuadrat dalam Matematika atau sistem pencernaan dalam Biologi. Topik (Sinonim: Pokok Bahasan, Tema, Isu) Topik adalah bagian spesifik dari ma...
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