Differences in Students’ Spatial Ability and Self-Regulated Learning Who are Given Guided Discovery Learning Model Based on Malay Deli Culture with Cooperative Learning

This study aims toknow: (1) The differences in students’ spatial ability and self-regulated learning who are given guided discovery learning model based on Malay Deli culture and cooperative learning, (2) Interaction between learning models with gender in increasing students' spatial ability and students’ self-regulated learning. This type of research is quasi-experimental. This research was conducted at SMP N 28 Medan. The population in this study were all students of class VIII. Based on the results of the analysis, the results of the study are: (1) Improvement of spatial ability and self-regulated learning of students who are given guided discovery learning model based on Malay Deli culture is higher than students who are given cooperative learning, (2) There is an interaction between learning models with gender in increasing students’ spatial ability and self-regulated learning.

learning model is a series of learning activities carried out by students in certain groups to achieve the learning objectives that have been formulated" (Sanjaya , 2008).
Education is part of culture, education and culture have mutual influence. If culture changes maybe education will also change (Siregar et al., 2018). Cultural context can be used as a tool for learning to motivate students to apply mathematical concepts, work in groups, and perceived relationships between various subjects (Saragih et al., 2016). Thus it is possible to have a local cultural context, namely Malay Deli culture in mathematics learning, meaningful learning processes will occur as expected. So education and culture are one of the most important and unavoidable units in everyday life.
This will give birth to a competent and dignified generation, reflect cultural values, participate in shaping the nation's character, contribute to the creation of national identity, and contribute to preserving the nation's culture (Siregar, 2018). Based on this reason, a study was conducted to review differences in spatial ability and self-regulated learning of students who were given a guided discovery learning model based on Malay Deli culture and cooperative learning. Maier (1998) suggested that "spatial ability is a skill possessed by humans that is relevant to a high level in our lives. Spatial ability consists of five elements, namely: (1) Spatial Perception, namely the ability to observe the location of objects.

LITERATURE REVIEW Spatial Ability
(2) Visualization is the ability to show changes or movements of building elements, (3) Mental Rotation is the ability to rotate objects (4) Spatial Relations, namely the ability to understand the composition of an object and its parts and their relationships with each other. (5) Spatial Orientation is the ability to observe an object from a different perspective. In line with that Tambunan (2006) argued that "spatial ability is an abstract concept that includes spatial perception involving spatial relationships including orientation to complicated abilities that involve manipulation and mental rotation". In other words, spatial ability is the ability to capture and distinguish stimuli about space obtained through visual imagery in the head without the use of concrete objects. The key to spatial thinking is a constructive mix of three elements: the concept of space, a tool of representation, and the process of reasoning (NRC, 2010). Self-regulated Learning Self Regulated Learning (SRL) is an active and determined process in which students determine learning goals and monitor, regulate, control their cognition, motivation, and attitudes, be guided and limited by their goals, and features of contextual environments (Abubakar and Mohammad 2015, Pintrich, 1990, Rusman, 2014. Selfregulated in learning is a necessity and demand in education today. In addition there are three phases in the cycle of students' self-regulated learning according to Zimmerman, (1989: 178) is "Forethought Phase, Performance Phase and (Self-reflection Phase". Thus the importance of students learning independently is to be able to use various sources and media for learning without relying on help from others and not to rely on learning only from the teacher, because the teacher acts as a facilitator and consultant is not the only source of knowledge. Guided Discovery Guided discovery learning model in terms of the definition of discovery is a process of knowledge where students can assimilate concepts or principles (Wartono, Hudha, and Batlolona, 2017). The knowledge process is observing, categorizing, making hypotheses, explaining, measuring, drawing conclusions and so on (Alfieri et al., 2011). According to Makoolati et al., (2015) discovery learning provides opportunities for student-centered activities and allows students to learn from not only the teacher as the only source of learning.
relationships between group members.
The steps of cooperative learning model are: (1) Conveying objectives and motivating students, (2) Presenting information, organizing students into groups learning, (3 ) Guiding group of work and Study groups, (4) Evaluation, (5) Providing Views (Rusman , 2012). In a cooperative learning system, students learn to work together with other members. In this model students have two responsibilities, namely they learn for themselves and help fellow group members to learn. Students learn together in a small group and they can do it alone.

METHOD
This type of research is quasi-experimental research. This research was conducted at SMP N 28 Medan in the second semester of the 2018/2019 academic year. In this study, sample selection was carried out using cluster random sampling technique. In this sampling, the population is divided into several. Clusters needed are randomly taken by randomization process. Every member in the group drawn randomly is the required sample (Amadil, Glory, and Kufre Akpan, 2017) .
Based on random sampling from nine classes VIII in SMP 28 Medan, a sample of 2 classes was chosen, namely class VIII-2 as the experimental class I with a guided discovery learning model based on Malay Deli culture and class VIII-3 as the experimental class II given learning with cooperative model. Each number of students in the two classes is 32 students. The design of this research analysis is a 2x2 factorial design using twoway analysis of variance (ANOVA) .
Indicators of students' spatial ability tests consist of 5 aspects: Spatial perception, spatial visualization, mental rotation, spatial relations, spatial orientation. Indicators of self-regulated learning are organized into three aspects, namely: Planning, business control in academic classes and cognitive strategies for understanding material.
Data collection technique was obtained through students' mathematical spatial ability tests and SRL questionnaires. The instrument has been validated and meets the requirements for testing validity and reliability. Data collection will be carried out in two stages, collecting data about students' self-regulated learning and collecting data about students' mathematical spatial ability.
The research hypothesis is as follows: Hypothesis 1: To test differences in students' spatial ability Hypothesis 2: To test differences in students' self regulated learning Hypothesis 3: To examine the interaction between learning models and gender on students' spatial ability Hypothesis 4: To examine the interaction between learning models and gender on students' self-regulated learning

Spatial Analysis Results
Before the data were analyzed, the normality of the data were tested using the Kolgomorov test and the homogeneity test used the Levene test as a requirement for qualitative analysis. The results obtained that the two classes come from populations that are normally distributed and homogeneous. Data on the spatial ability of students in the class who were given a guided discovery learning model based on Malay Deli culture and cooperative learning models are shown in Table 2.  Table 2 it can be seen that male students in the experimental class I numbered 15 people with an average score of 78.22 and female students amounted to 17 people with an average value of 72.35 . This shows that the spatial ability of male students is higher than that of female students for the experimental class I. While male students in experimental class II numbered 19 people with an average value of 56.14 and female students amounted to 13 people with an average value of 71.03. Thus it can be stated that the spatial ability of male students is lower than that of female students for experimental class II.
After that, analyzed using analysis of variance (ANOVA) to test 4 hypotheses proposed in the study with a two-way analysis of variance tests. The results of data analysis can be seen in the following Table 3: From the results of the analysis of the two variants above, can explain the following: 1) Based on Table 3, it shows that the significance value for the model is 0.008 (sig. < 0.05), there are differences in the spatial ability of learning through guided discovery learning model with cooperative learning model. 2) Then from Table 3, it also appears that the significance for the Learning_Model * Gender line is 0.019 (sig. < 0.05), thus rejecting H0 and accepting Ha. So it can be concluded that there is an interaction between learning models and gender with students' spatial ability. This result can also be explained through Figure 1 below:

Results of Analysis of Student Learning Independence
Data on the self-regulated learning of students in classes that are given guided discovery learning model based on Malay Deli culture and classes that are given cooperative learning models are shown in the following Table 4 :  Table 4 it can be seen that male students in the experimental class I numbered 15 people with an average score of 76.39 and female students amounted to 17 people with an average score of 85.38. This shows that the self-regulated learning of male students after being given lower treatment compared with female students for experimental class I. While male students in experimental class II numbered 19 people with an average score of 69 and female students amounted to 13 people with an average value of 67. Thus it can be stated that the self-Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) DOI: 10.7176/JEP Vol.10, No.27, 2019 83 regulated learning of male students after being given higher treatment compared with female students for experimental class II. From the results of the analysis of the two variants above, can explain the following: 1) Based on Table 5, it shows that the significance value for the model of 0,000 (sig. < 0.05), then there are differences in student self-regulated learning through the guided discovery learning model with cooperative learning model. 2) Then from Table 5, it also appears that the significance for the Model_Learning * Gender line is 0.011 (sig. < 0.05), thus rejecting Ho and accepting Ha. So it can be concluded that there is an interaction between learning models and gender with student self-regulated learning. This result can also be explained through Figure 2 below:

DISCUSSION
Based on the average value, and hypothesis testing showed that the ability of spatial students with learning model guided discovery based on culture Malay Deli better than cooperative learning model. The results of this study have similarities found in previous studies Fajri, Johar and Ikhsan (2016) show that the spatial ability of students who are taught with guided discovery models is good to be applied in learning in schools. The Malay Deli based culture-guided guided learning model provides opportunities for students to develop mathematical learning concepts derived from studying the surrounding environment, especially local culture. In addition to providing cultural values contained in local culture, students will also learn in real contexts where students can develop optimally and at the same time the creative activities of each student are communicated through the teaching-learning process. The teacher packages the learning while taking advantage of the opportunity to develop further learning material that is more or less known by the students themselves. In this way students will truly feel interested and highly motivated to solve their own problems. Based on the average value and testing the hypothesis shows that the self-regulated learning of student with the guided discovery learning model based on Malay Deli culture is better than the cooperative learning model.
Students have control over the learning process through knowledge and build understanding, reinforcement in decision making and learning motivation. It is influenced that the guided discovery learning model is more able to emphasize direct learning experiences through inquiry activities, discover concepts and then apply concepts that have been obtained in daily life so that students are more independent in their learning. Based on hypothesis testing there is an interaction between learning models and gender on students' spatial ability. There are several things in this study that cause interaction between the learning model (guided discovery learning model with Malay Deli culture frame and cooperative learning model) with gender on students' spatial ability this is caused by (1) grouping of initial mathematical abilities, student researchers are only guided by acquisition of student scores on the initial mathematical ability test taken from the national exam (UN) questions that do not reflect the students' spatial ability expected from students (2) gender differences do not play a role in students' spatial ability, in the sense that it cannot be concluded clearly whether men or women are better at learning mathematics (3) The guided discovery learning model based on Malay Deli culture and cooperatively together significantly influences students' spatial ability.
Based on hypothesis testing, there is an interaction between learning models and gender on student selfregulated learning. There are several things in this study that cause interaction between the learning model (the guided discovery learning model based on Malay Deli culture and cooperative learning models) with gender on the self-regulated learning this is caused by (1) gender differences do not play a role in the students' selfregulated learning, in the meaning cannot be concluded clearly whether male or female is better in learning mathematics.
2) The guided discovery learning model based on Malay Deli culture and cooperative learning together significantly influence students' self-regulated learning.

CONCLUSION
Based on the results of the analysis and discussion in this study, it can be concluded that 1) The spatial ability and self-regulated learning of student taught through the Malay Deli -based guided discovery model is higher than the spatial ability of students taught through cooperative learning model where the spatial ability of students is influenced by learning models and gender, with a percentage of the influence of the learning model of 19.76% and the effect of gender by 25.66%. There seems to be a positive correlation between spatial ability and the guided discovery model based on Malay Deli culture. 2) There is an interaction between learning models with gender on students' spatial ability and selfregulated learning. Where the spatial ability of students is influenced by learning models and gender, with a percentage of the influence of the learning model of 10.84% and the influence of the sex of 27.29%. There seems to be a positive correlation between students' self-regulated learning and the guided discovery model based on Malay Deli culture. 3) There is an interaction between learning (guided discovery learning model based on Malay Deli culture and cooperative learning model) in terms of gender (male and female) on students' spatial ability.
Where the percentage of interaction between learning models and gender amounted to 3.79%. 4) There is an interaction between learning (a guided discovery learning model based on Malay Deli culture and cooperative learning models) in terms of gender (male and female) on the students' selfregulated learning. Where the percentage of interaction between learning models and gender on learning independence of 2,80%.

Disclosure statement
No potential conflict of interest was reported by the authors.