The Mediating Role of Spatial Skills in Learning Kinematic Graphics Assisted by Vector Animation Videos

Abstract

Kinematic graph interpretation is a basic physics competency that often challenges students because of abstract vector representations and weak geometric transformation skills. This study analyzes the influence of vector animation videos on kinematic graph learning, with spatial skills as a mediating variable. A quantitative approach with a quasi-experimental design was applied to 60 Grade X students of SMAS Ta’miriyah Surabaya. Data were collected using the Test of Understanding Graphs in Kinematics (TUG-K) and the mental rotation test, then analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS). The results showed that using vector animated videos significantly improved students' spatial abilities and graphic comprehension. Furthermore, spatial ability partially mediated the relationship between vector-based digital learning interventions and mastery of kinematic graphics. This confirms the importance of integrating dynamic vector visualization in physics learning to bridge abstract conceptual barriers and improve spatial-geometric cognitive processing. Keywords: kinematics graphic, spatial ability, vector animation, SEM-PLS, physics education.