The SACPS Blended Learning Model: An Innovative Way to Improve Spatial Thinking and Problem-Solving Skills

This study examined the effectiveness of the SACPS blended learning model in improving students’ spatial thinking and problem-solving skills and their perceptions of the SACPS blended learning model. The study used a quasi-experimental design with control and experimental classes. There were 25 students involved in each class who had met several inclusion criteria. Data were collected using a test measuring spatial thinking and problem-solving skills and a six-point Likert response questionnaire. This study used a paired sample t-test and an independent sample t-test to see the effectiveness of the SACPS blended learning, and a descriptive statistic test for describing students’ perceptions. The results showed that the SACPS model was effective in significantly improving students’ spatial thinking and problem-solving skills (F(48) = .19, t = −8.62, p < .05). Students perceived a positive perception of using the SACPS blended learning model as it promotes meaningful, mindful, and joyful biology learning (M = 5.64, SD = .49, M% = 94%). Hence, the study concludes that the SACPS model is an innovative model that can advance students’ spatial thinking and problem-solving skills. This model has great potential to be implemented more widely in science learning in the digital era.